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Acting 1 (#0400370)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Acting 2
Other Information:
Approved Resources:
Course Description:

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.

Acting 2 (#0400380)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Acting 1 before taking Acting 2.

Prerequisites:

Acting 1 (or equivalent)

Next Course in Progression:
Acting 3
Other Information:
Approved Resources:
Course Description:

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.

Acting 3 (#0400390)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

Acting 2 (or equivalent)

Next Course in Progression:
Acting 4 Honors
Other Information:
Approved Resources:
Course Description:

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.

Acting 4 Honors (#0400400)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

Acting 3 (or equivalent)

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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.

Advanced Placement Biology (#2000340 )

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Advanced Placement Biology Exam

Placement Consideration:

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

Prerequisites:

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

Next Course in Progression:
AP Chemistry, AP Environmental Science, AP Physics 1, AP Physics 2
Other Information:

College Board AP Biology course exam and description located here.

Approved Resources:

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

Course Description:

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.

Advanced Placement Calculus AB (#1202310)

Grades:
11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Advanced Placement Calculus AB

Placement Consideration:

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.

Prerequisites:

Pre-Calculus

Next Course in Progression:
AP Calculus BC, AP Stats
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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. 

Advanced Placement Calculus BC (#1202320)

Grades:
11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Advanced Placement Calculus BC exam

Placement Consideration:

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.

Prerequisites:

AP Calculus AB

Next Course in Progression:
AP Prob and Stats
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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. 

Advanced Placement Chemistry (#2003370)

Grades:
11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Advanced Placement Chemistry Exam

Placement Consideration:

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

Prerequisites:

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

Next Course in Progression:
AP Chemistry, AP Environmental Science, AP Physics 1, AP Physics 2
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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.

Advanced Placement Comparative Government and Politics (#2106430)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Advanced Placement Comparative Government and Politics Exam

Placement Consideration:

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

Prerequisites:

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

Next Course in Progression:
AP European History, AP Macroeconomics, AP Microeconomics
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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.

Advanced Placement Computer Science A (#0200320)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Counts as elective if not substituted for Mathematics Note: these courses can count toward 4 HS graduation math credits but is not always accepted by a college or university as a math.
Bright Futures:
FAS/FMS No, GSV Yes only if course is being substituted for Mathematics
NCAA:
Yes
Promotion Requirement:
Assessment:

Advanced Placement Computer Science A Exam

Placement Consideration:

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.

Prerequisites:

AP Computer Science Principals

Next Course in Progression:
AP Calc AB, AP Calc BC, AP Prob & Stats
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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 

Advanced Placement Computer Science Principles (#0200335)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Counts as elective if not substituted for Mathematics Note: these courses can count toward 4 HS graduation math credits but is not always accepted by a college or university as a math.
Bright Futures:
FAS/FMS No, GSV Yes only if course is being substituted for Mathematics
NCAA:
Yes
Promotion Requirement:
Assessment:

Advanced Placement Computer Science Principles Exam

Placement Consideration:

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.

Prerequisites:

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.

Next Course in Progression:
AP Computer Sci A
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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

Advanced Placement English Language and Composition (#1001420)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Advanced Placement English Language and Composition Exam

Placement Consideration:

See placement considerations here.

Prerequisites:

No prerequisite required.

Next Course in Progression:
Advanced Placement English Literature and Composition
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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.

Advanced Placement English Literature and Composition (#1001430)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Advanced Placement English Literature and Composition Exam

Placement Consideration:

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

Prerequisites:

Advanced Placement English Language and Composition 

Next Course in Progression:
N/A
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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.

Advanced Placement Environmental Science (#2001380)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Advanced Placement Environmental Science Exam

Placement Consideration:

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.

Prerequisites:

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.

Next Course in Progression:
AP Biology, AP Chemistry, AP Physics 1, AP Physics 2
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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.

Advanced Placement European History (#2109380)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Advanced Placement European History Exam

Placement Consideration:

N/A

Prerequisites:

N/A

Next Course in Progression:
AP Comparative Gov't, AP Human Geography, AP Psychology
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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.

Advanced Placement French Language and Culture (#0701380)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

Advanced Placement French Language and Culture Exam

Placement Consideration:

Please, refer to course progression.

Prerequisites:

French 3 or 4

Next Course in Progression:
N/A
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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.

Advanced Placement German Language and Culture (#0702380)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

Advanced Placement German Language and Culture Exam

Placement Consideration:

German 3 or 4

Prerequisites:

German 3 or 4.

Next Course in Progression:
Please, refer to course progression.
Other Information:

College Board course exam and description located here.

Approved Resources:

Teacher created resources.

Course Description:

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.

Advanced Placement Human Geography (#2103400)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
No
Promotion Requirement:
Assessment:

Advanced Placement Human Geography Exam

Placement Consideration:

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

Prerequisites:

N/A

Next Course in Progression:
AP US History, AP World, AP Psychology, AP European History
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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.

Advanced Placement Macroeconomics (#2102370)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Advanced Placement Macroeconomics Exam

Placement Consideration:

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

Prerequisites:

N/A

Next Course in Progression:
AP Microeconomics, AP US Gov't
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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.

Advanced Placement Microeconomics (#2102360)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Advanced Placement Microeconomics Exam

Placement Consideration:

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

Prerequisites:

N/A

Next Course in Progression:
AP Macroeconomics, AP US Gov't, AP Comparative Gov't
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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.

Advanced Placement Physics 1 (#2003421)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Advanced Placement Physics 1 Exam

Placement Consideration:

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.

Prerequisites:

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.

Next Course in Progression:
AP Physics 2, AP Physics C: Electricity and Magnetism
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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.

Advanced Placement Physics 2 (##2003422)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Yes
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

Advanced Placement Physics C: Electricity and Magnetism (#2003425)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Advanced Placement Physics C: Electricity and Magnetism Exam

Placement Consideration:

Students should have taken or be concurrently taking calculus.

Prerequisites:

Students should have taken or be concurrently taking calculus.

Next Course in Progression:
N/A
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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.

Advanced Placement Psychology (#2107350)

Grades:
10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
No
NCAA:
Yes
Promotion Requirement:
Assessment:

Advanced Placement Psychology Exam

Placement Consideration:

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

Prerequisites:

N/A

Next Course in Progression:
AP Human Geography, AP World, AP US History, AP European History
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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.

Advanced Placement Spanish Language & Culture (#0708400)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

Advanced Placement Spanish Language  & Culture Exam

Placement Consideration:

Please, refer to the course progression.

Prerequisites:

Determined by the school & course progression plan.

Next Course in Progression:
AP Spanish Literature
Other Information:

Course Level: 3

Please, refer to the course progression.

 

College Board course exam and description located here.

Approved Resources:

Teacher created content

Course Description:

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.

Advanced Placement Spanish Literature and Culture (#0708410)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

AP Spanish Literature and Culture Exam

Placement Consideration:

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

Prerequisites:

Please, refer to the course progression.

Next Course in Progression:
Please, refer to the course progression.
Other Information:

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:

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

Course Description:

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).

Advanced Placement Statistics (#1210320)

Grades:
11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Advanced Placement Statistics Exam

Placement Consideration:

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.

Prerequisites:

Algebra 2 or Prob/Stats

Next Course in Progression:
Dual Enrollment
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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. 

Advanced Placement United States Government and Politics (#2106420)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Promotion Requirement:
Assessment:

Advanced Placement United States Government and Politics Exam

Placement Consideration:

N/A

Prerequisites:

N/A

Next Course in Progression:
AP European History, AP Macroeconomics, AP Microeconomics, AP Comp Gov't
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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.

Advanced Placement United States History (#2100330)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
No
Promotion Requirement:
Assessment:

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

Placement Consideration:

N/A

Prerequisites:

N/A

Next Course in Progression:
AP World, AP Human Geo, AP Psychology, AP US Gov't/Pol, AP Micro, AP Macro
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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.

Advanced Placement World History (#•2109420)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
No
Promotion Requirement:
Assessment:

Advanced Placement World History: Modern Exam

Placement Consideration:

N/A

Prerequisites:

N/A

Next Course in Progression:
AP US History, AP Psychology, AP European History, AP US Gov't Politics, AP Human Geography
Other Information:

College Board course exam and description located here.

Approved Resources:

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

Course Description:

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.

African American History Honors (#2100336)

Grades:
9, 10, 11, 12
GPA Weighting:
Yes
SUS Admissions:
No
Bright Futures:
No
NCAA:
No
Promotion Requirement:
Assessment:

District developed final

Placement Consideration:
Prerequisites:

None

Next Course in Progression:
None
Other Information:
Approved Resources:

Xanedu - African American History texts - Lesson Lift Library

Florida State African History Task Force Curriculum

Course Description:

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 1 (#1200310)

Grades:
9
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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.

Placement Consideration:
Prerequisites:

8th grade Pre-Algebra and Teacher recommendation

Next Course in Progression:
Geometry
Other Information:
Approved Resources:
Course Description:

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 1 Honors (#1200320)

Grades:
7, 8, 9
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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.

Placement Consideration:

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

Prerequisites:

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.

Next Course in Progression:
Geometry Honors
Other Information:
Approved Resources:

Big Ideas – Cengage A|G|A 

Course Description:

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.

Algebra 2 (#1200330)

Grades:
10, 11, 12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

Passed Algebra 1 EOC and Geometry EOC

Prerequisites:

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

Next Course in Progression:
Prob and Stats, AP Prob and Stats, Pre-Calculus, Dual Enrollment
Other Information:
Approved Resources:

Big Ideas – Cengage A|G|A 

Course Description:

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.

Algebra 2 Honors (#1200340)

Grades:
9,10,11
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

Passed Algebra 1 EOC and Geometry EOC

Prerequisites:

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

Next Course in Progression:
Pre-Calculus, Prob & Stats, AP Prob & Stats, Dual Enrollment
Other Information:
Approved Resources:

Big Ideas – Cengage A|G|A 

Course Description:

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.

American Sign Language 1 (#0717300)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

District Develop Assessment

Placement Consideration:

Please, refer to course progression.

Prerequisites:

None

Next Course in Progression:
American Sign Language 2
Other Information:
Approved Resources:

Master ASL

Course Description:

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.

American Sign Language 2 (#0717310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

District Develop Assessment

Placement Consideration:

Please, refer to course progression.

Prerequisites:

American Sign Language 1

Next Course in Progression:
American Sign Language 3
Other Information:
Approved Resources:

Master ASL

Course Description:

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.

American Sign Language 3 Honors (#0717312)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
No
Promotion Requirement:
Assessment:

District Develop Assessment

Placement Consideration:

Please, refer to the course progression.

Prerequisites:

American Sign Language 2

Next Course in Progression:
American Sign Language 4
Other Information:
Approved Resources:

Florida Virtual ASL 3 course content

Course Description:

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.

American Sign Language 4 Honors (#0717314)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

District Develop Assessment

Placement Consideration:

Please, refer to course progression.

Prerequisites:

American Sign Language 3 Honors (0717312)

Next Course in Progression:
Not available
Other Information:
Approved Resources:

Master ASL

Course Description:

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.

Anatomy and Physiology (#2000350)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

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

Prerequisites:

Biology 1

Next Course in Progression:
Chemistry, Forensics, Genetics Honors, or Any Equally Rigorous Science Elective
Other Information:

Academic Pathways for Science

Traditional Science Electives:

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

Approved Resources:

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

Course Description:

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).

Anatomy and Physiology Honors (#2000360)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

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

Prerequisites:

Biology 1 Honors or Biology 1 (with teacher recommendation)

Next Course in Progression:
Chemistry Honors, Forensics, Genetics Honors, or Any Equally Rigorous Science Elective
Other Information:

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

Approved Resources:

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

Course Description:

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).

AP Art History (#0100300)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

AP Exam

Placement Consideration:

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
Prerequisites:

None

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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

AP Drawing (#0104300)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

AP Exam

Placement Consideration:

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

Prerequisites:

recommended: Drawing 1

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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.

AP Music Theory (#1300330)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

AP Exam

Placement Consideration:

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

Prerequisites:

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.

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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.

Advanced Placement Precalculus (#1202305)

Grades:
10, 11
GPA Weighting:
1
SUS Admissions:
Y
Bright Futures:
Y
NCAA:
Y
Promotion Requirement:
Assessment:

AP College Board Precalculus Assessment 

Placement Consideration:
Prerequisites:

Successful completion of Algebra 2 or Algebra 2 Honors

Next Course in Progression:
AP Calculus AB or AP Calculus BC
Other Information:

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. 

Approved Resources:

Precalculus with Limits 7/8 ed. Larson 

Course Description:

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.

Art History and Criticism 1 Honors (#0100330)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final 

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Art History and Criticism 2 Honors
Other Information:
Approved Resources:
Course Description:

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.

Art History and Criticism 2 Honors (#0100340)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

recommended: Art History and Criticism 1 Honors

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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.

Art in World Cultures (#0100320)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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.

Ballet 1 (#0300340)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Ballet 2
Other Information:
Approved Resources:
Course Description:

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.

Ballet 2 (#0300350)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Ballet 1 before taking Ballet 2. 

Prerequisites:

Ballet 1 (or equivalent)

Next Course in Progression:
Ballet 3
Other Information:
Approved Resources:
Course Description:

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.

Ballet 3 (#0300360)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final 

Placement Consideration:

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

Prerequisites:

Ballet 2 (or equivalent) 

Next Course in Progression:
Ballet 4 Honors
Other Information:
Approved Resources:
Course Description:

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.

Ballet 4 Honors (#0300370)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approval Final

Placement Consideration:

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

Prerequisites:

Ballet 3 (or equivalent) 

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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.

Band 1 (#1302300)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Band 2
Other Information:
Approved Resources:
Course Description:

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.

Band 2 (#1302310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

Students should take Band 1 before they take Band 2. 

Prerequisites:

Band 2 (or equivalent)

Next Course in Progression:
Band 3
Other Information:
Approved Resources:
Course Description:

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.

Band 3 (#1302320)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

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

Prerequisites:

Band 3 (or equivalent) 

Next Course in Progression:
Band 4
Other Information:
Approved Resources:
Course Description:

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.

Band 4 (#1302330)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

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

Prerequisites:

Band 4 (or equivalent)

Next Course in Progression:
Band 5 Honors
Other Information:
Approved Resources:
Course Description:

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.

Band 5 Honors (#1302340)

Grades:
9, 10, 11, 12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

District Final 

Placement Consideration:

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

Prerequisites:

Band 4 (or equivalent) 

Next Course in Progression:
Band 6 Honors
Other Information:
Approved Resources:
Course Description:

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.

Band 6 Honors (#01302350)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

Band 5 Honors (or equivalent) 

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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.

Basketball (#1503310)

Grades:
9-12
GPA Weighting:
No
SUS Admissions:
No
Bright Futures:
FAS/FMS No, GSV-C
NCAA:
No
Promotion Requirement:
Assessment:

District EOC

Placement Consideration:

Elective

Prerequisites:

None

Next Course in Progression:
Basketball 2
Other Information:
Approved Resources:

Cpalms and Secondary Learning Network (Teacher Resources)

Course Description:

Learn basic skills and tactics for basketball. 

Biology 1 (#2000310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

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

Prerequisites:

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

Next Course in Progression:
Anatomy & Physiology, Chemistry, Earth & Space Science, Environmental Science, Forensic Science, Marine Science, Physics, or Any Equally Rigorous Science Elective
Other Information:

Academic Pathways for Science

Traditional Science Electives:

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

Approved Resources:

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

Course Description:

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).

Biology 1 Honors (#2000320)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

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

Prerequisites:

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)

Next Course in Progression:
Chemistry 1 Honors, Anatomy & Physiology Honors
Other Information:

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

Approved Resources:

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

Course Description:

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).

Cambridge AICE Art and Design - Painting & Related Media AS Level (#0104420)

Grades:
9,10,11,12
GPA Weighting:
DE/AP
SUS Admissions:
Yes, as an elective
Bright Futures:
Performing/Fine Arts course which can be used to increase GPA for FAS/FMS.
NCAA:
No
Promotion Requirement:
Assessment:

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

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge AICE Art and Design 1 AS Level (#0101370)

Grades:
9,10,11,12
GPA Weighting:
DE/AP
SUS Admissions:
Yes
Bright Futures:
Performing/Fine Arts course which can be used to increase GPA for FAS/FMS.
NCAA:
No
Promotion Requirement:
Assessment:

Cambridge AICE Art and Design 1 AS Level Exam

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge AICE Art and Design 2 A Level (#0101371)

Grades:
9,10,11,12
GPA Weighting:
DE/AP
SUS Admissions:
Yes, as an elective
Bright Futures:
Performing/Fine Arts course which can be used to increase GPA for FAS/FMS.
NCAA:
No
Promotion Requirement:
Assessment:

Cambridge AICE Art and Design 2 A Level Exam

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge AICE Biology 2 A Level (##2000323)

Grades:
9,10,11,12
GPA Weighting:
DE/AP
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Cambridge AICE Biology 2 A Level Exam

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge AICE Business 1 AS Level (#2102324)

Grades:
9,10,11,12
GPA Weighting:
DE/AP
SUS Admissions:
Yes, as an elective
Bright Futures:
No
NCAA:
No
Promotion Requirement:
Assessment:

Cambridge AICE Business 1 AS Level Exam

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge AICE Business 2 A Level (#2102325)

Grades:
9,10,11,12
GPA Weighting:
DE/AP
SUS Admissions:
Yes, as an elective
Bright Futures:
No
NCAA:
No
Promotion Requirement:
Assessment:

Cambridge AICE Business 2 A Level Exam

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge AICE Design and Technology 1 AS Level (#0200460)

Grades:
9,10,11,12
GPA Weighting:
DE/AP
SUS Admissions:
Yes, as an elective
Bright Futures:
Yes
NCAA:
No
Promotion Requirement:
Assessment:

Cambridge AICE Design and Technology 1 AS Level Exam

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge AICE English General Paper AS Level (#1009400)

Grades:
9,10,11,12
GPA Weighting:
DE/AP
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Cambridge AICE English General Paper AS Level Exam

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge AICE English Language 2 A Level (#1001551)

Grades:
11, 12
GPA Weighting:
DE/AP
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Cambridge AICE English Language 2 A Level Exam

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge AICE English Language and Literature AS Level (#1001555)

Grades:
GPA Weighting:
DE/AP
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Cambridge AICE English Language and Literature AS Level Exam

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge AICE English Literature 1 AS Level (#1005370)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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.

Cambridge AICE Environmental Management AS Level (#2001381)

Grades:
9,10,11,12
GPA Weighting:
DE/AP
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Cambridge AICE Environmental Management AS Level Exam

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge AICE European History 1 AS Level (#2109371)

Grades:
9,10,11,12
GPA Weighting:
DE/AP
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Cambridge AICE European History AS Level 1 Exam

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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/

Course Description:

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.

Cambridge AICE Geography 1 AS Level (#2103410)

Grades:
9,10,11,12
GPA Weighting:
DE/AP
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Cambridge AICE Geography 1 AS Level

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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

Cambridge AICE Marine Science 1 AS Level (#2002515)

Grades:
9, 10, 11, 12
GPA Weighting:
DE/AP
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Cambridge AICE Marine Science 1 AS Level Exam

Placement Consideration:
Prerequisites:

Pre-AICE Biology

Next Course in Progression:
Marine Science A level
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge AICE Mathematics 1 AS Level (#1202352)

Grades:
9,10,11,12
GPA Weighting:
DE/AP
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Cambridge AICE Mathematics 1 AS Level Exam

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge AICE Mathematics and Probability and Statistics 1 AS Level (#1202362)

Grades:
10, 11, 12
GPA Weighting:
DE/AP
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Cambridge AICE Mathematics and Probability and Statistics 1 AS Level Exam

Placement Consideration:
Prerequisites:

Pre-AICE Math 3

Next Course in Progression:
Cambridge AICE Mathematics and Probability and Statistics 2 A Level, AP Calculus AB, or AP Statistics
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge AICE Mathematics and Probability and Statistics 2 A Level (#1202364)

Grades:
10, 11, 12
GPA Weighting:
DE/AP
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Cambridge AICE Mathematics and Probability and Statistics 2 A Level Exam

Placement Consideration:
Prerequisites:

Cambridge AICE Mathematics and Probability and Statistics 1 AS Level

Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge AICE Media Studies AL (#1100470)

Grades:
10, 11, 12
GPA Weighting:
DE/AP
SUS Admissions:
Yes, as an elective
Bright Futures:
No
NCAA:
No
Promotion Requirement:
Assessment:

Cambridge AICE Media Studies AL Exam

Placement Consideration:
Prerequisites:

Cambridge AICE Media Studies AS Level

Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge AICE Media Studies AS Level (#1100460)

Grades:
9, 10, 11, 12
GPA Weighting:
DE/AP
SUS Admissions:
Yes, as an elective
Bright Futures:
No
NCAA:
No
Promotion Requirement:
Assessment:

Cambridge AICE Media Studies AS Level Exam

Placement Consideration:
Prerequisites:
Next Course in Progression:
Cambridge AICE Media Studies AL
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge AICE Psychology 1 AS Level (#2107360)

Grades:
9,10,11,12
GPA Weighting:
DE/AP
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Cambridge AICE Psychology 1 AS Level Exam

Placement Consideration:
Prerequisites:
Next Course in Progression:
Cambridge AICE Psychology A level (this may not always be offered)
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge AICE Spanish Language AS Level (#0708538)

Grades:
9,10,11,12
GPA Weighting:
DE/AP
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Cambridge AICE Spanish Language AS Level Exam

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge AICE Thinking Skills 1 AS Level (#1700372)

Grades:
9,10,11,12
GPA Weighting:
DE/AP
SUS Admissions:
Yes
Bright Futures:
No
NCAA:
No
Promotion Requirement:
Assessment:

Cambridge AICE Thinking Skills 1 AS Level Exam

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge AICE Travel & Tourism 1 AS Level (#2102410)

Grades:
9,10,11,12
GPA Weighting:
DE/AP
SUS Admissions:
Yes, as an elective
Bright Futures:
No
NCAA:
No
Promotion Requirement:
Assessment:

Cambridge AICE Travel & Tourism 1 AS Level Exam

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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

Cambridge AICE United States History 1 AS Level (#2100500)

Grades:
9,10,11,12
GPA Weighting:
DE/AP
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Cambridge AICE United States History 1 AS Level Exam

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge Pre-AICE Art and Design: 3D Studies IGCSE (#0101375)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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

Cambridge Pre-AICE Biology (#2000322)

Grades:
8, 9, 10
GPA Weighting:
Honors
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Biology EOC

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge Pre-AICE Business Studies IGCSE Level (#2102326)

Grades:
9,10,11,12
GPA Weighting:
Honors
SUS Admissions:
Yes, as an elective
Bright Futures:
No
NCAA:
No
Promotion Requirement:
Assessment:

District Final

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge Pre-AICE Chemistry IGCSE Level (#2003372)

Grades:
9,10,11,12
GPA Weighting:
Honors
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

District Final

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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).

Cambridge Pre-AICE English Language IGCSE Level (#1001560)

Grades:
9,10,11,12
GPA Weighting:
Honors
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

FAST

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge Pre-AICE English Literature IGCSE Level (#1005380)

Grades:
9,10,11,12
GPA Weighting:
Honors
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

FAST

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge Pre-AICE French Language 2 IGCSE Level (#0701396)

Grades:
9,10,11,12
GPA Weighting:
Honors
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

District Final

Placement Consideration:
Prerequisites:

Pre-AICE French 1 IG

Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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).

Cambridge Pre-AICE French Language 3 IGCSE Level (#0701398)

Grades:
10, 11
GPA Weighting:
Honors
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

District Final

Placement Consideration:
Prerequisites:

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

Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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).

Cambridge Pre-AICE Mathematics 2 IGCSE Level (#1209820)

Grades:
9,10,11,12
GPA Weighting:
Honors
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Geometry EOC

Placement Consideration:
Prerequisites:

Alegebra 1 or Pre-AICE Mathematics 1

Next Course in Progression:
Pre-AICE Math 3
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge Pre-AICE Mathematics 3 IGCSE Level (#1209825)

Grades:
9,10,11,12
GPA Weighting:
Honors
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

District Final

Placement Consideration:
Prerequisites:

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

Next Course in Progression:
AICE Math 1
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge Pre-AICE Physics IGCSE Level (#2003432)

Grades:
9,10,11,12
GPA Weighting:
Honors
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

District Final

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge Pre-AICE Spanish 1 IGCSE Level (#0708532)

Grades:
9,10,11,12
GPA Weighting:
Honors
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

District Finals

Placement Consideration:
Prerequisites:

Spanish 2

Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge Pre-AICE Spanish 2 IGCSE Level (#0708534)

Grades:
9,10,11,12
GPA Weighting:
Honors
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

District Final

Placement Consideration:
Prerequisites:

Pre-AICE Spanish 1 IG

Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Cambridge Pre-AICE Spanish 3 IGCSE Level (#0708536)

Grades:
9, 10, 11, 12
GPA Weighting:
Honors
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

District Final

Placement Consideration:
Prerequisites:

Pre-AICE Spanish 2

Next Course in Progression:
Other Information:
Approved Resources:

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

Course Description:

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.

Care and Prevention of Athletic Injuries (#1502490)

Grades:
9-12
GPA Weighting:
4.0
SUS Admissions:
Bright Futures:
yes
NCAA:
yes
Promotion Requirement:
Assessment:

EOC

Placement Consideration:

Elective

Prerequisites:

None. 

Next Course in Progression:
None
Other Information:
Approved Resources:

Human Kinetics Textbook

Course Description:

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. 

Ceramics/Pottery 1 (#0102300)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Ceramics/Pottery 2
Other Information:
Approved Resources:
Course Description:

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.

Ceramics/Pottery 2 (#0102310)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

recommended: Ceramics/Pottery 1

Next Course in Progression:
Ceramics/Pottery 3 Honors
Other Information:
Approved Resources:
Course Description:

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.

Ceramics/Pottery 3 Honors (#0102320)

Grades:
9, 10, 11, 12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

recommended: Ceramics/Pottery 2

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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.

Chemistry 1 (#2003340)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

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

Prerequisites:

Biology 1

Next Course in Progression:
Any Equally Rigorous Science Course (See Pathways below)
Other Information:

Academic Pathways for Science

Traditional Science Electives:

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

Approved Resources:

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

Course Description:

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).

Chemistry 1 Honors (#2003350)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

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

Prerequisites:

Biology 1 Honors or Biology 1 (with teacher recommendation)

Next Course in Progression:
Physics or any Advanced Placement Science Course
Other Information:

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

Approved Resources:

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

Course Description:

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).

Chinese 1 (#0711300)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

Principal's Approved Assessment

Placement Consideration:

Please, refer to the course progression.

Prerequisites:

None

Next Course in Progression:
Chinese 2 (0711310)
Other Information:

Please, refer to the course progression.

Approved Resources:

Teacher created content

Course Description:

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.

Chinese 2 (#0711310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

Principal's approved assessment

Placement Consideration:

Please, refer to the course progression.

Prerequisites:

Chinese 1 (0711300)

Next Course in Progression:
Chinese 3 Honors (0711320)
Other Information:

Please, refer to the course progression.

Approved Resources:

Teacher develop content

Course Description:

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.

Chinese 3 Honors (#0711320)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

Principal's Approved Assessment

Placement Consideration:

Please, refer to the course progression.

Prerequisites:

Chinese 2 (0711310)

Next Course in Progression:
Chinese 4
Other Information:
Approved Resources:

Teacher develop content

Course Description:

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.

Chorus 1 (#1303300)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
N/A
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Chorus 2
Other Information:
Approved Resources:
Course Description:

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.

Chorus 2 (#1303310)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
N/A
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Should have Chorus 1 or equivalent

Prerequisites:

Chorus 1 or equivalent

Next Course in Progression:
Chorus 3
Other Information:
Approved Resources:
Course Description:

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.

Chorus 3 (#1303320)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
N/A
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Should have Chorus 1 & 2 or equivalent

Prerequisites:

Chorus 1 & 2 or equivalent

Next Course in Progression:
Chorus 4 (honors)
Other Information:
Approved Resources:
Course Description:

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.

Chorus 4 (#1303330)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
N/A
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Should have Chorus 1, 2, 3 or equivalent

Prerequisites:

Chorus 1, 2, 3 or equivalent

Next Course in Progression:
None
Other Information:
Approved Resources:
Course Description:

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.

Chorus 5 (honors) (#1303340)

Grades:
9, 10, 11, 12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
N/A
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

Chorus 1, 2, 3, 4 or equivalent

Next Course in Progression:
Chorus 6 (honors)
Other Information:
Approved Resources:
Course Description:

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. 

Chorus 6 (honors) (#1303350)

Grades:
9, 10, 11, 12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
N/A
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

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

Next Course in Progression:
None
Other Information:
Approved Resources:
Course Description:

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. 

Computer Science Discoveries (#0200305)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
No
Bright Futures:
FAS/FMS No, GSV Yes only if course is being substituted for Mathematics
NCAA:
Promotion Requirement:
Assessment:

Principal Approved

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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.

Computer Science Principles (#0200315)

Grades:
8,9,10,11,12
GPA Weighting:
No
SUS Admissions:
No
Bright Futures:
FAS/FMS No, GSV Yes only if course is being substituted for Mathematics
NCAA:
Promotion Requirement:
Assessment:

Principal Approved

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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.

Contemporary History (#2109350)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes GSV-E
NCAA:
Yes
Promotion Requirement:
Assessment:

District Developed Final

Placement Consideration:

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

Prerequisites:

World History

U.S. History

Next Course in Progression:
N/A
Other Information:
Approved Resources:

District developed curriculum.

Course Description:

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.

Court Procedures (#2106390)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
E
Bright Futures:
GSV-E
NCAA:
No
Promotion Requirement:
Assessment:

District Developed Final

Placement Consideration:

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

Prerequisites:

Law Studies is strongly recommended. 

Next Course in Progression:
N/A
Other Information:
Approved Resources:

McGraw Hill, Street Law

Course Description:

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.

Creating Three-Dimensional Art (#0101365)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Three-Dimensional Studio Art 1
Other Information:
Approved Resources:
Course Description:

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.

Creative Photography 1 (#0108310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Creative Photography 2
Other Information:
Approved Resources:
Course Description:

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.

Creative Photography 2 (#0108320)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

recommended: Creative Photography 1

Next Course in Progression:
Creative Photography 3 Honors
Other Information:
Approved Resources:
Course Description:

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.

Creative Photography 3 Honors (#0108330)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

recommended: Creative Photography 2

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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.

Creative Writing 1 (#1009320)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
No
Bright Futures:
GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

See placement considerations here.

Prerequisites:

No prerequisite required.

Next Course in Progression:
Creative Writing 2
Other Information:

N/A

Approved Resources:

N/A

Course Description:

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

Creative Writing 2 (#1009330)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
E
Bright Futures:
GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

See placement considerations here.

Prerequisites:

Creative Writing 1

Next Course in Progression:
Creative Writing 3 Honors
Other Information:

N/A

Approved Resources:

N/A

Course Description:

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

Creative Writing 3 Honors (#1009331)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
E
Bright Futures:
GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

See placement considerations here.

Prerequisites:

Creative Writing 2

Next Course in Progression:
Consider other ELA and Reading Electives.
Other Information:

N/A

Approved Resources:

N/A

Course Description:

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

Creative Writing 4- Honors (#1009332)

Grades:
9, 10, 11, 12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:

Principal Approved

Placement Consideration:
Prerequisites:

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

Next Course in Progression:
N/A
Other Information:
Approved Resources:

Teacher Created Canvas Page

Course Description:

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

Critical Thinking and Study Skills (#1700370)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
No
Bright Futures:
GSV E
NCAA:
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

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

Prerequisites:

No prerequisite required.

Next Course in Progression:
Consider other ELA and Reading Electives
Other Information:

N/A

Approved Resources:

N/A

Course Description:

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.

Dance Choreography / Performance 1 (#0300380)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Dance Choreography / Performance 2 Honors
Other Information:
Approved Resources:
Course Description:

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.

Dance Choreography / Performance 2 Honors (#0300390)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

Dance Choreography / Performance 1 (or equivalent) 

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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.

Dance Techniques 1 (#0300310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Dance Techniques 2
Other Information:
Approved Resources:
Course Description:

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.

Dance Techniques 2 (#0300320)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

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

Prerequisites:

Dance Techniques 1 (or equivalent) 

Next Course in Progression:
Dance Techniques 3 Honors
Other Information:
Approved Resources:
Course Description:

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.

Dance Techniques 3 Honors (#0300330)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

Dance Techniques 2 (or equivalent) 

Next Course in Progression:
Dance Techniques 4 Honors
Other Information:
Approved Resources:
Course Description:

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.

Dance Techniques 4 Honors (#0300334)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

Dance Techniques 3 Honors (or equivalent) 

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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.

Debate 1 (#1007330)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
E
Bright Futures:
FAS/FMS No, GSV Yes
NCAA:
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

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

Prerequisites:

No prerequisite required.

Next Course in Progression:
Debate 2
Other Information:

N/A

Approved Resources:

N/A

Course Description:

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.

Debate 2 (#1007340)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
E
Bright Futures:
FAS/FMS N0, GSV Yes
NCAA:
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

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

Prerequisites:

Debate 1

Next Course in Progression:
Consider other ELA and Reading Electives
Other Information:

N/A

Approved Resources:

N/A

Course Description:

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.

Digital Art Imaging 1 (#0108370)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Digital Art Imaging 2
Other Information:
Approved Resources:
Course Description:

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.

Digital Art Imaging 2 (#0108380)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

recommended: Digital Art Imaging 1

Next Course in Progression:
Digital Art Imaging 3 Honors
Other Information:
Approved Resources:
Course Description:

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.

Digital Art Imaging 3 Honors (#0108390)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

recommended: Digital Art Imaging 2

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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.

Drawing 1 (#0104340)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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.

Drivers Education / Traffic Safety - Classroom and Lab (#1900310)

Grades:
9-12
GPA Weighting:
4.0
SUS Admissions:
Bright Futures:
Yes
NCAA:
No
Promotion Requirement:
Assessment:

District EOC

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
None
Other Information:
Approved Resources:

Flordia DMV textbook and other state resources. 

Course Description:

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

Earth/Space Science (#2001310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

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.

Prerequisites:

For Placement in Grade 9:

Grade 8 M/J Comprehensive Science 3 

For Placement Beyond Grade 10:

Biology 1

Next Course in Progression:
Gr 10 - Biology 1, Gr 11-12 - Any Equally Rigorous Science Course (See Pathways Below)
Other Information:

Academic Pathways for Science

Traditional Science Electives:

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

Approved Resources:

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

Course Description:

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).

Earth/Space Science Honors (#2001320)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

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.

Prerequisites:

For Placement in Grade 9:

Grade 8 M/J Comprehensive Science 3 

For Placement Beyond Grade 10:

Biology 1 Honors

Next Course in Progression:
Gr 10 - Biology 1 Honors, Gr 11-12 - Any Equally Rigorous Science Honors Course (See Pathways Below)
Other Information:

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

Approved Resources:

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

Course Description:

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).

Economics (#2102310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

District Developed Final

Placement Consideration:

In Pasco County course progression this course is recommended for 12th grade.

Prerequisites:

M/J Civics or M/J Civics Adavanced

M/J U.S. History or M/J U.S. History Advanced

M/J World History  ot M/J World History Honors

World History or World History Honors

U.S. History or U.S. History Honors

Next Course in Progression:
N/A
Other Information:
Approved Resources:

EMC, Economics - New Ways of Thinking - Second Edition

Course Description:

The grade 9-12 Economics course consists of the following content area strands: Economics and Geography. The primary content emphasis for this course pertains to the study of the concepts and processes of the national and international economic systems. Content should include, but is not limited to, currency, banking, and monetary policy, the fundamental concepts relevant to the major economic systems, the global market and economy, major economic theories and economists, the role and influence of the government and fiscal policies, economic measurements, tools, and methodology, financial and investment markets, and the business cycle.

Economics Honors (#2102320)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

District developed final.

Placement Consideration:

In Pasco County, this course is placed in course progression for 12th grade.

Prerequisites:

M/J Civics or M/J Civics Adavanced

M/J U.S. History or M/J U.S. History Advanced

M/J World History  ot M/J World History Honors

World History or World History Honors

U.S. History or U.S. History Honors

Next Course in Progression:
N/A
Other Information:
Approved Resources:

EMC, Economics- New Ways of Thinking, 2nd Edition

Course Description:

The grade 9-12 Economics course consists of the following content area strands: Economics and Geography. The primary content emphasis for this course pertains to the study of the concepts and processes of the national and international economic systems. Content should include, but is not limited to, currency, banking, and monetary policy, the fundamental concepts relevant to the major economic systems, the global market and economy, major economic theories and economists, the role and influence of the government and fiscal policies, economic measurements, tools, and methodology, financial and investment markets, and the business cycle.

Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research-based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects).

English 1 (#1001310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

See placement considerations here.

Prerequisites:

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

Next Course in Progression:
English 2 or English 2 Honors
Other Information:
Approved Resources:

McGraw Hill StudySync

Course Description:

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

English 1 Honors (#1001320)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

See placement considerations here.

Prerequisites:

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

Next Course in Progression:
English 2 Honors
Other Information:
Approved Resources:

McGraw Hill StudySync

Course Description:

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

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

English 2 (#1001340)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

See placement considerations here.

Prerequisites:

English 1, English 1 Honors or equivalent

Next Course in Progression:
AICE English General Paper AS Level, Advanced Placement English Language and Composition, Advanced Placement Literacture
Other Information:
Approved Resources:

McGraw Hill

Course Description:

The purpose of this course is to provide grade 10 students, using texts of high complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.

English 2 Honors (#1001350)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

See placement considerations here.

Prerequisites:

English 1, English 1 Honors, or equivalent

Next Course in Progression:
AICE English General Paper AS Level, Advanced Placement English Language and Composition, or Advanced Placement English Literature
Other Information:
Approved Resources:

McGraw Hill StudySync

Course Description:

The purpose of this course is to provide grade 10 students, using texts of high complexity, advanced integrated language arts study in reading, writing, speaking, listening, and language in preparation for college and career readiness.

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

English 4 (#1001400)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

See placement considerations here.

Prerequisites:

English 3 or equivalent.

Next Course in Progression:
Other Information:
Approved Resources:

Uncharted Territory anthology and SAT/ACT preparation.

Course Description:

The purpose of this course is to provide grade 12 students, using texts of high complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.

English 4 Honors (#1001410)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

See placement considerations here,

Prerequisites:

AICE English General Paper or equivalent

Next Course in Progression:
Other Information:
Approved Resources:

Uncharted Territory anthology and SAT/ACT preparation.

Course Description:

The purpose of this course is to provide grade 12 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.

Environmental Science (#2001340)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

Students expressing a desire to follow an environmental or life sciences pathway and have completed Biology.

Prerequisites:

Biology 1

Next Course in Progression:
Any Equally Rigorous Science Course (See Pathways Below)
Other Information:

Academic Pathways for Science

Traditional Science Electives:

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

Approved Resources:

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

Course Description:

Study of the dynamic interactions of Matter and Energy on the planet Earth. Environmental Science students will make scientifically sound decision s about local, national, and global issues. These decisions will be based on the scientific process: observe; interpret; identify and control variables; gather; examine, and use evidence to support claims; recognize bias; consider tradeoffs; propose alternative explanations.

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).

Eurhythmics 1 (#1305300)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Eurhythmics 2
Other Information:
Approved Resources:
Course Description:

Student dancers develop basic skills in performing and evaluating choreographed performances as an independent ensemble and in cooperation with a music ensemble. Emphasis is placed on dance, equipment manipulation, precision, and the relationship between music and dance. 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.

Eurhythmics 2 (#1305310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Eurhythmics 1 before taking Eurhythmics 2.

Prerequisites:

Eurhythmics 1 (or equivalent) 

Next Course in Progression:
Eurhythmics 3
Other Information:
Approved Resources:
Course Description:

Student dancers build on previous experience to perform and evaluate choreographed performances as an independent ensemble and in cooperation with a music ensemble. Students focus on strengthening dance skills, equipment manipulation, precision, and the relationship between music and dance. 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.

Eurhythmics 3 (#1305320)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

Eurhythmics 2 (or equivalent) 

Next Course in Progression:
Eurhythmics 4
Other Information:
Approved Resources:
Course Description:

Student dancers strengthen their performance and evaluative skills, and explore the basic processes of designing choreography for an independent ensemble or in cooperation with a music ensemble. Students develop more sophisticated dance skills and equipment manipulation. 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.

Eurhythmics 4 (#1305330)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

Eurhythmics 3 (or equivalent)

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

Student dancers develop advanced skills in creating, performing, and evaluating choreographed performances as an independent ensemble and in cooperation with a music ensemble. Coursework focuses on dance, equipment manipulation, precision, and analysis of the relationship between music and dance. 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.

First Aid & Safety (#0800320)

Grades:
9-12
GPA Weighting:
No
SUS Admissions:
No
Bright Futures:
FAS/FMS No, GSV-C
NCAA:
No
Promotion Requirement:
Assessment:

District EOC

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

This course provides a basic overview of the causes and preventions of unintentional injuries, appropriate emergency responses to those injuries, and crisis response planning. Safety education should include cardiopulmonary resuscitation (CPR) and the use of an automatic external defibrillator (AED), first aid for an obstructed airway, and injury prevention.

General Notes

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

  • Injury prevention and safety
  • Safety promotion
  • First aid procedures
  • Adult, child, and infant CPR, and AED procedures
  • Disaster preparedness
  • Environmental health (community resources and services)
  • Community health and consumer health (career and public service opportunities)

Florida History (#2100350)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:

Disitrict developed district final.

Placement Consideration:

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

Prerequisites:

No prerequisite required.

Next Course in Progression:
N/A
Other Information:
Approved Resources:

District developed curriculum

 Florida Memory resources

DBQ Project - Florida Mini-Q Binder

Course Description:

The grade 9-12 Florida History 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 the state of Florida by examining the political, economic, social, military and cultural events that affected the state. Students will be exposed to the historical, geographic, political, economic, and sociological events which influenced the progression of Florida including, but not limited to, the evolution of Florida's diverse heritage through Spanish, French, British and American occupations, Florida's Native American population, United States annexation and territorial experience, statehood and an analysis of Florida's first constitution, Florida's system of slavery, Florida under the Confederacy and Reconstruction, Florida's role as a part of the new South, technological and urban transformations of the state, the evolution of Florida lifestyles and ideals over the centuries, the historic evolution of the Florida economy, Florida's diverse geographic regions and population groups, state government, modern day Florida's successes and challenges, and the projection of Florida's future development.

Forensic Science 1 (#2002480)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

Students expressing a desire to follow a medical sciences pathway and have completed Biology.

Prerequisites:

Biology 1

Anatomy & Physiology encouraged

Next Course in Progression:
Any Equally Rigorous Science Course (See Pathways Below)
Other Information:

Academic Pathways for Science

Traditional Science Electives:

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

Approved Resources:

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

Course Description:

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).

Foundational Skills in Mathematics 9-12 (#1200400)

Grades:
9, 10
GPA Weighting:
No
SUS Admissions:
No
Bright Futures:
GSV E
NCAA:
No
Promotion Requirement:
Assessment:
Placement Consideration:

This course is intended for students needing additional support in mathematics. This course should be taken alongside Algebra or Geometry.

Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

This course supports students who need additional instruction in foundational mathematics skills as it relates to core instruction. Instruction will use explicit, systematic, and sequential approaches to mathematics instruction addressing all strands including number sense & operations, algebraic reasoning, functions, geometric reasoning and data analysis & probability. Teachers will use the listed benchmarks that correspond to each students’ needs. 

Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted for this course is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.

French 1 (#0701320)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

District Develop Assessment

Placement Consideration:

Please, refer to course progression.

Prerequisites:

None

Next Course in Progression:
French 2
Other Information:
Approved Resources:

Bien dit!

Course Description:

French 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.

French 2 (#0701330)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

District Develop Assessment

Placement Consideration:

Please, refer to course progression.

Prerequisites:

French 1

Next Course in Progression:
French 3
Other Information:
Approved Resources:

Bien dit!

Course Description:

French 2 reinforces the fundamental skills acquired by the students in French 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 French 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.

French 3 Honors (#0701340)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
No
Promotion Requirement:
Assessment:

District Develop Assessment

Placement Consideration:

Please, refer to the course progression.

Prerequisites:

French 2

Next Course in Progression:
French 4
Other Information:
Approved Resources:

Florida Virtual French 3 Honors Content

Course Description:

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

French 4 Honors (#0701350)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

District Develop Assessment

Placement Consideration:

Please, refer to course progression.

Prerequisites:

French 3 Honors (0701340)

Next Course in Progression:
Advanced Placement French Language and Culture (0701380)
Other Information:
Approved Resources:

Bien Dit 

Course Description:

French 4 expands the skills acquired by the students in French 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, including writing. Reading selections are varied and taken from the target language newspapers, magazines, and literary works.

Genetics Honors (#2000440 )

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

Students expressing a desire to follow a medical or life sciences pathway and have completed Biology.

Prerequisites:

Biology 1 & Chemistry 1

Next Course in Progression:
Any Equally Rigorous Science Course (See Pathways Below)
Other Information:

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

Approved Resources:

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

Course Description:

This course discusses the principles of genetics with application to the study of biological function at the level of molecules, cells, and multicellular organisms, including humans. The topics include: structure and function of genes, chromosomes and genomes, biological variation resulting from recombination, mutation, and selection, population genetics, use of genetic methods to analyze protein function, gene regulation and inherited disease.

Geometry (#1206310)

Grades:
9, 10, 11
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

B.E.S.T. End of Course Exam

Placement Consideration:
Prerequisites:

Algebra 1

Next Course in Progression:
Algebra 2, Math for Data and Financial Literacy, Math for College Liberal Arts, Math for College Algebra, Math for College Statistics
Other Information:
Approved Resources:

Big Ideas – Cengage A|G|A 

Course Description:

In Geometry, instructional time will emphasize five areas: (1) proving and applying relationships and theorems involving two-dimensional figures using Euclidean geometry and coordinate geometry; (2) establishing congruence and similarity using criteria from Euclidean geometry and using rigid transformations; (3) extending knowledge of geometric measurement to two-dimensional figures and three-dimensional figures; (4) creating and applying equations of circles in the coordinate plane and (5)developing an understanding of right triangle trigonometry.

All clarifications stated, whether general or specific to Geometry, 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.

Geometry Honors (#1206320)

Grades:
8, 9,10,11
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

B.E.S.T. End of Course Exam

Placement Consideration:

All EOC levels

Prerequisites:

Completion of Algebra 1 or Algebra 1 Honors, a passing score on the Algebra EOC Assessment, and teacher recommendation.

If a student is taking Geometry honors in middle school, prerequisites are Algebra honors, and 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.

Next Course in Progression:
Algebra 2 Honors
Other Information:
Approved Resources:

Big Ideas – Cengage A|G|A 

Course Description:

In Geometry Honors, instructional time will emphasize five areas: (1) proving and applying relationships and theorems involving two-dimensional figures using Euclidean geometry and coordinate geometry; (2) establishing congruence and similarity using criteria from Euclidean geometry and using rigid transformations; (3) extending knowledge of geometric measurement to two-dimensional figures and three-dimensional figures; (4) creating and applying equations of circles in the coordinate plane and (5) developing an understanding of right triangle trigonometry.

All clarifications stated, whether general or specific to Geometry 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.

German 1 (#0702320)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

District Develop Assessment

Placement Consideration:

Please, refer to course progression.

Prerequisites:

None

Next Course in Progression:
German 2
Other Information:
Approved Resources:

Teacher created resources

Course Description:

German 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.

German 2 (#0702330)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

District Develop Assessment

Placement Consideration:

Please, refer to course progression.

Prerequisites:

German 1

Next Course in Progression:
German 3
Other Information:
Approved Resources:

Teacher created resources.

Course Description:

German 2 reinforces the fundamental skills acquired by the students in German 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 German 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.

German 3 Honors (#0702340)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
No
Promotion Requirement:
Assessment:

District Develop Assessment

Placement Consideration:

Please, refer to the course progression.

Prerequisites:

German 2

Next Course in Progression:
German 4
Other Information:
Approved Resources:

Teacher Created Resources

Course Description:

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

German 4 Honors (#0702350)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
No
Promotion Requirement:
Assessment:

District Develop Assessment

Placement Consideration:

Please, refer to course progression.

Prerequisites:

German 3 Honors (0702340)

Next Course in Progression:
Advanced Placement German Language and Culture (0702380)
Other Information:

Please, refer to the course progression.

Approved Resources:

Teacher created content

Course Description:

German 4 expands the skills acquired by the students in German 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, including writing. Reading selections are varied and taken from the target language newspapers, magazines, and literary works.

Guitar 1 (#1301320)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
N/A
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

May need access to a guitar.

Prerequisites:

None

Next Course in Progression:
Guitar 2
Other Information:
Approved Resources:
Course Description:

Students with little or no experience develop basic guitar skills and knowledge, including simple and full-strum chords, bass lines and lead sheets, barre and power chords, foundational music literacy and theory, major scales, simple finger-picking patterns, and ensemble skills for a variety of music. Beginning guitarists explore the careers and music of significant performers in a variety of styles. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

Guitar 2 (#1301330)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

May need their own guitar

Prerequisites:

Guitar 1 or equivalent

Next Course in Progression:
Guitar 3
Other Information:
Approved Resources:
Course Description:

Students with previous guitar experience build on their skills and knowledge, adding chords, new strumming and finger-picking patterns, movable major and minor scales, basic music theory, more complex bass lines and lead sheets, and ensemble skills for a variety of music. Beginning guitarists explore the careers and music of significant performers. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

Guitar 3 (#1301340)

Grades:
9, 10, 11, 12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
N/A
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

May need to have access to a guitar.

Prerequisites:

Guitar 1 & 2 or equivalent

Next Course in Progression:
Guitar 4 (honors)
Other Information:
Approved Resources:
Course Description:

Students with previous experience strengthen their guitar skills and knowledge, adding a variety of chords; refining finger-picking and strumming patterns; reading notation in 1st, 2nd, and 5th position; and learning stylistic nuances, left-hand technique, and alternative fingering. Guitarists readily use tablature and standard notation, study the work of significant musicians, and develop significant self-assessment skills. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

Guitar 4 Honors (#1301350)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Princpal Approved Final

Placement Consideration:

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

Prerequisites:

Guitar 3 (or equivalent) 

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

Students with considerable experience broaden their guitar skills and knowledge, adding left- and right-hand techniques and stylistic nuances; work with classical etudes and ensemble performance literature; and become familiar with modes and jazz chords. Guitarists extend their reading and theory skills and add to their knowledge of significant musicians through history. In keeping with the rigor expected in an Honors course, students undertake independent study that includes synthesis of learning and experience. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

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.

Holocaust History Honors (#2100405)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Yes, GSV- NO
NCAA:
Promotion Requirement:
Assessment:

District developed final.

Placement Consideration:

Holocaust History Honors is a semester academic elective that may be taken at any semester point from 9th -12th grade.

Prerequisites:

No prerequisite required.

Next Course in Progression:
N/A
Other Information:
Approved Resources:

FLDOE Holocaust Task Force Curriculum

Course Description:

This grades 9-12 Holocaust 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 examination of the events of the Holocaust (1933-1945), the systemic, planned annihilation of European Jews and other groups by Nazi Germany.  Content will include, but is not limited to, the examination of twentieth century programs and of twentieth century and twenty-first century genocides, investigation of human behavior during this period, and an understanding of the ramifications of prejudice, racism and stereotyping.

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.

HOPE - Core (#3206010)

Grades:
9-12
GPA Weighting:
4.0
SUS Admissions:
Bright Futures:
NCAA:
Yes
Promotion Requirement:
Assessment:

District EOC

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Other Information:
Approved Resources:

HOPE Textbook and additional online resources. 

Course Description:

The purpose of this course is to develop and enhance healthy behaviors that influence lifestyle choices and student health and fitness. Students will realize the full benefit of this course when it is taught with an integrated approach.

In addition to the physical education content represented in the benchmarks below, specific health education topics within this course include, but are not limited to:

  • Mental/Social Health
  • Physical Activity
  • Components of Physical Fitness
  • Nutrition and Wellness Planning
  • Diseases and Disorders
  • Health Advocacy
  • First Aid/CPR
  • Alcohol, Tobacco, and Drug Prevention
  • Human Sexuality including Abstinence and HIV
  • Internet Safety

IB MYP Marketing (#0502380)

Grades:
Select Middle Schools
GPA Weighting:
Regular
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:

Aligned Industry Cerification

Placement Consideration:
Prerequisites:

Completion of Introduction to Graphic Design, Advanced Graphic Design, and recommendation from teacher

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

This is a continuation of Advanced Graphic Design. In this high school level course, students use their design skills to act as a functioning marketing office for the school. Students will utilize their design, communication, and Illustrator skills to complete projects for “clients” (other staff) in the school. Students will develop marketing strategies to promote school initiatives, events, products, and more. Students will create designs for, prepare files for, and fabricate products to potentially be sold. Throughout this course, students will work on personal enrichment design projects to further develop their skills and style as a designer. The International Baccalaureate Middle Years Programme Design Cycle will also be utilized, and students will use it to demonstrate the design process. Students will complete an online portfolio showcasing the design projects they completed throughout the course as well as reflecting on them.

Individual and Dual Sports 1 (#1502410)

Grades:
9-12
GPA Weighting:
4.0
SUS Admissions:
Bright Futures:
NCAA:
Yes
Promotion Requirement:
Assessment:

District EOC

Placement Consideration:

none

Prerequisites:

None

Next Course in Progression:
Individual and Dual Sports 2
Other Information:
Approved Resources:
Course Description:

Individual and Dual Sports 2 (#1502420)

Grades:
9-12
GPA Weighting:
4.0
SUS Admissions:
Bright Futures:
NCAA:
Yes
Promotion Requirement:
Assessment:

District EOC

Placement Consideration:
Prerequisites:

Individual and Dual Sports 2

Next Course in Progression:
Individual and Dual Sports 4
Other Information:
Approved Resources:
Course Description:

Individual and Dual Sports 3 (#1592430)

Grades:
9-12
GPA Weighting:
4.0
SUS Admissions:
Bright Futures:
NCAA:
Yes
Promotion Requirement:
Assessment:

District EOC

Placement Consideration:
Prerequisites:

Individual and Dual Sports 2

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

Instrumental Ensemble 1 (#1302460)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final 

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Instrumental Ensemble 2
Other Information:
Approved Resources:
Course Description:

Students with little or no experience in an instrumental ensemble develop basic musicianship and ensemble performance skills through the study of basic, high-quality music in diverse styles. Student musicians focus on building foundational music techniques, music literacy, listening skills, and aesthetic awareness. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

Instrumental Ensemble 2 (#1302470)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Instrumental Ensemble 1 before taking Instrumental Ensemble 2.

Prerequisites:

Instrumental Ensemble 1 (or equivalent)

Next Course in Progression:
Instrumental Ensemble 3
Other Information:
Approved Resources:
Course Description:

Students with previous instrumental ensemble experience continue building musicianship and performance skills through the study of high-quality music in diverse styles. Student musicians learn to self-assess and collaborate as they rehearse, perform, and study relevant musical styles and time periods. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

Instrumental Ensemble 3 (#1302480)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Instrumental Ensemble 1 & 2 before taking Instrumental Ensemble 3.

Prerequisites:

Instrumental Ensemble 2 (or equivalent)

Next Course in Progression:
Instrumental Ensemble 4 Honors
Other Information:
Approved Resources:
Course Description:

Students strengthen instrumental ensemble performance skills, music literacy, and analytical skills through the study of high-quality music in diverse styles. Student musicians learn to self-assess and collaborate as they rehearse, perform, and study relevant history and cultures. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

Instrumental Ensemble 4 Honors (#1302490)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

Instrumental Ensemble 3 (or equivalent)

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

Students with extensive instrumental ensemble experience refine their critical listening, music literacy, and ensemble skills through the study, rehearsal, and performance of high-quality, advanced literature. Students use reflection and problem-solving skills with increasing independence to improve their performance and musical expression. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

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.

Instrumental Techniques 1 (#1302420)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Instrumental Techniques 2
Other Information:
Approved Resources:
Course Description:

Students in this entry-level class focus on the development of musical and technical skills on a specific instrument through etudes, scales, and selected music literature. Through problem-solving, critical thinking, and reflection, students develop the physical and cognitive skills to be more disciplined performers. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

Instrumental Techniques 2 (#1302430)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

Instrumental Techniques 1 (or equivalent) 

Next Course in Progression:
Instrumental Techniques 3
Other Information:
Approved Resources:
Course Description:

Students in this novice-level class continue to develop musical and technical skills on a specific instrument through developmentally appropriate solo literature, etudes, scales, and exercises. Through problem-solving, critical thinking, and reflection, students develop the physical and cognitive skills necessary to be more disciplined performers. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

Instrumental Techniques 3 (#1302440)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Instrumental Technique 1 & 2 before taking Instrumental Technique 3.

Prerequisites:

Instrumental Technique 2 (or equivalent) 

Next Course in Progression:
Instrumental Technique 4 Honors
Other Information:
Approved Resources:
Course Description:

Students in this intermediate-level class develop their musical and technical skills further on a specific instrument, and expand their technical and performance skills, enhanced by historical and cultural background knowledge of the music. Students explore more demanding solo literature, etudes, and technical exercises with increasing independence. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

Instrumental Techniques 4 Honors (#1302450)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

Instrumental Techniques 3 (or equivalent) 

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

Students in this advanced class refine their musicianship and performance skills on a specified instrument. Students prepare for post-secondary and community music experiences and develop artistry independently through a variety of advanced solos, etudes, and excerpts. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

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.

Intensive Reading 1 (#1000412)

Grades:
9
GPA Weighting:
No
SUS Admissions:
No
Bright Futures:
GSV E
NCAA:
No
Promotion Requirement:
Assessment:

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

Placement Consideration:

This course is designed for students in grade 9 that have scored below a level 3 on the FAST.

Prerequisites:

N/A

Next Course in Progression:
N/A
Other Information:

N/A

Approved Resources:

Students will be provided precisely differentiated content using materials and scaffolds that give ALL students access to the same standards-aligned information and ideas so EVERY reader, struggling or advanced, can progress toward college and career success.

Course Description:

The purpose of this course is to provide instruction that enables students to accelerate the development of reading and writing skills and to strengthen those skills so they are able to successfully read and write grade-level text independently. Instruction emphasizes reading comprehension, writing fluency, and vocabulary study through the use of a variety of literary and informational texts encompassing a broad range of text structures, genres, and levels of complexity. Texts used for instruction focus on a wide range of topics, including content-area information, in order to support students in meeting the knowledge demands of increasingly complex text. Students enrolled in the course will engage in interactive text-based discussion, question generation, and research opportunities. They will write in response to reading and cite evidence when answering text-dependent questions orally and in writing. The course provides extensive opportunities for students to collaborate with their peers. 

Intensive Reading 2 (#1000414)

Grades:
10
GPA Weighting:
No
SUS Admissions:
No
Bright Futures:
GSV E
NCAA:
Promotion Requirement:
Assessment:

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

Placement Consideration:

This course is intended for students in grades 10 who have scored below a 3 on the ELA FAST. 

Prerequisites:

N/A

Next Course in Progression:
N/A
Other Information:

N/A

Approved Resources:

Students will be provided precisely differentiated content using materials and scaffolds that give ALL students access to the same standards-aligned information and ideas so EVERY reader, struggling or advanced, can progress toward college and career success.

Course Description:

The purpose of this course is to provide instruction that enables students to accelerate the development of reading and writing skills and to strengthen those skills so they are able to successfully read and write grade level text independently. Instruction emphasizes reading comprehension, writing fluency, and vocabulary study through the use of a variety of literary and informational texts encompassing a broad range of text structures, genres, and levels of complexity. Texts used for instruction focus on a wide range of topics, including content-area information, in order to support students in meeting the knowledge demands of increasingly complex text. Students enrolled in the course will engage in interactive text-based discussion, question generation, and research opportunities. They will write in response to reading and cite evidence when answering text-dependent questions orally and in writing. The course provides extensive opportunities for students to collaborate with their peers. 

Intensive Reading 3 (#1000416)

Grades:
11
GPA Weighting:
No
SUS Admissions:
No
Bright Futures:
GSV E
NCAA:
Promotion Requirement:
Assessment:

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

Placement Consideration:

Students in grade 11 that have not met their reading proficiency score on FAST or concordant.

Prerequisites:

N/A

Next Course in Progression:
N/A
Other Information:

N/A

Approved Resources:

Students will be provided precisely differentiated content using materials and scaffolds that give ALL students access to the same standards-aligned information and ideas so EVERY reader, struggling or advanced, can progress toward college and career success.

Course Description:

The purpose of this course is to provide instruction that enables students to accelerate the development of reading and writing skills and to strengthen those skills so they are able to successfully read and write grade level text independently. Instruction emphasizes reading comprehension, writing fluency, and vocabulary study through the use of a variety of literary and informational texts encompassing a broad range of text structures, genres, and levels of complexity. Texts used for instruction focus on a wide range of topics, including content-area information, in order to support students in meeting the knowledge demands of increasingly complex text. Students enrolled in the course will engage in interactive text-based discussion, question generation, and research opportunities. They will write in response to reading and cite evidence when answering text-dependent questions orally and in writing. The course provides extensive opportunities for students to collaborate with their peers. 

Intensive Reading 4 (#1000418)

Grades:
12
GPA Weighting:
No
SUS Admissions:
No
Bright Futures:
GSV E
NCAA:
Promotion Requirement:
Assessment:

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

Placement Consideration:

Students in grade 12 that have not met their reading proficiency score on FAST or concordant.

Prerequisites:

N/A

Next Course in Progression:
N/A
Other Information:

N/A

Approved Resources:

Students will be provided precisely differentiated content using materials and scaffolds that give ALL students access to the same standards-aligned information and ideas so EVERY reader, struggling or advanced, can progress toward college and career success.

Course Description:

The purpose of this course is to provide instruction that enables students to accelerate the development of reading and writing skills and to strengthen those skills so they are able to successfully read and write grade level text independently. Instruction emphasizes reading comprehension, writing fluency, and vocabulary study through the use of a variety of literary and informational texts encompassing a broad range of text structures, genres, and levels of complexity. Texts used for instruction focus on a wide range of topics, including content-area information, in order to support students in meeting the knowledge demands of increasingly complex text. Students enrolled in the course will engage in interactive text-based discussion, question generation, and research opportunities. They will write in response to reading and cite evidence when answering text dependent questions orally and in writing. The course provides extensive opportunities for students to collaborate with their peers. 

International Baccalaureate Biology 1 (#2000805)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

The curriculum description for this IB course is provided at http://www.ibo.org/en/programmes/.

International Baccalaureate Biology 3 (#2000820)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

International Baccalaureate Chemistry 2 (#2003810)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

The curriculum description for this IB course is provided at http://www.ibo.org/en/programmes/

International Baccalaureate Economics 2 (#2102820)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

The curriculum description for this IB course is provided at http://www.ibo.org/en/programmes/

International Baccalaureate English Literature 4 (#1001830)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

International Baccalaureate French 5 (#0701840)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Yes
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

International Baccalaureate French 6 (#0701865)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

International Baccalaureate Mathematics: Analysis and Approaches 1 (#1201325)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

The curriculum description for this IB course is provided at http://www.ibo.org/en/programmes/

International Baccalaureate Mathematics: Analysis and Approaches 2 (#1201330)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

The curriculum description for this IB course is provided at http://www.ibo.org/en/programmes/

International Baccalaureate Mathematics: Analysis and Approaches 3 (#1201335)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

International Baccalaureate Mathematics: Applications and Interpretation 2 (#1209305)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

The curriculum description for this IB course is provided at http://www.ibo.org/en/programmes/

International Baccalaureate Music 2 (#1300818)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

The curriculum description for this IB course is provided at http://www.ibo.org/en/programmes/

International Baccalaureate Physics 1 (#2003840)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

The curriculum description for this IB course is provided at:
http://www.ibo.org/en/programmes/

International Baccalaureate Physics 3 (#2003850)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

International Baccalaureate Pre-Calculus (#1202375)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

http://www.ibo.org/en/programmes/

International Baccalaureate Spanish 4 (# 0708830)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

The curriculum description for this IB course is provided at http://www.ibo.org/en/programmes/

International Baccalaureate Spanish 5 (#0708840)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

International Baccalaureate Spanish 6 (# 0708865)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

International Baccalaureate Theory of Knowledge 2 (#0900810)

Grades:
12
GPA Weighting:
Honors
SUS Admissions:
Yes, as an elective
Bright Futures:
No
NCAA:
No
Promotion Requirement:
Assessment:

International Baccalaureate Theory of Knowledge 2 Exam

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

International Baccalaureate Visual Arts 2 (#0114825)

Grades:
9,10,11,12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

The curriculum description for this IB course is provided at:
http://www.ibo.org/en/programmes/

Jazz Ensemble 1 (#1302500)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should have experience on an instrument suited for jazz ensemble.

Prerequisites:

None

Next Course in Progression:
Jazz Ensemble 2
Other Information:
Approved Resources:
Course Description:

Students with experience on an instrument suited for jazz ensemble explore the fundamentals of performance practices, improvisation, and music theory through a diverse repertoire of high-quality jazz literature. Students learn the basics of foundational jazz styles, use chord symbols, develop knowledge of musical structure, and study the history of jazz and its iconic musicians. 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, rent, purchase) an instrument from an outside source.

Jazz Ensemble 2 (#1302510)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Jazz Ensemble 1 before taking Jazz Ensemble 2.

Prerequisites:

Jazz Ensemble 1 (or equivalent)

Next Course in Progression:
Jazz Ensemble 3
Other Information:
Approved Resources:
Course Description:

Students with jazz experience become conversant with basic chord progressions and the scale/chord relationship, strengthen aural skills, and learn to improvise and compose melodies over progressions as they rehearse, perform, and study high-quality jazz ensemble literature. Musicians study jazz history and become familiar with the cultural context of various compositions and artists. 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, rent, purchase) an instrument from an outside source.

Jazz Ensemble 3 (#1302520)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Jazz Ensemble 1 & 2 before taking Jazz Ensemble 3.

Prerequisites:

Jazz Ensemble 2 (or equivalent)

Next Course in Progression:
Jazz Ensemble 4 Honors
Other Information:
Approved Resources:
Course Description:

Students with considerable jazz experience become conversant with more complex forms and harmonic progressions, and strengthen their aural and improvisational skills as they rehearse, perform, and study high-quality jazz ensemble literature. Musicians apply their theory skills to arranging, transposition, and composing; and study various periods, cultural contexts, compositions, and artists in jazz history. 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, rent, purchase) an instrument from an outside source.

Jazz Ensemble 4 Honors (#1302530)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

Jazz Ensemble 3 (or equivalent)

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

Students with significant jazz experience become highly conversant with complex harmonic structures; compose or arrange for small groups; improvise over various forms, keys, and styles; and are knowledgeable about the professional jazz scene and its icons. Musicians study the impact of technology on jazz and the music industry, and learn the basics of sound reinforcement for solo and ensemble performance. In keeping with the rigor expected in an Honors course, students undertake independent study that includes synthesis of learning and experience. 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, rent, purchase) an instrument from an outside source.

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.

Journalism 1 (#1006300)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
E
Bright Futures:
FAS/FMS N, GSV Y (Voc prog)
NCAA:
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

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

Prerequisites:

No prerequisite required.

Next Course in Progression:
Journalism 2
Other Information:

N/A

Approved Resources:

N/A

Course Description:

The purpose of this course is to enable students to develop fundamental skills in the production of journalism across print, multimedia, web, and broadcast/radio platforms and to develop knowledge of journalism history, ethics use, and management techniques related to the production of journalistic media.

Journalism 2 (#1006310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
E
Bright Futures:
FAS/FMS N, GSV E
NCAA:
No
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

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

Prerequisites:

Journalism 1

Next Course in Progression:
Journalism 3
Other Information:

N/A

Approved Resources:

N/A

Course Description:

The purpose of this course is to enable students to extend fundamental skills in the production of journalism across print, multimedia, web, and broadcast/radio platforms and to develop further knowledge of journalism history, ethics use, and management techniques related to the production of journalistic media.

Journalism 3 (#1006320)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
E
Bright Futures:
FAS/FMS N, GSV E
NCAA:
No
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

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

Prerequisites:

Journalism 2

Next Course in Progression:
Journalism 4
Other Information:

N/A

Approved Resources:

N/A

Course Description:

The purpose of this course is to enable students to perform grade level skills in the production of journalism across print, multimedia, web, and broadcast/radio platforms and to continue to develop knowledge of journalism history, ethics use, and management techniques related to the production of journalistic media.

Journalism 4 (#1006330)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
E
Bright Futures:
FAS/FMS N, GSV E
NCAA:
No
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

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

Prerequisites:

Journalism 3

Next Course in Progression:
Journalism 5 Honors
Other Information:

N/A

Approved Resources:

N/A

Course Description:

The purpose of this course is to enable students to perform skills in the production of journalism across print, multimedia, web, and broadcast/radio platforms and to extend further knowledge of journalism history, ethics use, and management techniques related to the production of journalistic media.

Journalism 5 Honors (#1006331)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
E
Bright Futures:
FAS/FMS N, GSV E
NCAA:
No
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

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

Prerequisites:

Journalism 4

Next Course in Progression:
Journalism 6 Honors
Other Information:

N/A

Approved Resources:

N/A

Course Description:

The purpose of this course is to perform advanced skills in the production of journalism across print, multimedia, web, and broadcast/radio platforms and to develop advanced knowledge of journalism history, ethics use, and management techniques related to the production of journalistic media.

Journalism 6 Honors (#1006332)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
E
Bright Futures:
FAS/FMS N, GSV E
NCAA:
No
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

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

Prerequisites:

Journalism 5 Honors

Next Course in Progression:
Journalism 7 Honors
Other Information:

N/A

Approved Resources:

N/A

Course Description:

The purpose of this course is to enable students to perform advanced work in the production of journalism across print, multimedia, web, and broadcast/radio platforms and to develop advanced knowledge of journalism history, ethics use, and management techniques related to the production of journalistic media. School and professional publication efforts are expected.

Journalism 7 Honors (#1006333)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
E
Bright Futures:
FAS/FMS N, GSV E
NCAA:
No
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

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

Prerequisites:

Journalism 6 Honors

Next Course in Progression:
Journalism 8 Honors
Other Information:

N/A

Approved Resources:

N/A

Course Description:

The purpose of this course is to enable students to perform advanced work in the production of journalism across print, multimedia, web, and broadcast/radio platforms and to develop extended knowledge of journalism history, ethics use, and management techniques related to the production of journalistic media. School and professional publication efforts are expected.

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.

Journalism 8 Honors (#1006334)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
E
Bright Futures:
FAS/FMS N, GSV E
NCAA:
No
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

Please see the placement progression for considerations. 

Prerequisites:

Journalism 7 Honors

Next Course in Progression:
N/A
Other Information:

N/A

Approved Resources:

N/A

Course Description:

The purpose of this course is to enable students to perform highly advanced work in the production of journalism across print, multimedia, web, and broadcast/radio platforms and to develop extended knowledge of journalism history, ethics use, and management techniques related to the production of journalistic media. School, community, and professional publication is expected.

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.

Keyboard 1 (#1301360)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
N/A
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Keyboard 2
Other Information:
Approved Resources:
Course Description:

Students build fundamental piano techniques while learning to read music, acquire and apply knowledge of basic music theory, and explore the role of keyboard music in history and culture. Beginning pianists develop skills in analytical listening and explore musical creativity in the form of basic improvisation and basic composition. 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.

Keyboard 2 (#1301370)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
N/A
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Should have piano experience.

Prerequisites:

Keyboard 1 or equivalent

Next Course in Progression:
Keyboard 3
Other Information:
Approved Resources:
Course Description:

Students build on previous piano techniques and skills through reading music, acquiring and applying knowledge of music theory, and exploring the role of keyboard music in history and culture. Students learn repertoire from various styles and time periods, exploring the historical influence keyboards have had on music performance and composition. Students explore the basic tools of music technology (i.e., MIDI keyboards). 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.

Keyboard 3 (#1301380)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
N/A
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Should have piano experience.

Prerequisites:

Keyboard 1 & 2 or equivalent

Next Course in Progression:
Keyboard 4 (honors)
Other Information:
Approved Resources:
Course Description:

Students further develop advanced knowledge of piano techniques, musical literacy, solo and ensemble performance skills, and related musical knowledge, using a variety of advanced piano literature. Students explore the historical influence keyboards have had on music performance and composition, and apply criteria to assess their own and others' piano performances. Students extend their knowledge of music technology (i.e., MIDI keyboards) and its connection to the computer and other sound-generating devices. 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.

Keyboard 4 (honors) (#1301390)

Grades:
9, 10, 11, 12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
N/A
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Should have piano experience.

Prerequisites:

Piano 1, 2 and 3 or equivalent

Next Course in Progression:
None
Other Information:
Approved Resources:
Course Description:

Students develop highly advanced piano techniques, music literacy, solo performance skills, and related musical knowledge through a variety of advanced piano literature. Students work toward greater musical independence through accompanying other musicians, performing solos, and/or creating original music compositions. In keeping with the rigor expected in an Honors course, students undertake independent study that includes synthesis of learning and experience. 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.

Latin 1 (#0706300)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

District Develop Assessment

Placement Consideration:

Please, refer to course progression.

Prerequisites:

None

Next Course in Progression:
Latin 2
Other Information:
Approved Resources:

Teacher created resources

Course Description:

Latin 1 introduces students to the target language and its culture. The student will develop a thorough understanding of the written language as well as of the influence the language and culture has had on other world languages, culture, government, arts and laws. Emphasis is placed on proficient understanding in the reading of the language. An introduction to writing is also included as well as culture, connections, comparisons, and communities.

Latin 2 (#0706310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

District Develop Assessment

Placement Consideration:

Please, refer to course progression.

Prerequisites:

Latin 1

Next Course in Progression:
Latin 3
Other Information:
Approved Resources:

Teacher created resources

Course Description:

Latin 2 expands the skills acquired by students in Latin 1. Specific content includes, but is not limited to, expansion of vocabulary and translation skills through comprehension of selected readings. Vocabulary and grammar stresses activities which are important to prepare for translating the works of authentic authors in the target language. In presentational speaking and presentational writing, Latin students will present projects and reports of the research they have done about the culture, arts, history, politics, literature and mythology of the target language in English.

Latin 3 Honors (#0706320)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
No
Promotion Requirement:
Assessment:

District Develop Assessment

Placement Consideration:

Please, refer to the course progression.

Prerequisites:

Latin 2

Next Course in Progression:
Latin 4 Honors
Other Information:
Approved Resources:

Teacher created resources

Course Description:

Latin 3 expands the skills acquired by students in Latin 2. Specific content includes, but is not limited to, expansion of vocabulary and translation skills through comprehension of selected readings. Vocabulary and grammar stress activities which are important to authors such as Caesar, Cicero, Plautus, Ovid, Catullus, Horace, Pliny, Sallust, Juvenal and Vergil. In presentational speaking, Latin students will present projects and reports of the research they have done about the culture, arts, history, politics, literature and mythology of the target language in English. For presentational writing, students will write essays of literary criticism to prepare for those expected in Advanced Placement and college classes.

Latin 4 Honors (#0706330)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
No
Promotion Requirement:
Assessment:

District Develop Assessment

Placement Consideration:

Please, refer to course progression.

Prerequisites:

Latin 3 Honors (0706320)

Next Course in Progression:
Latin 5 Honors (0706340)
Other Information:
Approved Resources:

Teacher created resources

Course Description:

Latin 4 expands the skills acquired by students in Latin 3. Specific content includes, but is not limited to, expansion of vocabulary and translation skills through comprehension of selected readings. Vocabulary and grammar stress activities which are important to authors such as Caesar, Cicero, Plautus, Ovid, Catullus, Horace, Pliny, Sallust, Juvenal and Vergil. In presentational speaking, Latin students will present projects and reports of the research they have done about the culture, arts, history, politics, literature and mythology of the target language in English. For presentational writing, students will write essays of literary criticism to prepare for those expected in Advanced Placement and college classes.

Law Studies (#2106350)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Promotion Requirement:
Assessment:

District developed final.

Placement Consideration:

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

Prerequisites:

No prerequisite required.

Next Course in Progression:
Court Procedures
Other Information:
Approved Resources:

McGraw Hill - Street Law

Course Description:

The grade 9-12 Law Studies course consists of the following content area strands: American History, World History, Geography, Humanities, Economics, and Civics and Government. The primary content for the course pertains to the study of the American legal system as the foundation of American society by examining those laws which have an impact on citizens' lives and an introduction to fundamental civil and criminal justice procedures. Content should include, but is not limited to, the need for law, the basis for our legal system, civil and criminal law, adult and juvenile courts, family and consumer law, causes and consequences of crime, individual rights and responsibilities, and career opportunities in the legal system.

Literature in the Media Honors (#1005365)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
E
Bright Futures:
FAS/FMS N, GSV E
NCAA:
Promotion Requirement:
Assessment:

Principal Approved

Placement Consideration:

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

Prerequisites:

No prerequisite required.

Next Course in Progression:
Consider other ELA and Reading Electives.
Other Information:
Approved Resources:
Course Description:

The purpose of this course is to enable students to develop knowledge of the narrative parallels between traditional (print) literary texts and 21st century (multimedia in all its digital platforms) texts. Through integrated educational experiences of extensive viewing and reading, writing, speaking, listening, and language, students will study a variety of digital platforms, film, and television, including the use of graphics in these formats.

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.

Marine Science 1 (#2002500)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

Students expressing a desire to follow an environmental or life sciences pathway and have completed Biology.

Prerequisites:

Biology 1

Next Course in Progression:
Environmental Science or any Equally Rigorous Science Course.
Other Information:

Academic Pathways for Science

Traditional Science Electives:

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

Approved Resources:

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

Course Description:

This course provides students with an overview of the marine environment. The content includes the origins of the ocean, the nature of the marine habitat including chemical, physical, and geological aspects, ecology of the sea zonation, marine communities, classification, taxonomy, characteristics of major phla/divisions, and man's interrelationship with the oceans.

 

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).

Marine Science 1 Honors (#2002510)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

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

Prerequisites:

Biology 1

Next Course in Progression:
AP Environmental Science or any Equally Rigorous Science Course
Other Information:

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

Approved Resources:

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

Course Description:

This course provides students with an overview of the marine environment. The content includes the origins of the ocean, the nature of the marine habitat including chemical, physical, and geological aspects, ecology of the sea zonation, marine communities, classification, taxonomy, characteristics of major phla/divisions, and man's interrelationship with the oceans. While the content focus of this course is consistent with the Marine Science I course, students will explore these concepts in greater depth. In general, the academic pace and rigor will be greatly increased for honors level course work.

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (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).

Marine Science 2 Honors (#2002530)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

Students expressing a desire to follow an Environmental, Marine or Life Sciences Pathway and have completed Marine Science 1 or Marine Science 1 Honors.

Prerequisites:

Marine Science 1 (or Marine Science 1 Honors)

Next Course in Progression:
Other Information:

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

Approved Resources:

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

Course Description:

This course focuses on the marine system and its interactions with Earth's other spheres.  In addition, there is a greater focus on human and marine ecosystem interactions and impacts.  While the content focus of this course is consistent with the Marine Science 2 course, students will explore these concepts in greater depth. In general, the academic pace and rigor will be greatly increased for honors level course work.

 

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

Math for ACT and SAT (#1209315)

Grades:
11,12
GPA Weighting:
SUS Admissions:
N
Bright Futures:
N
NCAA:
N
Promotion Requirement:
Assessment:

Principal Approved

Placement Consideration:

This course is intended for 11th and 12th graders with a focus on math concepts covered in the ACT/SAT.

Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:

Kaplan ACT Prep Book

Course Description:

In Mathematics for ACT and SAT, instructional time will emphasize six areas:

(1)   extending understanding of functions to linear, quadratic and exponential functions and using them to model and analyze real-worldrelationships;

(2)   developing understanding of the complex number system, including complex numbers as roots of polynomial equations;

(3)   extending knowledge of ratios, proportions and functions to data and financial contexts;

(4)   solve problems involving univariate and bivariate data and make inferences from collected data;

(5)   relationships and theorems involving two-dimensional figures using Euclidean geometry and coordinate geometry;

(6)   graph and apply trigonometric relations and functions.

Math for College Algebra (#1200700)

Grades:
11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

Recommended that students have completed Algebra 2.

Prerequisites:

Students that have successfully completed Algebra 1 and Geometry. 

Next Course in Progression:
Math for Data and Financial Literacy, Math for College Statistics
Other Information:
Approved Resources:

enVision Savvas Algebra 1 and Algebra 2, 2018

Course Description:

In Mathematics for College Algebra, instructional time will emphasize five areas: (1) developing fluency with the Laws of Exponents with numerical and algebraic expressions; (2) extending arithmetic operations with algebraic expressions to include rational and polynomial expressions; (3) solving one-variable exponential, logarithmic, radical and rational equations and interpreting the viability of solutions in real-world contexts; (4) modeling with and applying linear, quadratic, absolute value, exponential, logarithmic and piecewise functions and systems of linear equations and inequalities; (5) extending knowledge of functions to include inverse and composition.

Math for College Liberal Arts (#1207350)

Grades:
11, 12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

District Final

Placement Consideration:
Prerequisites:

Algebra 1 and Geometry

Next Course in Progression:
Algebra 2, Math for Data and Financial Literacy, Math for College Algebra, Math for College Statistics
Other Information:
Approved Resources:

enVision 2018 Algebra, Geometry, Algebra 2, IXL (SAT/ACT Supports)

Course Description:

In Mathematics for College Liberal Arts, instructional time will emphasize five areas: (1) analyzing and applying linear and exponential functions within a real-world context; (2) utilizing geometric concepts to solve real-world problems; (3) extending understanding of probability theory; (4) representing and interpreting univariate and bivariate data and (5) developing understanding of logic and set theory.

All clarifications stated, whether general or specific to Mathematics for College Liberal Arts, 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.

Math for College Statistics (#1210305)

Grades:
11, 12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students who have successfully completed Algebra 1 and Geometry.

Prerequisites:

Algebra 1 and Geometry 

Next Course in Progression:
Math for College Algebra, Math for College Liberal Arts, Math for Data and Financial Literacy
Other Information:
Approved Resources:

enVision 2018 Algebra

Statistics and Probability with Applications - 3e
BFW
Course Description:

In Mathematics for College Statistics, instructional time will emphasize four areas: (1) analyzing and applying linear and exponential functions within the context of statistics; (2) extending understanding of probability using data and various representations, including two-way tables and Venn Diagrams; (3) representing and interpreting univariate and bivariate categorical and numerical data and (4) determining the appropriateness of different types of statistical studies.

All clarifications stated, whether general or specific to Mathematics for College Statistics, 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.

Math for Data and Financial Literacy (#1200384)

Grades:
12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

Students who have successfully completed Algebra 1 and Geometry

Prerequisites:
Next Course in Progression:
Recommended for students in their Senior year.
Other Information:
Approved Resources:

Financial Algebra 2nd Ed. Cengage

Course Description:

In Mathematics for Data and Financial Literacy, instructional time will emphasize five areas: (1) extending knowledge of ratios, proportions and functions to data and financial contexts; (2) developing understanding of basic economic and accounting principles; (3) determining advantages and disadvantages of credit accounts and short- and long-term loans; (4) developing understanding of planning for the future through investments, insurance and retirement plans and (5) extending knowledge of data analysis to create and evaluate reports and to make predictions.

All clarifications stated, whether general or specific to Mathematics for Data and Financial Literacy, 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.

Math for Data and Financial Literacy Honors (#1200388)

Grades:
12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

Students who have successfully completed Algebra 1 and Geometry

Prerequisites:

Algebra 1 and Geometry

Next Course in Progression:
Recommended for students in their Senior year.
Other Information:
Approved Resources:

Financial Algebra 2nd Ed. Cengage

Course Description:

In Mathematics for Data and Financial Literacy Honors, instructional time will emphasize five areas: (1) extending knowledge of ratios, proportions and functions to data and financial contexts; (2) developing understanding of basic economic and accounting principles; (3) determining advantages and disadvantages of credit accounts and short- and long-term loans; (4) developing understanding of planning for the future through investments, insurance and retirement plans and (5) extending knowledge of data analysis to create and evaluate reports and to make predictions.

All clarifications stated, whether general or specific to Mathematics for Data and Financial Literacy 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.

MJ IB MYP Advanced Graphic Design (#0103031)

Grades:
Select Middle Schools
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:

Aligned Industry Certification

Placement Consideration:
Prerequisites:

Completion of Introduction to Graphic Design and recommendation from teacher

Next Course in Progression:
IB MYP Marketing
Other Information:
Approved Resources:
Course Description:

This Adobe Illustrator heavy course will be a continuation of the Introduction to Graphic Design course and will focus heavily on building Illustrator skills. Students will work to develop their personal style and work/design flow while completing creative projects that require critical thinking. Students will learn to communicate effectively and appropriately with clients through email and complete a design project for the school to use in real time. Students will also complete a personal brand project that includes designing a logo to represent themselves, an identity guide for their personal brand, a resume, business card, and a t-shirt design. All will be showcased in a presentation of their creation to outside stakeholders (admin, other staff, parents, etc). The International Baccalaureate Middle Years Programme Design Cycle will also be utilized, and students will use it to demonstrate the design process. Students will complete an online portfolio showcasing the design projects they completed throughout the course as well as reflecting on them.

MJ IB MYP Graphic Design (#0103030)

Grades:
Select Middle Schools
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:

Aligned Industry Certification

Placement Consideration:
Prerequisites:
Next Course in Progression:
M/J IB MYP Advanced Graphic Design
Other Information:
Approved Resources:
Course Description:

This course will introduce graphic design concepts through an exploration of history, typography, branding and identity, color theory, and layout. Students will learn the basic tools of Adobe Illustrator and will use it to complete creative design projects. The International Baccalaureate Middle Years Programme Design Cycle will also be utilized, and students will use it to demonstrate the design process. Students will complete an online portfolio showcasing the design projects they completed throughout the course as well as reflecting on them.

Music of the World (#1300340)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
None
Other Information:
Approved Resources:
Course Description:

Students explore the musical traditions of 20th- and 21st-century American and global communities around the world through study of current trends, focusing on the function of music within various cultures (e.g., jazz, world drumming, mariachi, soul, gamelan, Bollywood, digital). Students examine and report on human activities involving music, technology- and culture-related influences on music, and the sounds and structures of music composition. Public performances may serve as a resource for specific instructional goals. Students may be required to attend one or more performances outside the school day to support, extend, and assess learning in the classroom.

Music Technology and Sound Engineering 1 (#1304300)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
N/A
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Music Technology and Sound Engineering 2
Other Information:
Approved Resources:
Course Description:

Students explore the fundamental applications and tools of music technology and sound engineering. As they create and learn its terminology, students also learn the history and aesthetic development of technology used to capture, create, and distribute music. Public performances may serve as a resource for specific instructional goals. Students may be required to attend one or more performances outside the school day to support, extend, and assess learning in the classroom.

Music Technology and Sound Engineering 2 (#1304310)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
N/A
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Should have Music Technology and Sound Engineering 1 or equivalent

Prerequisites:

Music Technology and Sound Engineering 1 or equivalent

Next Course in Progression:
None
Other Information:
Approved Resources:
Course Description:

Students build on previous experience with the fundamentals of music technology and sound engineering to integrate their knowledge of traditional musical elements with past and current technologies used to capture, create, mix, and present music. They explore the creative and aesthetic implications of music technology and sound engineering through class work. Public performances may serve as a resource for specific instructional goals. Students may be required to attend one or more performances outside the school day to support, extend, and assess learning in the classroom.

Music Theory 1 (#1300300)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Music Theory 2 Honors
Other Information:
Approved Resources:
Course Description:

Students learn how music is constructed and developed, and acquire a basic understanding of the structural, technical, and historical elements of music. Student theorists develop basic ear-training, keyboard, and functional singing skills, and engage in the creative process through individual and collaborative projects. Public performances may serve as a resource for specific instructional goals. Students may be required to attend one or more performances outside the school day to support, extend, and assess learning in the classroom.

Music Theory 2 Honors (#1300310)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Music Theory 1 before taking Music Theory 2.

Prerequisites:

Music Theory 1 (or equivalent) 

Next Course in Progression:
AP Music Theory
Other Information:
Approved Resources:
Course Description:

Students with prior music theory training study composition, form, and analysis, and develop individual aural skills. The aural, analytical, and cognitive skills expanded in this class inform the serious musician's performance abilities over a variety of styles and genres. Public performances may serve as a resource for specific instructional goals. Students may be required to attend one or more performances outside the school day to support, extend, and assess learning in the classroom.

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.

Musical Theatre 1 (#0400700)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Musical Theatre 2
Other Information:
Approved Resources:
Course Description:

Students' course work focuses on, but is not limited to, acting, vocal performance, dance, non-dance movement, and staging, which transfer readily to performances in musicals and other venues. Students survey the evolution of music in theatre from ancient Greece to modern Broadway through a humanities approach and representative literature. Music theatre students explore the unique staging and technical demands of musicals in contrast to non-musical plays. 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.

Musical Theatre 2 (#0400710)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Musical Theatre 1 before taking Musical Theatre 2. 

Prerequisites:

Musical Theatre 1 (or equivalent) 

Next Course in Progression:
Musical Theatre 3
Other Information:
Approved Resources:
Course Description:

Students learn from the styles and techniques used by well-known singer-actor-dancers and choreographers to build a performance portfolio for auditions and/or interviews. Students examine the contributions of major writers, composers, lyricists, and choreographers of musical theatre and learn to analyze the structures, stories, and settings of musical theatre exemplars to understand how those components serve the story and concept. Students extend their dance and movement techniques required to sing and dance at the same time. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

Musical Theatre 3 (#0400720)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Musical Theatre 1 & 2 before taking Musical Theatre 3. 

Prerequisites:

Musical Theatre 2 (or equivalent)

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

Students refine their audition techniques and performance/audition portfolio, and consider the contributions of musical theatre in the community and beyond. Students select a number of pieces to showcase their abilities and become conversant about individuals who, currently and in the past, are considered major contributors to the field. Students refine their dance and movement techniques required to sing and dance for long periods of time in rehearsals and performance. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

Orchestra 1 (#1302360)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Orchestra 2
Other Information:
Approved Resources:
Course Description:

Students who have little or no orchestral experience study and perform high-quality beginning orchestra literature of diverse times and styles. Rehearsals focus on the development of critical listening skills, rudimentary string techniques, music literacy, ensemble skills, and aesthetic awareness. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Students in this class may need to obtain (e.g., borrow, rent, purchase) an instrument from an outside source.

Orchestra 2 (#1302370)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Orchestra 1 before taking Orchestra 2

Prerequisites:

Orchestra 1 (or equivalent) 

Next Course in Progression:
Orchestra 3
Other Information:
Approved Resources:
Course Description:

Students who have at least one year of orchestral experience study, rehearse, and perform high-quality orchestra literature. Rehearsals focus on the development of critical listening skills, basic string techniques, music literacy, ensemble skills, and aesthetic awareness in the context of relevant history and cultures. 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, rent, purchase) an instrument from an outside source.

Orchestra 3 (#1302380)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved

Placement Consideration:

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

Prerequisites:

Orchestra 2 (or equivalent) 

Next Course in Progression:
Orchestra 4
Other Information:
Approved Resources:
Course Description:

Students build on previous orchestral experience through the study and performance of high-quality orchestra literature. Rehearsals focus on the strengthening of critical listening skills, musicianship, string techniques, ensemble skills, and aesthetic awareness in the context of relevant history and cultures. 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, rent, purchase) an instrument from an outside source.

Orchestra 4 (#1302390)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

Orchestra 3 (or equivalent)

Next Course in Progression:
Orchestra 5 Honors
Other Information:
Approved Resources:
Course Description:

Students with intermediate-level proficiency in string techniques, music literacy, critical listening skills, and musicianship study, rehearse, and perform high-quality orchestra literature. Student musicians strengthen their reflective, analytical, and problem-solving skills to self-diagnose solutions to performance challenges based on their structural, historical, and cultural understanding of the music. 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, rent, purchase) an instrument from an outside source.

Orchestra 5 Honors (#1302400)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved

Placement Consideration:

Students should take Orchestra 1, 2, 3, & 4 before taking Orchestra 5 Honors.

Prerequisites:

Orchestra 4 (or equivelant) 

Next Course in Progression:
Orchestra 6 Honors
Other Information:
Approved Resources:
Course Description:

Students with considerable orchestral experience advance their string and ensemble performance techniques, music literacy, music theory, and aesthetic engagement through high-quality orchestra literature. Student musicians use reflection and problem-solving skills to improve performance significantly based on structural, cultural, and historical understanding of the music. 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, 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.

Orchestra 6 Honors (#1302410)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Orchestra 5 Honors before taking Orchestra 6 Honors.

Prerequisites:

Orchestra 5 Honors (or equivalent) 

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

Students with substantial orchestral experience focus on mastery of advanced music skills, techniques, and processes through study, rehearsal, and performance of high-quality orchestra literature. Advanced string players self-diagnose and consider multiple solutions to artistic challenges based on background knowledge of the repertoire, and explore creativity through composition, arranging, and/or use of technology. 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, 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.

Outdoor Education (#1502480)

Grades:
9-12
GPA Weighting:
4.0
SUS Admissions:
no
Bright Futures:
no
NCAA:
no
Promotion Requirement:
Assessment:

EOC

Placement Consideration:
Prerequisites:

none

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

Painting 1 (#0104370)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved FInal

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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

Personal Finance & Money Management (##2102371Z)

Grades:
9,10
GPA Weighting:
No
SUS Admissions:
E
Bright Futures:
No
NCAA:
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

This course is reccommended for 9th or 10th grade.

Prerequisites:

None.

Next Course in Progression:
Economics
Other Information:

This course meets the statutory requirement outlined in Section 1003.4282(3)(h), Florida Statutes, which states that beginning with students entering grade 9 in the 2023-24 school year, each student must earn one-half credit in personal financial literacy and money management. 

Approved Resources:

Everfi Financial Literacy Modules

Next Gen Personal Finance

Florida Council for Economic Education - Financial Freedom Text

Course Description:

In Personal Finance and Money Management, instructional time will emphasize seven areas:

(1) exploring how personal financial decisions are made, including understanding how cognitive biases impact decision making;

(2) understanding how wages and salaries are earned, including the types of taxes owed, and evaluating various post-secondary paths and career options;

(3) developing personal or family budgets and exploring how to purchase goods and services by weighing the costs and benefits of those goods and services;

(4) analyzing how interest can be earned by saving now, which allows for the purchase of more goods and services later and understanding how to compare various savings accounts and services offered through financial institutions;

(5) determining advantages and disadvantages of credit accounts that allow for the borrowing of money to purchase goods and services while paying for them in the future, usually with interest, and short- and long-term loans; 

(6) developing understanding of planning for the future through investment accounts and retirement plans and comparing investment choices by analyzing rates of return and risk, while analyzing how diversification is one way to reduce investment risk; and

(7) recognizing that there are risks that can result in lost income, health, or identity and that those risks can be accepted, reduced, or transferred to others through the purchase of insurance.

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.

 All clarifications stated are expectations for instruction of that benchmark.

Personal Finance & Money Management Honors (#2102373Z)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
E
Bright Futures:
No
NCAA:
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

This course is reccommended for 9th or 10th grade.

Prerequisites:

None

Next Course in Progression:
Economics
Other Information:

This course meets the statutory requirement outlined in Section 1003.4282(3)(h), Florida Statutes, which states that beginning with students entering grade 9 in the 2023-24 school year, each student must earn one-half credit in personal financial literacy and money management. 

Approved Resources:

Everfi Financial Literacy Modules

Next Gen Personal Finance

Florida Council for Economic Education - Financial Freedom Text

Course Description:

In Personal Finance and Money Management Honors, instructional time will emphasize seven areas:

(1) exploring how personal financial decisions are made, including understanding how cognitive biases impact decision making;

(2) understanding how wages and salaries are earned, including the types of taxes owed, and evaluating various post-secondary paths and career options;

(3) developing personal or family budgets and exploring how to purchase goods and services by weighing the costs and benefits of those goods and services;

(4) analyzing how interest can be earned by saving now, which allows for the purchase of more goods and services later and understanding how to compare various savings accounts and services offered through financial institutions;

(5) determining advantages and disadvantages of credit accounts that allow for the borrowing of money to purchase goods and services while paying for them in the future, usually with interest, and short- and long-term loans; 

(6) developing understanding of planning for the future through investment accounts and retirement plans and comparing investment choices by analyzing rates of return and risk, while analyzing how diversification is one way to reduce investment risk;

(7) recognizing that there are risks that can result in lost income, health, or identity and that those risks can be accepted, reduced, or transferred to others through the purchase of insurance

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.

 

All clarifications stated are expectations for instruction of that benchmark.

General Notes

Honors and Accelerated Level Course Note: Accelerated 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.

Physical Science (#2003310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

Successful completion of M/J Comp Science 3.

Prerequisites:

Successful completion of M/J Comp Science 3.

Next Course in Progression:
Biology
Other Information:

Academic Pathways for Science

Traditional Science Electives:

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

Approved Resources:

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

Course Description:

Physical Science is designed for high school students needing an entry-level science course covering basic concepts found in chemistry and physics. Topics included in this study are:

matter

motion and forces

work and energy

electricity and magnetism

waves

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).

Physical Science Honors (#2003320)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

For High School Students:

This is an entry level science course for High School.  Any grade 9 student is eligible.  Teacher and student input should be considered.

 

For Middle School Accelerated Students:

This is the third course in the M/J Comprehensive Science Accelerated Course progression. Students should be placed based on successful completion of both M/J Comp Sci 1 & 2 Accelerated Honors in 6th and 7th grade. Teacher and student input should be considered. Student & Parent should be advised that this is a high school credit earning course and will impact GPA.

Prerequisites:

For High School Students:

M/J Comp Sci 3, M/J Comp Sci 3 Adv 

 

For Middle School Accelerated Students:

Successful completion of both M/J Comp Sci 1 & 2 Accelerated Honors in 6th and 7th grade

Next Course in Progression:
HS-Biology Honors
Other Information:

Academic Pathways for Science

For Middle School Accelerated Students:

Student & Parent should be advised that this is a high school credit earning course and will impact GPA.

Advanced science courses include additional Next Generation Sunshine State High School Science Standards (NGSSS).

Advanced science courses will include the requirement for students to complete a scientific research project.

Approved Resources:

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

Course Description:

Physical Science is designed for high school students needing an entry-level science course covering basic concepts found in chemistry and physics. Topics included in this study are:

matter

motion and forces

work and energy

electricity and magnetism

waves

Honors science courses include additional Next Generation Sunshine State High School Science Standards (NGSSS).

Honors science courses will include the requirement for students to complete a scientific research project.

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

Physics 1 (#2003380)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

Students expressing a desire to follow a Physoical Science Pathway and have completed Biology.

Prerequisites:

Biology

Next Course in Progression:
Advanced Placement Physics
Other Information:

Academic Pathways for Science

Traditional Science Electives:

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

Approved Resources:

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

Course Description:

Conduct laboratory experiments involving interaction between matter and energy, and develop skills in drawing conclusions from observation. Students will have the satisfaction of understanding and predicting the outcome of activities of the physical world occurring around them.

 

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).

Physics 1 Honors (#2003390 )

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

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

Placement Consideration:

Students expressing a desire to follow a Physical Science Pathway and have completed Biology.

Prerequisites:
Next Course in Progression:
Advanced Placement Physics
Other Information:

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

Approved Resources:

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

Course Description:

While the content focus of this course is consistent with the Physics I course, students will explore these concepts in greater depth.  In general, the academic pace and rigor will be greatly increased for honors level course work. Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (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).

Play Writing (#1009350)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
E
Bright Futures:
FAS/FMS N, GSV E
NCAA:
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

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

Prerequisites:

No prerequisite required.

Next Course in Progression:
Consider other ELA and Reading Electives.
Other Information:

N/A

Approved Resources:

N/A

Course Description:

The purpose of this course is to enable students to develop and use writing and language skills for play writing in a variety of public performance formats.

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

  • an in-depth examination of various forms of plays in order to examine
  • text craft and structure, including digital performance modes
  • modes of staging directions o power and impact of appropriate voice and/or tone and persona
  • reciprocal nature of content and form in development of writing for performance
  • literary theory associated with play writing
  • writing for varied purposes including
  • personal and dramatic narratives
  • poetic oral performance formats
  • screenplay and multimedia productions
  • digital writing platforms
  • effective listening, speaking, and viewing
  • collaboration amongst peers, especially regarding peer reviews of multiple drafts and/or performances

Portfolio Development: Drawing - Honors (#0109310)

Grades:
9, 10, 11, 12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Drawing 1 &/or Two-Dimensional Studio Art courses before taking this course.

Prerequisites:

recommended: Drawing 1

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

Students work in a self-directed environment to develop a portfolio showing a body of their own work that visually explores a particular artistic concern, articulated and supported by a written artist's statement. Artists may work in, but are not limited to, content in drawing, painting, printmaking, and/or mixed media that emphasizes line quality, rendering of form, composition, surface manipulation, and/or illusion of depth. Students regularly reflect on aesthetics and art issues individually and as a group, and focus on expressive content that is progressively more innovative and representative of the student's artistic and cognitive growth. In keeping with the rigor expected in an accelerated setting, students' portfolios show personal vision and artistic growth over time, mastery of visual art skills and techniques, and evidence of sophisticated analytical and problem-solving skills based on their structural, historical, and cultural knowledge. Students are self-directed and display readiness for high levels of critical thinking, research, conceptual thinking, and creative risk-taking. This course incorporates hands-on activities and consumption of art materials.

General Notes

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.

Portfolio Development: Three-Dimensional Design Honors (#0109330)

Grades:
9, 10, 11, 12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Three-Dimensional Studio Art 1, 2, and 3 Honors before taking this course. 

Prerequisites:

recommended: Three-Dimensional Studio Art courses 

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

Students work in a self-directed environment to develop a portfolio showing a body of their own work that visually explores a particular artistic concern, articulated and supported by a written artist's statement. Artists may work in, but are not limited to, content in clay, wood, wire, glass, metal, jewelry, fabrics/fibers, fashion design, green design, industrial design, and/or objects for interior design or architecture that integrate 3-dimensional design issues in a purposeful way. Students regularly reflect on aesthetics and art issues individually and as a group, and manipulate the structural elements of art and organizational principles of design to create 3-dimensional works of art that are progressively more innovative and representative of the student's artistic and cognitive growth. In keeping with the rigor expected in an accelerated setting, students' portfolios show personal vision and artistic growth over time, mastery of visual art skills and techniques, and evidence of sophisticated analytical and problem-solving skills based on their structural, historical, and cultural knowledge. Students are self-directed and display readiness for high levels of critical thinking, research, conceptual thinking, and creative risk-taking. This course incorporates hands-on activities and consumption of art materials.

General Notes

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.

Portfolio Development: Two-Dimensional Design Honors (#0109320)

Grades:
9, 10, 11, 12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should have taken Two-Dimensional Studio Art 1, 2, and 3 Honors before taking this course. 

Prerequisites:

recommended: Two-Dimensional Studio Art courses

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

Students work in a self-directed environment to develop a portfolio showing a body of their own work that visually explores a particular artistic concern, articulated and supported by a written artist's statement. Artists may work in, but are not limited to, content in drawing, painting, printmaking, mixed media, traditional photography, digital photography, and/or new media and emerging technologies that demonstrate understanding of design principles as applied to a 2-dimensional surface. Students regularly reflect on aesthetics and art issues individually and as a group, and manipulate the structural elements of art and organizational principles of design to create 2-dimensional works of art that are progressively more innovative and representative of the student's artistic and cognitive growth. In keeping with the rigor expected in an accelerated setting, students' portfolios show personal vision and artistic growth over time, mastery of visual art skills and techniques, and evidence of sophisticated analytical and problem-solving skills based on their structural, historical, and cultural knowledge. Students are self-directed and display readiness for high levels of critical thinking, research, conceptual thinking, and creative risk-taking. This course incorporates hands-on activities and consumption of art materials.

General Notes

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.

Power Weight Training 1 (#1501410)

Grades:
10-12
GPA Weighting:
Reg.
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:

District EOC

Placement Consideration:

none

Prerequisites:

Weight Training 3

Next Course in Progression:
none
Other Information:
Approved Resources:

District-developed resources. . 

Course Description:

The purpose of this course is to develop the physical skills necessary to be competent in many forms of movement as it relates to powerlifting and weight training. The integration of fitness concepts throughout the content is critical to the success of this course.

Pre-Calculus Honors (#1202340)

Grades:
10,11
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

This course is only available for students in the Pre-AICE pathway. All other students should be enrolled into AP PreCalculus.

Prerequisites:

Completion of Algebra 2 Honors and teacher recommendation

Next Course in Progression:
AP Calculus AB, AP Stats, Dual Enrollment
Other Information:
Approved Resources:

Precalculus with Limits: A Graphing Approach 7/8 ed.

Course Description:

In Precalculus Honors, instructional time will emphasize six areas: (1) extending right triangle trigonometry to unit circle trigonometry and trigonometric functions; (2) extending understanding of functions to trigonometric; (3) developing understanding of conic sections; (4) representing and performing operations with complex numbers and vectors in the coordinate plane; (5) extending understanding of relations in the plane using parametric representations, including polar coordinates and (6) analyzing arithmetic and geometric sequences and series.

All clarifications stated, whether general or specific to Precalculus 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.

Preinternational Baccalaureate Biology 1 (#2000322Z)

Grades:
9
GPA Weighting:
Honors
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

Biology EOC

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

Preinternational Baccalaureate Chemistry 1 (#2003800)

Grades:
9,10
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

 https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/sc.pdf

Preinternational Baccalaureate English 1 Honors (#1001800)

Grades:
9
GPA Weighting:
Honors
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:
FSA ELA
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

Preinternational Baccalaureate French 1 (#0701800)

Grades:
9,10
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf

Preinternational Baccalaureate French 2 (#0701810)

Grades:
9,10
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf

Preinternational Baccalaureate Spanish 1 (#0708800)

Grades:
9,10
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

 https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf

Preinternational Baccalaureate Spanish 2 (#0708810)

Grades:
9,10
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf

Preinternational Baccalaureate Spanish 3 (#0708820)

Grades:
9,10
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf

Printmaking 1 (#0110300)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

Students experiment with the media and techniques used to create a variety of two-dimensional (2-D) artworks through the development of skills in printmaking. Media may include, but are not limited to intaglio, lithography, relief printing, and wood block printing. Students practice, and manipulate the structural elements of art to improve mark making and/or the organizational principles of design in a composition from observation, research, and/or imagination. Through the critique process, students evaluate and respond to their own work and that of their peers. This course incorporates hands-on activities and consumption of art materials.

Probability & Statistics with Applications Honors (#1210300)

Grades:
10,11, 12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

All EOC levels

Prerequisites:

Algebra 2 or Algebra 2 Honors and teacher recommendation.

Next Course in Progression:
AP Stats
Other Information:
Approved Resources:

Statistics and Probability with Applications - 3e BFW

Course Description:

In Probability and Statistics Honors, instructional time will emphasize four areas: (1) creating and interpreting data displays for univariate and bivariate categorical and numerical data; (2) comparing and making observations about populations using statistical data, including confidence intervals and hypothesis testing; (3) extending understanding of probability and probability distributions and (4) developing an understanding of methods for collecting statistical data, including randomized trials.

All clarifications stated, whether general or specific to Probability and Statistics 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.

Psychology 1 (#2107300)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
FAS/FMS- Yes, GSV E
NCAA:
Promotion Requirement:
Assessment:

District developed final.

Placement Consideration:

As an academic elective this course may be taken at any time 9th through 12th grade.

Prerequisites:

None

Next Course in Progression:
Psychology II
Other Information:
Approved Resources:

BFW Psychology in Everday Life

Course Description:

Through the study of psychology, students acquire an understanding of and an appreciation for human behavior, behavior interaction and the progressive development of individuals. The content examined in this first introductory course includes major theories and orientations of psychology, psychological methodology, memory and cognition, human growth and development, personality, abnormal behavior, psychological therapies, stress/coping strategies, and mental health.

Psychology 2 (#2107310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Promotion Requirement:
Assessment:

District developed final.

Placement Consideration:

As an academic elective, students are able to take this at any time through 9th -12th grades. Must meet prerequisite first.

Prerequisites:

Psychology 1

Next Course in Progression:
Other Information:
Approved Resources:

BFW- Psychology for Everyday

Course Description:

Through the study of psychology, students acquire an understanding of and an appreciation for human behavior, behavior interaction and the progressive development of individuals. The content examined in this second introductory course includes statistical research, psychobiology, motivation and emotion, sensation and perception, states of consciousness, psychological testing, and social psychology.

Research 1 (#1700300)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
No
Bright Futures:
FAS/FMS N, GSV E
NCAA:
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

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

Prerequisites:

No prerequisite required.

Next Course in Progression:
Research 2
Other Information:

N/A

Approved Resources:

N/A

Course Description:

The purpose of this course is to enable students to develop fundamental knowledge of the steps in the research process.

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

  • nature and purpose of research
  • research questions and hypotheses
  • research methods and procedures
  • review of literature and other resources
  • primary and secondary sources
  • directed investigations
  • organization of information
  • report formats, styles, and content
  • critical analysis of research
  • submission of a major independent research project

Research 2 (#1700310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
No
Bright Futures:
GSV E
NCAA:
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

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

Prerequisites:

Research 1

Next Course in Progression:
Research 3
Other Information:

N/A

Approved Resources:

N/A

Course Description:

The purpose of this course is to enable students to develop basic knowledge and skills in the research process with emphasis on determining and refining research questions.

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

  • research process
  • research topics
  • research questions and hypotheses
  • definition, analysis, and evaluation of research questions
  • review of literature and other resources
  • primary and secondary sources
  • formulation of hypotheses
  • organization of information
  • report formats, styles, and content
  • directed investigations -critical analysis of research

Research 3 (#1700320)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
No
Bright Futures:
FAS/FMS N, GSV E
NCAA:
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

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

Prerequisites:

Research 2

Next Course in Progression:
Consider other ELA and Reading Electives
Other Information:

N/A

Approved Resources:

N/A

Course Description:

The purpose of this course is to enable students to develop proficient knowledge and skills in the research process with emphasis on appropriate research design.

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

  • research process
  • experimental, descriptive, and historical research
  • research design and methodology
  • legal and ethical issues in research
  • research questions and hypotheses
  • review of literature and other resources
  • data collection, analysis, and statistics
  • report formats, styles, and content
  • investigations
  • critical analysis of research

Research 1 (#1700300)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
No
Bright Futures:
No
NCAA:
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

Students interested in scientific research and with availability in their schedule should be considered for placement.

Prerequisites:

None

Next Course in Progression:
Research 2 - 1700310
Other Information:

This course is designed to be offered in conjunction with other equally rigorous science courses and afford students the opportunity to conduct scientific research and experimentation.

Approved Resources:

N/A

Course Description:

The purpose of this course is to enable students to develop fundamental knowledge of the steps in the research process.

The content includes, but is not limited to, the following:

  • nature and purpose of research
  • research questions and hypotheses
  • research methods and procedures
  • review of literature and other resources
  • primary and secondary sources
  • directed investigations
  • organization of information
  • report formats, styles, and content
  • critical analysis of research
  • submission of a major independent research project

Research 2 (#1700310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
No
Bright Futures:
No
NCAA:
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

Students interested in scientific research and with availability in their schedule should be considered for placement.

Prerequisites:

Research 1 - 1700300

Next Course in Progression:
Research 3 - 1700320
Other Information:

This course is designed to be offered in conjunction with other equally rigorous science courses and afford students the opportunity to conduct scientific research and experimentation.

Approved Resources:

N/A

Course Description:

The purpose of this course is to enable students to develop basic knowledge and skills in the research process with emphasis on determining and refining research questions.

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

  • research process
  • research topics
  • research questions and hypotheses
  • definition, analysis, and evaluation of research questions
  • review of literature and other resources
  • primary and secondary sources
  • formulation of hypotheses
  • organization of information
  • report formats, styles, and content
  • directed investigations -critical analysis of research

Research 3 (#1700320)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
No
Bright Futures:
No
NCAA:
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

Students interested in scientific research and with availability in their schedule should be considered for placement.

Prerequisites:

Research 2 - 1700310    

Next Course in Progression:
AP Capstone Research - 1700510
Other Information:

This course is designed to be offered in conjunction with other equally rigorous science courses and afford students the opportunity to conduct scientific research and experimentation.

Approved Resources:

N/A

Course Description:

The purpose of this course is to enable students to develop proficient knowledge and skills in the research process with emphasis on appropriate research design.

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

  • research process
  • experimental, descriptive, and historical research
  • research design and methodology
  • legal and ethical issues in research
  • research questions and hypotheses
  • review of literature and other resources
  • data collection, analysis, and statistics
  • report formats, styles, and content
  • investigations
  • critical analysis of research

Soccer (#1503320)

Grades:
9-12
GPA Weighting:
4.0
SUS Admissions:
no
Bright Futures:
no
NCAA:
no
Promotion Requirement:
Assessment:

District EOC

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
None
Other Information:
Approved Resources:

District-developed resources. 

Course Description:

This course is designed to teach basic soccer skills, and develop an understanding of rules and game play. 

Sociology (#2108300)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Promotion Requirement:
Assessment:

District developed final.

Placement Consideration:

Sociology is a semester academic elective that may be taken at any semester point from 9th -12th grade. Traditionally students take the course in conjunction with Psychology.

Prerequisites:

No prerequisite is required.

Next Course in Progression:
N/A
Other Information:
Approved Resources:

HMH - Sociology

Course Description:

Through the study of sociology, students acquire an understanding of group interaction and its impact on individuals in order that they may have a greater awareness of the beliefs, values and behavior patterns of others. In an increasingly interdependent world, students need to recognize how group behavior affects both the individual and society.

Softball (#1503330)

Grades:
9-12
GPA Weighting:
4.0
SUS Admissions:
Bright Futures:
NCAA:
yes
Promotion Requirement:
Assessment:

Principal approved EOC. 

Placement Consideration:

none

Prerequisites:

none

Next Course in Progression:
none
Other Information:
Approved Resources:

This course is designed to develop basic softball skills, and develop a better understanding of rules and gameplay. 

Course Description:

Spanish 1 (#0708340)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

District Develop Assessment

Placement Consideration:

Please, refer to the course progression.

Prerequisites:

None

Next Course in Progression:
Spanish 2
Other Information:
Approved Resources:

Avancemos Level 1

Course Description:

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

Spanish 2 (#0708350)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

District Develop Assessment

Placement Consideration:

Please, refer to the course progression.

Prerequisites:

Spanish 1

Next Course in Progression:
Spanish 3
Other Information:
Approved Resources:

Avancemos Level 2

Course Description:

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

Spanish 3 Honors (#0708360)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

District Develop Assessment

Placement Consideration:

Please, refer to the course progression.

Prerequisites:

Spanish 2 (0708350)

Next Course in Progression:
Spanish 4 Honors (0708370) or Advanced Placement Spanish Language & Culture (0708400)
Other Information:

Please, refer to the course progression.

Approved Resources:

Avancemos Level 3

Course Description:

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

Spanish 4 Honors (#0708370)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

District Develop Assessment

Placement Consideration:

Please, refer to the course progression.

Prerequisites:

Spanish 3 Honors (0708360)

Next Course in Progression:
Spanish 5 Honors (0708380) or Advanced Placement Spanish Language and Culture (0708400)
Other Information:

Course Level: 2

Approved Resources:

Avancemos Level 4

Course Description:

Spanish 4 expands the skills acquired by the students in Spanish 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, including writing. Reading selections are varied and taken from the target language newspapers, magazines, and literary works.

Spanish for Spanish Speakers 1 (#0709300)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
FAS / FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

Principal's approved assessment

Placement Consideration:

Please, refer to the course progression.

Prerequisites:

n/a

Next Course in Progression:
Spanish 2 or Spanish for Spanish Speakers 2
Other Information:
Approved Resources:

Teacher-created resources and Avancemos Level 1 Heritage Speaker Resources

Course Description:

The purpose of this course is to enable students whose heritage language is Spanish to develop, maintain, and enhance proficiency in their heritage language by reinforcing and acquiring skills in listening, speaking, reading, and writing, including the fundamentals of Spanish grammar. Language Arts Standards are also included in this course to enable students to become literate in the Spanish language and gain a better understanding of the nature of their own language as well as other languages to be acquired.

The course content will reflect the cultural values of the Spanish language and societies.

Spanish for Spanish Speakers 2 (#0709310)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Yes
Promotion Requirement:
Assessment:

Principal's approved assessment

Placement Consideration:

Please, refer to the course progression.

Prerequisites:

Spanish 1 or Spanish for Spanish Speakers 1

Next Course in Progression:
Spanish 3
Other Information:
Approved Resources:

Teacher-created resources and Avancemos Level 2 Heritage Speaker Resources

Course Description:

The purpose of this course is to enable students whose heritage language is Spanish to develop, maintain, and enhance proficiency in their heritage language by reinforcing and expanding skills in listening, speaking, reading, and writing, as well as Spanish grammar skills acquired in Spanish for Spanish Speakers 1. Students are exposed to a variety of Spanish literary genres and authors. Language Arts Standards are also included in this course to enable students to become literate in Spanish and gain a better understanding of the nature of their own language as well as other languages to be acquired.

The course content will continue reflecting the cultural values of the Spanish language and societies.

Speech 1 (#1007300)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
E
Bright Futures:
FAS/FMS No, GSV Yes
NCAA:
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

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

Prerequisites:

No prerequisite required.

Next Course in Progression:
Speech 2
Other Information:

N/A

Approved Resources:

N/A

Course Description:

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 in a variety of given settings.

Speech 2 (#1007310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
E
Bright Futures:
FAS/FMS N, GSV Y
NCAA:
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

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

Prerequisites:

Speech 1

Next Course in Progression:
Consider other ELA and Reading Electives.
Other Information:

N/A

Approved Resources:

N/A

Course Description:

The purpose of this course is to continue developing students' awareness, understanding, and application of language arts as they apply to oral communication concepts and formats.

Sports Officiating (#1502500)

Grades:
9-12
GPA Weighting:
4.0
SUS Admissions:
No
Bright Futures:
FAS/FMS no, GSV-C
NCAA:
No
Promotion Requirement:
Assessment:

Principal approved EOC 

Placement Consideration:

none

Prerequisites:

none

Next Course in Progression:
none
Other Information:
Approved Resources:

District-approved resources. 

Course Description:

This course is designed to students about different sports rules and regulations. Students will also be taught how to officiate certain sports, and how to become a youth sports or FHSAA official. 

Team Sports 1 (#1503350)

Grades:
9-12
GPA Weighting:
No
SUS Admissions:
No
Bright Futures:
FAS/FMS No, GSV-C
NCAA:
No
Promotion Requirement:
Assessment:
Placement Consideration:
Prerequisites:
Next Course in Progression:
Team Sports 2
Other Information:
Approved Resources:
Course Description:

The purpose of this course is to develop the physical skills necessary to be competent in many forms of movement, knowledge of team sports concepts such as offensive and defensive strategies and tactics, and appropriate social behaviors within a team or group setting. The integration of fitness concepts throughout the content is critical to the success of this course.

Team Sports 2 (#1503360)

Grades:
9-12
GPA Weighting:
4.0
SUS Admissions:
no
Bright Futures:
no
NCAA:
no
Promotion Requirement:
Assessment:

District EOC

Placement Consideration:

none. 

Prerequisites:

Team Sports 1

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

The purpose of this course is to develop the physical skills necessary to be competent in many forms of movement, knowledge of team sports concepts such as offensive and defensive strategies and tactics, and appropriate social behaviors within a team or group setting. The integration of fitness concepts throughout the content is critical to the success of this course.

Technical Theatre Design & Production 1 (#0400410)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Technical Theatre Design & Production 2
Other Information:
Approved Resources:
Course Description:

Students focus on developing the basic tools and procedures for creating elements of technical theatre, including costumes, lighting, makeup, properties (props), publicity, scenery, and sound. Technical knowledge of safety procedures and demonstrated safe operation of theatre equipment, tools, and raw materials are central to success in this course. Students explore and learn to analyze dramatic scripts, seeking production solutions through historical, cultural, and geographic research. Students also learn the basics of standard conventions of design presentation and documentation; the organizational structure of theatre production and creative work in a collaborative environment; and the resulting artistic improvement. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend or participate in technical work, rehearsals, and/or performances beyond the school day to support, extend, and assess learning in the classroom.

Technical Theatre Design & Production 2 (#0400420)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Technical Theatre Design & Production 1 before taking Technical Theatre Design & Productin 2. 

Prerequisites:

Technical Theatre Design & Production 1 (or equivalent)

Next Course in Progression:
Technical Theatre Design & Production 3
Other Information:
Approved Resources:
Course Description:

Students focus on the design and safe application of basic tools and procedures to create elements of technical theatre, including costumes, lighting, makeup, properties (props), publicity, scenery, and sound. Students develop assessment and problem-solving skills; the ability to connect selected literature to a variety of cultures, history, and other content areas. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend or participate in technical work, rehearsals, and/or performances beyond the school day to support, extend, and assess learning in the classroom.

Technical Theatre Design & Production 3 (#0400430)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Technical Theatre Design & Production 1 & 2 before taking Technical Theatre Design & Production 3.

Prerequisites:

Technical Theatre Design & Production 2 (or equivalent) 

Next Course in Progression:
Technical Theatre Design & Production 4 Honors
Other Information:
Approved Resources:
Course Description:

Students regularly reflect on aesthetics and issues related to and addressed through theatre, and create within various aspects of theatre. Student designers and technicians assemble a portfolio that showcases a body of work representing artistic growth over time; growing command of theatre skills and techniques in one or more areas; and evidence of significant oral and written analytical and problem-solving skills. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend or participate in technical work, rehearsals, and/or performances beyond the school day to support, extend, and assess learning in the classroom.

Technical Theatre Design & Production 4 Honors (#0400440)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Technical Theatre Design & Production 1, 2, & 3 before taking Technical Theatre Design & Production 4 Honors.

Prerequisites:

Technical Theatre Design & Production 3 (or equivalent) 

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

Students regularly reflect on aesthetics and issues related to and addressed through theatre, and create within various aspects of theatre in ways that are progressively more innovative. Students analyze increasingly more sophisticated theatre literature to inform the work of developing technical design and production pieces for one-acts or a larger production. Students assemble a portfolio that showcases an extensive body of work representing personal vision and artistic growth over time. 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.

Tennis 1 (#1504500)

Grades:
9-12
GPA Weighting:
reg.
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:

Principal approved EOC. 

Placement Consideration:

none. 

Prerequisites:

none. 

Next Course in Progression:
Tennis 2
Other Information:
Approved Resources:

District-approved resources. 

Course Description:

This course is designed to teach basic tennis skills, concepts, and game rules. 

Tennis 2 (#1504510)

Grades:
9-12
GPA Weighting:
reg.
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:

Principal approved EOC.

Placement Consideration:
Prerequisites:

Tennis 1

Next Course in Progression:
none
Other Information:
Approved Resources:

District-developed resources. 

Course Description:

The course is designed to develop skills around match play, and continue to develop overall tennis skills. 

Theatre 1 (#0400310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Theatre 2
Other Information:
Approved Resources:
Course Description:

This course is designed for students with little or no theatre experience, and promotes enjoyment and appreciation for all aspects of theatre. Classwork focuses on the exploration of theatre literature, performance, historical and cultural connections, and technical requirements. Improvisation, creative dramatics, and beginning scene work are used to introduce students to acting and character development. Incorporation of other art forms in theatre also helps students gain appreciation for other art forms, such as music, dance, and visual art.

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

Theatre 2 (#0400320)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Theatre 1 before taking Theatre 2. 

Prerequisites:

Theatre 1 (or equivalent) 

Next Course in Progression:
Theatre 3 Honors
Other Information:
Approved Resources:
Course Description:

This course is designed for students with a year of experience or more, and promotes enjoyment and appreciation for all aspects of theatre through opportunities to build significantly on existing skills. Classwork focuses on characterization, playwriting, and playwrights’ contributions to theatre; while improvisation, creative dramatics, and scene work are used to help students challenge and strengthen their acting skills and explore the technical aspect of scene work.

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

Theatre 3 Honors (#0400330)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Theatre 1 & 2 before taking Theatre 3 Honors. 

Prerequisites:

Theatre 2 (or equivalent)

Next Course in Progression:
Theatre 4 Honors
Other Information:
Approved Resources:
Course Description:

This course is designed for students with significant experience in theatre, and promotes depth of engagement and lifelong appreciation for theatre through a broad spectrum of teacher-assigned and self-directed study and performance. Students regularly reflect on aesthetics and issues related to and addressed through theatre, and create within various aspects of theatre in ways that are progressively more innovative. In keeping with the rigor expected in an accelerated setting, students assemble a portfolio that showcases a significant body of work representing personal vision and artistic growth over time; mastery of theatre skills and techniques in one or more areas; and evidence of significant oral and written analytical and problem-solving skills based on their structural, historical, and cultural knowledge.

Special Note: This course requires 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.

Theatre 4 Honors (#0400340)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

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

Prerequisites:

Theatre 3 Honors (or equivalent) 

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

This course is designed for students with extensive experience in theatre, and promotes significant depth of engagement and lifelong appreciation for theatre through a broad spectrum of primarily self-directed study and performance. In keeping with the rigor expected in an accelerated setting, students assemble a portfolio that showcases a significant body of work representing personal vision and artistic growth over time; mastery of theatre skills and techniques in one or more areas; and evidence of sophisticated oral and written analytical and problem-solving skills based on their structural, historical, and cultural knowledge.

Special Note: This course requires 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.

Theatre Improvisation (#0400620)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

Students learn to communicate effectively, both verbally and non-verbally; develop and build critical listening and collaborative skills, and think and solve problems quickly and appropriately on the spot, which transfers well to academic, career, and social arenas. Through collaboration, communication, and performance activities, students engage in improvisation as a stand-alone art form and as an acting methodology. 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.

Theatrical Direction and Stage Management 1 (#0400500)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

Students learn how to select, organize, and mount formal and informal staged productions by means of exploring the leadership roles of director and stage manager. Students focus on the nature and responsibilities of the director and stage manager in relation to the entire production team; the effect of the director's concept on the overall production; vocabulary and principles of the various elements of play production; techniques used to create an effective theatre work; and basic knowledge and application of staging. 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.

Three-Dimensional Studio Art 1 (#0101330)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

District Final

Placement Consideration:
Prerequisites:

None

Next Course in Progression:
Three-Dimensional Studio Art 2
Other Information:
Approved Resources:
Course Description:

Students explore how space, mass, balance, and form combine to create aesthetic forms or utilitarian products and structures. Instruction may include, but is not limited to, content in green or industrial design, sculpture, ceramics, or building arts. Media may include, but are not limited to, clay, wood, plaster, and paper maché 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 3-D 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.

Three-Dimensional Studio Art 2 (#0101340)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

Students should take Three-Dimensional Studio Art 1 before taking this course.

Prerequisites:

recommended: Three-Dimensional Studio Art 1

Next Course in Progression:
Three-Dimensional Studio Art 3 Honors
Other Information:
Approved Resources:
Course Description:

Students explore spatial relationships through the use of nonobjective, abstract, or representational forms, products, or structures. Instruction may include, but is not limited to, content in green or industrial design, sculpture, ceramics, or building arts. Processes and techniques for substitution include wheel-thrown clay, glaze formulation and application, or extruded, cast, draped, molded, laminated, or soft forms. Media may include, but are not limited to, clay, wood, metal, plaster, paper maché, and plastic with consideration of the workability, durability, cost, and toxicity of the media used. 3-D 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 3-D 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.

Three-Dimensional Studio Art 3 Honors (#0101350)

Grades:
9, 10, 11, 12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Students should take Three-Dimensional Studio Art 1 and 2 before taking this course.

Prerequisites:

recommended: Three-Dimensional Studio Art 2

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

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, but is not limited to, content in green or industrial design, sculpture, ceramics, or building arts. 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. 3-D artists experiment with processes, techniques, and media, which may include, but are not limited to, creating maquettes, casting and kiln-firing techniques, stone carving, mold making, or working with glass, cement, PVC piping, or structures scaled to human existence. Craftsmanship and quality are reflected in the surface and structural qualities of the completed art forms. Students in the 3-D 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.

General Notes

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.

Two-Dimensional Studio Art 1 (#0101300)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Two-Dimensional Studio Art 2
Other Information:
Approved Resources:

Davis Art

Course Description:

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, painting, printmaking, collage, and/or design. 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.

Two-Dimensional Studio Art 2 (#0101310)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

District Final

Placement Consideration:

Student should take Two-Dimensional Studio Art 1 before taking this course. 

Prerequisites:

recommended: Two-Dimensional Studio Art 1

Next Course in Progression:
Two-Dimensional Studio Art 3 Honors
Other Information:
Approved Resources:

Davis Art

Course Description:

Students develop and refine technical skills and create 2-D compositions with a variety of media in drawing, painting, printmaking, collage, and/or design. Student artists sketch, manipulate, and refine the structural elements of art to improve mark-making and/or the organizational principles of design in a composition from observation, research, and/or imagination. Through the critique process, students evaluate and respond to their own work and that of their peers. This course incorporates hands-on activities and consumption of art materials.

Two-Dimensional Studio Art 3 Honors (#0101320)

Grades:
9, 10, 11, 12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Student should take Two-Dimensional Studio Art 1 and 2 before taking this course. 

Prerequisites:

recommended: Two-Dimensional Studio Art 2

Next Course in Progression:
NA
Other Information:
Approved Resources:

Davis Art

Course Description:

Students demonstrate proficiency in the conceptual development of content in drawing, painting, printmaking, collage, and/or design to create self-directed or collaborative 2-D artwork suitable for inclusion in a portfolio. Students produce works that show evidence of developing craftsmanship and quality in the composition. Through the critique process, students evaluate and respond to their own work and that of their peers. Through a focused investigation of traditional techniques, historical and cultural models, and individual expressive goals, students begin to develop a personal art style. This course incorporates hands-on activities and consumption of art materials.

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.

United States Government (#2106310)

Grades:
11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

FCLE - Florida Civics Literacy Exam

Placement Consideration:

In Pasco County course progression this course is recommended for 12th grade, after the student has taken a US History course.

Prerequisites:

M/J Civics or M/J Civics Adavanced

M/J U.S. History or M/J U.S. History Advanced

M/J World History  ot M/J World History Honors

World History or World History Honors

U.S. History or U.S. History Honors

Next Course in Progression:
N/A
Other Information:
Approved Resources:

McGraw Hill, United States Government & Civics, Florida Edition

Course Description:

The grade 9-12 United States Government course consists of the following content area strands: Geography, Civics and Government. The primary content for the course pertains to the study of government institutions and political processes and their historical impact on American society. Content should include, but is not limited to, the functions and purpose of government, the function of the state, the constitutional framework, federalism, separation of powers, functions of the three branches of government at the local, state and national level, and the political decision-making process.

United States Government Honors (#2106320)

Grades:
11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
No
Promotion Requirement:
Assessment:

FLCE - Florida Civics Literacy Exam

Placement Consideration:

In Pasco County course progression this course is recommended for 12th grade, after the student has taken a US History course.

Prerequisites:

M/J Civics or M/J Civics Adavanced

M/J U.S. History or M/J U.S. History Advanced

M/J World History  ot M/J World History Honors

World History or World History Honors

U.S. History or U.S. History Honors

Next Course in Progression:
N/A
Other Information:
Approved Resources:

McGraw Hill, United States Government & Civics, Florida Edition

Course Description:

The grade 9-12 United States Government course consists of the following content area strands: Geography, Civics and Government. The primary content for the course pertains to the study of government institutions and political processes and their historical impact on American society. Content should include, but is not limited to, the functions and purpose of government, the function of the state, the constitutional framework, federalism, separation of powers, functions of the three branches of government at the local, state and national level, and the political decision-making process.

Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research-based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects).

United States History (#2100310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

US History EOC

Placement Consideration:

In Pasco County course progression this course is recommended for 11th grade.

Prerequisites:

M/J Civics or M/J Civics Adavanced

M/J U.S. History or M/J U.S. History Advanced

M/J World History  ot M/J World History Honors

World History or World History Honors

Next Course in Progression:
U.S. Government and/or Economics with Financial Literacy
Other Information:
Approved Resources:

Pearson U.S. History

Course Description:

The grade 9-12 United States History course consists of the following content area strands:  United States History, Geography, and Humanities.  The primary content emphasis for this course pertains to the study of United States history from Reconstruction to the present day.  Students will be exposed to the historical, geographic, political, economic and sociological events which influenced the development of the United States and the resulting impact on world history.  So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events which occurred before the end of Reconstruction.

United States History Honors (#2100320)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
Yes
Promotion Requirement:
Assessment:

U.S. History EOC

Placement Consideration:

In Pasco County course progression this course is recommended for 11th grade.

Prerequisites:

M/J Civics or M/J Civics Adavanced

M/J U.S. History or M/J U.S. History Advanced

M/J World History  ot M/J World History Honors

World History or World History Honors

Next Course in Progression:
U.S. Government and/or Economics with Financial Literacy
Other Information:
Approved Resources:

Pearson U.S. History

Course Description:

The grade 9-12 United States History course consists of the following content area strands: United States History, Geography, and Humanities. The primary content emphasis for this course pertains to the study of United States history from Reconstruction to the present day. Students will be exposed to the historical, geographic, political, economic, and sociological events which influenced the development of the United States and the resulting impact on world history. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events which occurred before the end of Reconstruction.

Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research-based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects).

Vocal Ensemble 1 (#1303440)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
N/A
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Vocal Ensemble 2
Other Information:
Approved Resources:
Course Description:

Students with little or no experience in a vocal ensemble develop basic musicianship and ensemble performance skills through the study of basic, high-quality music in diverse styles. Student musicians focus on building foundational music techniques, music literacy, listening skills, and aesthetic awareness. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

Vocal Ensemble 2 (#1303450)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
N/A
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Should have Vocal Ensemble 1 or equivalent 

Prerequisites:

Vocal Ensemble 1 or equivalent 

Next Course in Progression:
Vocal Ensemble 3
Other Information:
Approved Resources:
Course Description:

Students with previous vocal ensemble experience continue building musicianship and performance skills through the study of high-quality music in diverse styles. Student musicians learn to self-assess and collaborate as they rehearse, perform, and study relevant musical styles and time periods. 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.

Vocal Ensemble 3 (#1303460)

Grades:
9, 10, 11, 12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
N/A
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Should have Vocal Ensemble 1 & 2 or equivalent

Prerequisites:

Vocal Ensemble 1 & 2 or equivalent

Next Course in Progression:
Vocal Ensemble 4 (honors)
Other Information:
Approved Resources:
Course Description:

Students strengthen vocal ensemble performance skills, music literacy, and analytical skills through the study of high-quality music in diverse styles. Student musicians learn to self-assess and collaborate as they rehearse, perform, and study relevant history and cultures. 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.

Vocal Ensemble 4 (honors) (#13034470)

Grades:
9, 10, 11, 12
GPA Weighting:
Yes
SUS Admissions:
Bright Futures:
NCAA:
N/A
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

Should have Vocal Ensemble 1, 2, 3 or equivalent

Prerequisites:

Vocal Ensemble 1, 2, 3 or equivalent

Next Course in Progression:
None
Other Information:
Approved Resources:
Course Description:

Students with extensive vocal ensemble experience refine their critical listening, music literacy, and ensemble skills through the study, rehearsal, and performance of high-quality, advanced literature. Students use reflection and problem-solving skills with increasing independence to improve their performance and musical expressivity. 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.

Volleyball 1 (#1505500)

Grades:
9-12
GPA Weighting:
4.0
SUS Admissions:
no
Bright Futures:
no
NCAA:
no
Promotion Requirement:
Assessment:

EOC

Placement Consideration:
Prerequisites:

none

Next Course in Progression:
Volleyball 2
Other Information:
Approved Resources:
Course Description:

The purpose of this course is to develop the physical skills necessary to be competent in many forms of movement, knowledge of Volleyball concepts such as offensive and defensive strategies and tactics, and appropriate social behaviors within a team or group setting. The integration of fitness concepts throughout the content is critical to the success of this course.

Volleyball 2 (#1505510)

Grades:
9-12
GPA Weighting:
4.0
SUS Admissions:
no
Bright Futures:
no
NCAA:
no
Promotion Requirement:
Assessment:

EOC

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

The purpose of this course is to develop the physical skills necessary to be competent in many forms of movement, knowledge of volleyball concepts such as offensive and defensive strategies and tactics, and appropriate social behaviors within a team or group setting. The integration of fitness concepts throughout the content is critical to the success of this course.

Weight Training 1 (#1501340)

Grades:
9-12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:

District EOC

Placement Consideration:
Prerequisites:
Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

The purpose of this course is to develop the physical skills necessary to be competent in many forms of movement as it relates to weight training. The integration of fitness concepts throughout the content is critical to the success of this course.

Weight Training 2 (#1501350)

Grades:
9-12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:

District EOC

Placement Consideration:
Prerequisites:

Weight Training 1

Next Course in Progression:
Weight Training 3
Other Information:
Approved Resources:
Course Description:

The purpose of this course is to develop the physical skills necessary to be competent in many forms of movement as it relates to weight training. The integration of fitness concepts throughout the content is critical to the success of this course.

Weight Training 3 (#1501360)

Grades:
9-12
GPA Weighting:
SUS Admissions:
Bright Futures:
NCAA:
Promotion Requirement:
Assessment:

District EOC

Placement Consideration:
Prerequisites:

Weight Training 2

Next Course in Progression:
Power Weight Training 1
Other Information:
Approved Resources:

District-approved resources. 

Course Description:

The purpose of this course is to develop the physical skills necessary to be competent in many forms of movement as it relates to Olympic weight training techniques. The integration of fitness concepts throughout the content is critical to the success of this course.

World Cultural Geography (#2103300)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
FAS/FMS Y GSV E
NCAA:
Promotion Requirement:
Assessment:

District Developed Final

Placement Consideration:

World Cultural Geography is an academic elective that is ideal for 9th grade students.  It is a full year course that allows students to learn strands that will provide a solid foundation in taking AP Human Geography or World History courses in their 10th grade year.

Prerequisites:

No prerequisite is required.

Next Course in Progression:
None
Other Information:
Approved Resources:

TCI - Geography Alive!

Course Description:

The grade World Cultural Geography 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 world cultural regions in terms of location, physical characteristics, demographics, historical changes, land use, and economic activity. Content should include, but is not limited to, the use of geographic tools and skills to gather and interpret data and to draw conclusions about physical and human patterns, the relationships between physical geography and the economic, political, social, cultural and historical aspects of human activity, patterns of population growth and settlement in different cultures and environments, the interaction between culture and technology in the use, alteration and conservation of the physical environment, and the interrelationships and interdependence of world cultures.

World Dance (#0300300)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Bright Futures:
NCAA:
NA
Promotion Requirement:
Assessment:

Principal Approved Final

Placement Consideration:

None

Prerequisites:

None

Next Course in Progression:
Other Information:
Approved Resources:
Course Description:

Students actively explore formal and folk dance from a variety of cultures and sub-cultures around the world over time. Students may use timelines to guide their study of art history, dance history, and technology, or they may investigate dance customs globally and in real time using technology and the community's cultural resources. Inquiry may include, but is not limited to, political and social influences, traditional and non-traditional attire, and the use of associated objects in various cultural dances. 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.

World History (#2109310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
No
Promotion Requirement:
Assessment:

District developed final

Placement Consideration:

In Pasco County course progression this course is recommended for 10th grade.

Prerequisites:

M/J Civics or M/J Civics Adavanced

M/J U.S. History or M/J U.S. History Advanced

M/J World History  ot M/J World History Honors

Next Course in Progression:
U.S. History or U.S. History Honors
Other Information:
Approved Resources:

Pearson World History

Course Description:

The grade 9-12 World History course consists of the following content area strands:  World History, Geography and Humanities.  This course is a continued in-depth study of the history of civilizations and societies from the middle school course, and includes the history of civilizations and societies of North and South America.  Students will be exposed to historical periods leading to the beginning of the 21st Century.  So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events from ancient and classical civilizations.

World History Honors (#2109320)

Grades:
9,10,11,12
GPA Weighting:
Yes
SUS Admissions:
Yes
Bright Futures:
Yes
NCAA:
No
Promotion Requirement:
Assessment:

District developed final

Placement Consideration:

In Pasco County course progression this course is recommended for 9th or 10th grade.

Prerequisites:

M/J Civics or M/J Civics Adavanced

M/J U.S. History or M/J U.S. History Advanced

M/J World History  ot M/J World History Honors

Next Course in Progression:
U.S. History or U.S. History Honors
Other Information:
Approved Resources:

Pearson World History

Course Description:

The grade 9-12 World History course consists of the following content area strands: World History, Geography and Humanities. This course is a continued in-depth study of the history of civilizations and societies from the middle school course, and includes the history of civilizations and societies of North and South America. Students will be exposed to historical periods leading to the beginning of the 21st Century. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events from ancient and classical civilizations.

Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research-based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects).

Writing 1 (#1009300)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
E
Bright Futures:
FAS/FMS N, GSV E
NCAA:
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

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

Prerequisites:

No prerequisite required.

Next Course in Progression:
Writing 2
Other Information:

N/A

Approved Resources:

N/A

Course Description:

The purpose of this course is to enable students to develop and use developmental writing and language skills in a variety of writing formats for argumentative, informative, and literary analysis purposes to ensure preparation for college and career readiness.

Writing 2 (#1009310)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
E
Bright Futures:
FAS/FMS N, GSV E
NCAA:
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

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

Prerequisites:

Writing 1

Next Course in Progression:
Consider other ELA and Reading Electives.
Other Information:

N/A

Approved Resources:

N/A

Course Description:

The purpose of this course is to enable students to develop and use grade level 11-12 writing and language skills in a variety of writing formats for argumentative, informative, and narrative purposes to ensure preparation for college and career readiness.

Writing for College Success (#1009370)

Grades:
9,10,11,12
GPA Weighting:
No
SUS Admissions:
No
Bright Futures:
FAS/FMS N, GSV E
NCAA:
Promotion Requirement:
Assessment:

Principal Approved Assessment

Placement Consideration:

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

Prerequisites:

No prerequisite required.

Next Course in Progression:
Consider other ELA and Reading Electives.
Other Information:

N/A

Approved Resources:

N/A

Course Description:

This course is targeted for students who are not "college-ready" in writing. This course incorporates language study, the practice of writing craft strategies, and the analysis of writing selections to develop critical writing skills necessary for success in college courses, preparing students for successful completion of Florida college English courses requiring extensive grade-level writing. The benchmarks reflect the Florida College Competencies necessary for entry-level college courses.


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