DuVal High School
WELCOME TO DUVAL HIGH SCHOOL
We anticipate a successful year in both academics as well as extracurricular
activities. You an expect quality instruction, a supportive learning
environment and opportunities for success. Our goal is quite simple:
We expect you to succeed! You can achieve this by attending school
regularly and on time; doing your best in all classes; showing respect of
yourself; others, and school property; and behaving in an acceptable manner.
DuVal High School is a comprehensive high school with approximately
1467 students representing many different cultures and backgrounds.
We have programs available to help you prepare for careers in business,
aerospace, and aviation. We also offer Honors and Advanced Placement
courses.
This booklet is an overview of graduation requirements and course offerings,
and also lists required supplies and team expectations. Please review this
booklet with your parent/guardian and you guidance counselor. Refer to the
career planner and pre-registration worksheet for future planning. We
encourage you to find programs and courses that will challenge you, require
you to push yourself to do more, and prepare you for what lies ahead. The
easy way will not maximize your opportunities.
Make the most of your opportunities while you are here. Plan for the future.
Look at the programs and courses we offer and work with your teachers,
parents, and counselors to build a program that will suit your plans for the
future.
If you have any questions please feel free to call our Guidance Office at (301) 918-8611.
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Table of Contents Page
How to Use This Publication…………………………………………………………… 3
Graduation Requirements and Educational Options…………………………………… 7-8
Art…………………………………………………………………………………….... 17-20
Business Education…………………………………………………………………….. 20-22
Cooperative Work Study/Work Experience…………………………………………… 22-24
Family and Consumer Sciences (Vocational)………………………………………….
24-26
Foreign Language…………………………………………………………………….... 26-28
Health Education……………………………………………………………………….. 29
Mathematics……………………………………………………………………………. 29-31
Military Science………………………………………………………………………... 31-32
Music…………………………………………………………………………………… 33-35
Physical Education…………………………………………………………………….. 35-36
Reading/English Language Arts………………………………………………………... 36-41
Science………………………………………………………………………………….. 41-43
Social Studies…………………………………………………………………………… 44-46
Special Education………………………………………………………………………. 46-49
Special Program………………………………………………………………………… 49-50
Technical Academy Programs………………………………………………………….. 50-55
Technology Education…………………………………………………………………. 55-57
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How to Use This Publication
General Information:
The courses listed make up the instructional program for DuVal High School.
However, all courses may not be offered during this school year. All courses listed in the
MUST category of each subject are to be offered in the initial course selection for
students.
Students may need assistance from parents, counselors, administrators, and teachers in
interpreting information within the booklet.
All courses are available to all students.
Credits earned in AFJROTC are given under the name “Military Science” and not in
any other subject area.
Fees are not included in the description of courses.
Courses appropriate for meeting the Fine Arts (F), Technology Education (T),
Advanced Technology (ATE), or Certificate of Merit (M) credits will be designed with
the appropriate letter.
Journalism, Speech, and Drama credits cannot be used to meet the English credit for
graduation.
Business Mathematics credit cannot be used to meet the mathematics credit for
graduation.
Options are available for students in Prince George’s County Public Schools to receive
credit for successful completion of Level 1 and beyond foreign language courses and
Algebra 1 and beyond mathematics courses in middle school. Options are made possible
through the “credit-by examination” and “outcomes-based education” options included in
state graduation requirements implemented in 1993-94.
1. Middle school students who successfully complete Level 1 and beyond foreign
language courses, or Algebra 1 and beyond mathematics courses, will earn high
school credit(s) and grade(s) for such course(s) and have the credit(s) and grade(s)
posted to the permanent record immediately upon successful completion. For
example, a student who successfully completed Algebra 1 in grade 8 will earn one
credit upon successful completion. The credit and grade will be posted to his/her
permanent record.
2. Students who did not attend middle schools in Prince George’s County may
exercise this option.
How to Develop a Personal Schedule:
All students are expected to either be State-approved career and technology program
completers or meet the Maryland College System entrance requirements, or both, upon
graduating from high school. Careful, informed course planning is necessary to
accomplish this goal:
1. Review credits you have earned to determine whether you are meeting graduation
requirements.
2. Complete registration forms accurately.
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3. Copy course numbers correctly-most of the errors which have occurred in the past
have been a result of incorrectly recorded course numbers.
4. Some courses have a limited enrollment based upon capacities of the physical facilities
of the school. Counselors will work with the teachers involved to register students in
those classes.
5. Courses will be taught only if the enrollment is large enough to justify formation of a
section. If a course in this publication must be canceled because of low enrollment, every
effort will be made to notify students.
6. Because of the large number of courses offered once, twice or three times, which
result in scheduling conflicts, it is imperative for students to make alternate selections.
When conflicts occur in the scheduling process during the summer, every effort will be
made to contact the student to help resolve the conflict. When contact cannot be made
the alternate selection is the only aid available in resolving conflicts.
STUDENT EXPECTATIONS
All students will be responsible for following the rules of Prince George’s County
and DuVal High School:
1.
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5.
6.
Be in class and in your seat with your ID badge properly displayed when
the tardy bell rings. The tardy policy will be strictly followed throughout
the school year.
Once you enter the classroom, you must remain inside the room. If you
need to go to the water fountain or lavatory, please do so before entering
class.
You must come to class prepared with your agenda book, a blue or black
ink pen, a pencil, a supply of paper, your notebook, your covered textbook
and other supplies required by your teacher.
During class discussions, students will show respect for each other and
follow the teacher’s rules for participation.
Respect yourself and others at all times.
You are expected to be in school and class on time everyday.
STANDARDS FOR WRITTEN WORK
1.
2.
3.
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Students are to use black, blue, or blue-black ink for compositions. Other
assignments may be completed in pencil at the teacher’s discretion.
Students are to use standard 8 12” by 11” wide-lined white paper.
Students must submit papers that are unwrinkled, unfolded and neat.
4.
5.
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9.
10.
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12.
13.
Students are not to submit papers with ragged edges caused by spiral
bindings.
Students must also remove the perforated edges of computer paper before
assignments are submitted.
Students should place identifying data (name, date, and subject-period) in
the upper right hand corners of their paper above the lines. e.g.
John Smith
Sept. 8, 2005
English 9
Titles for compositions are to be centered on the top line. Other papers are
to indicate the specific assignments.
Students are to indent one inch or five spaces at the beginning of each new
paragraph.
Students are to leave at least one inch margins on the tops and sides of all
papers. The red-line margins that appear on most notebook paper may be
used as guides.
Students are to use one side of each sheet of paper for the final copy of
compositions. Both sides of the paper may be used for other assignments.
Students are to number all pages after the first page.
Students must staple the pages of lengthy assignments together.
For daily assignments, students are to erase mistakes as neatly as possible
or to draw a single line through a mistake and rewrite it correctly. Final
copies of all composition work should be free of all errors.
SUPPLY LIST
1. Large 3-ring binder (at least 2 in. thick)
2. Covered textbook for each class
3. Supply of #2 pencils
4. Supply of blue or black ink pens
5. Supply of wide-ruled notebook paper
6. 1 one-subject spiral notebook students)
7. 4 packs of 5 dividers
8. 1 pencil/pen case or zipped lock bag to be kept in front of the notebook
9. 1 pack of graph paper
10.1 compass and 1 protractor (for geometry)
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DUVAL HIGH SCHOOL
This is a supplement to the Prince George’s County Public Schools Choices Course
Offerings and Descriptions booklet. The information here is specific to DuVal High
School. Questions should be directed to your counselor.
ADMINISTRATIVE STAFF
Thomas Anderson (Principal)
Christopher Jackson (Assistant Principal)
Vivian Powers (Assistant Principal)
Anthony Scott (Assistant Principal)
Juanda Scott (Assistant Principal)
COUNSELING STAFF
Romanda Brown (Counselor C-I)
Cheyonne Christian (Counselor A-B)
Linda Deadwyler (Counselor Q-Z)
Debra Morrow (Counselor J-P)
RESOURCE TEACHERS AND DEPARTMENT CHAIRPERSONS
Art – Laurie Hunt
Business -- Daisy Murrell
English – Zena Whitworth & Maryellen Hickson
Family and Consumer Sciences – Cynthia Bailey
Foreign Language – Marilyn Pula
Mathematics – Carol Konrad
Physical Education -- Carol Konrad
Science – Judith Glazener
Social Studies – David Honecker
Special Education – Florine Sjoblad
Technology Education- James Whitby
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REGISTRATION INFORMATION AND GUIDELINES
1. REGISTRATION CONTINGENCY: Courses listed in this DuVal Course
Offerings Booklet will be included in the curriculum for 2005-2006 dependent
upon sufficient student enrollment and availability of staffing.
2. COURSE LOAD: A full and regular schedule consists of courses that total eight
(8) credits. All schedules should include courses in English, Social Studies, Math,
Science, and Foreign Language. Students are encouraged to select a program of
study that will not only satisfy graduation requirements but also further college
admission and/or career objectives.
3. FULL DAY ATTENDANCE PROVISION of DuVal High School POLICY:
a. Students should be enrolled in a full day program composed of four (4) periods
every day (including lunch) or a comparable period of time in an alternative
program or activity approved by the student's parent or guardian, and principal.
b. Exceptions to a full day program may be granted for up to four (4) periods for:
• Educationally related programs outside the school. Example: concurrent
registration at a college/university; volunteer work or community service.
• Medical exceptions.
• EMT recommended exceptions.
• Financial need exceptions.
All applications for an exception to full day attendance must be made through the
Guidance Department and be approved by the principal.
4. CREDIT/ NO CREDIT COURSES (letter grade may be given): The decision to
have evaluations reported on a Credit/ No Credit basis should be made by
students with parental consent prior to registration. Note: The CR/NCR option
may not be used for courses which are required for graduation. Students should
consult counselors to discuss the CR/NCR option.
5. MARYLAND DIPLOMA REQUIREMENTS:
The State of Maryland
authorizes one kind of diploma for all high school graduates, based upon
successful fulfillment of the following four kinds of requirements: enrollment,
credit, courses, and student service learning. All requirements are summarized
under Graduation Requirements:
Credit/Course Requirements
4 English Language Arts;
4 Mathematics** (1 credit algebra, 1 credit geometry)
3 Social Studies (1-U.S. History; 1-World History; 1-Local, State, National
Government)
3 Science (One biology credit and one physical science credit must be included in
the 3 credits.)
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l Fine Arts (Selected courses in Art, Dance, Drama/Theater, and Music satisfy the
Fine Arts requirement)
1/2 Physical Education
1/2 Health;
Additional Requirements: In addition to meeting the specific credit requirements,
a student is required to earn at least one of the following:
2 Foreign Language credits or
2 Advanced Technology Education credits (Courses in Career and Technology
Education and Computer Science that satisfy the Advanced Technology
requirement), or
Complete a State-approved career and technology program; and electives (number
will vary depending on completer option selected)
** For students in Prince George's County Public Schools, one credit must be in
Algebra and one in Geometry.
***For students who choose the two credits of foreign language option, the local
requirement is increased to include two years of the same foreign language.
Pass High School Assessments: (English 10, Local, State, National Government,
Biology, Algebra 1, Geometry).
Complete a student service requirement: Students will be considered as having
met the student service requirement in Prince George’s County Public Schools
when they complete a high school program of studies which has infused service
learning and experiences into curricular offerings when they have completed 36
hours of independently organized or arranged direct service experiences. This is
designed by the PGCPS and will begin in grade 7 and continue through grade 12.
Enrollment Requirement: Students must satisfactorily complete four years
beyond Grade 8 unless on approved option.
Credit Requirement: 21 (At least 4 credits must be earned after the completion of
Grade 11 unless a pre-approved PGCPS alternative is satisfied.)
Students may earn a Certificate of Merit if they complete the specified core
credits: meet all requirements identified above, and earn 12 credits of required 21
credits in advanced courses, identified by the school system.

Students receiving special education services have the opportunity to earn a
Maryland High School Certificate.
6. STUDENT SERVICE LEARNING REQUIREMENT: Prince George’s
County Public Schools (PGCPS) believes that service learning addresses
recognized community needs and is connected to curriculum goals. All service
learning in the areas of indirect service, direct service, and advocacy include the
phases of preparation, action, and reflection. Quality service learning provides the
student with knowledge, skills, attitudes, and career exploration opportunities that
lead to effective citizenship in an increasingly diverse and interconnected world.
PGCPS is committed to quality service-learning experiences for all students.
Students may earn SSL hours from the summer after Grade 5 until graduation.
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7. AIDE: Any student who wishes to serve as an aide for a department or
office should see his/her counselor. These positions may be offered for credit or
non credit units of credit.
8. ALTERNATIVES TO FOUR-YEAR ENROLLMENT: Please refer to PGCPS
Course Offering Booklet.
9. HIGH SCHOOL CREDIT FOR MIDDLE SCHOOL STUDENTS: High
School credit is awarded to students who complete high school courses while in
middle school after the student has passed the course and the final examination.
10. HONORS: These courses provide educational experiences, which differ from the
regular program in depth, breadth and pace.
Honors, Advanced Placement (AP), and advanced-level courses, provide rigorous
and challenging studies for highly able and potentially high achieving students
who are capable or motivated to pursue rigorous and challenging instruction.
These courses provide content and instruction that match the students’ abilities,
achievement levels, and interests. Students enroll in individual honors, AP, and
advanced-level courses and not in an honors program as a whole. Honors courses
include course work in art, computer science, English, foreign languages, health,
mathematics, music, science and social studies. The curriculum in each honors
course includes appropriate adaptations for accelerated and enriched learning for
pursuing in-depth studies that require abstract and higher order thinking skills.
Honors courses provide expectations and opportunities for students to work
independently at a more accelerated pace, to engage in more rigorous and
complex content and processes, and to develop authentic products that reflect
students’ understanding of key concepts. Students in honors, AP, and advancedlevel courses are expected to maintain at least a “C” average. Students who
receive a grade of “D” or “E” over the consecutive marking periods should be
counseled and supported.
11. ADVANCED PLACEMENT COURSES: These are college level courses for
an ETS Advanced Placement Exam exists. Students who register for AP courses
are expected to take the AP exam in the spring. Fee waivers are available for
students with financial need. AP Scholar Awards: The College Board recognizes
students who have earned AP Scholar Awards on the basis of their outstanding
academic performance. National AP Scholars qualify for this award by earning an
average score of 4 or higher on all AP exams taken and scores of 4 or higher on
8 or more of these exams. Scholars with Distinction qualify for this award by
earning an average score of at least 3.5 on all AP exams taken, and scores of 3 or
higher on 5 or more of these exams. Scholars with Honors qualify for this award
by earning an average grade of at least 3.25 on all AP exams taken, and grades of
3 or higher on 4 or more of these exams. Scholars qualify for this award by
completing 3 or more AP exams with scores of 3 or higher.
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*Exams corresponding to a half-year college course (Psychology, Environmental
Science, Human Geography, Government and Statistics) are weighted to count
half as much as exams corresponding to full-year courses when the number of
exams and the average AP Exam grades are calculated.
Note: Students are expected to maintain at least a C average in the honors/AP
courses. A student who receives a semester grade of D or E over two quarters will
be removed from the course.
A profile of student strength can be determined through a thorough review of the
following multiple criteria:
1. Mastery of course prerequisites (Grade of A, B, or C)
2. Parent/guardian recommendations
3. Standardized test scores, as appropriate
4. Willingness to complete challenging assignments
5. Student interest or motivation
6. Teacher/counselor recommendations
7. Work samples and portfolios
These are the only criteria, and no single criterion is to be used to exclude a
student from pursuing honors, AP, and advanced-level course work. Prior to the
start of each semester, guidance counselors will notify all candidates for honors,
AP, and advanced-level courses regarding their enrollment.
12. SCHEDULE CHANGE POLICY: Students may make sound educational
schedule changes for semesters 1 and 2 from the time of registration during
February/March until June 1. After June 1, due to staffing constraints, schedule
changes will be permitted for the following reasons only:
1.
3.
3.
4.
5.
6.
Incorrect level placement
Completion of summer school course
Failure to complete a prerequisite course
Failing or non-qualifying grades in summer school courses
Authentic, documented health reasons
Certain circumstances requiring administrative approval
Only in unusual circumstances will schedule changes be made after the fourth
week in either semester.
REQUESTS TO CHANGE TEACHERS OR TO KEEP A FIRST SEMESTER
TEACHER WILL NOT BE HONORED.
NOTE: The schedule change policy will be strictly enforced. Consequently, students are
cautioned to give consideration to choosing courses and alternates for both semesters. A
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schedule change request that is not based on sound educational reasons will not be
honored.
13. STUDENT WITHDRAWALS FROM COURSES: Student-initiated withdrawal
may occur when the student and parents (guardians) determine that withdrawal will
be beneficial to the student. The student’s withdrawal request must be approved by
the parents (guardians) in writing, reviewed by the counselor, and discussed with the
student to assure there is understanding of a possible delay in meeting graduation
requirements that may result if the student withdraws from a course. The counselor’s
recommendation is forwarded to the principal for approval or disapproval.
14. STANDARDS SET BY 2.0 ELIGIBILITY RULE IN SCHOOLS: In order for
students to participate in extracurricular activities, the Board of Education of Prince
George’s County Public Schools shall require students in grades 9 through 12 to earn
an overall quarterly QPA of at least 2.00 for the quarter preceding the start or the
continuation of participation in extracurricular activities. If a course is repeated in
summer or evening school, the new grade will replace the existing grade for purposes
of determining eligibility only. A full-credit course taken in summer school counts
twice for purposes of determining eligibility. Extracurricular activities are defined as
all activities except those in which student participation is necessary to receive a
grade in a specific course in which the student is currently enrolled. The 2.00 policy
applies to all high school students with the exception of individual special education
students who have been exempted by the local school ARD (Admission, Review,
Dismissal) Committee.
15. EDUCATIONAL OPTIONS AVAILABLE TO STUDENTS: In recognition of
the fact that the four-year, full-time enrollment requirement may not serve the best
interest of some students, the Prince George’s County Public Schools provides
several educational options. To be informed about these options and to receive help in
developing and updating a sound educational plan, each student must meet regularly
with his/her guidance counselor. Parent(s) or guardian(s) are required to meet with
appropriate school staff in person, at a pre-arranged conference, to discuss available
options and the plans being considered by their children (wards). The following
education options are available to students presently enrolled in the Prince George’s
County Public Schools.
16. CONCURENT ENROLLMENT:
A student may fulfill graduation requirements by being concurrently enrolled in two
different educational programs. A student may take courses at his/her home school, as
well as take additional courses at Evening High/Saturday School or a post-secondary
school. College credits for courses not offered at high school may be applied toward
high school graduation requirements with prior approval from the Chief Educational
Administrator/Principal and Director of Instruction. Students may carry more than
eight courses, but must receive approval from the principal to do so.
Students must meet the college entrance requirements for concurrent enrollment
student.
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Procedures for Concurrent Enrollment: A student wishing to apply for concurrent
enrollment must apply for and secure approval from the local school principal. The
student and parent(s) or guardian(s) must work very closely with the school counselor
in preparation for this option. The number of courses approved to be taken beyond the
school day should be based on what is educationally sound and the student’s past
performance.
17. EARLY ADMISSIONS: Students may opt to pursue an alternative to the four-year
enrollment requirement by applying for an early admissions program.
Students may be considered for an early admissions program if they meet either of the
following criteria:
Option 1: For students who will complete their high school requirements in three
years and desire to graduate early.
Option 2: For students who plan to attend an accredited post-high school institution as
a full-time student for one year in lieu of the final year of high school.
Students may be considered for an early admissions program if they meet either of
the following criteria:
1. Students who have demonstrated success clearly by their scholastic achievement
and academic preciousness.
2. Students who have demonstrated success clearly by their school achievement and a
readiness for vocational training.
Procedures for Early Admissions for Options 1 and 2 (see PGCPS Course &
Description Offering Booklet.
COLLEGE PREPARATION
It is never too early to begin planning for college. The following checklists may help you
in preparing for college, beginning where you are now.
9th Grade:
Work closely with counselors to select courses that will prepare you for college;
Check entrance requirements for a variety of colleges and programs;
Become involved in school activities;
Review career interest inventory results to explore educational possibilities;
Visit your College/Career Resource Center;
Explore volunteer opportunities for the summer;
Use career interest inventory to refine career and educational possibilities; and
Take PSAT/NMSQT (October). (Recommended if Algebra 1 has been completed)
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10th Grade:
Continue to plan academic program and maintain involvement in school activities;
Use the Guidance VISIONS PLUS Program, the EXPAN Program, the College Quest
Program, and the College/Career Resource information;
Make sure your high school program is meeting career and college admissions
requirements;
Review career interest inventory results to explore career and educational possibilities;
Take PSAT/NMSQT (October).
11th Grade:
Take the PSAT/NMSQT (October);
Review your academic and extracurricular program - Are you prepared for a
career/college?;
Use Guidance VISIONS PLUS, College Quest Program, and EXPAN Programs to
search colleges and careers;
Begin writing colleges for detailed information;
Narrow down your college choices;
Visit schools which interest you (Spring-Summer);
Attend National College Fair*;
Discuss finances with parents;
Attend Academy Showcase (Fall);
Investigate ROTC application;
Begin application process for military academies;
Attend Financial Aid Workshop (December, January, February);
Attend Prince George’s County College Fair*;
Consider taking SAT 1 workshop and/or enroll in the SAT course offered at your
school, prior to taking the test;
Take SAT 1 and/or ACT (Spring);
Explore early decision options at colleges;
Take SAT II, AP (May);
Develop your resume for use with college recommendations (Summer);
Investigate summer courses and programs offered to juniors by colleges; and
Take the SAT Prep class prior to taking the test.
12th Grade:
Apply to take the SAT 1 or ACT (if you haven’t already taken them or if you want to
improve your scores) consider taking a refresher SAT workshop and/or the SAT course;
Apply to take the SAT II tests;
Apply for college admissions (Fall);
Investigate early decision programs - check deadline (September, October);
Transcript request process; (see your counselor)
Continue campus visits;
Attend the National College Fair;
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Apply for college housing early (University of Maryland, December); be sure letters of
recommendation are on file (November, December);
Make sure your letters of recommendation are completed (November, December);
Attend financial aid night (December, January, February);
Apply for financial aid (January, March; by February 1st for the University of
Maryland);
Attend Prince George’s College Fair (in evening)*;
Take AP tests (May);
Take the SAT Prep Class prior to taking the test;
Take time to decide which college is “right” for you; and
Weight the college’s offer against your personal and financial requirements (May).
*See your school counselor for exact dates and times.
COLLEGE ADMISSIONS TESTS
Your high school academic record is a good indicator of your potential for success in
college. However, because high schools throughout the country differ widely in course
offerings, academic standards, and grading policies, colleges need some standard
measure of academic ability when they compare the applications of candidates for
admission. Scores on the college entrance tests, along with your academic and
extracurricular record, are used by colleges in the admissions process. Tests give you an
opportunity to display your knowledge. Students have the responsibility of registering for
college entrance tests. High school counselors will assist students in test selection and
registration.
PSAT/NMSQT (The Preliminary Scholastic Aptitude Test/National Merit Scholarship
Qualifying Test) is a two-hour test administered in October of each year. It is designed to
aid high school sophomores and juniors in planning for college and to serve juniors
wishing to be considered for scholarships administered by the National Merit Scholarship
Corporation. This examination provides an early measure of the verbal and mathematical
abilities tested by the SAT.
SAT (The Scholastic Assessment Tests) measure verbal and mathematical reasoning
ability. Scores on this three-hour test allow you to compare yourself in these areas with
other college-bound students. Students are encouraged to take the SAT I in the spring of
their junior year, especially if they are considering academy appointments, ROTC
programs, early admission programs at colleges and universities, and special scholarship
programs. Maryland private and state four-year colleges/universities accept SAT I for
admission.
TOEFL (The Test of English as a Foreign Language) is designed to measure the level of
English proficiency of individuals whose native language is not English. Many colleges
and universities require foreign students to submit TOEFL scores as a part of the
application process. The test is divided into three parts and measures important language
skills.
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ACT (The American College Test) is a three-hour examination given five times during
the school year. It consists of four tests in the areas of English, social studies,
mathematics, and the natural sciences. Scores are reported in each of these areas along
with a composite score. Maryland University System Schools accept either ACT or SAT
II scores.
SAT II are one-hour examinations which measure what you have learned in one of
fifteen specific subjects in the areas of English, social studies, science, mathematics and
language. All colleges do not require SAT II scores as a part of the admissions process.
In some instances, only scholarship applicants may be required to take specific tests.
Consult the catalog of the college being considered to be sure which tests, if any, are
required.
AP (Advanced Placement Tests) are available in seventeen areas, and may be taken
by students who have successfully completed Advanced Placement courses in high
school. Satisfactory scores on these examinations, with the approval of the receiving
college, entitle students to receive credit for, or an exemption from, these courses in
college.
CLEP (The College Level Examination Program) provides a means for persons who
have reached the college level of education in non-traditional ways to demonstrate their
academic achievement and earn college credits. For further information, contact the
admissions office of the college(s) you are interested in attending.
TECH PREP (2+2) PROGRAM: The TECH PREP (2+2) Programs offer students a
coordinated program of technical instruction which links directly with existing programs
at Prince George’s Community College and Montgomery College. Students have the
opportunity to enroll in programs in Entrepreneurship, Finance, Early Childhood
Education, Computer Information Systems, Health Care Occupations, Engineering
Technology, Building Trades Technology, Printing Management, and Marketing. By
processing through a coherent sequence of courses planned cooperatively by teachers in
Prince George’s County Public Schools and instructors at Prince George’s Community
College, students are able to obtain their high school diploma while simultaneously
earning articulated credit toward their Associate degree at Prince George’s Community
College. Opportunities also exist for students to pursue concurrent enrollment options.
Programs of study have a career and technology base and provide students with the
opportunity to pursue post-secondary education and gain increased technological
knowledge. Students interested in pursuing a Tech Prep Program should contact their
guidance counselor for specific program information.
SAT PREPARATION COURSE
Seniors and Juniors who plan to take the SAT for college admission should take this
semester course. Students will become familiar with the SAT format, test taking skills,
and critical thinking skills. In addition, students will review basic arithmetic, algebraic,
and geometric concepts for the mathematics’ section with particular attention to the
format of quantitative comparisons, and will review reading strategies and vocabulary
development for the verbal section of the SAT; including extensive work in critical and
comparative reading as well as analogical reasoning. Simulated test taking and regular
feedback will be an integral part of this class. Participants will be required to take the
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SAT. The application will be completed during the first week of class, and participants
will pay the ETS’ exam fee. Prerequisites: Passing scores on the Maryland Functional
Reading Test, Algebra 1, and Geometry.
Sample Programs of Study for grades 9-12 to meet University System of Maryland
Entrance Requirements; High School Graduation requirements for Advanced
Technology, Foreign Language, State-Approved Career and Technology Program,
Technical Academy and Child Growth and Development (see CHOICES High School
Course Offerings & Descriptions Booklet for PGCPS)
Senior Year Curriculum: The University System of Maryland strongly encourages
students to prepare for college during their senior year of high school by taking a
challenging academic program. In a significant number of cases, the senior year
curriculum and grades are examined closely during the admissions review process.
*The successful completion of a Technical Program specialization designated with *
fulfills the Technology Education credit requirement. Technical Academy Centers for
DuVal High School are located at: Bladensburg High School, Laurel High School and
Suitland High Schools.
For additional information about State-approved career and technology programs, see
“High School Graduation Requirements and Four-Year Planer,” and discuss your
options with your guidance counselor.
ACADEMIC CENTER (with Professional Career Strands): is a success-oriented
program that offers an enriched and rigorous core of studies designed to prepare students
to enter both the colleges and careers of their choice. The Academic Center is located at
Largo High School and it creates a liberal arts base which allows access to a range of
choices for its students. Infused into all aspects of the curriculum are the elements of
written and oral communication; philosophy; music and art appreciation; and computer
application, independent study, and research and career decision-making skills. Unique to
this program is the opportunity for students to explore some professional career lines
through the biotechnology Strand, beginning in grade nine; or the Strands of Academy of
Finance, Entrepreneurship, or Law and Public Policy beginning in grade eleven.
Specialized courses of study will be issued to each secondary school student.
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Course Descriptions
This section describes courses exclusive to DuVal High School. Descriptions of courses
not found in this section can be found on the PGCPS website (www.pgcps.org) or in the
Choices Course Offerings and Descriptions Booklet.
ART
Art 1
Art 1 is designed as an entry level course for the high school student. The curriculum
provides a broad base of art experiences including: design, drawing, printmaking,
painting, sculpting, lettering and crafts. Each art unit includes both a sequentially
structured hands-on experience and a theoretical section that relates the cultural,
historical, aesthetic significance of the art form. The emphasis in each unit is on the
development of fundamental concepts and skills. The course concludes with an
introduction to careers in art. (F)
Art 2
This course is designed for students who have successfully completed Art 1. The
curriculum is designed with a broad based of art experiences but the emphasis is on
increasing development of the students’ art concepts and skills. The art student is
introduced to related cultural, historical and aesthetic material that relates to the practical
work. Increasing emphasis is placed on developing finished works in design, drawing,
printmaking, painting, sculpture, graphic design and crafts. (F, M)
Art 3
This course is designed for the student who has successfully completed Art 2. The handson experience includes all the traditional areas of art such as designing, drawing,
painting, printmaking, sculpture, graphic design and crafts but the emphasis of the course
is moved toward the development of a personal style of expression. The student is
expected to achieve an in-depth appreciation of the art of other cultures. In addition, the
student will examine more closely the work of individual artists that were instrumental in
developing the art of his/her own culture. As the art experience proceeds in each unit the
student will have the opportunity to learn about more professions in art that employ that
particular art form. Educational opportunities are explored in close cooperation with the
guidance department. (F, M)
Art 4
This course is designed for students who have successfully completed Art 3 and who
have a special interest in art. The emphasis is on the art studio approach which places
special significance on self motivation. The course is structured and under close teacher
supervision but the students are expected to have a greater participation in determining
their direction. The course closely coordinates the students’ personal art style and their
developing appreciation of broad cultural and historical influences in art. The emergence
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of personal expression through increased conceptual and skill development is stressed.
Preparation for scholarships and college acceptance is provided in the preparation of a
portfolio. (F, M)
Sculpture 1
This year-long course will emphasize sculpture processes. Students will be expected to
produce original sculpture forms using a variety of materials and techniques. The
importance of craftsmanship will be stressed. The works of master sculptors will be
examined. Students will discuss and critique their work and the work of master sculptors.
(F)
Honors Art Studio 1
This year-long course is designed for the advanced junior and senior student who has
matured artistically and aesthetically. The art teacher and the student will develop an
outline and plans for art work to be executed. Techniques, skills and media will be part
of the planning. The student will explore new media and techniques. Standards for
organizing portfolios and entering work in national and local art shows will be a primary
concern. The student will prepare and present a portfolio of work. Teacher approval is
required for this course. (F, M)
Art Appreciation 1
This semester course consists of studying the major approaches to understanding visual
art: subject matter, materials, techniques and critical analysis. How the artists use these
approaches to communicate will be emphasized. Works of art will be studied through the
use of textbook slide lectures and discussion. Students are expected to write about art,
prepare oral presentations, critically discuss visual art products as well as create original
work in the studio. (F)
Advanced Placement Studio Art General Portfolio
The Advanced Placement Studio Art Program enables highly motivated students to do
college level work in studio art while still in high school. AP Studio Art students submit a
portfolio of work for evaluation at the end of the school year. This program is intended
for students seriously committed to studying art. Portfolios are evaluated on quality,
concentration and breadth. (F, M)
Computer Graphics/Graphic Design
This course consists of traditional studio and computer laboratory experience. As an
introduction to the basic components of graphic design, the course emphasizes visual
communication and creative problem solving along with the integration of other
disciplines. The student is given a structured introduction to a variety of graphic
materials, instruments, method and presentation techniques. Development of skills in
lettering, composition and layout is integrated into the assignments. The student
develops primary skills associated with computer operation and explores the computer
imaging systems as an artist’s tool. The student learns to generate computer images
through the use of software and various input/output devices. Career and cultural
influences will be emphasized. Computer typography, desk top publication, animation,
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sound integration and digitized imagery will be covered in the course. This course meets
the criteria for the advanced technology credit. (ATE, F, M)
Computer Graphics 2
This two-credit Computer Graphics Course fulfills the Advanced Technology credit
requirements necessary for graduation from high schools in the State of Maryland. In
order to fully utilize the in-depth experience this two credit class will offer, students
should be well acquainted with either Macintosh or PC computer skills, and have a
working knowledge of basic drawing, painting and word-processing programs. This
course is not hardware or software specific, but rather is an instructional methodology for
communications design, utilizing electronic tools. The lessons are sequentially organized
for skill building, each lesson constructed with prior learning in mind. Specific
prerequisites include successful completion of the Introduction to Computer Graphics
course and/or permission of the instructor. (ATE, F, M)
Basic Drawing And Painting
This semester course is intended for students with little art background who would like to
have some experiences with drawing, sketching, and painting. Master works of two
dimensional artists will be studied. (F)
Basic Sculpture
This semester course will emphasize the importance of craftsmanship in working with
three-dimensional media. Clay, metal, wood, wax, stone, yarns, and fabrics may be
molded, carved, woven, and constructed into many satisfying and useful articles.
Emphasis will be placed on the utilitarian as well as the aesthetic qualities of threedimensional art. The history of sculpture will be studied. (F)
Introduction to Photography
This course will introduce students to basic photography. The content will include the
history and mechanics of photography as well as the aesthetics and cultural influences of
photography. Teacher and student evaluation of work is an integral part of this course.
(F, T) Fine Arts (F) Certificate of Merit (M) Technology Education (T) Advanced
Technology Education (ATE)
Dance IA
This semester course focuses on the fundamentals of dance through terminology and the
practice of dance technique at a beginning level. A variety of dance forms are offered
ranging from Ballet, Modern, Jazz, Tap, Folk, Social and Cultural Dance Forms. Dance
theory is taught through the application of vocabulary, history, beginning principles of
choreography, and observation of live and filmed/videotaped performances.
Dance IB
This semester course focuses on the refinement of dance technique, and expansion of the
existing dance vocabulary. More physical demands are placed on the students to spur the
growth of dance technique. Dance theory is further expanded through vocabulary,
history, principles of choreography, and the application of dance criticism.
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Dance 2A
This semester course is for the student who has passed the prerequisites or for the student
who seeks higher placement because of previous dance training. Acceleration for class
placement will be based on an interview, audition and permission granted by the
instructor. This class will provide continued expansion and refinement of dance
vocabulary and technical skills. Dance combinations will become longer in length and
more technically challenging, with emphasis on improving musicality and performance
presence. The principles of dance vocabulary, history, choreography and criticism are
expanded at this level.
Dance 2B
This semester course is for the student who has completed the prerequisites for class
placement. A student with previous training may be granted an advanced placement after
an interview, audition and the recommendation of the instructor. All this level the student
will continue to expand upon dance vocabulary and technique by experiencing
combinations that are more intricate in the use of variations in space, time and force. The
students will begin to refine performance presence and continue to refine dance
technique. Dance theory is increased through new vocabulary, history, choreographic
principles and the criticism process.
BUSINESS EDUCATION
General Business
This course provides the students with basic business information on how to evaluate
goods and services intelligently; handle personal financial affairs related to banking,
saving, credit, insurance, investment, taxes, and social security; and understand business
practices.
Business Exploration
This course is designed primarily for students entering the 9th grade. The career and
educational awareness activities help the student choose and plan a program of study in
Vocational Business. Overview of the programs (Accounting, Data Processing, and
combined Secretarial/Clerical) explores career goals, course content, and sequence of
courses. A basic vocabulary is developed, and job search skills are introduced.
Keyboarding and Business Applications 1
This course provides the training needed to operate a typewriter, micro-computer or word
processing equipment correctly and efficiently with emphasis on mastery of the keyboard
and correct keyboarding techniques. Students will prepare personal and business
documents including letters memoranda, statistical data and manuscripts. Keyboarding
and Business Applications 2. This course is designed primarily for vocational purposes.
Emphasis is placed on accuracy, speed and the production of acceptable copy of
commonly-used business documents. Students learn the importance of good work habits,
editing skills and critical evaluation of their own work. The second semester will include
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introduction of the student to simulation packets. Individualized instruction will be
emphasized. (M)
Keyboarding
This semester course is offered to students who express a desire to learn the fundamentals
of keyboarding for personal use. Special emphasis is placed on building skills and
techniques. Students who are interested in more than a semester of keyboarding should
substitute Keyboarding and Business Application 1 for this course.
Accounting 1 with Computer Applications
This course is a study of the methods and systems of preparing and maintaining financial
records. Emphasis is placed on the need to apply manual and computerized procedures to
interpret and accurately record business transactions. Competencies include the study of
the basic principles of maintaining records, the accounting cycle, and the preparation and
analysis of financial reports with computer assisted instructions. Students who plan to
major in business administration in college would benefit from this course. (T)
Accounting 2 with Computer Applications
This course is an advanced study of accounting records and the analysis and
interpretation of partnership and corporate records and accounts. Competencies include
the handling of such special problems as payroll records, inventories, depreciation
methods, voucher systems, credit procedures, and taxes. Emphasis is placed on
simulations and microcomputer applications, Students who plan to major in accounting or
business administration in college would benefit from this course. (ATE, M)
Business Mathematics
This course reviews fundamental operations of addition subtraction, multiplication, and
division. Learning opportunities are provided for students to apply these principles in
solving business problems related to banking, discounts, percentages, interest, installment
buying, payrolls, social security, income tax, and insurance. This course is for business
students or those who wish to gain skills in the area of using math skills and knowledge
in business applications.
Job Search Techniques and Career Planning
Content for this semester course includes career planning, job search techniques, and
competencies required for successful employment. The course offers world of work skills
beneficial to all students and is particularly helpful for students planning to enter the
Cooperative Work Study/Work Experience Program.
Word Processing
This year-long course provides basic understanding of the area of information (Word)
Processing. Emphasis is placed in concepts, terminology, communication, and decision
making skills. Upon the successful completion of the course, the students should be
qualified for entry-level positions in information (Word) Processing. Students must have
completed at least one year of keyboarding. (M, T)
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Entrepreneurship 1
This year-long course is designed to prepare students with entrepreneurship skills which
reflect relevant learning experiences linked with business. Course topics include:
developing a business plan and the step-by-step process of starting, organizing, and
managing that business. Licensing, legal procedures, advertising, channeling, market
analysis, location, financing, managerial skills, operating procedures are covered.
Entrepreneurship 2
This year-long course is designed as an extension of Entrepreneurship 1. Students will
plan, organize and manage all operations of the school store or designated business.
Students will also be exposed to a variety of entrepreneurial activities including:
computer simulations, audio visual aides, role playing, speakers and field trips.
Prerequisite is successful completion of Entrepreneurship 1.
Business Law
This semester course provides a study of the basic principles of business law. It teaches
students the elements of contracts. It also discusses legal rights and duties as a citizen.
Business Organization and Management
This semester course is designed to help students understand the basic functions and
fundamental principles of modern business–how it is managed, and how it operates.
Computer Software Applications
This semester course is designed to provide students with the opportunity to learn
commercial software application programs similar to those commonly used in college
and industry. It will acquaint students with ways to use a microcomputer as a tool for
personal and school work as well as current trends in the work place. The major topics in
the course include: Word Processing, Database, Spreadsheets and Graphics, Integrated
Software, and Disk Operating Systems. One semester of keyboarding is recommended.
(T)
Business English and Communications
This semester course provides students with the communication tools necessary for the
world of work. It provides the broad, thorough training necessary to help students
develop competence in each of the communication skills; reading, writing, speaking, and
listening.
COOPERATIVEWORK STUDY/WORK EXPERIENCE A SCHOOL-TOCAREERS TRANSITION PROGRAM
Cooperative Work Study/Work Experience is a formally structured school-to-careers
program developed through an agreement between the school system and employers from
private industry, local, state, and federal government agencies throughout the greater
Washington metropolitan area. Four programs of study are available: Cooperative Office
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experience, Cooperative Career Education (only offered at DuVal High School), Fire
Fighter Cadet, and Marketing Education. The students spend part of the day in school
where they pursue the academic coursework necessary to meet graduation requirements.
The remaining part of the day is spent employed in the community in a job related to the
instruction received in the cooperative education classroom. School-based instruction
is closely tied to work-based learning opportunities and both are designed to promote
Skills for Success as identified in the Maryland School Performance Assessment
Program. Teacher coordinators provide connecting activities as outlined in the School-toWork Opportunities Act of 1994 which include individualized training plans, evaluations,
and on-site monitoring of students. Cooperative Career Education (CCE) is recognized by
the Maryland State Department of Education as Career and Technology Education
Program Completers. A minimum of 132 hours of classroom instruction and at least 396
hours of work based learning are required to meet this standard tech office environment.
This advanced level course prepares students for educational opportunities at the post
secondary level and/or for immediate employment after high school graduation. (P, T)
Cooperative Career Education 1
CCE 1 is a school-to-careers class designed to assist students to make a smooth transition
directly into the world of work or by way of post-secondary education. The course
consists of instruction in job seeking techniques, career exploration and portfolio
development. Other classroom instruction consists of human relations, consumer
economics, job safety, Child Labor Laws, labor relations, the paycheck, decision making,
oral and written communications, stress management, taxes, and entrepreneurship.
Students will concurrently enroll in school supervised work experience in a job related to
their career interests. They will receive credit for on-the-job training with private industry
and government agencies. Additional content can be covered in the related class
component to meet the needs of the workplace. (P)
Cooperative Career Education 2
CCE 2 is a school-to-careers class for students who have successfully completed CCE I.
The class provides an opportunity for participants to review and enhance their job
seeking skills and to update and enhance a portfolio into a marketable tool for successful
employment. Other classroom instruction will consist of franchising, math and
measurement skills, legal rights and responsibilities, and employability skills to include
leadership development, values, attitudes, work ethics, and self-esteem. Additional
content can be covered in the related class component to meet the needs of the workplace.
Students will concurrently enroll in school supervised work experience in a job related to
their career interest. They will receive credit for on-the-job training with private industry
and government agencies.
This class may be adapted to meet the needs of PROJECT SUCCESS students who have
completed COOPERATIVE CAREER EDUCATION 1. (P)
Cooperative Career Education 1 (Work Component)
Cooperative Career Education 2 (Work Component)
Cooperative Career Education (Work Component) allows students to put into practice the
basic employability skills and academic content they acquire in the classroom. They
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attend school part of the day where they are concurrently enrolled in Cooperative Career
Education (CCE) and then are employed up to three periods per day in supervised and
approved paid work experiences in private industry and government agencies throughout
the greater Washington metropolitan area. Students enrolled in Cooperative Career
Education 1 (Work Component) must concurrently enroll in the course, Cooperative
Career Education 1 (CCE). Students enrolled in Cooperative Career Education 2 (Work
Component) must concurrently enroll in the course, Cooperative Career Education 2. (P)
FAMILY AND CONSUMER SCIENCES
Foods and Nutrition 1
This semester course is designed to strengthen the understanding and importance of
nutrition as it relates to wellness. The focus of this course is to assist students in making
healthy food choices based on the dietary guidelines, food guide pyramid, and nutrient
groups. Knowledge and understanding of these elements will enable students to select,
plan, prepare and serve nutritious meals. Safety and sanitation of food is emphasized.
Students will practice effective management skills and apply consumer decision-making
skills in all aspects of meal planning and food preparation. Weight control and exercise
will be examined as factors promoting wellness. Students will develop a portfolio and
explore career paths that lead to employment in the field of nutrition. Field experiences in
this course will include interviewing and job shadowing professions in the field. (T)
Foods and Nutrition 2
This semester course provides students with additional hands-on activities to further
analyze importance of nutrition as it relates to wellness. Personal plans for wellness are
developed by utilizing basic nutritional analysis software. By continuing to develop a
portfolio, students can further explore career paths that lead to employment in the field of
nutrition. Foods and Nutrition 1 is a prerequisite for taking this course. (T)
Food Trends and Technology 1
This semester course presents a variety of units to assist high school students to
appreciate the interrelationship of food science and nutrition. Emphasis is placed on food
and its affects on the body. A scientific approach to purposeful laboratory experiences
allows students to evaluate specific foods and their properties. Students cooperatively
research the role technology plays in food processing and study appliances of the past,
today, and into the future. (M, T)
Food Trends and Technology 2
This semester course offers students additional opportunities to use the scientific
approach while participating in laboratory experiences to investigate nutritional
composition of foods and evaluate food preparation techniques and their effects on
nutritional value. Students enrolled in this course will have many opportunities for indepth learning and experiences appropriate for employment in the food and nutrition
field. Food Trends and Technology 1 is a prerequisite for taking this course. (M, T)
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International Culture and Cuisine
This semester or year-long course is for students who wish to appreciate food as it relates
to the customs, life styles, history, and traditions.
Fashion Design
This semester course is for students interested in creating a positive fashion image
through individual analysis of personality, body type, coloring, and wardrobe planning.
Students will explore the elements of design and color as they relate to the appreciation
of fashion and reflection on their own personal wardrobe. Students will have an
opportunity to develop sewing skills by creating a garment or fashion accessory. Fabrics
and supplies for personal projects are the financial responsibility of the student. (F, M)
Fashion In Your Future
This competency-based semester course is for students having special interests in fashion.
It is designed to help students appreciate opportunities within the fashion industry. This
course emphasizes creativity and artistry as they relate to textiles, design and
merchandising, manufacturing, media and promotion, and retailing. Innovative situations
will help students visualize and experience related areas more fully. Students will study
various fashion designers, fashion trends, and how the elements of design are effectively
translated into fashion. The class will create projects to maintain a specialty shop and
will coordinate a fashion production. Personal projects are the financial responsibility of
the student. (F, M)
Independent Living
This year-long or semesterized course presents a variety of units to assist the eleventh and
twelfth grade students in preparing for the future. A multi-materials approach to learning
is used in fostering the development of life skills necessary for students living on their
own. The instructional units focus on developing communication skills, decision-making,
setting career goals, strengthening relationships, managing resources, creatively
expressing fashion, and implementing wellness into their lifestyle. This course is
designed to provide additional opportunities for in-depth learning and reinforcement.
Interior Design
This semester or year-long course includes units on the elements and principles of design,
surface and window treatments, lighting, selecting and buying furniture, furniture styles,
room arrangement of furniture, kitchens and other service areas, and accessories. In depth
study of career opportunities in the field of interior design and the preparation of a design
portfolio are essential components. The class may participate in selecting and decorating
furnishings for the student build house project. (F, T)
Child Growth and Development/Parenthood Education 1
This year-long course presents practical experience in teaching in a child development
laboratory on the school premises. Emphasis is placed on the developmental tasks of
young children, curriculum for preschool, and skills for the transition from school to
work. Students will develop a portfolio that reflects the ability to plan and prepare lesson
plans for preschoolers. Practical knowledge and skills for parenthood are an integral part
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of the course. This is the first course in the child Growth and Development State
Approved Completer Program. Students may participate in the Early Childhood
Education Tech Prep Program at Prince George’s Community College and/or document
hours for the 90 Clock Hour and State Senior Staff Certification. (Recommended for10th,
11th, or 12th grade)
Child Growth and Development/Parenthood Education 2 (DP)*
This year-long double period course covers in depth the growth and development of the
school age child. Emphasis is on the practical experience of working in a local preschool
or elementary school where the student assists a teacher. Students will continue to
develop their Child Development 1 portfolio. This is the second course in the Child
Growth and Development State Approved Completer Program. Students may participate
in the Early Childhood Education Tech Prep Program at Prince George’s Community
college and/or document hours for the 90 Clock Hour and State Senior Staff Certification.
Written parental permission is required for students who will be traveling by county
school bus. (Prerequisite: “C” or better in child Development 1, good attendance, or
teacher approval.)
Child Growth and Development/Parenthood Education 3
This one to four credit course focuses on careers and cooperative work experience that
prepares students for the transition from school to work. Field experience will be with
young children in the community. Students will continue to develop their Child
Development 1 and 2 portfolio. This is the final course in the Child Growth and
Development State Approved Completer Program. Students may participate in the Early
childhood Education Tech Prep Program at Prince George’s Community College and/or
document hours for the 90 Clock Hour and State Senior Staff Certification. Students may
also register for concurrent enrollment at Prince George’s Community college as part of
the Tech Prep Program. Students must obtain their own job working with children and
must provide their own transportation. Students are required to work five hours per week
for each credit earned. (Prerequisite: “C” or better in child Development 2, good
attendance, or teacher approval.)
FOREIGN LANGUAGE
French 1
In the first year of foreign language study communication and the sounds of the language
are learned through dialogues, learning scenarios, practice exercises, and real-life
situations. The students learn to understand, speak, read, and write a limited amount of
material. Students will learn to apply grammatical principles of the language to form new
ideas and to communicate them. Cultural information about the countries is taught as a
part of the content.
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French 2
The development of skills begun in the first year of the language is continued. Greater
emphasis is placed on oral proficiency, listening, reading and writing in French.
Knowledge of grammar is expanded, including object pronouns and most of the verb
tenses beyond the present. Cultural information is taught through basic content readings
and supplementary materials. (M)
French 3
By the third level of a foreign language students are required to use the language in class
conversations, and read both fiction and nonfiction, including magazines and newspapers.
Learning of vocabulary is greatly expanded. Some supplementary reading is required.
Basic grammar is reviewed and more complex structure is taught. Cultural projects are to
be carried out in the foreign language. Students are expected to write coherent
paragraphs, short summaries, and outlines in foreign language. Frequent testing of
listening and reading comprehension is expected in this course.(M)
French 4
In the level 4 foreign language course, students are expected to use the language in
conversation, class discussions, in oral and written reports and research projects. Reading
includes literary works, social and cultural material, magazines, and newspapers from the
foreign country. Grammar is reviewed, and the finer points are analyzed through work
with original compositions, summaries, reports, advanced exercises, and some translation
activities. The aim is greater precision in self-expression. Students are expected to
understand and write from dictation material heard for the first time. The use of the
foreign language in school-wide and community projects is encouraged. (M)
Spanish 1
In the first year of foreign language study communication and the sounds of the language
are learned through dialogues, learning scenarios, practice exercises, and real-life
situations. The students learn to understand, speak, read, and write a limited amount of
material. Students will learn to apply grammatical principles of the language to form new
ideas and to communicate them. Cultural information about the countries is taught as part
of the content.
Spanish 2
The development of skills begun in the first year of the language is continued. Greater
emphasis is placed on oral proficiency, listening, reading and writing material in Spanish.
Knowledge of grammar is expanded, including object pronouns and most of the verb
tenses beyond the present. Cultural information about the people is taught through
readings in the basic text and supplementary materials.
Spanish 3
By the third level of foreign language students are required to use the language in class
conversations, and for reading both fiction and nonfiction, including magazines and
newspapers. Learning of vocabulary is greatly expanded. Some supplementary reading is
required. Basic grammar is reviewed and more complex structure is taught. Cultural
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projects are to be carried out in the foreign language. Students are expected to write
coherent paragraphs, short summaries, and outlines in the foreign language. Frequent
testing of listening and reading comprehension is expected in this course. (M)
Spanish 4
In the level 4 foreign language course, students are expected to use the language in
conversation, class discussions, in oral and written reports and research projects. Reading
includes literary works, social and cultural material, magazines, and newspapers from the
foreign country. Grammar is reviewed, and the finer points are analyzed through work
with original compositions, summaries, reports, advanced exercises, and some translation
activities. The aim is greater precision is self-expression. Students are expected to
understand and write from dictation material heard for the first time. The use of the
foreign language in school-wide and community projects is encouraged. (M)
Spanish for Native Speakers Level 3
These courses are designed for students who are totally bilingual in Spanish (and
English). It is conducted entirely in Spanish for students who speak and read Spanish at
the intermediate mid-to-advanced level. The course will emphasize reading and writing,
critical thinking, culture, and literary exposure. Improving speaking skills is also an
expected outcome. Students are required to take a Spanish test to validate an
intermediate-mid level of proficiency in speaking and reading. (M)
Latin 1
In this beginning Latin course students learn to pronounce and read orally by imitating
the teacher. The classical pronunciation is used. The main tasks in the first level are
learning the word order of the Latin sentence, the case endings of Latin nouns and
adjectives according to use in the sentence. Verb forms of all six tenses of the indicative
mood, active and passive, are learned. Students are introduced to techniques of
translation. Myths and legends of ancient Rome and Greece are read and translated.
Study of the ancient Mediterranean world and of Roman life is included. A large part of
the course is devoted to the study of English words derived from Latin. The main skill to
be developed is the reading of Latin.
Italian 1
In the first year of foreign language study, communication and the sounds of the language
are learned through dialogues, exercises and situations. The students learn to understand,
speak, read, and write a limited amount of material. Students must learn to apply
grammatical principles of the language to form new ideas and to communicate them.
Cultural information is taught about countries where the target language is spoken.
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HEALTH EDUCATION
Health Issues
This semester course deals with the basic principles of physical, mental, social, and
emotional health. The importance of developing and implementing behaviors that are
conducive to a lifetime of good health is stressed. Key areas of focus are: safety and first
aid including cardiopulmonary resuscitation (CPR) training; nutrition and fitness
including dietary factors for high blood pressure and heart disease; family life, growth
and sexuality; disease prevention and control including sexually transmitted diseases,
AIDS and cancer; drug and alcohol abuse prevention with an emphasis on coping with
peer pressure and “saying no to drugs,” mental health including decision making, stress
reduction and suicide prevention; and personal and consumer health. The family life,
growth and sexuality unit requires prior written parental
permission.
Family Living
This semester course is structured to give students a better understanding of the
contemporary issues that they will be faced with when they are living as a single adult
and if they decide to get married. Included are roles and responsibilities of individuals in
varied relationships; decision making; and lifestyle adjustments as they pertain to living
single, marriage and parenthood.
Sports Medicine
Sports medicine and athletic training opens a new dimension to high school Health
Education. This semester long course provides for the scientific examination of the
physiology of exercise.; and the skillful application of first aid, taping, rehabilitation, care
and prevention of athletic emergency injuries, and CPR training.
MATHEMATICS
Algebra 1
Algebra 1 outcomes are written to provide students with hands-on experiences to support
the application of skills and concepts related to problem solving and patterns, graphical
solutions to linear equations, rates of change, and solutions to equations and inequalities,
quadratic functions, and other non-linear functions, polynomials, and rational
expressions. This is a year long course for 1 mathematics credit is earned. (M)
Algebra 1AL
Algebra 1AL is a year long course designed to be offered in tandem with Algebra 1.
Algebra 1 AL is not a stand-alone course. A student enrolled in this course would take
two periods of mathematics each day for a year. The Algebra 1AL period would focus on
Algebra 1outcomes. Algebra 1 AL is designed to support the Algebra 1 outcomes by
providing reinforcement of those concepts and skills.
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Geometry
The Geometry outcomes are written to provide students with hands-on experiences to
support the application of skills and concepts related to inductive reasoning and
conjecturing, transformations and tessellations, and area. In addition this course will
support the application of skills related to the theorem ascribed to Pythagoras, similarity,
and deductive reasoning. This is a year long course for which Algebra 1 is a prerequisite
and for which 1 mathematic credit is earned. (M)
Geometry AL
Geometry AL is a year long course designed to be offered in tandem with Geometry.
Geometry AL is not a stand-alone course. A student enrolled in this course would take
two periods of mathematics each day for a year. The Geometry AL period would focus
on geometry outcomes. Geometry AL is designed to support the Geometry outcomes by
providing reinforcement of those concepts and skills. This is a year long course for
which Geometry is a prerequisite and for which 1 mathematics credit is earned. (M)
Integrated Mathematics
This course provides students with consumer skills using real-life applications and
provides critical thinking connections to problems which integrate Algebra 1 and
Geometry. This course emphasizes problem solving skills to prepare students who have
struggled in their previous math courses for entry into Algebra 2. This is a full year
course that awards one math credit. Successful completion of Algebra 1 and Geometry is
required for entry into this course.
Algebra 2
Algebra 2 outcomes are written to provide students with hands-on experiences to support
the extension of applications of skills and concepts related to expressions and functions,
both the synthetic and analytic aspects of geometry, and probability and statistics. This is
a year long course for which Geometry is a prerequisite and for which 1 mathematic
credit is earned in each year. (M)
Algebra 2 - Trigonometry
Algebra 2 - Trigonometry outcomes are written to provide students with hands-on
experiences to support the extension of application of skills and concepts related to
expressions and functions, both the synthetic and analytic aspects of geometry, and
probability and statistics. Special emphasis is given to the trigonometric functions
introduced and sustained in Algebra 1 and Geometry. This is a year long course for which
Geometry is a prerequisite and for which 1/2 mathematics credit is earned in each
semester. (M)
Trigonometry/Analysis
Trig/Analysis is a full year one credit course that serves as a preparation Pre-Calculus.
Students that enter Trig Analysis have successfully completed Geometry and Algebra.
In some cases students who have completed algebra 2/Trig may elect upon consultation
with their Algebra 2/Trig teacher to enroll in Tri Analysis. The Trig Analysis course is
divided into two parts: Trigonometry and Analysis. In the Trigonometry part of the
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course the student is introduced to the six trig functions and works with trig functions to
solve problems involving right and non-right triangles. Students will also explore
algebraic and geometric interpretations of the graphs of the trigonometric functions. The
course following Trig/Analysis is Pre-Calculus.
Pre-Calculus
The outcomes of the course are written to provide students with hands-on experiences to
support the modeling of situations which can be described by exponential, logarithmic,
power, polynomial, rational, trigonometric functions, and matrices. This is a year long
course for which Algebra 2 or Algebra 2 – Trigonometry are prerequisites and for which
1 mathematic credit is earned. (M)
Advanced Placement Calculus
The outcomes for the course are written to provide students with hands-on experiences to
support the applications of concepts related to limits, continuity, derivatives, integrals,
and problem solving applications. This is a year long course for which Pre-calculus is a
prerequisite and for which one mathematics credit is earned. (M)
MILITARY SCIENCE
Junior Reserve Officer Training Corps (JROTC)
The goal of the Junior Reserve Officer Training Corps (JROTC) is to provide secondary
school students the opportunity to become informed, responsible citizens through a
military environment. Sixty percent of the curriculum focuses on development of
academic areas including United States military history, national security, meteorology,
astronomy, aerospace vehicles and environment (aircraft, rocketry satellite, and
spacecraft), management, communications, survival, navigation, and physical fitness.
Forty percent of class time is spent in developing leadership skills and military courtesies
and customs. Students attend classes five days per week during the regular school day.
Enrichment activities include before or after school color guard and drill practice,
summer leadership school, camps, and naval cruises. The program also provides college
scholarship opportunities and Military Academy appointments for qualified individuals.
Students who successfully complete three years of the JROTC program and qualify to
enter the active duty military service may be paid two grades above non JROTC recruits.
Courses which MAY be offered:
Aerospace Science 1 (AFJROTC)
This course covers an initial exploration of aerospace matter, including an overview of
the development and impact of aerospace, a familiarization with aircraft and spacecraft,
an examination of the environment in which such craft operates, an orientation on the
work of the U.S. Air Force, and the customs and courtesies used by military members. (P,
T)
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Aerospace Science 2 (AFJROTC)
This course offers the study of selected areas of aeronautics, an examination of the
component factors of aerospace power, and a development of individual and group skills
sufficient for participation in Air Force ceremonies. (T)
Aerospace Science 3 (AFJROTC)
Included in this course is an examination of space technology and space programs; a
review of leadership opportunities in space, national defense, and aerospace preparations;
and an analysis of factors and techniques involved in leadership situations. (M, ATE)
Aerospace Science 4 (AFJROTC)
The fourth year is a civics and aviation technology course available only in schools which
have ninth through twelfth grades. Subjects covered include civil aviation’s primary
features and impact on our society; careers available in the civil and military aerospace
community; and descriptions and uses of modern aerospace vehicles. The civil aviation
portion of the course adds to the basic knowledge of the aerospace industry given in
Aerospace Science 1. This information sets the stage for the discussion on careers in
aerospace. The careers section not only describes career options and education
possibilities, it also provides practical advice for the new job hunter. The academic
section finishes up with a review of modern aerospace vehicles, their uses, and
capabilities. Leadership hours, fine tune developing communication skills, and top level
cadet corps jobs provide a laboratory to experiment with newly learned leadership and
management skills. (M, ATE)
Honors Ground School Program
The material covered is an advanced, more in depth study of the previous aerospace
topics. This course is the foundation for students interested in receiving a private pilot’s
license. When the course is completed the students should be prepared to take and pass
the Federal Aviation Administration (FAA) written examination. The Private Pilot
Manual is the primary source for initial study and review. The text contains complete
and concise explanations of the fundamental concepts and ideas that every private pilot
needs to know. The subject are organized in a logical manner to build upon previously
introduced topics. Subjects are often expanded upon through the use of Discovery Insets,
which are strategically placed throughout the chapters. Periodically, human factors
principles are presented in Human Element Insets to help you understand how your mind
and body function while you fly. Throughout the manual, concepts that directly relate to
FAA test questions are highlighted by FAA Question Insets. Additionally, you can
evaluate your understanding of material introduced in a particular section by completing
the associated review questions.
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MUSIC
I. General/Vocal Performance Courses
Must offer a minimum of two levels of chorus selected from those listed. Student ability
will determine the levels of courses to be offered. In accordance with the Title IX
regulations, if Intermediate Chorus-Soprano and Alto is offered, Intermediate ChorusTenor and Bass must also be offered. Attendance at outside school performances and
rehearsals is a requirement for these courses.
II. Musicianship Courses
Must offer one musicianship course or combination each semester according to the ability
of the students. A school must decide which musicianship courses it should offer. Two or
more levels might be taught simultaneously, according to instructional needs of students.
III. Special Interest–General Music Courses
Must offer a minimum of two different special interest-general music courses each
semester selected from those listed. Student interest will determine the courses to be
offered. (Additional General/Vocal Performance Courses, i.e., Hand Bell Choir Vocal
Ensemble and Music Theatre may be substituted for General Music Courses if student
interests dictate such.)
IV. Instrumental Performance Courses
Must offer a minimum of two levels of band, and one level of Orchestra (or special
instrumental ensemble with string emphasis) from those listed. Attendance at outside
school performances/rehearsals is a requirement for these courses.
General/Vocal Performance Courses
General/Vocal Performance courses are full year performance group courses. Students
are placed in the appropriate performance group through audition. They may be enrolled
in and receive credit for any of these courses for one, two, three or four years. Continuous
skill development through repertoire representing various ethnic cultures is achieved each
year. Attendance at outside school performances/rehearsals is a requirement for these
courses. The percentage of the curse grade represented by participation in outside school
performances/rehearsals will be distributed to students and parents at the beginning of
each year and/or semester. Students will be notified one month in advance of a scheduled
out-of-school performance/rehearsal, if the performance/rehearsal is to be a requirement.
In the event of emergencies or unexpected invitations, the teacher will consult with the
group to determine the availability of the group. Those students who are not available on
short notice (less than 30 days) will not be penalized for nonattendance.
Intermediate Chorus - Mixed
This full-year course offers instruction in intermediate vocal techniques, score reading
and includes study and performance of mixed chorus literature. Students are selected
through prior audition by the teacher. This group has out-of school performances which
may require after school rehearsals. (F)
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Intermediate Chorus - Soprano and Alto
This full-year course offers instruction in intermediate vocal techniques, score reading
and includes study and performance of soprano/alto literature. Students are selected
through prior audition by the teacher. This group has out-of school performances which
may require after school rehearsals.
Intermediate Chorus - Tenor and Bass
This full-year course offers instruction in intermediate vocal techniques, score reading
and includes study and performance of tenor/bass literature. Students are selected through
prior audition by the teacher. This group has out-of school performances which may
require after school rehearsals. (F)
Advanced Chorus - Concert Choir
This full-year course offers instruction in, and study and performance of, advanced vocal
techniques , score reading and chamber chorus literature. Students are selected through
prior audition by the teacher. This group performs extensively in out-of-school
performances which may require after-school rehearsals. (F, M)
Vocal Ensemble
This full-year course includes performance and study of historical development of one or
more current styles of music, such as popular, folk, rock, and gospel. This group has outof school performances which may require after school rehearsals. (F)
Musicianship Courses
MUSICIANSHIP courses are semester courses and are taken in sequence.
Musicianship 1A
A beginning semester course in music that includes theory, ear training, dictation, sight
singing and analysis of simple form and structure. (F)
Musicianship 1B
Continuation of semester course as described in Musicianship 1A. (F)
Basic Band - High School
This course is designed for students who have not developed the necessary skills for
placement in the intermediate or advanced bands. Emphasizes placed on continuing the
development of musical skills and technical facility. (F)
Intermediate Band - High School
This is an intermediate full-year course for wind and percussion students who play
intermediate band literature an acceptable manner. Membership is subject to the approval
of the instrumental music teacher. Sectional rehearsals or ensemble instruction should be
scheduled. (F)
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Advanced Band - High School
In this full-year course emphasis will be placed on a high standard of musical excellence
in the preparation and performance of band literature. The band provides an opportunity
for instrumentalists to continue their instruction and to gain performing experience on a
daily basis. Membership in this class is subject to the approval of the instrumental music
teacher. Sectionals or ensemble instruction should be scheduled. All members should be
alerted to the opportunity to participate in the All County Orchestra and Band. (F, M)
Special Instrumental Ensemble - High School
This full-year course is designed for instrumental music students desiring to enhance their
musical experience through the study and performance of literature for the smaller
instrumental ensemble. Possible offerings are: string or wind chamber music, jazz
ensemble, instrumental choirs, and percussion ensemble. Prerequisite: Players of band
instruments must be enrolled in and receiving credit for basic, intermediate or advanced
band. Players of string instruments must be enrolled in and receiving credit for
Intermediate or Advanced Orchestra if those courses are offered. Students enrolled in any
special instrumental ensemble must be auditioned by the instrumental music teacher. (F)
PHYSICAL EDUCATION
Lifetime Sports 1
This semester course will provide learning experiences in a variety of individual and dual
sports such as tennis, archery and bowling. Opportunities for students to acquire
knowledge, skills and an appreciation of lifetime sports which have carry-over value for
recreational pursuits. Activities in this course must be offered as coeducational (mandated
Title IX).
Lifetime Sports 2
This semester course will offer table tennis, badminton, pickle ball and golf.
Opportunities are provided for continued acquisition of knowledge, skills and an
appreciation of lifetime sports. Activities in this course must be offered as coeducational
(mandated Title IX).
Team Sports 1
This semester course will consist of three activities and will provide learning experiences
in team sports such as flag football, soccer and basketball. Opportunities for leadership
skills are developed through organizing, administering and officiating intra-class
competitions. Emphasis is placed on the development of high degrees of competency
through the mastery of more complex movement. Activities in this course must be
offered as coeducational (mandated Title IX).
Team Sports 2
This semester course will provide learning experience in team sports such as volleyball,
team handball and softball. Opportunities are provided for continued concentration on
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developing leadership skills, officiating and intra-class competition. Activities in this
course must be offered as coeducational (mandated Title IX).
Your Personal Fitness 1
This semester course will provide students with the knowledge and skills needed to
develop and maintain a lifetime of optimal health and fitness. The following components
are included: Physical fitness activities (aerobic walking, aerobics, step aerobics, rope
jumping and weight training), grooming, nutritional awareness, stress management and
environmental factors that influence one’s health. A variety of self-assessment will be
used so that students can design and implement a personal wellness plan. This course
must be offered as coeducational (mandated Title IX).
Your Personal Fitness 2
This semester course is prerequisite to Personal Fitness I. Students will learn how to
assess and establish personal goals based on individual needs. Mastery of information
will provide students with the concepts needed to maintain themselves in a desired state
of fitness throughout life. Upon completing this course, students will be able to recognize
myths, fallacies, and misconceptions associated with exercise, fitness, nutrition, diet and
weight control. The consumer issues unit of this course will help students to identify food
diets, exercises, gadgets and gimmicks. Students will be able to design, practice and
monitor individual programs based on personal needs and pre-established fitness goals.
As a culminating activity, the student will be able to visit local Health Spas and Fitness
clubs. This course must be offered coeducationally (mandated Title IX).
Physical Training
This semester course is designed as a conditioning course for students who wish to
improve strength and endurance. Areas that may be explored are physical fitness, circuit
training, isometrics, weight training, body mechanics, jogging and/or running, and
fundamental theories of body conditioning. Activities in this course must be offered as
coeducational (mandated Title IX).
Physical Training
This semester course is designed as a conditioning course for students who wish to
improve strength and endurance. Areas that may be explored are physical fitness, circuit
training, isometrics, weight training, body mechanics, jogging and/or running, and
fundamental theories of body conditioning. Activities in this course must be offered
coeducational (mandated Title IX).
READING/ENGLISH LANGUAGE ARTS
English/Language Arts 9
This year-long course will further develop student reading and writing skills through the
study of literature using a genre approach. Students will have experiences with various
kinds of literature appropriate to their grade level, and writing in response to their literary
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experiences. In addition, students will also have experiences using critical thinking skills
in analyzing texts written for the following purposes: for literary experience, to be
informed, and to perform a task. Writing prompts will be used in the course as part of a
sequenced preparation for various written assessments. (M)
English Language Arts/HONORS 9
This year-long course is designed for identified HONORS and selected students. This
course will further develop student reading and writing skills through the study of
literature using the genre approach. Students will have experiences with various kinds of
literature appropriate to their grade level and writing in response to their literary
experiences. In addition, students will have experiences using critical thinking skills in
analyzing texts written for the following purposes: for literary experience, to be informed,
and to perform a task. Instruction will be differentiated so that state goals are met while
individual talents/gifts of students are demonstrated in creative and critical thinking
applications. A variety of dimensions of instructional and learning styles will be
employed so that instruction and learning are extended well beyond the regular English
curriculum.
English/Language Arts 10
This required year-long course builds on students’ abilities in reading, writing, listening,
and speaking through exploration of the guiding ideas or themes in a variety of literature.
Students will also have useful language and writing experiences utilizing the writing
process. (M)
English Language Arts/HONORS 10
This year-long course is designed for identified HONORS and selected students. The
trust is on world literature with comparisons of literary selections from the periods of
classical mythology, the ancient world, the middle ages, the Renaissance, the
Enlightenment, the Romantic period and the twentieth century. Writing and grammar
skills are incorporated in the study of literature. The seminar approach is
introduced, also. (M)
English/Language Arts 11
This required course gives students an opportunity to explore a thematic approach to the
ideas found in the range of our national writing. The course reflects the continued
diversity inherent in our society as various literary genre are shared using all facets of
language arts-listening, speaking, reading, and writing. The study of language in usegrammar, mechanics, sentence structure, and usage will be incorporated in the year-long
course as well.
English Language Arts/HONORS 11
This year-long course is designed for identified HONORS and selected students. The
units cover from the Colonial period through the twentieth century. Lessons and units
include activities that stress composition techniques such as analogy, classification,
induction and deduction. There are also lessons that require an analysis of a writer’s style.
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A seminar approach is used as a means of studying several major authors. The
chronological approach used I parallel to that of HONORS American History/AP. (M)
AP Language & Composition 11
Advance Placement Language and Composition is a year long course designed to teach
students to look critically at English language, to analyze how various quthors use
language to convey meaning, and to improve writing. Students will learn important
language skills; in addition, the course will enable students to read complex texts with
understanding and to write prose of sufficient richness and complexity to communicate
effectively with mature readers. Because it is a college level course, the standards will be
high, the pace rapid, and the work load demanding.
English Language Arts 12
This required course gives students an opportunity to explore a thematic approach to the
universal ideas found in world literature. Selected fiction and non-fiction will be
explored using all facets of language arts - speaking, listening, reading, and writing. The
course will also include appropriate study of language usage and the writing process. (M)
Advanced Placement (English Language Arts) Literature and Composition 12
This year-long course is designed for identified HONORS or selected students. It is
possible to avoid taking introductory college courses in many areas if students can
demonstrate facility and skill in the course subject matter. Graduating students interested
in going to college and taking a test to see if they can gain exemption from introductory
English courses may want to take this course. Designed to prepare students to compete
successfully in advanced placement, this course will present challenging reading and
writing experiences similar to those on advanced placement tests and will use literature
similar to that found on the test. There will be extensive reading and writing
opportunities. It is hoped that all students taking the course will also take the Advanced
Placement examination. (M) Elective courses may be offered if facilities, materials,
interest, and staff warrant them. The following elective courses are unfazed, ungraded,
and cannot be used to meet the English requirement for graduation. Students not in the
regular program must take and pass year-long of Advanced Placement.
Speech 1
This introductory high school course is designed to give students opportunities to gain
poise, develop personal interests, and share responsibilities for group projects. Students
will have opportunities to acquire listening skills, to learn fundamentals of oral
presentation, to increase their vocabularies through word study and oral presentations, to
increase their vocabularies through word study as it relates to speech, to prepare and
present various types of speeches, to participate in group discussions, to experience
platform reading and speaking, to receive an introduction to debate, to meet some of the
challenges of performing through the mass media, and to develop interpersonal
communication skills and poise.
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Journalism 1
This introductory course will provide students with both knowledge about the
development of journalism as a communication instrument and practical experiences in
journalistic techniques. Appropriate time may also be devoted to various school
publications.
Journalism 2 Newspaper
This course provides students with functional activities involved in newspaper
production. Reporting, news gathering, advertising, and photography will be among the
topics explored. (M)
Journalism 2 Yearbook
Problems and procedures necessary to the development, printing, and distribution of a
yearbook form the basis of this course. Students will also devise a theme for the yearbook
and undertake necessary funding activities to insure its solvency. (M)
Journalism 2 Literary Magazine
Student in this course will practice those techniques necessary to publishing a literary
magazine. The class will be responsible for devising a thematic concept for each issue;
soliciting, generating, and editing copy; developing a suitable publication format;
meeting funding needs; and distribution. (M)
Drama 1
Drama is the introductory course in a three course series designed to introduce and
develop skills and experiences useful to students having an interest in and/or an aptitude
for drama. (F)
Drama 2
Drama 2 is the second course in a three course series during which the students will
experience techniques of oral interpretation, the nature of technical theater, and study
theatre history to Elizabethan times. (F, M)
Drama 3
Drama 3 is the last course in a three course series designed to provide students with both
literary features of drama and hands-on experiences with practices that help drama come
alive on the stage. (F, M)
Study Skills Workshop
This semester course will be concerned with individual and group study techniques.
Students will individually work on those study skills they wish to gain or improve. The
course is open to any student from those wishing to gain study skills for college to those
wishing to gain study skills for a specific course.
Research and Writing The Term Paper
This semester course is designed for those students who wish to gain skills in writing
longer papers based on the findings of others. Tools and methods of objective research
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will be explored. Students will learn the logical development and substantiation of a
thesis. They will also have the opportunity to discuss problems of selecting, evaluating,
and interpreting facts. (M)
English Language Arts/ESOL 1 A/B
This semesterized single period course grants grade level English credit (0.50) and is to
be scheduled back to back with a second semesterized single period course which grants
elective credit (0.50) (137100 ESOL/ELE 1A/B). This course develops the beginning
English language skills of Limited English Proficient students in listening, speaking,
reading and writing. These skills require control of the sound system, grammar,
vocabulary and the social and cultural situations in which they are used.
English Language Arts/ESOL 2 A/B
This semesterized single period course grants grade level English credit (0.50) and is to
be scheduled back to back with a second semesterized single period which grants elective
credit (0.50) (137200 ESOL/ELEC 2 A/B). This course is for Limited English Proficient
students whose English language skills and previous educational backgrounds are such
that they require a second year of instruction at a beginning level. This course will
develop the students’ English language skills in listening, speaking, reading and writing.
Students in 136200, A/B may be in the same class/section as students in 136100, A/B.
(M)
Transitional English
This semesterized single period course grants grade level English credit (0.50). This
course is an English skills class for Language Minority students who are ready to exit
ESOL English classes and transition to mainstream, grade level high school English
courses. This course includes instruction in the language arts skills of listening, reading,
as speaking and writing. Literature is taught for its own sake, not only as a springboard
for composition writing. In this course, students should begin to understand and use the
elements of style and begin their development of critical literary evaluation. If a student
is ready to move into a mainstream class at the end of the first semester, the student
should be exited from Transitional English at that time.
English Language Arts/ESOL Non Credit
Students enrolled after the twentieth day of the First Quarter or students enrolled after the
twentieth day of the Third Quarter for ESOL/ENG 136100, 136200 A/B, or 136300, A/B
may receive ESOL instruction for the remainder of the semester without receiving any
credit in these courses instead of being excluded due to late enrollment.
ESOL AIM Literacy 1 A/B
This semesterized single period course grants elective credit (0.50). This course is
designed for pre and non-literate Limited English Proficient students. It teaches
fundamental literacy skills through the content areas of Mathematics, Science and
Geography. Students must be pre-selected for this class by ESOL/LMP staff.
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ESOL AIM Literacy 2 A/B
This semesterized single period course grants elective credit (0.50). This course is
designed for semi-literate Language Minority students who successfully complete the
ESOL AIM Literacy class (136700) or who, as new registrants in the county, are
identified in their in-take tests as being semi-literate. Students must be pre-selected for
this class by ESOL/LMP staff.
Critical Reading
This course is designed to assist students in developi9ng reading strategies so they may
perform at high proficiency levels in the content areas. Students will explore strategies
for extending vocabulary, improving comprehension and developing study techniques.
Opportunities to transfer techniques to varied materials and to select leisure reading
materials will also be provided.
Language of Mathematics Part 1\ 2
This semesterized single period course grants elective credit (0.50). This course is
designed for Limited English Proficient students who have limited or interrupted
mathematics education and whose mathematics placement criteria indicate a lack of
achievement on skills included in the Middle Grades Mathematics Program. Students
must be pre-selected for this class by ESOL/LMP and Mathematics staff.
SCIENCE
Biology
The subject matter in this course includes general scientific principles which explain how
living things function, develop, and interact with the environment. Instruction is designed
to promote student discovery, involvement in and appreciation of scientific methods, and
to develop skill in using the equipment and instruments through laboratory experiences.
(M)
Biology HONORS
This year-long course is designed for identified HONORS and selected Level 1 students.
It maintains the major concepts of a rigorous biology program and integrates chemistry
and physics aspects in many of these biology topics. There is a heavy laboratory
orientation to concept development. (M)
Biology ESOL
This course provides non-English speaking students with an opportunity to study biology
by helping them with English terminology.
Advanced Placement Biology
This course is designed for college bound students who wish to enrich their knowledge of
biology and develop more advanced skills and techniques. It is based on the national
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Advanced Placement Curriculum in Biology, and students will be prepared and are
expected to take the Advanced Placement Test in Biology. Biology is a prerequisite. (M)
Chemistry
This course is designed to give the student a basic understanding of chemical theory and
principles. The subject matter also includes descriptive chemistry and practical
applications. Laboratory experiences are designed to familiarize the student with
chemical reactions and to develop skill is using equipment and instruments associated
with the chemistry laboratory. (M)
Chemistry HONORS
This year-long course is designed for identified HONORS and selected Level 1 students.
It maintains the major concepts of a rigorous chemistry program and integrates biology
and physics aspects in many of these chemistry topics. There is a heavy emphasis on
laboratory orientation and concept development. (M)
Advance Placement Chemistry
This course is for college bound students who desire further study in the field of
Chemistry. The objective of the course is to provide a college level curriculum which will
prepare the student to take the Advanced Placement Test in Chemistry. The National
Advanced Placement curriculum in chemistry will be used. Course work consists
primarily of laboratory work and problem sets, with development of concepts discussion.
Students should have had chemistry in preparation for this course. (M)
Physics
This course is a study of the physical properties and interrelationships of matter and
energy. Topics such as astronomy, optics, motion, force, electricity, magnetism, and
nucleonics will be studied through experimentation, discussion, and reasoning. Students
should have had or be enrolled in Algebra II. (M)
Physics HONORS
This year-long course is designed for identified HONORS and selected Level 1 students.
It maintains the major concepts of a rigorous physics program and integrates biology and
chemistry aspects of many of these physics topics. There is a heavy emphasis on
laboratory investigations and concept development. Students should have had or be
enrolled in Algebra 2. (M)
Conceptual Physics
This course includes some of the basic topics in physics such as mechanics, heat, sound,
light, and electricity. The material is presented on a more basic level than the regular
physics course with a minimum of mathematical application. It is recommended for the
student who wants an understanding of the concepts of physics. (The Conceptual Physics
series is employed in this program.) Students should have had or be enrolled in Geometry
B. (M)
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Advanced Placement Physics B
The AP Physics B course provides a systematic introduction to the main principles of
physics and emphasizes the development of problem solving ability. It is assumed that
the student is familiar with algebra and trigonometry; calculus is seldom used, although
some theoretical developments may use basic concepts of calculus. The Physics B course
provides a foundation in physics for students planning further study in the life science,
Pre-medicine, and some applied sciences, as well as other fields not directly related to
science. Laboratory experience is an important part of AP Physics B. Students should
have had or be enrolled in Algebra II (M)
Plants and People
This semester course deals with classification, structure, and function in plants; their
growth and development; and their relationship to humans. The course relies heavily on
horticultural practices and scientific experimentation. (M)
Introduction to Environmental Relationships and Problems
This semester course is designed for the student who is concerned about problems of the
environment and possible solutions. It will deal with problems such as overpopulation,
food resources, natural resources, and pollutants. Food additives, pesticides, radiation,
air, water, solid waste, and noise will also be studied. (M)
Environmental Science
This course is designed for students interested in studying the environment. The course
explores the principles of ecology with an emphasis on field study, environmental
chemistry, and current environmental problems and issues. (M)
Microbiology
This semester course is designed for those students who want to study micro-organisms
and their activities. It is concerned with the form, structure, reproduction, physiology,
metabolism and identification of microbes. It includes the study of their distribution in
nature, their relationship to each other and other living things, their effects on human,
beings, and changes they make in their environment. The technical aspects of lab work
are emphasized. (M)
Physiology
This semester course focuses on the functions of living organisms. The primary emphasis
is on human functions with extensive laboratory work. The functions of cells, tissue, and
organs are studied. Individual research and reading of journals are required. (M)
Medical Science
This semester course is designed to give students information and experiences related to
medical careers, diseases, health problems, research, and current studies in the area.
Guest speakers, reading of medical journals, and laboratory work are emphasized. (M)
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SOCIAL STUDIES
Local, State, and National Government/HONORS
This year-long course provides students with a comprehensive examination of the basic
concepts and principles of our federal system of government. Course study includes a
focus on the foundations of government; an overview of the United States political
system; study of the legislative, executive, and judicial branches of government;
exploration of citizenship rights and responsibilities, examination of structure and
functions of state and local governments; and study of global perspective on
governmental relationships. The entire course is designed to instill in student with
qualities of good citizenship that will enable them to put knowledge into action; and to
provide students with the skills they need to participate fully in our democratic society.
(M)
Practical Law
This semester course is designed to provide seniors and selected juniors an opportunity to
pursue their interest in practical aspects of the law. The course will provide a framework
for the county’s mock trial program and will involve participation by the Bar Association
and law enforcement agencies. The course provides practical information and problemsolving opportunities necessary for survival in our society. The course includes role
playing, small group activities, opinion polls, and visual analysis experiences as well as
mock trials. (M)
World History/HONORS
This full year course builds on the foundation established in the elementary and middle
school social studies programs in Prince George’s County. Because the earlier programs
emphasize ancient cultures around the world, most of the tenth grade course focuses on
modern world history beginning in approximately 1400 AD. The course is based on four
major themes: human interactions; hemispheric interactions; crisis, progress, and change
in the 20th century; and the challenges of the 21st century. (M)
United States History/HONORS
This course illustrates how the American political, economic and social system
developed.
Topics like nationalism, sectionalism, Civil War, Reconstruction,
Industrialism, and Immigration are examined to illustrate the development of these
strands during the 19th century. Twentieth century content expands to include issues
related to the development of foreign policy, the role of the United States as a world
leader, and the domestic response to a diversified population and issues such as reform
and civil rights. (M)
Advanced Placement United States History
This year-long course is designed for identified HONORS and selected Level One
students. It deals with American history from the Revolutionary Period through MidTwentieth Century. The main goal is to provide students with college level experiences
giving them a thorough background in relevant facts, and the skills to examine their
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significance and context. Most students in the course take the national Advanced
Placement Examination. Success on this provides for college credit. (M)
Advance Placement American Government and Politics
The Advanced Placement course in American Government and Politics is designed to
give students a critical perspective on politics and government in the United States. This
course involves both the study of general concepts used to interpret American politics
and analysis of specific case studies. It also requires familiarity with the various
institutions, groups, beliefs, and ideas that make up the American political reality.
Course topics to be included are: constitutional under-pinnings of American government,
political beliefs and behaviors, political parties and interest groups, institutions and policy
processes of national government, civil rights and civil liberties. (M)
Leadership Skills
This year-long elective will develop the leadership skills needed for success in school,
business, community, and governmental organizations. Students will have the
opportunity to interact with, and learn from leaders in these fields. In this study of
different leadership processes, students will have opportunities to model the behavior of
successful leaders. The course is particularly appropriate in providing background for
school leadership training.
African American Studies
Beginning with a brief study of cultural roots in Africa, this semester course focuses on
the African American experience in the United States. Emphasis is placed on
understanding the contemporary life of African Americans in light of historical
experience. African American involvement and impact on politics, economics and the
arts are emphasized. (M)
Social Issues
This semester course recommended for juniors and seniors focuses on the issues facing
people living in groups in contemporary American and global society. It is concerned
with fostering the development of critical thinking. Current social issues are examined
using the techniques developed by social scientists. Students will be given opportunities
to investigate some of the many complex issues facing American and global society. The
course makes it possible for the student to examine openly and critically their own beliefs
in relation to those of other members of our society and the world community. (M)
Sociology
This semester course recommended for juniors and seniors focuses on defining the
science of sociology; examines the question of issues involved in the study of humans
and their cultures, family and socialization, factors influencing human behavior, and
evolution of the individual; institutions; social problems; and the effects of rapid
technological changes and urbanization.
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Political Issues
The emphasis in this semester course is on the processes and problems of the American
political system. Questions of political power, authority, leadership and individual rights
are basic to the course. Students are encouraged to be actively involved with political
organization and government agencies. (M)
African Area Studies
African studies extend understanding of the people and cultures that exist on the world’s
second largest continent. The purpose of this semester course is threefold: to explore
some of the major misconceptions about the area, to examine cultural regions, and to
investigate some of the contemporary problems that face Africa in the 1990’s. (M)
Student Government Student Government - Non Credit
Each course is designed for students who have been elected or appointed to their Student
Government Association. In the course, students will learn the fundamentals of political
behavior. Students apply these principles to their own school by analyzing student needs
and making recommendations to the appropriate administrators. Students may earn only
one elective social studies credit for Student Government. This may not be one of the
required social studies credits for graduation. (M)
Advanced Placement Psychology
This year-long course is designed to give the students a fundamental body of knowledge
and skills in the area of psychology. The course will involve an investigation of the major
approaches to this study of psychology. It also will involve the use of research methods
and statistical measurement to include inferential as well as descriptive statistics.
Advanced Placement Psychology builds upon the foundation of the General Psychology
course (or the psychology section of Introduction to Social/Behavioral Sciences) which is
a prerequisite for this course. It also requires the student to use methods and skills
acquired in math and science courses as well as computer application. Advanced
placement courses are designed for qualified students who wish to complete studies in
secondary school that are equivalent to a one-semester college course in psychology. It is
expected that upon completion of the course students will take and pass the College
Board advanced placement test. (M)
SPECIAL EDUCATION
NOTE: All students in these courses must have a current Individualized Education
Program (IEP) in compliance with Special Education mandates and procedures. The
Vocational Development (Diversified Occupations) Program provides individualized
instruction and vocational preparation to students with disabilities requiring more
intensive Special Education. Through Situational Job Sampling experiences incorporated
in the Social Studies class. Students participate in supervised job shadowing in various
community sites. The course, Diversified Occupations Site-Based Training (Vocational
Development Work Experience) offers students opportunities to develop skills through
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site-based work experiences. The goal for each student is successful transition into postsecondary opportunities for continuing education, career and technology education or
employment. Courses are designed to facilitate learning outcomes appropriate to the
instructional needs of each student as identified on the IEP. Students access the general
education curricula, modified and adapted to meet IP requirements. Core Learning Goals
and Skills for Success are infused in all content areas.
English 9 Intensive
This course will assist students with development of reading and communication skills.
Specific attention will be given to writing narrative and explanatory paragraphs, locating
the main idea. Students receive instruction and remediation of basic reading and writing
competencies in preparation for the Maryland Functional Reading Test and the Maryland
Writing Test.
English 10 Intensive
This course continue development and improvement of students’ skills in reading, writing
and communication, Students study various forms of literature, with emphasis on
selected, literary classics. Instruction and remediation are provided for students preparing
for the MFRT and MWT.
English 11 Intensive
This course continues development and improvement of students’ skills in reading,
writing and communication. Reinforcement of basic language skills continue, as well as
appreciation for various literary forms. Remediation is provided for the MFRT and/or
MWT.
English 12 Intensive
Communication skills of listening, speaking, reading and writing are emphasized as
related to the world of work. Students learn techniques of job interviewing, writing
resumes and completing job applications. Remediation is provided for the MFRT and/or
MWT. The classroom is used to reinforce communication skills necessary for successful
employment. Instruction and remediation are provided for students preparing for the
Maryland Test of Citizenship Skills.
AC Math 100 SC
AC Math is a year long course primarily for those students entering high school who
have struggled in previous math classes and have not passed the Maryland Functional
Mathematic Test. The outcomes of this course include indicators measured by the
MFMT, and the pre-algebra skills necessary for success in Algebra 1. (M,F)
Conceptual Physics Intensive
This course introduces students to information and concepts related to the earth’s
materials, processes, history and place in space. The topics of geology, meteorology,
oceanography, astronomy and environmental science are also introduced as related to
man’s knowledge of the earth.
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Biology Intensive
This course presents biological topics that are important to young people in their
everyday lives. Included are general scientific principles which explain how living things
function, develop and interact with the environment.
Chemistry Intensive
This semester course offers an introduction to basic concepts of chemistry, focusing on
the comparative properties of liquids, solids and gases. Hands-on instruction is provided
through structure laboratory experiments, using a small group, cooperative learning
approach. Instructional units are sequential and incorporate reading, writing, listening
and higher order thinking skill development. Students receive basic instruction in lab
safety and use of all equipment and materials.
Physics Intensive
This semester course offers an introduction to basic concepts of physics. Hands-on
instruction is provided through structured laboratory experiments, using a small group,
cooperative learning approach. Instructional units are sequential and incorporate reading,
writing, listening and higher order thinking skills development. Students receive basic
instruction in lab safety and use of all equipment materials.
Local, State National Government Intensive
This semester course is a Vocational Development Social Studies 1, Semester 1 and 2,
emphasizing government and political issues on the national level. Students will continue
to study career decision-making, while developing their critical thinking, group
processing and study skills. Instruction is provided in preparation for the Maryland Test
of Citizenship Skills.
World History Intensive
Students study historical developments in Europe, Asia, Africa and Latin America, as
well as related geographical facts. Major factors contributing to an understanding of the
contemporary world are included, with an emphasis on cultural diversity. The Career
Exploration component of this course offers students the opportunity to participate in
Situational Job Sampling. Students explore the world of work and gain insight into
various job skills required for specific kinds of jobs. The classroom is used to reinforce
communication skills necessary for successful employment. Instruction and remediation
are provided for students preparing for the MTCS.
U.S. History Intensive
This semester course deals with American history beginning with the formation of our
government through the nineteenth century. Study of the American people, Maryland
history, and multicultural factors are included in all aspects of the course. This course
also provides instruction and remediation for the Maryland test of Citizenship Skills.
Career Issues
Topics studies in this semester course cover a wide range of activities including
independent living, managing finances, mobility (job and leisure), personal and family
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maintenance, housing, citizenship and job success. This course may not be substituted for
a required social studies course.
Career Development/Diversified Occupations Site-Based Training – Semester 1
Career Development/Diversified Occupations Site-Based Training – Semester 2
This course is the work-site component of the Diversified Occupational Issue class.
Students engage in work site experiences related to their career interests and capabilities,
and are encouraged to learn all aspects of the industry. Job experiences promote mastery
of skills needed for entry level employment in the student’s declared occupational area of
interest. The Work Study/Transition Coordinator, employer, student, teachers, counselor
and parents collaborate in designing and implementing activities related to academic,
vocational and technological skill development for successful employment.
SPECIAL PROGRAMS
Reading Improvement
This semester course will provide instruction to review and reinforce reading strategies so
that students may become motivated independent readers. Techniques for increasing
vocabulary and comprehension skills through reading a variety of materials will be
emphasized. Students will be encouraged to apply study skills in the content, and to read
widely.
Intermediate Reading
This course is designed to assist students in developing reading strategies so they may
perform at high proficiency levels in the content areas. Students will explore strategies
for extending vocabulary, improving comprehension and developing study techniques.
Opportunities to transfer techniques to varied materials and to select leisure reading
materials will also be provided.
PSAT/SAT Preparation (Advanced Reading/Study Skills)
This course offers students an opportunity to engage in high level reading, writing,
listening and speaking activities that develop verbal skills through instruction and
practice. Course content includes selected readings of various genre and response to
reading in writing and discussion. Teachers introduce students to PSAT and SAT
formats and provide practice and interpretation of sample items. Students learn selfmanagement and study skills that enhance academic performance in all areas. (M)
Television Production 1
This introductory course offers the student the opportunity to assist in the direction and
production of television programs. This course is an introduction to television. It will
acquaint students with the techniques and problems of television production through
application of theory and methods. The course will survey all aspects of television
production from camera operation to directing. The students will cover the basic elements
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needed for a production including script writing. Practical application of these theories is
provided through the student productions in the television studio. (F, T)
Television Production 2
This advanced course offers the student increased opportunities to assist in the direction
and production of instructional television programs. Practical application of theory and
techniques will be stressed. Students in the class will assist the school and faculty with
the production of television programs in the television studio. (F, M, ATE)
Independent Study-Aviation Independent Study
This course allows students to pursue an independent course under the supervision of a
faculty advisor. The student must indicate the area to be investigate, specific problems to
be investigated, and must possess the background, skills, and information necessary to do
the study.(M)
Independent Study - Community Service
This elective will be open to all students, grades 9-12, to participate in structured learning
opportunities in the community.
Concurrent Enrollment
The Concurrent Enrollment Program permits students to be enrolled in nearby colleges or
junior colleges during their senior year in high school.
Student Assistant Program
The Student Assistant Program is designed to give work experience credit to students
who are enrolled in this program, provided all the criteria are met in establishing the
particular program and in implementing it. It does not mean that other types of
experiences of a voluntary nature cannot be provided. This program will help students
develop particular skills, will provide individual and independent study and work
experience for students, and will provide opportunities for them to work in a particular
relationship with adults and other students. A student may earn only one credit in grades
9 through 12 in the Student Assistant Program. Credit may be given when program for a
particular subject area has been approved countywide or a program for a particular school
has been approved according to the County guidelines. At the present time the following
County-wide programs are approved. The following Student Assistant Programs are
offered for credit or non-credit.
TECHNICAL ACADEMY PROGRAMS
Technical Academy
The Technical Academy is a program that provides students with technical skills and
knowledge which add value to their academic education. Benefits to students include: (1)
gaining a foundation for a college major in a technical field, (2) having access to a
technical career after high school if college is postponed, and (3) having access to a part-
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time technical job to help with college expenses. Classes in the Technical Academy
program are offered at regional Technical Academy centers. Students take their classes
away from their home high school while in the program. Most programs are completed in
just one year.
What Technical Academy center would I attend?
Each student’s high school is served by a regional Technical Academy center. The
northern region center is located on two campuses -- at Bladensburg and Laurel High
Schools. If you are served in the northern center, the campus of your Technical Academy
will be determined by: (1) school bus transportation routes, (2) student choice of program
specialization, and (3) space available for students at a particular center. Considering
these things, school system staff will determine which Technical Academy center a
student would attend. Students and their families will be informed of their Technical
Academy center assignment when they are notified by mail of being accepted into the
program.
When can I start and complete a Technical Academy program?
Most Technical Academy programs can be completed in just one year. They can be
taken in either the 11th or 12th grade. “Cosmetology Careers” and “Barbering/Hairstyling
Careers” are exceptions because they are 2-year programs that must start in the 11th
grade. Another exception is “Nursing/Medical Careers,” which is a 1-year program, but
for 12th graders only.
From what high school would I graduate?
Since the Technical Academy is an extension of each high school’s campus, juniors who
complete a program will return to their home high school for the senior year and graduate
with their class. Seniors who complete a program will have the option to return to their
home high school and graduate with their friends.
How and when do I apply?
The deadline for submitting an application is November 13, 2004. Technical Academy
Application forms and Technical Academy Recommendation forms are available in high
school guidance offices.
What Technical Academy program specializations are available?
The offerings available to each student are limited to those listed for the regional
Technical Academy center serving the student’s high school.
Technical Academy -- Current Program Options
Please notice that: Programs have grade level requirements and letter codes after each
program option indicate the Technical Academy centers at which the offering is
available. Northern Region centers are located at Bladensburg and Laurel. In some
cases, students may have an opportunity to attend Suitland.
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When will I find out if I am accepted into the Technical Academy?
Students will be informed whether they are accepted into the Technical Academy
Program through U.S. mail by the end of January. Those accepted will also be informed
of their center and specialization assignment.
TECHNICAL ACADEMY CAREERS
Air Conditioning/Refrigeration and Heating Careers:
This Technical Academy offering is a one year program of four credits and may be taken
in either the eleventh or twelfth grade. Students gain knowledge and skills for entering
refrigeration careers and heating, ventilation and air conditioning (HVAC) careers. This
knowledge and skill also provides a good foundation for a college major leading to
careers in such fields as mechanical engineering, environmental systems control and
physics. Instruction and experiences include: installing, servicing and repairing heating
systems; installing, servicing and repairing air conditioning and refrigeration systems;
calculating heating and cooling load requirements; determining size and airflow for air
ducts; using computer applications for system design and diagnosis; and participating in
the student house construction project.
Automotive Body Repair Careers: This Technical Academy offering is a one year
program of four credits and may be taken in either the eleventh or twelfth grade. Students
gain knowledge and skills for entering careers in collision repair, auto painting/finishing,
and collision repair estimating. This knowledge and skill also provides a good foundation
for a college major leading to careers in such fields as automotive engineering,
management of automotive collision repair service enterprises, and insurance
sales/service. Instruction and experiences include: straightening frame damage, replacing
body panels and trim, repairing dents, automobile construction, mechanical systems,
preparing and applying automotive finishes, welding, and repairing rust damage.
Automotive Technician Careers:
This Technical Academy offering is a one year program of four credits and may be taken
in either the eleventh or twelfth grade. Students gain knowledge and skills for entering
careers in automotive service and repair, parts supply and after-market product
installation. This knowledge and skill also provides a good foundation for a college major
leading to careers in such fields as automotive engineering and management of
automotive service enterprises. Instruction and experiences include: the functioning,
servicing and repairing of suspension systems, brake systems, automotive electrical
systems, fuel systems and air conditioning.
Barbering/Hairstyling Careers:
This Technical Academy offering is a two-year program of seven credits and must be
taken in both the eleventh and twelfth grade. While in the twelfth grade, students must
also have 120 hours of experience at a barbering work site. Students gain knowledge and
skills for entering barbering and hair styling careers. This knowledge and skill also
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provides a good foundation for a college major leading to careers in such fields as
medicine and health care. Instruction and experiences include: fashionable hair cutting
and styling techniques; trimming and shaping of beards and mustaches; maintaining skin
and scalp health; and operating, managing and owning a barbering/hair styling business.
Carpentry Careers:
This Technical Academy offering is a one-year program of four credits and may be taken
in either the eleventh or twelfth grade. Students gain knowledge and skills for entering
carpentry, roofing, and drywall application and siding application careers. This
knowledge and skill also provides a good foundation for a college major leading to
careers in such fields as architecture, construction management and civil engineering.
Instruction and experiences include: using modern building materials and equipment;
wall and partition framing; roof framing and covering; floor framing and covering;
Applying interior and exterior trim; forming foundations and slabs; constructing stairs;
estimating time, materials and cost; and participating in the student house construction
project.
Cosmetology Careers:
This Technical Academy offering is a two-year program of eight credits and must be
taken in both the eleventh and twelfth grade. While in the twelfth grade, students must
also have 60 hours or more of experience at a cosmetology work site.
Students gain knowledge and skills for entering cosmetology, cosmetic services,
electrolysis (hair removal), esthetician (skin care and make-up), and manicuring careers.
This knowledge and skill also provides a good foundation for a college major leading to
careers in such fields as business owner, salon manager and medical professional.
Instruction and experiences include: techniques of cutting and grooming hair; make-up
artistry; nail care including new fashionable techniques; applying such hair treatments as
shampooing, coloring, cold wave perms and relaxers; applying facial, scalp and skin care
treatments; and operating, managing and owning a cosmetology services business.
Completing this program and its related work-based learning experience (combined total
of 1500 hours) will prepare students to take the state licensing tests for cosmetologists
and/or cosmetic services (manicurists). This career field has good possibilities for owning
and operating your own business.
Culinary Arts Careers:
This Technical Academy offering is a one-year program of four credits and may be taken
in either the eleventh or twelfth grade. Students gain knowledge and skills for entering
food preparation and service careers. This knowledge and skill also provides a good
foundation for a college major leading to careers in such fields as hotel and tourism
management, restaurant management and ownership, and executive chef. Instruction and
experiences include: advanced cooking skills, baking and pastry arts, food service and
dining room management, mass food preparation and catering, and restaurant
management.
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Drafting/CAD Careers:
This Technical Academy offering is a one year program of four credits and may be taken
in either the eleventh or twelfth grade. Students gain knowledge and skills for entering
drafting and computer assisted design (CAD) careers. This knowledge and skill also
provides a good foundation for a college major leading to careers in such fields as
engineering, engineering technology and architecture. Instruction and experiences
include: traditional instrument drafting for concept development, extensive computer use
for creating design drawings in several technical fields, principles of architectural design,
principles of machine design, three-dimensional modeling by computer, and technical
illustrating.
Electrical Careers:
This Technical Academy offering is a one-year program of four credits and may be taken
in either the eleventh or twelfth grade. Students gain knowledge and skills for entering
electrical construction, electrical maintenance and repair, and electrical power
distribution careers. This knowledge and skill also provides a good foundation for a
college major leading to careers in such fields as electrical engineering and data
networking. Instruction and experiences include: principles of electricity, electrical
devices and controls; the national electric code requirements and standards; materials,
tools and procedures for installing and repairing residential electrical service; materials,
tools and procedures for installing and repairing commercial electrical service; estimating
time, materials and cost; and participating in the student house construction project.
Electronics Careers:
This Technical Academy offering is a one year program of four credits and may be taken
in either the eleventh or twelfth grade. Students gain knowledge and skills for entering
careers in consumer electronics installation and repair, computer repair and networking,
office machine service and repair, security system installation, and cable TV installation
and service. This knowledge and skill also provides a good foundation for a college
major leading to careers in such fields as electrical and electronic engineering,
telecommunications and computer science. Instruction and experiences include: the
theory and application of analog and digital electronics, using test equipment to analyze
and “troubleshoot” consumer electronics systems, producing electronic circuits and
systems, and networking of computer and
telecommunications systems.
Nursing/Medical Careers:
This Technical Academy offering is a one-year program of four credits and must be taken
in the twelfth grade. Students gain knowledge and skills for entering nursing assistant and
medical assistant careers, working in hospitals, doctors’ offices, nursing care centers,
health maintenance organizations, and walk-in clinics. This knowledge and skill also
provides a good foundation for a college major leading to careers in such fields as
nursing, medical doctor, physical therapy, occupational therapy, radiology, lab
technology and nutrition. Instruction and experiences include: measuring and recording
patient data and vital signs; bathing bed patients; observing and recording patient
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condition; caring for patients in isolation; administering oxygen; sterilizing; and clinical
practice in a hospital and a long-term care center.
Plumbing and Heating Careers:
This Technical Academy offering is a one-year program of four credits and may be taken
in either the eleventh or twelfth grade. Students gain knowledge and skills for entering
plumbing, heating, pipefitting, and fire sprinkler system careers. This knowledge and
skill also provides a good foundation for a college major leading to careers in such fields
as mechanical engineering and construction management. Instruction and experiences
include: plumbing codes and standards; installing and repairing hot and cold water supply
systems; installing and repairing drain systems; installing and repairing hot water heating
systems; installing and repairing fixtures and appliances; installing and repairing fire
sprinkler systems; and participating in the student house construction project.
Publishing and Graphics Careers: This Technical Academy offering is a one-year
program of four credits and may be taken in either the eleventh or twelfth grade. Students
gain knowledge and skills for entering desktop publishing, graphic type setting and
composing, offset printing preparation, printing press operation, and publication binding
and finishing careers. This knowledge and skill also provides a good foundation for a
college major leading to careers in such fields as publishing management and graphic
arts. Instruction and experiences include: computerized layout and design of
publications; materials, equipment and processes for photography; pre-press procedures
of stripping and plate-making; printing press preparation and operation; and bindery
operations to finish published products
Welding Careers:
This Technical Academy offering is a one-year program of four credits and may be taken
in either the eleventh or twelfth grade. Students gain knowledge and skills for entering
welding careers in manufacturing and construction. This knowledge and skill also
provides a good foundation for a college major leading to careers in such fields as
chemical engineering and materials technology. Instruction and experiences include:
techniques and procedures for metal fabrication; materials and processes for gas welding;
materials and processes for electric arc welding; materials and processes for MIG (Metal
Inert Gas) welding; and materials and processes for TIG (Tungsten Inert Gas) welding.
TECHNOLOGY EDUCATION
Technology Foundations A
This one-half credit course meets one-half of the basic technology education graduation
requirement. It may be taken before or after taking TECHNOLOGY FOUNDATIONS B.
Students will use a “systems approach” to solve technology problems and investigate
some of the basic building blocks (core technologies) of modern technology systems.
Tools, materials, science concepts and mathematics will be used by students to be
inventive and apply their ingenuity. Instruction and activities will deal with: (1) the basics
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of how several modern technology systems work; (2) applications of technology systems
and resources to provide what people need and want; and (3) technology issues, impacts,
significance and careers. (T)
Technology Foundations B
This one-half credit course meets one-half of the basic technology education graduation
requirement. It may be taken before or after taking TECHNOLOGY FOUNDATIONS A.
Students will use a “systems approach” to solve technology problems and investigate
some information systems technologies. Tools, materials, science concepts and
mathematics will be used by students to be inventive and apply their ingenuity.
Instruction and activities will deal with: (1) the basics of how several modern technology
systems work; (2) applications of technology systems and resources to provide what
people need and want; and (3) technology issues, impacts, significance and careers. (T)
Technology Systems 1
This one-credit course is for student with interest in engineering or other high technology
careers. It is especially of value to students who are interested in how things work, and
who like to be inventive and apply their ingenuity. Students will use engineering
methods and apply tools and materials to solve technological problems. Instruction and
problem-solving experiences will deal with mechanical, structural, electrical, electronic
and fluid (hydraulic and pneumatic) technologies. Students will also work with robotic
and computer controlled systems. (ATE, M)
Technology Systems 2
Technology Systems 1 is a prerequisite for this course. This one-credit course provides
advanced work in the engineering or other high technology careers. It is especially of
value to students who are interested in how things work, and who like to be inventive and
apply their ingenuity. Students will use engineering methods and apply tools and
materials to solve technological problems. Advanced instruction and experiences will
deal with mechanical, structural, electrical, electronic, thermal, optical and fluid
(hydraulic and pneumatic) technologies materials. Students will also have
advanced experiences with robotic and computer controlled systems. (ATE, M)
Information Systems 1
This one-credit course if for students who would like to learn how to use information
systems technology for personal and career purposes. Activities will introduce students to
a broad range of topics using different information systems. Instruction and experiences
will deal with communication systems, technical graphics, application of computers,
computer controlled robots and machines, graphic reproduction methods, publishing,
audio systems, video systems and telecommunications. (ATE, M)
Information Systems 2
This one-credit course provides advanced work in the use of information systems
technology. Activities will increase student’s skills and offer advanced instruction and
experiences. Topics will deal with communication systems, technical graphics,
application of computers, computer controlled robots and machines, graphic reproduction
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methods, publishing, audio systems, video systems and telecommunications. The
prerequisite for this course is Information Systems 1. (ATE, M)
Technical Graphics 1
Students in this level one course will use drafting equipment and tools to produce
technical drawings and solve drafting problems. Experiences and instruction will pertain
to: technical sketching, using mechanical instruments in drafting, orthographic
projection, three-dimensional pictorial techniques, size and specification description,
geometric construction, exploded assembly illustration, shaded and colored illustrations,
drawing duplication, and an introduction to specialized areas of drafting. (ATE, M)
Technical Graphics 2
Students in this course will develop skills and knowledge in the areas of engineering
drafting and architectural drafting. Experiences and instruction will pertain to: residential
design considerations; architectural styling; floor plan development; drafting of floor
plans, plot plans, foundations, elevations, details, and rendered (shaded and colored)
pictorial illustrations; machine drawing; pattern development; geometric intersections;
structural drafting and design; and auxiliary views and revolutions. The prerequisite for
this course is Technical Graphics 1. (ATE, M)
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