The next School Board meeting will be held on Tuesday, December 17, 2024, at 6:00 p.m. in the Board room in Building 3.
Principal Approved Final
None
None
Through improvisation, simple scripted scenes, performance projects, and/or practical application, students learn to identify what makes performances believable and explore the tools used to create, articulate, and execute them. Upon completion of this course, students have a strong foundation for future scene work, script analysis, and play production. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.
Principal Approved Final
Students should take Acting 1 before taking Acting 2.
Acting 1 (or equivalent)
Students examine the various dimensions of characters through analysis, discussion, and classroom performance, working with scripts from a variety of time periods and cultures. They learn to break down a scene from a character’s point of view, and also learn to sustain a character and build the relationship between actor and audience. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.
Principal Approved Final
Students should take Acting 1 & 2 before taking Acting 3.
Acting 2 (or equivalent)
Students focus on development of significant acting skills and knowledge of the actor’s literature, compiling a working actor’s portfolio for exhibition and/or the interview process. They research potential job opportunities in the film, television, game animation, and theatre industries, as well as scholarships and opportunities available at the university level. An inquiry-based capstone project may be required. Public performances may serve as a culmination of specific instructional goals. Students may be required to participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.
Principal Approved Final
Students should take Acting 1, 2, & 3 before taking Acting 4 Honors.
Acting 3 (or equivalent)
Students create characters for theatrical and film/video productions through scene, character, and technical analysis. Through improvisation, script writing, and aesthetic creation and collaboration, actors refine their working knowledge and independent thought, articulating and justifying their creative choices. Students’ “critical eye” becomes more developed and significant mastery of artistic choices becomes evident. An inquiry-based capstone project may be required. Public performances may serve as a culmination of specific instructional goals. Students may be required to participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
Advanced Placement Biology Exam
Students should have successfully completed high school courses in biology and chemistry.
Students should have successfully completed high school courses in biology and chemistry.
College Board AP Biology course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-biology/course-audit
AP Biology is an introductory college-level biology course. Students cultivate their understanding of biology through inquiry-based investigations as they explore topics like evolution, energetics, information storage and transfer, and system interactions.
Advanced Placement Calculus AB
Before studying calculus, all students should complete the equivalent of four years of secondary mathematics designed for college-bound students: courses that should prepare them with a strong foundation in reasoning with algebraic symbols and working with algebraic structures. Prospective calculus students should take courses in which they study algebra, geometry, trigonometry, analytic geometry, and elementary functions. These functions include linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, and piecewise-defined functions. In particular, before studying calculus, students must be familiar with the properties of functions, the composition of functions, the algebra of functions, and the graphs of functions. Students must also understand the language of functions (domain and range, odd and even, periodic, symmetry, zeros, intercepts, and descriptors such as increasing and decreasing). Students should also know how the sine and cosine functions are defined from the unit circle and know the values of the trigonometric functions at the numbers 0, ,,, 6432 ππππ , and their multiples. Students who take AP Calculus BC should have basic familiarity with sequences and series, as well as some exposure to parametric and polar equations.
Pre-Calculus
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-calculus-ab/course-audit
AP Calculus AB is a course designed to offer students college level mathematics under the guidelines of the Advanced Placement Program. Topics shall include, but not limited to, elementary functions, hyperbolic functions, limits and continuity, derivatives, differentiation including partial differentiation, applications of the derivative, anti-derivatives, definite integrals, indeterminate forms, and applications of the integral. The student enrolled in this course will be expected to take the Advanced Placement Examination in Calculus AB.
Advanced Placement Calculus BC exam
AP Calculus AB
Before studying calculus, all students should complete the equivalent of four years of secondary mathematics designed for college-bound students: courses that should prepare them with a strong foundation in reasoning with algebraic symbols and working with algebraic structures. Prospective calculus students should take courses in which they study algebra, geometry, trigonometry, analytic geometry, and elementary functions. These functions include linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, and piecewise-defined functions. In particular, before studying calculus, students must be familiar with the properties of functions, the composition of functions, the algebra of functions, and the graphs of functions. Students must also understand the language of functions (domain and range, odd and even, periodic, symmetry, zeros, intercepts, and descriptors such as increasing and decreasing). Students should also know how the sine and cosine functions are defined from the unit circle and know the values of the trigonometric functions at the numbers 0, ,,, 6432 ππππ , and their multiples. Students who take AP Calculus BC should have basic familiarity with sequences and series, as well as some exposure to parametric and polar equations.
AP Calculus AB
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-calculus-bc/course-audit
Advanced Placement Calculus BC is a course designed to offer students college level mathematics under the guidance of the Advanced Placement Program. Topics shall include, but not be limited to, elementary functions, hyperbolic functions, limits and continuity, derivatives, differentiation including partial differentiation, applications of the derivatives, anti-derivatives, definite integrals, indeterminate forms, applications of the integral and sequences of real numbers, convergence, and elementary differential equations. The student enrolled in this course will be expected to take the Advanced Placement Exam in Calculus BC.
Advanced Placement Chemistry Exam
Students should have successfully completed a general high school chemistry course and Algebra II.
Students should have successfully completed a general high school chemistry course and Algebra II.
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-chemistry/course-audit
AP Chemistry is an introductory college-level chemistry course. Students cultivate their understanding of chemistry through inquiry-based lab investigations as they explore the four Big Ideas: scale, proportion, and quantity; structure and properties of substances; transformations; and energy.
Advanced Placement Comparative Government and Politics Exam
Successful completion of US Gov't or AP US Gov't
Successful completion of US Gov't or AP US Gov't
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-comparative-government-and-politics/course-audit
AP Comparative Government and Politics is an introductory college-level course in comparative government and politics.The course uses a comparative approach to examine the political structures; policies; and political, economic, and social challenges of six selected countries: China, Iran, Mexico, Nigeria, Russia, and the United Kingdom. Students cultivate their understanding of comparative government and politics through analysis of data and text-based sources as they explore topics like power and authority, legitimacy and stability, democratization, internal and external forces, and methods of political analysis.
Advanced Placement Computer Science A Exam
It is recommended that a student in the AP Computer Science A course has successfully completed a first-year high school algebra course with a strong foundation of basic linear functions, composition of functions, and problem-solving strategies that require multiple approaches and collaborative efforts. In addition, students should be able to use a Cartesian (x, y) coordinate system to represent points on a plane. It is important that students and their advisers understand that any significant computer science course builds upon a foundation of mathematical reasoning that should be acquired before attempting such a course.
AP Computer Science Principals
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-computer-science-a/course-audi
The course description for this Advanced Placement courses is located on the College Board site at http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/index.html
Advanced Placement Computer Science Principles Exam
It is recommended that students in the AP Computer Science Principles course have successfully completed a first-year high school algebra course with a strong foundation of basic linear functions, composition of functions, and problem-solving strategies that require multiple approaches and collaborative efforts. In addition, students should be able to use a Cartesian (x, y) coordinate system to represent points on a plane. It is important that students and their advisers understand that any significant computer science course builds upon a foundation of mathematical reasoning that should be acquired before attempting such a course. Prior computer science experience is not required to take this course.
It is recommended that students in the AP Computer Science Principles course have successfully completed a first-year high school algebra course with a strong foundation of basic linear functions, composition of functions, and problem-solving strategies that require multiple approaches and collaborative efforts. In addition, students should be able to use a Cartesian (x, y) coordinate system to represent points on a plane. It is important that students and their advisers understand that any significant computer science course builds upon a foundation of mathematical reasoning that should be acquired before attempting such a course. Prior computer science experience is not required to take this course.
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit located here: https://apcentral.collegeboard.org/courses/ap-computer-science-principles/course-audit
The course description for this Advanced Placement course will be located on the College Board site at http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/index.html
Advanced Placement English Language and Composition Exam
See placement considerations here.
No prerequisite required.
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-english-language-and-composition/course-audit
AP English Language and Composition is an introductory college-level composition course. Students cultivate their understanding of writing and rhetorical arguments through reading, analyzing, and writing texts as they explore topics like rhetorical situation, claims and evidence, reasoning and organization, and style.
Advanced Placement English Literature and Composition Exam
This course should be taken after Advanced Placement English Language and Composition. See placement considerations here.
Advanced Placement English Language and Composition
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-english-literature-and-composition/course-audit
AP English Literature and Composition is an introductory college-level literary analysis course. Students cultivate their understanding of literature through reading and analyzing texts as they explore concepts like character, setting, structure, perspective, figurative language, and literary analysis in the context of literary works.
Advanced Placement Environmental Science Exam
Students should have completed two years of high school laboratory science—one year of life science and one year of physical science (e.g., a year of biology and a year of chemistry). Due to the quantitative analysis required in the course, students should also have taken at least one year of algebra. Also desirable (but not necessary) is a course in earth science.
Students should have completed two years of high school laboratory science—one year of life science and one year of physical science (e.g., a year of biology and a year of chemistry). Due to the quantitative analysis required in the course, students should also have taken at least one year of algebra. Also desirable (but not necessary) is a course in earth science.
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-environmental-science/course-audit
Students cultivate their understanding of the interrelationships of the natural world through inquiry-based lab investigations and field work as they explore concepts like the four Big Ideas; energy transfer, interactions between earth systems, interactions between different species and the environment, and sustainability.
Advanced Placement European History Exam
N/A
N/A
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-european-history/course-audit
AP European History is an introductory college-level European history course. Students cultivate their understanding of European history through analyzing historical sources and learning to make connections and craft historical arguments as they explore concepts like interaction of Europe and the world; economic and commercial developments; cultural and intellectual developments; states and other institutions of power; social organization and development; national and European identity; and technological and scientific innovation.
Advanced Placement French Language and Culture Exam
Please, refer to course progression.
French 3 or 4
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-french-language-and-culture/course-audit
AP French Language and Culture is equivalent to an intermediate level college course in French. Students cultivate their understanding of French language and culture by applying interpersonal, interpretive, and presentational modes of communication in real-life situations as they explore concepts related to family and community, personal and public identity, beauty and aesthetics, science and technology, contemporary life, and global challenges.
Advanced Placement German Language and Culture Exam
German 3 or 4
German 3 or 4.
College Board course exam and description located here.
Teacher created resources.
AP German Language and Culture is equivalent to an intermediate level college course in German. Students cultivate their understanding of German language and culture by applying interpersonal, interpretive, and presentational modes of communication in real-life situations as they explore concepts related to family and communities, personal and public identities, beauty and aesthetics, science and technology, contemporary life, and global challenges.
Advanced Placement Human Geography Exam
Great course for students looking to take their first AP class.
N/A
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-human-geography/course-audit
AP Human Geography is an introductory college-level human geography course. Students cultivate their understanding of human geography through data and geographic analyses as they explore topics like patterns and spatial organization, human impacts and interactions with their environment, and spatial processes and societal changes.
Advanced Placement Macroeconomics Exam
Successful completion of an AP course. This course is taught in a single semester so would not be recommended for first time AP takers.
N/A
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-macroeconomics/course-audit
AP Macroeconomics is an introductory college-level macroeconomics course. Students cultivate their understanding of the principles that apply to an economic system as a whole by using principles and models to describe economic situations and predict and explain outcomes with graphs, charts, and data as they explore concepts like economic measurements, markets, macroeconomic models, and macroeconomic policies.
Advanced Placement Microeconomics Exam
Successful completion of an AP course. This course is taught in a single semester so would not be recommended for first time AP takers.
N/A
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-microeconomics/course-audit
AP Microeconomics is an introductory college-level microeconomics course. Students cultivate their understanding of the principles that apply to the functions of individual economic decision-makers by using principles and models to describe economic situations and predict and explain outcomes with graphs, charts, and data as they explore concepts like scarcity and markets; costs, benefits, and marginal analysis; production choices and behavior; and market inefficiency and public policy.
Advanced Placement Physics 1 Exam
Students should have completed Geometry and be concurrently taking Algebra II or an equivalent course. Although the Physics 1 course includes basic use of trigonometric functions, this understanding can be gained either in the concurrent math course or in the AP Physics 1 course itself.
Students should have completed Geometry and be concurrently taking Algebra II or an equivalent course. Although the Physics 1 course includes basic use of trigonometric functions, this understanding can be gained either in the concurrent math course or in the AP Physics 1 course itself.
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-physics-1/course-audit
AP Physics 1 is an algebra-based, introductory college-level physics course. Students cultivate their understanding of physics through classroom study, in-class activity, and hands-on, inquiry-based laboratory work as they explore concepts like systems, fields, force interactions, change, conservation, and waves.
Advanced Placement Physics C: Electricity and Magnetism Exam
Students should have taken or be concurrently taking calculus.
Students should have taken or be concurrently taking calculus.
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-physics-c-electricity-and-magnetism/course-audit
AP Physics C: Electricity and Magnetism is a one-semester, calculus-based, college-level physics course, especially appropriate for students planning to specialize or major in one of the physical sciences or engineering. Students cultivate their understanding of physics through classroom study and activities as well as hands-on laboratory work as they explore concepts like change, force interactions, fields, and conservation.
Advanced Placement Psychology Exam
Great course for students looking to take their first AP class.
N/A
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-psychology/course-audit
AP Psychology is an introductory college-level psychology course. Students cultivate their understanding of the systematic and scientific study of human behavior and mental processes through inquiry-based investigations as they explore concepts like the biological bases of behavior, sensation and perception, learning and cognition, motivation, developmental psychology, testing and individual differences, treatment of abnormal behavior, and social psychology.
Advanced Placement Spanish Language & Culture Exam
Please, refer to the course progression.
Determined by the school & course progression plan.
Course Level: 3
Please, refer to the course progression.
College Board course exam and description located here.
Teacher created content
AP Spanish Language and Culture is equivalent to an intermediate level college course in Spanish. Students cultivate their understanding of Spanish language and culture by applying interpersonal, interpretive, and presentational modes of communication in real-life situations as they explore concepts related to family and communities, personal and public identities, beauty and aesthetics, science and technology, contemporary life, and global challenges.
AP Spanish Literature and Culture Exam
While there are no prerequisites for this course, AP Spanish Literature and Culture is designed for students who have successfully completed at least three years of high schoollevel Spanish language study. While not a prerequisite, students may wish to complete the AP Spanish Language and Culture course before taking AP Spanish Literature and Culture, as the texts are presented in Spanish. In the case of native or heritage speakers, there may be a different pathway of study leading to this course
Please, refer to the course progression.
The course description for this Advanced Placement courses is located on the College Board site at http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/index.html.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-spanish-literature-and-culture/course-audit
The AP Spanish Literature and Culture course uses a thematic approach to introduce students to representative texts (short stories, novels, poetry, plays, and essays) from Peninsular Spanish, Latin American, and U. S. Hispanic literature. Students develop proficiencies across the three modes of communication (interpretive, interpersonal, and presentational) in the range of Intermediate High to Advanced Mid of the American Council on the Teaching of Foreign Languages’ (ACTFL) Proficiency Guidelines. Through careful examination of the required readings and other texts, students work to hone their critical reading and analytical writing skills. Literature is explored within the contexts of its time and place, and students gain insights on the many voices, historical periods, and cultures represented in the required readings and other texts. The course also includes a strong focus on cultural, artistic, and linguistic connections and comparisons, which is supported by the exploration of various media (art, music, film, articles, and literary criticism).
Advanced Placement Statistics Exam
The AP Statistics course is an excellent option for any secondary school student who has successfully completed a second-year course in algebra and who possesses sufficient mathematical maturity and quantitative reasoning ability. Because second-year algebra is the prerequisite course, AP Statistics is usually taken in either the junior or senior year. Decisions about whether to take AP Statistics and when to take it depend on a student’s plans: § Students planning to take a science course in their senior year will benefit greatly from taking AP Statistics in their junior year. § For students who would otherwise take no mathematics in their senior year, AP Statistics allows them to continue to develop their quantitative skills. § Students who wish to leave open the option of taking calculus in college should include precalculus in their high school program and perhaps take AP Statistics concurrently with precalculus. § Students with the appropriate mathematical background are encouraged to take both AP Statistics and AP Calculus in high school.
Algebra 2 or Prob/Stats
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-statistics/course-audit
AP Statistics is a course designed to give students college level mathematics under the guidance of the Advanced Placement Program. Topics shall include, but not be limited to, exploratory data (observing patterns and departing from data), planning a study (deciding what and how to measure), and producing models using probability and simulation, and statistical inference. The student enrolled in this course will be expected to take the Advanced Placement Examination in Statistics.
Advanced Placement United States Government and Politics Exam
N/A
N/A
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-united-states-government-and-politics/course-audit
AP U.S. Government and Politics is an introductory college-level course in U.S. government and politics. Students cultivate their understanding of U.S. government and politics through analysis of data and text- based sources as they explore topics like constitutionalism, liberty and order, civic participation in a representative democracy, competing policy-making interests, and methods of political analysis.
Advanced Placement United States HistoryExam/ State U.S. History EOC
N/A
N/A
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-united-states-history/course-audit
AP U.S. History is an introductory college-level U.S. history course. Students cultivate their understanding of U.S. history from c. 1491 CE to the present through analyzing historical sources and learning to make connections and craft historical arguments as they explore concepts like American and national identity; work, exchange, and technology; geography and the environment; migration and settlement; politics and power; America in the world; American and regional culture; and social structures.
Advanced Placement World History: Modern Exam
N/A
N/A
College Board course exam and description located here.
Approved resources are selected from the Example Textbook List on the course audit page located here: https://apcentral.collegeboard.org/courses/ap-world-history/course-audit
AP World History: Modern is an introductory college-level modern world history course. Students cultivate their understanding of world history from c. 1200 CE to the present through analyzing historical sources and learning to make connections and craft historical arguments as they explore concepts like humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation.
District developed final
None
Xanedu - African American History texts - Lesson Lift Library
Florida State African History Task Force Curriculum
The grade 9-12 African-American History Honors course consists of the following content area strands: World History, American History, Geography, Humanities, Civics and Government. The primary content emphasis for this course pertains to the study of the chronological development of African Americans by examining the political, economic, social, religious, military and cultural events that affected the cultural group. Content will include, but is not limited to, West African heritage, the Middle Passage and Triangular Trade, the African Diaspora, significant turning points and trends in the development of African American culture and institutions, enslavement and emancipation, the Abolition, Black Nationalist, and Civil Rights movements, major historical figures and events in African-American history, and contemporary African-American affairs.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
B.E.S.T. Algebra 1 EOC
Students must pass with an achievement level of 3 or higher or with a state approved concordant score to graduate.
8th grade Pre-Algebra and Teacher recommendation
In Algebra 1, instructional time will emphasize five areas: (1) performing operations with polynomials and radicals, and extending the Laws of Exponents to include rational exponents; (2) extending understanding of functions to linear, quadratic and exponential functions and using them to model and analyze real-world relationships; (3) solving quadratic equations in one variable and systems of linear equations and inequalities in two variables; (4) building functions, identifying their key features and representing them in various ways and (5) representing and interpreting categorical and numerical data with one and two variables.
All clarifications stated, whether general or specific to Algebra I, are expectations for instruction of that benchmark.
Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.
B.E.S.T. EOC Algebra 1
Students must pass with an achievement level of 3 or higher or with a state approved concordant score to graduate.
Spring F.A.S.T. Level 3 and above
If a student is taking Algebra I honors in middle school, prerequisites are M/J Grade 8 Pre-algebra or M/J Grade 7 math Accelerated, and M/J 7th math or M/J math 7th Accelerated, and M/J math 6th or M/J math 6th Accelerated.
Big Ideas – Cengage A|G|A
In Algebra 1 Honors, instructional time will emphasize five areas: (1) performing operations with polynomials and radicals, and extending the Laws of Exponents to include rational exponents; (2) extending understanding of functions to linear, quadratic and exponential functions and using them to model and analyze real-world relationships; (3) solving quadratic equations in one variable and systems of linear equations and inequalities in two variables; (4) building functions, identifying their key features and representing them in various ways and (5) representing and interpreting categorical and numerical data with one and two variables.
All clarifications stated, whether general or specific to Algebra I Honors, are expectations for instruction of that benchmark.
Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.
District Final
Passed Algebra 1 EOC and Geometry EOC
Completion of Algebra 1/Algebra 1 Honors (passed EOC), Geometry/ Geometry Honors (passed EOC), OR Math for College Algebra and teacher recommendation
Big Ideas – Cengage A|G|A
In Algebra 2, instructional time will emphasize five areas: (1) extending arithmetic operations with algebraic expressions to include radical and rational expressions and polynomial division; (2) graphing and analyzing functions including polynomials, absolute value, radical, rational, exponential and logarithmic; (3) building functions using compositions, inverses and transformations; (4) extending systems of equations and inequalities to include non-linear expressions and (5) developing understanding of the complex number system, including complex numbers as roots of polynomial equations.
All clarifications stated, whether general or specific to Algebra 2, are expectations for instruction of that benchmark
Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.
District Final
Passed Algebra 1 EOC and Geometry EOC
Geometry or Geometry Honors (passed EOC), Algebra 1 or Algebra 1 Honors (passed EOC) and teacher recommendation.
Big Ideas – Cengage A|G|A
In Algebra 2 Honors, instructional time will emphasize six areas: (1) developing understanding of the complex number system, including complex numbers as roots of polynomial equations; (2) extending arithmetic operations with algebraic expressions to include polynomial division, radical and rational expressions; (3) graphing and analyzing functions including polynomials, absolute value, radical, rational, exponential and logarithmic; (4) extending systems of equations and inequalities to include non-linear expressions; (5)building functions using compositions, inverses and transformations and (6) developing understanding of probability concepts.
All clarifications stated, whether general or specific to Algebra 2 Honors, are expectations for instruction of that benchmark.
Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.
District Develop Assessment
Please, refer to course progression.
None
Master ASL
American Sign Language 1 introduces students to the target language and its culture. The student will develop communicative skills in all 3 modes of communication and cross-cultural understanding. Emphasis is placed on proficient communication in the language with introductions to culture, connections, comparisons, and communities.
District Develop Assessment
Please, refer to course progression.
American Sign Language 1
Master ASL
American Sign Language 2 reinforces the fundamental skills acquired by the students in American Sign Language 1. The course develops increased receptive and expressive, skills as well as cultural awareness. Specific content to be covered is a continuation of skills acquired in American Sign Language 1 while communication remains the primary objective. The cultural survey of the target language is continued.
District Develop Assessment
Please, refer to the course progression.
American Sign Language 2
Florida Virtual ASL 3 course content
American Sign Language 3 provides mastery and expansion of skills acquired by the students in American Sign Language 2. Specific content includes, but is not limited to, expansions of vocabulary and conversational skills through discussions of selected media. Contemporary vocabulary stresses activities which are important to the everyday life of people using the target language.
District Develop Assessment
Please, refer to course progression.
American Sign Language 3 Honors (0717312)
Master ASL
American Sign Language 4 expands the skills acquired by the students in American Sign Language 3. Specific content includes, but is not limited to, more advanced language structures and idiomatic expressions, with emphasis on conversational skills. There is additional growth in vocabulary for practical purposes. Media selections are varied and taken from authentic target language literary works.
End of Year District Final - Counts for 10% of Final Course Grade
Students expressing a desire to follow a Medical, Biomedical, Forensics Pathway and have completed Biology.
Biology 1
Traditional Science Electives:
Anatomy & Physiology, Chemistry, Environmental Science, Forensic Science, Marine Science, Physics, Physical Science
Access the Instructional Materials page to see approved instructional resources for this course.
Study the structures and functions of the human body. Essential for students interested in biological, medical, and health-oriented programs, such as nursing, medicine, and lab technology.
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).
End of Year District Final - Counts for 10% of Final Course Grade
Students expressing a desire to follow a Medical, Biomedical, Forensics Pathway and have completed Biology Honors or Biology (with teacher recommendation).
Biology 1 Honors or Biology 1 (with teacher recommendation)
Honors Science Electives:
Anatomy & Physiology Honors, Chemistry 1 Honors, Earth & Space Science Honors, Environmental Science, Forensic Science, Genetics Honors, Marine Science, Marine Science 2 Honors, Physics Honors, Any Advanced Placement Science Course
Advanced Placement Science Courses:
AP Biology, AP Chemistry, AP Environmental Science, AP Research (at select schools), AP Physics
Access the Instructional Materials page to see approved instructional resources for this course.
Study the structures and functions of the human body. Essential for students interested in biological, medical, and health-oriented programs, such as nursing, medicine, and lab technology. While the content focus of this course is consistent with the Anatomy and Physiology course, students will explore these concepts in greater depth. In general, the academic pace and rigor will be greatly increased for honors level course work.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).
AP Exam
It is recommended that students take one or more of the following courses before taking AP Art History:
None
The AP Art History course welcomes students into the global art world to engage with its forms and content as they research, discuss, read, and write about art, artists, art making, and responses to and interpretations of art. By investigating specific course content of 250 works of art characterized by diverse artistic traditions from prehistory to the present, the students develop in-depth, holistic understanding of the history of art from a global perspective. Students learn and apply skills of visual, contextual, and comparative analysis to engage with a variety of art forms, developing understanding of individual works and interconnections across history
AP Exam
Students should take Drawing 1 before taking the AP Drawing course.
recommended: Drawing 1
The AP Art and Design program consists of three different courses and AP Portfolio Exams—AP 2-D Art and Design, AP 3-D Art and Design, and AP Drawing—corresponding to college and university foundations courses. Students may choose to submit any or all of the AP Portfolio Exams. Students create a portfolio of work to demonstrate inquiry through art and design and development of materials, processes, and ideas over the course of a year. Portfolios include works of art and design, process documentation, and written information about the work presented. In May, students submit portfolios for evaluation based on specific criteria, which include skillful synthesis of materials, processes, and ideas and sustained investigation through practice, experimentation, and revision, guided by questions. Students may choose to submit any or all of the AP Portfolio Exams.
AP Art and Design courses should address the following learning outcomes: the ability to (1) conduct a sustained investigation through practice, experimentation, and revision, guided by questions; (2) skillfully synthesize materials, processes, and ideas; and (3) articulate, in writing, information about one’s work.
AP Exam
Students should take Music Theory 2 Honors before taking AP Music Theory.
Music Theory 2 Honors (or equivalent)
Prospective students should be able to read and write musical notation and have basic performance skills with voice or an instrument.
The AP Music Theory course corresponds to one-to-two semesters of typical, introductory college music theory coursework that covers topics such as musicianship, theory, and musical materials and procedures. Musicianship skills, including dictation and listening skills, sightsinging, and harmony, are an important part of the course. Through the course, students develop the ability to recognize, understand, and describe basic materials and processes of tonal music that are heard or presented in a score. Development of aural (listening) skills is a primary objective. Performance is also part of the curriculum through the practice of sight-singing. Students learn basic concepts and terminology by listening to and performing a wide variety of music. Notational skills, speed, and fluency with basic materials are emphasized.
AP College Board Precalculus Assessment
Successful completion of Algebra 2 or Algebra 2 Honors
Students may receive college credit with an AP College Board Precalculus Assessment Score of 3 or higher. Contact specific college institution to confirm with post secondary institution.
Precalculus with Limits 7/8 ed. Larson
AP Precalculus prepares students for other college-level mathematics and science courses. Through regular practice, students build deep mastery of modeling and functions, and they examine scenarios through multiple representations. The course framework delineates content and skills common to college precalculus courses that are foundational for careers in mathematics, physics, biology, health science, social science, and data science.
Principal Approved Final
None
None
Students explore the role of art in history and culture through observation and analysis of significant works of art and architecture from Prehistory through the 16th century. Student historians investigate the societal context of works, considering traditional forms and conventions of representation, symbology, and the purposes for which the art was created. The course includes an introduction to the methodologies of art history and criticism, study of the media and techniques used by artists from various cultures and time periods, and use of appropriate terminology in verbal and written analyses of artworks drawn from around the world. Student historians critique and compare works across time and cultures to develop an understanding of, and respect for, the visual arts as a chronicle of history, cultural heritage, and the human experience. This course may incorporate hands-on activities and consumption of art materials.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
Principal Approved Final
Students should take Art History and Criticism 1 Honors before taking this course.
recommended: Art History and Criticism 1 Honors
Students explore art and architecture as an expressive response to the artist’s experience. Through research and analysis of significant works and their historical contexts students examine changes in the understanding and structures of art production throughout the world. Students examine influential factors, such as people and events, societal and political changes, technological advancements, philosophical ideas, and cross-cultural influences as a means of discovering and tracing the changing definition of art. Student historians research and write about art using appropriate discipline-based methods (i.e., historical, critical, and aesthetic). This course may incorporate hands-on activities and consumption of art materials.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
Principal Approved Final
None
None
Students survey selected works of art, utilitarian artworks, and architecture from around the world. Students explore both the traditional forms and contemporary interpretations, including analysis of purpose, theme, cultural and historical context, formal qualities, symbols, and media. Students explore and compare various cultural responses to universal themes, as evidenced in their art. Students also consider the value of preserving these works in today’s museums and other public buildings, private collections, and in digital format. This course may incorporate hands-on activities and consumption of art materials.
Principal Approved Final
None
None
Students learn basic classical dance techniques and terminology associated with the traditional class structure of ballet. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Students in this class may need to obtain (e.g., borrow, purchase) appropriate footwear and/or dance attire from an outside source.
Principal Approved Final
Students should take Ballet 1 before taking Ballet 2.
Ballet 1 (or equivalent)
Students develop intermediate-level classical dance techniques and terminology associated with the traditional class structure of ballet. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Students in this class may need to obtain (e.g., borrow, purchase) appropriate footwear and/or dance attire from an outside source.
Principal Approved Final
Students should take Ballet 1 & 2 before taking Ballet 3.
Ballet 2 (or equivalent)
Students broaden their classical dance techniques and terminology associated with the traditional class structure of ballet. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Students in this class may need to obtain (e.g., borrow, purchase) appropriate footwear and/or dance attire from an outside source.
Principal Approval Final
Students should take Ballet 1, 2, & 3 before taking Ballet 4 Honors.
Ballet 3 (or equivalent)
Students are challenged in their application of classical dance techniques and terminology associated with the traditional class structure of ballet. Students may have an opportunity to explore contemporary ballet concepts of movement, as well. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Students in this class may need to obtain (e.g., borrow, purchase) appropriate footwear and/or dance attire from an outside source.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
District Final
None
None
This year-long, entry-level class, designed for students having little or no previous band experience with woodwind, brass, and/or percussion instruments, promotes the enjoyment and appreciation of music through performance of high-quality, beginning wind and percussion literature from different times and places. Rehearsals focus on the development of critical listening/aural skills; rudimentary instrumental technique and skills, music literacy, and ensemble skills; and aesthetic musical awareness culminating in periodic public performances.
Special Notes: This course may require students to participate in extra rehearsals and performances beyond the school day. Students in this class may need to obtain (e.g., borrow, rent, purchase) an instrument from an outside source.
District Final
Students should take Band 1 before they take Band 2.
Band 2 (or equivalent)
This year-long, beginning-level class, designed for students with at least one year of woodwind, brass, and/ or percussion ensemble experience, promotes the enjoyment and appreciation of music through performance of high-quality wind and percussion literature. Rehearsals focus on the development of critical listening skills, instrumental and ensemble technique and skills, expanded music literacy, and aesthetic awareness culminating in periodic public performances.
Special Notes: This course may require students to participate in extra rehearsals and performances beyond the school day. Students in this class may need to obtain (e.g., borrow, rent, purchase) an instrument from an outside source.
District Final
Students should take Band 1 & 2 before taking Band 3.
Band 3 (or equivalent)
This year-long, formative class, designed for students ready to build on skills and knowledge previously acquired in a middle or high school instrumental ensemble, promotes the enjoyment and appreciation of music through performance of high-quality, intermediate-level wind and percussion literature. Rehearsals focus on development of critical listening/aural skills, individual musicianship, instrumental technique, refinement of ensemble skills, and aesthetic engagement culminating in periodic public performances.
Special Notes: This course requires students to participate in extra rehearsals and performances beyond the school day. Students in this class may need to obtain (e.g., borrow, rent, purchase) an instrument from an outside source.
District Final
Students should take Band 1, 2, & 3 before taking Band 4.
Band 4 (or equivalent)
This year-long, intermediate-level course, designed for students who demonstrate proficiency in woodwind, brass and/or percussion techniques, music literacy, critical listening/aural skills, and ensemble performance skills, promotes greater engagement with and appreciation for music through performance and other experiences with a broad spectrum of music, as well as creativity through composition and/or arranging.. Study includes cultivation of well-developed instrumental ensemble techniques and skills, music literacy and theory, and deeper aesthetic engagement with a wide variety of high-quality repertoire.
Special Notes: This course requires students to participate in extra rehearsals and performances beyond the school day. Additional experiences with small ensembles and solo performance may be available. Students who enjoy the challenges and successes of this course may wish to take an accelerated music class in the future. Students in this class may need to obtain (e.g., borrow, rent, purchase) an instrument from an outside source.
District Final
Students should take Band 1, 2, 3, & 4 before taking Band 5 honors.
Band 4 (or equivalent)
This year-long, advanced course, designed for wind and percussion students with extensive experience in solo performance and larger performing ensembles, promotes significant depth of engagement and lifelong appreciation of music through performance and other experiences with sophisticated instrumental music, as well as creativity through composition and/or arranging. The course includes the development of advanced instrumental ensemble techniques and skills, extended music literacy and theory, and deep aesthetic engagement with a broad spectrum of high-quality repertoire, ranging from early music to the contemporary. Musical independence and leadership are particularly encouraged in this setting.
Special Notes: Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Additional experiences with small ensembles, solo performance, and leadership opportunities may be available. Students who enjoy the challenges and successes of this course may wish to take an accelerated music class in the future. Students in this class may need to obtain (e.g., borrow, rent, purchase) an instrument from an outside source.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
Principal Approved Final
Students should take Band 1, 2, 3, 4, & 5 honors before taking Band 6 honors.
Band 5 Honors (or equivalent)
This year-long, highly advanced course, designed for students with substantial experience in solo performance and larger performing ensembles, promotes significant engagement with and appreciation for music through performance of sophisticated wind and percussion literature. Study focuses on mastery of highly advanced music skills, techniques, and processes, as well as creativity through composition and/or arranging and use of current technology to enhance creativity and performance effectiveness. This course also provides significant opportunities for student leadership through peer mentoring, solo work, and participation as a performer or coach in a small or large ensemble.
Special Notes: Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Additional experiences with small ensembles, solo performance, and leadership opportunities may be available. Students who enjoy the challenges and successes of this course may wish to take an accelerated music class in the future. Students in this class may need to obtain (e.g., borrow, rent, purchase) an instrument from an outside source.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
District EOC
Elective
None
Cpalms and Secondary Learning Network (Teacher Resources)
Learn basic skills and tactics for basketball.
State Biology End of Course Exam. Not required to pass for graduation. Accounts for 30% of Final Grade calculation.
Participation in a grade 9 non-honors science course (Physical Science, Earth & Space Science)
Grade 9 non-honors science course (Physical Science, Earth & Space Science)
Traditional Science Electives:
Anatomy & Physiology, Chemistry, Environmental Science, Forensic Science, Marine Science, Physics, Physical Science
Access the Instructional Materials page to see approved instructional resources for this course.
Study life sciences from the simplest to the most complex organism. Study the basics of life, genetics, microbiology, plant science, animal science, evolution, taxonomy and ecology through lecture, discussion, experimentation and technology.
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).
State Biology End of Course Exam. Not required to pass for graduation. Accounts for 30% of Final Grade calculation.
For Placement in Grade 9:
Successful completion of Grade 8 Advanced M/J Comprehensive Science 3
Successful Completion of Honors Physical Science in Grade 8 as part of the M/J Comprehensive Science Accelerated Pathway
Teacher Recommendation
Gr 8 Florida State Science Assessment score of Level 4 or above
For Placement in Grade 10:
Participation in a Grade 9 Honors Science Course (Physical Science, Earth & Space Science)
Teacher Recommendation
Grade 8 Advanced M/J Comprehensive Science 3
Honors Physical Science in Grade 8 as part of the M/J Comprehensive Science Accelerated Pathway
Grade 9 Honors Science Course (Physical Science, Earth & Space Science)
Honors Science Electives:
Anatomy & Physiology Honors, Chemistry 1 Honors, Earth & Space Science Honors, Environmental Science, Forensic Science, Genetics Honors, Marine Science, Marine Science 2 Honors, Physics Honors, Any Advanced Placement Science Course
Advanced Placement Science Courses:
AP Biology, AP Chemistry, AP Environmental Science, AP Research (at select schools), AP Physics
Access the Instructional Materials page to see approved instructional resources for this course.
Study life sciences from the simplest to the most complex organism. Study the basics of life, genetics, microbiology, plant science, animal science, evolution, taxonomy and ecology through lecture, discussion, experimentation and technology. While the content focus of this course is consistent with the Biology I course, students will explore these concepts in greater depth. In general, the academic pace and rigor will be greatly increased for honors level course work.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).
Cambridge AICE Art and Design - Painting & Related Media AS Level Exam
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-art-and-design-9479/published-resources/
The Cambridge International A Level Art and Design syllabus considers expression and communication. Learners gain an understanding of visual perception and aesthetic experience, and the ways in which art and design creates a language of its own.
Most of the work for this syllabus is practical or studio based, so that learners can develop their abilities of observation and analysis of the visual world, sensitivity, skill, personal expression and imagination. They also learn how to relate their skills to an enhanced knowledge of their own cultures, past and present, as well as an appreciation of practical design problems.
This syllabus replaces Cambridge AS & A Level Art & Design (9704) from 2019 onwards. The last series for Cambridge AS & A Level Art & Design (9704) will be November 2019.
Cambridge AICE Art and Design 1 AS Level Exam
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-art-and-design-9479/published-resources/
The Cambridge International A Level Art and Design syllabus considers expression and communication. Learners gain an understanding of visual perception and aesthetic experience, and the ways in which art and design creates a language of its own.
Most of the work for this syllabus is practical or studio based, so that learners can develop their abilities of observation and analysis of the visual world, sensitivity, skill, personal expression and imagination. They also learn how to relate their skills to an enhanced knowledge of their own cultures, past and present, as well as an appreciation of practical design problems.
This syllabus replaces Cambridge AS & A Level Art & Design (9704) from 2019 onwards. The last series for Cambridge AS & A Level Art & Design (9704) will be November 2019.
Cambridge AICE Art and Design 2 A Level Exam
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-art-and-design-9479/published-resources/
The Cambridge International A Level Art and Design syllabus considers expression and communication. Learners gain an understanding of visual perception and aesthetic experience, and the ways in which art and design creates a language of its own.
Most of the work for this syllabus is practical or studio based, so that learners can develop their abilities of observation and analysis of the visual world, sensitivity, skill, personal expression and imagination. They also learn how to relate their skills to an enhanced knowledge of their own cultures, past and present, as well as an appreciation of practical design problems.
Cambridge AICE Biology 2 A Level Exam
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-biology-9700/published-resources/
Cambridge International AS and A Level Biology builds on the skills acquired at Cambridge IGCSE (or equivalent) level. The syllabus includes the main theoretical concepts which are fundamental to the subject, some current applications of biology, and a strong emphasis on advanced practical skills. Practical skills are assessed in a timetabled practical examination.
The emphasis throughout is on the understanding of concepts and the application of biology ideas in novel contexts as well as on the acquisition of knowledge. The course encourages creative thinking and problem-solving skills which are transferable to any future career path. Cambridge International AS and A Level Biology is ideal for learners who want to study biology or a wide variety of related subjects at university or to follow a career in science.
Cambridge AICE Business 1 AS Level Exam
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-business-9609/published-resources/
The syllabus enables students to understand and appreciate the nature and scope of business, and the role it plays in society. It encourages students to examine the process of decision-making in a dynamic and changing business environment and to develop critical understanding of business organisations. They learn about business and its environment, human resource management, marketing, operations management and finance and accounting. At Cambridge International A Level, students also learn how to develop a business strategy.
Cambridge AICE Business 2 A Level Exam
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-business-9609/published-resources/
The syllabus enables students to understand and appreciate the nature and scope of business, and the role it plays in society. It encourages students to examine the process of decision-making in a dynamic and changing business environment and to develop critical understanding of business organisations. They learn about business and its environment, human resource management, marketing, operations management and finance and accounting. At Cambridge International A Level, students also learn how to develop a business strategy.
Cambridge AICE Design and Technology 1 AS Level Exam
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-design-and-technology-9705/published-resources/
This syllabus encourages learners to be innovative and creative and to develop their ability to design high quality products. Through their studies, they will develop an awareness of the significance of design and technology on society, while also learning more about production processes and industrial practices.
Learners will be encouraged the use ICT to build their design and technological abilities, and develop critical evaluation skills which they can employ in a variety of technical, aesthetic, economic, environmental, social and cultural contexts. As a result, learners will also become discerning consumers of design and technology, able to make informed choices.
Cambridge AICE English General Paper AS Level Exam
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-general-paper-as-level-only-8021/published-resources/
This syllabus builds learners' ability to understand and write in English through the study of a broad range of contemporary topics. They will analyse opinions and ideas and learn how to construct an argument. This syllabus develops highly transferrable skills including:
Cambridge AICE English Language 2 A Level Exam
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-english-language-9093/published-resources/
Cambridge International AS and A Level English Language provides learners with the opportunity to study English language and its use in communication. Learners will be encouraged to respond critically to a wide variety of texts in a range of forms, styles and contexts, and to promote skills of communication, reading, research and analysis.
Through their study, learners will develop an ability to read and analyse material, gaining further knowledge and understanding of English language features and issues. Learners will also develop the skills of writing clearly, accurately, creatively and effectively for different purposes and audiences.
Changes have been made to this syllabus for first examination in 2021 onwards. Please see the 2021-2023 syllabus for detailed information.
Cambridge AICE English Language and Literature AS Level Exam
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-english-language-and-literature-as-level-only-8695/published-resources/
The Language and Literature in English syllabus aims to encourage an appreciation of literature in English - prose, poetry and drama - of different types and from different cultures; and to develop the key skills required to read, analyse and communicate effectively in English.
By studying a range of texts, learners understand more about writers' choices of language, form and structure, and develop their ability to form independent opinions about what they read. Learners also improve their understanding of the English language and how it is used, extending their skills across a range of writing styles, including imaginative, discursive and argumentative.
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 Exam
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-environmental-management-8291/published-resources/
This AS Level syllabus develops scientific knowledge and understanding of global environmental issues and theories, and of the policies and strategies for managing the environment. The course covers the sustainable use and management of resources, and strategies that aim to protect environments. Learners will interpret and analyse data and do investigative work. Case studies allow teachers to choose their own examples to investigate, which may be local, regional or global.
Although Cambridge International AS Level Environmental Management extends and complements the relevant Cambridge O Level and Cambridge IGCSE syllabuses, learners do not need to have studied the subject before starting the course.
Cambridge AICE European History AS Level 1 Exam
https://www.cambridgeinternational.org/programmes-and-qualifhttps://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-history-9489/published-resources/ications/cambridge-international-as-and-a-level-history-9389/published-resources/
Cambridge International AS and A Level History is a flexible and wide-ranging syllabus covering modern history in the nineteenth and twentieth centuries. The syllabus builds upon skills gained at Cambridge IGCSE or Cambridge O Level and develops lifelong skills including understanding issues and themes within a historical period.
The emphasis is again on both historical knowledge and on the skills required for historical research. Learners develop an understanding of cause and effect, continuity and change, similarity and difference, and use historical evidence as part of their studies. At AS learners can select from topics on European, American or International history.
At A Level learners can select from topics on European, American, African, Southeast Asian and International history. Teachers choose which periods to focus on, allowing them to build a course that reflects their learners' interests and staff specialisms, or which is relevant to the local or regional context.
Cambridge AICE Geography 1 AS Level
http://www.cie.org.uk/programmes-and-qualifications/cambridge-advanced/cambridge-international-as-and-a-levels/curriculum/
Cambridge AICE Marine Science 1 AS Level Exam
Pre-AICE Biology
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-marine-science-9693/published-resources/
Cambridge International AS and A Level Marine Science provides a coherent and stimulating introduction to the science of the marine environment. We recommend that learners starting this course should have completed a course in Cambridge O Level or Cambridge IGCSE in Biology or Marine Science or the equivalent.
The emphasis throughout is on the understanding of concepts and the application of ideas to new contexts. It is expected that practical activities will underpin the teaching of the whole course. Science is a practical subject and research suggests that success in future scientific study, or a scientific career, requires good practical skills.
Cambridge International AS and A Level Marine Science can form part of an ideal subject combination for learners who want to study Marine Biology or Environmental Science at university or to follow a career in shipping, fisheries, tourism or aquaculture.
Cambridge AICE Mathematics 1 AS Level Exam
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-mathematics-9709/published-resources/
Cambridge International A Level Mathematics develops a set of transferable skills. These include the skill of working with mathematical information, as well as the ability to think logically and independently, consider accuracy, model situations mathematically, analyse results and reflect on findings.
Learners can apply these skills across a wide range of subjects and these skills equip them well for progression to higher education or directly into employment.
At AS level, teachers can choose from three different routes to Cambridge International AS Level Mathematics: Pure Mathematics only, Pure Mathematics and Mechanics, or Pure Mathematics and Probability & Statistics.
At A Level, teachers can also choose from different routes to Cambridge International A Level Mathematics depending on the choice of applied mathematics (Mechanics and/or Probability and Statistics).
Please note: From 2020 Cambridge International A Level Mathematics has two different routes: Pure Mathematics and Probability & Statistics only; or Pure Mathematics, Mechanics and Probability & Statistics.
Cambridge AICE Mathematics and Probability and Statistics 1 AS Level Exam
Pre-AICE Math 3
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-mathematics-9709/published-resources/
Cambridge International A Level Mathematics develops a set of transferable skills. These include the skill of working with mathematical information, as well as the ability to think logically and independently, consider accuracy, model situations mathematically, analyse results and reflect on findings.
Learners can apply these skills across a wide range of subjects and these skills equip them well for progression to higher education or directly into employment.
At AS level, teachers can choose from three different routes to Cambridge International AS Level Mathematics: Pure Mathematics only, Pure Mathematics and Mechanics, or Pure Mathematics and Probability & Statistics.
At A Level, teachers can also choose from different routes to Cambridge International A Level Mathematics depending on the choice of applied mathematics (Mechanics and/or Probability and Statistics).
Please note: From 2020 Cambridge International A Level Mathematics has two different routes: Pure Mathematics and Probability & Statistics only; or Pure Mathematics, Mechanics and Probability & Statistics.
Cambridge AICE Mathematics and Probability and Statistics 2 A Level Exam
Cambridge AICE Mathematics and Probability and Statistics 1 AS Level
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-mathematics-9709/published-resources/
Cambridge International A Level Mathematics develops a set of transferable skills. These include the skill of working with mathematical information, as well as the ability to think logically and independently, consider accuracy, model situations mathematically, analyse results and reflect on findings.
Learners can apply these skills across a wide range of subjects and these skills equip them well for progression to higher education or directly into employment.
At AS level, teachers can choose from three different routes to Cambridge International AS Level Mathematics: Pure Mathematics only, Pure Mathematics and Mechanics, or Pure Mathematics and Probability & Statistics.
At A Level, teachers can also choose from different routes to Cambridge International A Level Mathematics depending on the choice of applied mathematics (Mechanics and/or Probability and Statistics).
Please note: From 2020 Cambridge International A Level Mathematics has two different routes: Pure Mathematics and Probability & Statistics only; or Pure Mathematics, Mechanics and Probability & Statistics.
Cambridge AICE Media Studies AL Exam
Cambridge AICE Media Studies AS Level
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-media-studies-9607/published-resources/
Cambridge International AS and A Level Media Studies offers learners the chance to develop an understanding and appreciation of the place of media in our everyday lives. The syllabus enables learners to take a hands-on approach to the subject.
Through the coursework components - the Foundation Portfolio for AS Level and the Advanced Portfolio for A Level - they create their own media products from planning through to execution. Learners also consider and analyse examples from existing media, examining production processes and technologies and the effects they achieve.
Cambridge AICE Media Studies AS Level Exam
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-media-studies-9607/published-resources/
Cambridge International AS and A Level Media Studies offers learners the chance to develop an understanding and appreciation of the place of media in our everyday lives. The syllabus enables learners to take a hands-on approach to the subject.
Through the coursework components - the Foundation Portfolio for AS Level and the Advanced Portfolio for A Level - they create their own media products from planning through to execution. Learners also consider and analyse examples from existing media, examining production processes and technologies and the effects they achieve.
Cambridge AICE Psychology 1 AS Level Exam
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-psychology-9990/published-resources/
Cambridge International AS & A Level Psychology is designed to give students an understanding of psychological concepts, theories and research methodology.
The syllabus:
Cambridge AICE Spanish Language AS Level Exam
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-level-spanish-language-8022/published-resources/
Cambridge International AS Level Spanish Language (8022) helps learners to develop language proficiency and practical communication skills in Spanish to a CEFR Independent User level. The syllabus:
Cambridge AICE Thinking Skills 1 AS Level Exam
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-thinking-skills-9694/published-resources/
Thinking Skills develops a set of transferable skills, including critical thinking, reasoning and problem solving, that students can apply across a wide range of subjects and complex real world issues.
The syllabus enables students to develop their ability to analyse unfamiliar problems, devise problem solving strategies, and evaluate the diverse ways a problem may be solved. During a Thinking Skills course, students learn to put their personal views aside in favour of examining and evaluating the evidence. Students learn how to make informed and reasoned decisions and construct evidence-based arguments.
These independent thinking skills build confidence and equip students with a toolkit for tackling complex and unfamiliar subjects, essential for successful progression to higher education or into professional employment.
Cambridge AICE Travel & Tourism 1 AS Level Exam
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-travel-and-tourism-9395/published-resources/
Cambridge International AS and A Level Travel and Tourism (9395) is ideal for those seeking to specialise in this subject. The course encourages learners to appreciate the changing nature of travel and tourism and understand the importance of sustainability in the development and management of the industry. This syllabus:
Cambridge AICE United States History 1 AS Level Exam
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-history-9489/published-resources/
Cambridge International AS and A Level History is a flexible and wide-ranging syllabus covering modern history in the nineteenth and twentieth centuries. The syllabus builds upon skills gained at Cambridge IGCSE or Cambridge O Level and develops lifelong skills including understanding issues and themes within a historical period.
The emphasis is again on both historical knowledge and on the skills required for historical research. Learners develop an understanding of cause and effect, continuity and change, similarity and difference, and use historical evidence as part of their studies. Both at AS and A Level learners can select from topics on European, American or International history.
Teachers choose which periods to focus on, allowing them to build a course that reflects their learners' interests and staff specialisms, or which is relevant to the local or regional context.
http://www.cie.org.uk/programmes-and-qualifications/cambridge-secondary-2/cambridge-igcse/curriculum/
Biology EOC
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-biology-9-1-0970/published-resources/
Cambridge IGCSE (9-1) Biology helps learners to understand the biological world in which they live and take an informed interest in science and scientific developments. The syllabus includes the basic principles and concepts that are fundamental to the subject, some current applications of biology, and a strong emphasis on practical skills.
Learners also develop an understanding of the scientific skills essential for progression to Cambridge International AS & A Level, further education or a career related to science.
District Final
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-business-studies-0450/published-resources/
The Cambridge IGCSE Business Studies syllabus develops learners' understanding of business activity in the public and private sectors, and the importance of innovation and change. Learners find out how the major types of business organisation are established, financed and run, and how their activities are regulated. Factors influencing business decision-making are also considered, as are the essential values of cooperation and interdependence.
Learners not only study business concepts and techniques but also enhance related skills such as numeracy and enquiry. The syllabus provides both a foundation for further study at Cambridge International A Level and an ideal preparation for the world of work.
District Final
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-chemistry-9-1-0971/published-resources/
Cambridge IGCSE (9-1) Chemistry helps learners to understand the technological world in which they live and take an informed interest in science and scientific developments. The syllabus includes the basic principles and concepts that are fundamental to the subject, some current applications of chemistry, and a strong emphasis on practical skills.
Learners also develop an understanding of the scientific skills essential for progression to Cambridge International AS & A Level, further education or a career related to science.
This syllabus is graded from 9 to 1 but is otherwise the same as Cambridge IGCSE Chemistry (0620). You will find additional past papers and other resources for Cambridge IGCSE Chemistry (0620); these may be useful for teaching Cambridge IGCSE (9-1) Chemistry (0971).
FAST
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-english-first-language-us-0524/published-resources/
This syllabus is available only to Centers participating in the NCEE Excellence for All initiative in the USA. Cambridge IGCSE First Language English (US) is designed for learners whose first language is English. Cambridge IGCSE First Language English (US) learners develop the ability to communicate clearly, accurately and effectively in both speech and writing. They learn how to employ a wide-ranging vocabulary, use correct grammar, spelling and punctuation, and develop a personal style and an awareness of the audience being addressed. Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which English can be used. Cambridge IGCSE First Language English (US) also develops more general analysis and communication skills such as synthesis, inference, and the ability to order facts and present opinions effectively.
FAST
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-english-literature-0992/published-resources/
The syllabus enables learners to read, interpret and evaluate texts through the study of literature in English. Learners develop an understanding of literal meaning, relevant contexts and of the deeper themes or attitudes that may be expressed. Through their studies, they learn to recognise and appreciate the ways in which writers use English to achieve a range of effects, and will be able to present an informed, personal response to the material they have studied.
The syllabus also encourages the exploration of wider and universal issues, promoting learners' better understanding of themselves and of the world around them.
District Final
Pre-AICE French 1 IG
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-french-9-1-7156/published-resources/
This syllabus is designed for students who are learning French as a foreign language. The aim is to develop an ability to use the language effectively for practical communication. The course is based on the linked language skills of listening, reading, speaking and writing, and these are built on as learners progress through their studies.
The syllabus also aims to offer insights into the culture of countries where French is spoken, thus encouraging positive attitudes towards language learning and towards speakers of other languages.
This syllabus is graded from 9 to 1 but is otherwise the same as Cambridge IGCSE French (0520). You will find past papers and other resources for Cambridge IGCSE French (0520); these may be useful for teaching Cambridge IGCSE (9-1) French (7156).
District Final
Pre-AICE French 1 IG and Pre-AICE French 2 IG
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-french-9-1-7156/published-resources/
This syllabus is designed for students who are learning French as a foreign language. The aim is to develop an ability to use the language effectively for practical communication. The course is based on the linked language skills of listening, reading, speaking and writing, and these are built on as learners progress through their studies.
The syllabus also aims to offer insights into the culture of countries where French is spoken, thus encouraging positive attitudes towards language learning and towards speakers of other languages.
This syllabus is graded from 9 to 1 but is otherwise the same as Cambridge IGCSE French (0520). You will find past papers and other resources for Cambridge IGCSE French (0520); these may be useful for teaching Cambridge IGCSE (9-1) French (7156).
Geometry EOC
Alegebra 1 or Pre-AICE Mathematics 1
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-mathematics-us-0444/published-resources/
Cambridge IGCSE Mathematics (US) allows learners to develop their mathematical knowledge, develop a feel for numbers, patterns, and relationships, consider and solve problems and present and interpret results, communicate and reason using mathematical concepts, and develop a solid foundation for further study.
District Final
Pre-AICE Mathematics 1 and Pre-AICE Mathematics 2, or Algebra 1 and Geometry
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-mathematics-9-1-0980/published-resources/
An essential subject for all learners, Cambridge IGCSE Mathematics encourages the development of mathematical knowledge as a key life skill, and as a strong basis for more advanced study. The syllabus aims to build learners' confidence by helping them develop competence and fluency with mathematical concepts, methods and skills, as well as a feel for numbers, patterns and relationships. The syllabus also places a strong emphasis on solving problems and presenting and interpreting results. Learners also gain an understanding of how to communicate and reason using mathematical concepts.
District Final
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-physics-0625/published-resources/
Cambridge IGCSE Physics helps learners to understand the technological world in which they live, and take an informed interest in science and scientific developments. The syllabus includes the basic principles and concepts that are fundamental to the subject, some current applications of physics, and a strong emphasis on practical skills.
Learners also develop an understanding of the scientific skills essential for progression to Cambridge International AS & A Level, further education or a career related to science.
District Finals
Spanish 2
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-spanish-foreign-language-0530/published-resources/
This syllabus is designed for students who are learning Spanish as a foreign language. The aim is to develop an ability to use the language effectively for practical communication. The course is based on the linked language skills of listening, reading, speaking and writing, and these are built on as learners progress through their studies.
The syllabus also aims to offer insights into the culture of countries where Spanish is spoken, thus encouraging positive attitudes towards language learning and towards speakers of other languages.
District Final
Pre-AICE Spanish 1 IG
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-spanish-9-1-7160/published-resources/
This syllabus is designed for students who are learning Spanish as a foreign language. The aim is to develop an ability to use the language effectively for practical communication. The course is based on the linked language skills of listening, reading, speaking and writing, and these are built on as learners progress through their studies.
The syllabus also aims to offer insights into the culture of countries where Spanish is spoken, thus encouraging positive attitudes towards language learning and towards speakers of other languages.
District Final
Pre-AICE Spanish 2
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-spanish-foreign-language-0530/published-resources/
This syllabus is designed for students who are learning Spanish as a foreign language. The aim is to develop an ability to use the language effectively for practical communication. The course is based on the linked language skills of listening, reading, speaking and writing, and these are built on as learners progress through their studies.
The syllabus also aims to offer insights into the culture of countries where Spanish is spoken, thus encouraging positive attitudes towards language learning and towards speakers of other languages.
EOC
Elective
None.
Human Kinetics Textbook
This course is designed to teach prevention and recognition of athletic injuries. This course will also teach different techniques and modalities in the field of athletic training.
Principal Approved Final
None
None
Students explore how space, mass, balance, and form combine to create aesthetic forms or utilitarian products and structures. Instructional focus will be on ceramics and/or pottery. Media may include, but are not limited to, clay and/or plaster, with consideration of the workability, durability, cost, and toxicity of the media used. Student artists consider the relationship of scale (i.e., hand-held, human, monumental) through the use of positive and negative space or voids, volume, visual weight, and gravity to create low/high relief or freestanding structures for personal intentions or public places. They explore sharp and diminishing detail, size, position, overlapping, visual pattern, texture, implied line, space, and plasticity, reflecting craftsmanship and quality in the surface and structural qualities of the completed art forms. Students in the ceramics and/or pottery art studio focus on use of safety procedures for process, media, and techniques. Student artists use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.
Principal Approved Final
Student should take Ceramics/Pottery 1 before taking this course.
recommended: Ceramics/Pottery 1
Students explore spatial relationships through the use of nonobjective, abstract, or representational forms, products, or structures. Instructional focus should be on ceramics and/or pottery. Processes and techniques for substitution may include, but are not limited to, wheel-thrown clay, glaze formulation and application. Media may include, but are not limited to, clay and/or plaster with consideration of the workability, durability, cost, and toxicity of the media used. Ceramic and/or pottery artists experiment with and manipulate space-producing devices, including overlapping, transparency, interpenetration, vertical and horizontal axis, inclined planes, disproportionate scale, fractional or abstracted representation, and spatial properties of the structural art elements. Craftsmanship and quality are reflected in the surface and structural qualities of the completed art forms. Students in the ceramics and/or pottery art studio focus on use of safety procedures for process, media, and techniques. Student artists use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.
Principal Approved Final
Students should take Ceramics/Pottery 1 and 2 before taking this course.
recommended: Ceramics/Pottery 2
Students communicate a sense of 4-D, motion, and/or time, based on creative use of spatial relationships and innovative treatment of space and its components. Instruction may include content in ceramics, pottery, or other related media. Students address 4-D, the inter-relatedness of art and context, and may also include installation or collaborative works, virtual realities, light as a medium (i.e., natural, artificial, or reflective), or flexible, entered, or activated space. Other concepts for exploration include tension, compression or expansion, intrusions or extrusions, grouping, proximity, containment, closure, contradiction, and continuity. Ceramic and/or pottery artists experiment with processes, techniques, and media, which may include, but are not limited to, casting and kiln-firing techniques, and mold making. Craftsmanship and quality are reflected in the surface and structural qualities of the completed art forms. Students in the ceramics and/or pottery art studio focus on use of safety procedures for process, media, and techniques. Student artists use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.
End of Year District Final - Counts for 10% of Final Course Grade
Students expressing a desire to follow any science pathway and have completed Biology.
Biology 1
Traditional Science Electives:
Anatomy & Physiology, Chemistry, Environmental Science, Forensic Science, Marine Science, Physics, Physical Science
Access the Instructional Materials page to see approved instructional resources for this course.
The study of the introductory concepts and the technology of modern chemistry. The course will include a laboratory component with emphasis on safety and measurement techniques.
The course content will include properties of matter and structure, chemical formulas and equations (stoichiometry), solutions (acids & bases) and gas laws.
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).
End of Year District Final - Counts for 10% of Final Course Grade
Students expressing a desire to follow any Science Pathway and have completed Biology Honors or Biology (with teacher recommendation).
Biology 1 Honors or Biology 1 (with teacher recommendation)
Honors Science Electives:
Anatomy & Physiology Honors, Chemistry 1 Honors, Earth & Space Science Honors, Environmental Science, Forensic Science, Genetics Honors, Marine Science, Marine Science 2 Honors, Physics Honors, Any Advanced Placement Science Course
Advanced Placement Science Courses:
AP Biology, AP Chemistry, AP Environmental Science, AP Research (at select schools), AP Physics
Access the Instructional Materials page to see approved instructional resources for this course.
The study of the introductory concepts and the technology of modern chemistry. The course will include a laboratory component with emphasis on safety and measurement techniques.
The course content will include properties of matter and structure, chemical formulas and equations (stoichiometry), solutions (acids & bases) and gas laws.While the content focus of this course is consistent with the Chemistry I course, students will explore these concepts in greater depth. In general, the academic pace and rigor will be greatly increased for honors level course work.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).
Principal's Approved Assessment
Please, refer to the course progression.
None
Please, refer to the course progression.
Teacher created content
Chinese 1 introduces students to the target language and its culture. The student will develop communicative skills in all 3 modes of communication and cross-cultural understanding. Emphasis is placed on proficient communication in the language. An introduction to reading and writing is also included as well as culture, connections, comparisons, and communities.
Principal's approved assessment
Please, refer to the course progression.
Chinese 1 (0711300)
Please, refer to the course progression.
Teacher develop content
Chinese 2 reinforces the fundamental skills acquired by the students in Chinese 1. The course develops increased listening, speaking, reading, and writing skills as well as cultural awareness. Specific content to be covered is a continuation of listening and oral skills acquired in Chinese 1. Reading and writing receive more emphasis, while oral communication remains the primary objective. The cultural survey of the target language-speaking people is continued.
Principal's Approved Assessment
Please, refer to the course progression.
Chinese 2 (0711310)
Teacher develop content
Chinese 3 provides mastery and expansion of skills acquired by the students in Chinese 2. Specific content includes, but is not limited to, expansions of vocabulary and conversational skills through discussions of selected readings. Contemporary vocabulary stresses activities in which are important to the everyday life of the target language-speaking people.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
District Final
None
None
This year-long, entry-level class, designed for students with little or no choral experience, promotes the enjoyment and appreciation of music through performance of beginning choral repertoire from a variety of times and places. Rehearsals focus on the development of critical listening skills; foundational instrumental technique and skills, music literacy, and ensemble skills; and aesthetic musical awareness culminating in periodic public performances.
Special Note: This course may require students to participate in extra rehearsals and performances beyond the school day.
Principal Approved Final
Should have Chorus 1 or equivalent
Chorus 1 or equivalent
This year-long, beginning-level class, designed for students with one year of experience or less in a choral performing group, promotes the enjoyment and appreciation of music through performance of basic, high-quality choral music. Rehearsals focus on the development of critical listening/aural skills; foundational instrumental technique and skills, music literacy, and ensemble skills; and aesthetic musical awareness culminating in periodic public performances.
Special Note: This course may require students to participate in extra rehearsals and performances beyond the school day.
Principal Approved Final
Should have Chorus 1 & 2 or equivalent
Chorus 1 & 2 or equivalent
This year-long, formative class, designed for students with previous participation in a school chorus who have basic knowledge of note-reading and vocal technique, concentrates on providing students opportunities to strengthen existing skills in critical listening, vocal techniques, and ensemble performance using high-quality three- and four-part choral literature. Rehearsals focus on gaining independence in music literacy and aesthetic engagement through critical listening and thinking skills.
Special Note: This course may require students to participate in extra rehearsals and performances beyond the school day.
Principal Approved Final
Should have Chorus 1, 2, 3 or equivalent
Chorus 1, 2, 3 or equivalent
This year-long, intermediate-level class is designed for students with previous participation in a high school chorus and moderate skills in critical listening, vocal techniques, music literacy, and choral performance. Rehearsals focus on enhancing these skills and students' aesthetic engagement with music through a variety of high-quality three- and four-part choral literature, providing students with the means to learn how to reflect and use a combination of analytical, assessment, and problem-solving skills consistently to improve their own and others' performance.
Special Note: This course requires students to participate in extra rehearsals and performances beyond the school day. Additional experiences with small ensembles and solo performance may be available. Students who enjoy the challenges and successes of this course may wish to take an accelerated music class in the future.
Principal Approved Final
Should have Chorus 1, 2, 3, 4 or equivalent
Chorus 1, 2, 3, 4 or equivalent
This year-long, advanced class is designed for students with previous participation in a high school chorus who have demonstrated a capacity for developing advanced listening/aural skills and advanced knowledge of vocal techniques, musical literacy, and choral performance. Chorus V focuses on development and application of these skills and provides opportunities for aesthetic engagement and making individual musical choices, where appropriate, while preparing a variety of high-quality choral literature.
Special Notes: Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Additional experiences with small ensembles, solo performance, and leadership opportunities may be available. Students who enjoy the challenges and successes of this course may wish to take an accelerated music class in the future.
Principal Approved Final
Should have Chorus 1, 2, 3, 4, 5 or equivalent
Chorus 1, 2, 3, 4, 5 or equivalent
This year-long, very advanced class is designed for students who have demonstrated a capacity for developing very advanced listening/aural skills and performance techniques, as well as very advanced knowledge of vocal techniques, musical literacy, ensemble skills, and related musical knowledge. Chorus VI focuses on managing, mastering, and refining these skills and techniques through a variety of high-quality choral literature at a high level of aesthetic engagement. Musical independence and student leadership are promoted through significant opportunities for peer mentoring, solo work, and participation as a performer, conductor, or coach in a small or large ensemble.
Special Note: Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Additional experiences with small ensembles, solo performance, and leadership opportunities may be available. Students who enjoy the challenges and successes of this course may wish to take an accelerated music class in the future.
Principal Approved
PURPOSE
Computing is so fundamental to understanding and participating in society that it is valuable for every student to learn as part of a modern education. Computer science can be viewed as a liberal art, a subject that provides students with a critical lens for interpreting the world around them. Computer science prepares all students to be active and informed contributors to our increasingly technological society whether they pursue careers in technology or not. Computer science can be life-changing, not just skill training.
Students learn best when they are intrinsically motivated. This course prioritizes learning experiences that are active, relevant to students' lives, and provide students authentic choice. Students are encouraged to be curious, solve personally relevant problems and to express themselves through creation. Learning is an inherently social activity, so the course is designed to interweave lessons with discussions, presentations, peer feedback, and shared reflections. As students proceed through the pathway, the structures increasingly shift responsibility to students to formulate their own questions, develop their own solutions, and critique their work.
It is also critical to diversify the technology workforce. Addressing inequities within the field of computer science is critical to bringing computer science to all students. The tools and strategies in this course will help teachers understand and address well-known equity gaps within the field. All students can succeed in computer science when given the right supports and opportunities, regardless of prior knowledge.
OVERVIEW AND GOALS
Computer Science Discoveries introduces students to computer science as a vehicle for problem solving, communication, and personal expression. The course focuses on the visible aspects of computing and computer science and encourages students to see where computer science exists around them and how they can engage with it as a tool for exploration and expression. Centering on the immediately observable and personally applicable elements of computer science, the course asks students to look outward and explore the impact of computer science on society. Students should see how a thorough student-centered design process produces a better application, how data is used to address problems that affect large numbers of people, and how physical computing with circuit boards allows computers to collect, input and return output in a variety of ways.
Principal Approved
This course introduces students to the foundational concepts of computer science and challenges them to explore how computing and technology can impact the world. Computing is so fundamental to understanding and participating in society that it is valuable for every student to learn as part of a modern education. Computer science can be viewed as a liberal art, a subject that provides students with a critical lens for interpreting the world around them. Computer science prepares all students to be active and informed contributors to our increasingly technological society whether they pursue careers in technology or not. Computer science can be life-changing, not just skill training.
Students learn best when they are intrinsically motivated. This course prioritizes learning experiences that are active, relevant to students' lives, and provide students authentic choice. Students are encouraged to be curious, solve personally relevant problems and to express themselves through creation. Learning is an inherently social activity, so the course is designed to interweave lessons with discussions, presentations, peer feedback, and shared reflections. As students proceed through the pathway, the structures increasingly shift responsibility to students to formulate their own questions, develop their own solutions, and critique their own work.
It is also critical to diversity the technology workforce. Addressing inequities within the field of computer science is critical to bringing computer science to all students. The tools and strategies in this course will help teachers understand and address well-known equity gaps within the field. All students can succeed in computer science when given the right supports and opportunities, regardless of prior knowledge.
Additional Information
Computer Science Principles
Computer Science Principles introduces students to the foundational concepts of computer science and challenges them to explore how computing and technology can impact the world. More than a traditional introduction to programming, it is a rigorous, engaging, and approachable course that explores many of the foundational ideas of computing, so all students understand how these concepts are transforming the world we live in.
District Developed Final
Students should consider this academic elective after taking World and U.S. History courses.
World History
U.S. History
District developed curriculum.
The grade 9-12 Contemporary History course consists of the following content area strands: American History, World History, Geography, Humanities, Civics and Government. The primary content emphasis for this course pertains to the study of the development of the contemporary world within the context of history in order to analyze current events. Students use knowledge pertaining to history, geography, economics, political processes, religion, ethics, diverse cultures and humanities to solve problems in academic, civic, social and employment settings. Content should include, but is not limited to, world events and trends in the 20th and 21st centuries with emphasis on the past two decades, historical antecedents of contemporary political, social, economic and religious issues, impact of religious thought on contemporary world issues, interaction among science, technology and society, influence of significant historical and contemporary, figures and events on the present, and projection of current trends and movements.
District Developed Final
Court Procedures is a semester academic elective that may be taken at any semester point from 9th -12th grade.
Law Studies is strongly recommended.
McGraw Hill, Street Law
The grade 9-12 Court Procedures course consists of the following content area strands: American History, World History, Geography, Humanities, Civics and Government. The primary content for the course pertains to the study of the structure, processes and procedures of the judicial systems of the United States and Florida. Content should include, but not be limited to, the structure, processes and procedures of county, circuit and federal courts, civil and criminal procedures, juvenile law, the rights of the accused, evolution of court procedures, comparative legal systems, and career choices in the judicial system.
Principal Approved Final
None
None
Students in Creating Three-Dimensional Art, investigate a wide range of media and techniques, from both an historical and contemporary perspective, as they engage in the art-making processes of creating 3-D artworks, which may include sculpture, assemblage, and/or ceramics. Student artists reflect on their own artwork and that of others through critical analysis to achieve artistic goals related to craftsmanship, technique, and application of 21st-century skills. This course incorporates hands-on activities and consumption of art materials.
Principal Approved Final
None
None
Students explore the aesthetic foundations of art making using beginning photography techniques. This course may include, but is not limited to, color and/or black and white photography via digital media and/or traditional photography. Students become familiar with the basic mechanics of a camera, including lens and shutter operation, compositional foundations, printing an image for display, and evaluating a successful print. Student photographers may use a variety of media and materials, such as 35mm black and white film, single lens reflex camera, digital camera, darkroom, computer application, filters, various papers, digital output, photogram, cyanotypes, Sabatier effect, and pinhole photography. Craftsmanship and quality are reflected in the surface of the prints and the care of the materials. Photographers use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.
Principal Approved Final
Students should take Creative Photography 1 before taking Creative Photography 2.
recommended: Creative Photography 1
Students experiment with a variety of photographic media and techniques, and make connections with historical and contemporary photographers to develop a focused body of work. This course may include, but is not limited to, researching the history of photography, making connections to contemporary and community photographers, critiquing with varied techniques, and experimenting with a variety of photographic media. Processes and techniques include, but are not limited to, handcrafted pinhole cameras, hand-tinted photographs, mixed media, cyanotypes, medium format, photo collage, cross-processing, creative filters, infrared and slide film, night photography, macro, panoramic, and/or digital output via a variety of media. Craftsmanship and quality are reflected in the surface of the prints, care of the materials, attention to compositional conventions, and expression of ideas and feelings. Photographers use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.
Principal Approved Final
Students should take Creative Photography 1 & 2 before taking Creative Photography 3 Honors.
recommended: Creative Photography 2
Students lead a focused investigation of a subject matter from ideation to completion. Students select a theme, develop a concept, and prepare the work for public viewing, portfolio, distribution, and/or exhibit. This course may include, but is not limited to, research, collaboration, installation, history of photography, making connections to contemporary and community photographers, and critiquing with varied techniques. Processes, techniques, and media may include, but are not limited to, video, film, high speed photography, studio lighting, flash, long exposure, formal portraiture, large format, HDR, RAW processing, and digital output on a variety of media, including non-traditional materials. Craftsmanship and quality are reflected in the surface of the print, care of the materials, attention to compositional conventions, the display setting, and expression of ideas and feelings. Photographers use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
Principal Approved Assessment
See placement considerations here.
No prerequisite required.
N/A
N/A
The purpose of this course is to enable students to develop and use writing and language skills for creative expression in a variety of literary forms. Studying and modeling a variety of genres will be emphasized at this level of creative writing.
The content should include, but not be limited to, the following:
Principal Approved Assessment
See placement considerations here.
Creative Writing 1
N/A
N/A
The purpose of this course is to enable students to develop and use grade 11-12 writing and language skills for creative expression in a variety of literary forms. Studying and modeling a variety of genres will be emphasized at this level of creative writing.
The content should include, but not be limited to, the following:
Principal Approved Assessment
See placement considerations here.
Creative Writing 2
N/A
N/A
The purpose of this course is to enable students to develop and use grade 11-12 writing and language skills for advanced creative expression in a variety of literary forms. Emphasis will be on development of a personal writing style.
The content should include, but not be limited to, the following:
Principal Approved
Students should have successfuly completed Creative Writing 1- 3 prior to being placed in Creative Writing 4 HON
Teacher Created Canvas Page
The purpose of this course is to enable students to develop and use complex writing and language skills for advanced creative expression in a variety of literary forms. Emphasis will be on development of a personal writing style. Studying and modeling a variety of genres will be emphasized at this level of creative writing.
The content can include, but not be limited to, the following:
Principal Approved Assessment
Elective- may be taken at any grade level. See placement considerations here.
No prerequisite required.
N/A
N/A
This course is designed to develop skills related to critical thinking, learning and problem solving, enabling students to enhance their performance in both academic and non-academic areas. Strategies for acquiring, storing and retrieving information, time management and organizational skills, critical thinking operations and processes, strategies for oral and written communication, and problem solving skills including test taking skills are an integral part of this course.
Principal Approved Final
None
None
Students explore key concepts of dance making with a focus on improvisation, composition, and choreographic processes and principles. Students study the works and creative techniques of highly respected choreographers in varied performance genres. They also examine the social, political, and cultural forces that influenced significant or exemplary works, and consider the innovations that came out of them. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Students in this class may need to obtain (e.g., borrow, purchase) appropriate footwear and/or dance attire from an outside source.
This course may require students to participate in extra rehearsals and performances beyond the school day.
Principal Approved Final
Students should take Dance Choreography / Performance 1 before taking Dance Choreography / Performance 2 Honors.
Dance Choreography / Performance 1 (or equivalent)
Students explore key concepts of designing dance works with a focus on improvisation, composition, and choreographic processes and principles. Students study the works and creative techniques of highly respected choreographers in varied performance genres as guidance and a source of inspiration. They also examine the social, political, and cultural forces that influenced their works, and consider the innovations that came out of them. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Students in this class may need to obtain (e.g., borrow, purchase) appropriate footwear and/or dance attire from an outside source.
This course may require students to participate in extra rehearsals and performances beyond the school day.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
District Final
None
None
Students in this year-long, entry-level course, designed for those having no prior dance instruction, learn foundational skills in two or more dance styles. Their development of fundamental dance technique is enriched and enlivened through study of works by a variety of diverse artists, developing genre-specific movement vocabulary and dance terminology, and building knowledge and skills related to somatic practices, dance composition, analysis of effort and outcomes, dance history and culture, collaborative work, and rehearsal and performance protocols.
This course may require students to participate in extra rehearsals and performances beyond the school day.
District Final
Students should take Dance Techniques 1 before taking Dance Techniques 2.
Dance Techniques 1 (or equivalent)
Students in Dance Techniques II, a year-long course, build on previously acquired knowledge and fundamental technical skills in two or more dance forms, focusing on developing the aesthetic quality of movement in the ensemble and as an individual.
This course may require students to participate in extra rehearsals and performances beyond the school day.
Principal Approved Final
Students should take Dance Techniques 1 & 2 before taking Dance Techniques 3 Honors.
Dance Techniques 2 (or equivalent)
Students in this year-long, intermediate-level course, designed for dancers who have mastered the basics in two or more dance forms, build technical and creative skills with a focus on developing the aesthetic quality of movement in the ensemble and as an individual.
This course may require students to participate in extra rehearsals and performances beyond the school day.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
Principal Approved Final
Students should take Dance Techniques 1, 2, & 3 Honors before taking Dance Techniques 4 Honors.
Dance Techniques 3 Honors (or equivalent)
Students in this year-long, advanced dance techniques class build on skills learned in previous dance classes to improve their performance in two or more dance styles. During the class, students perform sequences of increasing complexity to advance their technical skills.
This course may require students to participate in extra rehearsals and performances beyond the school day. Students who enjoy the challenges and successes of this course may wish to take an accelerated dance class in the future.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
Principal Approved Assessment
Elective- may be taken at any grade level. See placement considerations here.
No prerequisite required.
N/A
N/A
The purpose of this course is to develop students’ beginning awareness, understanding, and application of language arts as they apply to oral communication concepts and strategies for public debate in a variety of given settings.
Principal Approved Assessment
Elective- may be taken at any grade level after taking the prerequisite. See placement considerations here.
Debate 1
N/A
N/A
The purpose of this course is to continue to develop students' awareness, understanding, and application of language arts as they apply to oral communication concepts and strategies for public debate in a variety of given settings. Some work outside of the regular school day may be required.
District Final
None
None
Students explore the fundamental concepts, terminology, techniques, and applications of digital imaging to create original work. Students produce digital still images through the single or combined use of computers, digital cameras, scanners, photo editing software, drawing and painting software, graphic tablets, printers, new media, and emerging technologies. Through the critique process, students evaluate and respond to their own work and that of their peers to measure artistic growth. This course incorporates hands-on activities, the use of technology, and consumption of art materials.
Principal Approved Final
Students should take Digital Art Imaging 1 before taking the Digital Art Imaging 2 course.
recommended: Digital Art Imaging 1
Students explore and develop concepts, terminology, techniques, and applications to design, create, print, and display original two-dimensional graphic and fine works of art. As they become more adept at using the tools and techniques available to them, students design digital still images through the single or combined use of computers, digital cameras, scanners, photo editing software, drawing and painting software, graphic tablets, printers, new media, and emerging technologies. Through the critique process, students evaluate and respond to their own designs and images and those of their peers to measure artistic growth with increasing sophistication. This course incorporates hands-on activities, the use of technology, and consumption of art materials.
Principal Approved Final
Students should take Digital Art Imaging 1 & 2 before taking Digital Art Imaging 3 Honors.
recommended: Digital Art Imaging 2
Students explore advanced topics through project-based work, becoming more self-directed in their acquisition and use of concepts, terminology, techniques, and applications to design, create, print, and display original two-dimensional graphic and fine works of art in print and web formats. As they become more adept at using the tools and techniques available to them, students design and produce digital still images through the single or combined use of computers, digital cameras, scanners, photo editing software, drawing and painting software, graphic tablets, printers, new media, and emerging technologies. Through the critique process, students evaluate and respond to their own designs and images and those of their peers to measure artistic growth with increasing sophistication and independence to promote risk-taking in the completion of conceptually based, self-directed work. This course incorporates hands-on activities, the use of technology, and consumption of art materials.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
District Final
None
None
Students experiment with the media and techniques used to create a variety of two-dimensional (2-D) artworks through the development of skills in drawing. Students practice, sketch, and manipulate the structural elements of art to improve mark making and/or the organizational principles of design in a composition from observation, research, and/or imagination. Through the critique process, students evaluate and respond to their own work and that of their peers. This course incorporates hands-on activities and consumption of art materials.
District EOC
None
None
Flordia DMV textbook and other state resources.
Major concepts/content
The purpose of this course is to introduce students to Florida’s driving laws/rules of the road and safe driving behavior, and to strategies that will develop driving knowledge and skills related to today’s and tomorrow’s motorized society. It will also provide an in-depth study of the contributing factors to vehicle crashes and their solutions. The content should include, but not be limited to, the following:
Principal Approved District Final - Counts for 10% of Final Course Grade
For Placement in Grade 9:
Completion of Grade 8 M/J Comprehensive Science 3
For Placement Beyond Grade 10:
Students expressing a desire to follow an Environmental Pathway and have completed Biology.
For Placement in Grade 9:
Grade 8 M/J Comprehensive Science 3
For Placement Beyond Grade 10:
Biology 1
Traditional Science Electives:
Anatomy & Physiology, Chemistry, Environmental Science, Forensic Science, Marine Science, Physics, Physical Science
Access the Instructional Materials page to see approved instructional resources for this course.
Study the earth and its location in space through experiments and observation to discover a wide range of principles in the earth sciences. The term earth science is a broad one, encompassing geology, paleontology, plate tectonics, astronomy, meteorology, and oceanography.
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).
Principal Approved District Final - Counts for 10% of Final Course Grade
For Placement in Grade 9:
Completion of Grade 8 M/J Comprehensive Science 3 (with teacher recommendation)
For Placement Beyond Grade 10:
Students expressing a desire to follow an Environmental Pathway and have completed Biology.
For Placement in Grade 9:
Grade 8 M/J Comprehensive Science 3
For Placement Beyond Grade 10:
Biology 1 Honors
Honors Science Electives:
Anatomy & Physiology Honors, Chemistry 1 Honors, Earth & Space Science Honors, Environmental Science, Forensic Science, Genetics Honors, Marine Science, Marine Science 2 Honors, Physics Honors, Any Advanced Placement Science Course
Advanced Placement Science Courses:
AP Biology, AP Chemistry, AP Environmental Science, AP Research (at select schools), AP Physics
Access the Instructional Materials page to see approved instructional resources for this course.
Study the earth and its location in space through experiments and observation to discover a wide range of principles in the earth sciences. The term earth science is a broad one, encompassing geology, paleontology, plate tectonics, astronomy, meteorology, and oceanography. While the content focus of this course is consistent with the Earth/Space Science course, students will explore these concepts in greater depth. In general, the academic pace and rigor will be greatly increased for honors level course work.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).
Florida’s Assessment for Student Thinking (F.A.S.T.)
See placement considerations here.
M/J Language Arts 3 or M/J Language Arts 3 Advanced
McGraw Hill StudySync
The purpose of this course is to provide English 1 students, using texts of high complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.
Florida’s Assessment for Student Thinking (F.A.S.T.)
See placement considerations here.
M/J Language Arts 3 or M/J Language Arts 3 Advanced
McGraw Hill StudySync
The purpose of this course is to provide grade 9 students, using texts of high complexity, advanced integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.
Honors and Advanced Level Course Note: Academic rigor is more than simply assigning to students a greater quantity of work. Through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted, students are challenged to think and collaborate critically on the content they are learning.
Florida’s Assessment for Student Thinking (F.A.S.T.)
See placement considerations here.
English 1, English 1 Honors or equivalent
McGraw Hill
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.
Florida’s Assessment for Student Thinking (F.A.S.T.)
See placement considerations here.
English 1, English 1 Honors, or equivalent
McGraw Hill StudySync
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.
District Final
See placement considerations here.
English 3 or equivalent.
Uncharted Territory anthology and SAT/ACT preparation.
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.
District Final
See placement considerations here,
AICE English General Paper or equivalent
Uncharted Territory anthology and SAT/ACT preparation.
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.
End of Year District Final - Counts for 10% of Final Course Grade
Students expressing a desire to follow an environmental or life sciences pathway and have completed Biology.
Biology 1
Traditional Science Electives:
Anatomy & Physiology, Chemistry, Environmental Science, Forensic Science, Marine Science, Physics, Physical Science
Access the Instructional Materials page to see approved instructional resources for this course.
Study 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).
Principal Approved Final
None
None
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.
Principal Approved Final
Students should take Eurhythmics 1 before taking Eurhythmics 2.
Eurhythmics 1 (or equivalent)
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.
Principal Approved Final
Students should take Eurhythmics 1 & 2 before taking Eurhythmics 3.
Eurhythmics 2 (or equivalent)
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.
Principal Approved Final
Students should take Eurhythmics 1, 2, & 3 before taking Eurhythmics 4.
Eurhythmics 3 (or equivalent)
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.
District EOC
None
None
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:
Disitrict developed district final.
Florida History is a semester academic elective that may be taken at any semester point from 9th -12th grade.
No prerequisite required.
District developed curriculum
Florida Memory resources
DBQ Project - Florida Mini-Q Binder
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.
End of Year District Final - Counts for 10% of Final Course Grade
Students expressing a desire to follow a medical sciences pathway and have completed Biology.
Biology 1
Anatomy & Physiology encouraged
Traditional Science Electives:
Anatomy & Physiology, Chemistry, Environmental Science, Forensic Science, Marine Science, Physics, Physical Science
Access the Instructional Materials page to see approved instructional resources for this course.
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).
This course is intended for students needing additional support in mathematics. This course should be taken alongside Algebra or Geometry.
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.
District Develop Assessment
Please, refer to course progression.
None
Bien dit!
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.
District Develop Assessment
Please, refer to course progression.
French 1
Bien dit!
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.
District Develop Assessment
Please, refer to the course progression.
French 2
Florida Virtual French 3 Honors Content
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.
District Develop Assessment
Please, refer to course progression.
French 3 Honors (0701340)
Bien Dit
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.
End of Year District Final - Counts for 10% of Final Course Grade
Students expressing a desire to follow a medical or life sciences pathway and have completed Biology.
Biology 1 & Chemistry 1
Honors Science Electives:
Anatomy & Physiology Honors, Chemistry 1 Honors, Earth & Space Science Honors, Environmental Science, Forensic Science, Genetics Honors, Marine Science, Marine Science 2 Honors, Physics Honors, Any Advanced Placement Science Course
Advanced Placement Science Courses:
AP Biology, AP Chemistry, AP Environmental Science, AP Research (at select schools), AP Physics
Access the Instructional Materials page to see approved instructional resources for this course.
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.
B.E.S.T. End of Course Exam
Algebra 1
Big Ideas – Cengage A|G|A
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.
B.E.S.T. End of Course Exam
All EOC levels
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.
Big Ideas – Cengage A|G|A
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.
District Develop Assessment
Please, refer to course progression.
None
Teacher created resources
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.
District Develop Assessment
Please, refer to course progression.
German 1
Teacher created resources.
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.
District Develop Assessment
Please, refer to the course progression.
German 2
Teacher Created Resources
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.
District Develop Assessment
Please, refer to course progression.
German 3 Honors (0702340)
Please, refer to the course progression.
Teacher created content
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.
Principal Approved Final
May need access to a guitar.
None
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.
Principal Approved Final
May need their own guitar
Guitar 1 or equivalent
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.
Principal Approved Final
May need to have access to a guitar.
Guitar 1 & 2 or equivalent
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.
Princpal Approved Final
Students should take Guitar 1, 2, & 3 before taking Guitar 4 Honors.
Guitar 3 (or equivalent)
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.
District developed final.
Holocaust History Honors is a semester academic elective that may be taken at any semester point from 9th -12th grade.
No prerequisite required.
FLDOE Holocaust Task Force Curriculum
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.
District EOC
None
None
HOPE Textbook and additional online resources.
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:
Aligned Industry Cerification
Completion of Introduction to Graphic Design, Advanced Graphic Design, and recommendation from teacher
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.
District EOC
none
None
District EOC
Individual and Dual Sports 2
District EOC
Individual and Dual Sports 2
Principal Approved Final
None
None
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.
Principal Approved Final
Students should take Instrumental Ensemble 1 before taking Instrumental Ensemble 2.
Instrumental Ensemble 1 (or equivalent)
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.
Principal Approved Final
Students should take Instrumental Ensemble 1 & 2 before taking Instrumental Ensemble 3.
Instrumental Ensemble 2 (or equivalent)
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.
Principal Approved Final
Students should take Instrumental Ensemble 1, 2, & 3 before taking Instrumental Ensemble 4 Honors.
Instrumental Ensemble 3 (or equivalent)
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.
Principal Approved Final
None
None
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.
Principal Approved Final
Students should take Instrumental Techniques 1 before taking Instrumental Techniques 2.
Instrumental Techniques 1 (or equivalent)
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.
Principal Approved Final
Students should take Instrumental Technique 1 & 2 before taking Instrumental Technique 3.
Instrumental Technique 2 (or equivalent)
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.
Principal Approved Final
Students should take Instrumental Techniques 1, 2, & 3 before taking Instrumental Techniques 4 Honors.
Instrumental Techniques 3 (or equivalent)
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.
Florida’s Assessment for Student Thinking (F.A.S.T.)
This course is designed for students in grade 9 that have scored below a level 3 on the FAST.
N/A
N/A
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.
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.
Florida’s Assessment for Student Thinking (F.A.S.T.)
This course is intended for students in grades 10 who have scored below a 3 on the ELA FAST.
N/A
N/A
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.
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.
Florida’s Assessment for Student Thinking (F.A.S.T.)
Students in grade 11 that have not met their reading proficiency score on FAST or concordant.
N/A
N/A
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.
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.
Florida’s Assessment for Student Thinking (F.A.S.T.)
Students in grade 12 that have not met their reading proficiency score on FAST or concordant.
N/A
N/A
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.
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.
The curriculum description for this IB course is provided at http://www.ibo.org/en/programmes/.
The curriculum description for this IB course is provided at http://www.ibo.org/en/programmes/
The curriculum description for this IB course is provided at http://www.ibo.org/en/programmes/
The curriculum description for this IB course is provided at http://www.ibo.org/en/programmes/
The curriculum description for this IB course is provided at http://www.ibo.org/en/programmes/
The curriculum description for this IB course is provided at http://www.ibo.org/en/programmes/
The curriculum description for this IB course is provided at http://www.ibo.org/en/programmes/
The curriculum description for this IB course is provided at:
http://www.ibo.org/en/programmes/
http://www.ibo.org/en/programmes/
The curriculum description for this IB course is provided at http://www.ibo.org/en/programmes/
International Baccalaureate Theory of Knowledge 2 Exam
The curriculum description for this IB course is provided at:
http://www.ibo.org/en/programmes/
Principal Approved Final
Students should have experience on an instrument suited for jazz ensemble.
None
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.
Principal Approved Final
Students should take Jazz Ensemble 1 before taking Jazz Ensemble 2.
Jazz Ensemble 1 (or equivalent)
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.
Principal Approved Final
Students should take Jazz Ensemble 1 & 2 before taking Jazz Ensemble 3.
Jazz Ensemble 2 (or equivalent)
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.
Principal Approved Final
Students should take Jazz Ensemble 1, 2, & 3 before taking Jazz Ensemble 4 Honors.
Jazz Ensemble 3 (or equivalent)
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.
Principal Approved Assessment
Elective- may be taken at any grade level. See placement considerations here.
No prerequisite required.
N/A
N/A
The purpose of this course is to 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.
Principal Approved Assessment
Elective- may be taken at any grade level after taking the prerequisite. See placement considerations here.
Journalism 1
N/A
N/A
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.
Principal Approved Assessment
Elective- may be taken at any grade level after taking the prerequisite. See placement considerations here.
Journalism 2
N/A
N/A
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.
Principal Approved Assessment
Elective- may be taken at any grade level after taking the prerequisite. See placement considerations here.
Journalism 3
N/A
N/A
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.
Principal Approved Assessment
Elective- may be taken at any grade level after taking the prerequisite. See placement considerations here.
Journalism 4
N/A
N/A
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.
Principal Approved Assessment
Elective- may be taken at any grade level after taking the prerequisite. See placement considerations here.
Journalism 5 Honors
N/A
N/A
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.
Principal Approved Assessment
Elective- may be taken at any grade level after taking the prerequisite. See placement considerations here.
Journalism 6 Honors
N/A
N/A
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.
Principal Approved Assessment
Please see the placement progression for considerations.
Journalism 7 Honors
N/A
N/A
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.
District Final
None
None
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.
Principal Approved Final
Should have piano experience.
Keyboard 1 or equivalent
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.
Principal Approved Final
Should have piano experience.
Keyboard 1 & 2 or equivalent
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.
Principal Approved Final
Should have piano experience.
Piano 1, 2 and 3 or equivalent
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.
District Develop Assessment
Please, refer to course progression.
None
Teacher created resources
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.
District Develop Assessment
Please, refer to course progression.
Latin 1
Teacher created resources
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.
District Develop Assessment
Please, refer to the course progression.
Latin 2
Teacher created resources
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.
District Develop Assessment
Please, refer to course progression.
Latin 3 Honors (0706320)
Teacher created resources
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.
District developed final.
Law Studies is a semester academic elective that may be taken at any semester point from 9th -12th grade.
No prerequisite required.
McGraw Hill - Street Law
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.
Principal Approved
Elective- may be taken at any grade level. See placement considerations here.
No prerequisite required.
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.
End of Year District Final - Counts for 10% of Final Course Grade
Students expressing a desire to follow an environmental or life sciences pathway and have completed Biology.
Biology 1
Traditional Science Electives:
Anatomy & Physiology, Chemistry, Environmental Science, Forensic Science, Marine Science, Physics, Physical Science
Access the Instructional Materials page to see approved instructional resources for this course.
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).
End of Year District Final - Counts for 10% of Final Course Grade
Students expressing a desire to follow an Environmental or Life Sciences Pathway and have completed Biology.
Biology 1
Honors Science Electives:
Anatomy & Physiology Honors, Chemistry 1 Honors, Earth & Space Science Honors, Environmental Science, Forensic Science, Genetics Honors, Marine Science, Marine Science 2 Honors, Physics Honors, Any Advanced Placement Science Course
Advanced Placement Science Courses:
AP Biology, AP Chemistry, AP Environmental Science, AP Research (at select schools), AP Physics
Access the Instructional Materials page to see approved instructional resources for this course.
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).
End of Year District Final - Counts for 10% of Final Course Grade
Students expressing a desire to follow an Environmental, Marine or Life Sciences Pathway and have completed Marine Science 1 or Marine Science 1 Honors.
Marine Science 1 (or Marine Science 1 Honors)
Honors Science Electives:
Anatomy & Physiology Honors, Chemistry 1 Honors, Earth & Space Science Honors, Environmental Science, Forensic Science, Genetics Honors, Marine Science, Marine Science 2 Honors, Physics Honors, Any Advanced Placement Science Course
Advanced Placement Science Courses:
AP Biology, AP Chemistry, AP Environmental Science, AP Research (at select schools), AP Physics
Access the Instructional Materials page to see approved instructional resources for this course.
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).
Principal Approved
This course is intended for 11th and 12th graders with a focus on math concepts covered in the ACT/SAT.
Kaplan ACT Prep Book
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.
District Final
Recommended that students have completed Algebra 2.
Students that have successfully completed Algebra 1 and Geometry.
enVision Savvas Algebra 1 and Algebra 2, 2018
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.
District Final
Algebra 1 and Geometry
enVision 2018 Algebra, Geometry, Algebra 2, IXL (SAT/ACT Supports)
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.
Principal Approved Final
Students who have successfully completed Algebra 1 and Geometry.
Algebra 1 and Geometry
enVision 2018 Algebra
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.
District Final
Students who have successfully completed Algebra 1 and Geometry
Financial Algebra 2nd Ed. Cengage
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.
District Final
Students who have successfully completed Algebra 1 and Geometry
Algebra 1 and Geometry
Financial Algebra 2nd Ed. Cengage
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.
Aligned Industry Certification
Completion of Introduction to Graphic Design and recommendation from teacher
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.
Aligned Industry Certification
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.
Principal Approved Final
None
None
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.
Principal Approved Final
None
None
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.
Principal Approved Final
Should have Music Technology and Sound Engineering 1 or equivalent
Music Technology and Sound Engineering 1 or equivalent
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.
Principal Approved Final
None
None
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.
Principal Approved Final
Students should take Music Theory 1 before taking Music Theory 2.
Music Theory 1 (or equivalent)
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.
Principal Approved Final
None
None
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.
Principal Approved Final
Students should take Musical Theatre 1 before taking Musical Theatre 2.
Musical Theatre 1 (or equivalent)
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.
Principal Approved Final
Students should take Musical Theatre 1 & 2 before taking Musical Theatre 3.
Musical Theatre 2 (or equivalent)
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.
Principal Approved Final
None
None
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.
Principal Approved Final
Students should take Orchestra 1 before taking Orchestra 2
Orchestra 1 (or equivalent)
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.
Principal Approved
Students should take Orchestra 1 & 2 before taking Orchestra 3.
Orchestra 2 (or equivalent)
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.
Principal Approved Final
Students should take Orchestra 1, 2, & 3 before taking Orchestra 4.
Orchestra 3 (or equivalent)
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.
Principal Approved
Students should take Orchestra 1, 2, 3, & 4 before taking Orchestra 5 Honors.
Orchestra 4 (or equivelant)
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.
Principal Approved Final
Students should take Orchestra 5 Honors before taking Orchestra 6 Honors.
Orchestra 5 Honors (or equivalent)
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.
EOC
none
Principal Approved FInal
None
None
Students experiment with the media and techniques used to create a variety of two-dimensional (2-D) artworks through the development of skills in 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.
Principal Approved Final
This course is reccommended for 9th or 10th grade.
None.
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.
Everfi Financial Literacy Modules
Next Gen Personal Finance
Florida Council for Economic Education - Financial Freedom Text
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.
Principal Approved Final
This course is reccommended for 9th or 10th grade.
None
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.
Everfi Financial Literacy Modules
Next Gen Personal Finance
Florida Council for Economic Education - Financial Freedom Text
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.
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.
End of Year District Final - Counts for 10% of Final Course Grade
Successful completion of M/J Comp Science 3.
Successful completion of M/J Comp Science 3.
Traditional Science Electives:
Anatomy & Physiology, Chemistry, Environmental Science, Forensic Science, Marine Science, Physics, Physical Science
Access the Instructional Materials page to see approved instructional resources for this course.
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).
End of Year District Final - Counts for 10% of Final Course Grade
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.
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
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.
Access the Instructional Materials page to see approved instructional resources for this course.
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).
End of Year District Final - Counts for 10% of Final Course Grade
Students expressing a desire to follow a Physoical Science Pathway and have completed Biology.
Biology
Traditional Science Electives:
Anatomy & Physiology, Chemistry, Environmental Science, Forensic Science, Marine Science, Physics, Physical Science
Access the Instructional Materials page to see approved instructional resources for this course.
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).
End of Year District Final - Counts for 10% of Final Course Grade
Students expressing a desire to follow a Physical Science Pathway and have completed Biology.
Honors Science Electives:
Anatomy & Physiology Honors, Chemistry 1 Honors, Earth & Space Science Honors, Environmental Science, Forensic Science, Genetics Honors, Marine Science, Marine Science 2 Honors, Physics Honors, Any Advanced Placement Science Course
Advanced Placement Science Courses:
AP Biology, AP Chemistry, AP Environmental Science, AP Research (at select schools), AP Physics
Access the Instructional Materials page to see approved instructional resources for this course.
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).
Principal Approved Assessment
Elective- may be taken at any grade level. See placement considerations here.
No prerequisite required.
N/A
N/A
The purpose of this course is to 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:
Principal Approved Final
Students should take Drawing 1 &/or Two-Dimensional Studio Art courses before taking this course.
recommended: Drawing 1
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.
Principal Approved Final
Students should take Three-Dimensional Studio Art 1, 2, and 3 Honors before taking this course.
recommended: Three-Dimensional Studio Art courses
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.
Principal Approved Final
Students should have taken Two-Dimensional Studio Art 1, 2, and 3 Honors before taking this course.
recommended: Two-Dimensional Studio Art courses
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.
District EOC
none
Weight Training 3
District-developed resources. .
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.
District Final
This course is only available for students in the Pre-AICE pathway. All other students should be enrolled into AP PreCalculus.
Completion of Algebra 2 Honors and teacher recommendation
Precalculus with Limits: A Graphing Approach 7/8 ed.
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.
Biology EOC
https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/sc.pdf
https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf
https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf
https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf
https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf
https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf
Principal Approved Final
None
None
Students experiment with the media and techniques used to create a variety of two-dimensional (2-D) artworks through the development of skills in 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.
District Final
All EOC levels
Algebra 2 or Algebra 2 Honors and teacher recommendation.
Statistics and Probability with Applications - 3e BFW
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.
District developed final.
As an academic elective this course may be taken at any time 9th through 12th grade.
None
BFW Psychology in Everday Life
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.
District developed final.
As an academic elective, students are able to take this at any time through 9th -12th grades. Must meet prerequisite first.
Psychology 1
BFW- Psychology for Everyday
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.
Principal Approved Assessment
Elective- may be taken at any grade level. See placement considerations here.
No prerequisite required.
N/A
N/A
The purpose of this course is to enable students to develop fundamental knowledge of the steps in the research process.
The content should include, but not be limited to, the following:
Principal Approved Assessment
Elective- may be taken at any grade level after taking the prerequisite. See placement considerations here.
Research 1
N/A
N/A
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:
Principal Approved Assessment
Elective- may be taken at any grade level after taking the prerequisite. See placement considerations here.
Research 2
N/A
N/A
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:
Principal Approved Assessment
Students interested in scientific research and with availability in their schedule should be considered for placement.
None
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.
N/A
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:
Principal Approved Assessment
Students interested in scientific research and with availability in their schedule should be considered for placement.
Research 1 - 1700300
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.
N/A
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:
Principal Approved Assessment
Students interested in scientific research and with availability in their schedule should be considered for placement.
Research 2 - 1700310
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.
N/A
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:
District EOC
None
None
District-developed resources.
This course is designed to teach basic soccer skills, and develop an understanding of rules and game play.
District developed final.
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.
No prerequisite is required.
HMH - Sociology
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.
Principal approved EOC.
none
none
This course is designed to develop basic softball skills, and develop a better understanding of rules and gameplay.
District Develop Assessment
Please, refer to the course progression.
None
Avancemos Level 1
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.
District Develop Assessment
Please, refer to the course progression.
Spanish 1
Avancemos Level 2
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.
District Develop Assessment
Please, refer to the course progression.
Spanish 2 (0708350)
Please, refer to the course progression.
Avancemos Level 3
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.
District Develop Assessment
Please, refer to the course progression.
Spanish 3 Honors (0708360)
Course Level: 2
Avancemos Level 4
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.
Principal's approved assessment
Please, refer to the course progression.
n/a
Teacher-created resources and Avancemos Level 1 Heritage Speaker Resources
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.
Principal's approved assessment
Please, refer to the course progression.
Spanish 1 or Spanish for Spanish Speakers 1
Teacher-created resources and Avancemos Level 2 Heritage Speaker Resources
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.
Principal Approved Assessment
Elective- may be taken at any grade level. See placement considerations here.
No prerequisite required.
N/A
N/A
The purpose of this course is to develop students' beginning awareness, understanding, and application of language arts as they apply to oral communication concepts and strategies in a variety of given settings.
Principal Approved Assessment
Elective- may be taken at any grade level after taking the prerequisite. See placement considerations here.
Speech 1
N/A
N/A
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.
Principal approved EOC
none
none
District-approved resources.
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.
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.
District EOC
none.
Team Sports 1
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.
Principal Approved Final
None
None
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.
Principal Approved Final
Students should take Technical Theatre Design & Production 1 before taking Technical Theatre Design & Productin 2.
Technical Theatre Design & Production 1 (or equivalent)
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.
Principal Approved Final
Students should take Technical Theatre Design & Production 1 & 2 before taking Technical Theatre Design & Production 3.
Technical Theatre Design & Production 2 (or equivalent)
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.
Principal Approved Final
Students should take Technical Theatre Design & Production 1, 2, & 3 before taking Technical Theatre Design & Production 4 Honors.
Technical Theatre Design & Production 3 (or equivalent)
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.
Principal approved EOC.
none.
none.
District-approved resources.
This course is designed to teach basic tennis skills, concepts, and game rules.
Principal approved EOC.
Tennis 1
District-developed resources.
The course is designed to develop skills around match play, and continue to develop overall tennis skills.
District Final
None
None
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.
Principal Approved Final
Students should take Theatre 1 before taking Theatre 2.
Theatre 1 (or equivalent)
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.
Principal Approved Final
Students should take Theatre 1 & 2 before taking Theatre 3 Honors.
Theatre 2 (or equivalent)
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.
Principal Approved Final
Students should take Theatre 1, 2, & 3 Honors before taking Theatre 4 Honors.
Theatre 3 Honors (or equivalent)
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.
Principal Approved Final
None
None
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.
Principal Approved Final
None
None
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.
District Final
None
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.
District Final
Students should take Three-Dimensional Studio Art 1 before taking this course.
recommended: Three-Dimensional Studio Art 1
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.
Principal Approved Final
Students should take Three-Dimensional Studio Art 1 and 2 before taking this course.
recommended: Three-Dimensional Studio Art 2
Students communicate a sense of 4-D, motion, and/or time, based on creative use of spatial relationships and innovative treatment of space and its components. Instruction may include, 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.
District Final
None
None
Davis Art
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.
District Final
Student should take Two-Dimensional Studio Art 1 before taking this course.
recommended: Two-Dimensional Studio Art 1
Davis Art
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.
Principal Approved Final
Student should take Two-Dimensional Studio Art 1 and 2 before taking this course.
recommended: Two-Dimensional Studio Art 2
Davis Art
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.
FCLE - Florida Civics Literacy Exam
In Pasco County course progression this course is recommended for 12th grade, after the student has taken a US History course.
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
McGraw Hill, United States Government & Civics, Florida Edition
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.
FLCE - Florida Civics Literacy Exam
In Pasco County course progression this course is recommended for 12th grade, after the student has taken a US History course.
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
McGraw Hill, United States Government & Civics, Florida Edition
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).
US History EOC
In Pasco County course progression this course is recommended for 11th grade.
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
Pearson U.S. History
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.
U.S. History EOC
In Pasco County course progression this course is recommended for 11th grade.
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
Pearson U.S. History
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).
Principal Approved Final
None
None
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.
Principal Approved Final
Should have Vocal Ensemble 1 or equivalent
Vocal Ensemble 1 or equivalent
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.
Principal Approved Final
Should have Vocal Ensemble 1 & 2 or equivalent
Vocal Ensemble 1 & 2 or equivalent
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.
Principal Approved Final
Should have Vocal Ensemble 1, 2, 3 or equivalent
Vocal Ensemble 1, 2, 3 or equivalent
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.
EOC
none
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.
EOC
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.
District EOC
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.
District EOC
Weight Training 1
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.
District EOC
Weight Training 2
District-approved resources.
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.
District Developed Final
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.
No prerequisite is required.
TCI - Geography Alive!
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.
Principal Approved Final
None
None
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.
District developed final
In Pasco County course progression this course is recommended for 10th grade.
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
Pearson World History
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.
District developed final
In Pasco County course progression this course is recommended for 9th or 10th grade.
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
Pearson World History
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).
Principal Approved Assessment
Elective- may be taken at any grade level. See placement considerations here.
No prerequisite required.
N/A
N/A
The purpose of this course is to 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.
Principal Approved Assessment
Elective- may be taken at any grade level after taking the prerequisite. See placement considerations here.
Writing 1
N/A
N/A
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.
Principal Approved Assessment
Elective- may be taken at any grade level. See placement consideraitons here.
No prerequisite required.
N/A
N/A
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.