Beginning in the 1986-87 school year, California Education Code (EC) 51225.3 has specified a minimum set of courses to meet state requirements to graduate from high school and receive a diploma. The governing boards of local education agencies (LEAs) have the authority to supplement the state minimum requirements at the local level.
EC 51225.3 states that all pupils receiving a diploma of graduation from a California high school must have completed all of the following courses, while in grades nine to twelve, inclusive:
EC 51225.3 states that all pupils receiving a diploma of graduation from a California high school must have completed all of the following courses, while in grades nine to twelve, inclusive:
By California Guidelines you must complete:
Unless otherwise specified, each course shall have a duration of one school year:
• Three courses in English
• Two courses in mathematics, including one year of Algebra I (EC Section 51224.5)
• Two courses in science, including biological and physical sciences
• Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics, and a one-semester course in economics
• One course in visual or performing arts, foreign language, or commencing with the 2012-13 school year, career technical education. For the purpose of satisfying the minimum course requirement, a course in American Sign Language shall be deemed a course in foreign language
• Two courses in physical education, unless the pupil has been exempted pursuant to the provisions of EC Section 51241
Schedule Templates
Freshman
Pd 1 - English
Pd 2 - Elective
Pd 3 - Math
Pd 4 - Health
Pd 5 - Physical Education or ROTC
Pd 6 - Lunch
Pd 7 - Elective
Pd 8 - Science
Pd 9 - Elective
Sophomore
Pd 1 - Elective
Pd 2 - Social Studies
Pd 3 - English
Pd 4 - Elective
Pd 5 - Math
Pd 6 - Science
Pd 7 - Lunch
Pd 8 - Elective
Pd 9 - Physical Education or ROTC
Junior
Pd 1 - Social Studies
Pd 2 - Elective
Pd 3 - Elective
Pd 4 - Math or Elective
Pd 5 - Elective
Pd 6 - Physical Education or ROTC or Elective
Pd 7 - English
Pd 8 - Lunch
Pd 9 - Science or Elective
Senior
Pd 1 - Elective
Pd 2 - Elective
Pd 3 - English or Elective
Pd 4 - Social Studies or Elective
Pd 5 - Science
Pd 6 - Elective
Pd 7 - Math or Elective
Pd 8 - Physical Education or ROTC or Elective
Pd 9 - Lunch
English Courses
AP English Language & Composition | 11 | C or better in Honors English, Teacher Recommendation / *Completion of a Summer Assignment Required |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP English Language and Composition examination. This college-level curriculum engages students in becoming skilled readers of prose written in a variety of rhetorical contexts and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects, as well as the way genre conventions and the resources of language contribute to the effectiveness of writing. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
AP English Literature & Composition | 12 | C or better in AP Lang, Teacher Recommendation / *Completion of a Summer Assignment Required |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP English Literature and Composition examination. This college-level curriculum engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work’s structure, style and themes, as well as smaller-scale elements such as the use of figurative language, imagery, symbolism, and tone. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
English 9 | 9 - 12 |
This one-year course (Foundations in Composition and the Elements of Text) provides instruction in the English Language Arts strands identified by the Common Core State Standards as reading, writing, speaking and listening, and language. This course is designed to build on knowledge and skills acquired in earlier grades but in more sophisticated ways such as mastering the language, structure, and rhetoric of text; completing more complex writing assignments; reading and analyzing a range of literary and informational discourse, both classic and contemporary; delivering more extensive oral presentations; and participating in a variety of conversations and collaborations with peers. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
English 9 Honors | 9 - 12 | B or better in English 8 |
This one-year course (Foundations in Composition, Language, and the Elements of Text) provides instruction in the English Language Arts strands identified by the Common Core State Standards as reading, writing, speaking and listening, and language. This course is designated as honors level by the accelerated instructional pacing and depth of content. This course is designed to build on knowledge and skills acquired in earlier grades but in more sophisticated ways such as mastering the language, grammar, structure, and rhetoric of text; completing more complex writing assignments; reading and analyzing a range of literary and informational discourse, both classic and contemporary; delivering more extensive oral presentations; and participating in a variety of conversations and collaborations with peers. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
English 10 | 10 - 12 |
This one-year course (Composition and Themes in Global Text) provides instruction in the English Language Arts strands identified by the Common Core State Standards as reading, writing, speaking and listening, and language. This course focuses on traditional (e.g., argument, persuasion, expository), technical, and creative modes of composition. Through the study of themes found universally in global text, both literary and informational, instruction emphasizes not only critical analysis of text, but also writers’ historical, philosophical, cultural, and ethical perspectives. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
English 10 Honors | 10 - 12 | English 9 Honors |
This one-year course (Advanced Composition, Language, and Themes in American Text) provides instruction in the English Language Arts strands identified by the Common Core State Standards as reading, writing, speaking and listening, and language. This course is designated as honors by the accelerated instructional pacing and depth of content. This rigorous honors course requires expository, analytical, and argumentative writing assignments that are based on readings representing a wide variety of American prose styles and genres. The course is also structured chronologically based on the genres and movements of American literature. Students are expected to think conceptually about the American past, present, and future as well as about the ethnic and cultural diversity of the American experience. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
English 10 Honors (Pre- AP) | 10 - 12 | C or better in English 9 Honors / *Completion of a Summer Assignment Required |
This one-year course (Advanced Composition, Language, and Themes in American Text) provides instruction in the English Language Arts strands identified by the Common Core State Standards as reading, writing, speaking and listening, and language. This course is designated as honors by the accelerated instructional pacing and depth of content. This rigorous honors course requires expository, analytical, and argumentative writing assignments that are based on readings representing a wide variety of American prose styles and genres. The course is also structured chronologically based on the genres and movements of American literature. Students are expected to think conceptually about the American past, present, and future as well as about the ethnic and cultural diversity of the American experience. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
English 11 | 11 - 12 |
This one-year course (Composition and Themes in American Text) provides instruction in the English Language Arts strands identified by the Common Core State Standards as reading, writing, speaking and listening, and language. This course requires expository, analytical, and argumentative writing assignments that are based on readings representing a wide variety of prose styles and genres. The course is also structured around multicultural themes and perspectives found in literary, non-fiction, and expository texts by American authors to encourage students to think conceptually about the American past, present, and future as well as about the ethnic and cultural diversity of the American experience. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
English 11 Honors | 11 - 12 | C or better in English 10 Honors or Pre-AP |
This one-year course (Composition and Themes in American Text) provides instruction in the English Language Arts strands identified by the Common Core State Standards as reading, writing, speaking and listening, and language. This course is designated as honors level by the accelerated pacing and depth of content. This course requires expository, analytical, and argumentative writing assignments that are based on readings representing a wide variety of prose styles and genres. The course is structured around multicultural themes and perspectives found in literary, non-fiction, and expository texts by American authors to encourage students to think conceptually about the American past, present, and future as well as about the ethnic and cultural diversity of the American experience. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
English 12 | 12 |
This one-year course (Post-Secondary Composition and Universal Themes in Text) provides instruction in the English Language Arts strands identified by the Common Core State Standards as reading, writing, speaking and listening, and language. Instruction focuses on refining the skills required for post-secondary success. The writing focus in this course includes analysis, synthesis, and argumentation as they relate to workplace and real-world situations. A framework structured around universal themes that connect people across cultures and time anchors texts to real-life reading, writing, and speaking and listening opportunities likely to be experienced beyond high school. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
English 12 Honors | 12 | C or better in English 11 Honors |
This one-year course (Post-Secondary Composition and Universal Themes in Text) provides instruction in the English Language Arts strands identified by the Common Core State Standards as reading, writing, speaking and listening, and language. This course is designated as honors level by the accelerated instructional pacing and depth of content. The writing focus in this course includes analysis, synthesis, and argumentation as they relate to post-secondary education and/or careers. Instruction focuses on refining the skills required for post-secondary success. A framework structured around universal themes that connect people across cultures and time anchors texts to real-life reading, writing, and speaking and listening opportunities likely to be experienced beyond high school. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP English Language and Composition examination. This college-level curriculum engages students in becoming skilled readers of prose written in a variety of rhetorical contexts and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects, as well as the way genre conventions and the resources of language contribute to the effectiveness of writing. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
AP English Literature & Composition | 12 | C or better in AP Lang, Teacher Recommendation / *Completion of a Summer Assignment Required |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP English Literature and Composition examination. This college-level curriculum engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work’s structure, style and themes, as well as smaller-scale elements such as the use of figurative language, imagery, symbolism, and tone. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
English 9 | 9 - 12 |
This one-year course (Foundations in Composition and the Elements of Text) provides instruction in the English Language Arts strands identified by the Common Core State Standards as reading, writing, speaking and listening, and language. This course is designed to build on knowledge and skills acquired in earlier grades but in more sophisticated ways such as mastering the language, structure, and rhetoric of text; completing more complex writing assignments; reading and analyzing a range of literary and informational discourse, both classic and contemporary; delivering more extensive oral presentations; and participating in a variety of conversations and collaborations with peers. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
English 9 Honors | 9 - 12 | B or better in English 8 |
This one-year course (Foundations in Composition, Language, and the Elements of Text) provides instruction in the English Language Arts strands identified by the Common Core State Standards as reading, writing, speaking and listening, and language. This course is designated as honors level by the accelerated instructional pacing and depth of content. This course is designed to build on knowledge and skills acquired in earlier grades but in more sophisticated ways such as mastering the language, grammar, structure, and rhetoric of text; completing more complex writing assignments; reading and analyzing a range of literary and informational discourse, both classic and contemporary; delivering more extensive oral presentations; and participating in a variety of conversations and collaborations with peers. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
English 10 | 10 - 12 |
This one-year course (Composition and Themes in Global Text) provides instruction in the English Language Arts strands identified by the Common Core State Standards as reading, writing, speaking and listening, and language. This course focuses on traditional (e.g., argument, persuasion, expository), technical, and creative modes of composition. Through the study of themes found universally in global text, both literary and informational, instruction emphasizes not only critical analysis of text, but also writers’ historical, philosophical, cultural, and ethical perspectives. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
English 10 Honors | 10 - 12 | English 9 Honors |
This one-year course (Advanced Composition, Language, and Themes in American Text) provides instruction in the English Language Arts strands identified by the Common Core State Standards as reading, writing, speaking and listening, and language. This course is designated as honors by the accelerated instructional pacing and depth of content. This rigorous honors course requires expository, analytical, and argumentative writing assignments that are based on readings representing a wide variety of American prose styles and genres. The course is also structured chronologically based on the genres and movements of American literature. Students are expected to think conceptually about the American past, present, and future as well as about the ethnic and cultural diversity of the American experience. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
English 10 Honors (Pre- AP) | 10 - 12 | C or better in English 9 Honors / *Completion of a Summer Assignment Required |
This one-year course (Advanced Composition, Language, and Themes in American Text) provides instruction in the English Language Arts strands identified by the Common Core State Standards as reading, writing, speaking and listening, and language. This course is designated as honors by the accelerated instructional pacing and depth of content. This rigorous honors course requires expository, analytical, and argumentative writing assignments that are based on readings representing a wide variety of American prose styles and genres. The course is also structured chronologically based on the genres and movements of American literature. Students are expected to think conceptually about the American past, present, and future as well as about the ethnic and cultural diversity of the American experience. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
English 11 | 11 - 12 |
This one-year course (Composition and Themes in American Text) provides instruction in the English Language Arts strands identified by the Common Core State Standards as reading, writing, speaking and listening, and language. This course requires expository, analytical, and argumentative writing assignments that are based on readings representing a wide variety of prose styles and genres. The course is also structured around multicultural themes and perspectives found in literary, non-fiction, and expository texts by American authors to encourage students to think conceptually about the American past, present, and future as well as about the ethnic and cultural diversity of the American experience. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
English 11 Honors | 11 - 12 | C or better in English 10 Honors or Pre-AP |
This one-year course (Composition and Themes in American Text) provides instruction in the English Language Arts strands identified by the Common Core State Standards as reading, writing, speaking and listening, and language. This course is designated as honors level by the accelerated pacing and depth of content. This course requires expository, analytical, and argumentative writing assignments that are based on readings representing a wide variety of prose styles and genres. The course is structured around multicultural themes and perspectives found in literary, non-fiction, and expository texts by American authors to encourage students to think conceptually about the American past, present, and future as well as about the ethnic and cultural diversity of the American experience. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
English 12 | 12 |
This one-year course (Post-Secondary Composition and Universal Themes in Text) provides instruction in the English Language Arts strands identified by the Common Core State Standards as reading, writing, speaking and listening, and language. Instruction focuses on refining the skills required for post-secondary success. The writing focus in this course includes analysis, synthesis, and argumentation as they relate to workplace and real-world situations. A framework structured around universal themes that connect people across cultures and time anchors texts to real-life reading, writing, and speaking and listening opportunities likely to be experienced beyond high school. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
English 12 Honors | 12 | C or better in English 11 Honors |
This one-year course (Post-Secondary Composition and Universal Themes in Text) provides instruction in the English Language Arts strands identified by the Common Core State Standards as reading, writing, speaking and listening, and language. This course is designated as honors level by the accelerated instructional pacing and depth of content. The writing focus in this course includes analysis, synthesis, and argumentation as they relate to post-secondary education and/or careers. Instruction focuses on refining the skills required for post-secondary success. A framework structured around universal themes that connect people across cultures and time anchors texts to real-life reading, writing, and speaking and listening opportunities likely to be experienced beyond high school. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.
Mathematic Courses
Pre-Algebra | 9 |
This one-year course designed for freshman-level students provides the necessary knowledge and skills to successfully complete algebra and geometry coursework. This course builds on the concepts of number operations with integers, decimals, and rational numbers; word problems and reasoning skills; data analysis; probability; geometry; measurement; spatial sense; patterns; and beginning algebra. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The use of technology, including calculators and computer software, is an integral part of this course. This course fulfills one of the mathematics credits required for high school graduation.
Algebra I | 9 - 12 | Pass Math 8 or Pre-Algebra |
This one-year course provides students with the necessary knowledge and skills for further studies in mathematics. It is intended to increase mathematical fluency in problem solving, reasoning, modeling, and effective communication in the study of number, algebra, functions, and statistics. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The use of technology, including calculators and computer software, is an integral part of this course. This course fulfills the Algebra I requirement and one of the mathematics credits required for high school graduation.
Algebra II Honors | 9 - 12 | C or better in Algebra I & Geometry Honors |
This rigorous one-year course in algebra continues and expands upon the concepts and procedures learned in Algebra I H. It has the primary goal to develop competence in using variables and functions to model numerical patterns and quantitative relations. Emphasis is on the study of polynomial, rational, exponential, and logarithmic functions, systems of equations and inequalities, matrix arithmetic, sequences and series, and proof of mathematical conjectures. Connections to other areas of mathematics and applications to other disciplines are integrated into the course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The use of technology, including graphing calculators and computer software, is an integral part of this course. This course will fulfill one of the mathematics credits required for high school graduation.
Geometry Honors | 9 - 12 | C or better in Algebra I |
This one-year course provides students with a rigorous study of Euclidean geometry including advanced topics. It incorporates problem solving, reasoning, modeling, and effective communication in the study of transformational geometry, trigonometry, measurement, and probability. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The use of mathematical tools and technology, including calculators and computer software, is an integral part of this course. This course fulfills one of the mathematics credits required for high school graduation.
Algebra II | 10 - 12 | C or better in Algebra I & Geometry |
This one-year course provides students with a study of functions and statistics, including advanced topics. It incorporates problem solving, reasoning, modeling, and effective communication skills through the study of polynomial, rational, radical, exponential, logarithmic, and trigonometric functions; the design of statistical studies; and statistical inference. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The use of mathematical tools and technology, including calculators and computer software, is an integral part of this course. This course fulfills one of the mathematics credits required for high school graduation.
Geometry | 10 - 12 | Pass Algebra I |
This one-year course provides students with a rigorous study of Euclidean geometry. It incorporates problem solving, reasoning, modeling, and effective communication in the study of transformational geometry, trigonometry, measurement, and probability. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The use of mathematical tools and technology, including calculators and computer software, is an integral part of this course. This course fulfills one of the mathematics credits required for high school graduation.
AP Statistics | 11 - 12 | C or better in PreCalculus |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP Statistics examination. This college-level curriculum introduces students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. The AP Statistics course is an excellent option for any secondary school student who has successfully completed a second-year course in algebra and who possesses sufficient mathematical maturity and quantitative reasoning ability. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The use of technology, including graphing calculators and computer software, is an integral part of this course. This course fulfills one of the mathematics credits required for high school graduation.
Calculus Honors | 11 - 12 | B or better in PreCalculus |
This one-year college level course is intended for students who have a thorough knowledge of high school mathematics. Students should have a strong background in functions, coordinate and analytical geometry, trigonometry, and advanced topics in algebra. This course includes a review of these topics, the study of limits, and the differentiation and integration of functions of a single variable. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The use of technology, including graphing calculators and computer software, is an integral part of this course. This course will fulfill one of the mathematics credits required for high school graduation.
College Preparatory Mathematics | 11- 12 | Passed Algebra II |
This rigorous one-year course is designed for students who have successfully completed Algebra II. In preparation for college-level mathematics, the focus of this course is the study of advanced mathematical topics and their applications. Emphasis is on refining problem solving skills through modeling and project- based learning. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The use of technology, including calculators or computer software, is an integral part of this course. This course fulfills one of the mathematics credits required for high school graduation.
Precalculus AB Honors | 11 - 12 | C or better in Algebra II |
This rigorous one-year course is designed for the motivated student with a strong background in advanced algebra and will prepare the student for AP Calculus AB. In addition to reviewing topics from trigonometry, this course includes problem-solving techniques using analytic geometry, vectors, matrices, relations and functions and their graphs, probability and statistics, and the introductory concepts of calculus. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The use of technology, including calculators and computer software, is an integral part of this course. This course fulfills one of the mathematics credits required for high school graduation.
Precalculus BC Honors | 11 - 12 | B or better in Algebra II |
This rigorous one-year course is designed for the motivated student with a strong background in advanced algebra and will prepare the student for AP Calculus BC. In addition to reviewing topics from trigonometry, this course includes problem-solving techniques using analytic geometry, vectors, matrices, relations and functions and their graphs, probability and statistics, and the use of limits, derivatives and integrals. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The use of technology, including graphing calculators and computer software, is an integral part of this course. This course fulfills one of the mathematics credits required for high school graduation.
Math of Personal Finance | 12 | Pass Algebra II |
This one-year course is the study of personal finance for senior- level students. Students develop a deeper understanding of the mathematics of finance to include: money management, risk management, and financial planning related to consumer and family studies, career and technical education, and personal finance. The course emphasizes refining problem-solving skills using project- based learning activities and academic integration within the context of financial applications. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The use of technology, including calculators and computers, is an integral part of this course. This course fulfills one of the mathematics credits required for high school graduation.
Topics in Modern Math | 12 | Passed Algebra II |
This one-year senior level course is the study of advanced mathematical topics and their applications to prepare students for college-level mathematics. Emphasis will be on refining problem solving skills through modeling and project- based learning. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The use of technology, including calculators and computers, is an integral part of this course. The prerequisite for this course is successful completion of Algebra II. This course will fulfill one of the mathematics credits required for high school graduation.
This one-year course designed for freshman-level students provides the necessary knowledge and skills to successfully complete algebra and geometry coursework. This course builds on the concepts of number operations with integers, decimals, and rational numbers; word problems and reasoning skills; data analysis; probability; geometry; measurement; spatial sense; patterns; and beginning algebra. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The use of technology, including calculators and computer software, is an integral part of this course. This course fulfills one of the mathematics credits required for high school graduation.
Algebra I | 9 - 12 | Pass Math 8 or Pre-Algebra |
This one-year course provides students with the necessary knowledge and skills for further studies in mathematics. It is intended to increase mathematical fluency in problem solving, reasoning, modeling, and effective communication in the study of number, algebra, functions, and statistics. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The use of technology, including calculators and computer software, is an integral part of this course. This course fulfills the Algebra I requirement and one of the mathematics credits required for high school graduation.
Algebra II Honors | 9 - 12 | C or better in Algebra I & Geometry Honors |
This rigorous one-year course in algebra continues and expands upon the concepts and procedures learned in Algebra I H. It has the primary goal to develop competence in using variables and functions to model numerical patterns and quantitative relations. Emphasis is on the study of polynomial, rational, exponential, and logarithmic functions, systems of equations and inequalities, matrix arithmetic, sequences and series, and proof of mathematical conjectures. Connections to other areas of mathematics and applications to other disciplines are integrated into the course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The use of technology, including graphing calculators and computer software, is an integral part of this course. This course will fulfill one of the mathematics credits required for high school graduation.
Geometry Honors | 9 - 12 | C or better in Algebra I |
This one-year course provides students with a rigorous study of Euclidean geometry including advanced topics. It incorporates problem solving, reasoning, modeling, and effective communication in the study of transformational geometry, trigonometry, measurement, and probability. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The use of mathematical tools and technology, including calculators and computer software, is an integral part of this course. This course fulfills one of the mathematics credits required for high school graduation.
Algebra II | 10 - 12 | C or better in Algebra I & Geometry |
This one-year course provides students with a study of functions and statistics, including advanced topics. It incorporates problem solving, reasoning, modeling, and effective communication skills through the study of polynomial, rational, radical, exponential, logarithmic, and trigonometric functions; the design of statistical studies; and statistical inference. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The use of mathematical tools and technology, including calculators and computer software, is an integral part of this course. This course fulfills one of the mathematics credits required for high school graduation.
Geometry | 10 - 12 | Pass Algebra I |
This one-year course provides students with a rigorous study of Euclidean geometry. It incorporates problem solving, reasoning, modeling, and effective communication in the study of transformational geometry, trigonometry, measurement, and probability. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The use of mathematical tools and technology, including calculators and computer software, is an integral part of this course. This course fulfills one of the mathematics credits required for high school graduation.
AP Statistics | 11 - 12 | C or better in PreCalculus |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP Statistics examination. This college-level curriculum introduces students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. The AP Statistics course is an excellent option for any secondary school student who has successfully completed a second-year course in algebra and who possesses sufficient mathematical maturity and quantitative reasoning ability. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The use of technology, including graphing calculators and computer software, is an integral part of this course. This course fulfills one of the mathematics credits required for high school graduation.
Calculus Honors | 11 - 12 | B or better in PreCalculus |
This one-year college level course is intended for students who have a thorough knowledge of high school mathematics. Students should have a strong background in functions, coordinate and analytical geometry, trigonometry, and advanced topics in algebra. This course includes a review of these topics, the study of limits, and the differentiation and integration of functions of a single variable. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The use of technology, including graphing calculators and computer software, is an integral part of this course. This course will fulfill one of the mathematics credits required for high school graduation.
College Preparatory Mathematics | 11- 12 | Passed Algebra II |
This rigorous one-year course is designed for students who have successfully completed Algebra II. In preparation for college-level mathematics, the focus of this course is the study of advanced mathematical topics and their applications. Emphasis is on refining problem solving skills through modeling and project- based learning. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The use of technology, including calculators or computer software, is an integral part of this course. This course fulfills one of the mathematics credits required for high school graduation.
Precalculus AB Honors | 11 - 12 | C or better in Algebra II |
This rigorous one-year course is designed for the motivated student with a strong background in advanced algebra and will prepare the student for AP Calculus AB. In addition to reviewing topics from trigonometry, this course includes problem-solving techniques using analytic geometry, vectors, matrices, relations and functions and their graphs, probability and statistics, and the introductory concepts of calculus. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The use of technology, including calculators and computer software, is an integral part of this course. This course fulfills one of the mathematics credits required for high school graduation.
Precalculus BC Honors | 11 - 12 | B or better in Algebra II |
This rigorous one-year course is designed for the motivated student with a strong background in advanced algebra and will prepare the student for AP Calculus BC. In addition to reviewing topics from trigonometry, this course includes problem-solving techniques using analytic geometry, vectors, matrices, relations and functions and their graphs, probability and statistics, and the use of limits, derivatives and integrals. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The use of technology, including graphing calculators and computer software, is an integral part of this course. This course fulfills one of the mathematics credits required for high school graduation.
Math of Personal Finance | 12 | Pass Algebra II |
This one-year course is the study of personal finance for senior- level students. Students develop a deeper understanding of the mathematics of finance to include: money management, risk management, and financial planning related to consumer and family studies, career and technical education, and personal finance. The course emphasizes refining problem-solving skills using project- based learning activities and academic integration within the context of financial applications. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The use of technology, including calculators and computers, is an integral part of this course. This course fulfills one of the mathematics credits required for high school graduation.
Topics in Modern Math | 12 | Passed Algebra II |
This one-year senior level course is the study of advanced mathematical topics and their applications to prepare students for college-level mathematics. Emphasis will be on refining problem solving skills through modeling and project- based learning. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The use of technology, including calculators and computers, is an integral part of this course. The prerequisite for this course is successful completion of Algebra II. This course will fulfill one of the mathematics credits required for high school graduation.
Science Courses
Biology | 9 |
This one-year course is designed as a survey of the biological sciences. The emphasis is on developing inquiry skills and problem-solving techniques while developing an understanding of major biological concepts. The course also familiarizes students with the nature of science and technology. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one credit of the high school graduation requirement for science and qualifies as a laboratory science for college entrance.
Biology Honors | 9 | Teacher Recommendation |
This one-year course is designed as a survey of the biological sciences. The emphasis is on developing inquiry skills and problem-solving techniques while developing an understanding of major biological concepts. The course also familiarizes students with the nature of science and technology. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one credit of the high school graduation requirement for science and qualifies as a laboratory science for college entrance.
AP Biology | 10 - 12 | B or better in Biology I H and Chemistry I H and/or Teacher Recommendation |
This course is designed for those students who desire a challenging college level biology class. Students will cover, in-depth all the major concepts and processes of biology with an emphasis on problem-solving strategies and college level experiments. Emphasis is placed on preparing students for the Advanced Placement Examination. It is expected students will take the AP exam in May. See your school counselor if you have a financial hardship. This course fulfills one of the science credits required for high school graduation and qualifies as a laboratory science for college entrance.
AP Physics 1: Algebra-Based | 10 - 12 | C or better in Algebra II and concurrent enrolment in Precalculus Honors |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP Physics 1: Algebra-Based examination. This college-level curriculum provides students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of physics. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the science credits required for high school graduation and qualifies as a laboratory science for college entrance.
Chemistry | 10 - 12 | Passed Algebra I |
This course is designed for those students who have successfully completed Algebra I and exhibit an interest in science, especially chemistry. Topics included are mathematics of chemistry, safety, laboratory procedures, properties of matter, atomic theory and structure, mole concept, chemical bonding, nomenclature, chemical equations, stoichiometry, kinetic molecular theory, states of matter, acids-bases-salts, equilibrium, thermochemistry, polymer chemistry, nuclear chemistry, chemistry of the environment, and career opportunities. Additional topics may include history of chemistry, biochemistry, qualitative chemistry, and research projects. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one science credit toward high school graduation and qualifies as a laboratory science for college entrance.
Chemistry Honors | 10 - 12 | C or better in Algebra I; Teacher Recommendation |
This course is designed for those students who have successfully completed Algebra I and exhibit an interest in science, especially chemistry. Topics include: mathematics of chemistry, safety, laboratory procedures, elements- compounds-mixtures, atomic theory and structure, structure and organization of the periodic table, mole concept, chemical bonding, nomenclature, chemical equations, stoichiometry, kinetic molecular theory, phases of matter, solutions, acids- bases theory, equilibrium, thermochemistry, organic chemistry, nuclear chemistry, chemistry of the environment, and career opportunities. Additional topics may include history of chemistry, biochemistry, qualitative chemistry, and research projects. This course is distinguished from Chemistry I by the instructional pacing and the delivery of advanced content. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one science credit towards high school graduation and qualifies as a laboratory science for college entrance.
Geoscience | 10 - 12 |
This one-year course is designed to integrate scientific principles related to the Earth and its environment. Topics of this course include relationships between atmospheric processes and the water cycle, solar systems and the universe, and Earth’s composition and structure. The connections between Earth’s systems and everyday life are evaluated throughout this course. Demonstrations and lab experiences are an integral part of instruction. Scientific methodology and the metric system are integrated and modeled. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the science credits required for high school graduation and qualifies as a laboratory science for college admission.
Geoscience Honors | 10 - 12 | C or better in Biology; Teacher Recommendation |
This one-year course is designed to integrate scientific and engineering practices, crosscutting concepts, and
core ideas related to Earth and space science. This course is designated as honors level by the accelerated instructional pacing and depth of content. Geoscience Honors focuses on three core ideas: Earth’s place in the universe, Earth’s systems, and Earth and human activity. Demonstrations and lab experiences that employ proper safety techniques are essential to this course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the science credits required for high school graduation and qualifies as a laboratory science for college admission.
Physics | 10 - 12 | C or better in Algebra II |
This one-year course is designed for those students who have successfully completed Algebra I and who exhibit an interest in science. Topics included are the following: laboratory procedures, mathematics applications, laboratory safety, waves, optics, relativity, kinematics, dynamics, energy, heat, electricity and magnetism, and atomic structure. Physics is a course that informs students about the interconnectedness among different types of forces and energy transformations. Demonstrations and/or lab experiences are an integral part of this course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the science credits toward high school graduation and qualifies as a laboratory science for college entrance.
Physics Honors | 10 - 12 | B or better in Algebra II |
This one-year course is designed for those students who are concurrently enrolled in or have completed Algebra II/Trigonometry and who exhibit an interest in science. Topics included are the following: laboratory procedures, mathematics applications, safety, waves, optics, relativity, kinematics, dynamics, energy, heat, electricity and magnetism, and atomic structure. Physics is a course that uses mathematical relationships to guide students toward a greater conceptual understanding of physical concepts and processes. Demonstrations and/or lab experiences are an integral part of this course. This course is distinguished as honors level by the instructional pacing and the delivery of advanced content. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one science credit toward high school graduation and qualifies as a laboratory science for college entrance.
AP Chemistry | 11 - 12 | B or better in Biology H “B” or better in Chemistry H and/or Teacher Recommendation |
This course is designed for those students who desire a challenging college level chemistry class. Students will study, in depth, all the major concepts and theories of chemistry, with an emphasis on problem solving strategies and college level experiments. Laboratory experiments will emphasize observation, recording and interpretation of data, and communication skills. Emphasis is placed on preparing students for the Advanced Placement Examination. Students must concurrently register in Extended Science Lab. It is expected students will take the AP exam in May. See your school counselor if you have a financial hardship. This course fulfills one of the science credits required for high school graduation and qualifies as a laboratory science for college entrance.
AP Environmental Science | 11 - 12 | B or better in Bio I and/or Bio I H |
This class is a laboratory based class designed to provide students with the scientific principles and methods to understand the interrelationships of the natural world, to identify and analyze natural and human caused environmental problems, to evaluate the risks associated with those problems, and to examine alternative solutions. Students are expected to take the AP exam in the Spring. This course fulfills one of the science requirements for graduation and meets college entrance requirements for a laboratory science. It is expected students will take the AP exam in May. See your school counselor if you have a financial hardship.
AP Physics 2: Algebra-Based | 11- 12 | AP Physics 1: Algebra Based |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP Physics 2: Algebra-Based examination. This college-level curriculum provides students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of physics. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the science credits required for high school graduation and qualifies as a laboratory science for college entrance.
AP Physics C: Electricity and Magnetism | 11 - 12 | B or better in Physics Honors and Precalculus Honors/ concurrent enrollment in Calculus |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP Physics C: Electricity and Magnetism examination. This college- level calculus-based curriculum provides students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of physics. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the science credits required for high school graduation and qualifies as a laboratory science for college entrance.
AP Physics C: Mechanics | 11 - 12 | B or better in Physics Honors and PreCalculus/ concurrent enrollment in Calculus |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP Physics C: Mechanics examination. This college-level calculus- based curriculum provides students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of physics. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the science credits required for high school graduation and qualifies as a laboratory science for college entrance.
This one-year course is designed as a survey of the biological sciences. The emphasis is on developing inquiry skills and problem-solving techniques while developing an understanding of major biological concepts. The course also familiarizes students with the nature of science and technology. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one credit of the high school graduation requirement for science and qualifies as a laboratory science for college entrance.
Biology Honors | 9 | Teacher Recommendation |
This one-year course is designed as a survey of the biological sciences. The emphasis is on developing inquiry skills and problem-solving techniques while developing an understanding of major biological concepts. The course also familiarizes students with the nature of science and technology. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one credit of the high school graduation requirement for science and qualifies as a laboratory science for college entrance.
AP Biology | 10 - 12 | B or better in Biology I H and Chemistry I H and/or Teacher Recommendation |
This course is designed for those students who desire a challenging college level biology class. Students will cover, in-depth all the major concepts and processes of biology with an emphasis on problem-solving strategies and college level experiments. Emphasis is placed on preparing students for the Advanced Placement Examination. It is expected students will take the AP exam in May. See your school counselor if you have a financial hardship. This course fulfills one of the science credits required for high school graduation and qualifies as a laboratory science for college entrance.
AP Physics 1: Algebra-Based | 10 - 12 | C or better in Algebra II and concurrent enrolment in Precalculus Honors |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP Physics 1: Algebra-Based examination. This college-level curriculum provides students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of physics. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the science credits required for high school graduation and qualifies as a laboratory science for college entrance.
Chemistry | 10 - 12 | Passed Algebra I |
This course is designed for those students who have successfully completed Algebra I and exhibit an interest in science, especially chemistry. Topics included are mathematics of chemistry, safety, laboratory procedures, properties of matter, atomic theory and structure, mole concept, chemical bonding, nomenclature, chemical equations, stoichiometry, kinetic molecular theory, states of matter, acids-bases-salts, equilibrium, thermochemistry, polymer chemistry, nuclear chemistry, chemistry of the environment, and career opportunities. Additional topics may include history of chemistry, biochemistry, qualitative chemistry, and research projects. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one science credit toward high school graduation and qualifies as a laboratory science for college entrance.
Chemistry Honors | 10 - 12 | C or better in Algebra I; Teacher Recommendation |
This course is designed for those students who have successfully completed Algebra I and exhibit an interest in science, especially chemistry. Topics include: mathematics of chemistry, safety, laboratory procedures, elements- compounds-mixtures, atomic theory and structure, structure and organization of the periodic table, mole concept, chemical bonding, nomenclature, chemical equations, stoichiometry, kinetic molecular theory, phases of matter, solutions, acids- bases theory, equilibrium, thermochemistry, organic chemistry, nuclear chemistry, chemistry of the environment, and career opportunities. Additional topics may include history of chemistry, biochemistry, qualitative chemistry, and research projects. This course is distinguished from Chemistry I by the instructional pacing and the delivery of advanced content. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one science credit towards high school graduation and qualifies as a laboratory science for college entrance.
Geoscience | 10 - 12 |
This one-year course is designed to integrate scientific principles related to the Earth and its environment. Topics of this course include relationships between atmospheric processes and the water cycle, solar systems and the universe, and Earth’s composition and structure. The connections between Earth’s systems and everyday life are evaluated throughout this course. Demonstrations and lab experiences are an integral part of instruction. Scientific methodology and the metric system are integrated and modeled. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the science credits required for high school graduation and qualifies as a laboratory science for college admission.
Geoscience Honors | 10 - 12 | C or better in Biology; Teacher Recommendation |
This one-year course is designed to integrate scientific and engineering practices, crosscutting concepts, and
core ideas related to Earth and space science. This course is designated as honors level by the accelerated instructional pacing and depth of content. Geoscience Honors focuses on three core ideas: Earth’s place in the universe, Earth’s systems, and Earth and human activity. Demonstrations and lab experiences that employ proper safety techniques are essential to this course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the science credits required for high school graduation and qualifies as a laboratory science for college admission.
Physics | 10 - 12 | C or better in Algebra II |
This one-year course is designed for those students who have successfully completed Algebra I and who exhibit an interest in science. Topics included are the following: laboratory procedures, mathematics applications, laboratory safety, waves, optics, relativity, kinematics, dynamics, energy, heat, electricity and magnetism, and atomic structure. Physics is a course that informs students about the interconnectedness among different types of forces and energy transformations. Demonstrations and/or lab experiences are an integral part of this course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the science credits toward high school graduation and qualifies as a laboratory science for college entrance.
Physics Honors | 10 - 12 | B or better in Algebra II |
This one-year course is designed for those students who are concurrently enrolled in or have completed Algebra II/Trigonometry and who exhibit an interest in science. Topics included are the following: laboratory procedures, mathematics applications, safety, waves, optics, relativity, kinematics, dynamics, energy, heat, electricity and magnetism, and atomic structure. Physics is a course that uses mathematical relationships to guide students toward a greater conceptual understanding of physical concepts and processes. Demonstrations and/or lab experiences are an integral part of this course. This course is distinguished as honors level by the instructional pacing and the delivery of advanced content. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one science credit toward high school graduation and qualifies as a laboratory science for college entrance.
AP Chemistry | 11 - 12 | B or better in Biology H “B” or better in Chemistry H and/or Teacher Recommendation |
This course is designed for those students who desire a challenging college level chemistry class. Students will study, in depth, all the major concepts and theories of chemistry, with an emphasis on problem solving strategies and college level experiments. Laboratory experiments will emphasize observation, recording and interpretation of data, and communication skills. Emphasis is placed on preparing students for the Advanced Placement Examination. Students must concurrently register in Extended Science Lab. It is expected students will take the AP exam in May. See your school counselor if you have a financial hardship. This course fulfills one of the science credits required for high school graduation and qualifies as a laboratory science for college entrance.
AP Environmental Science | 11 - 12 | B or better in Bio I and/or Bio I H |
This class is a laboratory based class designed to provide students with the scientific principles and methods to understand the interrelationships of the natural world, to identify and analyze natural and human caused environmental problems, to evaluate the risks associated with those problems, and to examine alternative solutions. Students are expected to take the AP exam in the Spring. This course fulfills one of the science requirements for graduation and meets college entrance requirements for a laboratory science. It is expected students will take the AP exam in May. See your school counselor if you have a financial hardship.
AP Physics 2: Algebra-Based | 11- 12 | AP Physics 1: Algebra Based |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP Physics 2: Algebra-Based examination. This college-level curriculum provides students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of physics. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the science credits required for high school graduation and qualifies as a laboratory science for college entrance.
AP Physics C: Electricity and Magnetism | 11 - 12 | B or better in Physics Honors and Precalculus Honors/ concurrent enrollment in Calculus |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP Physics C: Electricity and Magnetism examination. This college- level calculus-based curriculum provides students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of physics. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the science credits required for high school graduation and qualifies as a laboratory science for college entrance.
AP Physics C: Mechanics | 11 - 12 | B or better in Physics Honors and PreCalculus/ concurrent enrollment in Calculus |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP Physics C: Mechanics examination. This college-level calculus- based curriculum provides students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of physics. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the science credits required for high school graduation and qualifies as a laboratory science for college entrance.
Social Studies Courses
AP World History | 10 | Teacher Recommendation |
This one-year course is designed for the college-bound student, with an emphasis on meeting the requirements of the College Board Advanced Placement World History examination. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the nature of changes in global frameworks and their causes and consequences, as well as comparisons among major societies from their historical, geographical, political, economic, and cultural contexts. It emphasizes relevant factual knowledge, leading interpretive issues, and skills in analyzing types of historical evidence, covering the scope of human history from 8,000 BCE to the present. Instructors should refer to the current Advanced Placement course description for examination specifications. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the World History/Geography and the Arts/Humanities credits required for high school graduation.
World History 10 | 10 |
This one-year course examines societal development from the Renaissance to the present with an emphasis on emerging ideologies, expansion of empires, growth of nations, and an increase of global interdependence. Students develop an understanding of current world issues and relate them to their historical, geographical, political, economic, and cultural contexts. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the World History/Geography and the Arts/Humanities credits required for high school graduation.
World History Honors 10 | 10 | C or higher in English 9 |
This one-year course examines societal development from the Renaissance to the present with an emphasis on emerging ideologies, expansion of empires, growth of nations, and an increase of global interdependence. Students develop an understanding of current world issues and relate them to their historical, geographical, political, economic, and cultural contexts. This course is designated as honors level by the accelerated instructional pacing and depth of content. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the World History/Geography and the Arts/Humanities credits required for high school graduation.
AP US History | 11 | Teacher Recommendation |
This one-year course is designed for the college-bound student, with an emphasis on meeting the requirements of the College Board Advanced Placement United States History examination. This course provides an in-depth examination, synthesis and evaluation of the historical themes from 1492 to present day. A careful balance of historiography, analytical skills, and factual knowledge will be used throughout the course. Instructors should refer to the current Advanced Placement course description for examination specifics. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one U.S. History credit required for high school graduation.
US History 11 | 11 |
This one-year course is a study of American history with an emphasis on the Modern World from 1900 to the present day. Students explore and evaluate the significant historical events and the consequences. This course provides an examination of historical themes to analyze how new events continue to shape our nation and society today. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the U.S. History credit required for high school graduation.
US History Honors 11 | 11 | C or higher in World History |
This one-year course is a study of American history with an emphasis on the Modern World from 1900 to the present day. Students explore and evaluate the significant historical events and the consequences. This course provides an examination of historical themes to analyze how new events continue to shape our nation and society today. This course is designated as honors level by the accelerated instructional pacing and depth of content. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the U.S. History credit required for high school graduation.
AP US Government and Politics | 12 | Teacher Recommendation |
This is a one-year course with an emphasis on meeting the requirements of the College Board Advanced Placement United States Government and Politics examination. This course gives students an analytical perspective of government and politics in the United States. It includes both the study of general concepts used to interpret United States politics and the analysis of specific examples. Students increase their knowledge of the various institutions, groups, beliefs, and ideas that constitute United States politics. Instructors should refer to the current Advanced Placement course description for examination specifics. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one U.S. Government credit required for high school graduation.
US Government 12 | 12 | Teacher Recommendation |
This one-year course is a study of United States federal, state, local, and tribal governments evaluating the impact of political foundations, structures, processes, and institutions. Students apply constitutional principles to assess the growth and development of the United States government and political system. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the U.S. Government credit required for high school graduation.
US Government Honors | 12 | C or higher in US History |
This one-year course is a study of United States federal, state, local, and tribal governments evaluating the impact of political foundations, structures, processes, and institutions. Students apply constitutional principles to assess the growth and development of the United States government and political system. This course is designated as honors level by the accelerated instructional pacing and depth of content. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the U.S. Government credit required for high school graduation.
This one-year course is designed for the college-bound student, with an emphasis on meeting the requirements of the College Board Advanced Placement World History examination. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the nature of changes in global frameworks and their causes and consequences, as well as comparisons among major societies from their historical, geographical, political, economic, and cultural contexts. It emphasizes relevant factual knowledge, leading interpretive issues, and skills in analyzing types of historical evidence, covering the scope of human history from 8,000 BCE to the present. Instructors should refer to the current Advanced Placement course description for examination specifications. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the World History/Geography and the Arts/Humanities credits required for high school graduation.
World History 10 | 10 |
This one-year course examines societal development from the Renaissance to the present with an emphasis on emerging ideologies, expansion of empires, growth of nations, and an increase of global interdependence. Students develop an understanding of current world issues and relate them to their historical, geographical, political, economic, and cultural contexts. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the World History/Geography and the Arts/Humanities credits required for high school graduation.
World History Honors 10 | 10 | C or higher in English 9 |
This one-year course examines societal development from the Renaissance to the present with an emphasis on emerging ideologies, expansion of empires, growth of nations, and an increase of global interdependence. Students develop an understanding of current world issues and relate them to their historical, geographical, political, economic, and cultural contexts. This course is designated as honors level by the accelerated instructional pacing and depth of content. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the World History/Geography and the Arts/Humanities credits required for high school graduation.
AP US History | 11 | Teacher Recommendation |
This one-year course is designed for the college-bound student, with an emphasis on meeting the requirements of the College Board Advanced Placement United States History examination. This course provides an in-depth examination, synthesis and evaluation of the historical themes from 1492 to present day. A careful balance of historiography, analytical skills, and factual knowledge will be used throughout the course. Instructors should refer to the current Advanced Placement course description for examination specifics. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one U.S. History credit required for high school graduation.
US History 11 | 11 |
This one-year course is a study of American history with an emphasis on the Modern World from 1900 to the present day. Students explore and evaluate the significant historical events and the consequences. This course provides an examination of historical themes to analyze how new events continue to shape our nation and society today. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the U.S. History credit required for high school graduation.
US History Honors 11 | 11 | C or higher in World History |
This one-year course is a study of American history with an emphasis on the Modern World from 1900 to the present day. Students explore and evaluate the significant historical events and the consequences. This course provides an examination of historical themes to analyze how new events continue to shape our nation and society today. This course is designated as honors level by the accelerated instructional pacing and depth of content. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the U.S. History credit required for high school graduation.
AP US Government and Politics | 12 | Teacher Recommendation |
This is a one-year course with an emphasis on meeting the requirements of the College Board Advanced Placement United States Government and Politics examination. This course gives students an analytical perspective of government and politics in the United States. It includes both the study of general concepts used to interpret United States politics and the analysis of specific examples. Students increase their knowledge of the various institutions, groups, beliefs, and ideas that constitute United States politics. Instructors should refer to the current Advanced Placement course description for examination specifics. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one U.S. Government credit required for high school graduation.
US Government 12 | 12 | Teacher Recommendation |
This one-year course is a study of United States federal, state, local, and tribal governments evaluating the impact of political foundations, structures, processes, and institutions. Students apply constitutional principles to assess the growth and development of the United States government and political system. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the U.S. Government credit required for high school graduation.
US Government Honors | 12 | C or higher in US History |
This one-year course is a study of United States federal, state, local, and tribal governments evaluating the impact of political foundations, structures, processes, and institutions. Students apply constitutional principles to assess the growth and development of the United States government and political system. This course is designated as honors level by the accelerated instructional pacing and depth of content. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the U.S. Government credit required for high school graduation.
Health, Physical Education & Driver's Education
Health Education | 9 - 12 |
This one-semester course examines the intricate relationships between the structural and physiological functions required for the mental, physical, social, and emotional wellness. Topics include decision making, wellness, nutrition and physical activity, body systems, substance use and abuse, communicable and non- communicable diseases, violence prevention, safety, and consumer health. Sex education and sexually transmitted infectious disease education, within established guidelines, is an integral part of this course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. The course fulfills the one-half credit of health required for high school graduation.
Personal Fitness and Wellness I | 9 - 12 | B or better in English 8 |
This one-year course is designed to promote a positive approach toward personal health. The student is provided with experiences in health-related fitness and decision- making skills, self-esteem, and personal regard. This course develops knowledge pertaining to the principles of wellness, components of fitness, proper nutrition, personal decision- making skills, and career opportunities. Students participate in direct classroom instruction, computer-generated activities and application, and moderate to vigorous activity for a minimum of 50% of the instructional time. The course is taught using the CrossFit program. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the two physical education credits required for high school graduation.
Physical Education I | 9 - 12 |
This one-year course focuses on students becoming independent decision makers capable of planning for lifetime fitness and physical activity, while achieving current personal fitness and activity goals. Students are provided with experiences in psychomotor skills, movement, goal-setting, and health-related fitness knowledge. Students develop psychomotor skills and engage in movement and lifetime fitness activities at moderate to vigorous levels for a minimum of 50% of the instructional time. Students participate in movement experiences, team sports, individual and dual sports, dance/rhythms, and lifetime recreational activities. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the two physical education credits required for high school graduation.
Driver’s Education | 10 - 12 | Age 15, Parent Permission |
This course is designed to develop an adequate understanding of motor vehicle operation, laws, risk awareness, and driver alertness which enables students to become safe and successful drivers. Emphasis is placed on linking visual skills, space management, and balanced vehicle movement to risk-reducing driving strategies. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the EC Section 51851 state requirement to complete 30 hours or more of driver education classroom instruction and is restricted to pupils who are at least 15 years of age as required by the law. This course fulfills one half of one of the elective credits required for high school graduation.
Personal Fitness and Wellness II | 10 - 12 | Personal Fitness and Wellness I |
This one-year course is designed to further promote a positive approach toward personal health. It builds upon the skills learned in Personal Fitness and Wellness I and reinforces total health and fitness concepts and practices. This course targets physical, mental, and social health, as well as the pursuit of lifetime fitness. Students develop an understanding of the principles of wellness including fitness and proper nutrition. Emphasis is placed on health, weight training, and lifetime fitness by engaging students in moderate to vigorous activity for a minimum of 50% of the instructional time. The course is taught using the CrossFit program. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course will fulfill one of the two physical education credits required for high school graduation.
Physical Conditioning with Weights | 10 - 12 | Pass PE I & PE II; or Competitive Athlete |
This one-year course is an activity-oriented course designed to provide students with a comprehensive view of physical conditioning through different styles of weight training and builds upon the knowledge gained in Physical Education I and II. Students develop psychomotor skills and engage in movement and lifetime fitness activities at moderate to vigorous levels for a minimum of 50% of the instructional time. Fitness-related vocabulary, desirable health habits, physical conditioning, skill development and safety are emphasized. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Physical Education II | 10 - 12 |
This one-year course focuses on the physical, mental, social, and emotional development of the individual in cooperative and competitive settings. The student is provided with experiences in psychomotor skills, movement, and lifetime health-related fitness knowledge, skills, and values. Students develop psychomotor skills and engage in movement and lifetime fitness activities at moderate to vigorous levels for a minimum of 50% of the instructional time. Students participate in activities that apply movement principles found in team sports, individual/dual sports, fitness and wellness activities, dance/rhythms, and lifetime recreational activities. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the two physical education credits required for high school graduation.
Lifetime Sports and Recreation | 11 - 12 | Pass PE I & PE II
This one-year course is designed for students who have successfully completed two years of physical education. This course provides students with a comprehensive understanding of lifetime sports and recreational activities. Students focus on improving sports skills, participating in lifelong sport and recreational activities, and improving fitness levels while working at moderate to vigorous levels for a minimum of 50% of the instructional time. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
This one-semester course examines the intricate relationships between the structural and physiological functions required for the mental, physical, social, and emotional wellness. Topics include decision making, wellness, nutrition and physical activity, body systems, substance use and abuse, communicable and non- communicable diseases, violence prevention, safety, and consumer health. Sex education and sexually transmitted infectious disease education, within established guidelines, is an integral part of this course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. The course fulfills the one-half credit of health required for high school graduation.
Personal Fitness and Wellness I | 9 - 12 | B or better in English 8 |
This one-year course is designed to promote a positive approach toward personal health. The student is provided with experiences in health-related fitness and decision- making skills, self-esteem, and personal regard. This course develops knowledge pertaining to the principles of wellness, components of fitness, proper nutrition, personal decision- making skills, and career opportunities. Students participate in direct classroom instruction, computer-generated activities and application, and moderate to vigorous activity for a minimum of 50% of the instructional time. The course is taught using the CrossFit program. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the two physical education credits required for high school graduation.
Physical Education I | 9 - 12 |
This one-year course focuses on students becoming independent decision makers capable of planning for lifetime fitness and physical activity, while achieving current personal fitness and activity goals. Students are provided with experiences in psychomotor skills, movement, goal-setting, and health-related fitness knowledge. Students develop psychomotor skills and engage in movement and lifetime fitness activities at moderate to vigorous levels for a minimum of 50% of the instructional time. Students participate in movement experiences, team sports, individual and dual sports, dance/rhythms, and lifetime recreational activities. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the two physical education credits required for high school graduation.
Driver’s Education | 10 - 12 | Age 15, Parent Permission |
This course is designed to develop an adequate understanding of motor vehicle operation, laws, risk awareness, and driver alertness which enables students to become safe and successful drivers. Emphasis is placed on linking visual skills, space management, and balanced vehicle movement to risk-reducing driving strategies. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the EC Section 51851 state requirement to complete 30 hours or more of driver education classroom instruction and is restricted to pupils who are at least 15 years of age as required by the law. This course fulfills one half of one of the elective credits required for high school graduation.
Personal Fitness and Wellness II | 10 - 12 | Personal Fitness and Wellness I |
This one-year course is designed to further promote a positive approach toward personal health. It builds upon the skills learned in Personal Fitness and Wellness I and reinforces total health and fitness concepts and practices. This course targets physical, mental, and social health, as well as the pursuit of lifetime fitness. Students develop an understanding of the principles of wellness including fitness and proper nutrition. Emphasis is placed on health, weight training, and lifetime fitness by engaging students in moderate to vigorous activity for a minimum of 50% of the instructional time. The course is taught using the CrossFit program. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course will fulfill one of the two physical education credits required for high school graduation.
Physical Conditioning with Weights | 10 - 12 | Pass PE I & PE II; or Competitive Athlete |
This one-year course is an activity-oriented course designed to provide students with a comprehensive view of physical conditioning through different styles of weight training and builds upon the knowledge gained in Physical Education I and II. Students develop psychomotor skills and engage in movement and lifetime fitness activities at moderate to vigorous levels for a minimum of 50% of the instructional time. Fitness-related vocabulary, desirable health habits, physical conditioning, skill development and safety are emphasized. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Physical Education II | 10 - 12 |
This one-year course focuses on the physical, mental, social, and emotional development of the individual in cooperative and competitive settings. The student is provided with experiences in psychomotor skills, movement, and lifetime health-related fitness knowledge, skills, and values. Students develop psychomotor skills and engage in movement and lifetime fitness activities at moderate to vigorous levels for a minimum of 50% of the instructional time. Students participate in activities that apply movement principles found in team sports, individual/dual sports, fitness and wellness activities, dance/rhythms, and lifetime recreational activities. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the two physical education credits required for high school graduation.
Lifetime Sports and Recreation | 11 - 12 | Pass PE I & PE II
This one-year course is designed for students who have successfully completed two years of physical education. This course provides students with a comprehensive understanding of lifetime sports and recreational activities. Students focus on improving sports skills, participating in lifelong sport and recreational activities, and improving fitness levels while working at moderate to vigorous levels for a minimum of 50% of the instructional time. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Naval Junior ROTC
Navy Junior ROTC I | 9 - 11 |
This one-year course is designed for first-year students in the Navy Junior Reserve Officer Training Corps (JROTC). The JROTC curriculum emphasizes citizenship, character development, leadership development, and community service. This program is conducted at accredited secondary schools throughout the nation, by instructors who are retired United States Navy (USN) officers and enlisted personnel utilizing curriculum provided by the USN. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the two physical education credits or one of the elective credits required for high school graduation.
Navy Junior ROTC II I | 10 - 12 | Pass ROTC I |
This one-year course is designed for second-year students in the Navy Junior Reserve Officer Training Corps (JROTC). The JROTC curriculum emphasizes citizenship, character development, leadership development, and community service. This program is conducted at accredited secondary schools throughout the nation, by instructors who are retired United States Navy (USN) officers and enlisted personnel utilizing curriculum provided by the USN. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the two physical education credits or one of the elective credits required for high school graduation.
Navy Junior ROTC III | 11 - 12 | Pass ROTC II |
This one-year course is designed for third-year students in the Navy Junior Reserve Officer Training Corps (JROTC). The JROTC curriculum emphasizes citizenship, character development, leadership development, and community service. This program is conducted at accredited secondary schools throughout the nation, by instructors who are retired United States Navy (USN) officers and enlisted personnel utilizing curriculum provided by the USN. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the two physical education credits or one of the elective credits required for high school graduation.
Navy Junior ROTC IV Honors | 12 | Pass ROTC III, Commander recommendation |
This one-year course is designed for fourth-year students in the Navy Junior Reserve Officer Training Corps (JROTC) who serve as members of the JROTC cadet senior staff. Students are assigned specific functional areas of responsibility and are expected to perform their duties/responsibilities in addition to mentoring and leading other members of the organization. The JROTC curriculum emphasizes citizenship, character development, leadership development, and community service. This program is conducted at accredited secondary schools throughout the nation, by instructors who are retired United States Navy (USN) officers and enlisted personnel utilizing curriculum provided by the USN. This course is designated as honors level in that students are expected to apply higher-level leadership, organizational, communication, and interpersonal skills in the performance of their duties. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the two physical education credits or one of the elective credits required for high school graduation.
ROTC Drill & Leadership | 12 | Commander recommendation, concurrent enrollment in Navy Junior ROTC IV Honors |
This one-year course is designed to provide the ROTC student with a specialized area of military precision drill involving above- normal physical activity that will have carry- over value into future military careers. This course is not a substitute for the basic ROTC courses. Students will expend additional time and energy on military drill in preparation for participation on a performing team, i.e., Marching Drill Team, Rifle Drill Team, or Color Guard. Performances may be in competitive contests. The prerequisite for this course is enrollment in an ROTC class and Commander approval. This course may be repeated. This course will fulfill one of the elective credits required for graduation.
This one-year course is designed for first-year students in the Navy Junior Reserve Officer Training Corps (JROTC). The JROTC curriculum emphasizes citizenship, character development, leadership development, and community service. This program is conducted at accredited secondary schools throughout the nation, by instructors who are retired United States Navy (USN) officers and enlisted personnel utilizing curriculum provided by the USN. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the two physical education credits or one of the elective credits required for high school graduation.
Navy Junior ROTC II I | 10 - 12 | Pass ROTC I |
This one-year course is designed for second-year students in the Navy Junior Reserve Officer Training Corps (JROTC). The JROTC curriculum emphasizes citizenship, character development, leadership development, and community service. This program is conducted at accredited secondary schools throughout the nation, by instructors who are retired United States Navy (USN) officers and enlisted personnel utilizing curriculum provided by the USN. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the two physical education credits or one of the elective credits required for high school graduation.
Navy Junior ROTC III | 11 - 12 | Pass ROTC II |
This one-year course is designed for third-year students in the Navy Junior Reserve Officer Training Corps (JROTC). The JROTC curriculum emphasizes citizenship, character development, leadership development, and community service. This program is conducted at accredited secondary schools throughout the nation, by instructors who are retired United States Navy (USN) officers and enlisted personnel utilizing curriculum provided by the USN. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the two physical education credits or one of the elective credits required for high school graduation.
Navy Junior ROTC IV Honors | 12 | Pass ROTC III, Commander recommendation |
This one-year course is designed for fourth-year students in the Navy Junior Reserve Officer Training Corps (JROTC) who serve as members of the JROTC cadet senior staff. Students are assigned specific functional areas of responsibility and are expected to perform their duties/responsibilities in addition to mentoring and leading other members of the organization. The JROTC curriculum emphasizes citizenship, character development, leadership development, and community service. This program is conducted at accredited secondary schools throughout the nation, by instructors who are retired United States Navy (USN) officers and enlisted personnel utilizing curriculum provided by the USN. This course is designated as honors level in that students are expected to apply higher-level leadership, organizational, communication, and interpersonal skills in the performance of their duties. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the two physical education credits or one of the elective credits required for high school graduation.
ROTC Drill & Leadership | 12 | Commander recommendation, concurrent enrollment in Navy Junior ROTC IV Honors |
This one-year course is designed to provide the ROTC student with a specialized area of military precision drill involving above- normal physical activity that will have carry- over value into future military careers. This course is not a substitute for the basic ROTC courses. Students will expend additional time and energy on military drill in preparation for participation on a performing team, i.e., Marching Drill Team, Rifle Drill Team, or Color Guard. Performances may be in competitive contests. The prerequisite for this course is enrollment in an ROTC class and Commander approval. This course may be repeated. This course will fulfill one of the elective credits required for graduation.
Automotive Technology
Automotive Technology I | 9 - 12 |
This one-year course introduces students to the operational and scientific nature of automotive component systems. This course focuses on the technological nature of the automobile, including the principles of measurement, atomic structure and properties, chemical reactions, and electronic principles. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one elective credit required for high school graduation.
Automotive Technology II | 10 - 12 | C or better in previous level |
This one-year course is designed for students who have successfully completed Automotive Technology I. This course provides students with laboratory activities including tasks with advanced equipment to diagnose and service modern automotive systems. Appropriate scientific, mathematical, and communication concepts are emphasized throughout this course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one elective credit required for high school graduation.
Automotive Technology III | 11 - 12 | C or better in previous level |
This one-year course is designed for students who have successfully completed Automotive Technology II. This course provides students with skill development in automotive drive train, heating and air conditioning services, and engine performance. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one elective credit required for high school graduation.
Automotive Technology Advanced Studies | 11 - 12 | Teacher Recommendation |
This one-year course provides students who have achieved all content standards in Automotive Technology an advanced study through investigation and in-depth research. The student collaborates with the supervising teacher to design and implement the topic of study. Coursework may include various work-based learning experiences such as internships and job shadowing, involvement in a school-based enterprise, completion of a capstone project, and/or portfolio development. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation and may be repeated.
This one-year course introduces students to the operational and scientific nature of automotive component systems. This course focuses on the technological nature of the automobile, including the principles of measurement, atomic structure and properties, chemical reactions, and electronic principles. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one elective credit required for high school graduation.
Automotive Technology II | 10 - 12 | C or better in previous level |
This one-year course is designed for students who have successfully completed Automotive Technology I. This course provides students with laboratory activities including tasks with advanced equipment to diagnose and service modern automotive systems. Appropriate scientific, mathematical, and communication concepts are emphasized throughout this course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one elective credit required for high school graduation.
Automotive Technology III | 11 - 12 | C or better in previous level |
This one-year course is designed for students who have successfully completed Automotive Technology II. This course provides students with skill development in automotive drive train, heating and air conditioning services, and engine performance. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one elective credit required for high school graduation.
Automotive Technology Advanced Studies | 11 - 12 | Teacher Recommendation |
This one-year course provides students who have achieved all content standards in Automotive Technology an advanced study through investigation and in-depth research. The student collaborates with the supervising teacher to design and implement the topic of study. Coursework may include various work-based learning experiences such as internships and job shadowing, involvement in a school-based enterprise, completion of a capstone project, and/or portfolio development. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation and may be repeated.
Business & Computers
Business Computer Applications | 9 |
This one-year course emphasizes to students the importance of computer technology in the business world. The business of computers from a marketing perspective is addressed. This course focuses on developing an understanding of the functions of a computer and an awareness of various software programs utilized in business environments. Computer technology is explored as an effective communication, design, and management tool. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Animation I | 9 - 12 |
This one-year course provides students with the basic principles of traditional and digital animation. Animation, storyboarding, character creation, and storytelling through animation are the focus of this course. Project-based learning provides students with career-based animation skills. Instructional practice incorporates integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Financial Literacy | 9-12 |
This one-semester course is designed to help students develop money management skills. Emphasis will be placed on information that will help students make informed financial decisions. This course will enable students to become knowledgeable consumers, savers, and investors. This course will fulfill one-half elective credit required for high school graduation.
Introductory Computer Concepts | 9-12 |
This one-semester course is designed to acquaint students with the proper techniques for personal use of t h e computer. Emphasis is placed on the mastery of the keyboard and the development of touch keyboarding with speed and accuracy. Students will also learn the basic principles of keyboarding, word processing, and multimedia, spreadsheet, and database applications. It is designed specifically for students interested in meeting the computer competency requirement for graduation. Introductory Computer Concepts will fulfill either one-half computer credit or one-half elective credit required for high school graduation.
Principles of Business & Marketing | 9-12 |
This one-year course introduces students to business and marketing concepts in the areas of business management, entrepreneurship, and marketing. Students gain an understanding of principles related to business law, communications, customer relations, economics, information management, and operations. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one elective credit required for high school graduation.
Accounting & Finance I | 10 - 12 | C or better Algebra I |
This one-year course is designed to develop an understanding of accounting and finance principles. Emphasis is placed on introductory accounting procedures and knowledge of finance as applied in such areas as banking, insurance, and investments. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Animation II | 10 - 12 | Animation I or Teacher Recommendation |
This one-year course provides students with the principles of traditional two-dimensional cel and computer animation, as well as, 3-D animation and graphics. Project-based learning, collaboration, and portfolio development are essential elements of this class. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Business Software Applications | 10 - 12 | Introductory Computer Concepts or Equivalent Course |
This one-year course is an introduction to various aspects of computer technology. Students receive instruction in proper keyboarding techniques, word processing, spreadsheet, database, multimedia, and desktop publishing. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. Students completing this full-year course earn either one-half computer credit and one-half elective credit or one of the elective credits required for high school graduation.
Computer Applications II | 10 - 12 | C or better in Business Software Applications |
This one-year course will increase students' computer applications skills such as word processing, spreadsheet, database, presentation, publishing, and electronic digital communications. This course includes essential concepts that will benefit students in their career or personal activities. It is recommended that students successfully complete Computer Applications I – 8290 before enrolling in this course. Students completing this full-year course will earn either one-half computer credit and one-half elective credit or one of the elective credits required for high school graduation.
Computer Science I | 10 - 12 | C or better in Algebra I |
This one-year course is designed to introduce students who have successfully completed Algebra I to the core concepts of computer science. The areas of major emphasis are computer programming, algorithms, and problem-solving. An introductory programming language is used as the vehicle for implementing computer-based solutions. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either the one half required computer credit and one- half of the elective credit or one elective credit.
Marketing I | 10 - 12 | C or better in Principles of Business and Marketing |
This one-year course is designed for students who have completed Principles of Business and Marketing and have a career interest in marketing. Areas of emphasis include selling, advertising, pricing, promotion, and product planning. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Sports and Entertainment Marketing I | 10 - 12 | C or better in Principles of Business & Marketing or Marketing I |
This one-year course is designed for students who have successfully completed Principles of Business and Marketing. Areas of emphasis include market research, advertising and promotion, sponsorship, public relations, legal contracts, agency, and event planning. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Accounting & Finance II | 11 - 12 | C or better in Accounting I |
This one-year course is designed for students who have successfully completed Accounting & Finance I. Students develop occupational skills related to standard accounting, banking, and finance practices including preparing financial statements and calculating financial ratios. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
AP Computer Science A | 11 - 12 | Algebra II and Computer Science I or Teacher recommendation |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement Computer Science A examination. This college- level curriculum emphasizes object-oriented programming methodology with a concentration on problem solving and algorithm development. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills either one-half computer credit and one-half elective credit or one of the elective credits required for high school graduation.
Automotive Technology Advanced Studies | 11 - 12 | Teacher Recommendation |
This one-year course provides students who have achieved all content standards in Automotive Technology an advanced study through investigation and in-depth research. The student collaborates with the supervising teacher to design and implement the topic of study. Coursework may include various work-based learning experiences such as internships and job shadowing, involvement in a school-based enterprise, completion of a capstone project, and/or portfolio development. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation and may be repeated.
Computer Science II Honors | 11 - 12 | C or better in Computer Science I |
This one-year project-based course emphasizes object- oriented programming, algorithms, and arrays, and builds on the skills acquired in Computer Science I. Topics include program design, program implementation, standard data structures, and standard algorithms. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either the one-half required computer credit and one-half elective credit or one of the elective credits required for high school graduation.
Marketing II | 10 - 12 | C or better in Marketing I |
This one-year course is designed for students who have successfully completed Marketing I. Advanced topics in marketing, economics, management, merchandising, and business ownership are emphasized. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
This one-year course emphasizes to students the importance of computer technology in the business world. The business of computers from a marketing perspective is addressed. This course focuses on developing an understanding of the functions of a computer and an awareness of various software programs utilized in business environments. Computer technology is explored as an effective communication, design, and management tool. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Animation I | 9 - 12 |
This one-year course provides students with the basic principles of traditional and digital animation. Animation, storyboarding, character creation, and storytelling through animation are the focus of this course. Project-based learning provides students with career-based animation skills. Instructional practice incorporates integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Financial Literacy | 9-12 |
This one-semester course is designed to help students develop money management skills. Emphasis will be placed on information that will help students make informed financial decisions. This course will enable students to become knowledgeable consumers, savers, and investors. This course will fulfill one-half elective credit required for high school graduation.
Introductory Computer Concepts | 9-12 |
This one-semester course is designed to acquaint students with the proper techniques for personal use of t h e computer. Emphasis is placed on the mastery of the keyboard and the development of touch keyboarding with speed and accuracy. Students will also learn the basic principles of keyboarding, word processing, and multimedia, spreadsheet, and database applications. It is designed specifically for students interested in meeting the computer competency requirement for graduation. Introductory Computer Concepts will fulfill either one-half computer credit or one-half elective credit required for high school graduation.
Principles of Business & Marketing | 9-12 |
This one-year course introduces students to business and marketing concepts in the areas of business management, entrepreneurship, and marketing. Students gain an understanding of principles related to business law, communications, customer relations, economics, information management, and operations. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one elective credit required for high school graduation.
Accounting & Finance I | 10 - 12 | C or better Algebra I |
This one-year course is designed to develop an understanding of accounting and finance principles. Emphasis is placed on introductory accounting procedures and knowledge of finance as applied in such areas as banking, insurance, and investments. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Animation II | 10 - 12 | Animation I or Teacher Recommendation |
This one-year course provides students with the principles of traditional two-dimensional cel and computer animation, as well as, 3-D animation and graphics. Project-based learning, collaboration, and portfolio development are essential elements of this class. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Business Software Applications | 10 - 12 | Introductory Computer Concepts or Equivalent Course |
This one-year course is an introduction to various aspects of computer technology. Students receive instruction in proper keyboarding techniques, word processing, spreadsheet, database, multimedia, and desktop publishing. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. Students completing this full-year course earn either one-half computer credit and one-half elective credit or one of the elective credits required for high school graduation.
Computer Applications II | 10 - 12 | C or better in Business Software Applications |
This one-year course will increase students' computer applications skills such as word processing, spreadsheet, database, presentation, publishing, and electronic digital communications. This course includes essential concepts that will benefit students in their career or personal activities. It is recommended that students successfully complete Computer Applications I – 8290 before enrolling in this course. Students completing this full-year course will earn either one-half computer credit and one-half elective credit or one of the elective credits required for high school graduation.
Computer Science I | 10 - 12 | C or better in Algebra I |
This one-year course is designed to introduce students who have successfully completed Algebra I to the core concepts of computer science. The areas of major emphasis are computer programming, algorithms, and problem-solving. An introductory programming language is used as the vehicle for implementing computer-based solutions. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either the one half required computer credit and one- half of the elective credit or one elective credit.
Marketing I | 10 - 12 | C or better in Principles of Business and Marketing |
This one-year course is designed for students who have completed Principles of Business and Marketing and have a career interest in marketing. Areas of emphasis include selling, advertising, pricing, promotion, and product planning. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Sports and Entertainment Marketing I | 10 - 12 | C or better in Principles of Business & Marketing or Marketing I |
This one-year course is designed for students who have successfully completed Principles of Business and Marketing. Areas of emphasis include market research, advertising and promotion, sponsorship, public relations, legal contracts, agency, and event planning. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Accounting & Finance II | 11 - 12 | C or better in Accounting I |
This one-year course is designed for students who have successfully completed Accounting & Finance I. Students develop occupational skills related to standard accounting, banking, and finance practices including preparing financial statements and calculating financial ratios. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
AP Computer Science A | 11 - 12 | Algebra II and Computer Science I or Teacher recommendation |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement Computer Science A examination. This college- level curriculum emphasizes object-oriented programming methodology with a concentration on problem solving and algorithm development. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills either one-half computer credit and one-half elective credit or one of the elective credits required for high school graduation.
Automotive Technology Advanced Studies | 11 - 12 | Teacher Recommendation |
This one-year course provides students who have achieved all content standards in Automotive Technology an advanced study through investigation and in-depth research. The student collaborates with the supervising teacher to design and implement the topic of study. Coursework may include various work-based learning experiences such as internships and job shadowing, involvement in a school-based enterprise, completion of a capstone project, and/or portfolio development. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation and may be repeated.
Computer Science II Honors | 11 - 12 | C or better in Computer Science I |
This one-year project-based course emphasizes object- oriented programming, algorithms, and arrays, and builds on the skills acquired in Computer Science I. Topics include program design, program implementation, standard data structures, and standard algorithms. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either the one-half required computer credit and one-half elective credit or one of the elective credits required for high school graduation.
Marketing II | 10 - 12 | C or better in Marketing I |
This one-year course is designed for students who have successfully completed Marketing I. Advanced topics in marketing, economics, management, merchandising, and business ownership are emphasized. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Drama & Public Speaking
Speech and Debate I | 9 - 12 | B or better in English |
This one-year course provides an opportunity to study speech techniques and to apply these techniques to formal debate and individual speaking situations. Students are encouraged to apply debate principles and speech techniques at the tournament level. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the elective credits required for high school graduation.
Theater I | 9 - 12 |
This first-year course is designed to familiarize students with the theater: its intent, structure, effectiveness, and value. Classwork focuses on student performance through demonstration of various acting skills. Continuous emphasis will be made to develop awareness and self- expression, to increase general knowledge of the theater, and to encourage social adjustment. This course will fulfill one of the elective credits required for graduation.
Theater Appreciation | 9 - 12 |
This one-year course is designed to promote a positive attitude toward theater. The ability to recognize specific forms, theater techniques, and historical styles is emphasized through viewing, reading, and performing material from plays. Performance skills appreciation will also be developed through introductory in-class performance projects. Students may have the opportunity to be introduced to simple Theater Design skills while contributing to school productions. This course fulfills an art/humanities elective credit toward high school graduation.
Theater Design Technology I | 9 - 12 | Instructor Approval |
This one-year course will acquaint the student with the craft skills of theatrical production. Students will be instructed in stage lighting, sound, scenery construction, costumes, properties, and backstage responsibilities. Students will assume technical responsibilities for school plays, musicals, and other theatre-related performances. This course will fulfill either the one arts/humanities credit or one of the elective credits required for graduation.
Speech and Debate II | 10 - 12 | B or better in English, Instructor approval |
This one-year course is a continuation of Speech and Debate I and provides an opportunity to study advanced speech techniques and to apply these techniques to formal debate and individual speaking situations. Students apply debate principles and speech techniques at the tournament level. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Theater II | 10 - 12 | Instructor Approval |
This one-year course is designed for students who have successfully completed the appropriate Theater I course or who has participated in an approved equivalent school or community theater oriented experience. Students will demonstrate advanced acting skills through reading, rehearsing, and acting theatre literature. Group interaction and ensemble work will be emphasized. Students are expected to be involved in theater festivals and workshops. This course will fulfill either the one arts/humanities credit or one of the elective credits required for graduation.
Theater Design Technology II | 10-12 | Instructor Approval |
This one-year course will acquaint the student with the craft skills of theatrical production. Students will be instructed in stage lighting, sound, scenery construction, costumes, properties, and backstage responsibilities. Students will assume technical responsibilities for school plays, musicals, and other theatre-related performances. This course will fulfill either the one arts/humanities credit or one of the elective credits required for graduation.
Speech and Debate III | 11 - 12 | B or better in English, Instructor approval |
This one-year course is a continuation of Speech and Debate II and provides an opportunity to study advanced speech techniques and to apply these techniques to formal debate and individual speaking situations. Students apply debate principles and speech techniques at the tournament level. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation and may be repeated.
Theater III | 11 - 12 | Instructor Approval and/or Audition |
This one-year course is designed for students who have successfully completed the appropriate Theatre II course or who have participated in an approved equivalent school or community theatre oriented experience. Students will demonstrate advanced acting skills through reading, rehearsing, and acting theatre literature. Group interaction and ensemble work will be emphasized. Students are expected to be involved in theatre festivals and workshops. This course will fulfill either the one arts/humanities credit or one of the elective credits required for graduation.
Theater Design Technology III | 11 - 12 | Instructor Approval |
This one-year course is designed for students who have successfully completed Technical Theatre II. Students will design, construct, and apply theatre production skills for all school productions. Students will assume leadership responsibilities for all school plays, musicals, and other theatre related performances. The prerequisite for this course is successful completion of Technical Theatre II, and teacher approval. This course will fulfill one art/humanities elective credit toward high school graduation.
Theater IV | 12 | Instructor Approval and/or Audition |
This one-year course is designed for students who have successfully completed the appropriate Theatre III course or who have participated in an approved equivalent school or community theatre oriented experience. Students will demonstrate advanced acting skills through reading, rehearsing, and performing theatre literature. Group interaction and ensemble work will be emphasized. Students are expected to be involved in theatre festivals and workshops. This course will fulfill an art/humanities elective credit toward high school graduation.
Theater Design Technology Adv. Studies | 12 | Instructor Approval |
This one-year course is designed for students who have successfully completed Technical Theatre III. This is a course designed to further stagecraft skills in several areas, including scenic design, theatrical business, and construction techniques in a laboratory setting. Scenery, lighting, costumes, props, stage management, publicity, theatre business and sound will be explored. Students will be expected to work independently on advanced technical theatre projects and consult with their supervising teacher for guidance. Students will assume leadership and management responsibilities in preparation for post-secondary education and use in the work force. The appropriate use of technology is an integral part of this course. This course fulfills one of the arts and humanities requirements for graduation.
This one-year course provides an opportunity to study speech techniques and to apply these techniques to formal debate and individual speaking situations. Students are encouraged to apply debate principles and speech techniques at the tournament level. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the elective credits required for high school graduation.
Theater I | 9 - 12 |
This first-year course is designed to familiarize students with the theater: its intent, structure, effectiveness, and value. Classwork focuses on student performance through demonstration of various acting skills. Continuous emphasis will be made to develop awareness and self- expression, to increase general knowledge of the theater, and to encourage social adjustment. This course will fulfill one of the elective credits required for graduation.
Theater Appreciation | 9 - 12 |
This one-year course is designed to promote a positive attitude toward theater. The ability to recognize specific forms, theater techniques, and historical styles is emphasized through viewing, reading, and performing material from plays. Performance skills appreciation will also be developed through introductory in-class performance projects. Students may have the opportunity to be introduced to simple Theater Design skills while contributing to school productions. This course fulfills an art/humanities elective credit toward high school graduation.
Theater Design Technology I | 9 - 12 | Instructor Approval |
This one-year course will acquaint the student with the craft skills of theatrical production. Students will be instructed in stage lighting, sound, scenery construction, costumes, properties, and backstage responsibilities. Students will assume technical responsibilities for school plays, musicals, and other theatre-related performances. This course will fulfill either the one arts/humanities credit or one of the elective credits required for graduation.
Speech and Debate II | 10 - 12 | B or better in English, Instructor approval |
This one-year course is a continuation of Speech and Debate I and provides an opportunity to study advanced speech techniques and to apply these techniques to formal debate and individual speaking situations. Students apply debate principles and speech techniques at the tournament level. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Theater II | 10 - 12 | Instructor Approval |
This one-year course is designed for students who have successfully completed the appropriate Theater I course or who has participated in an approved equivalent school or community theater oriented experience. Students will demonstrate advanced acting skills through reading, rehearsing, and acting theatre literature. Group interaction and ensemble work will be emphasized. Students are expected to be involved in theater festivals and workshops. This course will fulfill either the one arts/humanities credit or one of the elective credits required for graduation.
Theater Design Technology II | 10-12 | Instructor Approval |
This one-year course will acquaint the student with the craft skills of theatrical production. Students will be instructed in stage lighting, sound, scenery construction, costumes, properties, and backstage responsibilities. Students will assume technical responsibilities for school plays, musicals, and other theatre-related performances. This course will fulfill either the one arts/humanities credit or one of the elective credits required for graduation.
Speech and Debate III | 11 - 12 | B or better in English, Instructor approval |
This one-year course is a continuation of Speech and Debate II and provides an opportunity to study advanced speech techniques and to apply these techniques to formal debate and individual speaking situations. Students apply debate principles and speech techniques at the tournament level. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation and may be repeated.
Theater III | 11 - 12 | Instructor Approval and/or Audition |
This one-year course is designed for students who have successfully completed the appropriate Theatre II course or who have participated in an approved equivalent school or community theatre oriented experience. Students will demonstrate advanced acting skills through reading, rehearsing, and acting theatre literature. Group interaction and ensemble work will be emphasized. Students are expected to be involved in theatre festivals and workshops. This course will fulfill either the one arts/humanities credit or one of the elective credits required for graduation.
Theater Design Technology III | 11 - 12 | Instructor Approval |
This one-year course is designed for students who have successfully completed Technical Theatre II. Students will design, construct, and apply theatre production skills for all school productions. Students will assume leadership responsibilities for all school plays, musicals, and other theatre related performances. The prerequisite for this course is successful completion of Technical Theatre II, and teacher approval. This course will fulfill one art/humanities elective credit toward high school graduation.
Theater IV | 12 | Instructor Approval and/or Audition |
This one-year course is designed for students who have successfully completed the appropriate Theatre III course or who have participated in an approved equivalent school or community theatre oriented experience. Students will demonstrate advanced acting skills through reading, rehearsing, and performing theatre literature. Group interaction and ensemble work will be emphasized. Students are expected to be involved in theatre festivals and workshops. This course will fulfill an art/humanities elective credit toward high school graduation.
Theater Design Technology Adv. Studies | 12 | Instructor Approval |
This one-year course is designed for students who have successfully completed Technical Theatre III. This is a course designed to further stagecraft skills in several areas, including scenic design, theatrical business, and construction techniques in a laboratory setting. Scenery, lighting, costumes, props, stage management, publicity, theatre business and sound will be explored. Students will be expected to work independently on advanced technical theatre projects and consult with their supervising teacher for guidance. Students will assume leadership and management responsibilities in preparation for post-secondary education and use in the work force. The appropriate use of technology is an integral part of this course. This course fulfills one of the arts and humanities requirements for graduation.
English Electives
Fundamentals of Reading and Writing 9 | 9 | Concurrent with English 9 |
This one-year intervention class is designed for students who need additional instruction and support to master grade-level reading and writing skills and concepts. This course provides additional instructional support to students enrolled in the English 9 course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Journalism Foundations | 9 - 12 | B or better in English |
This one-year course is designed for the study and practice of the basic elements of journalism with major emphasis in the gathering, writing, layout, and dissemination of news through mass media. Students may be required to participate in the production of a newspaper. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the elective credits required for high school graduation.
Publications I | 9 - 12 | B or better in English |
This one-year course is designed for the study and practice of the foundational elements of publications with major emphasis in information gathering, writing, layout design, and photography. Students participate in the production of the yearbook. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Fundamentals of Reading and Writing 10 | 10 | Concurrent with English 10 |
This one-year intervention course is designed for students who need additional instruction and support to master grade- level reading and writing skills and concepts. This course provides additional instructional support to students enrolled in the English 10 course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Imaginative Writing | 10 - 12 | B or better in English |
This one-year course develops and improves both formal and informal writing skills with emphasis placed upon self- expression, creativity, and clear communication. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the elective credits required for high school graduation.
Journalism II | 10 - 12 | B or better in English; Instructor Approval |
This one-year course is a continuation of the study and practice of advanced journalistic skills with major emphasis in the gathering, writing, layout, and dissemination of news through mass media. Students produce the school newspaper. Students apply press law and ethics, student privacy, and intellectual property rights during the production of the newspaper. Students explore different technologies used to publish a newspaper, including online publications of the newspaper. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Mythology & Folklore | 10 - 12 | B or better in English |
This one-year course is an introduction to mythology and folklore emphasizing its influence in literature. This course emphasizes the relationships among literature, culture, philosophy, and psychology. Literature, composition, discussion, and critical-thinking skills are taught concurrently. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Publications II | 10 - 12 | B or better in English; Instructor Approval |
This one-year course is a continuation of Publications I and is designed for the study and application of the elements of publications with major emphasis in information gathering, writing, layout design, and photography. Students produce a school yearbook demonstrating critical thinking, writing, photography, and technology skills. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
This one-year intervention class is designed for students who need additional instruction and support to master grade-level reading and writing skills and concepts. This course provides additional instructional support to students enrolled in the English 9 course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Journalism Foundations | 9 - 12 | B or better in English |
This one-year course is designed for the study and practice of the basic elements of journalism with major emphasis in the gathering, writing, layout, and dissemination of news through mass media. Students may be required to participate in the production of a newspaper. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the elective credits required for high school graduation.
Publications I | 9 - 12 | B or better in English |
This one-year course is designed for the study and practice of the foundational elements of publications with major emphasis in information gathering, writing, layout design, and photography. Students participate in the production of the yearbook. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Fundamentals of Reading and Writing 10 | 10 | Concurrent with English 10 |
This one-year intervention course is designed for students who need additional instruction and support to master grade- level reading and writing skills and concepts. This course provides additional instructional support to students enrolled in the English 10 course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Imaginative Writing | 10 - 12 | B or better in English |
This one-year course develops and improves both formal and informal writing skills with emphasis placed upon self- expression, creativity, and clear communication. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the elective credits required for high school graduation.
Journalism II | 10 - 12 | B or better in English; Instructor Approval |
This one-year course is a continuation of the study and practice of advanced journalistic skills with major emphasis in the gathering, writing, layout, and dissemination of news through mass media. Students produce the school newspaper. Students apply press law and ethics, student privacy, and intellectual property rights during the production of the newspaper. Students explore different technologies used to publish a newspaper, including online publications of the newspaper. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Mythology & Folklore | 10 - 12 | B or better in English |
This one-year course is an introduction to mythology and folklore emphasizing its influence in literature. This course emphasizes the relationships among literature, culture, philosophy, and psychology. Literature, composition, discussion, and critical-thinking skills are taught concurrently. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Publications II | 10 - 12 | B or better in English; Instructor Approval |
This one-year course is a continuation of Publications I and is designed for the study and application of the elements of publications with major emphasis in information gathering, writing, layout design, and photography. Students produce a school yearbook demonstrating critical thinking, writing, photography, and technology skills. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Foreign Languages
Chinese I | 9 - 12 |
This one-year course is designed to acquaint students with the basic skills of listening, speaking, reading, and writing Mandarin Chinese. The focus is communication in Mandarin Chinese, incorporating an understanding of the culture of Chinese-speaking peoples, connecting with other disciplines, comparing native language to Mandarin Chinese, and developing participating in communities. This course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. Instructional practices will incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one elective credit required for high school graduation.
Chinese II Honors | 9 - 12 | C or better in previous level |
This one-year course is designed to continue the development of proficiency of the four communication skills introduced in Chinese (Mandarin) I: listening, speaking, reading, and writing. The focus is communication in Mandarin Chinese, connection with other disciplines, comparison of the native language to Mandarin Chinese, and participation in multi-cultural communities. Knowledge of basic structures and vocabulary introduced in Mandarin Chinese I will be reviewed and expanded to allow the student to communicate in real-life situations. Instructional practices will incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one elective credit required for high school graduation.
Chinese III Honors | 9 - 12 | C or better in previous level |
This one-year course is for International Baccalaureate students and is designed to achieve a greater degree of proficiency in Chinese and understanding of Chinese culture. It furthers the student's ability to communicate Chinese in authentic oral and written contexts and increases the ease and confidence with which the student uses the language in the community. The course promotes connecting Chinese with other disciplines and comparing the native language to Chinese. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or the Arts/Humanities credit required for high school graduation.
Chinese IV Honors | 9 - 12 | C or better in previous level |
This one-year course is for International Baccalaureate students and is designed to achieve a greater degree of proficiency in Chinese and understanding of Chinese culture. It furthers the student's ability to communicate Chinese in authentic oral and written contexts and increases the ease and confidence with which the student uses the language in the community. The course promotes connecting Chinese with other disciplines and comparing the native language to Chinese. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or the Arts/Humanities credit required for high school graduation.
French I | 9 - 12 |
This one-year course is designed to facilitate a student’s acquisition of the target language at the novice-high level as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). The focus is communication in the target language incorporating an understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
French II Honors | 9 - 12 | C or better in previous level |
This one-year course is designed for students who have successfully completed French I or who demonstrate a proficiency level of novice-high as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). Students continue to refine proficiency in the target language with the end-of-course goal of demonstrating proficiency at the intermediate-low level. This course is designated as honors level by the accelerated instructional pacing and depth of content. The focus is communication in the target language incorporating understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
French III Honors | 9 - 12 | C or better in previous level |
This one-year course is designed for students who have successfully completed French II Honors or who demonstrate a proficiency level of intermediate-low as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). Students continue to refine proficiency in the target language with the end-of-course goal of demonstrating proficiency at the intermediate-mid level. This course is designated as honors level by the accelerated instructional pacing and depth of content. The focus is communication in the target language incorporating understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or one Arts/Humanities credit required for high school graduation.
French IV Honors | 9 - 12 | C or better in previous level |
This one-year course is designed for students who have successfully completed French III Honors or who demonstrate a proficiency level of intermediate-mid as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). Students continue to refine proficiency in the target language with the end-of-course goal of demonstrating proficiency at the intermediate- high level. This course is designated as honors level by the accelerated instructional pacing and depth of content. The focus is communication in the target language incorporating understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or one Arts/Humanities credit required for high school graduation.
Japanese I | 9 - 12 |
This one-year course is designed to facilitate a student’s acquisition of the target language at the novice-mid level as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). The focus is communication in the target language incorporating an understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Japanese II Honors | 9 - 12 | C or better in previous level |
This one-year course is designed for students who have successfully completed Japanese I or who demonstrate a proficiency level of novice-mid as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). Students continue to refine proficiency in the target language with the end-of-course goal of demonstrating proficiency at the novice-high level. This course is designated as honors level by the accelerated instructional pacing and depth of content. The focus is communication in the target language incorporating understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Japanese III Honors | 9 - 12 | C or better in previous level |
This one-year course is designed for students who have successfully completed Japanese II Honors or who demonstrate a proficiency level of novice-high as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). Students continue to refine proficiency in the target language with the end-of-course goal of demonstrating proficiency at the intermediate-low level. This course is designated as honors level by the accelerated instructional pacing and depth of content. The focus is communication in the target language incorporating understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or one Arts/Humanities credit required for high school graduation.
Japanese IV Honors | 9 - 12 | C or better in previous level |
This one-year course is designed to achieve a greater degree of proficiency in Japanese and understanding of Japanese culture. It furthers the student's ability to communicate Japanese in authentic oral and written contexts and increases the ease and confidence with which the student uses the language in the community. The course promotes connecting Japanese with other disciplines and comparing the native language to Japanese. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or the Arts/Humanities credit required for high school graduation.
Spanish I | 9 - 12 |
This one-year course is designed to facilitate a student’s acquisition of the target language at the novice-high level as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). The focus is communication in the target language incorporating an understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Spanish II Honors | 9 - 12 | C or better in previous level |
This one-year course is designed for students who have successfully completed Spanish I or who demonstrate a proficiency level of novice-high as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). Students continue to refine proficiency in the target language with the end-of-course goal of demonstrating proficiency at the intermediate-low level. This course is designated as honors level by the accelerated instructional pacing and depth of content. The focus is communication in the target language incorporating understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Spanish III Honors | 9 - 12 | C or better in previous level |
This one-year course is designed for students who have successfully completed Spanish II Honors or who demonstrate a proficiency level of intermediate-low as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). Students continue to refine proficiency in the target language with the end-of-course goal of demonstrating proficiency at the intermediate-mid level. This course is designated as honors level by the accelerated instructional pacing and depth of content. The focus is communication in the target language incorporating understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or one Arts/Humanities credit required for high school graduation.
Spanish IV Honors | 9 - 12 | C or better in previous level |
This one-year course is designed for students who have successfully completed Spanish III Honors or who demonstrate a proficiency level of intermediate-mid as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). Students continue to refine proficiency in the target language with the end-of-course goal of demonstrating proficiency at the intermediate- high level. This course is designated as honors level by the accelerated instructional pacing and depth of content. The focus is communication in the target language incorporating understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or one Arts/Humanities credit required for high school graduation.
Spanish Literacy for Speakers I | 9 - 12 | Must be Native Spanish Speaker |
This one-year course is designed to provide Spanish- speaking students with an opportunity to develop proficiency in the skills of listening, speaking, reading, and writing in Spanish. The focus of the instruction will be on literacy (reading and writing in Spanish). This course will promote the development of oral and written communication. Instructional practices will incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one elective credit required for high school graduation.
Spanish for Speakers II Honors | 9 - 12 | C or better in previous level; passing score on online exam |
This one-year course is designed to provide Spanish speakers with the opportunity to develop proficiency in the skills of listening, speaking, reading, and writing in Spanish. The focus is on oral and written communication, incorporating an understanding of diverse Hispanic cultures, connections to other disciplines, comparing English to Spanish, and participating in multicultural communities. Knowledge of linguistic structures and vocabulary will be reviewed and expanded to allow students to communicate at the intermediate level in real- life situations. Instructional practices will incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one elective credit required for high school graduation.
Spanish for Speakers III Honors | 9 - 12 | C or better in previous level; passing score on online exam |
This one-year course is designed to provide Spanish speakers with the opportunity to develop a greater degree of proficiency in the areas of oral communication, reading comprehension, writing, and reasoning. It will increase the ease and confidence with which the student uses the language in the community. Connecting with other disciplines and comparing Spanish to English will be emphasized and expanded. The study of linguistics and literature will promote the understanding and appreciation of varied Hispanic cultures. Instructional practices will incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course will fulfill either one Arts/Humanities credit or one of the elective credits required for graduation.
AP Chinese Language and Culture | 11 - 12 | Teacher Recommendation |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP Chinese Language and Culture examination. This college-level curriculum prepares students to use the three modes of communication (interpersonal, interpretive, and presentational) in the Intermediate to Pre-Advanced range as described in the American Council on the Teaching of Foreign Languages (ACTFL) Performance Guidelines for K-12 Learners. This course engages students in an exploration of culture in both contemporary and historical contexts. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or the Arts/Humanities credit required for high school graduation.
AP French Language and Culture | 11 - 12 | Teacher Recommendation |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP French Language and Culture examination. This college-level curriculum prepares students to use the three modes of communication (interpersonal, interpretive, and presentational) in the Intermediate to Pre-Advanced range as described in the American Council on the Teaching of Foreign Languages (ACTFL) Performance Guidelines for K-12 Learners. This course engages students in an exploration of culture in both contemporary and historical contexts. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or the Arts/Humanities credit required for high school graduation.
AP Japanese Language and Culture | 11 - 12 | Teacher Recommendation |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP Japanese Language and Culture examination. This college-level curriculum prepares students to use the three modes of communication (interpersonal, interpretive, and presentational) in the Intermediate to P r e -Advanced range as described in the American Council on the Teaching of Foreign Languages (ACTFL) Performance Guidelines for K-12 Learners. This course engages students in an exploration of culture in both contemporary and historical contexts. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or the Arts/Humanities credit required for high school graduation.
AP Spanish Language and Culture | 11 - 12 | Teacher Recommendation |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP Spanish Language examination. This college-level curriculum prepares students to use the three modes of communication (interpersonal, interpretive, and presentational) in the Intermediate to Pre-Advanced range as described in the American Council on the Teaching of Foreign Languages (ACTFL) Performance Guidelines for K-12 Learners. This course engages students in an exploration of culture in both contemporary and historical contexts. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or the Arts/Humanities credit required for high school graduation.
This one-year course is designed to acquaint students with the basic skills of listening, speaking, reading, and writing Mandarin Chinese. The focus is communication in Mandarin Chinese, incorporating an understanding of the culture of Chinese-speaking peoples, connecting with other disciplines, comparing native language to Mandarin Chinese, and developing participating in communities. This course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. Instructional practices will incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one elective credit required for high school graduation.
Chinese II Honors | 9 - 12 | C or better in previous level |
This one-year course is designed to continue the development of proficiency of the four communication skills introduced in Chinese (Mandarin) I: listening, speaking, reading, and writing. The focus is communication in Mandarin Chinese, connection with other disciplines, comparison of the native language to Mandarin Chinese, and participation in multi-cultural communities. Knowledge of basic structures and vocabulary introduced in Mandarin Chinese I will be reviewed and expanded to allow the student to communicate in real-life situations. Instructional practices will incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one elective credit required for high school graduation.
Chinese III Honors | 9 - 12 | C or better in previous level |
This one-year course is for International Baccalaureate students and is designed to achieve a greater degree of proficiency in Chinese and understanding of Chinese culture. It furthers the student's ability to communicate Chinese in authentic oral and written contexts and increases the ease and confidence with which the student uses the language in the community. The course promotes connecting Chinese with other disciplines and comparing the native language to Chinese. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or the Arts/Humanities credit required for high school graduation.
Chinese IV Honors | 9 - 12 | C or better in previous level |
This one-year course is for International Baccalaureate students and is designed to achieve a greater degree of proficiency in Chinese and understanding of Chinese culture. It furthers the student's ability to communicate Chinese in authentic oral and written contexts and increases the ease and confidence with which the student uses the language in the community. The course promotes connecting Chinese with other disciplines and comparing the native language to Chinese. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or the Arts/Humanities credit required for high school graduation.
French I | 9 - 12 |
This one-year course is designed to facilitate a student’s acquisition of the target language at the novice-high level as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). The focus is communication in the target language incorporating an understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
French II Honors | 9 - 12 | C or better in previous level |
This one-year course is designed for students who have successfully completed French I or who demonstrate a proficiency level of novice-high as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). Students continue to refine proficiency in the target language with the end-of-course goal of demonstrating proficiency at the intermediate-low level. This course is designated as honors level by the accelerated instructional pacing and depth of content. The focus is communication in the target language incorporating understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
French III Honors | 9 - 12 | C or better in previous level |
This one-year course is designed for students who have successfully completed French II Honors or who demonstrate a proficiency level of intermediate-low as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). Students continue to refine proficiency in the target language with the end-of-course goal of demonstrating proficiency at the intermediate-mid level. This course is designated as honors level by the accelerated instructional pacing and depth of content. The focus is communication in the target language incorporating understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or one Arts/Humanities credit required for high school graduation.
French IV Honors | 9 - 12 | C or better in previous level |
This one-year course is designed for students who have successfully completed French III Honors or who demonstrate a proficiency level of intermediate-mid as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). Students continue to refine proficiency in the target language with the end-of-course goal of demonstrating proficiency at the intermediate- high level. This course is designated as honors level by the accelerated instructional pacing and depth of content. The focus is communication in the target language incorporating understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or one Arts/Humanities credit required for high school graduation.
Japanese I | 9 - 12 |
This one-year course is designed to facilitate a student’s acquisition of the target language at the novice-mid level as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). The focus is communication in the target language incorporating an understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Japanese II Honors | 9 - 12 | C or better in previous level |
This one-year course is designed for students who have successfully completed Japanese I or who demonstrate a proficiency level of novice-mid as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). Students continue to refine proficiency in the target language with the end-of-course goal of demonstrating proficiency at the novice-high level. This course is designated as honors level by the accelerated instructional pacing and depth of content. The focus is communication in the target language incorporating understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Japanese III Honors | 9 - 12 | C or better in previous level |
This one-year course is designed for students who have successfully completed Japanese II Honors or who demonstrate a proficiency level of novice-high as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). Students continue to refine proficiency in the target language with the end-of-course goal of demonstrating proficiency at the intermediate-low level. This course is designated as honors level by the accelerated instructional pacing and depth of content. The focus is communication in the target language incorporating understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or one Arts/Humanities credit required for high school graduation.
Japanese IV Honors | 9 - 12 | C or better in previous level |
This one-year course is designed to achieve a greater degree of proficiency in Japanese and understanding of Japanese culture. It furthers the student's ability to communicate Japanese in authentic oral and written contexts and increases the ease and confidence with which the student uses the language in the community. The course promotes connecting Japanese with other disciplines and comparing the native language to Japanese. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or the Arts/Humanities credit required for high school graduation.
Spanish I | 9 - 12 |
This one-year course is designed to facilitate a student’s acquisition of the target language at the novice-high level as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). The focus is communication in the target language incorporating an understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Spanish II Honors | 9 - 12 | C or better in previous level |
This one-year course is designed for students who have successfully completed Spanish I or who demonstrate a proficiency level of novice-high as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). Students continue to refine proficiency in the target language with the end-of-course goal of demonstrating proficiency at the intermediate-low level. This course is designated as honors level by the accelerated instructional pacing and depth of content. The focus is communication in the target language incorporating understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Spanish III Honors | 9 - 12 | C or better in previous level |
This one-year course is designed for students who have successfully completed Spanish II Honors or who demonstrate a proficiency level of intermediate-low as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). Students continue to refine proficiency in the target language with the end-of-course goal of demonstrating proficiency at the intermediate-mid level. This course is designated as honors level by the accelerated instructional pacing and depth of content. The focus is communication in the target language incorporating understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or one Arts/Humanities credit required for high school graduation.
Spanish IV Honors | 9 - 12 | C or better in previous level |
This one-year course is designed for students who have successfully completed Spanish III Honors or who demonstrate a proficiency level of intermediate-mid as identified in the foreign language proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL). Students continue to refine proficiency in the target language with the end-of-course goal of demonstrating proficiency at the intermediate- high level. This course is designated as honors level by the accelerated instructional pacing and depth of content. The focus is communication in the target language incorporating understanding of the target cultures, connecting with other disciplines, comparing native language to the target language, and participating in multicultural communities. The course provides practice in correct use of basic vocabulary and language structures to enable students to function effectively within realistic settings. ACTFL recommends that at least 90% of the instructional time in class be conducted in the target language. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or one Arts/Humanities credit required for high school graduation.
Spanish Literacy for Speakers I | 9 - 12 | Must be Native Spanish Speaker |
This one-year course is designed to provide Spanish- speaking students with an opportunity to develop proficiency in the skills of listening, speaking, reading, and writing in Spanish. The focus of the instruction will be on literacy (reading and writing in Spanish). This course will promote the development of oral and written communication. Instructional practices will incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one elective credit required for high school graduation.
Spanish for Speakers II Honors | 9 - 12 | C or better in previous level; passing score on online exam |
This one-year course is designed to provide Spanish speakers with the opportunity to develop proficiency in the skills of listening, speaking, reading, and writing in Spanish. The focus is on oral and written communication, incorporating an understanding of diverse Hispanic cultures, connections to other disciplines, comparing English to Spanish, and participating in multicultural communities. Knowledge of linguistic structures and vocabulary will be reviewed and expanded to allow students to communicate at the intermediate level in real- life situations. Instructional practices will incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one elective credit required for high school graduation.
Spanish for Speakers III Honors | 9 - 12 | C or better in previous level; passing score on online exam |
This one-year course is designed to provide Spanish speakers with the opportunity to develop a greater degree of proficiency in the areas of oral communication, reading comprehension, writing, and reasoning. It will increase the ease and confidence with which the student uses the language in the community. Connecting with other disciplines and comparing Spanish to English will be emphasized and expanded. The study of linguistics and literature will promote the understanding and appreciation of varied Hispanic cultures. Instructional practices will incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course will fulfill either one Arts/Humanities credit or one of the elective credits required for graduation.
AP Chinese Language and Culture | 11 - 12 | Teacher Recommendation |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP Chinese Language and Culture examination. This college-level curriculum prepares students to use the three modes of communication (interpersonal, interpretive, and presentational) in the Intermediate to Pre-Advanced range as described in the American Council on the Teaching of Foreign Languages (ACTFL) Performance Guidelines for K-12 Learners. This course engages students in an exploration of culture in both contemporary and historical contexts. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or the Arts/Humanities credit required for high school graduation.
AP French Language and Culture | 11 - 12 | Teacher Recommendation |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP French Language and Culture examination. This college-level curriculum prepares students to use the three modes of communication (interpersonal, interpretive, and presentational) in the Intermediate to Pre-Advanced range as described in the American Council on the Teaching of Foreign Languages (ACTFL) Performance Guidelines for K-12 Learners. This course engages students in an exploration of culture in both contemporary and historical contexts. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or the Arts/Humanities credit required for high school graduation.
AP Japanese Language and Culture | 11 - 12 | Teacher Recommendation |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP Japanese Language and Culture examination. This college-level curriculum prepares students to use the three modes of communication (interpersonal, interpretive, and presentational) in the Intermediate to P r e -Advanced range as described in the American Council on the Teaching of Foreign Languages (ACTFL) Performance Guidelines for K-12 Learners. This course engages students in an exploration of culture in both contemporary and historical contexts. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or the Arts/Humanities credit required for high school graduation.
AP Spanish Language and Culture | 11 - 12 | Teacher Recommendation |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement AP Spanish Language examination. This college-level curriculum prepares students to use the three modes of communication (interpersonal, interpretive, and presentational) in the Intermediate to Pre-Advanced range as described in the American Council on the Teaching of Foreign Languages (ACTFL) Performance Guidelines for K-12 Learners. This course engages students in an exploration of culture in both contemporary and historical contexts. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills either one of the elective credits or the Arts/Humanities credit required for high school graduation.
Mathematic Electives
Fundamental Math Concepts I | 9 - 12 | Must be taken concurrently with a Prealgebra,
Algebra I, Geometry, or Algebra II course |
This one-year, supplemental course in mathematics is designed for students who need additional instruction and support to master necessary mathematical concepts. This course provides additional instruction in conjunction with the student’s course of study. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. This course fulfills one of the elective credits required for high school graduation and may be repeated.
Algebra I, Geometry, or Algebra II course |
This one-year, supplemental course in mathematics is designed for students who need additional instruction and support to master necessary mathematical concepts. This course provides additional instruction in conjunction with the student’s course of study. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. This course fulfills one of the elective credits required for high school graduation and may be repeated.
Performing Arts: Instrumental & Vocal
Advanced Band | 9 - 12 | Must be taken concurrently with Marching Band; Instructor Approval and/or Audition |
This one-year course is designed for students who have developed skills beyond those outlined and described in the Junior Varsity Band syllabus. It includes guidance related to playing instruments. The importance of sustained effort and practice is stressed for technical proficiency. Emphasis will be placed on providing each student with a variety of performing exercises. This course may be repeated. This course will fulfill either the one Arts/Humanities or one elective credit required for graduation.
Advanced Guitar | 9 - 12 | Instructor Approval and/or Audition |
This one-year course is designed for students who have successfully completed the skills outlined in the Guitar Level II syllabus. This course includes further development of the skills necessary to become independent as a guitarist. This course emphasizes the development of style, articulation, dynamics, rhythmic ability and skills inherent to performance. Students will receive guidance and direction in solving problems related to playing the guitar on an advanced level and will learn many of the different styles, skills and techniques required to become a successful guitarist. Areas of concentration include: correct posture, note reading, aural skills, flat picking, rhythmic patterns, chord study, and finger picking styles, musical forms, and improvisation and performing experiences. A progression of technical proficiency is expected. This course may be repeated for credit. This course will fulfill either the one arts/humanities credit or one of the elective credits required for graduation.
Advanced Orchestra | 9 - 12 | Instructor Approval and/or Audition |
This one-year course designed for students who have developed skills beyond those outlined and described in the Junior High School String Music Procedural Guide. It includes further development of those skills necessary to become independent as musicians. The course emphasizes the place of string music in Western musical heritage, style development, articulation, dynamics, rhythmic patterns, and tone throughout history. The importance of sustained group and individual effort is stressed. A progression of technical proficiency is expected. Emphasis will be placed on having a variety of performing experiences. This course may be repeated for credit. This course will fulfill either the one arts/humanities credit required for graduation.
Advanced Study Instrumental | 9 - 12 | Instructor Approval and/or Audition |
This one-year course is designed for ninth through twelfth grade students to develop solo and small ensemble instrumental techniques and repertoire. Small ensemble and solo performance techniques are integral to the students' mastery of an instrument. In addition, exposure to the wide variety of literature in the solo and small ensemble repertoire encourages future study. This course may be repeated for credit. This course will fulfill one of the elective credits for graduation.
Advanced Study Strings | 9 - 12 | Instructor Approval and/or Audition |
This one-year course is designed for ninth through twelfth grade students to develop solo and small ensemble instrumental techniques and repertoire. Small ensemble and solo performance techniques are integral to the students' mastery of an instrument. In addition, exposure to the wide variety of literature in the solo and small ensemble repertoire encourages future study. This course may be repeated for credit. This course will fulfill one of the elective credits for graduation.
Beginning Guitar | 9 - 12 |
This one-year course is designed for students with no previous guitar experience. Students will receive guidance and direction in solving problems related to playing the guitar on a beginning level and will learn many of the different styles, skills, and techniques required to become a successful musician. Areas of concentration include: correct posture, note reading, aural skills, flat picking, singing songs, rhythmic patterns, chord study, bass playing, finger picking styles, melody construction, musical forms, tablature notation, improvisation, and performing experiences. This course may be repeated for credit. This course will fulfill either the one arts/humanities credit or one of the elective credits required for graduation.
Beginning Piano | 9 - 12 |
This one-year course is designed for students with no previous experience playing piano who wish to build their skills. This course will include sight- reading, basic fingering, scale techniques, exercises to build skills, repertoire for beginning students, and beginning harmonization. The importance of consistent practice techniques will be emphasized. This course will fulfill one of the elective credits required for graduation and may be repeated for elective credit.
Chorus | 9 - 12 |
This one-year course is designed to familiarize advanced vocal music students with a variety of music literature and the many techniques of vocal production. This course will fulfill either the one arts/humanities credit or one of the elective credits required for graduation.
Dance I | 9 - 12 |
This one-year course is designed to develop an appreciation of dance as an art form. This will be achieved by providing movement experiences that explore and extend the artistic, affective, cognitive, and psychomotor potentials of the student. A commitment to man's heritage of dance forms from various cultures will be encouraged. The students will be required to perform at the bi-annual dance concerts (fall and spring). This course may be repeated for elective credit and will fulfill the Physical Education I credit or the one arts/humanities credit required for graduation.
Intermediate Band | 9 - 12 | Instructor Approval and/or Audition
This one-year course is designed for students who have achieved beyond the beginning band level. It includes guidance and direction in solving psychomotor problems related to instruments and the techniques for producing and evaluating pitch, tone, rhythmic patterns, and dynamic levels within a variety of musical styles. The importance of sustained effort and practice is stressed for technical proficiency. This course may be repeated. This course will fulfill either the one Art/Humanities credit or one elective credit required for graduation.
Intermediate Guitar | 9 - 12 | Instructor Approval and/or Audition |
This one-year course is designed for students who have successfully completed the skills outlined in the Beginning Guitar syllabus. This course includes further development of the skills necessary to become independent as a guitarist. This course emphasizes the development of style, articulation, dynamics, rhythmic ability and skills inherent to performance. Students will receive guidance and direction in solving problems related to playing the guitar on an intermediate level and will learn many of the different styles, skills and techniques required to become a successful guitarist. Areas of concentration include: correct posture, note reading, aural skills, flat picking, singing songs, rhythmic patterns, chord study, and finger picking styles, musical forms, and improvisation and performing experiences. A progression of technical proficiency is expected. This course may be repeated for credit. This course will fulfill either the one arts/humanities credit or one of the elective credits required for graduation.
Intermediate Orchestra | 9 - 12 | Instructor Approval and/or Audition
This one-year course is designed for students who have developed skills beyond those outlined and described in the Middle School Orchestra Syllabus. It includes further development of those skills necessary to become independent as a musician. The course emphasizes the place of string music in the students' musical heritage and the development in style, articulation, dynamics, rhythmic patterns, and tone throughout history. The importance of sustained group and individual effort is stressed. A progression of technical proficiency is expected. Emphasis will be placed on participating in a variety of performing experiences. This course may be repeated for credit. This course will fulfill the one arts/humanities credit required for graduation.
Jazz Band I | 9 - 12 | Instructor Approval and/or Audition |
This one-year course is designed to introduce the instrumental music student to contemporary stage band literature and techniques. A student will receive direction in solving interpretation problems and will be given an opportunity to experiment in the area of improvisation. The importance of sustained effort and practice is stressed for technical proficiency. A variety of performing experiences will be provided. This course may be repeated. If this course is taken in grades nine to twelve, the student will fulfill either the one art or humanities credit or one of the elective credits required for graduation.
Jazz Band II | 9 - 12 | Instructor Approval and/or Audition |
This one-year course is offered for the purpose of allowing students to perform in an ensemble which has a selected membership and which specializes in performing contemporary jazz band literature implementing advanced playing techniques beyond what is provided in the introductory Jazz Band course. The student will receive direction in solving complex interpretation problems be provided with an opportunity to further develop improvisational skills. The importance of sustained effort and practice is stressed for technical accuracy. A variety of performing experiences will be provided. This course may be repeated for credit. This course will fulfill the one arts/humanities credit required for graduation.
Marching Band | 9 - 12 | Must be taken concurrently with Advanced Band; Instructor Approval and/or Audition |
This one semester course is designed for students already participating in the concert band or rhythmic precision programs. As with the concert bands, marching band includes guidance and direction in solving psychomotor problems related to instruments and the techniques for producing and evaluating pitch, tone, rhythmic patterns, and dynamic levels within a variety of musical styles for wind and percussion players. In addition, marching band emphasizes the awareness of movement within time and space, developing students’ abilities to perform music and choreography simultaneously. The importance of sustained effort and practices stressed for technical proficiency. Emphasis will be placed on providing each student with a variety of performing experiences. This course may be repeated for credit.
Music Appreciation | 9 - 12 |
This one-year course is designed to promote a positive attitude toward music. The ability to recognize specific forms, musical techniques, and historical styles is emphasized through listening. This course will fulfill either the one arts/humanities credit required for graduation or one elective credit.
Music History | 9 - 12 |
This one semester course is designed for students already participating in the concert band or rhythmic precision programs. As with the concert bands, marching band includes guidance and direction in solving psychomotor problems related to instruments and the techniques for producing and evaluating pitch, tone, rhythmic patterns, and dynamic levels within a variety of musical styles for wind and percussion players. In addition, marching band emphasizes the awareness of movement within time and space, developing students’ abilities to perform music and choreography simultaneously. The importance of sustained effort and practices stressed for technical proficiency. Emphasis will be placed on providing each student with a variety of performing experiences. This course may be repeated for credit.
Orchestra Ensemble | 9 - 12 | Must be taken concurrently with Intermediate Orchestra; Instructor Approval and/or Audition |
This one-year course is offered for the purpose of allowing students to perform in an ensemble which has a selected membership and which specializes in performing a particular type of chamber music literature. This course may be repeated for credit. This course will fulfill the arts/humanities credit required for graduation.
Intermediate Piano | 9 - 12 | Instructor Approval and/or Audition |
This one-year course is designed for students who have achieved beyond the beginning piano level. It includes guidance and direction in solving problems related t o studying repertoire, from analysis, style, and composers of varying stylistic periods. The importance of sustained effort and practice is stressed for technical proficiency. This course may be repeated for credit. This course will fulfill either the one arts/humanities credit or one of the elective credits required for graduation.
Rhythmic Precision (Color Guard) | 9 - 12 | Must take concurrently with Dance I |
This one-year course considers the physical, mental, social, and emotional development of the individual in a performance. Color guard uses props, along with movement, to express dynamic passages in the music accompanying the marching band show. Modern color guards use flags, sabres, rifles, swing flags, airblades, and other pieces of equipment pertaining to the music, as well as a mix of ballet, jazz and modern dance. It provides students with experiences in physical conditioning, fundamentals of movement, performance skills, and leadership techniques while emphasizing responsibility and self-discipline. The students will be required to attend after school rehearsals, and band camp. Performing requirements include games, assemblies, band competitions and winter guard competitions. This course will fulfill one of the elective credits required for graduation.
Advanced Study- Vocals | 10 - 12 | Instructor Approval and/or Audition |
This one-year course is designed for ninth through twelfth grade students to develop solo and small ensemble vocal techniques and repertoire. Small ensemble and solo performance techniques are integral to the students' mastery of vocal skills. In addition, exposure to the wide variety of literature in the solo and small ensemble repertoire encourages future study. This course may be repeated for credit. This course will fulfill one of the elective credits for graduation.
Dance II | 10 - 12 | Teacher Recommendation and/or Audition |
This one-year course is designed to promote dance training for a higher level of achievement. This course will develop and extend the artistic, affective, cognitive, and psychomotor potentials of the advanced student. The student will be provided with opportunities to explore, create, organize, evaluate, and perform a variety of dance forms. Students will build upon their dance skills learned in Dance I. The students will be required to perform at the bi-annual dance concerts. (Fall and Spring). This course may be repeated for elective credit and will fulfill the Physical Education II, or arts/humanities credit required for graduation.
Dance II (The Clark Dance Company I) | 10 - 12 | Audition Required |
This one-year course is an intermediate/advanced level dance course designed to build upon an appreciation of dance. Students will build upon their dance skills learned in Dance I. The students will refine their ability to communicate in a way that is different from the written or spoken word. Because dance involves abstract images, the student will develop higher order thinking skills. The students will be required to perform multiple dances at the bi-annual dance concerts (Fall and Spring). In addition the students will be required to perform at assemblies, football games, basketball games, CCSD dance festival, CCSD solo/ensemble festival. Students will have multiple opportunities to offset the cost of participation. This course may be repeated for elective credit and will fulfill the Physical Education II, or arts/humanities credit required for graduation.
Dance II | 10 - 12 | Teacher Recommendation and/or Audition |
This one-year course is an intermediate/advanced level dance course designed to build upon an appreciation of dance. Students will build upon their dance skills learned in Dance II. The students will refine their ability to communicate in a way that is different from the written or spoken word. Because dance involves abstract images, the student will develop higher order thinking skills. The students will be required to perform multiple dances at the bi-annual dance concerts (Fall and Spring). In addition the students will be required to perform at assemblies, football games, basketball games, CCSD dance festival, CCSD solo/ensemble festival. Students will have multiple opportunities to offset the cost of participation. This course may be repeated for elective credit and will fulfill the Physical Education II, or arts/humanities credit required for graduation.
Madrigals | 10 - 12 | Instructor Approval and/or Audition |
This one-year course is offered for the purpose of allowing students to perform in an ensemble which has a selected membership and which specializes in performing a particular type of literature. Madrigal Ensemble specializes in contrapuntal music of the 16th, 17th, and 18th Century. This course may be repeated for credit. This course will fulfill the one arts/humanities credit required for graduation.
AP Music Theory | 11 - 12 | Instructor Approval and/or Audition |
This is a one-year course with an emphasis on meeting the requirements of the College Board Advanced Placement Music Theory examination. Instructors should refer to the current Advanced Placement course description for examination specifics. This course is designed for students who wish to further develop their understanding of music fundamentals, harmony, rhythm, and musical analysis. It is suggested that students have prior instrumental experience or membership in school vocal ensembles. This course may be repeated for credit. This course will fulfill either the one arts/humanities credit or one elective credit required for high school graduation.
This one-year course is designed for students who have developed skills beyond those outlined and described in the Junior Varsity Band syllabus. It includes guidance related to playing instruments. The importance of sustained effort and practice is stressed for technical proficiency. Emphasis will be placed on providing each student with a variety of performing exercises. This course may be repeated. This course will fulfill either the one Arts/Humanities or one elective credit required for graduation.
Advanced Guitar | 9 - 12 | Instructor Approval and/or Audition |
This one-year course is designed for students who have successfully completed the skills outlined in the Guitar Level II syllabus. This course includes further development of the skills necessary to become independent as a guitarist. This course emphasizes the development of style, articulation, dynamics, rhythmic ability and skills inherent to performance. Students will receive guidance and direction in solving problems related to playing the guitar on an advanced level and will learn many of the different styles, skills and techniques required to become a successful guitarist. Areas of concentration include: correct posture, note reading, aural skills, flat picking, rhythmic patterns, chord study, and finger picking styles, musical forms, and improvisation and performing experiences. A progression of technical proficiency is expected. This course may be repeated for credit. This course will fulfill either the one arts/humanities credit or one of the elective credits required for graduation.
Advanced Orchestra | 9 - 12 | Instructor Approval and/or Audition |
This one-year course designed for students who have developed skills beyond those outlined and described in the Junior High School String Music Procedural Guide. It includes further development of those skills necessary to become independent as musicians. The course emphasizes the place of string music in Western musical heritage, style development, articulation, dynamics, rhythmic patterns, and tone throughout history. The importance of sustained group and individual effort is stressed. A progression of technical proficiency is expected. Emphasis will be placed on having a variety of performing experiences. This course may be repeated for credit. This course will fulfill either the one arts/humanities credit required for graduation.
Advanced Study Instrumental | 9 - 12 | Instructor Approval and/or Audition |
This one-year course is designed for ninth through twelfth grade students to develop solo and small ensemble instrumental techniques and repertoire. Small ensemble and solo performance techniques are integral to the students' mastery of an instrument. In addition, exposure to the wide variety of literature in the solo and small ensemble repertoire encourages future study. This course may be repeated for credit. This course will fulfill one of the elective credits for graduation.
Advanced Study Strings | 9 - 12 | Instructor Approval and/or Audition |
This one-year course is designed for ninth through twelfth grade students to develop solo and small ensemble instrumental techniques and repertoire. Small ensemble and solo performance techniques are integral to the students' mastery of an instrument. In addition, exposure to the wide variety of literature in the solo and small ensemble repertoire encourages future study. This course may be repeated for credit. This course will fulfill one of the elective credits for graduation.
Beginning Guitar | 9 - 12 |
This one-year course is designed for students with no previous guitar experience. Students will receive guidance and direction in solving problems related to playing the guitar on a beginning level and will learn many of the different styles, skills, and techniques required to become a successful musician. Areas of concentration include: correct posture, note reading, aural skills, flat picking, singing songs, rhythmic patterns, chord study, bass playing, finger picking styles, melody construction, musical forms, tablature notation, improvisation, and performing experiences. This course may be repeated for credit. This course will fulfill either the one arts/humanities credit or one of the elective credits required for graduation.
Beginning Piano | 9 - 12 |
This one-year course is designed for students with no previous experience playing piano who wish to build their skills. This course will include sight- reading, basic fingering, scale techniques, exercises to build skills, repertoire for beginning students, and beginning harmonization. The importance of consistent practice techniques will be emphasized. This course will fulfill one of the elective credits required for graduation and may be repeated for elective credit.
Chorus | 9 - 12 |
This one-year course is designed to familiarize advanced vocal music students with a variety of music literature and the many techniques of vocal production. This course will fulfill either the one arts/humanities credit or one of the elective credits required for graduation.
Dance I | 9 - 12 |
This one-year course is designed to develop an appreciation of dance as an art form. This will be achieved by providing movement experiences that explore and extend the artistic, affective, cognitive, and psychomotor potentials of the student. A commitment to man's heritage of dance forms from various cultures will be encouraged. The students will be required to perform at the bi-annual dance concerts (fall and spring). This course may be repeated for elective credit and will fulfill the Physical Education I credit or the one arts/humanities credit required for graduation.
Intermediate Band | 9 - 12 | Instructor Approval and/or Audition
This one-year course is designed for students who have achieved beyond the beginning band level. It includes guidance and direction in solving psychomotor problems related to instruments and the techniques for producing and evaluating pitch, tone, rhythmic patterns, and dynamic levels within a variety of musical styles. The importance of sustained effort and practice is stressed for technical proficiency. This course may be repeated. This course will fulfill either the one Art/Humanities credit or one elective credit required for graduation.
Intermediate Guitar | 9 - 12 | Instructor Approval and/or Audition |
This one-year course is designed for students who have successfully completed the skills outlined in the Beginning Guitar syllabus. This course includes further development of the skills necessary to become independent as a guitarist. This course emphasizes the development of style, articulation, dynamics, rhythmic ability and skills inherent to performance. Students will receive guidance and direction in solving problems related to playing the guitar on an intermediate level and will learn many of the different styles, skills and techniques required to become a successful guitarist. Areas of concentration include: correct posture, note reading, aural skills, flat picking, singing songs, rhythmic patterns, chord study, and finger picking styles, musical forms, and improvisation and performing experiences. A progression of technical proficiency is expected. This course may be repeated for credit. This course will fulfill either the one arts/humanities credit or one of the elective credits required for graduation.
Intermediate Orchestra | 9 - 12 | Instructor Approval and/or Audition
This one-year course is designed for students who have developed skills beyond those outlined and described in the Middle School Orchestra Syllabus. It includes further development of those skills necessary to become independent as a musician. The course emphasizes the place of string music in the students' musical heritage and the development in style, articulation, dynamics, rhythmic patterns, and tone throughout history. The importance of sustained group and individual effort is stressed. A progression of technical proficiency is expected. Emphasis will be placed on participating in a variety of performing experiences. This course may be repeated for credit. This course will fulfill the one arts/humanities credit required for graduation.
Jazz Band I | 9 - 12 | Instructor Approval and/or Audition |
This one-year course is designed to introduce the instrumental music student to contemporary stage band literature and techniques. A student will receive direction in solving interpretation problems and will be given an opportunity to experiment in the area of improvisation. The importance of sustained effort and practice is stressed for technical proficiency. A variety of performing experiences will be provided. This course may be repeated. If this course is taken in grades nine to twelve, the student will fulfill either the one art or humanities credit or one of the elective credits required for graduation.
Jazz Band II | 9 - 12 | Instructor Approval and/or Audition |
This one-year course is offered for the purpose of allowing students to perform in an ensemble which has a selected membership and which specializes in performing contemporary jazz band literature implementing advanced playing techniques beyond what is provided in the introductory Jazz Band course. The student will receive direction in solving complex interpretation problems be provided with an opportunity to further develop improvisational skills. The importance of sustained effort and practice is stressed for technical accuracy. A variety of performing experiences will be provided. This course may be repeated for credit. This course will fulfill the one arts/humanities credit required for graduation.
Marching Band | 9 - 12 | Must be taken concurrently with Advanced Band; Instructor Approval and/or Audition |
This one semester course is designed for students already participating in the concert band or rhythmic precision programs. As with the concert bands, marching band includes guidance and direction in solving psychomotor problems related to instruments and the techniques for producing and evaluating pitch, tone, rhythmic patterns, and dynamic levels within a variety of musical styles for wind and percussion players. In addition, marching band emphasizes the awareness of movement within time and space, developing students’ abilities to perform music and choreography simultaneously. The importance of sustained effort and practices stressed for technical proficiency. Emphasis will be placed on providing each student with a variety of performing experiences. This course may be repeated for credit.
Music Appreciation | 9 - 12 |
This one-year course is designed to promote a positive attitude toward music. The ability to recognize specific forms, musical techniques, and historical styles is emphasized through listening. This course will fulfill either the one arts/humanities credit required for graduation or one elective credit.
Music History | 9 - 12 |
This one semester course is designed for students already participating in the concert band or rhythmic precision programs. As with the concert bands, marching band includes guidance and direction in solving psychomotor problems related to instruments and the techniques for producing and evaluating pitch, tone, rhythmic patterns, and dynamic levels within a variety of musical styles for wind and percussion players. In addition, marching band emphasizes the awareness of movement within time and space, developing students’ abilities to perform music and choreography simultaneously. The importance of sustained effort and practices stressed for technical proficiency. Emphasis will be placed on providing each student with a variety of performing experiences. This course may be repeated for credit.
Orchestra Ensemble | 9 - 12 | Must be taken concurrently with Intermediate Orchestra; Instructor Approval and/or Audition |
This one-year course is offered for the purpose of allowing students to perform in an ensemble which has a selected membership and which specializes in performing a particular type of chamber music literature. This course may be repeated for credit. This course will fulfill the arts/humanities credit required for graduation.
Intermediate Piano | 9 - 12 | Instructor Approval and/or Audition |
This one-year course is designed for students who have achieved beyond the beginning piano level. It includes guidance and direction in solving problems related t o studying repertoire, from analysis, style, and composers of varying stylistic periods. The importance of sustained effort and practice is stressed for technical proficiency. This course may be repeated for credit. This course will fulfill either the one arts/humanities credit or one of the elective credits required for graduation.
Rhythmic Precision (Color Guard) | 9 - 12 | Must take concurrently with Dance I |
This one-year course considers the physical, mental, social, and emotional development of the individual in a performance. Color guard uses props, along with movement, to express dynamic passages in the music accompanying the marching band show. Modern color guards use flags, sabres, rifles, swing flags, airblades, and other pieces of equipment pertaining to the music, as well as a mix of ballet, jazz and modern dance. It provides students with experiences in physical conditioning, fundamentals of movement, performance skills, and leadership techniques while emphasizing responsibility and self-discipline. The students will be required to attend after school rehearsals, and band camp. Performing requirements include games, assemblies, band competitions and winter guard competitions. This course will fulfill one of the elective credits required for graduation.
Advanced Study- Vocals | 10 - 12 | Instructor Approval and/or Audition |
This one-year course is designed for ninth through twelfth grade students to develop solo and small ensemble vocal techniques and repertoire. Small ensemble and solo performance techniques are integral to the students' mastery of vocal skills. In addition, exposure to the wide variety of literature in the solo and small ensemble repertoire encourages future study. This course may be repeated for credit. This course will fulfill one of the elective credits for graduation.
Dance II | 10 - 12 | Teacher Recommendation and/or Audition |
This one-year course is designed to promote dance training for a higher level of achievement. This course will develop and extend the artistic, affective, cognitive, and psychomotor potentials of the advanced student. The student will be provided with opportunities to explore, create, organize, evaluate, and perform a variety of dance forms. Students will build upon their dance skills learned in Dance I. The students will be required to perform at the bi-annual dance concerts. (Fall and Spring). This course may be repeated for elective credit and will fulfill the Physical Education II, or arts/humanities credit required for graduation.
Dance II (The Clark Dance Company I) | 10 - 12 | Audition Required |
This one-year course is an intermediate/advanced level dance course designed to build upon an appreciation of dance. Students will build upon their dance skills learned in Dance I. The students will refine their ability to communicate in a way that is different from the written or spoken word. Because dance involves abstract images, the student will develop higher order thinking skills. The students will be required to perform multiple dances at the bi-annual dance concerts (Fall and Spring). In addition the students will be required to perform at assemblies, football games, basketball games, CCSD dance festival, CCSD solo/ensemble festival. Students will have multiple opportunities to offset the cost of participation. This course may be repeated for elective credit and will fulfill the Physical Education II, or arts/humanities credit required for graduation.
Dance II | 10 - 12 | Teacher Recommendation and/or Audition |
This one-year course is an intermediate/advanced level dance course designed to build upon an appreciation of dance. Students will build upon their dance skills learned in Dance II. The students will refine their ability to communicate in a way that is different from the written or spoken word. Because dance involves abstract images, the student will develop higher order thinking skills. The students will be required to perform multiple dances at the bi-annual dance concerts (Fall and Spring). In addition the students will be required to perform at assemblies, football games, basketball games, CCSD dance festival, CCSD solo/ensemble festival. Students will have multiple opportunities to offset the cost of participation. This course may be repeated for elective credit and will fulfill the Physical Education II, or arts/humanities credit required for graduation.
Madrigals | 10 - 12 | Instructor Approval and/or Audition |
This one-year course is offered for the purpose of allowing students to perform in an ensemble which has a selected membership and which specializes in performing a particular type of literature. Madrigal Ensemble specializes in contrapuntal music of the 16th, 17th, and 18th Century. This course may be repeated for credit. This course will fulfill the one arts/humanities credit required for graduation.
AP Music Theory | 11 - 12 | Instructor Approval and/or Audition |
This is a one-year course with an emphasis on meeting the requirements of the College Board Advanced Placement Music Theory examination. Instructors should refer to the current Advanced Placement course description for examination specifics. This course is designed for students who wish to further develop their understanding of music fundamentals, harmony, rhythm, and musical analysis. It is suggested that students have prior instrumental experience or membership in school vocal ensembles. This course may be repeated for credit. This course will fulfill either the one arts/humanities credit or one elective credit required for high school graduation.
Science Electives
Principles of Anatomy/Physiology Honors | 10 - 12 | Teacher Recommendation |
This one-year course is a survey of the fundamentals of anatomy and physiology. This course is designated as honors level by the accelerated pacing and depth of content. Topics focus on the interrelationships of human body systems. Demonstrations and lab experiences that employ proper safety techniques are essential to this course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Principles of Zoology Honors | 10 - 12 | Teacher Recommendation |
This one-year course is designed for students desiring an in- depth study of zoology. This course is designated as honors level by the accelerated instructional pacing and depth of content. General areas of study include levels of organization, evolutionary theory, ecological adaptations, and the anatomical and physiological characteristics of all major animal phyla. Emphasis will be placed on diversity within the animal kingdom as it relates to physiological adaptations and environmental pressures. This course serves to familiarize students with educational and occupational opportunities in the field of zoology. Demonstrations and lab experiences that employ proper safety techniques are essential to this course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Principles of Geological Studies Honors | 11 - 12 | Teacher Recommendation |
This one-year course is designed for students desiring an in- depth study of geology and related environmental issues. This course is designated as honors level by the accelerated instructional pacing and depth of content. Topics of study include mineralogy and petrology, topography, geologic time, planetary geology, paleontology, weathering and erosion, plate tectonics, structural geology, and hydrology. Environmental topics are integrated with subjects such as natural hazards, geologic resources, resource limitations and management, and sustainability. Demonstrations and lab experiences that employ proper safety techniques are essential to this course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Advanced Anatomy/Physiology Honors | 12 | Principles of Anatomy/ Physiology Honors |
This one-year course is designed for students with special interests in human anatomy and physiology and/or medicine. This course is designated as honors level by the accelerated instructional pacing and depth of content. Topics include a continued, detailed study of the structures and functions of the organ systems of the body integrated with topics in pathology, epidemiology, microbiology, pharmacology, nutrition, medical ethics, genetics, medical specialties, diagnostics, alternative medicine, and community resources. Demonstrations and lab experiences that employ proper safety techniques are essential to this course. Problem-based learning models involving case studies serve as a format for this class. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
This one-year course is a survey of the fundamentals of anatomy and physiology. This course is designated as honors level by the accelerated pacing and depth of content. Topics focus on the interrelationships of human body systems. Demonstrations and lab experiences that employ proper safety techniques are essential to this course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Principles of Zoology Honors | 10 - 12 | Teacher Recommendation |
This one-year course is designed for students desiring an in- depth study of zoology. This course is designated as honors level by the accelerated instructional pacing and depth of content. General areas of study include levels of organization, evolutionary theory, ecological adaptations, and the anatomical and physiological characteristics of all major animal phyla. Emphasis will be placed on diversity within the animal kingdom as it relates to physiological adaptations and environmental pressures. This course serves to familiarize students with educational and occupational opportunities in the field of zoology. Demonstrations and lab experiences that employ proper safety techniques are essential to this course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Principles of Geological Studies Honors | 11 - 12 | Teacher Recommendation |
This one-year course is designed for students desiring an in- depth study of geology and related environmental issues. This course is designated as honors level by the accelerated instructional pacing and depth of content. Topics of study include mineralogy and petrology, topography, geologic time, planetary geology, paleontology, weathering and erosion, plate tectonics, structural geology, and hydrology. Environmental topics are integrated with subjects such as natural hazards, geologic resources, resource limitations and management, and sustainability. Demonstrations and lab experiences that employ proper safety techniques are essential to this course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Advanced Anatomy/Physiology Honors | 12 | Principles of Anatomy/ Physiology Honors |
This one-year course is designed for students with special interests in human anatomy and physiology and/or medicine. This course is designated as honors level by the accelerated instructional pacing and depth of content. Topics include a continued, detailed study of the structures and functions of the organ systems of the body integrated with topics in pathology, epidemiology, microbiology, pharmacology, nutrition, medical ethics, genetics, medical specialties, diagnostics, alternative medicine, and community resources. Demonstrations and lab experiences that employ proper safety techniques are essential to this course. Problem-based learning models involving case studies serve as a format for this class. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Social Studies Electives
AP Human Geography | 9 - 12 |
This one-year course is designed for the college-bound student, with an emphasis on meeting the requirements of the College Board Advanced Placement Human Geography examination. This course provides students with an understanding of the systematic study of patterns and processes that have shaped, and continue to shape, human understanding, use, and alteration of the Earth’s surface. This course will focus on the methods and tools geographers use in their science to employ spatial concepts andlandscape analysis within a geographical, historical, political, economic, and cultural context. Instructors should refer to the current Advanced Placement course description for examination specifications. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the World History/Geography and the Arts/Humanities credits required for high school graduation. **Students who take this course as freshmen must take AP World History or World History Honors as sophomores.
AP Macroeconomics | 11 - 12 | Teacher Recommendation |
This one-semester course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement Macroeconomics examination. This course gives students a comprehensive understanding of the principles of macroeconomics. Macroeconomic concepts relate to the study of the economic system as a whole. Students focus on the study of national income and price-level determination, economic performance measures, the financial sector, stabilization policies, economic growth, and international economics. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one-half of one of the elective credits required for high school graduation.
AP Microeconomics | 11 - 12 | Teacher Recommendation |
This one-semester course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement Microeconomics examination. Microeconomics is the study of decision-making by individuals and firms in a market economy. Emphasis is placed on the nature and functions of product markets, including the study of factor markets and the role of government in promoting greater efficiency and equity in the economy. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one-half of one of the elective credits required for high school graduation.
AP Psychology | 11 - 12 | Teacher Recommendation |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement Psychology examination. Topics examined in greater depth include research techniques and statistics, history of psychology, the neurobiological basis of behavior, sensation and perception, states of consciousness, learning and memory, thinking and language, intelligence and psychological tests, motivation and emotion, stress and health psychology, human development, psychological disorders and therapies, personality, and social psychology. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Civil Rights and Liberties | 11 - 12 |
This one-year course is a study of the civil rights and liberties of Americans, including a practical application of civil and criminal law within the United States. This course places emphasis on the historical and contemporary relevance of the Constitution and the Bill of Rights, while exploring the specific rights of criminal, civil, and juvenile clients. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one elective credit required for high school graduation.
Latin American History | 11 - 12 |
This one-year course examines the social, economic, and political developments in Latin America from conquest and colonization through modern times. Students explore the historical changes in government and society with particular emphasis on the second half of the 20th century. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
The African- American Experience | 11 - 12 |
This one-year course provides students with an in-depth examination of the African-American experience in the United States. Students explore the contributions of African-American literature, art, drama, architecture, music, dance, history, and philosophy. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
This one-year course is designed for the college-bound student, with an emphasis on meeting the requirements of the College Board Advanced Placement Human Geography examination. This course provides students with an understanding of the systematic study of patterns and processes that have shaped, and continue to shape, human understanding, use, and alteration of the Earth’s surface. This course will focus on the methods and tools geographers use in their science to employ spatial concepts andlandscape analysis within a geographical, historical, political, economic, and cultural context. Instructors should refer to the current Advanced Placement course description for examination specifications. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the World History/Geography and the Arts/Humanities credits required for high school graduation. **Students who take this course as freshmen must take AP World History or World History Honors as sophomores.
AP Macroeconomics | 11 - 12 | Teacher Recommendation |
This one-semester course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement Macroeconomics examination. This course gives students a comprehensive understanding of the principles of macroeconomics. Macroeconomic concepts relate to the study of the economic system as a whole. Students focus on the study of national income and price-level determination, economic performance measures, the financial sector, stabilization policies, economic growth, and international economics. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one-half of one of the elective credits required for high school graduation.
AP Microeconomics | 11 - 12 | Teacher Recommendation |
This one-semester course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement Microeconomics examination. Microeconomics is the study of decision-making by individuals and firms in a market economy. Emphasis is placed on the nature and functions of product markets, including the study of factor markets and the role of government in promoting greater efficiency and equity in the economy. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one-half of one of the elective credits required for high school graduation.
AP Psychology | 11 - 12 | Teacher Recommendation |
This one-year course is designed with an emphasis on meeting the requirements of the College Board Advanced Placement Psychology examination. Topics examined in greater depth include research techniques and statistics, history of psychology, the neurobiological basis of behavior, sensation and perception, states of consciousness, learning and memory, thinking and language, intelligence and psychological tests, motivation and emotion, stress and health psychology, human development, psychological disorders and therapies, personality, and social psychology. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Civil Rights and Liberties | 11 - 12 |
This one-year course is a study of the civil rights and liberties of Americans, including a practical application of civil and criminal law within the United States. This course places emphasis on the historical and contemporary relevance of the Constitution and the Bill of Rights, while exploring the specific rights of criminal, civil, and juvenile clients. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one elective credit required for high school graduation.
Latin American History | 11 - 12 |
This one-year course examines the social, economic, and political developments in Latin America from conquest and colonization through modern times. Students explore the historical changes in government and society with particular emphasis on the second half of the 20th century. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
The African- American Experience | 11 - 12 |
This one-year course provides students with an in-depth examination of the African-American experience in the United States. Students explore the contributions of African-American literature, art, drama, architecture, music, dance, history, and philosophy. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Visual Arts
Art I | 9 - 12 |
This one-year foundation course is designed to give entry- level students a solid overview of art production, history, aesthetics and criticism. A strong emphasis is placed on the elements and principles of art and the use of multiple two- dimensional and three-dimensional techniques and media. This broad-based curriculum provides a good general overview or the foundation for advanced art classes. The importance of studio participation as an artist is stressed. This course fulfills one arts/humanities credit required for graduation.
Design Crafts | 9 - 12 |
This one-year course is designed to provide a wide variety of both two-dimensional and three-dimensional craft designs. A broad range of materials and techniques for design crafts are experienced through production. Students participate in art appreciation and critique, identify, analyze, and judge craft design. The historical influence and reflection of craft design with its regional variation are integrated into learning. Instructional practices incorporate integration of diversity awareness including appreciation for all cultures and their important contribution to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Drawing I | 9 - 12 | Art I and/or Teacher Recommendation |
This one-year course is designed to give students a strong foundation for drawing through the study of basic drawing techniques and the use of a variety of media and subject matter. Students will participate in exercises in art appreciation and critique to learn to personally consider and judge art. Problem solving, creativity and originality will be cultivated through planning, art making and reflection. The development and influence of drawing for communication and expression will be integrated into learning. Various styles and artists who have used drawing throughout history are introduced. The connection of drawing to other visual arts disciplines and to disciplines outside of the arts will be investigated. Instructional practices will incorporate integration of diversity awareness including appreciation for all cultures and their important contribution to our society. The appropriate use of technology is an integral part of this course. This course will fulfill one of the elective credits required for high school graduation.
Introduction to the Fashion Design Industry | 9 - 12 |
This one-year course teaches students about design elements and principles used in fashion, such as color, texture and shape. Students explore current style trends and forecasting. They will be exposed to a variety of art mediums including watercolor and pencils with an emphasis on the artistic expressive possibilities. Students will also complete an analysis of various body types. This course fulfills one of the elective credits required for high school graduation.
Jewelry Design Studio I | 9 - 12 |
This one-year course is designed to teach students to work with enameling and metals, and learn to use a variety of jewelry-making tools in this intense studio class. They will learn what the industry is really about as they create three-dimensional jewelry and develop their own personal style. Instructional practices incorporate integration of diversity awareness including appreciation for all cultures and their important contribution to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Painting I | 9 - 12 | Art I or Drawing I or Teacher Recommendation |
This one-year course is designed to provide students with a strong foundation of painting through the study of basic techniques and the use of a variety of media. Students participate in exercises in art appreciation and critique to learn to personally consider and judge art. Problem solving, creativity, and originality are cultivated through planning, art making, and reflection. The development and influence of painting and painters throughout the ages are integrated into learning. Instructional practices incorporate integration of diversity awareness including appreciation for all cultures and their important contribution to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
AP History of Art | 10 - 12 | Teacher Recommendation or Senior Status |
This is a one-year course with an emphasis on meeting the requirements of the College Board Advanced Placement Art History examination. Instructors should refer to the current Advanced Placement course description for examination specifics. Students will gain an understanding of architecture, sculpture, painting, and other art forms within historical and cultural contexts. In this course, students examine major forms of artistic expression from the past and the present from a variety of cultures. This course will fulfill the one arts credit required for high school graduation.
AP Studio Art | 10 - 12 | Teacher Recommendation |
This one-year course facilitates highly motivated students in creating a college level portfolio of artwork demonstrating a mastery of drawing. Students engage a wide range of approaches and media to address various drawing issues through abstract, observational, and/or inventive works. By AP guidelines, digital images of twelve works demonstrating an in-depth exploration are submitted for the Concentration section and twelve works demonstrating a broad understanding of drawing issues are submitted for the Breadth section. Five works of the highest quality are physically mailed for the Quality section of the portfolio. Students should expect to work an additional four to six hours outside of class each week. Instructional practices incorporate integration of diversity awareness including appreciation for all cultures and their important contribution to society. The appropriate use of technology is an integral part of this course. This course fulfills either one elective credit or one Arts/Humanities credit required for high school graduation and may be repeated.
AP Studio Art:2-D Design | 10 - 12 | Teacher Recommendation |
This one-year course facilitates highly motivated students in the creation of a college level portfolio of two-dimensional art with design focus. Through any 2-D process or medium, students create works that demonstrate a range of understanding and fundamental mastery of 2-D visual concerns and methods. By AP guidelines, digital images of twelve works demonstrating an in-depth exploration are submitted for the Concentration section and twelve works demonstrating a broad understanding of drawing issues are submitted for the Breadth section. Five works of highest quality are physically mailed for the Quality section. Students should expect to work an additional four to six hours outside of class each week. Instructional practices incorporate integration of diversity awareness including appreciation for all cultures and their important contribution to society. The appropriate use of technology is an integral part of this course. This course fulfills either one elective credit or one Arts/Humanities credit required for high school graduation and may be repeated.
AP Studio Art: 3- D Design | 10 - 12 | Teacher Recommendation |
This one-year course facilitates highly motivated students in the creation of a college level portfolio demonstrating mastery of 3- D design. Through additive, subtractive and/or fabricated processes, students create works that demonstrate a range of understanding and fundamental mastery of 3-D visual concerns and methods. By AP guidelines, twelve digital images of works demonstrating an in-depth exploration are submitted for the Concentration section. Sixteen images of eight works, shown in two views each, demonstrating a broad understanding of 3-D design are submitted for the Breadth section. Ten digital images of five works, shown in two views each, are submitted for the Quality section. Students should expect to work an additional four to six hours outside of class each week. Instructional practices incorporate integration of diversity awareness including appreciation for all cultures and their important contribution to society. The appropriate use of technology is an integral part of this course. This course fulfills either one elective credit or one Arts/Humanities credit required for high school graduation and may be repeated.
Ceramics I | 10 - 12 | Passed Art I |
This first-year course is designed to provide experience in three-dimensional design as it applies to ceramics. This course includes an exploration of a variety of hand-building methods and an introduction to wheel techniques. Glaze techniques, tools, vocabulary development, safety factors, historical appreciation, and evaluation are a part of the course. Students are encouraged to exhibit their work.
Ceramics II | 10 - 12 | Teacher Recommendation |
This one-year advanced course is designed to build upon the experience in three-dimensional design as it applies to ceramics. Students will refine hand building methods and learn or expand wheel techniques. Surface decoration, vocabulary development, studio participation and safety, historical appreciation, aesthetics and critique are to be continued in this course. This course will fulfill one elective credit required for high school graduation.
Introduction to Draping for Fashion Design | 10 - 12 | Passed Introduction to the Fashion Design Industry |
This one-year course teaches aspiring designers or homegrown clothes-makers the basic technique of draping - a core garment construction skill that will allow you to start making your own clothes immediately. This class will take you through the full draping process so you can start designing and constructing your own garments. We'll cover preparation and understanding the tools and materials you need to begin draping a garment. You'll be taught how to go about choosing the right fabrics for a draped garment. Where to find them and what to look for. How to pin and mark a muslin pattern on your dress form to create your initial shape and how to cut a muslin pattern for your garment. And finally, how to take your look from muslin to fabric for cutting and sewing. This course fulfills one of the elective credits required for high school graduation.
Jewelry Design Studio II | 10 - 12 |C or better in Jewelry Design Studio I |
This one-year course is an extension of the basic jewelry studio skill-sets introduced in Jewelry Design Studio I. In addition to expanding basic studio skills, students will learn wax carving, chasing and repousse, and basic silversmithing. A must for students interested in a career in jewelry design! This course will fulfill one elective credit required for high school graduation.
Sewing for Fashion Designers | 11 - 12 | Introduction to Draping for Fashion Design |
This one-year course teaches aspiring designers the basics of sewing on an industrial machine, how to make several different seams, seam finishes and hems, and how to lay out and cut a pattern. Various projects will be part of the course, such as an apron, a blouse, and other basic sewing projects. This course fulfills one of the elective credits required for high school graduation.
Jewelry Design Line Development | 11 - 12 |C or better in Jewelry Design Studio II |
In this one-year course is you will use your own ideas and inspirations to develop a motif that will become the basis of your very own Designer Collection. Once created, you will modify your design motif to create a "line" of coordinating pieces, such as earrings, necklaces, bracelets, or whatever your imagination can dream-up! Using wax, clay and paper techniques, you will create a model of your motif used for creating jewelry molds. Two of your pieces will actually be cast for your portfolio. This course will fulfill one elective credit required for high school graduation.
Studio Art | 11 - 12 | Junior or Senior Status and Art I or Drawing I or Teacher Recommendation |
This one-year course is designed to provide an opportunity for advanced students to develop proficiency levels in particular areas of art. Students develop an area of exploration, creating, evaluating, and critiquing their body of work. Students study related historical background and regional variations. Instructional practices incorporate integration of diversity awareness including appreciation for all cultures and their important contribution to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Intermediate Sewing and Embroidery Design | 12 | C or better in Sewing for Fashion Designers |
This one-year course helps students to improve their expertise by sewing advanced projects using a variety of machines. They will create and execute their own embroidery designs, using machine and hand embroidery to decorate their designs. Projects include an embroidered T-shirt and jean jacket. This course fulfills one of the elective credits required for high school graduation.
Jewelry Design Portfolio | 12 | C or better in Jewelry Design Line Development |
This one-year course allows you to hone your design skills as you learn the basic sketching and rendering techniques used in the jewelry industry. Use pencil, gouache, and various papers to explore two-dimensional design, develop a theme and creative variations, and develop a critical eye for design.This course will fulfill one elective credit required for high school graduation.
This one-year foundation course is designed to give entry- level students a solid overview of art production, history, aesthetics and criticism. A strong emphasis is placed on the elements and principles of art and the use of multiple two- dimensional and three-dimensional techniques and media. This broad-based curriculum provides a good general overview or the foundation for advanced art classes. The importance of studio participation as an artist is stressed. This course fulfills one arts/humanities credit required for graduation.
Design Crafts | 9 - 12 |
This one-year course is designed to provide a wide variety of both two-dimensional and three-dimensional craft designs. A broad range of materials and techniques for design crafts are experienced through production. Students participate in art appreciation and critique, identify, analyze, and judge craft design. The historical influence and reflection of craft design with its regional variation are integrated into learning. Instructional practices incorporate integration of diversity awareness including appreciation for all cultures and their important contribution to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Drawing I | 9 - 12 | Art I and/or Teacher Recommendation |
This one-year course is designed to give students a strong foundation for drawing through the study of basic drawing techniques and the use of a variety of media and subject matter. Students will participate in exercises in art appreciation and critique to learn to personally consider and judge art. Problem solving, creativity and originality will be cultivated through planning, art making and reflection. The development and influence of drawing for communication and expression will be integrated into learning. Various styles and artists who have used drawing throughout history are introduced. The connection of drawing to other visual arts disciplines and to disciplines outside of the arts will be investigated. Instructional practices will incorporate integration of diversity awareness including appreciation for all cultures and their important contribution to our society. The appropriate use of technology is an integral part of this course. This course will fulfill one of the elective credits required for high school graduation.
Introduction to the Fashion Design Industry | 9 - 12 |
This one-year course teaches students about design elements and principles used in fashion, such as color, texture and shape. Students explore current style trends and forecasting. They will be exposed to a variety of art mediums including watercolor and pencils with an emphasis on the artistic expressive possibilities. Students will also complete an analysis of various body types. This course fulfills one of the elective credits required for high school graduation.
Jewelry Design Studio I | 9 - 12 |
This one-year course is designed to teach students to work with enameling and metals, and learn to use a variety of jewelry-making tools in this intense studio class. They will learn what the industry is really about as they create three-dimensional jewelry and develop their own personal style. Instructional practices incorporate integration of diversity awareness including appreciation for all cultures and their important contribution to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Painting I | 9 - 12 | Art I or Drawing I or Teacher Recommendation |
This one-year course is designed to provide students with a strong foundation of painting through the study of basic techniques and the use of a variety of media. Students participate in exercises in art appreciation and critique to learn to personally consider and judge art. Problem solving, creativity, and originality are cultivated through planning, art making, and reflection. The development and influence of painting and painters throughout the ages are integrated into learning. Instructional practices incorporate integration of diversity awareness including appreciation for all cultures and their important contribution to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
AP History of Art | 10 - 12 | Teacher Recommendation or Senior Status |
This is a one-year course with an emphasis on meeting the requirements of the College Board Advanced Placement Art History examination. Instructors should refer to the current Advanced Placement course description for examination specifics. Students will gain an understanding of architecture, sculpture, painting, and other art forms within historical and cultural contexts. In this course, students examine major forms of artistic expression from the past and the present from a variety of cultures. This course will fulfill the one arts credit required for high school graduation.
AP Studio Art | 10 - 12 | Teacher Recommendation |
This one-year course facilitates highly motivated students in creating a college level portfolio of artwork demonstrating a mastery of drawing. Students engage a wide range of approaches and media to address various drawing issues through abstract, observational, and/or inventive works. By AP guidelines, digital images of twelve works demonstrating an in-depth exploration are submitted for the Concentration section and twelve works demonstrating a broad understanding of drawing issues are submitted for the Breadth section. Five works of the highest quality are physically mailed for the Quality section of the portfolio. Students should expect to work an additional four to six hours outside of class each week. Instructional practices incorporate integration of diversity awareness including appreciation for all cultures and their important contribution to society. The appropriate use of technology is an integral part of this course. This course fulfills either one elective credit or one Arts/Humanities credit required for high school graduation and may be repeated.
AP Studio Art:2-D Design | 10 - 12 | Teacher Recommendation |
This one-year course facilitates highly motivated students in the creation of a college level portfolio of two-dimensional art with design focus. Through any 2-D process or medium, students create works that demonstrate a range of understanding and fundamental mastery of 2-D visual concerns and methods. By AP guidelines, digital images of twelve works demonstrating an in-depth exploration are submitted for the Concentration section and twelve works demonstrating a broad understanding of drawing issues are submitted for the Breadth section. Five works of highest quality are physically mailed for the Quality section. Students should expect to work an additional four to six hours outside of class each week. Instructional practices incorporate integration of diversity awareness including appreciation for all cultures and their important contribution to society. The appropriate use of technology is an integral part of this course. This course fulfills either one elective credit or one Arts/Humanities credit required for high school graduation and may be repeated.
AP Studio Art: 3- D Design | 10 - 12 | Teacher Recommendation |
This one-year course facilitates highly motivated students in the creation of a college level portfolio demonstrating mastery of 3- D design. Through additive, subtractive and/or fabricated processes, students create works that demonstrate a range of understanding and fundamental mastery of 3-D visual concerns and methods. By AP guidelines, twelve digital images of works demonstrating an in-depth exploration are submitted for the Concentration section. Sixteen images of eight works, shown in two views each, demonstrating a broad understanding of 3-D design are submitted for the Breadth section. Ten digital images of five works, shown in two views each, are submitted for the Quality section. Students should expect to work an additional four to six hours outside of class each week. Instructional practices incorporate integration of diversity awareness including appreciation for all cultures and their important contribution to society. The appropriate use of technology is an integral part of this course. This course fulfills either one elective credit or one Arts/Humanities credit required for high school graduation and may be repeated.
Ceramics I | 10 - 12 | Passed Art I |
This first-year course is designed to provide experience in three-dimensional design as it applies to ceramics. This course includes an exploration of a variety of hand-building methods and an introduction to wheel techniques. Glaze techniques, tools, vocabulary development, safety factors, historical appreciation, and evaluation are a part of the course. Students are encouraged to exhibit their work.
Ceramics II | 10 - 12 | Teacher Recommendation |
This one-year advanced course is designed to build upon the experience in three-dimensional design as it applies to ceramics. Students will refine hand building methods and learn or expand wheel techniques. Surface decoration, vocabulary development, studio participation and safety, historical appreciation, aesthetics and critique are to be continued in this course. This course will fulfill one elective credit required for high school graduation.
Introduction to Draping for Fashion Design | 10 - 12 | Passed Introduction to the Fashion Design Industry |
This one-year course teaches aspiring designers or homegrown clothes-makers the basic technique of draping - a core garment construction skill that will allow you to start making your own clothes immediately. This class will take you through the full draping process so you can start designing and constructing your own garments. We'll cover preparation and understanding the tools and materials you need to begin draping a garment. You'll be taught how to go about choosing the right fabrics for a draped garment. Where to find them and what to look for. How to pin and mark a muslin pattern on your dress form to create your initial shape and how to cut a muslin pattern for your garment. And finally, how to take your look from muslin to fabric for cutting and sewing. This course fulfills one of the elective credits required for high school graduation.
Jewelry Design Studio II | 10 - 12 |C or better in Jewelry Design Studio I |
This one-year course is an extension of the basic jewelry studio skill-sets introduced in Jewelry Design Studio I. In addition to expanding basic studio skills, students will learn wax carving, chasing and repousse, and basic silversmithing. A must for students interested in a career in jewelry design! This course will fulfill one elective credit required for high school graduation.
Sewing for Fashion Designers | 11 - 12 | Introduction to Draping for Fashion Design |
This one-year course teaches aspiring designers the basics of sewing on an industrial machine, how to make several different seams, seam finishes and hems, and how to lay out and cut a pattern. Various projects will be part of the course, such as an apron, a blouse, and other basic sewing projects. This course fulfills one of the elective credits required for high school graduation.
Jewelry Design Line Development | 11 - 12 |C or better in Jewelry Design Studio II |
In this one-year course is you will use your own ideas and inspirations to develop a motif that will become the basis of your very own Designer Collection. Once created, you will modify your design motif to create a "line" of coordinating pieces, such as earrings, necklaces, bracelets, or whatever your imagination can dream-up! Using wax, clay and paper techniques, you will create a model of your motif used for creating jewelry molds. Two of your pieces will actually be cast for your portfolio. This course will fulfill one elective credit required for high school graduation.
Studio Art | 11 - 12 | Junior or Senior Status and Art I or Drawing I or Teacher Recommendation |
This one-year course is designed to provide an opportunity for advanced students to develop proficiency levels in particular areas of art. Students develop an area of exploration, creating, evaluating, and critiquing their body of work. Students study related historical background and regional variations. Instructional practices incorporate integration of diversity awareness including appreciation for all cultures and their important contribution to our society. The appropriate use of technology is an integral part of this course. This course fulfills one of the elective credits required for high school graduation.
Intermediate Sewing and Embroidery Design | 12 | C or better in Sewing for Fashion Designers |
This one-year course helps students to improve their expertise by sewing advanced projects using a variety of machines. They will create and execute their own embroidery designs, using machine and hand embroidery to decorate their designs. Projects include an embroidered T-shirt and jean jacket. This course fulfills one of the elective credits required for high school graduation.
Jewelry Design Portfolio | 12 | C or better in Jewelry Design Line Development |
This one-year course allows you to hone your design skills as you learn the basic sketching and rendering techniques used in the jewelry industry. Use pencil, gouache, and various papers to explore two-dimensional design, develop a theme and creative variations, and develop a critical eye for design.This course will fulfill one elective credit required for high school graduation.
