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Table of Contents  

General Information ......................................................................................................................... 4 

School Calendar ........................................................................................................................................ 4 

Reporting Periods ...................................................................................................................................... 4 

Attendance ................................................................................................................................................ 4 

Supreme Education Council Vouchers ..................................................................................................... 5 

The International Baccalaureate Diploma Program ....................................................... 8 

IB Philosophy............................................................................................................................................ 8 

Components .............................................................................................................................................. 8 

Grading ..................................................................................................................................................... 8 

Graduation Requirements ......................................................................................................................... 9 

Promotion Requirements .......................................................................................................................... 9 

The North American Diploma Program .................................................................................. 10 

Credit System .......................................................................................................................................... 10 

Grade Placement ..................................................................................................................................... 12 

Changing Courses ................................................................................................................................... 12 

Grading ................................................................................................................................................... 13 

Graduation Requirements .......................................................................... Error! Bookmark not defined. 

Promotion Requirements ........................................................................................................................ 13 

Repeating Courses .................................................................................................................................. 14 

College Counseling ........................................................................................................................ 14 

11th and 12th Grade Course Descriptions ............................................................................ 14 

English Department ................................................................................................................................ 15 

Grades 11 and 12 English Options ...................................................................................................... 15 

Arabic Department .................................................................................................................................. 16 

Grades 11 and 12 Arabic Options ....................................................................................................... 16 

Islamic Studies Department .................................................................................................................... 17 

Mathematics Department ........................................................................................................................ 17 

Grades 11 and 12 Mathematics Options ............................................................................................. 17 

Science Department ................................................................................................................................ 18 

Grades 11 and 12 Science Options ..................................................................................................... 19 

 

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Humanities Department .......................................................................................................................... 20 

Grades 11 and 12 Humanities Options ............................................................................................... 20 

Technology Department .......................................................................................................................... 22 

Grades 11 and 12 Technology Options ............................................................................................... 22 

Visual Arts Department .......................................................................................................................... 23 

Health and Physical Education Department ............................................................................................ 23 

Electives .................................................................................................................................................. 23 

French ................................................................................................................................................. 23 

International Relations/Model United Nations ................................................................................... 24 

Strength and Conditioning .................................................................................................................. 24 

Theory of Knowledge ......................................................................................................................... 24 

Videography ........................................................................................................................................ 24 

Web Design ......................................................................................................................................... 25 

Yearbook ............................................................................................................................................. 25 

 

 

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General Information

School Calendar

he academic year is divided into two semesters consisting of a total of 180 school days. The school day runs from 7:00 to 15:00, covering 11 subject periods. Juniors and Seniors may

sometimes have planning periods, enabling them to further study, engage in enrichment opportunities, visit the Media Resource Center, Study Hall or Computer Lab.

Reporting Periods

atar Leadership Academy has four reporting periods per academic year. Each report includes a grade of the student’s level of achievement. Subject teachers reflect upon student

achievement in their subject, areas for improvement, participation, personal organization and teamwork. Each report also includes a quantitative reflection of the student’s attendance.

Attendance

n order to get credit for the academic year, students are expected to attend at least 90% of all school days. Any student who misses 10% of all possible attendance days by the end of the

academic year is subject to academic repetition or dismissal.

Attendance Policy Implementation:

1. There are two types of attendance calculated at QLA

a. Daily Attendance – completed each morning by the Academic Affairs Secretary. The Attendance Secretary has the authority to use all of the attendance codes listed in PowerSchool.

b. Class Attendance (Known as Meeting Attendance in PowerSchool) completed by each teacher. The classroom teacher is only authorized to use only the following Attendance Codes: Tardy, Absent or Present.

2. If the Attendance Secretary marks a student absent for the day, that absence will appear as an absence in the student’s classes. In addition, the attendance secretary can place comments into the absence indicating to the faculty the reason for the absence, i.e. Field Trip.

3. Attendance Codes: Present (Default), Tardy1, Field Trip, Absent Excused, Absent, Sick, Injured.

                                                            1 A Tardy is defined as being late to class up to 15 minutes.  After 15 minutes the students will be marked absent from the class. 

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4. Attendance Points: Students accumulate points for codes that are indicated as absent: Tardy (.5), Absent Excused (1), Absent (1), Sick (1), and Injured (1). When a student nears the maximum amount of points allowed for each term (6 for a trimester, 9 for a semester), a warning email will be sent to the parent indicating that their son is close to reaching the maximum of absences allowed by policy.

5. Consequences for excessive absences:

a. 1st time, grade for the term will be withheld from each course that exceeds the maximum number allowed by policy. Cadets can earn the grade back by completing Saturday School for each Absence. To use this provision, the cadet will need to attend Saturday school for each day absent until the total is under the maximum amount allowed per term.

b. 2nd time, grade for the term will be withheld from each course that exceeds the maximum number allowed by policy. Grade will be reduced by one letter grade, and the cadet will need to attend Saturday School until the total is under the maximum amount allowed per term.

c. 3rd time, a mark of F will be recorded into each course that the cadet exceeded the maximum absences. In addition, the cadet will be required repeat the year or be asked to leave the academy for lack academic progress.

d. If there are not enough Saturdays left in the remainder of the year, the cadet will need to make them up the following year. Seniors or students transferring to other schools will forfeit their right to make up absences and a mark of F will be recorded as their final grade.

6. The policy makes no differences between excused absences or unexcused absences. Only in extenuating circumstances, i.e. (Cadet is Hospitalized) will there be an exception to the procedure. It is felt that 18 days is more than enough days to cover injury and illness of cadets. It is important for parents to consider these consequences before requesting that their son be allowed to miss classes at the academy.

Supreme Education Council Vouchers

egardless of whether a student is enrolled in the International Baccalaureate Diploma Program or the Academy’s North American Diploma Program, he must study Arabic,

Islamic Studies and Qatar History if he is receiving SEC vouchers.

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QLA School-Wide Literacy Plan

As part of our school improvement plan, we have identified three objectives to focus on, both long-term and short-term:

1. Leadership and Curriculum Alignment

2. Physical Health and Diet Improvement

3. ESL Improvement

Although these objectives are MSA related and are at the forefront of our improvement plans, it does not mean that we need to stop there and limit ourselves to only these three objectives. Thus, to help us improve our students’ performance, language, and reading levels, we have identified the fourth objective that is closely related to the afore mentioned three: School-Wide Literacy Improvement.

Why a whole school approach to literacy?

Improving our students’ reading and comprehension levels, will improve not only their performance in every subject, as they will be able to understand the material presented to them, but also their love for books and reading. We will be creating life-long readers, and this is not possible if the only reading they do is in their English classes.

This is why a whole school approach to literacy:

- it offers a common goal that sets the tone for our students’ achievements and expectations

- it shows that we are willing, as a school, to identify and address low-achievement areas and help our students become high achievers in those same areas over time

 

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- the research points out that school-wide literacy programs increase achievement across all subjects

- instead of five 45-minute periods a week when reading is attended to, the students will have an opportunity to work on it successfully in all subjects, all week long

Students will be required to:

- read both fiction and nonfiction

- use reading strategies in all of their classes

- read in all of their classes

- use Drop Everything and Read periods for reading

- participate in all reading and follow up writing activities

- read in the afternoons

- read over the summer (summer reading lists will be provided)

- acquire books from the reading lists

- run reading workshops

Academic Program Tracks

ll students enrolling in QLA in grades 7-10 are placed in the North American Program Track. The North American Program has two levels. The Middle School Component

consisting of Grades 7-8 and the High School Diploma Program, consisting of grades 9-12. Upon successful completion of grade 10 requirements students will be offered a one-time choice to change their course of study. Beginning in the 11 grade students may opt to begin study in the International Baccalaureate Diploma Program or continue in the North American Diploma Program. This selection will be conducted at the start of the academic year of their 11th grade. The IB program is a two-year course of study culminating in a 12th grade final assessment. The North American Diploma program is a yearly course of study with assessments occurring at the end of each course. Changes from IBDP to NADP or NADP to IBDP will only be allowed in the

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first 3 weeks of a student’s 11th grade. Due to the different nature of these programs, after this three-week period, students will not be allowed to change programs.

The International Baccalaureate Diploma Program

IB Philosophy

he International Baccalaureate Diploma Program is a comprehensive and rigorous two-year curriculum, leading to externally assessed examinations for students aged between sixteen

and nineteen. Based on the pattern of no single country, it is a deliberate compromise between the specialization required in some national systems and the breadth preferred in others. The general objective of the IBDP is to provide students with a balanced education; to facilitate geographical and cultural mobility; and to promote international understanding through a shared academic experience.

The student who satisfies its demands demonstrates a strong commitment to learning, both in terms of the mastery of the subject content and in the development of the skills and discipline necessary for success in future education and in an increasingly competitive world.

Components

B Diploma students must choose their two-year program of study from each of the subject groups represented in the IBDP hexagon model, covering at least three Higher Levels (240

hours) and the others at Standard Level (150 hrs). In addition to this, they must also complete the requirements of the Diploma Core, consisting of Theory of Knowledge (TOK), 150 Creativity, Action, Service (CAS) hrs, and a 4,000 word Extended Essay.

Grading

ourse grades are reported as number grades on the report cards, using the following descriptions and letter grade equivalents:

Achievement Grade Descriptor Letter Equivalence

7 Excellent A 6 Very Good A 5 Good B 4 Satisfactory B 3 Mediocre C 2 Poor D

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1 Very poor F TOK and the Extended Essay are reported as letter grades, while CAS will only be graded as a passed or failed component.

Graduation Requirements

n order to be awarded the International Baccalaureate Diploma, students have to get a minimum of 24 points from the External IB Examination Board. In addition, there are specific

requirements within that:

Numeric grades awarded in all six subjects chosen

All CAS requirements met

At least achieving a ‘D’ in both TOK and the Extended Essay

No grade 1 in any subject

No grade 2 at Higher Level

No more than one grade 2 at Standard Level

Overall, no more than three grades 3 or below

At least 12 points gained at Higher Level

At least 9 points gained at Standard Level

Promotion Requirements

n order for an IBDP student to be promoted from grade 11 into grade 12, he must have achieved the following at the end of the academic year:

20 points or above in the six subjects chosen

No grade 1

At least a ‘D’ in TOK

Submission of an Extended Essay draft, holding a quality acceptable to their supervisor

Submission of CAS journal, holding a quality acceptable to the CAS Coordinator

IBDP students repeating grade 11 may be given the opportunity to retake up to two exams for potential promotion at the start of the next academic year, though will commence the year in 11th grade as a default position.

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The North American Diploma Program

Middle School Program:

tudents grades 7-8 are enrolled in a developmental and academic rich program to help prepare them for the rigors of high school. Students will be organized into a House System

with the same core teachers in Math, English, Science, and Humanities. These core teachers will provide a multidisciplinary and content rich program. Specialists in Arabic, Art, PE and Technology will add to the core teachers’ curriculum. Success in the North American Diploma Program or the International Baccalaureate Diploma Program requires that 7 and 8 grade students master the fundamental concepts in Math, Arabic and English. A strong emphasis on building English Literacy Skills will be the primary focus in the Middle School Program. After school tutoring will highlight reading and writing skills.

Middle School Grade Promotion Policy:

tudents in 7-8 grade who do not pass English, Math or Arabic will not be promoted to the next grade level. Students achieving a “D” in these subjects at the end of Term 1 will be put

on Academic Probation. During Term 2 students will be enrolled in the after school Academic Intervention Program with QLA staff. At the mid-term of Term 2, students need to be earning at least a “C” in the course to be taken off of academic probation. Students who fail to make adequate progress will continue in the Academic Intervention program. At the end of Term 2, students who continue or earn a “D” in these subjects will have a letter sent home indicating that they will need to repeat that grade in the following school year if they fail to achieve a passing mark at the end of Term 3. Students failing more than one of these courses at the end of Term 2 will be sent a letter at the end of Term 2 advising the parents that QLA is not the right school for their students.

NOTE: Students enrolled in Academic Intervention Program will not be allowed to participate in after school activities or off campus field trips. 

IMPORTANT: It is vital that students set the foundation for success at the lower levels to prepare for the rigorous work at the high school level; therefore, a student failing to pass one of these courses after Term 3 will need to repeat the entire grade. There will be NO comprehensive resit exam at the end of the year for students in grades 7-8.

High School Program:

Credit System

redits are the units by which academic progress is measured. In order to graduate from Qatar Leadership Academy students need 24 credits, with the potential to earn 7 credits per

year. Credit will be given only for courses taken while students are enrolled at the ninth through

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twelfth grade levels at the Academy.

tudents begin their high school career in the North American Diploma Program beginning in the 9th grade. 9-10 grade students will be organized into a House System with the same core

teachers in Math, Science, English and Humanities. Specialists in Arabic, Careers, Art, PE and Technology will add to the core teachers’ curriculum. Building on their successes in the Middle School program, Freshmen and Sophomores will expand their critical thinking skills as they develop their leadership and study skills preparing them for the sophisticated work of their 11th and 12th grade years.

tudents successfully completing the 10 grade will move into the 11th grade. 11th and 12th grade students will be given more choice on the courses they study much like they will

experience at University. Each fall the Academic Department will publish a list of courses for these two grades and students will be guided in their course selection with their academic advisors. Ultimate course selection will be based on student academic need and space. Final selection will be at the discretion of the Advisor.

11 &12 Grade Only: Changing Courses

tudents may change courses within the first two weeks of the academic year. A student-initiated request for a schedule change made after the first two weeks may only be

accommodated under one of the following circumstances:

1. The change is necessary to meet graduation requirements 2. A prerequisite for the course in question is missing 3. There is a medical reason for the course change 4. An error occurred in course placement or course registration

In general, course changes will be considered to be exceptions, rather than the rule, hence students need to plan their courses carefully. Remember that course choices will impact the schedule, and initial choices may make changes impossible.

Any courses dropped after the first month of the academic year will result in a withdrawal P/F on your official transcript.

Graduation Requirements

tudents must earn 24 units of credit in grades 9-12 in order to qualify for a Qatar Leadership Academy North American Diploma. The following are minimum requirements, along with

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minimum recommendations for universities and colleges2:

Required Courses Minimum Requirement Minimum Recommended for university/college

English 4.0 4.0 Arabic/Islamic 4.0 4.0 Humanities 2.0 3.0 Science 3.0 4.0 Mathematics 3.0 4.0 Physical Education 1.0 2.0 Visual and Performing Arts 1.0 1.0 Electives 6.0

Other graduation requirements:

1. Satisfactory participation in the Academy’s Integrated Program. 2. Satisfactory participation in the Academy’s Heritage Program. 3. Completion of a 4,000 word extended piece of writing. 4. 30 hrs of Community, Action and Service (CAS) for each high school year, complete

with reflections and verifications. 5. Students must be in attendance at the Academy for three consecutive terms immediately

prior to receiving a QLA Diploma.

Grade Placement

tudents who transfer to QLA during the school year will be placed in classes that most closely match the courses they were attending in their previous school. Transfer grades from

a student’s previous school may be considered in determining the student’s semester grade.

The following number of credits will determine a student’s grade placement:

Freshman (grade 9) 1-6 credits

Sophomore (grade 10) 7-12 credits

Junior (grade 11) 13-18 credits

Senior (grade 12) 19-24 credits

                                                            2 Some of these recommendations will vary depending on the higher course of study intended, hence students are recommended to give serious thought to where they would like to study post graduation. 

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Grading

ourse grades are reported as letter grades on the report cards, using the following equivalents:

Achievement Grade Descriptor Percentage

A Excellent 90-100

B Above Average 75-89

C Average 60-74

D Below Average 50-59

F Failure 0-49

Promotion Requirements

n order for a 9-12 grade student to be promoted into the next year level, he must successfully earn 6 credits each year. Since each student is given the opportunity to earn 7 credits each

year, there is a built in safety net to picking up a failed course in the following year, this should be the exception not the rule. No student will be promoted should he fail more than one course in any given year. The Academic Intervention Program will be used to help students who need support to achieve at QLA. Any student who is achieving a failing mark in a course at the Mid-point of Term 1 will be put on Academic Watch, students on Academic Watch will need to meet with their advisors to develop a plan to achieve a passing mark by the end of Term 1. Those students achieving a “D” at the end of Term 1 in any course will be put on Academic Probation and enrolled in the Academic Intervention Program. The AIP will consist of intense tutoring. At the mid-term of Term 2, students need to be earning at least a “C” in the course to be taken off of academic probation. Students who fail to make adequate progress will continue in the Academic Intervention program. At the end of Term 2, Parents of students failing more than one course will be sent a letter advising them that QLA is not the right school for their son.

NOTE: Students enrolled in the NADP grade 9-12 are only allowed to fail one course per year. The school will no longer offer resit examination for failed courses. Students failing a course that is necessary as a part of the Graduation Requirements will need to repeat the course. No student will be allowed to continue at QLA if they fail more than 1 course per year.

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Repeating Courses

tudents failing to earn credit in a graduation required course may repeat the course. A student may also repeat a course at the recommendation of his teacher and/or counselor. Both grades

will appear on the transcript, but only the class with the highest grade will receive credit.

College Counseling

he counselor advises students and parents on the college/university selection and application process. At its core, effective college counseling will require steady and frequent

consultation between the student and the counselor. The process requires narrowing down each student’s individual interests, skills and academic abilities, so that the student and counselor can determine appropriate universities and programs tailored to these. Following this, the process requires drafting minimum entrance requirements and deadlines. In essence, this initial search happens prior to filling out applications, drafting letters of recommendation and any other specifics.

Scaffolding for the college search may look as follows:

Comprehensive entrance exam preparation and review

Schedule and complete entrance exams

Career Assessment Test to determine majors/degree programs

Personalized consultation with counselor to review SAT, TOEFL, ACT, IELTS and other standardized test results

Searches by student and counselor to find best-fit programs that fall within categories of ‘reach’, ‘likely’ and ‘safety’, complying with the list of approved establishments to ensure scholarships for Qatari students

Compile deadlines and requirements for each student’s schools

Fulfill any remaining testing requirements

Request or complete teacher recommendations, essays and other necessary documents

Apply within early decision or regular decision timelines

Receive acceptances, waitlists and deferrals

Decide on a program; fulfill student visa requirements

11th and 12th Grade Course Descriptions

uring their freshman and sophomore years, students follow a generic academic program, automatically enrolling in predestinated classes. Once they reach their junior and senior

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years, students are given the option to cater their studies more specifically with various course options to choose from.

English Department

he aim of the English Department is to enable students to effectively use language for communication, knowledge and personal satisfaction. English is the language of instruction

in the school. In listening, speaking, reading and writing, students will be taught to use the language as a way of expressing thought, being creative, reflecting, and as a means of self-expression. Students are introduced to a range of literary works of different periods, genres, styles and contexts with the aim of broadening their perspective through the study of works from different cultures and languages. Students are encouraged to develop a life-long interest in, and enjoyment of, literature and good non-fiction writing. Instruction is flexible in order to ensure that students with differing abilities and interests are challenged and stimulated.

Grades 11 and 12 English Options

English Language and Literature

he focus of the English Language and Literature course is directed towards developing and understanding the constructed nature of meanings generated by language and the function of

context in this process. A key aim of the course is to encourage students to question the meaning generated by language and texts.

The study of the texts produced in a language is central to an active engagement with language and culture and, by extension, to how we see and understand the world in which we live. All texts may be understood according to their form, content, purpose and audience, and through the social, historical, cultural and workplace contexts that produce and value them. Responding to, and producing texts, promotes an understanding of how language sustains or challenges ways of thinking and being. Helping students to focus closely on the language of the texts they study and to become aware of the role of each text’s wider context in shaping its meaning is central to the course.

English B

he English B course is designed to provide students with the necessary skills and intercultural understanding to enable students to communicate successfully in an

environment where the language studied is spoken. The course gives students the opportunity to reach a high degree of competence in a language and explore the cultures using the language. The range of purposes for which, and situations in which, the language is used extends to the domains of work, social relationships, and the discussion of abstract ideas, amongst others.

A wide range of texts will be used as a basis for writing and speaking, including periodicals, magazines and videos of literary and non-literary nature that are adapted to the students’ needs

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and interests. Texts are also used as a means of developing students’ awareness of cultural aspects.

Arabic Department

s the host language, Arabic holds a crucial position in the lives of our students for linguistic, cultural and religious reasons.

The Arabic language course is aimed at exposing students to a wide range of Arabic Media, enhancing their understanding of different forms of expression, values and ideas as well as encouraging their personal, moral and spiritual development. This is done through the study of novels; short stories, popular culture, published media, poetry, creative writing, writing for purpose and independent reading tasks. Students develop an appreciation of the ways in which writers and speakers express themselves, and learn to construct and convey meaning in their own reading, writing, speaking and listening.

Grades 11 and 12 Arabic Options

Arabic Language and Literature

he focus of the Arabic Language and Literature course is directed towards developing and understanding the constructed nature of meanings generated by language and the function of

context in this process. A key aim of the course is to encourage students to question the meaning generated by language and texts.

The study of the texts produced in a language is central to an active engagement with language and culture and, by extension, to how we see and understand the world in which we live. Helping students to focus closely on the language of the texts they study and to become aware of the role of each text’s wider context in shaping its meaning is central to the course.

Arabic B

he Arabic B course is designed to provide students with the necessary skills and intercultural understanding to enable students to communicate successfully in an

environment where the language studied is spoken. The course gives students the opportunity to reach a high degree of competence in a language and explore the cultures using the language. The range of purposes for which, and situations in which, the language is used extends to the domains of work, social relationships, and the discussion of abstract ideas, amongst others.

A wide range of texts will be used as a basis for writing and speaking, including periodicals, magazines and videos of literary and non-literary nature that are adapted to the students’ needs and interests. Texts are also used as a means of developing students’ awareness of cultural aspects.

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Islamic Studies Department

slamic Studies is one of the most important subjects at QLA, and it is given special priority, since many of the students are Muslim. Students study Islamic Studies twice a week.

Islamic Studies is conducted according to a structured curriculum that has been developed by the Ministry of Education, and the teachers follow the standards and criteria of the Supreme Education Council. We assess students through classroom activities, tests, and research.

Islamic Studies subjects include: Tawheed, Aqeedah, Essentials and Practices (Fiqh), Qur'an reading / recitation and memorization, Islamic History, and Islamic Akhlaq. Our Mission is teaching Islamic studies without any sectarian bias, by teaching Islam in a pure and preserved form, to help the students to come closer to its essence, free from confusion.

Mathematics Department

athematics is powerful and empowering. It is also fundamental to the study of other subjects and students should see mathematics in this service context. Mathematics has

developed separately through many cultures and, in not being orientated to any one nation, can genuinely serve the international community and act as an essential component for multi-cultural education. Students should also be able to understand and respect the achievements of the world’s greatest mathematical thinkers and, along the way, develop their own mathematical intuition. Finally, mathematics should be enjoyable. This might be achieved through a sense of wonder or through the interaction with others in pursuit of answers or maybe just by the joy of achieving a solution that just feels right.

Grades 11 and 12 Mathematics Options

Mathematical Studies

he Mathematical Studies course concentrates on mathematics that can be applied to contexts related as far as possible to other subjects being studied, to common real-world occurrences

and to topics that relate to home, work and leisure situations. The course includes project work, a feature unique within this group of courses: students must produce a project, a piece of written work based on personal research, guided and supervised by the teacher. The project provides an opportunity for students to carry out a mathematical investigation in the context of another course being studied, a hobby or interest of their choice using skills learned before and during the course. This process allows students to ask their own questions about mathematics and to take responsibility for a part of their own course of studies in mathematics.

The course caters for students with varied backgrounds and abilities. More specifically, it is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. Students likely to need mathematics

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for the achievement of further qualifications should be advised to consider an alternative mathematics course.

Mathematics

he Mathematics course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these

concepts in a comprehensible and coherent way, rather than insisting on mathematical rigour. Students should wherever possible apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. The portfolio offers students a framework for developing independence in their mathematical learning by engaging in mathematical investigation and mathematical modelling. Students are provided with opportunities to take a considered approach to these activities and to explore different ways of approaching a problem. The portfolio also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.

The course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration.

Science Department

cience at QLA is taught with the intention of instilling the necessary skills and content, required by our Middle Years students, to comfortably merge with the Diploma Program

Experimental Sciences, as well as to make use of their acquired knowledge in their daily life.

The students are encouraged to learn science through enquiry in both the theory and laboratory work as well as interlink with other subjects. Students are streamlined to work scientifically and develop critical thinking skills based on their observations and processing skills. The major skills which the students learn are experimental planning, data collection-processing-presentation skills, referencing scientific literature, critical appraisal of scientific findings and conclusion making skills and scientific essay writing. The contents are broadly drawn from areas of Biology, Physics, Chemistry, Geology, Astronomy and Environmental Sciences. The levels are set according to the reach of the age group. In summary, the science program at QLA is engaged in the making of balanced, caring, open-minded, knowledgeable and principled communicators who enquire, think, reflect and dare to take risks.

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Grades 11 and 12 Science Options

Biology

iology is one of the six Experimental Sciences subjects, intended for students aiming to pursue career in medicines, agriculture sciences, veterinary sciences, biotechnology,

genetics, fisheries sciences, environmental sciences or paramedic branches like nursing, bioinformatics or similar subjects which require prior knowledge of biology of pre-university level.

Students will have the opportunity of completing 40 to 60 hours of practical work. This unique opportunity provides them to explore and understand biological concepts in much detail than could be possible anywhere else. In addition to these experimental research opportunities, they get to complete a project giving them open opportunity to plan, design and implement their own scientific innovative ideas and project. This part of experimental sciences allows the learner to make use of the gained knowledge in real life context. The Biology course offers Microbiology and Biotechnology, Ecology and Conservation, as well as Cell and Energy, in addition to Statistical Analysis, Cells, Biochemistry, Genetics, Ecology, Evolution, Plant Science, Human Health and Physiology.

Chemistry

he Chemistry program is a pre-university course. It is aimed at students who intend to pursue some form of Science based course which requires a Chemical Science basis, e.g.

Medical, Biochemical, Genetics, Chemistry, Pharmacology, Biophysics, Engineering etc, or related experimentally orientated study at university. With this in mind the focus is to give students knowledge and skills in chemical experimental techniques while underscoring how the subject is fundamental to other scientific disciplines. Students will be given a viewpoint that is experimentally focused, which uses analytical and chemical techniques to description as well as prediction of the way the world works. The course also makes use of computers for more than just report writing, presentation and/or research. Experimental work is integral to the spirit and drive of the course. Ideally, in the lab work, students should check for themselves what they are told in the theory work. They are encouraged to be critical as they must be to achieve high levels in the subject.

Physics

he Physics program is a pre-university course. It is aimed at students who intend to pursue some form of Science based course which requires a Physical Science basis, e.g. Medical,

Biophysics, Physics, Engineering, Electronics, Communications, Astrophysics, Computing etc, or related experimentally orientated study at university. With this in mind the focus is to give students knowledge and skills in physical measurements and mathematical techniques while underscoring how the subject is fundamental to other scientific disciplines. Students will be

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given a viewpoint that is experimentally focused, which uses mathematics as a medium of description as well as prediction and makes use of computers for more than just report writing, presentation and/or research. Experimental work is integral to the spirit and drive of the course. Ideally, in the lab work, students should check for themselves what they are told in the theory work. They are encouraged to be critical and to do more than just carry out the lab work.

Humanities Department

he aim of Humanities is to encourage students to gain and develop knowledge, conceptual understanding, research skills, analytical and interpretive skills, and communication skills,

contributing to the development of the student as a whole. Humanities aim to encourage students to respect and understand the world around them, and to provide a skills base to facilitate further study. This is achieved through the study of individuals, societies and environments in a wide context: historical, contemporary, geographical, political, social, economic, religious, technological and cultural.

The objectives of the Humanities course are taught through the disciplines of History, Geography and Economics. Concepts that students will address include time, place and space, change, systems and global awareness, as well as technical, analytical, problem solving and investigative skills.

Grades 11 and 12 Humanities Options

Economics

conomics is a dynamic social science, forming part of the study of individuals and societies. The study of economics is essentially about the concept of scarcity and the problem of

resource allocation. Although economics involves the formulation of theory, it is not a purely theoretical subject: economic theories can be applied to real-world examples. Neither is Economics a discrete subject, since economics incorporates elements of history, geography, psychology, sociology, political studies and many other related fields of study. The scientific approach characterizes the standard methodology of economics. This methodology can be summarized as a progression from problem identification, through hypothesis formulation and testing, arriving finally at a conclusion.

Alongside the empirical observations of positive economics, students of the subject are asked to formulate normative questions. Encouraging students to explore such questions forms the central focus of the Economics course. Throughout the course, students study Microeconomics, Macroeconomics, International Economics and Development Economics.

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History

istory is more than the study of the past. It is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources. It is a discipline that

gives people an understanding of themselves and others in relation of the world, both past and present. History is an exploratory subject that poses questions without providing definitive answers. History encourages the understanding of the present through the critical reflection of the past and historical impact. In History, content and methodology are contestable and require the toleration of uncertainty.

During the course, students will learn how to gather, sort and evaluate historical evidence, recognize and understand historical processes and their relationships to human experience, activity and motivation, as well as organize and express historical ideas and information. The time periods studied cover 19th and 20th century topics in the Middle East and Europe, as well as important aspects in the rest of the world.

Information Technology in a Global Society

he Information Technology in a Global Society (ITGS) course is the study and evaluation of the impact of information technology (IT) on individuals and society. It explores the

advantages and disadvantages of the use of digitized information at the local and global level. ITGS provides a framework for the student to make informed judgments and decisions about the use of IT within social contexts.

Although ITGS shares methods of critical investigation and analysis with other social sciences, it also considers ethical questions found in the study of philosophy. Students come into contact with IT on a daily basis because it is so pervasive in the world in which we live. This widespread use of IT inevitably raises important questions about social and ethical issues that shape our society today. ITGS offers an opportunity for a systematic study of these issues, whose range is such that they fall outside the scope of any other single discipline. The nature of the subject is defined by the use of fundamental ITGS terms.

Social and Cultural Anthropology

ocial and Cultural Anthropology is the comparative study of different cultures and human societies. Anthropologists all over the world try to seek an understanding of humankind in

all its diversity. In order to achieve this, anthropologists study and explore the general principles of social and cultural life. The course places special emphasis on comparative perspectives that challenge and explore cultural assumptions. Although Social and Cultural Anthropology is similar to other social sciences, it is distinct in a number of ways. Topics of anthropological inquiry include social change, kinship, symbolism, exchange, belief systems, ethnicity and power

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relations. Anthropology contributes to an understanding of contemporary issues such as war and conflict, the environment, poverty, injustice, inequality, and human rights.

The course will offer an opportunity for students to become familiar with anthropological perspectives, challenge cultural assumptions, and help students develop critical thinking skills related to intercultural awareness and understanding. In this course we will explore problems and issues associated with the complexity of modern societies in local, regional, and global contexts.

Technology Department

echnology at QLA requires a wide range of skills and knowledge, which will lead to a ‘technical arts capability’ that brings about change and ability to shape the environment of

the future. The design and development of quality projects gives students the opportunity to identify problems and opportunities, research and investigate existing products, analyze data and information, generate, justify and evaluate designs, and experiment with resistant materials to manage and produce design projects.

The diversity of approaches to design projects provides the scope to develop high order thinking, future thinking and understanding of conceptual principles. The design process caters for a variety of student needs, abilities and interests. The flexible and creative consideration of parameters encourages students to take intellectual risks and experiment with resources when developing projects. The development of functional and aesthetic designs allows students to be innovative and creative in their thinking and application. Students will develop the skills necessary for the safe use and maintenance of a variety of technologies in the production of their design projects.

Grades 11 and 12 Technology Options

Design Technology

o design with technology is to use human ingenuity in selected activities in order to meet needs and find solutions. The program involves solving design problem in a practical

context with a focus on introducing designing cycle, a range of fundamentals of technology, and global technological issues. It provides students with the knowledge to be able to design and make products in workshops as well as in industry and also to develop an informed literacy about technology in general.

The course covers core topics in design, materials, product development and innovation, energy, industrial practices, manufacturing processes, structures, mechanisms and sustainability. Students can then specialize in one of the technology branches, such as textiles, electronic products, food, computer control, human factors or computer-aided design and manufacture. The course is a good preparation for careers in areas, such as engineering, architecture, and design.

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Visual Arts Department

he Visual Arts program at QLA is fundamental to all students, and is intended to establish an aesthetic awareness and appreciation of visual arts. Through the study of Arts, students

will enrich their lives by creating in different art fields. As they continue to study and gain experience, each student’s vocabulary, value judgment, perception and critical thinking skills will likewise sharpen. These experiences will encourage the development of self-discipline and instill a desire for lifelong learning.

Health and Physical Education Department

he Physical Education curriculum is varied and encompasses many different sports and activities. At this stage in the students’ development we will be instilling the belief that

sport and exercise are activities for life and are part of a healthy active lifestyle. We will be teaching this and using individual sports such as swimming and athletics, as well as team sports: football, rugby, basketball and volleyball as an introduction to this philosophy of healthy living.

As we teach these sports, we will also be concentrating on the students’ individual development as their bodies change physically and emotionally. Sports will be taught by introducing and practicing the basic skills before moving into competitive action. For example, in volleyball we concentrate on the individual skills of volley, dig and serve before we move into small games of ‘keeping the ball alive’ and teamwork exercises, eventually moving into full match play.

Electives

French

earning an additional language expands students’ cognitive and analytical abilities. It fosters communication with other speakers of the language and appreciation of other cultures. It

increases the possibilities of communication beyond a student’s own language and culture. French aims to develop curiosity, interest and enjoyment in the target language and enable the student to use the language as a means of practical communication. It makes students aware that all languages have structure, grammar, vocabulary and context and provides a sound basis of communicative skills necessary for academic and other purposes. It also strongly increases native language ability.

Students are encouraged to contact with the local community (where relevant) and offered insight into the cultures of the communities where the language is spoken and to develop an understanding of the interrelationships between languages, culture and thought. French is the second most frequently taught language in the world, after English.

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International Relations/Model United Nations

he aim of this course is to provide an overview of the mechanics of international relations – how and why nations interact with each other the way they do. The course will broadly

explore both the principles of international relations and the reality that exists. Students’ understanding will be enhanced through the examination of current issues. Parliamentary procedure and the writing of resolutions will be key components. Model United Nations (MUN) is an integral part of this course and students are encouraged to take part in the MUN.

Strength and Conditioning

tudents in this course will focus on the principles of strength training and conditioning. Topics will include cardiovascular fitness, muscular strength and endurance, flexibility, and

agility/speed/ quickness. Students will follow and participate in rigorous workouts. The focus of the course will be to understand lifelong fitness practices challenging each individual, regardless of athletic ability.

Theory of Knowledge

he TOK course encourages critical thinking about knowledge itself, to try to help young people make sense of what they encounter. Its core content is questions like these: What

counts as knowledge? How does it grow? What are its limits? Who owns knowledge? What is the value of knowledge? What are the implications of having, or not having, knowledge? TOK activities and discussions aim to help students discover and express their views on knowledge issues. The course encourages students to share ideas with others and to listen to and learn from what others think. In this process students’ thinking and their understanding of knowledge as a human construction are shaped, enriched and deepened. Connections may be made between knowledge encountered in different subjects, in CAS experience or in extended essay research; distinctions between different kinds of knowledge may be clarified. Because the subject matter of the course is defined in terms of knowledge issues, there is no end to the valid questions that may arise in a TOK course.

Videography

his class is an introduction to videography and video production. In this course students will explore various techniques and styles of video recording and editing. Formats of films

include documentary, advertising, short film, and others as determined by the instructor. Techniques include identification of purpose, subject selection, and proper camera angles (including multiple angle shots). Editing techniques include selection of footage, effects and transitions, soundtrack creation and others. Students will be expected to complete numerous projects throughout the course, each demonstrating an increased level of sophistication. Students should anticipate attendance at school and community events, both during and after school hours, as a means of gaining practice and collecting footage to use in class.

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Web Design

his class is an introduction to web design. In this course students will explore various facets of web design and element creation. Students will learn to develop web pages with written

HTML code, cascading style sheets, Flash animation, and various other web development tools as determined by the instructor. Students will use Adobe Dreamweaver or a similar HTML editor to complete several projects over the course of the semester, each demonstrating an increased level of sophistication.

Yearbook

he specific purpose of the yearbook course is the creation of a quality yearbook. Students will develop specific writing and cooperative learning skills required in other secondary

disciplines through specific instruction in the techniques of organizing and developing tactics necessary for the creation of the QLA yearbook.

 

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