Two groups from our students participated in "Junior Abu Dhabi Solar Challenge" which took place at MASDAR City.Over 30 schools were participating in the event organised by MUBADALA.
We are pleased to be among the schools throughout the world that meet the internationally recognized standards of quality of the Middle States Association of Colleges and Schools.The visiting Middle States Team expressed admiration for ADNOC Schools and told e
The ADNOC Schools is pleased to announce that the commissions of Middle States Accreditation granted accreditation to ADNOC Schools for seven years effective May 1, 2014.
Working Hours for Staff:
7:30 AM – 3:30 PM
| School Hours for Students:
7:45 AM – 1:55 PM for (KG1 & KG2) |
7:45 AM – 2:40 PM for (Gr.1 – Gr.12)
High school students at ADNOC schools discover the importance of mathematics in new perspectives. They continue to appreciate the many roles of mathematics in all the sciences. They learn how to use both qualitative and quantitative methods to analyze, evaluate, study and experiment.
Students continue to build their understanding of mathematical concepts needed for college, future careers, and life. They accumulate knowledge and skills to investigate real mathematical phenomena and solve more complex real-life problems. Technology is essential in the mathematics curriculum through a variety of tools and resources and especially the Computer Algebra System, and the graphing calculator. The mathematics curriculum is based on common core state standards for mathematical content and practices.
Students learn how to use mathematics with other subjects to promote a STEAM (Science, Technology, Engineering, Art, and Mathematics) education.
Project based learning is implemented in all courses. Students explore concepts, draw conjectures and learn by doing. We believe that no student should be left behind. Math teachers always give constructive feedback to students and support during and after school. Students can choose between two pathways depending on their readiness and college choices.
The "compacted" pathway, in which students would complete the content of 7th grade, 8th grade, and the High School Algebra I course in grades 7 (Compacted 7th Grade) and 8 (8th Grade Algebra I), it will enable them to reach Calculus or other college level courses by their senior year. This pathway is recommended to students who wish to enter college and career fields in the areas of STEM (Science, Technology, Engineering, and Math).
The regular pathway in which students would complete the High School Algebra I course in grade 9, this pathway will lead to pre-calculus or FST in grade 12 thus to preparation for college and career readiness. It is recommended to students who wish to enter college and career fields related to English, Social Sciences, or the Arts.
This course is offered to 9th graders. The fundamental purpose of this course is to formalize and extend the mathematics that students learn in the middle grades. The course extends understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend. Students are engaged in methods for analyzing, solving, and using quadratic functions. Algebra I topics include relationships between quantities, reasoning with equations, linear and exponential relationships, descriptive statistics, expressions and equations, quadratics functions and modeling.
This course is offered to 9th or 10th graders. The fundamental purpose of this course is to formalize and extend students' geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. This course develops a structured mathematical system employing both deductive and inductive reasoning. Students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. The course topics include constructions, congruence, similarity, trigonometry, connecting Algebra and Geometry through coordinates, circles, applications of probability, and proofs.
Prerequisites: Algebra I
This course is offered to 10th or 11th graders. It is designed to extend students' repertoire of functions to include polynomial, rational, and radical functions. Students work closely with the expressions that define the functions, and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations and solving exponential equations using the properties of logarithms. Students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. The course topics include polynomial, rational, and radical relationships, trigonometric functions, modeling with functions, inferences and conclusions from data.
Prerequisites: Algebra I and Geometry
This course is offered to 11th or 12th graders. It is designed to extend and integrate concepts from algebra and geometry to prepare students for calculus or college mathematics courses. It enhances students' ability to make sense of problem situations. The course topics include polynomial, rational, logarithmic and trigonometric functions, inverse and second-degree relations and their graphs, complex numbers, sequences and series.
Prerequisites: Algebra II
This course is offered to 12th graders. It is designed to empower students to further develop and extend their knowledge of mathematics through the integration and application of statistical, trigonometric, and algebraic concepts. It emphasizes connections between various mathematical representations and topics, modeling and applications. It uses technology extensively with an emphasis on graphing calculators. This course examines a variety of mathematical topics including data analysis, functions, conditional probability, discrete random variables, binomial and normal distributions, trigonometry, and sequences and series.
This course is offered to 12th graders. AP Courses enable students to pursue college-level studies while still in high school. AP provides willing and academically prepared students with the opportunity to earn college credit, advanced placement, or both. Students who attend AP courses are expected to take the Collegeboard AP exam. AP Calculus (AB) is primarily concerned with developing the students' understanding of derivatives, integrals, limits, approximation, applications of calculus and modeling. The course topics are aligned with the Collegeboard AP Calculus (AB) course description. The course is intended to be challenging and demanding. The course uses Technology and especially graphing calculators to reinforce the relationships among the multiple representations of functions, to confirm written work, to implement experimentation, and to assist in interpreting results.
AP Calculus AB is roughly equivalent to a first semester college calculus course devoted to topics in differential and integral calculus. AP Calculus BC is roughly equivalent to both first and second semester college calculus courses; it extends the content learned in AB to different types of equations and introduces the topic of sequences and series. For more information please visit the College Board