Curriculum Guide
Kate Eglof
Principal
1801 Tuskawilla Rd.
Oviedo, Florida 32765
Phone: (407) 746-8550
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TABLE OF CONTENTS
Admission and Transfers…………………………………………………………………………..
3
Student Progression Plan………………………………………………………………………….
4
Secondary Math Course Sequence Chart………………………………………………….
8
Academic Support…………………………………………………………………………………….
9
Attendance……………………………………………………………………………………………….
11
Grade 6 Academic Course Descriptions…………………………………………………….
13
Grade 7 Academic Course Descriptions…………………………………………………….
16
Grade 8 Academic Course Descriptions…………………………………………………….
19
ePathways and Virtual School Information……………………………………………….
23
Elective Course Descriptions…………………………………………………………………….
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Sports Programs……………………………………………………………………………………….
31
Clubs and Activities…………………………………………………………………………………..
32
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ADMISSION AND TRANSFERS ENROLLMENT DOCUMENTATION REQUIRED
First Entry to the State of Florida Schools:
Before admitting a student to Florida schools for the first time, the school must
have received the following documents as required by Florida Statutes:
a. proof of date of birth for students; (For acceptable alternates to birth
certificates see Florida Statute 1003.21(4).
b. a certificate showing a physical examination with at least three components
performed within one year prior to enrollment (height, weight, blood pressure,
etc.)
c. a valid Florida Certificate of Immunization (DH680) transcribed by a
health professional.
AND PROOF OF RESIDENCY AS OUTLINED BELOW:
All addresses are subject to verification by the School Board. The following documents
shall be required:
a. owned residence:
(1) copy of the recorded deed (or agreement for deed), or a certified copy
of the declaration of homestead exemption, and
(2) a copy of a current electric bill or initial order for service; and
(3) one of the following current documents:
(a) auto registration
(b) driver’s license
(c) voter’s registration
(d) Florida ID
b. rented or leased residence:
(1) copy of current lease, rental agreement, or a notarized letter from the
landlord, and
(2) a copy of a current electric bill or initial order for service; and
(3) one of the following current documents:
(a) auto registration
(b) driver’s license
(c) voter’s registration
(d) Florida ID
c. non-primary owner or renter (families living with families):
A Verification of Residency Form must be completed by primary and nonprimary owner or renter. This form is for one school year only.
d. if applicable, legal documents, i.e. a copy of current judgment of divorce
(dissolution of marriage) or other court order establishing the right of
custody should be presented at time of enrollment.
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THE STUDENT PROGRESSION PLAN
Middle school students in Seminole County Public Schools shall receive instruction in
the following subjects:
a. three middle grades or higher courses in mathematics; each middle school
shall offer an accelerated math curriculum that includes GEM 6th Grade
Math, Algebra I Standard, Algebra I Honors, and Geometry Honors for
high school credit. Middle grades students enrolled in Algebra I or
Geometry must take the EOC assessment which constitutes 30% of the
student’s semester grades in the course. Students must earn a proficient
score on the Algebra I EOC in order to earn a standard high school
diploma. Beginning in the 2014-2015 school year, students who select the
Scholar’s diploma pathway must earn a Level 3 or above on the Geometry
EOC assessment. High school credit will be determined by the semester
grades earned in the course.
b. three middle grades or higher courses in English language arts (ELA) which
shall include experiences in reading, writing, speaking, listening and
language.
c. three middle grades or higher courses in science which shall include
instruction in life science, earth science, and physical science. Middle
grades students enrolled in Biology must take the Biology EOC
assessment which constitutes 30% of the student’s semester grades in
the course. High school credit will be determined by the semester grades
earned in the course. Students who select the Scholar’s diploma pathway
must earn a Level 3 or above on the Biology EOC assessment.
d. three middle grades or higher courses in social studies which shall include the
study of government, economics, geography, and history (including world,
United States and Florida history). Middle school students are required to
take at least a one- semester civics education course that includes roles
and responsibilities of federal, state, and local governments; the structures
and functions of the legislative, executive, and judicial branches of
government; and the meaning and significance of historical documents,
such as the Articles of Confederation, the Declaration of Independence,
and the Constitution of the United States. Middle grades students enrolled
in Civics must take the Civics EOC assessment, which constitutes 30% of
the student’s semester grades in the course. Students that transfer into a
public middle school from out of county, out of state, private school or a
home education program after the start of the second semester of 8th
grade are exempt from the Civics requirement for promotion
from the middle grades if the student’s transcript documents passage of
three courses in social studies or two yearlong courses in social studies
that include coverage of Civics education.
e. one course in career and education planning to be completed in the 6th, 7th,
or 8th grade. The course must be Internet-based and customizable to each
student and include research-based assessments to assist students in
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determining educational and career options and goals. In addition, the
course must result in a completed, personalized academic and career plan
for the student; must emphasize the importance of entrepreneurship skills
and must emphasize technology or the application of technology in career
fields. Beginning in the 2015-2016 school year, the new K-20 Career and
Education Planning System will help students meet the requirement to
explore their interests in associated careers, review educational
requirements for various careers, build a career and education plan and
search financial aid opportunities.
f. the equivalent of one class period per day of physical education for one
semester of each year is required for students enrolled in grades 6
through 8. Students enrolled in such instruction shall be reported through
the periodic student membership surveys, and records of such enrollment
shall be audited pursuant to FL Statute 1010.305. Such instruction may be
provided by any instructional personnel as defined in FL Statute
1012.01(2), regardless of certification, who are designated by the school
principal. The requirement in subsection II. A.6 (f) shall be waived for a
student who meets one of the following criteria:
(1) The student is enrolled or required to enroll in a remedial
course;
(2) The parent requests in writing by completing the waiver request
form and submitting to the principal that the student enroll in
another enrichment or elective course; or
(3) The parent indicates in writing by completing the waiver request
form and submitting to the principal that the student is participating
in physical activities outside the school day which are equal to or in
excess of the mandated requirement. Students who waive the
physical education requirement will be enrolled in an enrichment or
elective course offered by the school. Placement will be made
at the discretion of the principal and on a space available basis.
Parents will be advised of these options before scheduling the
student to participate in physical education. This type of exception
must be renewed annually.
Scheduling Practices
Design of the school’s master schedule reflects flexible options based upon
student course requests. Students who demonstrate academic needs in the
areas of English language arts (ELA) and mathematics may be provided support
classes to accelerate student growth. Determination of student needs will be
done on a case-by-case basis by the principal to best meet the academic
learning needs of the student. For exceptional education students, other than
gifted, the IEP team will determine remediation strategies to meet the individual
needs of the student.
Student Support Opportunities
The district’s comprehensive program for student progression uses multiple
data sources, including, student grades, teacher input, ongoing progress
monitoring and state assessment results to monitor each student’s response to
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implemented interventions. The areas of academic need and intervention
strategies are defined through a Multi-Tiered Systems of Support (MTSS)
process.
Advanced Courses
Advanced course work at the middle grades level is offered in mathematics
(grades 6, 7, and 8), English language arts (grades 6, 7, and 8), science (grade
8), and social studies (grade 8). Advanced courses are open for enrollment to
any student who desires to self-select a more rigorous and challenging
curriculum. Students who choose to enroll in advanced classes must commit, in
writing, to doing the additional tasks and assignments associated with the more
intensive curriculum. Students who fail to maintain a 2.0 average over two
consecutive nine-week grading periods in an advanced course may be exited
from that course. Each middle school will provide additional academic support to
assist students who are in jeopardy of being exited from an advanced class for
failure to sustain the minimum performance expectations.
HIGH SCHOOL CREDIT
1. Middle school students may enroll in courses for high school credit on a space
available basis when the courses are offered at their middle school or at their
zoned high school.
2. Middle school students enrolled in a high school credit course may not drop
the course or transfer into a lower level course after the completion of the first
nine-weeks grading period.
3. Grade Forgiveness – Middle school students who take any high school course
for high school credit and earn a grade of “C”, “D”, or “F” or the equivalent of “C”,
“D”, or “F”, shall be allowed to retake the same or a comparable course and
replace the grade with a grade of “C” or higher, or the equivalent of a grade of
“C” or higher, earned in the course. Middle school students who earn a grade of
“A” or “B” in a high school credit course are not eligible for grade forgiveness.
Middle school students who earn a grade of “C” in Algebra I Honors may retake
the same course for the purpose of grade forgiveness and, at the same time,
enroll in the Geometry Honors course for high school credit. In all cases of grade
forgiveness, only the new grade shall be used in the calculation of the student’s
grade point average. However, all courses taken by a student remain a part of
the student’s cumulative record and course history. Any course not replaced
according to this forgiveness policy shall be included in the calculation of the
cumulative grade point average required for graduation.
4. Grade Weighting – High school honors courses taken during middle school
shall be weighted for the purpose of calculating middle school grade point
averages. Grade weighted high school credit courses taken at the middle school
level shall also have the weighted grade applied to the calculation of the high
school GPA when the student enters high school and will receive the same
weighting as courses taken on a high school campus.
5. Grade Flagging – applies only to high school credit courses. Flagging is the
practice of dropping elective courses with the lowest grades from the calculation
of a student’s GPA after graduation. This is done only if student satisfies all state
and school graduation requirements.
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6. All high school credit math courses (Algebra I, Algebra I Honors, Geometry
Honors, etc.) completed in middle school count as elective credits not as math
credits since students are required to complete four credits in math while enrolled
in grades 9 through 12, regardless of the level of mathematics (for high school
credit or not) taken in middle school. (See high school mathematics requirements
for graduation pg. 65)
7. Courses taken for high school credit before the 9th grade are not counted by
the National Collegiate Athletic Association (NCAA) Clearing House for the
purpose of determining post-secondary athletic eligibility.
8. High school credit for courses successfully completed by middle school
students shall be awarded upon completion of middle school and official entry
into high school.
9. All courses taken at the middle grades level for high school credit shall be
graded in accordance with the provisions of Section III.B. of the High School
Student Progression Plan (Secondary Grading-High School). The student’s nineweek grade will be calculated as follows: 80% will be determined at the
professional discretion of the teacher and may include participation. The
remaining 20% will be the student’s grade on the nine-week exam or equivalent.
Each nine-week grade will be counted as 50% of the semester grade. The
student’s semester grades in courses with state mandated End of Course
assessments will be calculated as follows: 70% based on student course work
and 30% based on the EOC score. The grading plan will be communicated to the
student and parent at the beginning of the course.
10. Middle school students who fail a core academic course that awards high
school credit (for example: Algebra I Honors, Geometry Honors, and Biology
Honors) shall be promoted if they have a cumulative year-to-date GPA of 2.0 or
greater. Students who do not have a cumulative year-to-date GPA greater than
2.0 shall be retained.
11. Credits are recorded on an official high school transcript from where the
student was officially enrolled.
12. Virtual Courses for High School Credit - Parents of middle school students
who want their child to take a high school credited course via virtual school shall
inform the guidance counselor at the middle school the student attends.
However, parents have primary responsibility for selecting appropriate
accelerated course work. For additional information on Virtual School
requirements please access the Virtual School webpage at:,
http://virtualschool.scps.k12.fl.us/
13.Information concerning the three-year and four-year high school graduation
options will be provided to middle school students and parents so they may
select the program that best fits their needs.
*The complete Student Progression Plan can be viewed at
www.scps.k12.fl.us*
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ACADEMIC SUPPORT PROGRAMS
ESOL (English Speakers of Other Languages)
The ESOL program is designed to meet the immediate communication needs, as well
as the academic needs, of students whose native language is other than English and
have limited or no proficiency in the English language. The instruction shall be designed
to develop the student’s mastery of the four language skills, including listening,
speaking, reading, and writing as rapidly as possible. The students will be served by the
program as determined by the established criteria and will receive instruction as
described by the English for Speakers of Other Languages Procedural Handbook.
All ESOL students must meet state requirements (Ruling 6A-6.903) to be exited from
the program. If a student has been exited from the ESOL program and is not performing
satisfactory in the regular classes, he/she may be re-classified and placed back into the
ESOL program within the two year monitoring period. Refer to the SCPS ESOL site for
further information:
http://www.scps.k12.fl.us/Portals/46/assets/pdf/procedural%20hbook%2010-9-12.pdf
Exceptional Student Support Services
Services are available for children with vision and hearing disabilities from birth to
age 2 and all students with disabilities ages 3 through age 22 Students who are
gifted may receive services from Kindergarten through grade 12. These services
are described in the Exceptional Student Education Policies and Procedures(SP&P)
which is approved by the Florida Department of Education and the School Board of
Seminole County. Refer to the Exceptional Student Education Section of the Student
Progression Plan for further information.
Academic Intervention Program (AIP)
The Academic Intervention Program (AIP) is an alternative to traditional summer school
program. Students assigned to the AIP are provided academic and mentor support
throughout the school year. As a result, students do not have to wait until the end of the
school year before being provided interventions and remedial instruction. The program
includes increased parent involvement, greater individual student accountability,
academic interventions, study skills development, and systematic monitoring. The
program provides incoming assigned and/or low performing 6th grade students and
retained/assigned/low performing 7th and 8th grade students the opportunity to earn
delayed assignment to the next grade level during the first nine weeks or the beginning
of the second semester. In order to be eligible to participate in Phase One, parents and
students are required to sign a performance contract agreeing to program expectations
related to academics, attendance, and behavior. Students are monitored closely by the
AIP teacher, administrators, and guidance counselor to prevent end-of-the-year failures
resulting in retention.
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Intensive Reading
Students who do not meet the requirements for satisfactory performance in
English language arts, may be enrolled the following year in an accelerated
reading support program. Middle grades students two or more years below
grade level may be enrolled into a double block of reading to accelerate
foundational skills.
Intensive Mathematics
Students who do not meet the requirements for satisfactory performance in
mathematics, may be enrolled the following year in an accelerated
mathematics support program designed to develop a deeper understanding of
math concepts and to advance student learning.
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Attendance
Regular attendance provides students the opportunity to acquire specific skills, and
meet course goals and objectives that may not otherwise be possible if not in
attendance. Many integral learning activities, including class discussions, laboratory
experiments, field trips, direct instruction, and guest speakers cannot be simulated
or replicated with bookwork.
Therefore, the Seminole County Public Schools has adopted attendance policies for
elementary, middle and high schools to encourage honest, accurate, and consistent
adherence by all students, parents, teachers, and administrators. These policies outline
what qualifies as an excused absence and unexcused absence, and provide guidelines
for the make up of work missed due to an absence. Florida Statute 1003.21 establishes
that regular school attendance is required of ALL students enrolled in public school.
This statute also points out that only those students who have attained the age of 16
years and have filed a formal declaration of intent to terminate school enrollment are not
subject to compulsory school attendance laws. The declaration to terminate school
enrollment must be signed by both the student and the student’s parent.
This declaration requires the student and parent to acknowledge that terminating
enrollment is likely to reduce the student’s earning potential or career opportunities in
the future. Parents are responsible for the attendance of their children within the
compulsory attendance age (Florida Statute 1003.24).
Whenever a student of compulsory school attendance age is absent without the
permission of the person in charge of the school, the parent of the student will, as soon
as practical after learning of the absence, report and explain the cause of such absence
to the appropriate school personnel. Florida Statute 1003.27 provides that a parent or
legal guardian who refuses or fails to have a child under his or her control attend school
regularly, is subject to the charge of a second degree misdemeanor, punishable as
provided by law.
A student who accumulates 15 or more unexcused absences within 90 days with or
without the 15 knowledge or consent of the student’s parent shall be classified as a
habitual truant. If a student becomes a habitual truant, the school administration shall
refer matters to the Legal Services Department. Thereafter, the Superintendent may file
a truancy petition with the circuit court. The Superintendent also may choose to refer a
truancy matters to the State Attorney’s Office for criminal prosecution of the parent.
Students who are married and students who are pregnant shall not be prohibited from
attending school. These students and students who are parents shall receive the same
educational instruction, or its equivalent, as other students, but may voluntarily be
assigned to a class or program suited to their special needs.
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Class Attendance Defined
A. A full day of attendance is defined as a student being present for six (6) of
seven (7) periods for school
B. Class attendance is defined as the student being present and in class for at
least ninety percent (90%) of an assigned period.
C. Students are considered to be in attendance when they are participating in
school-sponsored activities such as field trips.
Excused Absences Defined
The principal or designee shall determine if a student’s absence from school is excused
or unexcused pursuant to the definition set forth in this policy. An absence will be
recorded as excused for each day a student is not in attendance for any of the following
reasons:
A. Medical treatment provided by a licensed physician;
B. Sickness or injury makes attendance inadvisable;
C. Observance of a religious holiday when the parent has requested and
obtained permission for the student’s absence;
D. Law enforcement order or court subpoena;
E. Death of a friend or family member;
F. Natural Disaster;
G. Traffic accident that directly involved the student; or
H. Extraordinary circumstances or situations approved by the principal.
Unexcused Absences Defined
Absence from class for any reason other than those identified above shall be
unexcused. In addition, the following conditions shall result in an absence being
recorded as unexcused:
A. No Documentation of Reason for Absence
Student absences that are not verified according to the procedures
established at the school dor documenting the reasons for a student’s
absence.
B. Vacations/Personal Family Time
All absences from school due to vacation or personal family time are
unexcused. Parents must submit to the principal, in writing, requests for prearranged absences due to vacation or personal family time if they wish to
obtain, in advance, the class work that will be missed during the
nonattendance. Teachers may, but are not required to, provide class
assignments to students in advance. When such arrangements are made in
advance, assignments are due on the day the student returns to school.
Note: ALL students who do not attend school or who leave school without permission are
subject to being detained by a local law enforcement officer and transported to the
Seminole Truancy Alternatives for Youth (S.T.A.Y.) Center where they must remain until
released directly into the custody of a parent or guardian.
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Grade 6 – Academic Course Descriptions
6th Grade Math Standard – Course Code #1205010
In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole
number multiplication and division and using concepts of ratio and rate to solve problems; (2)
completing understanding of division of fractions and extending the notion of number to the system of
rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and
equations; and (4) developing understanding of statistical thinking.
6th Grade Math Advanced – Course Code #1205020
In this Grade 6 Advanced Mathematics course, instructional time should focus on six critical areas: (1)
connecting ratio and rate to whole number multiplication and division and using concepts of ratio and
rate to solve problems; (2) completing understanding of division of fractions and extending the notion of
number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting,
and using expressions and equations; (4) developing understanding of statistical thinking; (5) developing
understanding of and applying proportional relationships; and (6) developing understanding of
operations with rational numbers and working with expressions and linear equations.
GEM 6 –Pre-Algebra-Course Code #1205020G
Prerequisite: 5th grade PRIMES and teacher recommendation are HIGHLY suggested
GEM pre-algebra is a highly accelerated course of study intended to serve the needs of 6th grade
students who are mathematically talented and extraordinarily motivated in math. The course is open to
any mathematically talented student who is willing to commit to doing the work necessary. There is
emphasis on strengthening and developing skills and concepts necessary for success in Algebra 1. This
course is fast-paced and rigorous. Students who are successful in this program have the opportunity to
take Algebra 1 Honors in 7th grade and Geometry Honors in 8th grade.
6th Grade Language Arts Standard – Course Code #1001010
The purpose of this course is to provide grade 6 students, using texts of appropriate complexity,
integrated language arts study in reading, writing, speaking, listening, and language for college and
career preparation and readiness.
6th Grade Language Arts Gift/Adv – Course Code #1001020
The purpose of this course is to provide grade 6 students, using texts of high complexity, advanced
integrated language arts study in reading, writing, speaking, listening, and language for college and
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6th Grade Language Arts Gift/Adv – Course Code #1001020 (Cont.)
career preparation and readiness. Advanced Level Course Note: Academic rigor is more than simply
assigning to students a greater quantity of work. Through the application, analysis, evaluation, and
creation of complex ideas that are often abstract and multi-faceted, students are challenged to think
and collaborate critically on the content they are learning.
6th Grade Earth/space Science Standard – Course Code #2001010
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem
solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an
integral part of this course. The National Science Teachers Association (NSTA) recommends that at the
middle school level, all students should have multiple opportunities every week to explore science
laboratory investigations (labs). School laboratory investigations are defined by the National Research
Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with
opportunities to interact directly with natural phenomena or with data collected by others using tools,
materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the
middle school classroom should help all students develop a growing understanding of the complexity
and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to
make observations. Learners should understand measurement error; and have the skills to aggregate,
interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007).
6th Grade Earth/space Science Gift/Adv – Course Code #2001020
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem
solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an
integral part of this course. The National Science Teachers Association (NSTA) recommends that at the
middle school level, all students should have multiple opportunities every week to explore science
laboratory investigations (labs). School laboratory investigations are defined by the National Research
Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with
opportunities to interact directly with natural phenomena or with data collected by others using tools,
materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the
middle school classroom should help all students develop a growing understanding of the complexity
and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to
make observations. Learners should understand measurement error; and have the skills to aggregate,
interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007). Advanced Level Course Note:
Academic rigor is more than simply assigning to students a greater quantity of work. Through the
application, analysis, evaluation, and creation of complex ideas that are often abstract and multifaceted, students are challenged to think and collaborate critically on the content they are learning.
6th Grade World History Standard – Course Code #2109010
The primary content for this course pertains to the world's earliest civilizations to the ancient and
classical civilizations of Africa, Asia, and Europe. Students will be exposed to the multiple dynamics of
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6th Grade World History Standard – Course Code #2109010 (Cont.)
world history including economics, geography, politics, and religion/philosophy. Students will study
methods of historical inquiry and primary and secondary historical document.
6th Grade World History Gift/Adv – Course Code #2109020
The primary content for this course pertains to the world's earliest civilizations to the ancient and
classical civilizations of Africa, Asia, and Europe. Students will be exposed to the multiple dynamics of
world history including economics, geography, politics, and religion/philosophy. Students will study
methods of historical inquiry and primary and secondary historical documents. Advanced Level Course
Note: Academic rigor is more than simply assigning to students a greater quantity of work. Through the
application, analysis, evaluation, and creation of complex ideas that are often abstract and multifaceted, students are challenged to think and collaborate critically on the content they are learning.
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Grade 7 Academic Course Descriptions
7th Grade Math Standard – Course Code #1205040
In Grade 7,instructional time should focus on four critical area: (1) developing understanding of and
applying proportional relationships; (2) developing understanding of operations with rational numbers
and working with expressions and linear equations; (3) solving problems involving scale drawings and
informal geometric constructions, and working with two- and three-dimensional shapes to solve
problems involving area, surface area, and volume; and (4) drawing inferences about populations based
on samples.
7th Grade Math Gift/Adv – Course Code #1205050
In this Grade 7 Advanced Mathematics course, instructional time should focus on five critical area: (1)
solving problems involving scale drawings and informal geometric constructions, and working with twoand three-dimensional shapes to solve problems involving area, surface area, and volume; (2) drawing
inferences about populations based on samples; (3) formulating and reasoning about expressions and
equations, including modeling an association in bivariate data with a linear equation, and solving linear
equations and systems of linear equations; (4) grasping the concept of a function and using functions to
describe quantitative relationships; and (5) analyzing two- and three-dimensional space and figures
using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean
Theorem. ). Advanced Level Course Note: Academic rigor is more than simply assigning to students a
greater quantity of work. Through the application, analysis, evaluation, and creation of complex ideas
that are often abstract and multi-faceted, students are challenged to think and collaborate critically on
the content they are learning.
Algebra 1 Standard – Course Code #1200310M (High School Credit Course)
The fundamental purpose of this course is to formalize and extend the mathematics that students
learned in the middle grades. The critical areas, called units, deepen and extend understanding of linear
and exponential relationships by contrasting them with each other and by applying linear models to
data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using
quadratic functions. The Standards for Mathematical Practice apply throughout each course, and,
together with the content standards, prescribe that students experience mathematics as a coherent,
useful, and logical subject that makes use of their ability to make sense of problem situations.
Prerequisite: HIGHLY suggest successful completion of GEMS Pre-Algebra course and teacher
recommendation. (Students successfully completing Algebra 1 are eligible to enroll in high school credit
course Geometry Honors for 8th grade.)
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Algebra 1 Honors – Course Code #1200320M (High School Credit Course)
The fundamental purpose of this course is to formalize and extend the mathematics that students
learned in the middle grades. The critical areas, called units, deepen and extend understanding of linear
and exponential relationships by contrasting them with each other and by applying linear models to
data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using
quadratic functions. The Standards for Mathematical Practice apply throughout each course and,
together with the content standards, prescribe that students experience mathematics as a coherent,
useful, and logical subject that makes use of their ability to make sense of problem situations. Students
taking Algebra 1 Honors must be prepared for the content to be rigorous and the pace to be demanding
more than the Algebra 1 Standard course. Prerequisite: HIGHLY suggest successful completion of
GEMS Pre-Algebra course and teacher recommendation. (Students successfully completing Algebra 1
Honors are eligible to enroll in high school credit course Geometry Honors for 8th grade.)
7th Grade Language Arts Standard – Course Code #1001040
The purpose of this course is to provide grade 7 students, using texts of high complexity,
integrated language arts study in reading, writing, speaking, listening, and language for college
and career preparation and readiness.
7th Grade Language Arts Gift/Adv – Course Code #1001050
The purpose of this course is to provide grade 7 students, using texts of high complexity, advanced
integrated language arts study in reading, writing, speaking, listening, and language for college and
career preparation and readiness. Advanced Level Course Note: Academic rigor is more than simply
assigning to students a greater quantity of work. Through the application, analysis, evaluation, and
creation of complex ideas that are often abstract and multi-faceted, students are challenged to think
and collaborate critically on the content they are learning.
7th Grade Life Science Standard – Course Code #2000010
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem
solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an
integral part of this course. The National Science Teachers Association (NSTA) recommends that at the
middle school level, all students should have multiple opportunities every week to explore science
laboratory investigations (labs). School laboratory investigations are defined by the National Research
Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with
opportunities to interact directly with natural phenomena or with data collected by others using tools,
materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the
middle school classroom should help all students develop a growing understanding of the complexity
and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to
make observations. Learners should understand measurement error; and have the skills to aggregate,
interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007).
17
7th Grade Life Science Gift/Adv – Course Code #2000020
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem
solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an
integral part of this course. The National Science Teachers Association (NSTA) recommends that at the
middle school level, all students should have multiple opportunities every week to explore science
laboratory investigations (labs). School laboratory investigations are defined by the National Research
Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with
opportunities to interact directly with natural phenomena or with data collected by others using tools,
materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the
middle school classroom should help all students develop a growing understanding of the complexity
and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to
make observations. Learners should understand measurement error; and have the skills to aggregate,
interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007). ). Advanced Level Course
Note: Academic rigor is more than simply assigning to students a greater quantity of work. Through the
application, analysis, evaluation, and creation of complex ideas that are often abstract and multifaceted, students are challenged to think and collaborate critically on the content they are learning.
7th Grade Civics Standard – Course Code #2106010
The primary content for the course pertains to the principles, functions, and organization of
government; the origins of the American political system; the roles, rights, responsibilities of United
States citizens; and methods of active participation in our political system. The course is embedded with
strong geographic and economic components to support civic education instruction.
7th Grade Civics Gift/Adv – Course Code #2106020
The primary content for the course pertains to the principles, functions, and organization of
government; the origins of the American political system; the roles, rights, responsibilities of United
States citizens; and methods of active participation in our political system. The course is embedded with
strong geographic and economic components to support civic education instruction. Advanced Level
Course Note: Academic rigor is more than simply assigning to students a greater quantity of work.
Through the application, analysis, evaluation, and creation of complex ideas that are often abstract and
multi-faceted, students are challenged to think and collaborate critically on the content they are
learning.
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Grade 8 Academic Course Descriptions
8th Grade Math Standard (Pre-Algebra) – Course Code #1205070
In Grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning about
expressions and equations, including modeling an association in bivariate data with a linear equation,
and solving linear equations and systems of linear equations; (2) grasping the concept of a function and
using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space
and figures using distance, angle, similarity, and congruence, and understanding and applying the
Pythagorean Theorem.
Algebra 1 Standard – Course Code #1200310M (High School Credit Course)
The fundamental purpose of this course is to formalize and extend the mathematics that students
learned in the middle grades. The critical areas, called units, deepen and extend understanding of linear
and exponential relationships by contrasting them with each other and by applying linear models to
data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using
quadratic functions. The Standards for Mathematical Practice apply throughout each course, and,
together with the content standards, prescribe that students experience mathematics as a coherent,
useful, and logical subject that makes use of their ability to make sense of problem situations.
Prerequisite: HIGHLY suggest successful completion of GEMS Pre-Algebra course or 7th Grade Gift/Adv
Math and teacher recommendation.
Algebra 1 Honors – Course Code #1200320M (High School Credit Course)
The fundamental purpose of this course is to formalize and extend the mathematics that students
learned in the middle grades. The critical areas, called units, deepen and extend understanding of linear
and exponential relationships by contrasting them with each other and by applying linear models to
data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using
quadratic functions. The Standards for Mathematical Practice apply throughout each course and,
together with the content standards, prescribe that students experience mathematics as a coherent,
useful, and logical subject that makes use of their ability to make sense of problem situations. Students
taking Algebra 1 Honors must be prepared for the content to be rigorous and the pace to be demanding
more than the Algebra 1 Standard course. HIGHLY suggest successful completion of GEMS Pre-Algebra
course or 7th Grade Gift/Adv Math and teacher recommendation.
Geometry Honors – Course Code #1206320M (High School Credit Course)
The fundamental purpose of the course in Geometry is to formalize and extend students' geometric
experiences from the middle grades. Students explore more complex geometric situations and deepen
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Geometry Honors – Course Code #1206320M (High School Credit Course) (Cont.)
their explanations of geometric relationships, moving towards formal mathematical arguments.
Important differences exist between this Geometry course and the historical approach taken in
Geometry classes. For example, transformations are emphasized early in this course. Close attention
should be paid to the introductory content for the Geometry conceptual category found in the high
school standards. The Standards for Mathematical Practice apply throughout each course and, together
with the content standards, prescribe that students experience mathematics as a coherent, useful, and
logical subject that makes use of their ability to make sense of problem situations. The critical areas,
organized into five units are as follows:
Unit 1- Congruence, Proof, and Constructions
Unit 2- Similarity, Proof, and Trigonometry
Unit 3- Extending to Three Dimensions
Unit 4- Connecting Algebra and Geometry Through Coordinates
Unit 5 Circles With and Without Coordinates
HIGHLY suggest successful completion of Algebra and teacher recommendation.
8th Grade Language Arts Standard – Course Code #1001070
The purpose of this course is to provide grade 8 students, using texts of high complexity, integrated
language arts study in reading, writing, speaking, listening, and language for college and career
preparation and readiness. The content should include, but not be limited to, the following:
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active reading of varied texts for what they say explicitly, as well as the logical inferences
that can be drawn
analysis of literature and informational texts from varied literary periods to examine:
writing for varied purposes
effective listening, speaking, and viewing strategies with emphasis on the use of evidence
to support or refute a claim in multimedia presentations, class discussions, and extended
text discussions
collaboration amongst peers
8th Grade Language Arts Gift/Adv – Course Code #1001080
Course Description: The purpose of this course is to provide grade 8 students, using texts of high
complexity, advanced integrated language arts study in reading, writing, speaking, listening, and
language for college and career preparation and readiness. Advanced Level Course Note: Academic
rigor is more than simply assigning to students a greater quantity of work. Through the application,
analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted, students
are challenged to think and collaborate critically on the content they are learning


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active reading of varied texts for what they say explicitly, as well as the logical inferences
that can be drawn
analysis of literature and informational texts from varied literary periods to examine:
writing for varied purposes
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8th Grade Language Arts Gift/Adv – Course Code #1001080 (Cont.)
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
effective listening, speaking, and viewing strategies with emphasis on the use of evidence
to support or refute a claim in multimedia presentations, class discussions, and extended
text discussions
collaboration amongst peers
8th Grade Physical Science Standard – Course Code #2003010
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem
solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an
integral part of this course. The National Science Teachers Association (NSTA) recommends that at the
middle school level, all students should have multiple opportunities every week to explore science
laboratory investigations (labs). School laboratory investigations are defined by the National Research
Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with
opportunities to interact directly with natural phenomena or with data collected by others using tools,
materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the
middle school classroom should help all students develop a growing understanding of the complexity
and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to
make observations. Learners should understand measurement error; and have the skills to aggregate,
interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007).
8th Grade Physical Science Gift/Adv – Course Code #2003020
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem
solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an
integral part of this course. The National Science Teachers Association (NSTA) recommends that at the
middle school level, all students should have multiple opportunities every week to explore science
laboratory investigations (labs). School laboratory investigations are defined by the National Research
Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with
opportunities to interact directly with natural phenomena or with data collected by others using tools,
materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the
middle school classroom should help all students develop a growing understanding of the complexity
and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to
make observations. Learners should understand measurement error; and have the skills to aggregate,
interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007). Advanced Level Course Note:
Academic rigor is more than simply assigning to students a greater quantity of work. Through the
application, analysis, evaluation, and creation of complex ideas that are often abstract and multifaceted, students are challenged to think and collaborate critically on the content they are learning.
8th Grade US History Standard – Course Code #2100010
Primary content emphasis for this course pertains to the study of American history from the Exploration
and Colonization period to the Reconstruction Period following the Civil War. Students will be exposed
to the historical, geographic, political, economic, and sociological events which influenced the
development of the United States and the resulting impact on world history. So that students can clearly
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8th Grade US History Standard – Course Code #2100010 (Cont.)
see the relationship between cause and effect in historical events, students should have the opportunity
to explore those fundamental ideas and events which occurred after Reconstruction.
8th Grade US History Pre-Advanced Placement – Course Code #2100020P
Primary content emphasis for this course pertains to the study of American history from the Exploration
and Colonization period to the Reconstruction Period following the Civil War. Students will be exposed
to the historical, geographic, political, economic, and sociological events which influenced the
development of the United States and the resulting impact on world history. So that students can clearly
see the relationship between cause and effect in historical events, students should have the opportunity
to explore those fundamental ideas and events which occurred after Reconstruction. Advanced courses
offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis,
and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform
at higher levels as they engage in the following: analyzing historical documents and supplementary
readings, working in the context of thematically categorized information, becoming proficient in notetaking, participating in Socratic seminars/discussions, emphasizing free-response and document-based
writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate
their skills through participation in a capstone and/or extended research-based paper/project (e.g.,
history fair, participatory citizenship project, mock congressional hearing, projects for competitive
evaluation, investment portfolio contests, or other teacher-directed projects).
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Virtual Options
Seminole County Public Schools students may take courses via Seminole County Virtual School. Virtual
school provides flexible options to meet the demanding schedule of the 21st century student. Students may
enroll in SCVS full-time and earn a regular high school diploma. Part-time virtual classes are also available
through ePathways (blending schedules with virtual courses and face-to-face courses)—either at the zoned
school during the school day in a virtual learning lab or outside the school day. For the 2016-2017 school year,
SCPS will provide full- time virtual instruction options to students in grades K-12. Enrollment will be open
from April 4 to August 5, 2016. For more information, please see your guidance counselor or visit
http://virtualschool.scps.k12.fl.us.
Why should students select Seminole County Virtual School over other virtual providers? *schedule
flexibility * full-time local teachers * full or part time enrollment * no waiting list to start classes *optional
face-to-face sessions * tax-dollars stay in Seminole County
Virtual options are available to all learners in Seminole County Public Schools including those enrolled in a
school day at home.
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This blended learning format is ideal for students looking to accommodate courses that may be offered
at conflicting times. A student interested in taking band and AP Spanish no longer has to decide
between the two if they are offered at the same time!
This option is also appealing for students looking to retake a course at their own pace while continuing
to move forward in their other courses. Students no longer have to wait until summer to begin
remediation and can get back on track sooner.
Virtual options for traditional students allow students to explore courses that may not be offered at
their school, through a program of emphasis or magnet. Students interested in Chinese can explore
their interest from anywhere in Seminole County!
Tuskawilla students may elect to take 1, 2, or 3 courses through Seminole County Virtual School (SCVS) and
be placed into a Virtual Lab class during one of their hours here at school. SCVS classes will be offered on a
space availability basis as well as student schedule space availability.
All Academic support for virtual classes is provided ONLY by the SCVS teacher, not by Tuskawilla Middle
School staff.Before signing your student up for Virtual Lab, please consider the following suggested
guidelines in order for them to be successful in their courses:
*Student should be self-motivated and self-disciplined. *Student should be able to work
independently with little direction. *Student should possess good time-management skills. *Student
should have good communication skills to ask any questions/concerns of their online instructor. *Student
does not give up easily, even when confronted with obstacles. *Student should be comfortable with the
knowledge of online courses being more challenging than face-to-face classes. *Student should be
considered an average to above-average reader. *Student should possess basic computer knowledge and
skills.
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Elective Course Descriptions
Explore 2D Art – Course Code #0101005 (Semester Course Grades 6,7,8)
Students investigate a wide range of media and techniques, from both an historical and contemporary
perspective, as they engage in the art-making processes of creating two-dimensional works, which may
include drawing, painting, printmaking, and/or collage. Student artists reflect on their own artwork and
that of others through critical analysis to achieve artistic goals related to craftsmanship, technique, and
application of 21st-century skills. Opportunities are provided for creative decision-making in the context
of the structural elements of art and the organizational principles of design. This course incorporates
hands-on activities and consumption of art materials.
Explore 3D Art – Course Code #0101035 (Semester Course Grades 6,7,8)
Students learn to translate their two-dimensional skills into three-dimensional forms through the
exploration of natural, abstract, and synthetic sculptural forms using materials that may include, but are
not limited to, clay, plaster, and mixed media for creative expression. These student artists develop
perceptual, creative, technical, and problem-solving skills in a sculptural context as they design and
produce works of art with personal expression. Students in M/J Exploring Three-Dimensional Art focus
on use of safety procedures for process, media, and techniques. This course incorporates hands-on
activities and consumption of art materials.
Band 1 Beginning – Course Code #1302000 (Year-Long Course Grades 6,7,8)
Students with little or no instrumental experience develop foundational instrumental technique,
foundational music literacy, and aesthetic musical awareness through rehearsal, performance, and study
of high-quality band literature. Instrumentalists work on the fundamentals of music notation, sound
production, instrument care and maintenance, and personal and group rehearsal strategies. Public
performances may serve as a culmination of specific instructional goals. Students may be required to
attend and/or participate in rehearsals and performances outside the school day to support, extend,
and assess learning in the classroom. This course may also require students to obtain a musical
instrument (e.g., borrow, rent, purchase) from an outside source.
Band 2 Concert Band – Course Code #1302010 (Year-Long Course Grades 6,7,8
by teacher selection only)
Students with previous band experience build on instrumental technique, music literacy, and aesthetic
response through rehearsal, performance, and study of a variety of high-quality band literature.
Instrumentalists expand their knowledge of music notation, music theory, sound production, and
personal and group rehearsal strategies. Public performances may serve as a culmination of specific
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Band 2 Concert Band – Course Code #1302010 (Year-Long Course Grades 6,7,8
by teacher selection only) (Cont.)
instructional goals. Students may be required to attend and/or participate in rehearsals and
performances outside the school day to support, extend, and assess learning in the classroom. This
course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an
outside source.
Band 3 Symphonic – Course Code #1302020 (Year-Long Course Grades 6,7,8 by
teacher selection only)
Students with previous band experience expand on their instrumental technique, music literacy, and
aesthetic response through rehearsal, performance, and study of a variety of intermediate-level, highquality band literature. Instrumentalists extend their knowledge of music notation and theory, sound
production, and personal and group rehearsal strategies. Public performances may serve as a
culmination of specific instructional goals. Students may be required to attend and/or participate in
rehearsals and performances outside the school day to support, extend, and assess learning in the
classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent,
purchase) from an outside source.
Instrumental Ensemble – Course Code #1302110 (Year-Long Course Grades 6,7,8
by teacher selection only)
Students with little or no instrumental ensemble experience develop musicianship and performance
skills as they study, rehearse, and perform high-quality ensemble literature in diverse styles. Public
performances may serve as a culmination of specific instructional goals. Students may be required to
attend and/or participate in rehearsals and performances outside the school day to support, extend,
and assess learning in the classroom. This course may also require students to obtain a musical
instrument (e.g., borrow, rent, purchase) from an outside source.
Chorus 1 – Course Code #1302000 (Year-Long Course Grade 6 Boys/Girls)
Students with little or no choral experience develop beginning vocal technique and skills, critical and
creative thinking skills, and an appreciation of music from around the world and through time. Public
performances may serve as a culmination of specific instructional goals. Students may be required to
attend and/or participate in rehearsals and performances outside the school day to support, extend,
and assess learning in the classroom.
Chorus 1 – Course Code #13020000BB (Year-Long Course Beginning Boys)
Students with little or no choral experience develop beginning vocal technique and skills, critical and
creative thinking skills, and an appreciation of music from around the world and through time. Public
performances may serve as a culmination of specific instructional goals. Students may be required to
attend and/or participate in rehearsals and performances outside the school day to support, extend,
and assess learning in the classroom.
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Chorus 2 – Course Code #1303010 (Year-Long Course Grades 7/8 Girls by teacher
selection)
Students build on previous choral experience to expand vocal, technical, musical, and ensemble skills
through rehearsal, performance, and study of high-quality choral literature. Singers focus on increasing
knowledge of music theory, music literacy, and aesthetic response. Public performances may serve as a
culmination of specific instructional goals. Students may be required to attend and/or participate in
rehearsals and performances outside the school day to support, extend, and assess learning in the
classroom.
Chorus 3 – Course Code #1303020 (Year-Long Course Grades 7/8 Girls by teacher
selection)
Students with previous choral experience build intermediate-level knowledge of vocal technique,
musical literacy, ensemble skills, and related musical knowledge through rehearsal, performance, and
study of a variety of high-quality 2-, 3-, and 4-part choral literature. Public performances may serve as a
culmination of specific instructional goals. Students may be required to attend and/or participate in
rehearsals and performances outside the school day to support, extend, and assess learning in the
classroom.
Chorus 4 – Course Code #1303030 (Year-Long Course Platinum by teacher
selection)
Students with significant experience in a choral ensemble develop advanced knowledge of vocal
techniques, music literacy, ensemble skills, and related musical knowledge through rehearsal,
performance, and study of a variety of high-quality advanced choral literature. Public performances may
serve as a culmination of specific instructional goals. Students may be required to attend and/or
participate in rehearsals and performances outside the school day to support, extend, and assess
learning in the classroom.
Orchestra 1 Beginning – Course Code #1302040 (Year-Long Course Grades 6,7,8)
Students who have little or no experience on violin, viola, cello, bass, or harp explore high-quality music
literature written or transcribed for string orchestra. Study includes the development of foundational
instrumental ensemble techniques, performance skills, music literacy, and aesthetic awareness. Public
performances may serve as a culmination of specific instructional goals. Students may be required to
attend and/or participate in rehearsals and performances outside the school day to support, extend,
and assess learning in the classroom. This course may also require students to obtain a musical
instrument (e.g., borrow, rent, purchase) from an outside source.
Orchestra 2 Intermediate – Course Code #1302050 (Year-Long Course Grades
6,7,8)(*Must have completed Orchestra 1 by teacher selection)
Students who have some previous orchestral experience focus on the development of instrumental
technique, musical literacy, performance skills, and increasing aesthetic awareness through study,
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Orchestra 2 Intermediate – Course Code #1302050 (Year-Long Course Grades
6,7,8)(*Must have completed Orchestra 1 by teacher selection)(Cont.)
rehearsal, and performance of a variety of high-quality orchestra literature. Public performances may
serve as a culmination of specific instructional goals. Students may be required to attend and/or
participate in rehearsals and performances outside the school day to support, extend, and assess
learning in the classroom. This course may also require students to obtain a musical instrument (e.g.,
borrow, rent, purchase) from an outside source.
Exploring Music Performance – Piano Keyboard I – Course Code #1302080 (YearLong Course Grades 6,7,8)
Students with little or no vocal or instrumental experience develop basic foundational skills and
knowledge, including music theory, technique, musicianship and ensemble skills. Students also explore
different genres of music and learn about the benefits of music study. Students may be required to
attend one or more performances outside of the school day to support, extend, and assess learning in
the classroom. This course may require students to obtain a musical instrument (e.g., borrow, rent,
purchase) from an outside source.
Music Theory – Drama/Improv – Course Code #1302000 (Semester Course Grades
6,7,8)
Students discover how music works with an exploratory introduction to the compositional process, and
develop fluency in music notation and rhythmic skills, as well as knowledge of basic form. Acquisition of
basic aural and keyboard skills provides students with skills to express themselves creatively through
music. Public performances may serve as a resource for specific instructional goals. Students may be
required to attend one or more performances outside the school day to support, extend, and assess
learning in the classroom.
Your Pathway to Career Exploration- (Orientation to Career and Technical
Occupations and Career Planning) Course Code #9100110 (Mandatory course for
all 7th graders)
Do you know what path you want to take in life? Do you want the world to know about yourself and
your talents? In this course you will explore and discover your own path, learn to be a digital leader in
today’s world, and experience career exploration through fun and meaningful creation of your own
digital portfolio! This course will help you be better prepared for the transition to high school with an
understanding of self and a personalized pathway to the future! This blended course meets the state of
Florida’s career education requirement for promotion to high school, will include a 4-year plan for high
school connected to potential career paths, and will provide some of the information needed to
earn the Digital Literacy certificate.
Your Pathway to Technology and Communication (Applied Computer Business
Skills 1) Course Code # 8200320 (Mandatory course for all 8th graders)
Expressing yourself through technology is vital to your future. In this course you will learn about
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Your Pathway to Technology and Communication (Applied Computer Business
Skills 1) Course Code # 8200320 (Mandatory course for all 8th graders)(Cont.)
various ways to communicate in today’s world through digital technology. As a student in this course
you will...
 Learn technology terminology and skills through games and game creation.
 Learn how communication skills relate to trends in today’s world and how this will help
you to become a future leader and entrepreneur.
 Research, decide and reflect on how to put your best foot forward and tell the world how
awesome you are!
 Apply your skills to create personal brand materials and interest-related marketing tools,
which will show that you are an innovative, digitally literate citizen. Students who pass this
course in middle school will earn a .5 high school credit, will also satisfy the online learning
graduation requirement for high school, and will provide some of the information needed to
earn a Digital Literacy certificate.
Creative Writing 1 – Course Code #1009000 (Semester Course Grades 6,7,8)
The purpose of this course is to enable students to learn and use writing and language skills for creative
expression in a variety of literary forms. Emphasis will be on development of a personal writing style.
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a study of a variety of short literary collections, including poetry, one-act plays, the short
story, and memoir to determine and practice
writing for varied purposes and in varied genres, including
effective listening, speaking, and viewing strategies with emphasis on the use of evidence
to support or refute a claim in multimedia presentations, class discussions, and extended
text discussions
collaboration amongst peers, especially regarding peer reviews of multiple drafts
Creative Writing 2– Course Code #1009000 (Semester Course Grades 6,7,8) (Must
have completed Creative Writing 1)
The purpose of this course is to enable students to learn and use writing and language skills for creative
expression in a variety of literary forms. Emphasis will be on development of a personal writing style.




a study of a variety of short literary collections, including poetry, one-act plays, the short
story, and memoir to determine and practice
writing for varied purposes and in varied genres, including
effective listening, speaking, and viewing strategies with emphasis on the use of evidence
to support or refute a claim in multimedia presentations, class discussions, and extended
text discussions
collaboration amongst peers, especially regarding peer reviews of multiple drafts
Biology 1 Honors – Course Code #200032 (Year long virtual course offered on
campus for 8th graders only)
While the content focus of this course is consistent with the Biology I course, students will explore these
concepts in greater depth. In general, the academic pace and rigor will be greatly increased for honors
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level course work. Laboratory investigations that include the use of scientific inquiry, research,
measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and
safety procedures are an integral part of this course. The National Science Teachers Association (NSTA)
recommends that at the high school level, all students should be in the science lab or field, collecting
data every week. School laboratory investigations (labs) are defined by the National Research Council
(NRC) as an experience in the laboratory, classroom, or the field that provides students with
opportunities to interact directly with natural phenomena or with data collected by others using tools,
materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high
school classroom should help all students develop a growing understanding of the complexity and
ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make
observations. Learners should understand measurement error; and have the skills to aggregate,
interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).
Advanced Level Course Note: Academic rigor is more than simply assigning to students a greater
quantity of work. Through the application, analysis, evaluation, and creation of complex ideas that are
often abstract and multi-faceted, students are challenged to think and collaborate critically on the
content they are learning.
Comprehensive Physical Education– Course Code #1508600 (Semester Course
Grades 6,7,8) (Mandatory for at least one (1) semester per year for all students)
This course is designed for 6th,7th , and 8th grade students and intended to be 18 weeks in length. The
purpose of this course is to provide a foundation of knowledge, skills, and values necessary for the
development of a physically active lifestyle. The course content provides exposure to a variety of
movement opportunities and experiences which includes, but is not limited to: Fitness Activities,
Educational Gymnastics and Dance, and Team Sports. The integration of fitness concepts throughout the
content is critical to student success in this course and in the development of a healthy and physically
active lifestyle. (It is mandatory students take 1 semester per school year but students may elect to take
a 2nd semester if their schedule permits)
Beginning Spanish – Course Code #0708000 (Semester Course Grades 7,8)
M/J Spanish Beginning introduces students to the target language and its culture. Students will learn
beginning skills in listening and speaking and an introduction to basic skills in reading and writing. Also,
culture, connections, comparisons, and communities are included in this semester course.
Spanish 1 (High School credit) – Course Code #07080340 (Year Long Course 8th
grade only)
Spanish 1 introduces students to the target language and its culture. The student will develop
communicative skills in all 3 modes of communication and cross-cultural understanding. Emphasis is
placed on proficient communication in the language. An introduction to reading and writing is also
included as well as culture, connections, comparisons, and communities.
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Personal, Career, and School Development Skills 1– (Advanced Learning
Strategies) Course Code #0500000 (Semester Course Grades 6,7,8)
The purpose of this course is to provide students with an opportunity to experience success in
school and improve attitudes and behaviors towards learning, self, school and community. The
content should include, but not be limited to, the following:
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goal setting
time management
decision making
problem solving
(*It is possible for students to have this course both 1st and 2nd semester based on student needs,
course availability, and class size.*)
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Sports Programs
Interscholastic Sports
Tuskawilla Middle School offers all students the opportunity to participate in an interscholastic
program. In order to participate/try-out, students are required to have a physical examination,
have parent permission, and provide proof of insurance. Students selected for competitive teams
are required to pay a registration fee. Student will not be excluded from play due to inability to
pay required fee. Please speak with the sponsor of the respective program during time of
participation to obtain information regarding available assistance.
All interscholastic sports participants must maintain a 2.0 Grade Point Average (GPA) or better
on their most recent report card. If participating in fall sports, the GPA from the previous school
year will be considered. During participation, if a student’s GPA drops below a 2.0 GPA, the
student will be removed from the team.
Good sportsmanship and adherence to the Seminole County Conduct and Discipline Code is
expected of all student athletes.
As of this time, Tuskawilla Middle offers the following sports teams:

Volleyball, Cross Country, Basketball, Track and Field, and Cheerleading
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Clubs and Activities
Intramural Sports
Tuskawilla offers intramural sports before/after/and during school. They are provided free of
charge to our students. Activities may include but are not limited to: volleyball, basketball, flagfootball, and other sports.
National Junior Honor Society (NJHS)
To qualify for membership, a student must be in the 7th or 8th grade, have a minimum 3.5 GPA or
better for the current school year, and have satisfactory citizenship. Membership requirements
are established by NJHS. The group will meet after school once a month to participate in service
type projects.
Student Council
Student Council is an active group of students who take part in the planning and implementation
of projects, events, and community activities. They help to promote school spirit and provide
positive experiences for the student body. All grades are represented in the organization. Adult
sponsors provide guidance. Student Council general meetings are held once a month.
NOTE:Several projects require students to come early or stay late. It is for this reason that
parent permission is required to become a student council representative. Parents must make
arrangements for transportation.
Math Counts Team
Students stay after school on Wednesday with the purpose of choosing a team to compete for the
annual competition in February. If the team is successful, students will continue on to the state
competition in March and possibly the national competition in May.
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SECME
SECME is a pre-engineering program to enrich students in science, math, and engineering. It is
open to all Tuskawilla Middle School students.
Fellowship of Christian Athletes
FCA focuses on equipping, empowering and encouraging young people to make a difference.
Falcons Against Bullying (FAB)
Student led organization to tackle the issue of bullying in middle school.
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