SCHOOL IMMEDIATE PROGRAM OBJECTIVES

What must be done

Our immediate objectives are provide a high quality college-preparatory program for students interested in Social Studies (How Societies Develop) Engineering, Architecture, and Applied Science.

This program is created to produce pre archtecture, engineering, and applied science graduates who can go on to college and master the elements of modern material culture as to understand again the modern means of feeding, clothing, mass producing, manufacturing, contructing, and build the necessities of life.  All students deserve an equal opportunity to master the skills and objectives needed to survive in a technologically advanced global economy.  We will achieve this.

How to achieve this

• 1. By establishing an applied/scientific African Humanities curriculum. African centered philosophy, motivated students, supportive parents, skilled/caring administrators/faculty and staff.
• 2. Working with the administration, faculty, and staff join the parents, community and businesses to ensure excellence in curriculum and programming for students that will maximize learned skills needed to become productive and responsible citizens.
• 3. Enact a new pay-for-performance programs for teachers, streamline administration, and equip science labs in all necessary program areas.
• 4. Spearhead a reachout to dropouts programs, a campaign to successfully recover dozens of students each year.
• 5. Pepare students academically, socially, and emotionally for college and the workforce by creating a college-bound culture in every class.
• 6. Prepare students for higher education throughout their academic careers by laying a solid educational foundation in the earliest grades, promoting Advanced Placement and dual-credit courses in secondary school,
• 7. And emphasizing to students and their parents at all grade levels that college is both possible and essential.

Core African Humanities

• World Humanities curriculum is adapted for diverse humanities contributions in each field of study harmonizing science, language arts, social studies, mathematics, art, physical education, and the liberal arts; That African Humanities be one section of a diverse collection of required humanities sections.
• The program of study/lesson plans for k-12 is standardized to include accurate/balanced information on the diverse humanities of each population before the applied elements of the core curriculum content material is presented in a carefully planned unitary design concentrating on elements common to various branches of the world's people;
• In the conception of society and humanities, the aspect of dynamic accurate, changing historical development is at the heart of educational pedagogy.
• The definition of African society is scientifically drawn to distinguish what is African from imports consequent to invasions from Arabia and Europe.
• Comparative components include Asian, Indian, Arab, Pre-Post Columbian Native American, Australian, Pacific and Western societies.
• There is no discussion of "firsts" in world humanities because each culture had it's own internal development processes before the massive epoch of invasion and conquest.

History

• World history is presented in a balanced and accurate manner reflective of new/validated scientific research findings in each field: Humanity began in Africa and all modern human beings can trace their ancestry back to African population. The cultural and social adaptations of human life therefore have a root in Africa with African peoples.
• The teaching and study of African history henceforth begin with the study of Ancient Kmt and Ancient Nubian history;
• Research in the area of History is on-going, adaptive, self corrective, fluid, comprehensive and independently led by academic experts in the historical field/subject area.
• The design of comparative data on humanities is released from the present emphasis on Western, White, Arab history is corrected, and a more equitably weighted distribution of time and texts established to cover the societies of Asia, Australia, Arab, Indian, the Pacific environment, Pre-Columbian America, etc.;
• World humanities curriculum development include philosophies and methodologies covering all major theories of historical development whether their origins be African, Eastern or Western;
• In overall syllabus design, a constant effort is made to observe a balanced for African, Eastern and Western components respectively.

Literature

• Students of literature are systematically offered inclusive/balanced/real world instruction in the literatures of Africa, Asia, India, the Americas, the Pacific and the West;
• In the distribution of texts and time, a balance is maintained for African, Pre-Post Columbian America, Eastern and Western inputs respectively;
• The prime accent in the teaching of literature is shifted from a preoccupation with consumption to a practical concern with production. In plain terms, we think students should be given opportunities not merely to learn how to read and appreciate literature produced by others, but also to grow into skilled producers of literature themselves;
• All levels in writing are initiated and developed in the main genres: poetry, drama, fiction, expository prose, modern media;
• History, science, technology, economics, and sociology is given priority in social science research projects, in order to revitalize the traditional world recognition of history as prime material for literature;
• To this end, courses in Literature be planned in close collaboration with World Humanities Studies, History, Economics, Morality and Ethics, Sociology, Populations studies, Philosophy etc.

HIGH SCHOOL CHARACTERISTICS

1. African-centered Philosophy
2. African Humanities Curriculum (African Origins, Civilization, Applied Science, Morality)
3. Science/Engineering/Architecture Focused Program
4. College Preparation/Applied Science and Ethics
5. Respectful, Secure, Organized Environment
6. Standard Dress Code
7. Computerized Facilities
8. Science and Mathematics Applied to Real World Problems
9. African Swahili/Mdw Ntr Greetings
10. Clean, Professional, Caring, Visionary, Applied
11. Cutting Edge Technology
12. Humanistic/African Value System

AFRICAN HUMANITIES OUTCOMES

Intellectual Skills

Independent learning

1. Demonstrate independent and self-managed learning to identify own personal strengths and weaknesses and formulate strategies for improvement and identify and work towards targets for personal, academic and career development. Work autonomously in a self-directed manner, thereby developing the practices of reflection and of lifelong learning.

Critical Evaluation

1. Analyse, synthesise, evaluate and summarise information critically, including prior research       
2. Evaluate designs, processes and products, and make improvements.

Professional Judgement

1. Question standard practice, arguments and evidence and apply professional judgement in making recommendations for future best practice.  Recognizing moral and ethical issues of investigations and appreciating the need for professional codes of conduct.

Develop arguments

• 1. Recognise and use subject-specific theories, paradigms, concepts and principles to develop arguments and discussion.

Subject specific skills

1. Evaluate the characteristics of various construction techniques and materials and their effect on civil engineering production .  Research, formulate and respond to program or briefs that are appropriate to specific contexts and circumstances
2. Interpret the basics of structural behavior.  Analyse and diagnose faults and specify appropriate remedial action
3. Demonstrate basic competence in setting out, levelling and land surveying.
4. Demonstrate effective self-management in terms of time, planning and behavior, motivation, self-starting, individual initiative and enterprise.
5. Produce designs that demonstrate the integrative relationship of structure, materials, constructional elements, climate, service systems and energy supply
6. Collect, analyse and interpret data using appropriate techniques in the field and laboratory and when necessary design experiments to gain new data.
7. Undertake field and laboratory investigations in a responsible and safe manner, paying due attention to risk assessment, rights of access, relevant health and safety regulations, and sensitivity to the impact of investigations on the environment and stakeholders.

Transferable skills

Problem Solving

• 1. Apply knowledge and understanding to address familiar and unfamiliar problems, including collecting, analysing and interpreting data, using appropriate quantitative and other equipment, and using standard and relevant IT software

• 2. Analyse problems, using innovation, logical and lateral thinking in their solution and solve numerical problems using computer and non-computer based techniques

• 3. Communication

• 4. Communicate effectively with other people using visual, graphic, written and verbal means.

• 5. Present quantitative and qualitative information, together with analysis, argument and commentary, in a form appropriate to the intended audience, including appropriate acknowledgement and referencing of sources;

• 6. Listen and engage in informed dialogue

Working with others

• 1. Work effectively with others within the context of a team within an interdisciplinary environment.

• 2. Identify individual and collective goals and responsibilities, performing in a manner appropriate to these roles and evaluating performance.

• 3. Develop skills in the use of communications and information technology to acquire, design, use and modify existing communication technologies; selecting and using design-based software and multimedia applications and using the Internet critically as a means of communication and a source of information and maintaining a sound theoretical approach in enabling the introduction of new and advancing technology to enhance current practice.

Analysis & manipulation of data

• 1. Locate, extract, analyse, prepare, process, interpret and present data from multiple sources including drawn
• 2. information using appropriate qualitative and quantitative techniques and packages.

CORE SCIENCE/ARCHITECTURE/ENGINEERING FOUNDATION

Integrated Physics and Chemistry (IPC)

Students enrolled in IPC explore the laws that govern the nature of matter. This is accomplished by students actively participating in lab activities where they are expected to collect data and apply basic algebraic formulas and writing skills in summarizing their results.

Biology I

This is a general survey course that presents the facts of biology within a pattern of unifying themes that helps students understand the larger significance of the details that they are learning. Examples of themes studied are natural selection, reproduction and inheritance, development, structure and function, energy relationships, ecology, and science and society. Emphasis is also placed on developing critical thinking, laboratory and writing skills. At the completion of two semesters of Biology I, students take a statewide end-of-course exam.

Pre AP Biology I

Pre AP Biology I is a pre-Advanced Placement level course designed for very capable science students who may wish to take AP Biology II. This course generally covers the same themes as the Biology I course, but it has correlation to contemporary molecular biology. Students are required to analyze and synthesize concepts and draw inferences from new information. Laboratory work is designed to emphasize investigation rather than illustration and greater emphasis is placed on independent thinking. At the completion of two semesters of Pre AP Biology I, students take a statewide end-of-course exam.

AP Biology II

This is a college-preparatory course designed for students who have taken Pre AP Biology I. Previous concepts studied in Pre AP Biology I and new concepts will be covered in greater detail. Greater emphasis will be placed on laboratory investigations. Students will be performing laboratory investigations included in the AP Biology curriculum as well as designing their own experiments. This course may not be offered each year.

Chemistry I

This course uses a combination of computer, laser disc and teacher presentation to teach students basic concepts of chemistry. Class discussion generally centers on issues arising from homework assignments. The course work consists primarily of physical and inorganic chemistry with limited units (depending on time constraints) on nuclear and organic chemistry. Laboratory work requires students to demonstrate skills in quantitative, qualitative and analytical lab techniques.

Pre AP Chemistry

Pre AP Chemistry is a pre-Advanced Placement level course designed for very capable science students who may wish to take AP Chemistry II. This course generally covers the same themes as the Chemistry I course, but greater emphasis is placed on independent thinking. Laboratory work is designed to emphasize investigation rather than illustration.

Pre AP Physics

This first year of physics is a college-preparatory course for students with deeper scientific interest in knowing how our universe works through laboratory work and mathematical theory. Topics covered are laws of motion, forces, energy, work, and torque. AstroWorld becomes our outdoor lab in the spring to reinforce the reality of the concepts studied in class all year. It is recommended that the student be concurrently enrolled in Pre-Calculus.

MATHEMATICS

Algebra I

The focus of Algebra I is solving relevant and interesting problems by applying algebraic principles in a variety of real-world situations. Manipulatives, including graphing calculators, will be used. Topics will include the real number system, algebraic representation, functions, inequalities, and polynomials. At the completion of two semesters of Algebra I, students take a statewide end-of-course exam.

Geometry

Explains relationship between Geometry and Algebra 1 in order to strengthen the students' abilities to formulate and analyze problems inside and outside mathematics. Objectives include understanding the concepts of congruence, geometric inequalities, similarity, right triangles, circles, constructions, areas and volumes, and coordinate and transformational geometry.

Pre AP Geometry

Establishes spatial relationships, teaches students to learn how to reason mathematically, and to study the formal proof. This will be accomplished by allowing the students to explore actively in the creation of the geometry they are learning through a wide range of activities from working with manipulatives, to paper and pencil, to graphing calculators.

Algebra II

Transition to advanced topics in mathematics. The topics will include a review of Algebra I. New topics will include the use of complex numbers, quadratic functions, coordinate geometry, logarithmic and exponential functions, solving and graphing polynomial functions, conic sections, sequences and series, and probability.

Pre AP Algebra II

The focus of Pre AP Algebra II is on applying and solving algebraic principles in a variety of real-world situations. Topics will include a review of Pre AP Algebra I, quadratic functions and relations, systems of equations, numerical methods and higher degree polynomials, exponential and logarithmic functions, rational and algebraic functions, sequences and series, and probability and statistics.

Pre AP Pre-Calculus

This course explores advanced topics of Algebra II and-Trigonometry in preparation for AP Calculus. Trigonometry topics include trigonometric functions, radian measure of angles, graphing trigonometric functions, and inverse trigonometric functions. Other topics include complex numbers, exponential and logarithmic functions, sequences and series, polynomial functions, and statistics and probability.

AP Calculus

This Advanced Placement course in mathematics consists of a full academic year of work in calculus and related topics comparable to courses in colleges and universities. Topics covered include elementary functions, limits, and differential and integral calculus with careful attention to applications. Students are also provided with a rigorous preparation for the Advanced Placement Calculus examination.

AP Statistics

This Advanced Placement Course consists of a full academic year of work in statistics. Students sit for the AP exams at the conclusion of the school year.

AFRICAN HUMANITIES CURRICULUM ELEMENT

Designed and administered properly, ACE via African Humanities curricula integration prepares children to value their humanity, to have dignity and pride, to strive for the very best, to work hard, to build relationships based on integrity and equality and to never give up. The representations of Black people in the media, schools, prisons, etc., present distorted images and conflicting messages. African centered educators strive to not only correct these representations through critical analysis, scientific inquiry and in depth discussions, but also strive to assist children to define their purpose in life and chart the path toward its fulfillment.

Each Strand of the African Humanities should be allowed to flower and bloom within the acceptable standards of accurate scientific presentation of evidence, chronology, historical context/events, and logical summation. 

ORGANIZATIONAL TEMPLATE

APPENDIX A: ESSENTIAL GOALS

• 1. To assist all students to know themselves, African culture and civilization, world culture and civilization and to eachieve and maintain academic excellence.

• 2. To meet or exceed the educational performance standards set by all State Legislatures, the State Board of Education, and our K-12.

• 3. To offer high school activities for all students that cultivate self-discipline, courage, honesty, self respect, develop respect for others, and foster diversity and understanding.

• 4. To provide alternative educational programs for students with special needs or unique abilities and/or provide student referrals for students with qualifying disciplinary misbehavior.

• 5. To create an organic, profanity free and drug-free environment throughout the campus and offer substance abuse/drug information and education.

• 6. To offer guidance and counseling services that focus on African cultural, academic, social, and personal factors and emphasize the significant transition periods that occur throughout a child's high school career.

• 7. To ensure student programs, curriculum development, and organization success by securing adequate levels of community, local and state funding and expending these resources in an equitable and accountable manner.

• 8. To maintain adequate, safe, appropriate facilities through a long-range school improvement programs.

• 9. To support the philosphy of African centered education thru The African Humanities curriculumi, based on applied science and morality as a means to learning modern means of manufacturing, construction, engineering, architecture, and service technologies and their application.

• 10. To support effective community communication and to emphasize parental involvement and collaboration.

• 11. To recruit, select, and retain staff members of the highest quality in all areas of school operation.

• 12. To establish a working environment where all employees can achieve their potential and earn the appropriate recognition for dedication, integrity, accomplishments, contributions, and professional advancement.

• 13. To monitor & assure that changes are made in  programs and procedures when they reasonably can be expected to generate academic, operational, and financial improvements immediately or in the foreseeable future.