Baldwin MSHS
Course Catalog 2014 – 15
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
English Language Arts/Reading Courses
M/J LANGAUGE ARTS 1 (100101001)
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.
M/J ADVANCED LANGUAGE ARTS 1 (100102001)
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 career
preparation and readiness. Honors and 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.
M/J LANGAUGE ARTS 2 (100104001)
The purpose of this course is to provide grade 7 students,
using texts of high complexity, students integrated
language arts study in reading, writing, speaking,
listening, and language for college and career
preparation and readiness.
M/J ADVANCED LANGUAGE ARTS 2 (1001050001)
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. Honors and 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.
listening, and language for college and career
preparation and readiness. Honors and 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.
ENGLISH 1 (100131001/21)
The purpose of this course is to provide English 1
students, using texts of high complexity, integrated
language arts study in reading, writing, speaking,
listening, and language for college and career
preparation and readiness.
ENGLISH 1 HONORS (100132001/21)
The purpose of this course is to provide grade 9 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. Honors and 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.
ENGLISH 2 (100134001/21)
The purpose of this course is to provide grade 10
students, using texts of high complexity, integrated
language arts study in reading, writing, speaking,
listening, and language for college and career
preparation and readiness.
M/J LANGUAGE ARTS 3 (100107001)
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.
ENGLISH 2 HONORS (100135001/21)
The purpose of this course is to provide grade 10
students, using texts of high complexity, advanced
integrated language arts study in reading, writing,
speaking, listening, and language in preparation for
college and career readiness. Honors and 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.
M/J ADVANCED LANGAUGE ARTS 3 (100108001)
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,
ENGLISH 3 (100137001/21)
The purpose of this course is to provide grade 11
students, using texts of high complexity, integrated
language arts study in reading, writing, speaking,
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
listening, and language for college and career
preparation and readiness.
AP ENGLISH LANGAUGE & COMPOSITION
(100142001/21)
An AP course in English Language and Composition
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 effectiveness in writing.
ENGLISH 4 COLLEGE PREP (100140501/21)
This course incorporates reading and writing study
through writing a variety of informative texts using
grade-level writing craft and through the in-depth
reading and analysis of informational selections in order
to develop critical reading and writing skills necessary
for success in college courses. This course prepares
students for successful completion of Florida college
English courses. The benchmarks reflect the Florida
Postsecondary Readiness Competencies necessary for
entry-level college courses and are also related to the
College and Career Readiness (CCR) anchor standards,
the exit standards of Florida's K -12 Common Core
Standards.
AP ENGLISH LITERATURE & COMPOSITION
(100143001/21)
The purpose of this course is to study and practice
writing and to study literature. Students will learn to use
the modes of discourse and recognize the assumptions
underlying various rhetorical strategies. Students will
also acquire an understanding of the resources of the
language and of the writer’s craft. They will develop
critical standards for the appreciation of any literary
work and increase their sensitivity to literature as shared
experience.
Math Courses
M/J MATH 1 (120501001)
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.
M/J ADVANCED MATH 1 (120502001)
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.
M/J MATH 2 (120504001)
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.
M/J PRE-ALGEBRA (120507001)
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 HONORS (120032002)
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.
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
ALGEBRA I (120031061)
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.
GEOMETRY (120631061)
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 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 CCSS. 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.
GEOMETRY HONORS (120632061)
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 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 CCSS. 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.
ALGEBRA 2 (120033001/21)
Building on their work with linear, quadratic, and
exponential functions, students extend their repertoire of
functions to include polynomial, rational, and radical
functions.2 Students work closely with the expressions
that define the functions, and continue to expand and
hone their abilities to model situations and to solve
equations, including solving quadratic equations over the
set of complex numbers and solving exponential
equations using the properties of logarithms.
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.
ALGEBRA 2 HONORS (120034001/21)
Building on their work with linear, quadratic, and
exponential functions, students extend their repertoire of
functions to include polynomial, rational, and radical
functions.2 Students work closely with the expressions
that define the functions, and continue to expand and
hone their abilities to model situations and to solve
equations, including solving quadratic equations over the
set of complex numbers and solving exponential
equations using the properties of logarithms. The
Mathematical Practice Standards 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.
PRE-CALCULUS (120234001/21)
This course is an extension of Algebra II with the
emphasis in Trigonometry, Limits, and introductory
calculus topics. All major areas covered in Algebra II are
reinforced at a greater depth with additional applications
aided by the use of calculators and computers. The
course is designed to encompass all those topics
necessary to be successful in a college calculus course.
MATH FOR COLLEGE READINESS (120070001/21)
This course is targeted for grade 12 students, whose test
scores on the Postsecondary Educational Readiness Test
(P.E.R.T.) are at or below the established cut scores for
mathematics, indicating that they are not yet “college
ready” in mathematics or simply need some additional
instruction in content to prepare them for success in
college level mathematics. This course incorporates the
Common Core Standards for Mathematical Practices as
well as the following Common Core Standards for
Mathematical Content: Expressions and Equations, The
Number System, Functions, Algebra, Geometry,
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
Number and Quantity, Statistics and Probability, and the
Common Core Standards for High School Modeling.
The standards align with the Mathematics Postsecondary
Readiness Competencies deemed necessary for entrylevel college courses.
AP CALCULUS AB (120231001/21)
Calculus AB is primarily concerned with developing the
students’ understanding of the concepts of calculus and
providing experience with its methods and applications.
The courses emphasize a multirepresentational approach
to calculus, with concepts, results, and problems being
expressed graphically, numerically, analytically, and
verbally. The connections among these representations
also are important.
Science Courses
M/J SCIENCE 1 (200204001)
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).
M/J ADVANCED SCIENCE 1 (200205001)
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).
M/J SCIENCE 2 (200207001)
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).
M/J ADVANCED SCIENCE 2 (200208001)
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
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
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).
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).
M/J SCIENCE 3 (200210001)
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).
PHYSICAL SCIECNE (200331001/21)
While the content focus of this course is consistent with
the Physical Science course, students will explore these
concepts in greater depth. In general, the academic pace
and rigor will be greatly increased for honors 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).
M/J ADVANCED SCIENCE 3 (200211001)
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
PHYSICAL SCIENCE HONORS (200332001/21)
While the content focus of this course is consistent with
the Physical Science course, students will explore these
concepts in greater depth. In general, the academic pace
and rigor will be greatly increased for honors 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
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
(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).
(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).
BIOLOGY (200031061)
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).
CHEMISTRY (200334001/21)
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).
BIOLOGY HONORS (200032061)
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 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
CHEMISTRY HONORS (200335001/21)
While the content focus of this course is consistent with
the Chemistry I course, students will explore these
concepts in greater depth. In general, the academic pace
and rigor will be greatly increased for honors 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
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
(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).
ANATOMY & PHYSIOLOGY (200035001/21)
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).
AP ENVIRONMENTAL SCIENCE (200138001/21)
The AP Environmental Science course is designed to be
the equivalent of a one-semester, introductory college
course in environmental science. Unlike most other
introductory-level college science courses,
environmental science is offered from a wide variety of
departments, including geology, biology, environmental
studies, environmental science, chemistry, and
geography. Depending on the department offering the
course, different emphases are placed on various topics.
Some courses are rigorous science courses that stress
scientific principles and analysis and that often include a
laboratory component; other courses emphasize the
study of environmental issues from a sociological or
political perspective rather than a scientific one. The AP
Environmental Science course has been developed to be
most like the former; as such, it is intended to enable
students to undertake, as first-year college students, a
more advanced study of topics in environmental science
or, alternatively, to fulfill a basic requirement for a
laboratory science and thus free time for taking other
courses.
AP BIOLOGY (200034001/21)
Given the speed with which scientific discoveries and
research continuously expand scientific knowledge,
many educators are faced with the challenge of
balancing breadth of content coverage with depth of
understanding. The revised AP Biology course addresses
this challenge by shifting from a traditional “content
coverage” model of instruction to one that focuses on
enduring, conceptual understandings and the content that
supports them. This approach will enable students to
spend less time on factual recall and more time on
inquiry-based learning of essential concepts, and will
help them develop the reasoning skills necessary to
engage in the science practices used throughout their
study of AP Biology.
Social Studies Courses
M/J WORLD HSITORY 1 (210901001)
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.
M/J ADVANCED WORLD HISTORY (210902001)
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.
Honors/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 note-taking, 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
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
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).
M/J CIVICS (210601001)
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.
M/J ADVANCED CIVICS (210602001)
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. 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.
Honors/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 note-taking, 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).
M/J UNITED STATES HISTORY (210001501)
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.
Mathematics Benchmark Guidance - Instruction of
U.S. History should include opportunities for students to
interpret and create representations of historical events
using mathematical tables, charts, and graphs.
Career and Education Planning - Per section
1003.4156, Florida Statutes, the Career and Education
Planning course must result in a completed personalized
academic and career plan for the student; must
emphasize the importance of entrepreneurship skills;
must emphasize technology or the application of
technology in career fields; and, beginning in the 20142015 academic year, must provide information from the
Department of Economic Opportunity’s economic
security report as described in section 445.07, Florida
Statutes. For additional information on the Middle
School Career and Education Planning course, go to
http://www.fldoe.org/workforce/ced/.
M/J ADVANCED UNITED STATES HISTORY
(210002501)
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.
Honors/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 note-taking, participating in Socratic
seminars/discussions, emphasizing free-response and
document-based writing, contrasting opposing
viewpoints, solving problems, etc. Students will develop
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
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).
Mathematics Benchmark Guidance - Instruction of
U.S. History should include opportunities for students to
interpret and create representations of historical events
using mathematical tables, charts, and graphs.
Career and Education Planning - Per section
1003.4156, Florida Statutes, the Career and Education
Planning course must result in a completed personalized
academic and career plan for the student; must
emphasize the importance of entrepreneurship skills;
must emphasize technology or the application of
technology in career fields; and, beginning in the 20142015 academic year, must provide information from the
Department of Economic Opportunity’s economic
security report as described in section 445.07, Florida
Statutes. For additional information on the Middle
School Career and Education Planning course, go to
http://www.fldoe.org/workforce/ced/
WORLD HISTORY (210931001/21)
The grade 9-12 World History course consists of the
following content area strands: World History,
Geography and Humanities. This course is a continued
in-depth study of the history of civilizations and
societies from the middle school course, and includes the
history of civilizations and societies of North and South
America. Students will be exposed to historical periods
leading to the beginning of the 21st Century. So that
students can clearly see the relationship between cause
and effect in historical events, students should have the
opportunity to review those fundamental ideas and
events from ancient and classical civilizations.
AP WORLD HISTORY (210942001/21)
The breadth of world history has always posed
challenges for AP teachers to create opportunities for
deep conceptual understanding for students while
addressing a syllabus largely driven by sheer scope. The
AP World History course outlined in this course and
exam description addresses these challenges by
providing a clear framework of six chronological periods
viewed through the lens of related key concepts and
course themes, accompanied by a set of skills that
clearly define what it means to think historically. The
course’s organization around a limited number of key
concepts instead of a perceived list of facts, events, and
dates makes teaching each historical period more
manageable. The three to four key concepts per period
define what is most essential to know about each period
based upon the most current historical research in world
history. This approach enables students to spend less
time on factual recall, more time on learning essential
concepts, and helps them develop historical thinking
skills necessary to explore the broad trends and global
processes involved in their study of AP World History.
AMERICAN HISTORY (210031001)
United States History (U.S. History) 9-12 Course The grade 9-12 United States History course consists of
the following content area strands: United States
History, Geography, and Humanities. The primary
content emphasis for this course pertains to the study of
United States history from Reconstruction to the present
day. 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 review those fundamental ideas and
events which occurred before the end of Reconstruction.
AP UNITED STATES HISTORY (210033001/21)
The AP U.S. History course is designed to provide
students with the analytic skills and factual knowledge
necessary to deal critically with the problems and
materials in U.S. history. The program prepares students
for intermediate and advanced college courses by
making demands upon them equivalent to those made by
full-year introductory college courses. Students should
learn to assess historical materials — their relevance to a
given interpretive problem, reliability, and importance—
and to weigh the evidence and interpretations presented
in historical scholarship. An AP U.S. History course
should thus develop the skills necessary to arrive at
conclusions on the basis of an informed judgment and to
present reasons and evidence clearly and persuasively in
essay format.
AMERICAN GOVERNMENT (210631001)
The grade 9-12 United States Government course
consists of the following content area strands:
Geography, Civics and Government. The primary
content for the course pertains to the study of
government institutions and political processes and their
historical impact on American society. Content should
include, but is not limited to, the functions and purpose
of government, the function of the state, the
constitutional framework, federalism, separation of
powers, functions of the three branches of government at
the local, state and national level, and the political
decision-making process.
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
ECONOMICS WITH FINANCIAL LITERACY
(210233501)
The grade 9-12 Economics course consists of the
following content area strands: Economics and
Geography. The primary content emphasis for this
course pertains to the study of the concepts and
processes of the national and international economic
systems. Content should include, but is not limited to,
currency, banking, and monetary policy, the fundamental
concepts relevant to the major economic systems, the
global market and economy, major economic theories
and economists, the role and influence of the
government and fiscal policies, economic measurements,
tools, and methodology, financial and investment
markets, and the business cycle.
AP UNITED STATES GOVERNMENT & POLITICS
(210642001)
A well-designed AP course in United States Government
and Politics will give students an analytical perspective
on government and politics in the United States. This
course includes both the study of general concepts used
to interpret U.S. government and politics and the
analysis of specific examples. It also requires familiarity
with the various institutions, groups, beliefs, and ideas
that constitute U.S. government and politics. While there
is no single approach that an AP United States
Government and
Politics course must follow, students should become
acquainted with the variety of theoretical perspectives
and explanations for various behaviors and outcomes.
Certain topics are usually covered in all college courses.
The following is a discussion of these topics and some
questions that should be explored in the course.
AP MACROECONOMICS (210237001)
The purpose of the AP course in macroeconomics is to
give students a thorough understanding of the principles
of economics that apply to an economic system as a
whole.
The course places particular emphasis on the study of
national income and price-level determination, and also
develops students’ familiarity with economic
performance measures, the financial sector, stabilization
policies, economic growth, and international economics.
There is no single approach that an AP Macroeconomics
course is expected to follow. Whatever the approach,
however, AP teachers are advised to take into account
certain topics generally covered in college courses.
The following is a brief discussion of these topics and
some aspects of them that a teacher may choose to
explore.
AP PSYCHOLOGY (210735001/21)
The AP Psychology course is designed to introduce
students to the systematic and scientific study of the
behavior and mental processes of human beings and
other animals. Students are exposed to the psychological
facts, principles, and phenomena associated with each of
the major subfields within psychology. They also learn
about the ethics and methods psychologists use in their
science and practice.
Middle School Gifted Course
GRADE 6 – 8 GIFTED ELECTIVE (785504001)
This course is designed to enable exceptional students to
acquire and apply the skills and abilities needed to
enhance academic achievement through experiences
which provide enrichment, in-depth learning, and /or
accelerated study of academic curriculum requirements.
Students who are gifted have learning needs that go
beyond what is traditionally offered in the regular
classroom. The nature of their abilities, demonstrated or
latent, requires differentiated learning experiences and
opportunities for them to maximize their potential.
Teachers need to develop the depth and quality of their
students’ experiences while adjusting the pace to meet
individual needs.
Physical Education Courses
M/J FITNESS GRADE 6 (1508000001)
This fitness course is designed for 6th grade students and
intended to be 18 weeks in length. The purpose of this
course is to provide students with the knowledge, skills,
and values they need to become healthy and physically
active for a lifetime. This course addresses both the
health and skill-related components of physical fitness
which are critical for students' success.
M/J HEALTH GRADE 6 (080003001)
The purpose of this course is to provide students with the
opportunity to gain the knowledge and skills necessary
to become health literate and practice responsible
behaviors to promote healthy lifestyle and healthy living.
This course focuses on the comprehensive health issues
core to the optimal development of adolescents.
M/J TEAM SPORTS GRADE 7 (150820001)
This course is designed for 7th grade students and is
intended to be 18 weeks in length. The purpose of this
course is to develop the physical skills necessary to be
competent in many forms of movement, knowledge of
team sports concepts such as offensive and defensive
strategies and tactics, and appropriate social behaviors
within a team or group setting. The integration of fitness
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
concepts throughout the content is critical to the success
of this course.
student success in this course and in the development of
a healthy and physically active lifestyle.
M/J HEALTH GRADE 7 (080004001)
The purpose of this course is to provide students with the
opportunity to gain the knowledge and skills necessary
to become health literate and practice responsible
behaviors to promote healthy living. This comprehensive
course focuses on making wise personal decisions and
respecting and promoting the health of others.
M/J EXTREME SPORTS (150840001)
This course is designed for 8th grade students and is
intended to be 18 weeks in length. The purpose of this
course is to provide the skills, knowledge, and
motivation necessary for participation in non-traditional
forms of physical activity. 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.
M/J INDIVIDUAL/DUAL SPORTS GRADE 8
(150850001)
This course is designed for 8th grade students and
intended to be 18 weeks in length. The purpose of this
course is to develop the physical skills necessary to
competent in many forms of movement, knowledge of
offensive and defensive strategies and tactics, and
appropriate social behaviors within both competitive and
non-competitive activity settings. 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.
M/J HEALTH GRADE 8 (080005001)
The purpose of this course is to provide students with the
opportunity to gain the knowledge and skills necessary
to become health literate and practice responsible
behaviors to become healthy, productive citizens. This
comprehensive course focuses on the development of
positive life-long knowledge, attitudes, and behaviors,
which promote an active and healthy lifestyle.
M/J PURSUITS/AQUATICS (150830001)
This course is designed for 7th grade students and is
intended to be 18 weeks in length. The purpose of this
course is to provide the skills, knowledge, and
motivation necessary for participation in non-traditional
forms of physical activity. The integration of fitness
concepts throughout the content is critical to student
success in this course and in the development of a
physically active lifestyle.
M/J COMPREHENSIVE PE (150870001)
This course is designed for 7th and 8th grade students
and is intended to be 18 weeks in length. The purpose of
this course is to build on previously acquired knowledge,
skills, and values necessary for the implementation and
maintenance of a physically active lifestyle. The course
content provides exposure to a variety of movement
opportunities and experiences which include, but is not
limited to: Outdoor Pursuits/Aquatics, Individual/Dual
Sports and Alternative/Extreme Sports. The integration
of fitness concepts throughout the content is critical to
HOPE (302601001/21)
The purpose of this course is to develop and enhance
healthy behaviors that influence lifestyle choices and
student health and fitness. Students will realize the full
benefit of this course when it is taught with an integrated
approach.
In addition to the physical education content represented
in the benchmarks below, specific health education
topics within this course include, but are not limited to:
Mental/Social Health
Physical Activity
Components of Physical Fitness
Nutrition and Wellness Planning
Diseases and Disorders
Health Advocacy
First Aid/CPR
Alcohol, Tobacco, and Drug Prevention
Human Sexuality including Abstinence and HIV
Internet Safety
IND. SPORTS 1 (150241001)
The purpose of this course is to develop the physical
skills necessary to be competent in many forms of
movement, knowledge of individual sports concepts
such as offensive and defensive strategies and tactics,
and appropriate social behaviors within an individual
setting. The integration of fitness concepts throughout
the content is critical to the success of this course.
IND. SPORTS 2 (150242001)
The purpose of this course is to develop the physical
skills necessary to be competent in many forms of
movement, knowledge of individual sports concepts
such as offensive and defensive strategies and tactics,
and appropriate social behaviors within an individual
setting. The integration of fitness concepts throughout
the content is critical to the success of this course.
IND. SPORTS 3 (150243001)
The purpose of this course is to develop the physical
skills necessary to be competent in many forms of
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
movement, knowledge of individual sports concepts
such as offensive and defensive strategies and tactics,
and appropriate social behaviors within an individual
setting. The integration of fitness concepts throughout
the content is critical to the success of this course.
TEAM SPORTS 1 (150335001)
The purpose of this course is to develop the physical
skills necessary to be competent in many forms of
movement, knowledge of team sports concepts such as
offensive and defensive strategies and tactics, and
appropriate social behaviors within a team or group
setting. The integration of fitness concepts throughout
the content is critical to the success of this course.
TEAM SPORTS 2 (150336001)
The purpose of this course is to develop the physical
skills necessary to be competent in many forms of
movement, knowledge of team sports concepts such as
offensive and defensive strategies and tactics, and
appropriate social behaviors within a team or group
setting. The integration of fitness concepts throughout
the content is critical to the success of this course.
BEG. WEIGHT TRAIN (150134001)
The purpose of this course is to develop the physical
skills necessary to be competent in many forms of
movement as it relates to weight training. The
integration of fitness concepts throughout the content is
critical to the success of this course.
INT. WEIGHT TRAIN (150135001)
The purpose of this course is to develop the physical
skills necessary to be competent in many forms of
movement as it relates to weight training. The
integration of fitness concepts throughout the content is
critical to the success of this course.
ADV. WEIGHT TRAIN (150136001)
The purpose of this course is to develop the physical
skills necessary to be competent in many forms of
movement as it relates to weight training. The
integration of fitness concepts throughout the content is
critical to the success of this course.
Performing/Fine Art Courses
M/J BAND 1 (130200001)
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.
M/J BAND 2 (130201001)
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 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.
M/J BAND 3 (130202001)
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, high-quality 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.
M/J CHORUS 1 (130300001)
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.
M/J CHORUS 2 (130301001)
Students build on previous choral experience to expand
vocal, technical, musical, and ensemble skills through
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
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
M/J CHORUS 3 (130302001)
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.
M/J STUDIO ART 1 (010101001)
Students explore media and techniques used to create a
variety of 2-D artworks through developing skills in
drawing, painting, printmaking, and collage. Students
practice, sketch, and manipulate the structural elements
of art. Investigation of artworks from Western and nonWestern cultures provide a means for students to expand
their understanding and appreciation of the role of art in
global culture. Student artists use an art criticism process
to evaluate, explain, and measure artistic growth in
personal or group works. This course incorporates
hands-on activities and consumption of art materials.
M/J STUDIO ART 2 (010102001)
Students explore media and techniques used to create a
variety of 2-D artworks through developing skills in
drawing, painting, printmaking, and collage. Students
practice, sketch, and manipulate the structural elements
of art. Investigation of artworks from Western and nonWestern cultures provide a means for students to expand
their understanding and appreciation of the role of art in
global culture. Student artists use an art criticism process
to evaluate, explain, and measure artistic growth in
personal or group works. This course incorporates
hands-on activities and consumption of art materials.
M/J STUDIO ART 3 (010102601)
Students extend to an advanced level techniques used to
create a variety of 2-D artworks through developing
skills in drawing, painting, printmaking, and collage.
Students proficiently manipulate the structural elements
of art with increasing independence to promote creative
risk-taking in 2-D artwork. Investigation of artworks
from Western and non-Western cultures provide a means
for students to expand their understanding and
appreciation of the role of art in global culture. Student
artists use an art criticism process to evaluate, explain,
and measure artistic growth in personal or group works.
This course incorporates hands-on activities and
consumption of art materials.
M/J DRAMA 1 (040000001)
Students learn the basics of building a character through
such activities as pantomime, improvisation, and
effective speaking using articulation, projection, and
breathing. Students also learn the importance of
technical theatre and explore the use of such elements as
costumes, props, and scenery. Students practice writing
for the theatre and explore various theatre roles and
functions. 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. 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.
M/J DRAMA 2 (040001001)
Students with previous theatre experience and
instruction continue to study acting, design, and
dramatic literature to increase the enjoyment and
understanding of what is required to prepare plays for
the public. Students explore theatre history, study the
great American playwrights, examine the cultural and
historical contributions to theatre, and begin to use the
information to inform and improve their theatre
knowledge and skills. Students begin to use the basic
elements of theatre design through practical application
and projects. 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.
M/J DRAMA 3 (040002501)
Students continue to build skills and knowledge as they
explore aspects of theatre. Students explore theatre
history, study the great American playwrights, examine
the cultural and historical contributions to theatre, and
improve their theatre knowledge and skills. Students
learn about and begin to use the basic elements of theatre
design through practical application and projects. Public
performances may serve as a culmination of specific
instructional goals. Students may be required to attend
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
and/or participate in rehearsals and performances outside
the school day to support, extend, and assess learning in
the classroom.
DRAW 1 (010434001/21)
Students experiment with the media and techniques used
to create a variety of two-dimensional (2-D) artworks
through the development of skills in drawing. Students
practice, sketch, and manipulate the structural elements
of art to improve mark making and/or the organizational
principles of design in a composition from observation,
research, and/or imagination. Through the critique
process, students evaluate and respond to their own work
and that of their peers. This course incorporates handson activities and consumption of art materials.
DRAW 2 (010435001/21)
Students develop and refine technical skills and create 2D compositions with a variety of media in drawing.
Student artists sketch, manipulate, and refine the
structural elements of art to improve mark-making
and/or the organizational principles of design in a
composition from observation, research, and/or
imagination. Through the critique process, students
evaluate and respond to their own work and that of their
peers. This course incorporates hands-on activities and
consumption of art materials.
DRAW 3 HONORS (010436001/21)
Students demonstrate proficiency in the conceptual
development of content in drawing to create self-directed
or collaborative 2-D artwork suitable for inclusion in a
portfolio. Students produce works that show evidence of
developing craftsmanship and quality in the
composition. Through the critique process, students
evaluate and respond to their own work and that of their
peers. Through a focused investigation of traditional
techniques, historical and cultural models, and individual
expressive goals, students begin to develop a personal
art style. This course incorporates hands-on activities
and consumption of art materials.
PAINT 1 (010437001/21)
Students experiment with the media and techniques used
to create a variety of two-dimensional (2-D) artworks
through the development of skills in painting. Students
practice, and manipulate the structural elements of art to
improve mark making and/or the organizational
principles of design in a composition from observation,
research, and/or imagination. Through the critique
process, students evaluate and respond to their own work
and that of their peers. This course incorporates handson activities and consumption of art materials.
PAINT 2 (010438001/21)
Students develop and refine technical skills and create 2D compositions in painting. Student artists manipulate,
and refine the structural elements of art to improve
mark-making and/or the organizational principles of
design in a composition from observation, research,
and/or imagination. Through the critique process,
students evaluate and respond to their own work and that
of their peers. This course incorporates hands-on
activities and consumption of art materials.
PAINT 3 HONORS (010739001/21)
Students demonstrate proficiency in the conceptual
development of content in painting to create self-directed
or collaborative 2-D artwork suitable for inclusion in a
portfolio. Students produce works that show evidence of
developing craftsmanship and quality in the
composition. Through the critique process, students
evaluate and respond to their own work and that of their
peers. Through a focused investigation of traditional
techniques, historical and cultural models, and individual
expressive goals, students begin to develop a personal
art style. This course incorporates hands-on activities
and consumption of art materials.
AP STUDIO ART (010430001/21)
The AP Studio Art portfolios are designed for students
who are seriously interested in the practical experience
of art.
AP Studio Art is not based on a written exam; instead,
students submit portfolios for evaluation at the end of
the school year. The AP Studio Art Program consists of
three portfolios — 2-D Design, 3-D Design and Drawing
— corresponding to the most common college
foundation courses. AP Studio Art sets a national
standard for performance in the visual arts that
contributes to the significant role the arts play in
academic environments.
Each year the thousands of portfolios that are submitted
in AP Studio Art are reviewed by college, university and
secondary school art instructors using rigorous
standards.
This College Board program provides the only national
standard for performance in the visual arts that allows
students to earn college credit and/or advanced
placement while still in high school. The AP Program is
based on the premise that college-level material can be
taught successfully to secondary school students. It also
offers teachers a professional development opportunity
by inviting them to develop a course that will motivate
students to perform at the college level. In essence, the
AP Program is a cooperative endeavor that helps high
school students complete college-level courses and
permits colleges to evaluate, acknowledge and
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
encourage that accomplishment through the granting of
appropriate credit and placement
BAND 1 (130230001/21)
This year-long, entry-level class, designed for students
having little or no previous band experience with
woodwind, brass, and/or percussion instruments,
promotes the enjoyment and appreciation of music
through performance of high-quality, beginning wind
and percussion literature from different times and places.
Rehearsals focus on the development of critical
listening/aural skills; rudimentary instrumental technique
and skills, music literacy, and ensemble skills; and
aesthetic musical awareness culminating in periodic
public performances.
BAND 2 (130231001/21)
This year-long, beginning-level class, designed for
students with at least one year of woodwind, brass, and/
or percussion ensemble experience, promotes the
enjoyment and appreciation of music through
performance of high-quality wind and percussion
literature. Rehearsals focus on the development of
critical listening skills, instrumental and ensemble
technique and skills, expanded music literacy, and
aesthetic awareness culminating in periodic public
performances.
BAND 3 (130232001/21)
This year-long, formative class, designed for students
ready to build on skills and knowledge previously
acquired in a middle or high school instrumental
ensemble, promotes the enjoyment and appreciation of
music through performance of high-quality,
intermediate-level wind and percussion literature.
Rehearsals focus on development of critical
listening/aural skills, individual musicianship,
instrumental technique, refinement of ensemble skills,
and aesthetic engagement culminating in periodic public
performances
BAND 4 (130233001/21)
This year-long, intermediate-level course, designed for
students who demonstrate proficiency in woodwind,
brass and/or percussion techniques, music literacy,
critical listening/aural skills, and ensemble performance
skills, promotes greater engagement with and
appreciation for music through performance and other
experiences with a broad spectrum of music, as well as
creativity through composition and/or arranging.. Study
includes cultivation of well-developed instrumental
ensemble techniques and skills, music literacy and
theory, and deeper aesthetic engagement with a wide
variety of high-quality repertoire.
CHORUS 1 (130330001/21)
This year-long, entry-level class, designed for students
with little or no choral experience, promotes the
enjoyment and appreciation of music through
performance of beginning choral repertoire from a
variety of times and places. Rehearsals focus on the
development of critical listening skills; foundational
instrumental technique and skills, music literacy, and
ensemble skills; and aesthetic musical awareness
culminating in periodic public performances.
CHORUS 2 (130331001/21)
This year-long, beginning-level class, designed for
students with one year of experience or less in a choral
performing group, promotes the enjoyment and
appreciation of music through performance of basic,
high-quality choral music. Rehearsals focus on the
development of critical listening/aural skills;
foundational instrumental technique and skills, music
literacy, and ensemble skills; and aesthetic musical
awareness culminating in periodic public performances.
CHORUS 3 (130332001/21)
This year-long, formative class, designed for students
with previous participation in a school chorus who have
basic knowledge of note-reading and vocal technique,
concentrates on providing students opportunities to
strengthen existing skills in critical listening, vocal
techniques, and ensemble performance using highquality three- and four-part choral literature. Rehearsals
focus on gaining independence in music literacy and
aesthetic engagement through critical listening and
thinking skills.
CHORUS 4 (130333001/21)
This year-long, intermediate-level class is designed for
students with previous participation in a high school
chorus and moderate skills in critical listening, vocal
techniques, music literacy, and choral performance.
Rehearsals focus on enhancing these skills and students'
aesthetic engagement with music through a variety of
high-quality three- and four-part choral literature,
providing students with the means to learn how to reflect
and use a combination of analytical, assessment, and
problem-solving skills consistently to improve their own
and others' performance.
AP MUSIC THEORY (130033001/21)
The foundation of knowledge presented in the year-long
AP Music Theory course during high school provides
students with the opportunity to develop, practice, and
master music theory skills essential to success in postsecondary music theory course work. The AP Music
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
Theory Exam is intended for secondary school students
who have completed music theory studies comparable to
introductory college courses in music theory. Because
college curricula vary for beginning music theory
courses, scores for the AP Music Theory Exam are
reported in composite form and as aural and nonaural
subscores. These subscores inform placement decisions,
especially for music departments offering separate
courses for written theory and aural skills.
Career and Technical Education Courses
ICT 1 [6TH GRADE COMPUTERS] (900911001)
This course introduces students to core concepts
associated with computers and their use. The content
includes hands-on opportunities to explore various
software applications, including the creation of a
template-based webpage and a basic computer program.
For the programming instruction, the use of Alice from
Carnegie Mellon University is encouraged as it is a
highly engaging program, includes instructional
materials, and is available at no cost.
ICT 2 [7TH GRADE COMPUTERS] (900912001)
This course builds on the previous course and provides
greater depth and more complex concepts and the
skills/knowledge to master these concepts. Students will
be provided opportunities to extend their skills with
various software applications by creating more complex
documents and using more complex functions. Students
will also be exposed to structured programming and the
creation of a more complex computer program. For the
programming instruction, the use of Alice from Carnegie
Mellon University is encouraged as it is a highly
engaging program, includes instructional materials, and
is available at no cost.
ICT 3 [8TH GRADE COMPUTERS] (900913001)
This course builds on the previous two courses and
provides greater depth and more complex concepts and
the skills/knowledge to master these concepts. In
addition to working with network concepts, students will
be provided opportunities to further extend their skills
with various software applications by creating more
complex documents and using more complex functions
and technologies. Students will continue their exposure
to computer programming and the creation of more
complex computer programs. For the programming
instruction, the use of Alice from Carnegie Mellon
University is encouraged as it is a highly engaging
program, includes instructional materials, and is
available at no cost.
M/J 7TH GRADE JOURNALISM (100600001)
The purpose of this course is to enable grade 6 students
to develop fundamental skills in the production of
journalism across print, multimedia, web, and
broadcast/radio platforms and to become aware of
journalism history, careers, ethics use, and management
techniques related to the production of journalistic
media. Some activities may be required outside of the
school day.
M/J 8TH SPEECH AND DEBATE (100700001)
The purpose of this course is to develop grade 6 students'
beginning awareness, understanding, and application of
language arts as it applies to oral communication
concepts and strategies in a variety of given settings.
M/J 7TH GRADE INTRODUCTION TO ROBOTICS
In this course, students learn robotics concepts, building
robots with the LEGO NXT hardware and programming
with the LEGO Mindstorm software. The students’ work
is focused around the First LEGO League competition
held every December at the NREC (National Robotics
and Engineering Center) in Lawrenceville. Students will
build and program robots that will need to accomplish
specific tasks based on the competition theme.
M/J 8TH GRADE INTRODUCTION TO ROBOTICS
In this course, students learn robotics concepts, building
robots with the LEGO NXT hardware and programming
with the LEGO Mindstorm software. The students’ work
is focused around the First LEGO League competition
held every December at the NREC (National Robotics
and Engineering Center) in Lawrenceville. Students will
build and program robots that will need to accomplish
specific tasks based on the competition theme.
DIGITAL MEDIA FUNDAMENTALS [10TH OR 11TH
GRADE] (900511001/21)
This program offers a sequence of courses that provides
coherent and rigorous content aligned with challenging
academic standards and relevant technical knowledge
and skills needed to prepare for further education and
careers in the Arts, A/V Technology and
Communication career cluster; provides technical skill
proficiency, and includes competency-based applied
learning that contributes to the academic knowledge,
higher-order reasoning and problem-solving skills, work
attitudes, general employability skills, technical skills,
and occupation-specific skills, and knowledge of all
aspects of the Arts, A/V Technology and
Communication career cluster. The content includes but
is not limited to practical experiences in Web page
design, interactive presentation development, testing and
production. Specialized skills in multimedia
presentations such as video editing, audio features, and
simple animation and authoring software are used to
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
produce a variety of interactive multimedia
presentations.
DIGITAL MEDIA PRODUCTION [11TH]
(900512001/21)
This program offers a sequence of courses that provides
coherent and rigorous content aligned with challenging
academic standards and relevant technical knowledge
and skills needed to prepare for further education and
careers in the Arts, A/V Technology and
Communication career cluster; provides technical skill
proficiency, and includes competency-based applied
learning that contributes to the academic knowledge,
higher-order reasoning and problem-solving skills, work
attitudes, general employability skills, technical skills,
and occupation-specific skills, and knowledge of all
aspects of the Arts, A/V Technology and
Communication career cluster. The content includes but
is not limited to practical experiences in Web page
design, interactive presentation development, testing and
production. Specialized skills in multimedia
presentations such as video editing, audio features, and
simple animation and authoring software are used to
produce a variety of interactive multimedia
presentations.
TH
DIGITAL MEDIA DELIVERY [12 ] (900513001/21)
This program offers a sequence of courses that provides
coherent and rigorous content aligned with challenging
academic standards and relevant technical knowledge
and skills needed to prepare for further education and
careers in the Arts, A/V Technology and
Communication career cluster; provides technical skill
proficiency, and includes competency-based applied
learning that contributes to the academic knowledge,
higher-order reasoning and problem-solving skills, work
attitudes, general employability skills, technical skills,
and occupation-specific skills, and knowledge of all
aspects of the Arts, A/V Technology and
Communication career cluster. The content includes but
is not limited to practical experiences in Web page
design, interactive presentation development, testing and
production. Specialized skills in multimedia
presentations such as video editing, audio features, and
simple animation and authoring software are used to
produce a variety of interactive multimedia
presentations.
INDUSTRIAL COMMUNICATIONS (877111001/21)
This course is designed to develop basic entry-level
skills required for careers in the communications
industry.
JOURNALISM 1 (100630001/21)
The purpose of this course is to enable students to
develop fundamental skills in the production of
journalism across print, multimedia, web, and
broadcast/radio platforms and to develop knowledge of
journalism history, ethics use, and management
techniques related to the production of journalistic
media.
JOURNALISM 2 (100631001/21)
The purpose of this course is to enable students to extend
fundamental skills in the production of journalism across
print, multimedia, web, and broadcast/radio platforms
and to develop further knowledge of journalism history,
ethics use, and management techniques related to the
production of journalistic media.
JOURNALISM 3 (100632001/21)
The purpose of this course is to enable students to extend
fundamental skills in the production of journalism across
print, multimedia, web, and broadcast/radio platforms
and to develop further knowledge of journalism history,
ethics use, and management techniques related to the
production of journalistic media.
JOURNALISM 4 (100633001/21)
The purpose of this course is to enable students to extend
fundamental skills in the production of journalism across
print, multimedia, web, and broadcast/radio platforms
and to develop further knowledge of journalism history,
ethics use, and management techniques related to the
production of journalistic media.
WEB DESIGN (900111001/21)
This course is designed to provide students with
opportunities to acquire and apply foundational skills
related to web design.
DIGITAL DESIGN (820951001/21)
This course is designed to develop basic entry-level
skills required for careers in the digital publishing
industry. The content includes computer skills; digital
publishing concepts and operations; layout, design, and
measurement activities; decision-making activities; and
digital imaging. After successful completion of Digital
Design 1 students will have met Occupational
Completion Point - B, Production Assistant - SOC Code
43-9031.
TV PROUDCTION 1 (87721001/21)
Students will learn/be able to: Demonstrate knowledge
of the television production technology program
instructional system, safety procedures and trade
terminology; Stage a set as directed for television
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
production; Perform lighting activities for a planned
production; Demonstrate correct use of basic studio
equipment used in television production.
TV PRODUCTION 2 (87721101/21)
Students will learn/be able to: Demonstrate ability to
interpret a broadcast style script; Exhibit knowledge of
the television production team; Understand career
opportunities in the television industry.
AP SPANISH LANGUAGE (070840001/21)
When communicating, students in the AP Spanish
Language and Culture course demonstrate an
understanding of the culture(s), incorporate
interdisciplinary topics (Connections), make
comparisons between the native language and the target
language and between cultures (Comparisons), and use
the target language in real-life settings (Communities).
Dual Enrollment Courses
DEBATE 1 (100733001/21)
The purpose of this course is to develop students’
beginning awareness, understanding, and application of
language arts as it applies to oral communication
concepts and strategies for public debate in a variety of
given settings.
SOCIAL MEDIA (100637501)
The purpose of this course is to enable students to
develop fundamental skills in the use of social media
across print, multimedia, web, and broadcast platforms,
including ethical and legal uses.
Foreign Language Courses
SPANISH 1 (070834002/22)(070834001/21)
Spanish 1 introduces students to the target language and
its culture. The student will develop communicative
skills in all 3 modes of communication and crosscultural 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.
SPANISH 2 (070835001/21)
Spanish 2 reinforces the fundamental skills acquired by
the students in Spanish 1. The course develops increased
listening, speaking, reading, and writing skills as well as
cultural awareness. Specific content to be covered is a
continuation of listening and oral skills acquired in
Spanish 1. Reading and writing receive more emphasis,
while oral communication remains the primary
objective. The cultural survey of the target languagespeaking people is continued.
SPANISH 3 (070836001/21)
Spanish 3 provides mastery and expansion of skills
acquired by the students in Spanish 2. Specific content
includes, but is not limited to, expansions of vocabulary
and conversational skills through discussions of selected
readings. Contemporary vocabulary stresses activities
which are important to the everyday life of the target
language-speaking people.
HUMANITIES HUM2020
This course is a general introduction to humanities
focusing on special areas of study within the field.
Through the examination of particular historical periods,
cultures, or themes, the course will examine the impact
of art, literature, drama, philosophy, religion,
architecture, music or other similar achievements has
had on human history. The course includes reading and
writing competencies.
HUMANITIES HUM2210
This course consists of the study of life and creative
expressions from their origins in early cultures of the
Mediterranean regions through medieval Europe as
surveyed through the visual arts, music, literature,
philosophy and social history. The course examines the
interaction of cultural experiences that developed and
were passed on to later peoples. This course provides a
basic foundation for study of all humanities courses and
includes reading and writing competencies.
HUMANITIES HUM2230
This course consists of the study of life and creative
expressions in Europe from the Medieval/Renaissance
period to the 20th century as surveyed through the
interrelationships of the visual arts, music, literature,
philosophy and social history. The course provides
transition between the study of the early and the modern
cultures focusing on the European Renaissance,
Enlightenment and 19th century as they relate to other
world developments. The course includes reading and
writing competencies.
HUMANITIES HUM2250
This course consists of the study of life and creative
expressions of Western culture in its relationship with
other world cultures as surveyed through social history,
the impact of science and technology on human values
and the history of ideas manifested in the arts and letters
from the beginning of the 20th century to the present.
The course includes reading and writing competencies.
(CBE)
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
HUMANITIES HUM2410
This course surveys Asian cultures and their creative
expressions through the media of visual arts, music,
literature and philosophical thought. This course
includes reading and writing competencies.
HUMANITIES HUM2450
This course consists of the study of life and creative
expressions in the Americas as surveyed through the
media of visual arts, music, literature, philosophy and
social history. This course includes reading and writing
competencies.
SPEECH SPC2017
This course is a performance based course that provides
theory and practice in interpersonal, intrapersonal small
group, intercultural and mass communication. The
course emphasizes the responsibilities of individuals in
the communication process required by a variety of
communication settings. The course explores the
principles of communication, the barriers to
communication, and techniques to improve
communication skills. This course focuses on speaking
and listening competencies and will reinforce reading
and writing competencies and CLAS communication
skills. (CBE)
SPEECH SPC2065
This course is designed to focus on developing and
refining oral communication skills in business and the
professions. Students will enhance basic speaking and
listening skills with additional attention to making
presentations, using multimedia technology, working in
groups, handling interviews and meetings, and
employing multimedia materials effectively. This course
includes reading and writing competencies.
SPEECH SPC2608
This essential course in speaking and listening skills
instructs students in the principles and procedures that
promote effective communication. This study includes
message composition involving idea and information
acquisition, determination of purpose and analysis of
audience. This course also includes message transmittal
involving vocal variations, articulation and appropriate
levels of language usage and listening for both literal
and critical comprehension. This course focused on
speaking and listening competencies and will reinforce
reading and writing competencies and CLAS
communication skills.
ENGLISH ENC1101
This course embodies the fundamentals of effective
expression with emphasis on the various forms of
expository writing, logical and imaginative thinking, and
reading for understanding. The course provides
instruction in sentence structure, diction, organization of
short essays, correct usage of standard American English
documentation skills, and writing with sources. This
course includes reading and writing competencies.
(CBE)
ENGLISH ENC1102
This course focuses on studying non-fiction writing in its
many forms. The student will develop a proficiency in
evaluating texts and writing analytically about these
texts. This course provides a solid introduction to
research writing as well as writing skills. This course
includes reading and writing competencies. (CBE)
MATH MAC1105
The major topics included in this course are linear
equations and inequalities; quadratic equations and
inequalities; relations and functions; graphs; systems of
equations and inequalities; exponential and logarithmic
functions; and applications. A review of algebraic
techniques is also included in this course as well as a
review of polynomials, factoring, exponents, roots and
radicals. (CBE)
MATH MAC1140
The major topics included in this course are linear
equations and inequalities, quadratic equations and
inequalities, relations, functions and graphs, exponential
and logarithmic functions, systems of equations and
inequalities, higher degree polynomial equations,
matrices and determinants, applications, sequences,
series and the binomial theorem, and mathematical
proof. A review of algebraic techniques and operations
as well as a review of exponents, radicals, complex
numbers and absolute value is also included in this
course. (CBE)
SOCIAL STUDIES AMH2020
This course includes the Reconstruction, growth of big
business, the Agrarian Revolt, Latin American affairs,
the progressive movement, the 1920’s, World War I, the
Great Depression, World War II, the Cold War,
minorities rights and civil liberties. (CBE)
SOCIAL STUDIES AMH2010
This course emphasizes the African, European, and
Native American backgrounds, the Revolution, the
Articles of Confederation, the U.S. Constitution,
problems of the new republic, sectionalism, westward
expansion, slavery and the Civil War. (CBE)
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
SOCIAL STUDIES ECO2013
This course in macroeconomics presents the foundations
of economic analysis, the theory of economic growth,
development and stabilization, current economic issues
and fiscal and monetary public policy. (CBE)
SOCIAL STUDIES POS2041
This course surveys the background, constitutional
principles, organizations, and operation of the American
political system. Topics include the U.S. Constitution,
federalism, civil liberties, civil rights, political parties,
interest groups, political campaigns, voting
rights/behavior, elections, the presidency, bureaucracy,
Congress and the American judicial system. On
completion, students should be able to identify and
explain relationships among the basic elements of
American government and to function as more informed
participants of the American political system. (CBE)
SCIENCE BSC2011C
This course is a continuation of Principles of Biology I
and recommended for science students transferring to
four-year institutions. The course material emphasizes
survey of the kingdoms, evolution and selected
ecological topics and includes a required laboratory
experience to reinforce subject matter.
SCIECNE BSC2085C
This course includes basic anatomical and directional
terminology; fundamental concepts and principles of cell
biology; histology; the integumentary, skeletal,
muscular, and nervous systems; special senses; and the
endocrine system. Within Anatomy and Physiology I,
these topics may or may not be covered in the sequence
listed. All BSC 2085C students are required to take the
standardized comprehensive final exam. The exam will
count exactly 10% of each student’s final course grade.
SCIENCE BSC2086C
This course is a continuation of Human Anatomy and
Physiology I and includes: the cardiovascular system;
the lymphatic system and immunity; the respiratory
system; the digestive system and metabolism; the
urinary system; fluid/electrolyte and acid/base balance;
and the reproductive systems. Within Anatomy and
Physiology II, these topics may or may not be covered in
the sequence listed. The laboratory component of this
course provides students with direct hands-on
experiences to reinforce the anatomical and
physiological concepts presented in lecture and
encourage critical thinking, the understanding of
scientific methodology and the application of scientific
principles.
STRATEGIES FOR SUCCESS SLS1103
This survey course is designed to assist students in
developing skills that will help them succeed in college,
career and life. This course will emphasize how basic
academic success skills can be applied in a knowledgebased economy. Included in this course are problem
solving, communication skills, work ethics, introduction
to information literacy and other related topics.
Teach Academy
TEACH ASSISTANT 1 (890901001/21)
This course is designed to develop competencies related
to the role, regulations, and career path of teacher
assistants; the role of education; leadership and CTSO
activities; instructional technology; academic skills;
interpersonal and communication skills; maintaining
appropriate student behavior; and educational support
tasks. During this course students must participate in
and document a minimum of 10 hours of field
experience and/or observation and will begin creating
their portfolio.
TEACH ASSISTANT 2 (890902001/21)
This course is designed to develop competencies in the
legal factors related to education; creating assessments;
the supervision of student health and safety; the
reporting of child abuse and drug abuse; working with
exceptional students; diversity awareness; and strategies
to support students’ learning activities. During this
course students must participate in and document a
minimum of 15 hours of field experience and/or
observation (this is in addition to the 10 hours completed
during Teacher Assisting 1) and should continue
developing their portfolio.
TEACH ASSISTANT 3 (890903001/21)
This course is designed to develop competencies related
to supporting the learning activities of students that
involve literacy and multiple intelligences; it includes
job related math skills and the ability to prepare
classroom materials. During this course students must
participate in and document 25 hours of a practicum and
continue developing their portfolio.
TEACH ASSISTANT 4 (890904001/21)
This course is designed to develop competencies related
to employability skills; developing relationships between
school and the home; intrapersonal skills and
professionalism. During this course students must
participate in and document a 50 hour practicum (this is
in addition to the 25 hour practicum in Teacher Assisting
3). A formal observation of the student must be
conducted by the instructor during the latter part of the
M/J = MIDDLE/JUNIOR CLASSES; MIDDLE SCHOOL ONLY
practicum experience. The student must submit a
completed portfolio to the instructor by the end of this
course.
Robotics/Drone Academy
10TH GRADE HISTORY OF AVIATION
An introductory course in aeronautical sciences that
provides students an orientation in aviation topics
appropriate to Aeronautical Science degree programs.
Subjects include: the aviation profession, the science of
flight, safety, security and human factors; aviation
resources; the aviation environment; and meteorology.
11TH GRADE HISTORY OF UNMANNED
AIRCRAFT
his course chronicles the development of Unmanned
Aerial Systems (UAS), Unmanned Aerial Vehicles
(UAV), and their role in the aviation industry, as well as
an increased awareness of the importance of UAS in
modern commercial and military operations. This course
chronicles the development of UAS, their operations and
applications. An analysis of UAS is covered, including
structural and mechanical factors, avionics, navigation,
flight controls, remote sensing, guidance control,
propulsion systems, and logistical support. Operations of
UAS include an examination and analysis of their
integration with commercial and military airspace, air
traffic control and civilian/federal air and ground
operations. The course will also look at past, current and
future applications of UAS operations, with an emphasis
on commercial applications.
11TH GRADE UNMANNED AIRCRAFT
CONSTRUCTION
This course explores the topic of aeronautical
engineering and is appropriate for both those intending
to major or specialize in engineering (or engineering
sciences) and those with an interest in learning about the
design process and other aspects of the engineering
profession. Students will learn how to formulate,
articulate, and solve problems, how to work on a
conceptual design team, and how to present the results of
engineering work in oral and written form. Students will
also learn about the different disciplines of engineering
and the multidisciplinary nature of modern engineering
design.
12TH GRADE UNMANNED AIRCRAFT
AVIATION/FLIGHT PHYSIOLOGY
This course explores aero-medical information. Topics
include causes, symptoms, prevention, and treatment of
flight environment disorders. This course also includes
an introduction to operating unmanned aircraft.
General Electives
COMMUNITY SERVICE (210433001/21)
The grade Voluntary School/Community Service course
consists of the following content area strands: World
History, American History, Geography, Humanities,
Economics, and Civics and Government. The primary
content emphasis for this course pertains to the concept
of service to society and the engagement in activities that
benefit communities. Content should include, but is not
limited to, the identification of school or community
challenges and needs, options for responding to
identified needs, and the development and
implementation of a personal plan for providing school
or community service.
LEADERSHIP (240030001/21)
The purpose of this course is to teach leadership skills,
parliamentary procedure, problem solving, decision
making, communication skills, group dynamics, time
and stress management, public speaking, human
relations, public relations, team building, and other
group processes.
YEARBOOK (170030001/21)
The purpose of this course is to learn the necessary
elements involved with the creation of an annual
yearbook and to implement them to develop an annual
yearbook.