Welcome to the high school at the American Cooperative School of Tunis. In our high school, and in all areas at ACST, we place high value on our partnership with parents, families, and the community and we invite you to be an active part of helping your students achieve their full potential.
Students need both high challenge and high support to grow as learners, and we look forward to helping students maximize their growth at ACST.
Secondary School Principal
- Core Educational Program
- International Baccalaureate Diploma Programme
- Falcon Time
- Student Services
- Tunisian Studies Fieldwork
Grades 9 - 10 students attend English, mathematics, social studies, and science classes with an 80 minute rotating block schedule. In addition, they choose one or more world languages to study. English classes utilize a workshop approach, dedicating time for students to engage in authentic reading and writing experiences while developing essential literacy skills. Students read two or three core works throughout the year, in addition to book clubs and their own independent reading. Mathematics courses are concept-based, fully engaging students in daily problem-solving and reasoning while building essential content knowledge and fluency. Newly-designed social studies courses are developed from an inquiry-based framework that anchors learning around year-long themes and promotes the application of disciplinary knowledge and skills through case studies. Each course features a "Tunisia Through Time" unit that incorporates fieldwork experience and culminates in a learning exhibition. Our integrated science courses provide students with multiple opportunities to model, investigate, develop explanations, and argue with scientific evidence. Engineering design is integrated into grades 9 - 10 science courses. At the end of grade 10, students may elect to enter the International Baccalaureate Diploma Programme, either as a full diploma candidate or as a certificate candidate.
ACST offers the IB Diploma Program to students who are enrolled in grade 11 and grade 12. The IB Diploma is an international renowned challenging two-year academic program. ACST students can either take the IB Diploma as full candidates with 3 higher level classes and 3 standard level classes, Theory of Knowledge, Creativity, Activity, and Service, and the Extended Essay with the goal of obtaining the IB Diploma or they can take a less challenging academic course load by selecting specific IB courses for IB credit or for high school credit.
Elective courses, offered in both our middle and high school, help support the growth of a holistic learner and provide opportunities for students to follow a passion, learn about a subject of interest, or expand their expertise. Our students can study an additional World Language (Arabic, French, or German)or choose a course in Music (Band, Choir, Music Exploration), Visual Arts, Film & Media or Multi-Sports. Elective courses run for the duration of the year, but students have an option to switch their elective at the end of the first semester.
Falcon Time is our high school advisory block. Each week, for two 30-minute blocks, students focus on the development of social-emotional skills. Students are assigned to an advisory teacher who leads their group of 6 to 10 participants in age-appropriate topics of adolescent exploration and development. Falcon time is also used to bring grade levels together in assemblies, which are often student-led. These assemblies focus on a division or school event or a culminating celebration of learning.
ACST provides counseling services for students who seek support with social and emotional needs and with academic guidance/course selection and a targeted focus on the university application process.
ACST provides learning support to students who have learning difficulties. Professional support is a combination of a push in and pull out model. All learning support learners have regular check-ins from our Learning Support specialist and parents are a part of the goal setting and progress reports.
ACST provides English as Additional Language support to students who are in the process of acquiring proficiency in the English language. Professional support is a combination of a push in and pull out model. All EAL learners have regular check-ins from our EAL specialist and parents are a part of the goal setting and progress monitoring process.
ACST has a 1 to 1 laptop program in the middle school and high school. In grades 7 - 12 students bring their own laptop computers to school. In grade 6 students use a school-issued Chromebook which remains at school overnight. We believe grade 6 is the bridging year for our students to use a laptop computer to support their learning. ACST students are permitted to use Mac or Windows supported laptops. ACST has on-site tech support for most computer problems or for supporting software updates.
Each high school grade engages in multi-day, on-site fieldwork at different locations in Tunisia as part of our Tunisian Studies program. Anchored in both the social and natural sciences as well as integrated across the curriculum, Tunisian Studies Fieldwork invites students to bring learning alive while being fully immersed in Tunisian life. In Grade 9, students explore the northwest mountain region of Tunisia to study biodiversity, the environment and its ecosystems. In addition, students get a first-hand look at locations that figure highly in Tunisian's colonization and resistance movements. In Grade 10, students travel to Kerkennah Island to explore the benefits and costs of modernization in Tunisia. Students witness the effects of climate change and human impact on the environment while considering ways in which human innovation might mitigate these consequences. Grade 11 students head to Tunisia's desert to take part in a variety of science investigations, and Grade 12 students experience "Tunisia in a Nutshell" on the island of Djerba, a sparkling example of the fascinating history, geography, culture, and people of this country. Upon return, high school students prepare for a Tunisians Studies Exhibition, sharing their learning with the community.
At ACST, our learning is increasingly based on inquiry, where students take an active, rather than a passive role. Instead of the traditional model of a student as an empty vessel needing to be filled with knowledge, we are moving towards putting the student in the driver’s seat as he or she leads the learning.