Secondary School (G9-G12)


Contents

 

 

Overview


The High School Program (G9- G12) at KCISEC is designed to prepare students for college and university admission. Students are advised to take courses that are academically challenging and meet the admission requirements of universities in the country in which they intend to study.

 

Faculty Profile

Vice-Principal of International Department – Ms. Jody Jennings

Work Experience

  • 17 Years Experience in Education
  • K-12 Principal License MN, USA
  • BS-7-12 Social Studies

Educational Background

  • MA in Geography
  • Minnesota State University, Mankato, MN U.S.A.
Department of Academic Affairs – Max Liu

Work Experience

  • 15 Years Experience in Education
  • 13 years of teaching Computer Science at college
  • 2 years of teaching Chinese in US.

Educational Background

  • Master of Software Engineer , USTC, Anhui, China
  • BA, Shanxi Normal University, Shanxi, China.

The Director of the Department of Academic Affairs assists the Vice Principal in matters related to the academic program and manage the daily work of DAA office..

Curriculum Coordinator – Judy Liang

Work Experience

Judy Liang is in her 21st year of teaching secondary mathematics in the high school. She moved to Kunshan last year to experience life in China. Her goal for teaching abroad is to assume more leadership roles in the area of curriculum development and establishing an exchange program for Chinese high school students in the USA. In the past three summers, Judy has chaperoned high school students on a trip to China, successfully ran a residential summer camp for international students at Duke University, and served as a Duke instructor for a leadership program in both North Carolina and China. In her 21 years of experience, Judy has taught 7th& 8th grade math, algebra (both remedial & advanced), geometry, intermediate algebra and pre-calculus. She has also taught supplemental classes such as SAT Prep and CAHSEE Review. Her additional experiences include private one-on-one tutoring, leading small study groups, and coaching Academic Decathlon, Academic League, Robotics, and Rubiks Cube teams. She is SDAIE certified, Kagan and AP by the Sea trained, and has a Master’s Degree in Education, which provide her various strategies to explain difficult concepts in concrete ways. Judy has a great sense of humor and enjoys a variety of activities including golfing, running, snowboarding, yoga, cooking, crafts, and spending quality time with family and friends. She is always striving for the improvement of herself and others.

Academic Coordinator – Alice Li

Work Experience

  • August 2016 – Present, Academic Coordinator, Department of Academic Affairs, International Department , Kang Chiao International School
  • August 2015 – July 2016, Head Teacher of Middle School English Language Arts, Department of Academic Affairs, International Department , Kang Chiao International School
  • March 2015 – July 2015, G9 ESL teacher, Department of Academic Affairs, International Department , Kang Chiao International School

 

 

Curriculum


KCISEC follows the American Curriculum, Common Core Standards, for both English and Math. Our Science Department has begun to implement the Next Generation Science Standards. Our Social Studies department has adopted the UCLA History Standards.

 

ENGLISH CLASSES

The Common Core State Standards for English Language Arts are the culmination of an extended broad-based effort to fulfill the charge issued by the states to create the next generation of K-12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. As a natural outgrowth of meeting the charge to define college and career readiness, the standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have a wide applicability outside the classroom and workplace. Students who meet the standards readily undertake complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship. In short, students who meet the standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.

http://www.corestandards.org/ELA-Literacy/

 

MATH CLASSES

Based on the Common Core State Standards, the math course reflects the importance of focus, coherence, and rigor as the guiding principles for mathematics instruction and learning. The standards call for learning mathematical content in the context of real-world situations, using mathematics to solve problems, and developing "habits of mind" that foster mastery of mathematics content as well as mathematical understanding. The standards for higher mathematics reflect the knowledge and skills that are necessary to prepare students for college and careers and productive citizenship. Overall, the standards demonstrate a commitment to providing a world-class education for all students that supports college and career readiness and the knowledge and skills necessary to fully participate in the twenty-first-century global economy.

http://www.corestandards.org/Math/

 

SOCIAL STUDIES CLASSES

The tenets for historical literacy in Common Core require students to: determine and evaluate the key ideas and concepts from a text; to comprehend how historical context can affect the assessment of a source; to assess arguments and criticize claims by drawing on relevant information; and to reach a reading and comprehension proficiency of historical texts.

The Historical Thinking Standards align with the Common Core, but also detail how to develop not only historical literacy but also historical thinking and understanding. According to the Bureau of Labor Statistics, "Historians research, analyze, interpret, and present the past by studying a variety of historical documents and sources. Historians typically do the following: Gather historical data from various sources, including archives, books, and artifacts." Historical thinking skills are an essential tool for learning historical content. By cultivating historical thinking skills, students can thoughtfully examine the historical record upon which any historical narrative is based, assessing the validity and point of view of those narratives. Historical thinking also involves research skills. Students should learn to look for historical evidence, analyze historical records, and construct a research-based narrative. Each of the history content standards (U.S. Standards and World Standards) links back to the Historical Thinking Standards.

World Cultures: http://nationalgeographic.org/standards/national-geography-standards/

World History: http://www.nchs.ucla.edu/history-standards/world-history-content-standards

U.S. History: http://www.nchs.ucla.edu/history-standards/us-history-content-standards

Business/Law: https://www.nbea.org/newsite/curriculum/standards/

Psychology: http://www.apa.org/education/k12/national-standards.aspx

Government:Economics:http://councilforeconed.org/

 

SCIENCE CLASSES

THE THREE DIMENSIONS OF SCIENCE LEARNING

Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard—or performance expectation—and each dimension works with the other two to help students build a cohesive understanding of science over time.

CROSSCUTTING CONCEPTS

Crosscutting Concepts help students explore connections across the four domains of science, including Physical Science, Life Science, Earth and Space Science, and Engineering Design.

When these concepts, such as "cause and effect", are made explicit for students, they can help students develop a coherent and scientifically-based view of the world around them

SCIENCE AND ENGINEERING PRACTICES

Science and Engineering Practices describe what scientists do to investigate the natural world and what engineers do to design and build systems. The practices better explain and extend what is meant by "inquiry" in science and the range of cognitive, social, and physical practices that it requires. Students engage in practices to build, deepen, and apply their knowledge of core ideas and crosscutting concepts.

DISCIPLINARY CORE IDEAS

Disciplinary Core Ideas (DCIs) are the key ideas in science that have broad importance within or across multiple science or engineering disciplines. These core ideas build on each other as students progress through grade levels and are grouped into the following four domains: Physical Science, Life Science, Earth and Space Science, and Engineering.

http://www.nextgenscience.org/

 

CHINESE CLASSES

The Chinese Program is communication-oriented and proficiency-based. We believe that language, including grammar and vocabulary, must be learned in context with the target language used whenever possible. The skills of listening, speaking, reading and writing, as well as critical thinking, must be continually developed in a student-centered classroom. Authentic materials and situations should be used as often as possible. Language learning strategies must be taught, and risk-taking by students encouraged so language learners have the tools with which to handle unfamiliar materials. Furthermore, we believe that an awareness of the Chinese culture must also continually grow and that authentic culture must be embedded in the instruction. Both Mandarin learning and assessment should focus on successful communication. Finally, we believe that learning a language should be fun as well as meaningful and that the student should feel successful while learning.

 

PHYSICAL EDUCATION

The Physical Education and Health Department is dedicated to the belief that personal well-being is based on the development of physical, mental, emotional, and social health. To meet this goal, the structure of the PE & Health course is dedicated to enhancing these areas and developing a healthy lifestyle. The students will work towards developing intrinsic motivation that fosters a healthy lifestyle. The interaction of classroom work and active participation will give the students a connection between theory and application.

 

ELECTIVE COURSES

The elective's department has continued to expand at Kang Chiao. Many new courses have been added to our course catalog over the last two years and will continue to expand. Students are able to select from many different elective courses in social studies, English, computer science, art, music, foreign languages, and theater arts.

 

AP AND HONOR COURSES

Students in grades 9-12 may be chosen for honor courses in English, math, science, and social studies. Faculty will nominate students to participate in these classes. Honor courses are more rigorous and demanding than regular courses. The College Board's Advanced Placement courses are college-level classes in a wide variety of subjects that students can take while still in high school. They offer challenging course work and a taste of what college classes are like. Advanced Placement Courses will be offered to students in grades 11 and 12 and who have demonstrated high academic achievement. Students may be chosen to participate in AP classes in one or more of the following: science, math, English, or social studies. College credit may be obtained by some universities by receiving a score of 3 or higher.

 

https://www.collegeboard.org/

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For More Detailed Information, Please download: 20170502_Course_Catalog_2017_2018