Fine Arts

Principal Approved Final

None

None

Through improvisation, simple scripted scenes, performance projects, and/or practical application, students learn to identify what makes performances believable and explore the tools used to create, articulate, and execute them. Upon completion of this course, students have a strong foundation for future scene work, script analysis, and play production. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

Performing / Fine Arts

Principal Approved Final

Students should take Acting 1 before taking Acting 2.

Acting 1 (or equivalent)

Students examine the various dimensions of characters through analysis, discussion, and classroom performance, working with scripts from a variety of time periods and cultures. They learn to break down a scene from a character’s point of view, and also learn to sustain a character and build the relationship between actor and audience. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

Performing / Fine Arts

Principal Approved Final

Students should take Acting 1 & 2 before taking Acting 3. 

Acting 2 (or equivalent)

Students focus on development of significant acting skills and knowledge of the actor’s literature, compiling a working actor’s portfolio for exhibition and/or the interview process. They research potential job opportunities in the film, television, game animation, and theatre industries, as well as scholarships and opportunities available at the university level.  An inquiry-based capstone project may be required. Public performances may serve as a culmination of specific instructional goals. Students may be required to participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

Performing / Fine Arts

Principal Approved Final

Students should take Acting 1, 2, & 3 before taking Acting 4 Honors. 

Acting 3 (or equivalent)

Students create characters for theatrical and film/video productions through scene, character, and technical analysis. Through improvisation, script writing, and aesthetic creation and collaboration, actors refine their working knowledge and independent thought, articulating and justifying their creative choices. Students’ “critical eye” becomes more developed and significant mastery of artistic choices becomes evident. An inquiry-based capstone project may be required. Public performances may serve as a culmination of specific instructional goals. Students may be required to participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Biology

Advanced Placement Biology Exam

Students should have successfully completed high school courses in biology and chemistry.

Students should have successfully completed high school courses in biology and chemistry.

College Board AP Biology course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-biology/course-audit

AP Biology is an introductory college-level biology course. Students cultivate their understanding of biology through inquiry-based investigations as they explore topics like evolution, energetics, information storage and transfer, and system interactions.

Mathematics

Advanced Placement Calculus AB

Before studying calculus, all students should complete the equivalent of four years of secondary mathematics designed for college-bound students: courses that should prepare them with a strong foundation in reasoning with algebraic symbols and working with algebraic structures. Prospective calculus students should take courses in which they study algebra, geometry, trigonometry, analytic geometry, and elementary functions. These functions include linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, and piecewise-defined functions. In particular, before studying calculus, students must be familiar with the properties of functions, the composition of functions, the algebra of functions, and the graphs of functions. Students must also understand the language of functions (domain and range, odd and even, periodic, symmetry, zeros, intercepts, and descriptors such as increasing and decreasing). Students should also know how the sine and cosine functions are defined from the unit circle and know the values of the trigonometric functions at the numbers 0, ,,, 6432 ππππ , and their multiples. Students who take AP Calculus BC should have basic familiarity with sequences and series, as well as some exposure to parametric and polar equations.

Pre-Calculus

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-calculus-ab/course-audit

AP Calculus AB is a course designed to offer students college level mathematics under the guidelines of the Advanced Placement Program. Topics shall include, but not limited to, elementary functions, hyperbolic functions, limits and continuity, derivatives, differentiation including partial differentiation, applications of the derivative, anti-derivatives, definite integrals, indeterminate forms, and applications of the integral. The student enrolled in this course will be expected to take the Advanced Placement Examination in Calculus AB. 

Mathematics

Advanced Placement Calculus BC exam

AP Calculus AB

Before studying calculus, all students should complete the equivalent of four years of secondary mathematics designed for college-bound students: courses that should prepare them with a strong foundation in reasoning with algebraic symbols and working with algebraic structures. Prospective calculus students should take courses in which they study algebra, geometry, trigonometry, analytic geometry, and elementary functions. These functions include linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, and piecewise-defined functions. In particular, before studying calculus, students must be familiar with the properties of functions, the composition of functions, the algebra of functions, and the graphs of functions. Students must also understand the language of functions (domain and range, odd and even, periodic, symmetry, zeros, intercepts, and descriptors such as increasing and decreasing). Students should also know how the sine and cosine functions are defined from the unit circle and know the values of the trigonometric functions at the numbers 0, ,,, 6432 ππππ , and their multiples. Students who take AP Calculus BC should have basic familiarity with sequences and series, as well as some exposure to parametric and polar equations.

AP Calculus AB

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-calculus-bc/course-audit

Advanced Placement Calculus BC is a course designed to offer students college level mathematics under the guidance of the Advanced Placement Program. Topics shall include, but not be limited to, elementary functions, hyperbolic functions, limits and continuity, derivatives, differentiation including partial differentiation, applications of the derivatives, anti-derivatives, definite integrals, indeterminate forms, applications of the integral and sequences of real numbers, convergence, and elementary differential equations. The student enrolled in this course will be expected to take the Advanced Placement Exam in Calculus BC. 

Equally Rigorous Science

Advanced Placement Chemistry Exam

Students should have successfully completed a general high school chemistry course and Algebra II.

Students should have successfully completed a general high school chemistry course and Algebra II.

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-chemistry/course-audit

AP Chemistry is an introductory college-level chemistry course. Students cultivate their understanding of chemistry through inquiry-based lab investigations as they explore the four Big Ideas: scale, proportion, and quantity; structure and properties of substances; transformations; and energy.

Elective

Advanced Placement Comparative Government and Politics Exam

Successful completion of US Gov't or AP US Gov't

Successful completion of US Gov't or AP US Gov't

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-comparative-government-and-politics/course-audit

AP Comparative Government and Politics is an introductory college-level course in comparative government and politics.The course uses a comparative approach to examine the political structures; policies; and political, economic, and social challenges of six selected countries: China, Iran, Mexico, Nigeria, Russia, and the United Kingdom. Students cultivate their understanding of comparative government and politics through analysis of data and text-based sources as they explore topics like power and authority, legitimacy and stability, democratization, internal and external forces, and methods of political analysis.

Mathematics

Advanced Placement Computer Science A Exam

It is recommended that a student in the AP Computer Science A course has successfully completed a first-year high school algebra course with a strong foundation of basic linear functions, composition of functions, and problem-solving strategies that require multiple approaches and collaborative efforts. In addition, students should be able to use a Cartesian (x, y) coordinate system to represent points on a plane. It is important that students and their advisers understand that any significant computer science course builds upon a foundation of mathematical reasoning that should be acquired before attempting such a course.

AP Computer Science Principals

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-computer-science-a/course-audi

The course description for this Advanced Placement courses is located on the College Board site at http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/index.html 

Mathematics

Advanced Placement Computer Science Principles Exam

It is recommended that students in the AP Computer Science Principles course have successfully completed a first-year high school algebra course with a strong foundation of basic linear functions, composition of functions, and problem-solving strategies that require multiple approaches and collaborative efforts. In addition, students should be able to use a Cartesian (x, y) coordinate system to represent points on a plane. It is important that students and their advisers understand that any significant computer science course builds upon a foundation of mathematical reasoning that should be acquired before attempting such a course. Prior computer science experience is not required to take this course.

It is recommended that students in the AP Computer Science Principles course have successfully completed a first-year high school algebra course with a strong foundation of basic linear functions, composition of functions, and problem-solving strategies that require multiple approaches and collaborative efforts. In addition, students should be able to use a Cartesian (x, y) coordinate system to represent points on a plane. It is important that students and their advisers understand that any significant computer science course builds upon a foundation of mathematical reasoning that should be acquired before attempting such a course. Prior computer science experience is not required to take this course.

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit located here: https://apcentral.collegeboard.org/courses/ap-computer-science-principles/course-audit

The course description for this Advanced Placement course will be located on the College Board site at http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/index.html

This course provides 1 of the 4 English credits for high school promotion.

Advanced Placement English Language and Composition Exam

See placement considerations here.

No prerequisite required.

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-english-language-and-composition/course-audit

AP English Language and Composition is an introductory college-level composition course. Students cultivate their understanding of writing and rhetorical arguments through reading, analyzing, and writing texts as they explore topics like rhetorical situation, claims and evidence, reasoning and organization, and style.

This course provides 1 of the 4 English credits for high school promotion.

Advanced Placement English Literature and Composition Exam

This course should be taken after Advanced Placement English Language and Composition. See placement considerations here.

Advanced Placement English Language and Composition 

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-english-literature-and-composition/course-audit

AP English Literature and Composition is an introductory college-level literary analysis course. Students cultivate their understanding of literature through reading and analyzing texts as they explore concepts like character, setting, structure, perspective, figurative language, and literary analysis in the context of literary works.

Equally Rigorous (to Chemistry and/or Physics) Science

Advanced Placement Environmental Science Exam

Students should have completed two years of high school laboratory science—one year of life science and one year of physical science (e.g., a year of biology and a year of chemistry). Due to the quantitative analysis required in the course, students should also have taken at least one year of algebra. Also desirable (but not necessary) is a course in earth science.

Students should have completed two years of high school laboratory science—one year of life science and one year of physical science (e.g., a year of biology and a year of chemistry). Due to the quantitative analysis required in the course, students should also have taken at least one year of algebra. Also desirable (but not necessary) is a course in earth science.

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-environmental-science/course-audit

Students cultivate their understanding of the interrelationships of the natural world through inquiry-based lab investigations and field work as they explore concepts like the four Big Ideas; energy transfer, interactions between earth systems, interactions between different species and the environment, and sustainability.

Elective

Advanced Placement European History Exam

N/A

N/A

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-european-history/course-audit

AP European History is an introductory college-level European history course. Students cultivate their understanding of European history through analyzing historical sources and learning to make connections and craft historical arguments as they explore concepts like interaction of Europe and the world; economic and commercial developments; cultural and intellectual developments; states and other institutions of power; social organization and development; national and European identity; and technological and scientific innovation.

This course counts as 1 foreign language credit after earning a passing grade as established in the student progression plan.

Standard diploma: Elective Courses: 8 credits.     Scholar diploma: 2 credits in the same World Language.

Advanced Placement French Language and Culture Exam

Please, refer to course progression.

French 3 or 4

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-french-language-and-culture/course-audit

AP French Language and Culture is equivalent to an intermediate level college course in French. Students cultivate their understanding of French language and culture by applying interpersonal, interpretive, and presentational modes of communication in real-life situations as they explore concepts related to family and community, personal and public identity, beauty and aesthetics, science and technology, contemporary life, and global challenges.

This course counts as 1 foreign language credit after earning a passing grade as established in the student progression plan.

Standard diploma: Elective Courses: 8 credits.     Scholar diploma: 2 credits in the same World Language.

Advanced Placement German Language and Culture Exam

German 3 or 4

German 3 or 4.

College Board course exam and description located here.

Teacher created resources.

AP German Language and Culture is equivalent to an intermediate level college course in German. Students cultivate their understanding of German language and culture by applying interpersonal, interpretive, and presentational modes of communication in real-life situations as they explore concepts related to family and communities, personal and public identities, beauty and aesthetics, science and technology, contemporary life, and global challenges.

Elective

Advanced Placement Human Geography Exam

Great course for students looking to take their first AP class.

N/A

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-human-geography/course-audit

AP Human Geography is an introductory college-level human geography course. Students cultivate their understanding of human geography through data and geographic analyses as they explore topics like patterns and spatial organization, human impacts and interactions with their environment, and spatial processes and societal changes.

Economics

Advanced Placement Macroeconomics Exam

Successful completion of an AP course. This course is taught in a single semester so would not be recommended for first time AP takers.

N/A

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-macroeconomics/course-audit

AP Macroeconomics is an introductory college-level macroeconomics course. Students cultivate their understanding of the principles that apply to an economic system as a whole by using principles and models to describe economic situations and predict and explain outcomes with graphs, charts, and data as they explore concepts like economic measurements, markets, macroeconomic models, and macroeconomic policies.

Economics

Advanced Placement Microeconomics Exam

Successful completion of an AP course. This course is taught in a single semester so would not be recommended for first time AP takers.

N/A

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-microeconomics/course-audit

AP Microeconomics is an introductory college-level microeconomics course. Students cultivate their understanding of the principles that apply to the functions of individual economic decision-makers by using principles and models to describe economic situations and predict and explain outcomes with graphs, charts, and data as they explore concepts like scarcity and markets; costs, benefits, and marginal analysis; production choices and behavior; and market inefficiency and public policy.

Equally Rigorous (to Chemistry and/or Physics) Science

Advanced Placement Physics 1 Exam

Students should have completed Geometry and be concurrently taking Algebra II or an equivalent course. Although the Physics 1 course includes basic use of trigonometric functions, this understanding can be gained either in the concurrent math course or in the AP Physics 1 course itself.

Students should have completed Geometry and be concurrently taking Algebra II or an equivalent course. Although the Physics 1 course includes basic use of trigonometric functions, this understanding can be gained either in the concurrent math course or in the AP Physics 1 course itself.

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-physics-1/course-audit

AP Physics 1 is an algebra-based, introductory college-level physics course. Students cultivate their understanding of physics through classroom study, in-class activity, and hands-on, inquiry-based laboratory work as they explore concepts like systems, fields, force interactions, change, conservation, and waves.

Equally Rigorous

Advanced Placement Physics C: Electricity and Magnetism Exam

Students should have taken or be concurrently taking calculus.

Students should have taken or be concurrently taking calculus.

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-physics-c-electricity-and-magnetism/course-audit

AP Physics C: Electricity and Magnetism is a one-semester, calculus-based, college-level physics course, especially appropriate for students planning to specialize or major in one of the physical sciences or engineering. Students cultivate their understanding of physics through classroom study and activities as well as hands-on laboratory work as they explore concepts like change, force interactions, fields, and conservation.

Elective

Advanced Placement Psychology Exam

Great course for students looking to take their first AP class.

N/A

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-psychology/course-audit

AP Psychology is an introductory college-level psychology course. Students cultivate their understanding of the systematic and scientific study of human behavior and mental processes through inquiry-based investigations as they explore concepts like the biological bases of behavior, sensation and perception, learning and cognition, motivation, developmental psychology, testing and individual differences, treatment of abnormal behavior, and social psychology.

This course counts as 1 foreign language credit after earning a passing grade as established in the student progression plan.

Standard diploma: Elective Courses: 8 credits.     Scholar diploma: 2 credits in the same World Language.

Advanced Placement Spanish Language  & Culture Exam

Please, refer to the course progression.

Determined by the school & course progression plan.

Course Level: 3

Please, refer to the course progression.

College Board course exam and description located here.

Teacher created content

AP Spanish Language and Culture is equivalent to an intermediate level college course in Spanish. Students cultivate their understanding of Spanish language and culture by applying interpersonal, interpretive, and presentational modes of communication in real-life situations as they explore concepts related to family and communities, personal and public identities, beauty and aesthetics, science and technology, contemporary life, and global challenges.

This course counts as 1 foreign language credit after earning a passing grade as established in the student progression plan.

Standard diploma: Elective Courses: 8 credits.     Scholar diploma: 2 credits in the same World Language.

AP Spanish Literature and Culture Exam

While there are no prerequisites for this course, AP Spanish Literature and Culture is designed for students who have successfully completed at least three years of high schoollevel Spanish language study. While not a prerequisite, students may wish to complete the AP Spanish Language and Culture course before taking AP Spanish Literature and Culture, as the texts are presented in Spanish. In the case of native or heritage speakers, there may be a different pathway of study leading to this course

Please, refer to the course progression.

The course description for this Advanced Placement courses is located on the College Board site at http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/index.html.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-spanish-literature-and-culture/course-audit

The AP Spanish Literature and Culture course uses a thematic approach to introduce students to representative texts (short stories, novels, poetry, plays, and essays) from Peninsular Spanish, Latin American, and U. S. Hispanic literature. Students develop proficiencies across the three modes of communication (interpretive, interpersonal, and presentational) in the range of Intermediate High to Advanced Mid of the American Council on the Teaching of Foreign Languages’ (ACTFL) Proficiency Guidelines. Through careful examination of the required readings and other texts, students work to hone their critical reading and analytical writing skills. Literature is explored within the contexts of its time and place, and students gain insights on the many voices, historical periods, and cultures represented in the required readings and other texts. The course also includes a strong focus on cultural, artistic, and linguistic connections and comparisons, which is supported by the exploration of various media (art, music, film, articles, and literary criticism).

Mathematics

Advanced Placement Statistics Exam

The AP Statistics course is an excellent option for any secondary school student who has successfully completed a second-year course in algebra and who possesses sufficient mathematical maturity and quantitative reasoning ability. Because second-year algebra is the prerequisite course, AP Statistics is usually taken in either the junior or senior year. Decisions about whether to take AP Statistics and when to take it depend on a student’s plans: § Students planning to take a science course in their senior year will benefit greatly from taking AP Statistics in their junior year. § For students who would otherwise take no mathematics in their senior year, AP Statistics allows them to continue to develop their quantitative skills. § Students who wish to leave open the option of taking calculus in college should include precalculus in their high school program and perhaps take AP Statistics concurrently with precalculus. § Students with the appropriate mathematical background are encouraged to take both AP Statistics and AP Calculus in high school.

Algebra 2 or Prob/Stats

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-statistics/course-audit

AP Statistics is a course designed to give students college level mathematics under the guidance of the Advanced Placement Program. Topics shall include, but not be limited to, exploratory data (observing patterns and departing from data), planning a study (deciding what and how to measure), and producing models using probability and simulation, and statistical inference. The student enrolled in this course will be expected to take the Advanced Placement Examination in Statistics. 

Meets U.S. Government Social Studies credit

Advanced Placement United States Government and Politics Exam

N/A

N/A

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-united-states-government-and-politics/course-audit

AP U.S. Government and Politics is an introductory college-level course in U.S. government and politics. Students cultivate their understanding of U.S. government and politics through analysis of data and text- based sources as they explore topics like constitutionalism, liberty and order, civic participation in a representative democracy, competing policy-making interests, and methods of political analysis.

Meets the U.S. History Social Studies graduation credit requirement.

Advanced Placement United States HistoryExam/ State U.S. History EOC

N/A

N/A

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-united-states-history/course-audit

AP U.S. History is an introductory college-level U.S. history course. Students cultivate their understanding of U.S. history from c. 1491 CE to the present through analyzing historical sources and learning to make connections and craft historical arguments as they explore concepts like American and national identity; work, exchange, and technology; geography and the environment; migration and settlement; politics and power; America in the world; American and regional culture; and social structures.

Yes, meets World History, Social Studies graduation credit

Advanced Placement World History: Modern Exam

N/A

N/A

College Board course exam and description located here.

Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-world-history/course-audit

AP World History: Modern is an introductory college-level modern world history course. Students cultivate their understanding of world history from c. 1200 CE to the present through analyzing historical sources and learning to make connections and craft historical arguments as they explore concepts like humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation.

This course is an academic elective.

District developed final

None

Xanedu - African American History texts - Lesson Lift Library

Florida State African History Task Force Curriculum

The grade 9-12 African-American History Honors course consists of the following content area strands: World History, American History, Geography, Humanities, Civics and Government. The primary content emphasis for this course pertains to the study of the chronological development of African Americans by examining the political, economic, social, religious, military and cultural events that affected the cultural group. Content will include, but is not limited to, West African heritage, the Middle Passage and Triangular Trade, the African Diaspora, significant turning points and trends in the development of African American culture and institutions, enslavement and emancipation, the Abolition, Black Nationalist, and Civil Rights movements, major historical figures and events in African-American history, and contemporary African-American affairs.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Algebra

B.E.S.T. Algebra 1 EOC

Students must pass with an achievement level of 3 or higher or with a state approved concordant score to graduate.

8th grade Pre-Algebra and Teacher recommendation

In Algebra 1, instructional time will emphasize five areas: (1) performing operations with polynomials and radicals, and extending the Laws of Exponents to include rational exponents; (2) extending understanding of functions to linear, quadratic and exponential functions and using them to model and analyze real-world relationships; (3) solving quadratic equations in one variable and systems of linear equations and inequalities in two variables; (4) building functions, identifying their key features and representing them in various ways and (5) representing and interpreting categorical and numerical data with one and two variables.

All clarifications stated, whether general or specific to Algebra I, are expectations for instruction of that benchmark.

Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

Algebra

B.E.S.T. EOC Algebra 1 

Students must pass with an achievement level of 3 or higher or with a state approved concordant score to graduate.

Spring F.A.S.T. Level 3 and above

If a student is taking Algebra I honors in middle school, prerequisites are M/J Grade 8 Pre-algebra or M/J Grade 7 math Accelerated, and M/J 7th math or M/J math 7th Accelerated, and M/J math 6th or M/J math 6th Accelerated.

Big Ideas – Cengage A|G|A 

In Algebra 1 Honors, instructional time will emphasize five areas: (1) performing operations with polynomials and radicals, and extending the Laws of Exponents to include rational exponents; (2) extending understanding of functions to linear, quadratic and exponential functions and using them to model and analyze real-world relationships; (3) solving quadratic equations in one variable and systems of linear equations and inequalities in two variables; (4) building functions, identifying their key features and representing them in various ways and (5) representing and interpreting categorical and numerical data with one and two variables.

All clarifications stated, whether general or specific to Algebra I Honors, are expectations for instruction of that benchmark.

Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

Mathematics

District Final

Passed Algebra 1 EOC and Geometry EOC

Completion of Algebra 1/Algebra 1 Honors (passed EOC), Geometry/ Geometry Honors (passed EOC), OR Math for College Algebra and teacher recommendation

Big Ideas – Cengage A|G|A 

In Algebra 2, instructional time will emphasize five areas: (1) extending arithmetic operations with algebraic expressions to include radical and rational expressions and polynomial division; (2) graphing and analyzing functions including polynomials, absolute value, radical, rational, exponential and logarithmic; (3) building functions using compositions, inverses and transformations; (4) extending systems of equations and inequalities to include non-linear expressions and (5) developing understanding of the complex number system, including complex numbers as roots of polynomial equations.

All clarifications stated, whether general or specific to Algebra 2, are expectations for instruction of that benchmark

Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

Mathematics

District Final

Passed Algebra 1 EOC and Geometry EOC

Geometry or Geometry Honors (passed EOC), Algebra 1 or Algebra 1 Honors (passed EOC) and teacher recommendation.

Big Ideas – Cengage A|G|A 

In Algebra 2 Honors, instructional time will emphasize six areas: (1) developing understanding of the complex number system, including complex numbers as roots of polynomial equations; (2) extending arithmetic operations with algebraic expressions to include polynomial division, radical and rational expressions; (3) graphing and analyzing functions including polynomials, absolute value, radical, rational, exponential and logarithmic; (4) extending systems of equations and inequalities to include non-linear expressions; (5)building functions using compositions, inverses and transformations and (6) developing understanding of probability concepts.

All clarifications stated, whether general or specific to Algebra 2 Honors, are expectations for instruction of that benchmark.

Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

This course counts as 1 foreign language credit after earning a passing grade as established in the student progression plan.

Standard diploma: Elective Courses: 8 credits.     Scholar diploma: 2 credits in the same World Language.

District Develop Assessment

Please, refer to course progression.

None

Master ASL

American Sign Language 1 introduces students to the target language and its culture. The student will develop communicative skills in all 3 modes of communication and cross-cultural understanding. Emphasis is placed on proficient communication in the language with introductions to culture, connections, comparisons, and communities.

This course counts as 1 foreign language credit after earning a passing grade as established in the student progression plan.

Standard diploma: Elective Courses: 8 credits.     Scholar diploma: 2 credits in the same World Language.

District Develop Assessment

Please, refer to course progression.

American Sign Language 1

Master ASL

American Sign Language 2 reinforces the fundamental skills acquired by the students in American Sign Language 1. The course develops increased receptive and expressive, skills as well as cultural awareness. Specific content to be covered is a continuation of skills acquired in American Sign Language 1 while communication remains the primary objective. The cultural survey of the target language is continued.

This course counts as 1 foreign language credit after earning a passing grade as established in the student progression plan.

Standard diploma: Elective Courses: 8 credits.     Scholar diploma: 2 credits in the same World Language.

District Develop Assessment

Please, refer to the course progression.

American Sign Language 2

Florida Virtual ASL 3 course content

American Sign Language 3 provides mastery and expansion of skills acquired by the students in American Sign Language 2. Specific content includes, but is not limited to, expansions of vocabulary and conversational skills through discussions of selected media. Contemporary vocabulary stresses activities which are important to the everyday life of people using the target language.

This course counts as 1 foreign language credit after earning a passing grade as established in the student progression plan.

Standard diploma: Elective Courses: 8 credits.     Scholar diploma: 2 credits in the same World Language.

District Develop Assessment

Please, refer to course progression.

American Sign Language 3 Honors (0717312)

Master ASL

American Sign Language 4 expands the skills acquired by the students in American Sign Language 3. Specific content includes, but is not limited to, more advanced language structures and idiomatic expressions, with emphasis on conversational skills. There is additional growth in vocabulary for practical purposes. Media selections are varied and taken from authentic target language literary works.

This course is an equally rigorous science course with a lab component that satisfies part of the science graduation requirement (see below)

3 Credits Science • One of which must be Biology 1, two of which must be equally rigorous science courses • Two of the three required course credits must have a laboratory component • Industry Certifications that lead to college credit may substitute for up to one science credit (except for Biology 1) • An identified computer science** course may substitute for up to one science credit (except for Biology 1)

End of Year District Final - Counts for 10% of Final Course Grade

Students expressing a desire to follow a Medical, Biomedical, Forensics Pathway and have completed Biology.

Biology 1

Academic Pathways for Science

Traditional Science Electives:

Anatomy & Physiology, Chemistry, Environmental Science, Forensic Science, Marine Science, Physics, Physical Science

Access the Instructional Materials page to see approved instructional resources for this course.

Study the structures and functions of the human body. Essential for students interested in biological, medical, and health-oriented programs, such as nursing, medicine, and lab technology.

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).

This course is an equally rigorous science course with a lab component that satisfies part of the science graduation requirement (see below)

3 Credits Science • One of which must be Biology 1, two of which must be equally rigorous science courses • Two of the three required course credits must have a laboratory component • Industry Certifications that lead to college credit may substitute for up to one science credit (except for Biology 1) • An identified computer science** course may substitute for up to one science credit (except for Biology 1)

End of Year District Final - Counts for 10% of Final Course Grade

Students expressing a desire to follow a Medical, Biomedical, Forensics Pathway and have completed Biology Honors or Biology (with teacher recommendation).

Biology 1 Honors or Biology 1 (with teacher recommendation)

Academic Pathways for Science

Honors Science Electives:

Anatomy & Physiology Honors, Chemistry 1 Honors, Earth & Space Science Honors, Environmental Science, Forensic Science, Genetics Honors, Marine Science, Marine Science 2 Honors, Physics Honors, Any Advanced Placement Science Course

Advanced Placement Science Courses:

AP Biology, AP Chemistry, AP Environmental Science, AP Research (at select schools), AP Physics

Access the Instructional Materials page to see approved instructional resources for this course.

Study the structures and functions of the human body. Essential for students interested in biological, medical, and health-oriented programs, such as nursing, medicine, and lab technology. While the content focus of this course is consistent with the Anatomy and Physiology course, students will explore these concepts in greater depth. In general, the academic pace and rigor will be greatly increased for honors level course work.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).

FIne Arts

AP Exam

It is recommended that students take one or more of the following courses before taking AP Art History:

• Art History and Criticism 1 Honors
• Art Appreciation
• Art in World Cultures

None

The AP Art History course welcomes students into the global art world to engage with its forms and content as they research, discuss, read, and write about art, artists, art making, and responses to and interpretations of art. By investigating specific course content of 250 works of art characterized by diverse artistic traditions from prehistory to the present, the students develop in-depth, holistic understanding of the history of art from a global perspective. Students learn and apply skills of visual, contextual, and comparative analysis to engage with a variety of art forms, developing understanding of individual works and interconnections across history

Fine Arts

AP Exam

Students should take Drawing 1 before taking the AP Drawing course.

recommended: Drawing 1

The AP Art and Design program consists of three different courses and AP Portfolio Exams—AP 2-D Art and Design, AP 3-D Art and Design, and AP Drawing—corresponding to college and university foundations courses. Students may choose to submit any or all of the AP Portfolio Exams. Students create a portfolio of work to demonstrate inquiry through art and design and development of materials, processes, and ideas over the course of a year. Portfolios include works of art and design, process documentation, and written information about the work presented. In May, students submit portfolios for evaluation based on specific criteria, which include skillful synthesis of materials, processes, and ideas and sustained investigation through practice, experimentation, and revision, guided by questions. Students may choose to submit any or all of the AP Portfolio Exams.

AP Art and Design courses should address the following learning outcomes: the ability to (1) conduct a sustained investigation through practice, experimentation, and revision, guided by questions; (2) skillfully synthesize materials, processes, and ideas; and (3) articulate, in writing, information about one’s work.

Performing / Fine Arts

AP Exam

Students should take Music Theory 2 Honors before taking AP Music Theory. 

Music Theory 2 Honors (or equivalent)

Prospective students should be able to read and write musical notation and have basic performance skills with voice or an instrument.

The AP Music Theory course corresponds to one-to-two semesters of typical, introductory college music theory coursework that covers topics such as musicianship, theory, and musical materials and procedures. Musicianship skills, including dictation and listening skills, sightsinging, and harmony, are an important part of the course. Through the course, students develop the ability to recognize, understand, and describe basic materials and processes of tonal music that are heard or presented in a score. Development of aural (listening) skills is a primary objective. Performance is also part of the curriculum through the practice of sight-singing. Students learn basic concepts and terminology by listening to and performing a wide variety of music. Notational skills, speed, and fluency with basic materials are emphasized.

This course counts towards a math credit.

AP College Board Precalculus Assessment 

Successful completion of Algebra 2 or Algebra 2 Honors

Students may receive college credit with an AP College Board Precalculus Assessment Score of 3 or higher. Contact specific college institution to confirm with post secondary institution. 

Precalculus with Limits 7/8 ed. Larson 

AP Precalculus prepares students for other college-level mathematics and science courses. Through regular practice, students build deep mastery of modeling and functions, and they examine scenarios through multiple representations. The course framework delineates content and skills common to college precalculus courses that are foundational for careers in mathematics, physics, biology, health science, social science, and data science.

Fine Arts

Principal Approved Final 

None

None

Students explore the role of art in history and culture through observation and analysis of significant works of art and architecture from Prehistory through the 16th century. Student historians investigate the societal context of works, considering traditional forms and conventions of representation, symbology, and the purposes for which the art was created. The course includes an introduction to the methodologies of art history and criticism, study of the media and techniques used by artists from various cultures and time periods, and use of appropriate terminology in verbal and written analyses of artworks drawn from around the world. Student historians critique and compare works across time and cultures to develop an understanding of, and respect for, the visual arts as a chronicle of history, cultural heritage, and the human experience. This course may incorporate hands-on activities and consumption of art materials.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Fine Arts

Principal Approved Final

Students should take Art History and Criticism 1 Honors before taking this course.

recommended: Art History and Criticism 1 Honors

Students explore art and architecture as an expressive response to the artist’s experience. Through research and analysis of significant works and their historical contexts students examine changes in the understanding and structures of art production throughout the world. Students examine influential factors, such as people and events, societal and political changes, technological advancements, philosophical ideas, and cross-cultural influences as a means of discovering and tracing the changing definition of art. Student historians research and write about art using appropriate discipline-based methods (i.e., historical, critical, and aesthetic). This course may incorporate hands-on activities and consumption of art materials.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Fine Arts

Principal Approved Final

None

None

Students survey selected works of art, utilitarian artworks, and architecture from around the world. Students explore both the traditional forms and contemporary interpretations, including analysis of purpose, theme, cultural and historical context, formal qualities, symbols, and media. Students explore and compare various cultural responses to universal themes, as evidenced in their art. Students also consider the value of preserving these works in today’s museums and other public buildings, private collections, and in digital format. This course may incorporate hands-on activities and consumption of art materials.

Fine Arts

Principal Approved Final

None

None

Students learn basic classical dance techniques and terminology associated with the traditional class structure of ballet. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Students in this class may need to obtain (e.g., borrow, purchase) appropriate footwear and/or dance attire from an outside source.

Performing / Fine Arts

Principal Approved Final

Students should take Ballet 1 before taking Ballet 2. 

Ballet 1 (or equivalent)

Students develop intermediate-level classical dance techniques and terminology associated with the traditional class structure of ballet. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Students in this class may need to obtain (e.g., borrow, purchase) appropriate footwear and/or dance attire from an outside source.

Performing / Fine Arts

Principal Approved Final 

Students should take Ballet 1 & 2 before taking Ballet 3. 

Ballet 2 (or equivalent) 

Students broaden their classical dance techniques and terminology associated with the traditional class structure of ballet. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Students in this class may need to obtain (e.g., borrow, purchase) appropriate footwear and/or dance attire from an outside source.

Performing / Fine Arts

Principal Approval Final

Students should take Ballet 1, 2, & 3 before taking Ballet 4 Honors. 

Ballet 3 (or equivalent) 

Students are challenged in their application of classical dance techniques and terminology associated with the traditional class structure of ballet. Students may have an opportunity to explore contemporary ballet concepts of movement, as well. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Students in this class may need to obtain (e.g., borrow, purchase) appropriate footwear and/or dance attire from an outside source.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Performing / Fine Arts

District Final

None

None

This year-long, entry-level class, designed for students having little or no previous band experience with woodwind, brass, and/or percussion instruments, promotes the enjoyment and appreciation of music through performance of high-quality, beginning wind and percussion literature from different times and places. Rehearsals focus on the development of critical listening/aural skills; rudimentary instrumental technique and skills, music literacy, and ensemble skills; and aesthetic musical awareness culminating in periodic public performances.

Special Notes: This course may require students to participate in extra rehearsals and performances beyond the school day. Students in this class may need to obtain (e.g., borrow, rent, purchase) an instrument from an outside source.

Performing / Fine Arts

District Final

Students should take Band 1 before they take Band 2. 

Band 2 (or equivalent)

This year-long, beginning-level class, designed for students with at least one year of woodwind, brass, and/ or percussion ensemble experience, promotes the enjoyment and appreciation of music through performance of high-quality wind and percussion literature. Rehearsals focus on the development of critical listening skills, instrumental and ensemble technique and skills, expanded music literacy, and aesthetic awareness culminating in periodic public performances.

Special Notes: This course may require students to participate in extra rehearsals and performances beyond the school day. Students in this class may need to obtain (e.g., borrow, rent, purchase) an instrument from an outside source.

Performing / FIne Arts

District Final

Students should take Band 1 & 2 before taking Band 3. 

Band 3 (or equivalent) 

This year-long, formative class, designed for students ready to build on skills and knowledge previously acquired in a middle or high school instrumental ensemble, promotes the enjoyment and appreciation of music through performance of high-quality, intermediate-level wind and percussion literature. Rehearsals focus on development of critical listening/aural skills, individual musicianship, instrumental technique, refinement of ensemble skills, and aesthetic engagement culminating in periodic public performances.

Special Notes: This course requires students to participate in extra rehearsals and performances beyond the school day. Students in this class may need to obtain (e.g., borrow, rent, purchase) an instrument from an outside source.

Performing / Fine Arts

District Final

Students should take Band 1, 2, & 3 before taking Band 4. 

Band 4 (or equivalent)

This year-long, intermediate-level course, designed for students who demonstrate proficiency in woodwind, brass and/or percussion techniques, music literacy, critical listening/aural skills, and ensemble performance skills, promotes greater engagement with and appreciation for music through performance and other experiences with a broad spectrum of music, as well as creativity through composition and/or arranging.. Study includes cultivation of well-developed instrumental ensemble techniques and skills, music literacy and theory, and deeper aesthetic engagement with a wide variety of high-quality repertoire.

Special Notes: This course requires students to participate in extra rehearsals and performances beyond the school day. Additional experiences with small ensembles and solo performance may be available. Students who enjoy the challenges and successes of this course may wish to take an accelerated music class in the future. Students in this class may need to obtain (e.g., borrow, rent, purchase) an instrument from an outside source.

Performing / Fine Arts

District Final 

Students should take Band 1, 2, 3, & 4 before taking Band 5 honors. 

Band 4 (or equivalent) 

This year-long, advanced course, designed for wind and percussion students with extensive experience in solo performance and larger performing ensembles, promotes significant depth of engagement and lifelong appreciation of music through performance and other experiences with sophisticated instrumental music, as well as creativity through composition and/or arranging. The course includes the development of advanced instrumental ensemble techniques and skills, extended music literacy and theory, and deep aesthetic engagement with a broad spectrum of high-quality repertoire, ranging from early music to the contemporary. Musical independence and leadership are particularly encouraged in this setting.

Special Notes: Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Additional experiences with small ensembles, solo performance, and leadership opportunities may be available. Students who enjoy the challenges and successes of this course may wish to take an accelerated music class in the future. Students in this class may need to obtain (e.g., borrow, rent, purchase) an instrument from an outside source.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Performing / Fine Arts

Principal Approved Final

Students should take Band 1, 2, 3, 4, & 5 honors before taking Band 6 honors. 

Band 5 Honors (or equivalent) 

This year-long, highly advanced course, designed for students with substantial experience in solo performance and larger performing ensembles, promotes significant engagement with and appreciation for music through performance of sophisticated wind and percussion literature. Study focuses on mastery of highly advanced music skills, techniques, and processes, as well as creativity through composition and/or arranging and use of current technology to enhance creativity and performance effectiveness. This course also provides significant opportunities for student leadership through peer mentoring, solo work, and participation as a performer or coach in a small or large ensemble.

Special Notes: Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Additional experiences with small ensembles, solo performance, and leadership opportunities may be available. Students who enjoy the challenges and successes of this course may wish to take an accelerated music class in the future. Students in this class may need to obtain (e.g., borrow, rent, purchase) an instrument from an outside source.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Not a requirement

District EOC

Elective

None

Cpalms and Secondary Learning Network (Teacher Resources)

Learn basic skills and tactics for basketball. 

3 Credits Science • One of which must be Biology 1, two of which must be equally rigorous science courses • Two of the three required course credits must have a laboratory component • Industry Certifications that lead to college credit may substitute for up to one science credit (except for Biology 1) • An identified computer science** course may substitute for up to one science credit (except for Biology 1)

State Biology End of Course Exam.  Not required to pass for graduation. Accounts for 30% of Final Grade calculation.

Participation in a grade 9 non-honors science course (Physical Science, Earth & Space Science)

Grade 9 non-honors science course (Physical Science, Earth & Space Science)

Academic Pathways for Science

Traditional Science Electives:

Anatomy & Physiology, Chemistry, Environmental Science, Forensic Science, Marine Science, Physics, Physical Science

Access the Instructional Materials page to see approved instructional resources for this course.

Study life sciences from the simplest to the most complex organism. Study the basics of life, genetics, microbiology, plant science, animal science, evolution, taxonomy and ecology through lecture, discussion, experimentation and technology.

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).

3 Credits Science • One of which must be Biology 1, two of which must be equally rigorous science courses • Two of the three required course credits must have a laboratory component • Industry Certifications that lead to college credit may substitute for up to one science credit (except for Biology 1) • An identified computer science** course may substitute for up to one science credit (except for Biology 1)

State Biology End of Course Exam.  Not required to pass for graduation. Accounts for 30% of Final Grade calculation.

For Placement in Grade 9:

Successful completion of Grade 8 Advanced M/J Comprehensive Science 3

Successful Completion of Honors Physical Science in Grade 8 as part of the M/J Comprehensive Science Accelerated Pathway

Teacher Recommendation

Gr 8 Florida State Science Assessment score of Level 4 or above

For Placement in Grade 10:

Participation in a Grade 9 Honors Science Course (Physical Science, Earth & Space Science)

Teacher Recommendation

Grade 8 Advanced M/J Comprehensive Science 3

Honors Physical Science in Grade 8 as part of the M/J Comprehensive Science Accelerated Pathway

Grade 9 Honors Science Course (Physical Science, Earth & Space Science)

Academic Pathways for Science

Honors Science Electives:

Anatomy & Physiology Honors, Chemistry 1 Honors, Earth & Space Science Honors, Environmental Science, Forensic Science, Genetics Honors, Marine Science, Marine Science 2 Honors, Physics Honors, Any Advanced Placement Science Course

Advanced Placement Science Courses:

AP Biology, AP Chemistry, AP Environmental Science, AP Research (at select schools), AP Physics

Access the Instructional Materials page to see approved instructional resources for this course.

Study life sciences from the simplest to the most complex organism. Study the basics of life, genetics, microbiology, plant science, animal science, evolution, taxonomy and ecology through lecture, discussion, experimentation and technology. While the content focus of this course is consistent with the Biology I course, students will explore these concepts in greater depth. In general, the academic pace and rigor will be greatly increased for honors level course work.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).

Performing Fine Arts

Cambridge AICE Art and Design - Painting & Related Media AS Level Exam

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-art-and-design-9479/published-resources/

The Cambridge International A Level Art and Design syllabus considers expression and communication. Learners gain an understanding of visual perception and aesthetic experience, and the ways in which art and design creates a language of its own. 

Most of the work for this syllabus is practical or studio based, so that learners can develop their abilities of observation and analysis of the visual world, sensitivity, skill, personal expression and imagination. They also learn how to relate their skills to an enhanced knowledge of their own cultures, past and present, as well as an appreciation of practical design problems.

This syllabus replaces Cambridge AS & A Level Art & Design (9704) from 2019 onwards. The last series for Cambridge AS & A Level Art & Design (9704) will be November 2019.

Performing Fine Arts

Cambridge AICE Art and Design 1 AS Level Exam

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-art-and-design-9479/published-resources/

The Cambridge International A Level Art and Design syllabus considers expression and communication. Learners gain an understanding of visual perception and aesthetic experience, and the ways in which art and design creates a language of its own. 

Most of the work for this syllabus is practical or studio based, so that learners can develop their abilities of observation and analysis of the visual world, sensitivity, skill, personal expression and imagination. They also learn how to relate their skills to an enhanced knowledge of their own cultures, past and present, as well as an appreciation of practical design problems.

This syllabus replaces Cambridge AS & A Level Art & Design (9704) from 2019 onwards. The last series for Cambridge AS & A Level Art & Design (9704) will be November 2019.

Performing/Fine Arts

Cambridge AICE Art and Design 2 A Level Exam

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-art-and-design-9479/published-resources/

The Cambridge International A Level Art and Design syllabus considers expression and communication. Learners gain an understanding of visual perception and aesthetic experience, and the ways in which art and design creates a language of its own. 

Most of the work for this syllabus is practical or studio based, so that learners can develop their abilities of observation and analysis of the visual world, sensitivity, skill, personal expression and imagination. They also learn how to relate their skills to an enhanced knowledge of their own cultures, past and present, as well as an appreciation of practical design problems.

Biology or equally rigorous science

Cambridge AICE Biology 2 A Level Exam

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-biology-9700/published-resources/

Cambridge International AS and A Level Biology builds on the skills acquired at Cambridge IGCSE (or equivalent) level. The syllabus includes the main theoretical concepts which are fundamental to the subject, some current applications of biology, and a strong emphasis on advanced practical skills. Practical skills are assessed in a timetabled practical examination. 

The emphasis throughout is on the understanding of concepts and the application of biology ideas in novel contexts as well as on the acquisition of knowledge. The course encourages creative thinking and problem-solving skills which are transferable to any future career path. Cambridge International AS and A Level Biology is ideal for learners who want to study biology or a wide variety of related subjects at university or to follow a career in science.

Electives

Cambridge AICE Business 1 AS Level Exam

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-business-9609/published-resources/

The syllabus enables students to understand and appreciate the nature and scope of business, and the role it plays in society. It encourages students to examine the process of decision-making in a dynamic and changing business environment and to develop critical understanding of business organisations. They learn about business and its environment, human resource management, marketing, operations management and finance and accounting. At Cambridge International A Level, students also learn how to develop a business strategy.

Electives

Cambridge AICE Business 2 A Level Exam

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-business-9609/published-resources/

The syllabus enables students to understand and appreciate the nature and scope of business, and the role it plays in society. It encourages students to examine the process of decision-making in a dynamic and changing business environment and to develop critical understanding of business organisations. They learn about business and its environment, human resource management, marketing, operations management and finance and accounting. At Cambridge International A Level, students also learn how to develop a business strategy.

Electives

Cambridge AICE Design and Technology 1 AS Level Exam

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-design-and-technology-9705/published-resources/

This syllabus encourages learners to be innovative and creative and to develop their ability to design high quality products. Through their studies, they will develop an awareness of the significance of design and technology on society, while also learning more about production processes and industrial practices. 

Learners will be encouraged the use ICT to build their design and technological abilities, and develop critical evaluation skills which they can employ in a variety of technical, aesthetic, economic, environmental, social and cultural contexts. As a result, learners will also become discerning consumers of design and technology, able to make informed choices.

English

Cambridge AICE English General Paper AS Level Exam

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-general-paper-as-level-only-8021/published-resources/

This syllabus builds learners' ability to understand and write in English through the study of a broad range of contemporary topics. They will analyse opinions and ideas and learn how to construct an argument. This syllabus develops highly transferrable skills including:

• how to develop arguments and present reasoned explanations
• a wider awareness and knowledge of current issues
• independent reasoning, interpretation and persuasion skills
• the ability to present a point of view clearly and reflect upon those of others.

English

Cambridge AICE English Language 2 A Level Exam

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-english-language-9093/published-resources/

Cambridge International AS and A Level English Language provides learners with the opportunity to study English language and its use in communication. Learners will be encouraged to respond critically to a wide variety of texts in a range of forms, styles and contexts, and to promote skills of communication, reading, research and analysis.

Through their study, learners will develop an ability to read and analyse material, gaining further knowledge and understanding of English language features and issues. Learners will also develop the skills of writing clearly, accurately, creatively and effectively for different purposes and audiences.

Changes have been made to this syllabus for first examination in 2021 onwards. Please see the 2021-2023 syllabus for detailed information.

English

Cambridge AICE English Language and Literature AS Level Exam

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-english-language-and-literature-as-level-only-8695/published-resources/

The Language and Literature in English syllabus aims to encourage an appreciation of literature in English - prose, poetry and drama - of different types and from different cultures; and to develop the key skills required to read, analyse and communicate effectively in English.

By studying a range of texts, learners understand more about writers' choices of language, form and structure, and develop their ability to form independent opinions about what they read. Learners also improve their understanding of the English language and how it is used, extending their skills across a range of writing styles, including imaginative, discursive and argumentative.

English

Learners following the Cambridge International AS and A Level English syllabus will study a range of texts in the three main forms: prose, poetry and drama. Set texts are offered from a wide range of different periods and cultures.

Learners will develop skills of reading and analysis of texts, and are encouraged to undertake wider reading to aid understanding of the texts studied. They will learn skills of effective and appropriate communication including the ability to discuss the critical context of texts.

Changes have been made to this syllabus for examination from 2021 onwards. Please see the 2021-2023 syllabus for detailed information.

Equally Rigorous Science

Cambridge AICE Environmental Management AS Level Exam

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-environmental-management-8291/published-resources/

This AS Level syllabus develops scientific knowledge and understanding of global environmental issues and theories, and of the policies and strategies for managing the environment. The course covers the sustainable use and management of resources, and strategies that aim to protect environments. Learners will interpret and analyse data and do investigative work. Case studies allow teachers to choose their own examples to investigate, which may be local, regional or global.

Although Cambridge International AS Level Environmental Management extends and complements the relevant Cambridge O Level and Cambridge IGCSE syllabuses, learners do not need to have studied the subject before starting the course.

World History

Cambridge AICE European History AS Level 1 Exam

https://www.cambridgeinternational.org/programmes-and-qualifhttps://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-history-9489/published-resources/ications/cambridge-international-as-and-a-level-history-9389/published-resources/

Cambridge International AS and A Level History is a flexible and wide-ranging syllabus covering modern history in the nineteenth and twentieth centuries. The syllabus builds upon skills gained at Cambridge IGCSE or Cambridge O Level and develops lifelong skills including understanding issues and themes within a historical period. 

The emphasis is again on both historical knowledge and on the skills required for historical research. Learners develop an understanding of cause and effect, continuity and change, similarity and difference, and use historical evidence as part of their studies. At AS learners can select from topics on European, American or International history. 

At A Level learners can select from topics on European, American, African, Southeast Asian and International history. Teachers choose which periods to focus on, allowing them to build a course that reflects their learners' interests and staff specialisms, or which is relevant to the local or regional context.

Social Sciences

Cambridge AICE Geography 1 AS Level

http://www.cie.org.uk/programmes-and-qualifications/cambridge-advanced/cambridge-international-as-and-a-levels/curriculum/

Equally Rigorous Science

Cambridge AICE Marine Science 1 AS Level Exam

Pre-AICE Biology

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-marine-science-9693/published-resources/

Cambridge International AS and A Level Marine Science provides a coherent and stimulating introduction to the science of the marine environment. We recommend that learners starting this course should have completed a course in Cambridge O Level or Cambridge IGCSE in Biology or Marine Science or the equivalent.

The emphasis throughout is on the understanding of concepts and the application of ideas to new contexts. It is expected that practical activities will underpin the teaching of the whole course. Science is a practical subject and research suggests that success in future scientific study, or a scientific career, requires good practical skills.

Cambridge International AS and A Level Marine Science can form part of an ideal subject combination for learners who want to study Marine Biology or Environmental Science at university or to follow a career in shipping, fisheries, tourism or aquaculture.

Mathematics

Cambridge AICE Mathematics 1 AS Level Exam

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-mathematics-9709/published-resources/

Cambridge International A Level Mathematics develops a set of transferable skills. These include the skill of working with mathematical information, as well as the ability to think logically and independently, consider accuracy, model situations mathematically, analyse results and reflect on findings. 

Learners can apply these skills across a wide range of subjects and these skills equip them well for progression to higher education or directly into employment. 

At AS level, teachers can choose from three different routes to Cambridge International AS Level Mathematics: Pure Mathematics only, Pure Mathematics and Mechanics, or Pure Mathematics and Probability & Statistics. 

At A Level, teachers can also choose from different routes to Cambridge International A Level Mathematics depending on the choice of applied mathematics (Mechanics and/or Probability and Statistics).

Please note: From 2020 Cambridge International A Level Mathematics has two different routes: Pure Mathematics and Probability & Statistics only; or Pure Mathematics, Mechanics and Probability & Statistics.

Mathematics

Cambridge AICE Mathematics and Probability and Statistics 1 AS Level Exam

Pre-AICE Math 3

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-mathematics-9709/published-resources/

Cambridge International A Level Mathematics develops a set of transferable skills. These include the skill of working with mathematical information, as well as the ability to think logically and independently, consider accuracy, model situations mathematically, analyse results and reflect on findings. 

Learners can apply these skills across a wide range of subjects and these skills equip them well for progression to higher education or directly into employment. 

At AS level, teachers can choose from three different routes to Cambridge International AS Level Mathematics: Pure Mathematics only, Pure Mathematics and Mechanics, or Pure Mathematics and Probability & Statistics. 

At A Level, teachers can also choose from different routes to Cambridge International A Level Mathematics depending on the choice of applied mathematics (Mechanics and/or Probability and Statistics).

Please note: From 2020 Cambridge International A Level Mathematics has two different routes: Pure Mathematics and Probability & Statistics only; or Pure Mathematics, Mechanics and Probability & Statistics.

Mathematics

Cambridge AICE Mathematics and Probability and Statistics 2 A Level Exam

Cambridge AICE Mathematics and Probability and Statistics 1 AS Level

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-mathematics-9709/published-resources/

Cambridge International A Level Mathematics develops a set of transferable skills. These include the skill of working with mathematical information, as well as the ability to think logically and independently, consider accuracy, model situations mathematically, analyse results and reflect on findings. 

Learners can apply these skills across a wide range of subjects and these skills equip them well for progression to higher education or directly into employment. 

At AS level, teachers can choose from three different routes to Cambridge International AS Level Mathematics: Pure Mathematics only, Pure Mathematics and Mechanics, or Pure Mathematics and Probability & Statistics. 

At A Level, teachers can also choose from different routes to Cambridge International A Level Mathematics depending on the choice of applied mathematics (Mechanics and/or Probability and Statistics).

Please note: From 2020 Cambridge International A Level Mathematics has two different routes: Pure Mathematics and Probability & Statistics only; or Pure Mathematics, Mechanics and Probability & Statistics.

Electives

Cambridge AICE Media Studies AL Exam

Cambridge AICE Media Studies AS Level

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-media-studies-9607/published-resources/

Cambridge International AS and A Level Media Studies offers learners the chance to develop an understanding and appreciation of the place of media in our everyday lives. The syllabus enables learners to take a hands-on approach to the subject. 

Through the coursework components - the Foundation Portfolio for AS Level and the Advanced Portfolio for A Level - they create their own media products from planning through to execution. Learners also consider and analyse examples from existing media, examining production processes and technologies and the effects they achieve.

Electives

Cambridge AICE Media Studies AS Level Exam

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-media-studies-9607/published-resources/

Cambridge International AS and A Level Media Studies offers learners the chance to develop an understanding and appreciation of the place of media in our everyday lives. The syllabus enables learners to take a hands-on approach to the subject. 

Through the coursework components - the Foundation Portfolio for AS Level and the Advanced Portfolio for A Level - they create their own media products from planning through to execution. Learners also consider and analyse examples from existing media, examining production processes and technologies and the effects they achieve.

Social Science

Cambridge AICE Psychology 1 AS Level Exam

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-psychology-9990/published-resources/

Cambridge International AS & A Level Psychology is designed to give students an understanding of psychological concepts, theories and research methodology.

The syllabus:

• is suitable for students who have no prior learning in psychology
• engages with four core areas of psychology: biological, cognitive, social and learning
• allows students to deepen their knowledge through a choice of two options at Cambridge International A Level from clinical psychology, consumer psychology, health psychology or organisational psychology
• encourages students to consider the relationships between psychological findings and everyday life.

World Foreign Languages

Cambridge AICE Spanish Language AS Level Exam

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-level-spanish-language-8022/published-resources/

Cambridge International AS Level Spanish Language (8022) helps learners to develop language proficiency and practical communication skills in Spanish to a CEFR Independent User level. The syllabus:

• is suitable for learners working at a level equivalent to at least A2 on the CEFR
• develops learners' ability in all four language skills: Listening, Reading, Writing and Speaking
• builds knowledge of vocabulary and grammar in the context of six areas covering both familiar and more general topics
• encourages engagement with the culture and society of countries and communities where Spanish is spoken.

Electives

Cambridge AICE Thinking Skills 1 AS Level Exam

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-thinking-skills-9694/published-resources/

Thinking Skills develops a set of transferable skills, including critical thinking, reasoning and problem solving, that students can apply across a wide range of subjects and complex real world issues. 

The syllabus enables students to develop their ability to analyse unfamiliar problems, devise problem solving strategies, and evaluate the diverse ways a problem may be solved. During a Thinking Skills course, students learn to put their personal views aside in favour of examining and evaluating the evidence. Students learn how to make informed and reasoned decisions and construct evidence-based arguments. 

These independent thinking skills build confidence and equip students with a toolkit for tackling complex and unfamiliar subjects, essential for successful progression to higher education or into professional employment.

Elective Credit

Cambridge AICE Travel & Tourism 1 AS Level Exam

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-travel-and-tourism-9395/published-resources/

Cambridge International AS and A Level Travel and Tourism (9395) is ideal for those seeking to specialise in this subject. The course encourages learners to appreciate the changing nature of travel and tourism and understand the importance of sustainability in the development and management of the industry. This syllabus:

• enables learners to understand the concepts and theories in travel and tourism and recognise their impact on people, environments and economies
• develops learners’ practical and research skills through planning and organising an actual tourism event, which will contribute to their further study and working in the industry

American History

Cambridge AICE United States History 1 AS Level Exam

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-history-9489/published-resources/

Cambridge International AS and A Level History is a flexible and wide-ranging syllabus covering modern history in the nineteenth and twentieth centuries. The syllabus builds upon skills gained at Cambridge IGCSE or Cambridge O Level and develops lifelong skills including understanding issues and themes within a historical period.

The emphasis is again on both historical knowledge and on the skills required for historical research. Learners develop an understanding of cause and effect, continuity and change, similarity and difference, and use historical evidence as part of their studies. Both at AS and A Level learners can select from topics on European, American or International history.

Teachers choose which periods to focus on, allowing them to build a course that reflects their learners' interests and staff specialisms, or which is relevant to the local or regional context.

 Performing/Fine Arts

http://www.cie.org.uk/programmes-and-qualifications/cambridge-secondary-2/cambridge-igcse/curriculum/

Science

Biology EOC

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-biology-9-1-0970/published-resources/

Cambridge IGCSE (9-1) Biology helps learners to understand the biological world in which they live and take an informed interest in science and scientific developments. The syllabus includes the basic principles and concepts that are fundamental to the subject, some current applications of biology, and a strong emphasis on practical skills.

Learners also develop an understanding of the scientific skills essential for progression to Cambridge International AS & A Level, further education or a career related to science.

Electives

District Final

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-business-studies-0450/published-resources/

The Cambridge IGCSE Business Studies syllabus develops learners' understanding of business activity in the public and private sectors, and the importance of innovation and change. Learners find out how the major types of business organisation are established, financed and run, and how their activities are regulated. Factors influencing business decision-making are also considered, as are the essential values of cooperation and interdependence. 

Learners not only study business concepts and techniques but also enhance related skills such as numeracy and enquiry. The syllabus provides both a foundation for further study at Cambridge International A Level and an ideal preparation for the world of work.

Equally Rigorous Science

District Final

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-chemistry-9-1-0971/published-resources/

Cambridge IGCSE (9-1) Chemistry helps learners to understand the technological world in which they live and take an informed interest in science and scientific developments. The syllabus includes the basic principles and concepts that are fundamental to the subject, some current applications of chemistry, and a strong emphasis on practical skills.

Learners also develop an understanding of the scientific skills essential for progression to Cambridge International AS & A Level, further education or a career related to science.

This syllabus is graded from 9 to 1 but is otherwise the same as Cambridge IGCSE Chemistry (0620). You will find additional past papers and other resources for Cambridge IGCSE Chemistry (0620); these may be useful for teaching Cambridge IGCSE (9-1) Chemistry (0971).

English

FAST

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-english-first-language-us-0524/published-resources/

This syllabus is available only to Centers participating in the NCEE Excellence for All initiative in the USA. Cambridge IGCSE First Language English (US) is designed for learners whose first language is English. Cambridge IGCSE First Language English (US) learners develop the ability to communicate clearly, accurately and effectively in both speech and writing. They learn how to employ a wide-ranging vocabulary, use correct grammar, spelling and punctuation, and develop a personal style and an awareness of the audience being addressed. Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which English can be used. Cambridge IGCSE First Language English (US) also develops more general analysis and communication skills such as synthesis, inference, and the ability to order facts and present opinions effectively.

English

FAST

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-english-literature-0992/published-resources/

The syllabus enables learners to read, interpret and evaluate texts through the study of literature in English. Learners develop an understanding of literal meaning, relevant contexts and of the deeper themes or attitudes that may be expressed. Through their studies, they learn to recognise and appreciate the ways in which writers use English to achieve a range of effects, and will be able to present an informed, personal response to the material they have studied.

The syllabus also encourages the exploration of wider and universal issues, promoting learners' better understanding of themselves and of the world around them.

World Foreign Languages

District Final

Pre-AICE French 1 IG

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-french-9-1-7156/published-resources/

This syllabus is designed for students who are learning French as a foreign language. The aim is to develop an ability to use the language effectively for practical communication. The course is based on the linked language skills of listening, reading, speaking and writing, and these are built on as learners progress through their studies.

The syllabus also aims to offer insights into the culture of countries where French is spoken, thus encouraging positive attitudes towards language learning and towards speakers of other languages.

This syllabus is graded from 9 to 1 but is otherwise the same as Cambridge IGCSE French (0520). You will find past papers and other resources for Cambridge IGCSE French (0520); these may be useful for teaching Cambridge IGCSE (9-1) French (7156).

World Foreign Languages

District Final

Pre-AICE French 1 IG and Pre-AICE French 2 IG

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-french-9-1-7156/published-resources/

This syllabus is designed for students who are learning French as a foreign language. The aim is to develop an ability to use the language effectively for practical communication. The course is based on the linked language skills of listening, reading, speaking and writing, and these are built on as learners progress through their studies.

The syllabus also aims to offer insights into the culture of countries where French is spoken, thus encouraging positive attitudes towards language learning and towards speakers of other languages.

This syllabus is graded from 9 to 1 but is otherwise the same as Cambridge IGCSE French (0520). You will find past papers and other resources for Cambridge IGCSE French (0520); these may be useful for teaching Cambridge IGCSE (9-1) French (7156).

Geometry

Geometry EOC

Alegebra 1 or Pre-AICE Mathematics 1

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-mathematics-us-0444/published-resources/

Cambridge IGCSE Mathematics (US) allows learners to develop their mathematical knowledge, develop a feel for numbers, patterns, and relationships, consider and solve problems and present and interpret results, communicate and reason using mathematical concepts, and develop a solid foundation for further study.

Mathematics

District Final

Pre-AICE Mathematics 1 and Pre-AICE Mathematics 2, or Algebra 1 and Geometry

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-mathematics-9-1-0980/published-resources/

An essential subject for all learners, Cambridge IGCSE Mathematics encourages the development of mathematical knowledge as a key life skill, and as a strong basis for more advanced study. The syllabus aims to build learners' confidence by helping them develop competence and fluency with mathematical concepts, methods and skills, as well as a feel for numbers, patterns and relationships. The syllabus also places a strong emphasis on solving problems and presenting and interpreting results. Learners also gain an understanding of how to communicate and reason using mathematical concepts.

Equally Rigorous Science

District Final

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-physics-0625/published-resources/

Cambridge IGCSE Physics helps learners to understand the technological world in which they live, and take an informed interest in science and scientific developments. The syllabus includes the basic principles and concepts that are fundamental to the subject, some current applications of physics, and a strong emphasis on practical skills.

Learners also develop an understanding of the scientific skills essential for progression to Cambridge International AS & A Level, further education or a career related to science.

World Foreign Languages

District Finals

Spanish 2

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-spanish-foreign-language-0530/published-resources/

This syllabus is designed for students who are learning Spanish as a foreign language. The aim is to develop an ability to use the language effectively for practical communication. The course is based on the linked language skills of listening, reading, speaking and writing, and these are built on as learners progress through their studies.

The syllabus also aims to offer insights into the culture of countries where Spanish is spoken, thus encouraging positive attitudes towards language learning and towards speakers of other languages.

World Foreign Languages

District Final

Pre-AICE Spanish 1 IG

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-spanish-9-1-7160/published-resources/

This syllabus is designed for students who are learning Spanish as a foreign language. The aim is to develop an ability to use the language effectively for practical communication. The course is based on the linked language skills of listening, reading, speaking and writing, and these are built on as learners progress through their studies.

The syllabus also aims to offer insights into the culture of countries where Spanish is spoken, thus encouraging positive attitudes towards language learning and towards speakers of other languages.

World Foreign Languages

District Final

Pre-AICE Spanish 2

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-spanish-foreign-language-0530/published-resources/

This syllabus is designed for students who are learning Spanish as a foreign language. The aim is to develop an ability to use the language effectively for practical communication. The course is based on the linked language skills of listening, reading, speaking and writing, and these are built on as learners progress through their studies.

The syllabus also aims to offer insights into the culture of countries where Spanish is spoken, thus encouraging positive attitudes towards language learning and towards speakers of other languages.

Not a graduation requirement. 

EOC

Elective

None. 

Human Kinetics Textbook

This course is designed to teach prevention and recognition of athletic injuries. This course will also teach different techniques and modalities in the field of athletic training. 

Fine Arts

Principal Approved Final

None

None

Students explore how space, mass, balance, and form combine to create aesthetic forms or utilitarian products and structures. Instructional focus will be on ceramics and/or pottery. Media may include, but are not limited to, clay and/or plaster, with consideration of the workability, durability, cost, and toxicity of the media used. Student artists consider the relationship of scale (i.e., hand-held, human, monumental) through the use of positive and negative space or voids, volume, visual weight, and gravity to create low/high relief or freestanding structures for personal intentions or public places. They explore sharp and diminishing detail, size, position, overlapping, visual pattern, texture, implied line, space, and plasticity, reflecting craftsmanship and quality in the surface and structural qualities of the completed art forms. Students in the ceramics and/or pottery art studio focus on use of safety procedures for process, media, and techniques. Student artists use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.

Fine Arts

Principal Approved Final

Student should take Ceramics/Pottery 1 before taking this course. 

recommended: Ceramics/Pottery 1

Students explore spatial relationships through the use of nonobjective, abstract, or representational forms, products, or structures. Instructional focus should be on ceramics and/or pottery. Processes and techniques for substitution may include, but are not limited to, wheel-thrown clay, glaze formulation and application. Media may include, but are not limited to, clay and/or plaster with consideration of the workability, durability, cost, and toxicity of the media used. Ceramic and/or pottery artists experiment with and manipulate space-producing devices, including overlapping, transparency, interpenetration, vertical and horizontal axis, inclined planes, disproportionate scale, fractional or abstracted representation, and spatial properties of the structural art elements. Craftsmanship and quality are reflected in the surface and structural qualities of the completed art forms. Students in the ceramics and/or pottery art studio focus on use of safety procedures for process, media, and techniques. Student artists use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.

Fine Arts

Principal Approved Final

Students should take Ceramics/Pottery 1 and 2 before taking this course. 

recommended: Ceramics/Pottery 2

Students communicate a sense of 4-D, motion, and/or time, based on creative use of spatial relationships and innovative treatment of space and its components. Instruction may include content in ceramics, pottery, or other related media. Students address 4-D, the inter-relatedness of art and context, and may also include installation or collaborative works, virtual realities, light as a medium (i.e., natural, artificial, or reflective), or flexible, entered, or activated space. Other concepts for exploration include tension, compression or expansion, intrusions or extrusions, grouping, proximity, containment, closure, contradiction, and continuity. Ceramic and/or pottery artists experiment with processes, techniques, and media, which may include, but are not limited to, casting and kiln-firing techniques, and mold making. Craftsmanship and quality are reflected in the surface and structural qualities of the completed art forms. Students in the ceramics and/or pottery art studio focus on use of safety procedures for process, media, and techniques. Student artists use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.

This course is an equally rigorous science course with a lab component that satisfies part of the science graduation requirement (see below)

3 Credits Science • One of which must be Biology 1, two of which must be equally rigorous science courses • Two of the three required course credits must have a laboratory component • Industry Certifications that lead to college credit may substitute for up to one science credit (except for Biology 1) • An identified computer science** course may substitute for up to one science credit (except for Biology 1)

End of Year District Final - Counts for 10% of Final Course Grade

Students expressing a desire to follow any science pathway and have completed Biology.

Biology 1

Academic Pathways for Science

Traditional Science Electives:

Anatomy & Physiology, Chemistry, Environmental Science, Forensic Science, Marine Science, Physics, Physical Science

Access the Instructional Materials page to see approved instructional resources for this course.

The study of the introductory concepts and the technology of modern chemistry. The course will include a laboratory component with emphasis on safety and measurement techniques.
The course content will include properties of matter and structure, chemical formulas and equations (stoichiometry), solutions (acids & bases) and gas laws.

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).

This course is an equally rigorous science course with a lab component that satisfies part of the science graduation requirement (see below)

3 Credits Science • One of which must be Biology 1, two of which must be equally rigorous science courses • Two of the three required course credits must have a laboratory component • Industry Certifications that lead to college credit may substitute for up to one science credit (except for Biology 1) • An identified computer science** course may substitute for up to one science credit (except for Biology 1)

End of Year District Final - Counts for 10% of Final Course Grade

Students expressing a desire to follow any Science Pathway and have completed Biology Honors or Biology (with teacher recommendation).

Biology 1 Honors or Biology 1 (with teacher recommendation)

Academic Pathways for Science

Honors Science Electives:

Anatomy & Physiology Honors, Chemistry 1 Honors, Earth & Space Science Honors, Environmental Science, Forensic Science, Genetics Honors, Marine Science, Marine Science 2 Honors, Physics Honors, Any Advanced Placement Science Course

Advanced Placement Science Courses:

AP Biology, AP Chemistry, AP Environmental Science, AP Research (at select schools), AP Physics

Access the Instructional Materials page to see approved instructional resources for this course.

The study of the introductory concepts and the technology of modern chemistry. The course will include a laboratory component with emphasis on safety and measurement techniques.
The course content will include properties of matter and structure, chemical formulas and equations (stoichiometry), solutions (acids & bases) and gas laws.While the content focus of this course is consistent with the Chemistry I course, students will explore these concepts in greater depth. In general, the academic pace and rigor will be greatly increased for honors level course work.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).

This course counts as 1 foreign language credit after earning a passing grade as established in the student progression plan.

Standard diploma: Elective Courses: 8 credits.     Scholar diploma: 2 credits in the same World Language.

Principal's Approved Assessment

Please, refer to the course progression.

None

Please, refer to the course progression.

Teacher created content

Chinese 1 introduces students to the target language and its culture. The student will develop communicative skills in all 3 modes of communication and cross-cultural understanding. Emphasis is placed on proficient communication in the language. An introduction to reading and writing is also included as well as culture, connections, comparisons, and communities.

This course counts as 1 foreign language credit after earning a passing grade as established in the student progression plan.

Standard diploma: Elective Courses: 8 credits.     Scholar diploma: 2 credits in the same World Language.

Principal's approved assessment

Please, refer to the course progression.

Chinese 1 (0711300)

Please, refer to the course progression.

Teacher develop content

Chinese 2 reinforces the fundamental skills acquired by the students in Chinese 1. The course develops increased listening, speaking, reading, and writing skills as well as cultural awareness. Specific content to be covered is a continuation of listening and oral skills acquired in Chinese 1. Reading and writing receive more emphasis, while oral communication remains the primary objective. The cultural survey of the target language-speaking people is continued.

This course counts as 1 foreign language credit after earning a passing grade as established in the student progression plan.

Standard diploma: Elective Courses: 8 credits.     Scholar diploma: 2 credits in the same World Language.

Principal's Approved Assessment

Please, refer to the course progression.

Chinese 2 (0711310)

Teacher develop content

Chinese 3 provides mastery and expansion of skills acquired by the students in Chinese 2. Specific content includes, but is not limited to, expansions of vocabulary and conversational skills through discussions of selected readings. Contemporary vocabulary stresses activities in which are important to the everyday life of the target language-speaking people.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Performance/Fine Arts

District Final

None

None

This year-long, entry-level class, designed for students with little or no choral experience, promotes the enjoyment and appreciation of music through performance of beginning choral repertoire from a variety of times and places. Rehearsals focus on the development of critical listening skills; foundational instrumental technique and skills, music literacy, and ensemble skills; and aesthetic musical awareness culminating in periodic public performances.

Special Note: This course may require students to participate in extra rehearsals and performances beyond the school day.

Performance/Fine Arts

Principal Approved Final

Should have Chorus 1 or equivalent

Chorus 1 or equivalent

This year-long, beginning-level class, designed for students with one year of experience or less in a choral performing group, promotes the enjoyment and appreciation of music through performance of basic, high-quality choral music. Rehearsals focus on the development of critical listening/aural skills; foundational instrumental technique and skills, music literacy, and ensemble skills; and aesthetic musical awareness culminating in periodic public performances.

Special Note: This course may require students to participate in extra rehearsals and performances beyond the school day.

Performance/Fine Arts

Principal Approved Final

Should have Chorus 1 & 2 or equivalent

Chorus 1 & 2 or equivalent

This year-long, formative class, designed for students with previous participation in a school chorus who have basic knowledge of note-reading and vocal technique, concentrates on providing students opportunities to strengthen existing skills in critical listening, vocal techniques, and ensemble performance using high-quality three- and four-part choral literature. Rehearsals focus on gaining independence in music literacy and aesthetic engagement through critical listening and thinking skills.

Special Note: This course may require students to participate in extra rehearsals and performances beyond the school day.

Performance/Fine Arts

Principal Approved Final

Should have Chorus 1, 2, 3 or equivalent

Chorus 1, 2, 3 or equivalent

This year-long, intermediate-level class is designed for students with previous participation in a high school chorus and moderate skills in critical listening, vocal techniques, music literacy, and choral performance. Rehearsals focus on enhancing these skills and students' aesthetic engagement with music through a variety of high-quality three- and four-part choral literature, providing students with the means to learn how to reflect and use a combination of analytical, assessment, and problem-solving skills consistently to improve their own and others' performance.

Special Note: This course requires students to participate in extra rehearsals and performances beyond the school day. Additional experiences with small ensembles and solo performance may be available. Students who enjoy the challenges and successes of this course may wish to take an accelerated music class in the future.

Performance/Fine Arts

Principal Approved Final

Should have Chorus 1, 2, 3, 4 or equivalent

Chorus 1, 2, 3, 4 or equivalent

This year-long, advanced class is designed for students with previous participation in a high school chorus who have demonstrated a capacity for developing advanced listening/aural skills and advanced knowledge of vocal techniques, musical literacy, and choral performance. Chorus V focuses on development and application of these skills and provides opportunities for aesthetic engagement and making individual musical choices, where appropriate, while preparing a variety of high-quality choral literature.

Special Notes: Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Additional experiences with small ensembles, solo performance, and leadership opportunities may be available. Students who enjoy the challenges and successes of this course may wish to take an accelerated music class in the future. 

Performance/Fine Arts

Principal Approved Final

Should have Chorus 1, 2, 3, 4, 5 or equivalent

Chorus 1, 2, 3, 4, 5 or equivalent

This year-long, very advanced class is designed for students who have demonstrated a capacity for developing very advanced listening/aural skills and performance techniques, as well as very advanced knowledge of vocal techniques, musical literacy, ensemble skills, and related musical knowledge. Chorus VI focuses on managing, mastering, and refining these skills and techniques through a variety of high-quality choral literature at a high level of aesthetic engagement. Musical independence and student leadership are promoted through significant opportunities for peer mentoring, solo work, and participation as a performer, conductor, or coach in a small or large ensemble.

Special Note: Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Additional experiences with small ensembles, solo performance, and leadership opportunities may be available. Students who enjoy the challenges and successes of this course may wish to take an accelerated music class in the future. 

Mathematics

Principal Approved

PURPOSE

Computing is so fundamental to understanding and participating in society that it is valuable for every student to learn as part of a modern education.  Computer science can be viewed as a liberal art, a subject that provides students with a critical lens for interpreting the world around them.  Computer science prepares all students to be active and informed contributors to our increasingly technological society whether they pursue careers in technology or not.  Computer science can be life-changing, not just skill training.

Students learn best when they are intrinsically motivated.  This course prioritizes learning experiences that are active, relevant to students' lives, and provide students authentic choice.  Students are encouraged to be curious, solve personally relevant problems and to express themselves through creation.  Learning is an inherently social activity, so the course is designed to interweave lessons with discussions, presentations, peer feedback, and shared reflections.  As students proceed through the pathway, the structures increasingly shift responsibility to students to formulate their own questions, develop their own solutions, and critique their work.

It is also critical to diversify the technology workforce.  Addressing inequities within the field of computer science is critical to bringing computer science to all students.  The tools and strategies in this course will help teachers understand and address well-known equity gaps within the field.  All students can succeed in computer science when given the right supports and opportunities, regardless of prior knowledge.

OVERVIEW AND GOALS

Computer Science Discoveries introduces students to computer science as a vehicle for problem solving, communication, and personal expression.  The course focuses on the visible aspects of computing and computer science and encourages students to see where computer science exists around them and how they can engage with it as a tool for exploration and expression.  Centering on the immediately observable and personally applicable elements of computer science, the course asks students to look outward and explore the impact of computer science on society.  Students should see how a thorough student-centered design process produces a better application, how data is used to address problems that affect large numbers of people, and how physical computing with circuit boards allows computers to collect, input and return output in a variety of ways.

Mathematics

Principal Approved

This course introduces students to the foundational concepts of computer science and challenges them to explore how computing and technology can impact the world.  Computing is so fundamental to understanding and participating in society that it is valuable for every student to learn as part of a modern education.  Computer science can be viewed as a liberal art, a subject that provides students with a critical lens for interpreting the world around them.  Computer science prepares all students to be active and informed contributors to our increasingly technological society whether they pursue careers in technology or not.  Computer science can be life-changing, not just skill training.

Students learn best when they are intrinsically motivated.  This course prioritizes learning experiences that are active, relevant to students' lives, and provide students authentic choice.  Students are encouraged to be curious, solve personally relevant problems and to express themselves through creation.  Learning is an inherently social activity, so the course is designed to interweave lessons with discussions, presentations, peer feedback, and shared reflections.  As students proceed through the pathway, the structures increasingly shift responsibility to students to formulate their own questions, develop their own solutions, and critique their own work.

It is also critical to diversity the technology workforce.  Addressing inequities within the field of computer science is critical to bringing computer science to all students.  The tools and strategies in this course will help teachers understand and address well-known equity gaps within the field.  All students can succeed in computer science when given the right supports and opportunities, regardless of prior knowledge.

Additional Information

Computer Science Principles

Computer Science Principles introduces students to the foundational concepts of computer science and challenges them to explore how computing and technology can impact the world.  More than a traditional introduction to programming, it is a rigorous, engaging, and approachable course that explores many of the foundational ideas of computing, so all students understand how these concepts are transforming the world we live in.

Elective Courses: 8 credits.

District Developed Final

Students should consider this academic elective after taking World and U.S. History courses.

World History

U.S. History

District developed curriculum.

The grade 9-12 Contemporary History course consists of the following content area strands: American History, World History, Geography, Humanities, Civics and Government. The primary content emphasis for this course pertains to the study of the development of the contemporary world within the context of history in order to analyze current events. Students use knowledge pertaining to history, geography, economics, political processes, religion, ethics, diverse cultures and humanities to solve problems in academic, civic, social and employment settings. Content should include, but is not limited to, world events and trends in the 20th and 21st centuries with emphasis on the past two decades, historical antecedents of contemporary political, social, economic and religious issues, impact of religious thought on contemporary world issues, interaction among science, technology and society, influence of significant historical and contemporary, figures and events on the present, and projection of current trends and movements.

Elective Courses: 8 credits.

District Developed Final

Court Procedures is a semester academic elective that may be taken at any semester point from 9th -12th grade.

Law Studies is strongly recommended. 

McGraw Hill, Street Law

The grade 9-12 Court Procedures course consists of the following content area strands: American History, World History, Geography, Humanities, Civics and Government. The primary content for the course pertains to the study of the structure, processes and procedures of the judicial systems of the United States and Florida. Content should include, but not be limited to, the structure, processes and procedures of county, circuit and federal courts, civil and criminal procedures, juvenile law, the rights of the accused, evolution of court procedures, comparative legal systems, and career choices in the judicial system.

Fine Arts

Principal Approved Final

None

None

Students in Creating Three-Dimensional Art, investigate a wide range of media and techniques, from both an historical and contemporary perspective, as they engage in the art-making processes of creating 3-D artworks, which may include sculpture, assemblage, and/or ceramics. Student artists reflect on their own artwork and that of others through critical analysis to achieve artistic goals related to craftsmanship, technique, and application of 21st-century skills. This course incorporates hands-on activities and consumption of art materials.

Fine Arts

Principal Approved Final

None

None

Students explore the aesthetic foundations of art making using beginning photography techniques. This course may include, but is not limited to, color and/or black and white photography via digital media and/or traditional photography. Students become familiar with the basic mechanics of a camera, including lens and shutter operation, compositional foundations, printing an image for display, and evaluating a successful print. Student photographers may use a variety of media and materials, such as 35mm black and white film, single lens reflex camera, digital camera, darkroom, computer application, filters, various papers, digital output, photogram, cyanotypes, Sabatier effect, and pinhole photography. Craftsmanship and quality are reflected in the surface of the prints and the care of the materials. Photographers use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.

Fine Arts

Principal Approved Final

Students should take Creative Photography 1 before taking Creative Photography 2. 

recommended: Creative Photography 1

Students experiment with a variety of photographic media and techniques, and make connections with historical and contemporary photographers to develop a focused body of work. This course may include, but is not limited to, researching the history of photography, making connections to contemporary and community photographers, critiquing with varied techniques, and experimenting with a variety of photographic media. Processes and techniques include, but are not limited to, handcrafted pinhole cameras, hand-tinted photographs, mixed media, cyanotypes, medium format, photo collage, cross-processing, creative filters, infrared and slide film, night photography, macro, panoramic, and/or digital output via a variety of media. Craftsmanship and quality are reflected in the surface of the prints, care of the materials, attention to compositional conventions, and expression of ideas and feelings. Photographers use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.

Fine Arts

Principal Approved Final

Students should take Creative Photography 1 & 2 before taking Creative Photography 3 Honors. 

recommended: Creative Photography 2

Students lead a focused investigation of a subject matter from ideation to completion. Students select a theme, develop a concept, and prepare the work for public viewing, portfolio, distribution, and/or exhibit. This course may include, but is not limited to, research, collaboration, installation, history of photography, making connections to contemporary and community photographers, and critiquing with varied techniques. Processes, techniques, and media may include, but are not limited to, video, film, high speed photography, studio lighting, flash, long exposure, formal portraiture, large format, HDR, RAW processing, and digital output on a variety of media, including non-traditional materials. Craftsmanship and quality are reflected in the surface of the print, care of the materials, attention to compositional conventions, the display setting, and expression of ideas and feelings. Photographers use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

This course will meet an academic elective requirement.

Principal Approved Assessment

See placement considerations here.

No prerequisite required.

N/A

N/A

The purpose of this course is to enable students to develop and use writing and language skills for creative expression in a variety of literary forms. Studying and modeling a variety of genres will be emphasized at this level of creative writing.

The content should include, but not be limited to, the following:

• examination of a variety of short literary collections, including poetry, which includes a variety of professional, peer, and/or teacher examples in order to examine
  • text craft and structure, including line length and placement
  • effects of figurative, denotative, and connotative language choice
  • power and impact of appropriate voice and/or tone
  • story structure, sentence structure, and grammatical choices
  • reciprocal nature of content and form in development of a personal style
• writing for varied purposes and in varied genres, including
  • personal and dramatic narratives
  • various poetic forms
  • screenplays and multimedia productions
  • multi-genre and creative non-fiction selections
  • digital writing platforms
• effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a claim in multimedia presentations, class discussions, and extended text discussions
• collaboration amongst peers, especially regarding peer reviews of multiple drafts

This course will meet an academic elective requirement.

Principal Approved Assessment

See placement considerations here.

Creative Writing 1

N/A

N/A

The purpose of this course is to enable students to develop and use grade 11-12 writing and language skills for creative expression in a variety of literary forms. Studying and modeling a variety of genres will be emphasized at this level of creative writing.

The content should include, but not be limited to, the following:

• examination of a variety of short literary collections, including poetry, which includes a variety of professional, peer, and/or teacher examples in order to examine
• text craft and structure, including line length and placement
• effects of figurative, denotative, and connotative language choice
• power and impact of appropriate voice and/or tone
• story structure, sentence structure, and grammatical choices
• reciprocal nature of content and form in development of a personal style
• writing for varied purposes and in varied genres, including
• personal and dramatic narratives
• various poetic forms
• screenplays and multimedia productions
• multi-genre and creative non-fiction selections
• digital writing platforms
• effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a claim in multimedia presentations, class discussions, and extended text discussions
• collaboration amongst peers, especially regarding peer reviews of multiple drafts

This course will meet an academic elective requirement.

Principal Approved Assessment

See placement considerations here.

Creative Writing 2

N/A

N/A

The purpose of this course is to enable students to develop and use grade 11-12 writing and language skills for advanced creative expression in a variety of literary forms. Emphasis will be on development of a personal writing style.

The content should include, but not be limited to, the following:

• a thorough and in-depth examination of a variety of short literary collections, including poetry, which includes a variety of professional, peer, and/or teacher examples in order to examine
• text craft and structure, including line length and placement
• effects of figurative, denotative, and connotative language choice
• power and impact of appropriate voice and/or tone
• story structure, sentence structure, and grammatical choices
• reciprocal nature of content and form in development of a personal style
• writing for varied purposes and in varied genres, including
• personal and dramatic narratives
• various poetic forms
• screenplays and multimedia productions
• multi-genre and creative non-fiction selections
• digital writing platforms
• effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a claim in multimedia presentations, class discussions, and extended text discussions
• collaboration amongst peers, especially regarding peer reviews of multiple drafts

Principal Approved

Students should have successfuly completed Creative Writing 1- 3 prior to being placed in Creative Writing 4 HON

Teacher Created Canvas Page

The purpose of this course is to enable students to develop and use complex writing and language skills for advanced creative expression in a variety of literary forms. Emphasis will be on development of a personal writing style. Studying and modeling a variety of genres will be emphasized at this level of creative writing.

The content can include, but not be limited to, the following:

• a thorough and in-depth examination of a variety of short literary collections, including poetry, which includes a variety of professional, peer, and/or teacher examples in order to examine
  • effects of figurative, denotative, and connotative language choice
  • power and impact of appropriate voice and/or tone
  • story structure, sentence structure, and grammatical choices
  • reciprocal nature of content and form in development of a personal style
• writing for varied purposes and in varied genres, including
  • personal and dramatic narratives
  • various poetic forms
  • screenplays and multimedia productions
  • multi-genre and creative non-fiction selections
  • digital writing platforms
• collaboration amongst peers, especially regarding peer reviews of multiple drafts

This course will meet an academic elective requirement.

Principal Approved Assessment

Elective- may be taken at any grade level. See placement considerations here.

No prerequisite required.

N/A

N/A

This course is designed to develop skills related to critical thinking, learning and problem solving, enabling students to enhance their performance in both academic and non-academic areas. Strategies for acquiring, storing and retrieving information, time management and organizational skills, critical thinking operations and processes, strategies for oral and written communication, and problem solving skills including test taking skills are an integral part of this course.

Performing / Fine Arts

Principal Approved Final

None

None

Students explore key concepts of dance making with a focus on improvisation, composition, and choreographic processes and principles. Students study the works and creative techniques of highly respected choreographers in varied performance genres. They also examine the social, political, and cultural forces that influenced significant or exemplary works, and consider the innovations that came out of them. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Students in this class may need to obtain (e.g., borrow, purchase) appropriate footwear and/or dance attire from an outside source.

This course may require students to participate in extra rehearsals and performances beyond the school day.

Performing / Fine Arts

Principal Approved Final

Students should take Dance Choreography / Performance 1 before taking Dance Choreography / Performance 2 Honors. 

Dance Choreography / Performance 1 (or equivalent) 

Students explore key concepts of designing dance works with a focus on improvisation, composition, and choreographic processes and principles. Students study the works and creative techniques of highly respected choreographers in varied performance genres as guidance and a source of inspiration. They also examine the social, political, and cultural forces that influenced their works, and consider the innovations that came out of them. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Students in this class may need to obtain (e.g., borrow, purchase) appropriate footwear and/or dance attire from an outside source.

This course may require students to participate in extra rehearsals and performances beyond the school day.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Fine Arts

District Final

None

None

Students in this year-long, entry-level course, designed for those having no prior dance instruction, learn foundational skills in two or more dance styles. Their development of fundamental dance technique is enriched and enlivened through study of works by a variety of diverse artists, developing genre-specific movement vocabulary and dance terminology, and building knowledge and skills related to somatic practices, dance composition, analysis of effort and outcomes, dance history and culture, collaborative work, and rehearsal and performance protocols.

This course may require students to participate in extra rehearsals and performances beyond the school day.

Performing / Fine Arts

District Final

Students should take Dance Techniques 1 before taking Dance Techniques 2. 

Dance Techniques 1 (or equivalent) 

Students in Dance Techniques II, a year-long course, build on previously acquired knowledge and fundamental technical skills in two or more dance forms, focusing on developing the aesthetic quality of movement in the ensemble and as an individual.

This course may require students to participate in extra rehearsals and performances beyond the school day.

Performing / Fine Arts

Principal Approved Final

Students should take Dance Techniques 1 & 2 before taking Dance Techniques 3 Honors. 

Dance Techniques 2 (or equivalent) 

Students in this year-long, intermediate-level course, designed for dancers who have mastered the basics in two or more dance forms, build technical and creative skills with a focus on developing the aesthetic quality of movement in the ensemble and as an individual.

This course may require students to participate in extra rehearsals and performances beyond the school day.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Performing / Fine Arts

Principal Approved Final

Students should take Dance Techniques 1, 2, & 3 Honors before taking Dance Techniques 4 Honors.

Dance Techniques 3 Honors (or equivalent) 

Students in this year-long, advanced dance techniques class build on skills learned in previous dance classes to improve their performance in two or more dance styles. During the class, students perform sequences of increasing complexity to advance their technical skills.

This course may require students to participate in extra rehearsals and performances beyond the school day. Students who enjoy the challenges and successes of this course may wish to take an accelerated dance class in the future.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

This course will meet a Performing/Fine Arts graduation requirement. 

Principal Approved Assessment

Elective- may be taken at any grade level. See placement considerations here.

No prerequisite required.

N/A

N/A

The purpose of this course is to develop students’ beginning awareness, understanding, and application of language arts as they apply to oral communication concepts and strategies for public debate in a variety of given settings.

This course will meet a Performing/Fine Arts graduation requirement.

Principal Approved Assessment

Elective- may be taken at any grade level after taking the prerequisite.  See placement considerations here.

Debate 1

N/A

N/A

The purpose of this course is to continue to develop students' awareness, understanding, and application of language arts as they apply to oral communication concepts and strategies for public debate in a variety of given settings. Some work outside of the regular school day may be required.

Fine Arts

District Final

None

None

Students explore the fundamental concepts, terminology, techniques, and applications of digital imaging to create original work. Students produce digital still images through the single or combined use of computers, digital cameras, scanners, photo editing software, drawing and painting software, graphic tablets, printers, new media, and emerging technologies. Through the critique process, students evaluate and respond to their own work and that of their peers to measure artistic growth. This course incorporates hands-on activities, the use of technology, and consumption of art materials.

Fine Arts

Principal Approved Final

Students should take Digital Art Imaging 1 before taking the Digital Art Imaging 2 course. 

recommended: Digital Art Imaging 1

Students explore and develop concepts, terminology, techniques, and applications to design, create, print, and display original two-dimensional graphic and fine works of art. As they become more adept at using the tools and techniques available to them, students design digital still images through the single or combined use of computers, digital cameras, scanners, photo editing software, drawing and painting software, graphic tablets, printers, new media, and emerging technologies. Through the critique process, students evaluate and respond to their own designs and images and those of their peers to measure artistic growth with increasing sophistication. This course incorporates hands-on activities, the use of technology, and consumption of art materials.

Fine Arts

Principal Approved Final

Students should take Digital Art Imaging 1 & 2 before taking Digital Art Imaging 3 Honors. 

recommended: Digital Art Imaging 2

Students explore advanced topics through project-based work, becoming more self-directed in their acquisition and use of concepts, terminology, techniques, and applications to design, create, print, and display original two-dimensional graphic and fine works of art in print and web formats. As they become more adept at using the tools and techniques available to them, students design and produce digital still images through the single or combined use of computers, digital cameras, scanners, photo editing software, drawing and painting software, graphic tablets, printers, new media, and emerging technologies. Through the critique process, students evaluate and respond to their own designs and images and those of their peers to measure artistic growth with increasing sophistication and independence to promote risk-taking in the completion of conceptually based, self-directed work. This course incorporates hands-on activities, the use of technology, and consumption of art materials.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Fine Arts

District Final

None

None

Students experiment with the media and techniques used to create a variety of two-dimensional (2-D) artworks through the development of skills in drawing. Students practice, sketch, and manipulate the structural elements of art to improve mark making and/or the organizational principles of design in a composition from observation, research, and/or imagination. Through the critique process, students evaluate and respond to their own work and that of their peers. This course incorporates hands-on activities and consumption of art materials.

No

District EOC

None

None

Flordia DMV textbook and other state resources. 

Major concepts/content

The purpose of this course is to introduce students to Florida’s driving laws/rules of the road and safe driving behavior, and to strategies that will develop driving knowledge and skills related to today’s and tomorrow’s motorized society. It will also provide an in-depth study of the contributing factors to vehicle crashes and their solutions. The content should include, but not be limited to, the following:

• Meaning and responsibilities of a Driver License
• Laws that govern the operation of a motor vehicle
• Knowledge of Florida’s Graduated Driver Licensing (GDL) laws
• Vehicle control and traffic procedures
• Knowledge of sharing the road with other types of vehicles and vulnerable road users
• Defensive driving strategies
• Physical and mental factors that affect driving ability
• Effects of alcohol and other drugs on driving performance

This course is an equally rigorous science course with a lab component that satisfies part of the science graduation requirement (see below)

3 Credits Science • One of which must be Biology 1, two of which must be equally rigorous science courses • Two of the three required course credits must have a laboratory component • Industry Certifications that lead to college credit may substitute for up to one science credit (except for Biology 1) • An identified computer science** course may substitute for up to one science credit (except for Biology 1)

Principal Approved District Final - Counts for 10% of Final Course Grade

For Placement in Grade 9:

Completion of Grade 8 M/J Comprehensive Science 3

For Placement Beyond Grade 10:

Students expressing a desire to follow an Environmental Pathway and have completed Biology.

For Placement in Grade 9:

Grade 8 M/J Comprehensive Science 3 

For Placement Beyond Grade 10:

Biology 1

Academic Pathways for Science

Traditional Science Electives:

Anatomy & Physiology, Chemistry, Environmental Science, Forensic Science, Marine Science, Physics, Physical Science

Access the Instructional Materials page to see approved instructional resources for this course.

Study the earth and its location in space through experiments and observation to discover a wide range of principles in the earth sciences. The term earth science is a broad one, encompassing geology, paleontology, plate tectonics, astronomy, meteorology, and oceanography.

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).

This course is an equally rigorous science course with a lab component that satisfies part of the science graduation requirement (see below)

3 Credits Science • One of which must be Biology 1, two of which must be equally rigorous science courses • Two of the three required course credits must have a laboratory component • Industry Certifications that lead to college credit may substitute for up to one science credit (except for Biology 1) • An identified computer science** course may substitute for up to one science credit (except for Biology 1)

Principal Approved District Final - Counts for 10% of Final Course Grade

For Placement in Grade 9:

Completion of Grade 8 M/J Comprehensive Science 3 (with teacher recommendation)

For Placement Beyond Grade 10:

Students expressing a desire to follow an Environmental Pathway and have completed Biology.

For Placement in Grade 9:

Grade 8 M/J Comprehensive Science 3 

For Placement Beyond Grade 10:

Biology 1 Honors

Academic Pathways for Science

Honors Science Electives:

Anatomy & Physiology Honors, Chemistry 1 Honors, Earth & Space Science Honors, Environmental Science, Forensic Science, Genetics Honors, Marine Science, Marine Science 2 Honors, Physics Honors, Any Advanced Placement Science Course

Advanced Placement Science Courses:

AP Biology, AP Chemistry, AP Environmental Science, AP Research (at select schools), AP Physics

Access the Instructional Materials page to see approved instructional resources for this course.

Study the earth and its location in space through experiments and observation to discover a wide range of principles in the earth sciences. The term earth science is a broad one, encompassing geology, paleontology, plate tectonics, astronomy, meteorology, and oceanography. While the content focus of this course is consistent with the Earth/Space Science course, students will explore these concepts in greater depth. In general, the academic pace and rigor will be greatly increased for honors level course work.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).

This course provides 1 of the 4 English credits for high school promotion.

 Florida’s Assessment for Student Thinking (F.A.S.T.)

See placement considerations here.

M/J Language Arts 3 or M/J Language Arts 3 Advanced

McGraw Hill StudySync

The purpose of this course is to provide English 1 students, using texts of high complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.

This course provides 1 of the 4 English credits for high school promotion.

 Florida’s Assessment for Student Thinking (F.A.S.T.)

See placement considerations here.

M/J Language Arts 3 or M/J Language Arts 3 Advanced

McGraw Hill StudySync

The purpose of this course is to provide grade 9 students, using texts of high complexity, advanced integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.

Honors and Advanced Level Course Note: Academic rigor is more than simply assigning to students a greater quantity of work. Through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted, students are challenged to think and collaborate critically on the content they are learning.

This course provides 1 of the 4 English credits for high school promotion.

 Florida’s Assessment for Student Thinking (F.A.S.T.)