RICHMOND PUBLIC SCHOOLS PROGRAM OF STUDIES GRADES 6 12

Transcription

1 A Publication of Richmond Public Schools Richmond, Virginia In accordance with federal laws, the laws of the Commonwealth of Virginia and the policies of the School Board of the City of Richmond, the Richmond Public Schools does not discriminate on the basis of sex, race, color, age, religion, disabilities or national origin in the provision of employment and services. The School Board also supports equal opportunities and treatment of all individuals regardless of sexual orientation. The Richmond Public Schools operates equal opportunity and affirmative action programs for students and staff. The Richmond Public Schools is an equal opportunity/affirmative action employer. The Title IX Officer is Ms. Angela C. Lewis, Clerk of the School Board, 301 N. 9 th St., Richmond, VA , (804) The Section 504 Coordinator is Ms. Michelle Boyd, Director of Exceptional Education and Student Services, 301 N. 9 th St., Richmond, VA, , (804) The ADA Coordinator is Ms. Valarie Abbott Jones, 2015 Seddon Way, Richmond, VA , (804) The United States Department of Education s Office of Civil Rights may also be contacted at th Street SW, PCP-6093 Washington, DC 20202, (202) School Board Jeffrey M. Bourne, Chair Donald L. Coleman, Vice Chair Kimberly B. Gray Shonda M. Harris-Muhammed Derik E. Jones Kristen N. Larson Tichi L. Pinkney Eppes Glen H. Sturtevant, Jr. Mamie L. Taylor RICHMOND PUBLIC SCHOOLS PROGRAM OF STUDIES GRADES 6 12 Dr. Yvonne W. Brandon, Superintendent

2 Program of Studies Grades 6 12 A Planning Guide for Students and Parents Table of Contents Section I Key Information Pre-AP Program Identification... 1 Accreditation... 1 Advanced Placement Program... 1 College Courses... 1 Dual Credit... 2 Eligibility for Activities... 2 English Language Learner... 3 Exemption of Recently Arrived Limited Proficient Students... 3 Examinations... 3 Exceptional Education (Special Education)... 3 Expedited Re-Takes... 4 Family Life Education... 4 Gifted and Advanced Learners... 4 Grade Point Average (GPA), Class Rank, Grading Scale and Weighting of Grades 5 RPS Grading Scale... 6 Guidance and School Counseling Services... 6 Homebound-Home-based Instruction... 6 Honor Roll... 6 Honors Program Identification... 6 Independent Study... 7 Information Technology... 7 Instructional Use of the Internet... 7 International Baccalaureate Middle Years Program (IBMYP)... 7 Internet Acceptable Use Procedures... 8 Locally Awarded Verified Credits... 8 NCAA Clearinghouse for College-Bound Athletes... 8 Promotion/Retention... 8 Scholar Roll... 9 School/Parent Communication on Student Progress... 9 Selection of Valedictorian(s) and Salutatorian(s)... 9 Sequential Electives... 9 Standards of Learning, End-of-Course Tests, and Verified Credits... 9 Straight A Scholar Student Activities Student-Selected Tests Substitute Assessments for SOL Tests Tech Prep Testing Program Web Sites Section II Overview of Middle & High Schools Overview of Middle and High School Program Choices (Chart) i

3 Section III Graduation Requirements Standard Diploma Advanced Studies Diploma Modified Standard Diploma Special Diploma General Achievement Diploma (GAD) General Education Development Certificate (GED) Diploma Requirements for Transfer Students (Standard/Advanced) Diploma Seals *New Requirements Standard Diploma.. 22 *New Requirements Advanced Studies Diploma Standard Diploma Worksheet Advanced Studies Diploma Worksheet Modified Standard Diploma Worksheet Section IV Standards of Learning Course Overviews English/Language Arts English Language Proficiency Mathematics History/Social Science Science Section V Course Descriptions Business and Information Technology English/Language Arts Family and Consumer Science. 54 Fine Arts Dance 62 Music. 62 Theatre/Drama 68 World Languages 69 History/Social Science.. 79 Marketing. 83 Mathematics 86 Military Science JROTC. 92 Physical Education/Driver s Education and Health.. 93 Science 95 Technology Education International Baccalaureate Middle Years Program (IBMYP). 105 Section VI Career and Technical Education/Curriculum Models & Career Paths Richmond Technical Center Courses/Descriptions Health Sciences Therapeutic Services Manufacturing Section VII - Adult Career Development Center (ACDC) Adult Career Development Center (ACDC) Section VIII College and University Partnerships Virginia Commonwealth University Advanced Scholars Virginia Commonwealth University Visiting Students Programs Virginia Commonwealth University Courses University of Richmond Special Students Program ii

4 J. Sargeant Reynolds Community College Dual Enrollment Program James Madison University Dual Enrollment Program Virginia Union University Dual Enrollment..131 Virginia State University Dual Enrollment Program Section IX Testing Program Advanced Placement Exams..133 American College Testing Armed Services Vocational Aptitude Battery 133 EXPLORE PLAN..133 PSAT/NMSQT SAT I SAT II. 134 Standards of Learning. 134 Section X Special Program Opportunities Capital One Mentoring Program 136 Early College Scholars 136 Learning Bridge Richmond. 137 Path to Industry Certification Partnership for the Future 137 Virginia Heroes..138 Project Discovery..138 Commonwealth Scholars 138 Section XI - Academic and Career Plan Academic and Career Plan Administrative and Instructional Contacts. 149 iii

5

6

7

8 Key Information Pre-AP Program Identification An overall academic average of at least B for the current school year. An academic average of at least B in core subject area for the current school year. Placement and achievement in core area is at least one grade above grade level. Regular attendance. Teacher Observation Unusual ambition and interest in core subject area Highly motivated Dedicated to their educated experience Committed to academics Acceptance of Responsibility Work Habits Makes good use of time Independent Research In-depth Study Works independently Parental Consent If careful individual consideration is given to those recommended for Pre-AP or honors programs, and if parents and students are apprised of the conditions for admission and retention in these programs, there will be little likelihood of failure. Since students in these programs represent those whose achievement is above average, they should be graded accordingly. Hence acceptable grades are A, B, or C. If the student cannot or will not maintain the expected pace, that is his/her grade is D or F, a conference is held with parents, teacher, counselor, and student to discuss progress in the program. If necessary a probationary period might be established. If student achievement does not improve, the student should be removed from the honors or Pre-AP course and placed in the regular program. Accreditation Richmond Public Schools is accredited by the Virginia Department of Education. Advanced Placement Program The Advanced Placement (AP) Program, sponsored by the College Board, gives students the opportunity to pursue collegelevel studies while still in high school and to possibly receive college credit. Courses offered are designated AP in the course descriptions. The curriculum of an AP course is challenging and requires more effort and homework on the part of the student than a regular or honors course. Students develop critical thinking skills, fluent writing abilities, problem-solving skills, and expertise in absorbing masses of material. They learn to deal with strenuous traditional academic settings and ultimately achieve at levels they never imagined possible. Students are required to take the Advanced Placement Exam. College Courses With the approval of the high school principal, students may take college-level courses at local colleges and universities. Students must also meet the admissions requirements set forth by the university as well as pay the full cost for the college course taken. Students are also responsible for securing and paying for needed textbooks and supplies. See section III for information concerning special programs offered at local colleges and universities that incur no cost for students. Dual Credit Dual Enrollment is a plan which allows high school students to meet the requirements for high school graduation while simultaneously earning college credit. Most students are served by the division-wide dual-enrollment plan with J. Sargeant Reynolds Community College. Student Eligibility Students are expected to be junior and senior level students. Any 9 th and 10 th graders requesting permission to register for dual enrollment courses must complete the COMPASS placement test, satisfy college readiness and class placement standards, and receive individual approval by the President of JSRCC in order to be allowed to take courses. Placement Testing Requirements Page 1

9 A. All students must take all portions of the COMPASS placement test. B. College Readiness Standard: In keeping with the VA Plan for Dual Enrollment and JSRCC Admission Standards all students, regardless of course request, must minimally score at the Ability-to-Benefit level in order to be eligible to participate in dual enrollment offerings. 1. Reading Writing Pre-Algebra 25 C. Class Placement Standards: Students who request an academic course must score high enough to be eligible for the course they have requested as outlined in college math and English placement testing score requirements. Students should consult college catalogues about the transfer of college credit between colleges and universities as policies may vary. *Note: Students are not limited to the courses listed in the catalog. Students may take any class on campus above the 100 level; if they meet all qualifications for the course and upon availability. Eligibility for Activities Middle School Eligibility A student may be eligible to participate only on the athletic team(s) of the middle school in which he or she is enrolled. Students may not participate while enrolled in an alternative education program. A student may not practice or compete with more than one middle school interscholastic team at a time. Academic Requirements To be eligible to participate in middle school athletics, a student must pass five courses with a minimum grade of C, two of which shall be English and Math, and read on grade level, as determined by test data at the end of the preceding school year. Fall Sports: students must pass five courses with a minimum grade of C, two of which shall be English and Math, and read on grade level, at the end of the preceding school year. Rising sixth grade students must have passed all fifth grade core academic courses with a minimum grade of C at the end of the preceding school year and read on grade level. Winter Sports: students must pass five courses with a minimum grade of C, two of which shall be English and Math, and read on grade level, at the end of the preceding school year. Rising sixth grade students must have passed all core academic courses with a minimum grade of C and read on grade level, at the end of the preceding school year. If the winter season extends into the second semester, students who do not pass five courses with a minimum grade of C, two of which shall be English and Math, and read on grade level, at the end of the first semester of the current year shall become ineligible to participate for the remainder of the season. Likewise, students who do not meet the academic eligibility requirements at the beginning of the first semester may become eligible at the beginning of the second semester, if the student passes five courses with a minimum grade of C, two of which shall be English and Math, and read on grade level, at the end of the first semester. Spring Sports: students must pass five courses with a minimum grade of C, two of which shall be English and Math, and read on grade level, at the end of the first semester of the current school year. Special Education: students must also pass five courses, two of which shall be English and mathematics in accordance with any modifications prescribed by his/her individualized education program (IEP). Rising sixth grade students must pass all core academic courses with a minimum grade of C, at the end of the preceding school year to participate in Fall Sports or in Winter Sports during the first semester. A special education student who does not receive grades must make standard progress in his/her courses as determined by his/her IEP. A participant in middle school athletics shall not have reached the age of 15 on or before September 1 of the school year in which he or she wishes to compete. High School Eligibility Page 2

10 To be eligible to participate in sports, cheerleading, and any other performance-related activities sponsored by the Virginia High School League, the student must meet the following requirements: Must be a regular, bona fide student in good standing of the school represented. Must have been promoted to the ninth grade (eighth-grade students may be eligible for junior varsity competition). Must have enrolled no later than the fifteenth day of the current semester. Students in grades 9 and 10 must attain/maintain a cumulative grade point average of 2.0 or better based upon the grade point average for the immediate preceding semester. Students in grades 11 and 12 must attain/maintain a semester grade point average of 2.0 or better by the end of the immediate preceding semester. Must have passed at least five credit subjects the previous semester and must be currently taking no fewer than five credit subjects for participation during the second semester. Must have not reached his or her nineteenth birthday on or before the first of August of the current school year. Must not, after entering the ninth grade for the first time, have been enrolled in or have been eligible for enrollment in high school more than eight consecutive semesters. Must submit to the principal before practicing, trying out, or becoming a member of any school athletic team, an Athletic/Parental Consent/Physical Examination Form, completely filled in and properly signed. The form attests that the student has been examined during this school year and found to be physically fit for athletic competition and that his or her parents consent to participation. Eligibility for participation in interscholastic sports is a privilege earned by meeting not only the above listed minimum standards, but also all other standards set by the Virginia High School League, district, and school. Students or parents who have questions regarding eligibility should check with the principal or director of student activities at the high school for various interpretations and exceptions provided under League rules. Meeting the intent and spirit of Virginia High School League standards will prevent a student, team, school, and community from being penalized. English Language Learner An ELL program is available to students with non-english or limited English-speaking proficiency. The mission of the ELL Program is to provide a bridge to general education standards expected of all students in Richmond Public Schools. The department offers special resources and services to meet the needs of English Learners (EL). Language instruction is organized to assist students in communicating effectively in English both in and out of school and to use English to achieve academically in all content areas. Exemption of Recently Arrived Limited Proficient Students A one-time exemption in reading is available for recently arrived limited English proficient students in Grades 3 through 8. A limited English proficient student in Virginia is considered to be recently arrived if he or she has attended schools in the United States for less than 12 months. This guideline also applies to students arriving from Puerto Rico. Examinations An examination is usually given at the end of each semester in all high school equivalent courses. For a semester course the examination score counts as 20% of the final grade; for a year-long course each semester s examination counts as 10% of the final grade. Exam grades will appear on report cards at the end of each semester. Exceptional Education/Special Education Special education and related services are available for all students with identified disabilities that adversely affect their educational performance. This specially designed instruction is described in the student s Individualized Education Plan (IEP) and is provided to the student in the least restrictive environment. Special education services are available to all students who have been found eligible through an evaluation/eligibility process, and who have an IEP. Through the IEP process students are encouraged to develop specific goals related to a career plan and to be an active participant in reaching those goals by focusing on behaviors needed in order to succeed and become contributing members of society. Students with disabilities may participate in all school activities. They may receive a Modified Standard Diploma, Special Diploma, or Certificate of Program Completion. (Refer to Graduation Requirements in Section I). Students are also allowed to pursue the Standard, or Advanced Studies Diploma at any time and they must not be excluded from courses and tests required to earn a Standard, or Advanced Studies Diploma. Page 3

11 Expedited Re-Takes Students who meet the following criteria should be given the option to re-take a test within four weeks of receiving the student score report indicating a failed test. To be eligible for an expedited re-take the student must: Need the test for verified credit, and Have passed the course associated with the test, and One of the following: o Failed the test by a scale score of , OR o Had extenuating circumstances that would warrant retesting, OR o Did not sit for the regularly scheduled test for legitimate reasons. Students who fulfill these conditions are not required to retest, but should be given the option. There is no test available for the end-of-course Writing test. Re-take requests can be made after each regular test administration in the fall, spring, and summer. Re-take requests cannot be made after a failed expedited re-take. See your school counselor or school s test coordinator for more information about expedited re-takes. Family Life Education Family life education instruction is provided as part of a comprehensive program of health education. The goal is to provide educational experiences and concepts that influence attitudes and behaviors toward family life, personal relationships, sexual development, and other aspects of human sexuality. The instruction: Helps children and teenagers understand and adjust to the emotional, physical, social, and intellectual pressures of growing up. Helps young people develop self-esteem; learn to make wise choices, and to relate well to others. Begins in kindergarten with a foundation for more complex topics in later grades. Stresses abstinence from any activities that may be harmful or negative, with emphasis on abstinence from sex. Strengthens communication within families and shows students ways to contribute to their families. Involves parents in an active role throughout the program. Gifted and Advanced Learners According to the Virginia State Department of Education, gifted students are those students in public elementary and secondary schools beginning with kindergarten through graduation whose abilities and potential for accomplishment are so outstanding that they require special programs to meet their educational needs. These students are identified by professionally qualified persons through the use of multiple criteria as having potential or demonstrated abilities and who have evidence of high performance capabilities, which may include leadership, in one or more of the following areas: Intellectual Aptitude(s) Specific Academic Aptitude Technical and Practical Arts Aptitude Visual or Performing Arts Aptitude The mission of the Programs for Gifted in Richmond Public Schools is to provide comprehensive services for gifted and talented students. Such services are an essential component of an urban school division s commitment to deliver quality education to students at all levels of achievement. The following middle and high school services are offered to gifted and other advanced learners: Grades 6-8 Special Program for Academic and Creative Excellence (SPACE) Pre-AP Academic Core International Baccalaureate Middle Years Program (IBMYP) Summer Regional Governor s School at the Mathematics and Science Center Summer offerings through the College of William and Mary Residential summer offerings through the University of Virginia Grades 9-12 Pre-AP courses in mathematics, science and world language Honors courses in all core content areas and some electives Dual Enrollment courses that provide the means for students to obtain high school credit and college credit at the same time. Page 4

12 Advanced Placement courses that provide the means for colleges to grant credit, placement or both for students who score 3 or above on Advanced Placement tests Curriculum in all high schools that addresses a wide range of talents and student interests International Baccalaureate Middle Years and Diploma Programmes Alternative high schools that provide rigorous academic preparation and/or leadership training in a small setting, such as Franklin Military High, Open High and Richmond Community High Maggie L. Walker Governor s School for Government and International Studies and the Appomattox Regional Governor s School for the Arts and Technology The Summer Residential Governor s School which offers extended experiences in the areas of academic/mentorships, visual and performing arts, agriculture, and world languages Please see the school counselor for detailed descriptions of these services and programs. Grade Point Average (GPA), Class Rank, Grading Scale and Weighting of Grades A student s grade point average (GPA) and class rank shall be computed for the following purposes: (1) to determine honor graduates; (2) to determine if a student is eligible for the diploma seal awarded by the Virginia Board of Education; (3) to communicate to college admissions offices and other agencies designed by the student and/or parent; and (4) to determine the valedictorian(s) and salutatorian(s) for the graduating class. Class rank will be determined by assigning the student with the highest GPA the rank of number one (1); the second highest, the rank of number two (2), etc. In cases where more than one student has the same numerical average, all students with the average will be given the same rank. The next highest average will assure the next rank position. Example: Student No Rank 1 Student No Rank 1 Student No Rank 2 Student No Rank 2 The student with the next highest average will have the rank of three (3) in the class. Students are ranked numerically, in descending order, according to GPA at the end of each high school year in grades 9 through 11 and at the end of the first semester of the senior year. All credit bearing students will be used to compute the GPA and class rank. Ninth grade classes taken in middle school shall also be included in the computation. Courses with the letter grade of I or P and courses specifically flagged for exclusion (i.e., dummy courses used for scheduling such as Leave Early, Media Assistant, etc.) are excluded from GPA calculation. GPA and class rank are reported to colleges and universities on a 4.0 scale at the end of grade 11 and at the end of the first semester of grade 12. Students transferring during the junior or senior year shall receive a GPA and a standing as to percentage (i.e., top 5%, top 10%, etc.) but shall not be included in the numerical ranking. The GPA is determined as follows: Points x Credits = Calculated Points Total Calculated Points / Total Credits Attempted = GPA Refer to the chart below for grading scale and grade values. Note that Honors/Accelerated Dual Enrollment and Advanced Placement courses are assigned weighted values. Page 5

13 RPS Grading Scale Exceptional Ed Regular IB H/Pre AP Dual Enrollment AP A Outstanding B Above Average C Average D Below Average F Unsatisfactory Guidance and School Counseling Services Richmond Public Schools provides a comprehensive, developmental guidance and school counseling program that addresses the academic, career and personal/social development of all students. School counselors are professional advocates who provide support to maximize student potential and academic achievement. In partnership with other educators, parents or guardians, and the community, school counselors facilitate the support system to ensure all students in the school district have access to and are prepared with the knowledge and skills to contribute at the highest level as productive members of society. Homebound/Home-based Instruction Homebound instruction is provided as a temporary instructional service by teachers assigned by Richmond Public Schools when medical determination is made that a student is unable to attend classes for an extended period of time. The inability to attend school must be certified by a licensed physician or a licensed clinical psychologist. Requests for homebound/homebased instruction should be made to the school counselor. Honor Roll Students can attain honor roll status at the end of each 9 week marking period, semester and year by earning a grade point average of 3.0 or above and no grade below C. Pre-AP Program Identification An academic average of at least a B in core subject area for the current school year Placement and achievement in the core area is on or above grade level. Regular attendance. Teacher Observation Highly Motivated Committed to academics Dedicated to their educational experience Acceptance of Responsibility Work Habits Makes good use of time Independent Research Plans and evaluates own work Works independently In-depth study Parental Consent If careful individual consideration is given to those recommended for honors or Pre-AP programs, and if parents and students are apprised of the conditions for admission and retention in these programs, there will be little likelihood of failure. Since students in these programs represent those whose achievement is above average, they should be graded accordingly. Hence acceptable grades are A, B, or C. Page 6

14 If the student cannot or will not maintain the expected pace, that is his/her grade is D or F, a conference is held with parents, teacher, counselor, and student to discuss progress in the program. If necessary a probationary period might be established. If student achievement does not improve, the student should be removed from the honors or Pre-AP course and placed in the regular program. Independent Study All independent study is governed by the following: A student wishing to pursue an independent study project will present to the appropriate department chairperson a proposal of objectives, activities and expected outcomes. All independent studies are governed according to guidelines set by each department at the respective high school. The student will make periodic progress reports to the assigned teacher. Upon completion of the project or course, the student, the department chairperson, and the staff will evaluate the student s performance. As a general rule, credit is awarded in the same manner as regular classroom requirement 140 clock hours of instruction. Information Technology Richmond Public Schools maintains comprehensive information technologies in all middle and high schools. This includes fully networked classrooms and offices and a central network to connect all into a functional institutional network. All classrooms have computers and direct access to the Internet. Information technologies are provided to enhance both teaching and learning. New services and resources are added regularly in response to curriculum needs. High performance computing resources are available in Library Media Centers and various other labs located in middle and high schools. Instructional Use of the Internet Richmond Public Schools students follow a structured approach to gaining skills which will allow them to become independent, responsible users of the Internet. This approach addresses information literacy based on an age appropriate standpoint. In middle schools (6-8), faculty will provide guided practice and model appropriate use of the Internet. Faculty will supervise student initiated information search activities and provide support for students as they begin to assume responsibility for becoming independent users of the Internet. Faculty will make every effort to ensure that students explore only sites with age and topic-appropriate material and resources; filtering software is in place to support that effort. In high schools (9-12), students will sometimes participate in independent Internet use with faculty assuming less of a monitoring role and more of an advisory role. International Baccalaureate Middle Years and Diploma Programmes (IBMYP) IB-MYP and IB-DP are prestigious college-preparatory programmes recognized by colleges and universities around the globe. This rigorous course of study is designed as a five-year program for students ages who are in grades This curriculum allows students to develop the knowledge, attitudes, and skills they need to participate effectively in life in the 21 st century. The Middle Years Program (MYP) uses five common themes to intertwine eight MYP Subject Groups. The subject groups are Language A (English), Humanities (Social Studies), Mathematics, Physical Education, Language B (World), Sciences, Arts, and Technology. The five MYP Areas of Interaction are: Approaches to Learning; Homo Faber (Man to Maker); Health & Social Education; Environment; and Community Service. The program is a solid preparation for the challenges of the IB High School curriculum. IB-DP is an extension of the IB-MYP that allows students to achieve an international curriculum that include both standard level and high level courses. Students must complete an extended essay, 150 hour of Community, Action and Service (CAS), IB assessments that are sent all over the world for evaluation, as well as all state and local requirements. A student can graduate with both an advanced diploma and an IB diploma, which may afford them a chance at a scholarship and college credit. The Middle Years Program offers: academic excellence challenging curriculum and a rigorous program an interdisciplinary approach to learning the development of high level thinking skills the enhancement of oral and written communicative skills an alternative for high achieving and motivated students opportunities to give back to the community attraction to multi-nationals who transfer in or out of the U.S. school system Page 7

15 Internet Acceptable Use Procedures Appropriate student use of the Internet is addressed in the Standards of Student Conduct, under Standard Number 23 titled, Improper Use of the Internet. This standard recognizes the role of students as responsible users of the Internet. Students in Richmond Public Schools are provided access to the Internet via a number of browsers, including Internet Explorer and Firefox. They will NOT be provided with individual electronic mail accounts or unsupervised access to other tools for traveling the Internet. As such, the Standards of Student Conduct shall serve as the definitive guide for acceptable uses of the Internet in the Richmond Public Schools. It is expected that all computers within the division accessing the Internet will be used in a responsible, efficient, ethical and legal manner. Locally Awarded Verified Credits Guidelines set forth by the Virginia Department of Education enable local school boards to award verified credits in science and history/social studies that may be used to fulfill the requirement of four verified credits of the student s own selection. These guidelines do not apply to the awarding of verified credits in English or mathematics and refer only to the Standard Diploma. To be eligible to earn locally awarded verified credits in science, or history/social studies, a student must: Enter the ninth grade for the first time in the school years , , or and beyond (transition years); Pass the high school course, not pass the related SOL or approved substitute test, but scores within a scale score range on any administration of the SOL test after taking the test at least twice. Have fewer than four of the student-selected verified credits required for the Standard Diploma. No more than four verified credits may be awarded through this process and these guidelines may not be used to award verified credits for the Advanced Studies Diploma. See your school s principal or counselor for complete information concerning locally awarded verified credits. NCAA Eligibility for College-Bound Athletes Students who plan to participate as college freshmen in Division I or II athletic programs must register and be certified by the NCAA (National Collegiate Athletic Association) Initial-Eligibility. After receiving the NCAA student-release form and a brochure entitled Making Sure You Are Eligible to Participate in College Sports from the guidance office, students should follow the directions to complete the necessary paperwork (including payment of a fee to the NCAA). NCAA eligibility requirements may change annually; therefore, it is imperative that future college athletes read current NCAA materials. Students should specifically review core course requirements, SAT requirements, recruiting rules, and amateur status. Promotion/Retention Middle School Promotion shall be based on successful completion of 3 out of 4 core curriculum areas (English, mathematics, social studies, and science) for each grade level. SOL test results administered at grade 8 may also be used to determine promotion or retention. Students are encouraged to receive strengthening, i.e., summer school, tutoring, etc. in any subject that has been failed. If the student fails English and /or mathematics, he/she may be required to address the deficiency. High School Promotion shall be determined by the successful completion of the required Carnegie units for each grade level, and on the SOL Proficiency. The guidelines for grade placement are as follows: Grade Level Credits 9 to 10 completion of 5 units, and pass 3 core courses 10 to 11 completion of 10 units, and pass 6 core courses 11 to 12 completion of 14 units, and pass 9 core courses These are the minimum requirements that are cumulative in nature. Core courses are English, mathematics, social studies and science. Each pupil should learn relevant grade subject matter before promotion to the next grade. For grades in which the SOL tests are given, achievement of a passing score on the SOL tests should be considered in addition to Page 8

16 promotion/retention policies. Achievement expectations and participation in SOL testing of pupils with disabilities will be guided by provisions of their Individualized Education Plan (IEP) or 504 Plan. Each pupil in middle and high schools shall take applicable end-of-course SOL tests following course instruction. Pupils who achieve a passing score shall be awarded a verified credit for that course. Parents are notified of unsatisfactory academic progress which might affect a child s progression to the next grade or their eligibility for graduation. Scholar Roll Students may attain scholar roll status at the end of each 9 week marking period, semester and year by earning a grade point average of 3.6 or above and no grade below B. School/Parent Communication on Student Progress Parents are provided written information concerning student progress throughout the year. The school year for all of the comprehensive high schools is divided into quarters of nine weeks each; students receive report cards following each quarter. Interim reports are sent home to parents in the middle of the first and third quarters. Consequently, each parent receives a minimum of six written progress reports for each student each year in addition to numerous opportunities for parent/teacher dialogue through written correspondence, conferences, and and telephone contacts. Selection of Valedictorian(s) and Salutatorian(s) The student or students with the highest rank at the end of the first semester of the senior year will be the valedictorian(s) of the graduating class. The student or students with the second highest rank at the end of the first semester of the senior year will be the salutatorian(s). In those instances where two or more students have an identical GPA that results in a rank of number one, the students shall be designated co-valedictorians. Where there are two or more students with an identical GPA that results in a rank of number two, the students shall be designed as co-salutatorians for the class. To be eligible for valedictorian and salutatorian, a student must complete the last four (4) consecutive semesters prior to graduation in the high school from which he/she will be graduating. Long-term homebound, exchange and early graduation students shall not be eligible for valedictorian and salutatorian. The policy regarding the eligibility of students for valedictorian and salutatorian shall become effective with the graduating class of Sequential Electives Beginning with the graduating class of 2003, at least two sequential electives are required for the Standard and Modified Standard Diplomas. Guidelines are as follows: Sequential electives may be in any discipline as long as the courses are not specifically required for graduation. Courses used to satisfy the one unit of credit in a fine or practical art may be used to partially satisfy this requirement. An exploratory course followed by an introductory course may not be used to satisfy the requirement. An introductory course followed by another level of the same course of study may be used. Sequential electives do not have to be taken in consecutive years. Standards of Learning (SOL), End-of-Course Tests, and Verified Credits The State of Virginia has established a set of K-12 subject-area Standards of Learning (SOL) with corresponding end-ofcourse SOL tests. All students enrolled in a Grade 8 course are required to take a corresponding SOL test in the spring. In addition, all middle and high school students enrolled in applicable high school credit-bearing courses are required to take corresponding end-of-course tests. Remediation opportunities (during school, after school and summer school) will be provided for students failing one or more of the SOL tests. Students and parents should check with principals in selecting appropriate programs. Page 9

17 Students who pass the course and achieve a passing score on an end-of-course test are awarded a verified unit of credit in that course. A verified credit is defined as 140 clock hours of instruction, successful completion of the course requirements, and the achievement of a passing score on the SOL test for that course or on a substitute assessment. (See Substitute Assessments in this section).the State has established the number of standard credits and verified credits required for the Standard Diploma and for the Advanced Studies Diploma (See Graduation Requirements in Section I.): 1) Students entering the ninth grade in (Class of 2007 and beyond) must pass 6 end-of-course tests: 2 English plus 1 mathematics, 1 science, 1 history/social science, and 1 of student s choice. 2) Students seeking an Advanced Studies Diploma entering ninth grade in (Class of 2004 and beyond) must pass 9 endof course tests: 2 English, 2 mathematics, 2 sciences, 2 history/social sciences, and 1 of the student s choice. Verified credits may be earned in each of the following core content areas: ENGLISH For both the 22-Credit Standard and the 24-Credit Advanced Studies Diploma, Virginia Graduation requirements specify four (4) course credits with two (2) verified credits earned by passing the following SOL English end-of-program tests: SOL English end-of-course test (1 verified credit) Reading, Literature, and Research (covers grades 9-11 SOLs) and SOL English end-of-course test (2 parts, 1 verified credit) Writing (covers grades 9-11 SOLs) will be administered to all students enrolled in English 11. MATHEMATICS Virginia graduation requirements for the 22-Credit Standard Diploma specify three (3) course credits with one (1) verified; for the 24-Credit Advanced Studies Diploma, four (4) course credits with two (2) verified credits earned by passing the following: SOL Algebra I end-of-course test SOL Geometry end-of-course test SOL Algebra II end-of-course test SCIENCE Virginia graduation requirements for the 22-Credit Standard Diploma specify three (3) laboratory science credits (from at least two different science disciplines) with one (1) verified credit; for the 24-Credit Advanced Studies Diploma, four (4) laboratory science credits (from at least three different science disciplines) and two (2) verified credits are earned by passing the following: SOL Earth Science end-of-course test SOL Biology end-of-course test SOL Chemistry end-of course test HISTORY/SOCIAL SCIENCE Virginia graduation requirements for the 22-Credit Standard Diploma specify three (3) course credits with one (1) verified credit; for the 24-Credit Advanced Studies Diploma, four (4) course credits with two (2) verified credits are earned by passing the following: SOL Geography SOL World History and Geography I: to 1500 AD SOL World History and Geography II: 1500 AD to the Present SOL U.S. and Virginia History Straight A Scholar Students who earn all A s at the end of each nine week period, semester and/or year will achieve the status of Straight A Scholar. Student Activities Students are encouraged to explore interests and to participate in student activities that tend to promote and build self-esteem, character, and leadership qualities. Numerous opportunities are available for students to excel in activities beyond the classroom and the textbook include the following: Athletics Service clubs Honor societies Performing groups Intramural activities Co-curricular activities Community service Publications Page 10

18 Student-Selected Tests Student-selected test(s) may come from: Any end-of-course SOL test that is not already satisfying a required verified credit or Tests in computer science, technology, or other areas. The State Board of Education has approved a number of career and technical education certification and licensure exams that may also be used to satisfy student-selected verified credits. See the school counselor for a complete list. Substitute Assessments (for SOL Tests) Assessments which substitute for SOL tests and enable students to earn verified credit must meet the following minimum criteria: 1. The substitute test must be standardized and graded independently of the school or school division in which the test is given; 2. The substitute test must be knowledge-based; 3. The substitute test must be administered on a multistate or international basis; 4. To be counted in a specific academic area, the substitute test must measure content that incorporates or exceeds the SOL Content in the course for which verified credit is given; and 5. The grade or cut score will be pre-determined for approved substitute test. See your school counselor for a complete list of approved substitute assessments for SOL tests. Tech Prep A Tech Prep program is a combined secondary and minimum of two-year postsecondary seamless, integrated program of study with options for work-based learning. This program has a placement component that leads to employment and further education, which may include a four-year degree. A Tech Prep student is one who is enrolled in a sequential Career and Technical Education (CTE) course in high school that may lead to internship, apprenticeship, and/or a two or four-year college degree. Testing Program Testing is an essential part of a student s education. With test results, students, parents, teachers, and administrators can determine not only the student s strengths but also the school s curricular strengths. State-mandated test scores are a part of the student s school record. The following standardized tests may be administered to middle and high school students. See Section IX for a complete description of each testing program. Grade Test Dates 6-12 SOL Spring, (Fall & Summer for some) 8 EXPLORE Fall 9-11 PSAT/NMSQT Fall 10 PLAN Fall Advanced Placement Spring Web Sites The Web Site for Richmond Public Schools is The Web Site for the Virginia Department of Education is The Web Site for the Scholarship Search is The Web Site for College Board (SAT, PSAT, AP) is The Web Site for ACT is The Web Site for FAFSA (free application for Federal Student Aid) is Page 11

19

20

21

22 Overview of Middle and High School Program Choices Richmond Public Schools Post- Secondary Options* Middle School Four Year College MIDDLE SCHOOL OPTIONS Middle Schools (Curriculum includes modified, standard, honors, and Pre-AP offerings) Binford, Lucille M. Brown, Thomas C. Boushall, Elkhardt, Thomas H. Henderson, Albert Hill, Dr. Martin Luther King, Jr., and Fred S. Thompson Middle Schools Special Middle School Programs Talented and Gifted Program offered at all middle schools International Baccalaureate Middle Years Program located at Lucille M. Brown Middle School STEM Academy RTC-Franklin Military Academy (Leadership) Two - Year College Living and Working in the 21 st Century Other Professional Training HIGH SCHOOL OPTIONS Comprehensive High Schools (Academic and technical programs of studies offered in five high schools) Armstrong, George Wythe, Huguenot, Thomas Jefferson, John Marshall Curriculums include modified, standard, honors, Pre-AP, IB, Dual Enrollment and Advanced Placement offerings Career and Technical Education Centers Richmond Technical Center (Specialized technical concentrations available to all high school students) Adult Career Development Center (Academic and vocational skills training available to at-risk youth and adults) Performance Learning Center (A nontraditional learning environment with an online computer- based curriculum) Capital City Program (Alternative Education) Apprenticeship Academic Core and Electives Career and Technical Education Clusters Military Services Work Force English World Language Business, Finance, and Marketing Mathematics Fine/Practical Arts Communications, Arts and Media Science Technical Arts Manufacturing, Trades, and Technical History/Social Science Health, Human, and Public Services Health Physical Education JROTC (Military studies at six high schools) Exploring Careers and Planning for High School Elementary School Alternative High Schools and Specialized College Preparatory Programs (Application and/or referral for admission required) Franklin Military Academy, Open High, Richmond Community High, Appomattox Regional Governor s School for the Arts and Technology, Maggie L. Walker Governor s School for Government and International Studies International Baccalaureate Program Grade 9, 10, 11, & 12 at Thomas Jefferson High School *School Counselors, realizing that goals will differ and change for many students, will assist in developing educational plans that expand rather than restrict post-secondary options. Career Awareness and Planning for Middle School 13

23

24

25

26 Graduation Requirements State of Virginia Diploma Option I Graduation requirements are those standard credits effective with first time ninth graders in through , regardless of the year the student graduates. Standard and verified credits may be awarded for high school courses successfully completed prior to the ninth grade if they meet SOL content requirements or are equivalent in content and academic rigor as those courses offered at the secondary level. I. STANDARD DIPLOMA (22 standard units of credit) Discipline Area Standard Credits Effective for Ninth Graders in through Verified Credits Effective for Ninth Graders and beyond English 4 2 Mathematics Laboratory Science History and Social 3 1 Sciences 3 Health and Physical 2 Education Fine or Practical Arts 1 Electives 4 6 Student Selected Test 5 1 TOTALS Courses completed to satisfy this requirement shall be at or above the level of algebra and shall include at least two course selections from among: Algebra I, Geometry, Algebra II, or other mathematics courses above the level of algebra and geometry. The Board may approve additional courses to satisfy this requirement. 2 Courses completed to satisfy this requirement shall include course selections from at least two different science disciplines: earth science, biology, chemistry, or physics. The Board may approve additional courses to satisfy this requirement. 3 Courses completed to satisfy this requirement shall include U.S. and Virginia History, U.S. and Virginia Government, and one world history/geography course. Courses which satisfy the world history/geography requirement are (i) World History, (ii) World Geography, (iii) World History and Geography Part I, (iv) World History and Geography, or (v) a semester course of World History Part I and a semester course of World Geography. The Board may approve additional courses to satisfy this requirement. 4 Beginning with the graduating class of 2003, courses to satisfy this requirement shall include at least two sequential electives as required by the Standards of Quality. 5 A student may utilize additional tests for earning verified credit in computer science, technology, or other areas prescribed by the Board in 8 VAC B. TRANSITIONAL REQUIREMENTS FOR THE STANDARD DIPLOMA Ninth Grade Class of and beyond Graduating Class of Standard Credits (completed in 4 years) Required 2007 and beyond 22 Must include 2 sequential electives 15 Graduation Requirements Verified Credits Required 6 verified credits: 2 English; 1 mathematics; 1 science; 1 history/social science; 1 studentselected Notes: A standard credit is based on a minimum of 140 clock hours of instruction and successful completion of the requirements of the course. A verified credit is based on a minimum of 140 clock hours of instruction; successful completion of the requirements of the course; and achievement of a passing score on the end-of-course SOL test or additional test for that course as approved by the Board of Education.

27 Graduation Requirements State of Virginia (continued) Diploma Option II II. ADVANCED STUDIES DIPLOMA (24 standard units of credit) Graduation requirements are those standard credits effective with first time ninth graders in through , regardless of the year the student graduates. Standard and verified credits may be awarded for high school courses successfully completed prior to the ninth grade if they meet SOL content requirements or are equivalent in content and academic rigor as those courses offered at the secondary level. Discipline Area Standard Credits Effective for Ninth Graders in through Verified Credits Effective for Ninth Graders in English 4 2 Mathematics Laboratory Science History and Social Science World Languages 4 3 Health and Physical Education 2 Fine or Practical Arts 1 Electives 2 Student Selected Test 5 1 TOTALS Courses completed to satisfy this requirement shall be at or above the level of algebra and shall include at least three different course selections from among: Algebra I, Geometry, Algebra II, or other mathematics courses above the level of Algebra II. The Board may approve additional courses to satisfy this requirement. 2 Courses completed to satisfy this requirement shall include course selections from at least three different science disciplines from among: earth sciences, biology, chemistry, or physics or completion of the sequence of science courses required for the International Baccalaureate Diploma. The Board may approve additional courses to satisfy this requirement. 3 Courses completed to satisfy this requirement shall include U.S. and Virginia History, U.S. and Virginia Government, and two world history/geography courses. Acceptable courses to satisfy the world history/geography requirements include: (i) World History and World Geography; (ii) World History and Geography Part I and World History and Geography Part II; or (iii) a semester course of World Geography, a semester course of World History Part I and a year-long course of World History Part II. The Board may approve additional courses to satisfy this requirement. 4 Three years of one language or two years each of two languages. 5 A student may utilize additional assessments for earning verified credit in computer science, technology, or other areas as prescribed by the Board in 8 VAC B. TRANSITIONAL REQUIREMENTS FOR THE ADVANCED STUDIES DIPLOMA Ninth Grade Class of Graduating Class of Standard Credits Required Verified Credits Required (completed in 4 years) and beyond 2004 and beyond 24 9 verified credits: 2 English; 2 mathematics; 2 science; 2 history/social science; 1 student-selected Notes: A standard credit is based on a minimum of 140 clock hours of instruction and successful completion of the requirements of the course. A verified credit is based on a minimum of 140 clock hours of instruction; successful completion of the requirements of the course; and achievement of a passing score on the end-of-course SOL test or additional test for that course as approved by the Board of Education. 16 Graduation Requirements

28 Graduation Requirements State of Virginia (continued) Diploma Option III III. MODIFIED STANDARD DIPLOMA Adopted the summer of 2000, this diploma option is intended for certain students at the secondary level who have a disability and are unlikely to meet the requirements for a Standard Diploma. Eligibility and participation shall be determined by the student s Individualized Education Plan (IEP) team and the student at any point after the student s eighth-grade year. Written consent from the parent/guardian must be obtained for a student to choose this diploma option. DISCIPLINES AND COURSES Standard Units of Credit English 4 Mathematics 1 3 Science 2 2 History and Social Science 3 2 Health and Physical Education 2 Fine or Practical Arts 1 Electives 4 6 Total 20 1 Courses completed to satisfy this requirement shall include content from among applications of algebra, geometry, personal finance, and statistics. 2 Courses completed shall include content from at least two of the following: applications of earth science, biology, chemistry, or physics. 3 Courses completed to satisfy this requirement shall include one unit of credit in U.S and Virginia History and one unit of credit in U.S. and Virginia Government. 4 Courses to satisfy this requirement shall include a least two sequential electives in the same manner required for the Standard Diploma. The Board of Education approved four substitute tests to satisfy the numeracy and literacy requirements for the modified standard diploma. These are work keys: reading, math, ACT: Explore and ACT: Plan. Supts. Memo #53, March 8, Notes: The student must be allowed to pursue a Standard or Advanced Studies Diploma at any time throughout his or her high school career. The student must not be excluded from courses and tests required to earn a Standard or Advanced Studies Diploma. The student must pass literacy and numeracy competency assessments as prescribed by the Board. o For students who entered the ninth grade prior to , the literacy and numeracy competency assessments will be the reading and mathematics subtests of the LPT o For students who entered the ninth grade in and beyond, the literacy and numeracy competency assessments will be the eighth-grade English Reading/Literature/Research SOL test and the eighth-grade Mathematics SOL test o A standard credit is based on a minimum of 140 clock hours of instruction and successful completion of the requirements of the course o Verified credits are not required for a modified standard diploma. However, if a student in this diploma program takes a course for which there is an end-of-course test, the student must take the test even though it is not required for graduation 17 Graduation Requirements

29 Graduation Requirements State of Virginia (continued) Diploma Option IV IV. SPECIAL DIPLOMA Special Diploma Available to students with disabilities who complete the requirements of their IEP and who do not meet the requirements for other diplomas. Requirements for the General Achievement Diploma V. GENERAL ACHIEVEMENT DIPLOMA (GAD) 1. The General Achievement Diploma is intended to provide a diploma option for high school dropouts and individuals who exit high school without a diploma. It should not be a first option for high school students. 2. Individuals who are at least 18 years of age and not enrolled in public school or not otherwise meeting the compulsory school attendance requirements set forth in the Code of Virginia shall be eligible to earn the General Achievement Diploma. Diploma candidates may be individuals who because of the age 1 to enroll in the public school whether they choose to enroll or not; or individuals who because of their age are not eligible to enroll in the public school. 3. The required number of standard units of credit may be earned by enrolling in a. A public school if the individual meets the age requirements b. A community college or other institution of higher education, c. An adult high school program, or d. Correspondence, distance learning, and online courses. 4. Diploma candidates shall participate in GED preparation. 5. Credit and assessment requirements for graduation with a General Achievement Diploma: Discipline Area Standard Units of Credit Required Assessment Required English 4 Mathematics 2 3 Science 3 2 History and Social Sciences 4 2 Electives 5 9 TOTAL 20 Achieve a passing score on the GED examination 1 A person of school age is one who has not reached twenty years of age on or before August 1 of the school year ( ) or any individual through twenty-one years of age who is eligible for mandated services in a program of special education designed to educate and train children with disabilities ( ). 2 Courses completed to satisfy this requirement shall include content in mathematics courses that incorporate or exceed the content of courses approved by the Board to satisfy any other Board-recognized diploma. 3 Courses completed to satisfy this requirement shall include content in science courses that incorporate or exceed the content of courses approved by the board to satisfy any other Board-recognized diploma. 4 Courses completed to satisfy this requirement shall include one unit of credit in Virginia and U.S. History and one unit of credit in Virginia and U.S. Government in courses that incorporate or exceed the content of courses approved by the Board to satisfy any other Board-recognized diploma. 5 Courses shall include at least two sequential electives in an area of concentration or specialization, which may include career and technical education and training. 18 Graduation Requirements

30 Other Certificates General Education Development Certificate (GED) The Tests of General Educational Development (GED) were developed by the American Council on Education to enable persons who have not graduated from high school to demonstrate the attainment of abilities normally associated with completion of a high school program of study. The Virginia GED program provides an opportunity to recognize the educational development of individuals as results of their life and/or employment experiences. Persons who are successful on the battery of tests receive a certificate that is equivalent to a high school diploma. Applications and testing information can be secured from the Adult Career Development Center (ACDC). An applicant must be at least 18 years of age and out of school. Under special circumstances the age limit may be lowered if an applicant: 1. has been officially withdrawn from school 2. meets all requirements for home schooled youth 3. meets the requirements for youth granted an Individual Student Alternative Education Plan (ISAEP) 4. meets the requirements for youth currently enrolled in alternative education programs. Under no circumstances is an individual under the age of 16 eligible for testing. The GED Battery includes five tests that measures the skills considered to be the major outcomes of a high school education. The tests focus on the major use of skills and concepts rather than upon recall of specific facts. The questions focus on the general abilities to analyzed, evaluate, and draw conclusions. The subject areas of the tests are as follows: Test 1 Language Arts: Writing Skills Test 2 Social Science Test 3 Science Test 4 Language Arts: Reading Test 5 Mathematics: Parts I and II ACDC offers a GED preparatory program with course instruction in writing skills, reading skills, science, social studies and mathematics. A practice test is also offered monthly. Call for complete registration and testing information. 19 Graduation Requirements

31 Diploma Requirements for Transfer Students Standard Diploma First-time Transfers to a Virginia Public School Standard Diploma Verified Credit Requirements Beginning = First 20 hours of instruction Grade upon enrolling in VA public school Ninth-grade Year & beyond 9 th grade 6 Verified Credit During = After the first 20 hours of instruction (2 English, 1 Math, 1 History, 1 Science + 1) Beginning of 10 th Grade 6 Verified Credit (2 English, 1 Math, 1 History, 1 Science + 1) During 10 th Grade 4 Verified Credit (1 English, 1 Math, 1 History, 1 Science) Beginning of 11 th Grade 4 Verified Credit (1 English, 1 Math, 1 History, 1 Science) During 11 th Grade 2 Verified Credit (1 English + 1) Beginning of 12 th Grade 2 Verified Credit (1 English + 1) During 12 th Grade Students should be given every opportunity to earn a diploma; if this is not possible, arrange to have the previous school award the diploma; or seek a waiver of the verified credit requirement from the DOE. Advanced Studies Diploma First-time Transfers to a Virginia Public School Advanced Studies Diploma Verified Credit Requirements Beginning = First 20 hours of instruction During = After the first 20 hours of instruction Grade upon enrolling in Ninth-grade Year VA public school & beyond 9 th grade 9 Verified Credit (2 English, 2 Math, 2 History, 2 Science + 1) Beginning of 10 th Grade 9 Verified Credit (2 English, 2 Math, 2 History, 2 Science + 1) During 10 th Grade 6 Verified Credit (2 English, 1 Math, 1 History, 1 Science + 1) Beginning of 11 th Grade 6 Verified Credit (2 English,1 Math,1 History,1 Science + 1) During 11 th Grade 4 Verified Credit (1 English + 3) Beginning of 12 th Grade 4 Verified Credit (1 English + 3) During 12 th Grade Students should be given every opportunity to earn a diploma; if this is not possible, arrange to have the previous school award the diploma; or seek a waiver of the verified credit requirement from the DOE. 20 Graduation Requirements

32 Diploma Seals Graduation requirements include the following diploma seals and awards for students who demonstrate exemplary academic performance, academic excellence and/or outstanding achievement. Students may be eligible for one or more of the following awards: Governor s Seal: Awarded to students with an Advanced Studies Diploma with an average of B or better who successfully complete college-level coursework that will earn the student at least nine transferable college credits in Advanced Placement (AP), International Baccalaureate (IB) Cambridge, or Dual Enrollment courses. Board of Education Seals: Awarded to students who complete requirements for a Standard or Advanced studies diploma beginning with the 9 th grade class of and beyond with an average grade of A. The Board of Education s Career and Technical Education Seal: Awarded to students who earns a Standard or Advanced Studies Diploma and complete a prescribed sequence of courses in a career and technical education concentration or specialization that they choose and maintain a B average in those courses; or (i) pass an examination in a career and technical education concentration or specialization that confers certification from a recognized industry, trade or professional association or (ii) acquire a professional license in that career and technical education field from the Commonwealth of Virginia. The Board of Education s Advanced Mathematics and Technology Seal: Awarded to students who earns a Standard or Advanced Studies Diploma and (i) satisfy all of the mathematics requirements for the Advanced Studies Diploma (four units of credit including Algebra II; two verified units of credit) with a B average or better; and (ii) either (a) pass an examination in a career and technical education field that confers certification from a recognized industry or trade or professional association; (b) acquire a professional license in a career and technical education field from the Commonwealth of Virginia; or (c) pass an examination approved by the Board that confers college-level credit in a technology or computer science area. The Board of Education s Excellence in Civics Education Seal: Awarded to students who earn either a Standard or Advanced Studies Diploma and: (i) complete Virginia and United States History and Virginia and United Stated Government courses with a grade of B or higher; and, (ii) have good attendance and no disciplinary infractions as determined by local school board policies and, (iii) complete 50 hours of voluntary participation in community service or extracurricular activities. Activities that would satisfy the requirements of clause (iii) of this subdivision include: (a) volunteering for a charitable or religious organization that provides services to the poor, sick or less fortunate; (b) participating in Boy Scouts, girl Scouts, or similar youth organizations; (c) participating in JROTC; (d) participating in political campaigns or government internships, or Boys State, Girls State, or Model General assembly; or (e) participating in school-sponsored extracurricular activities that have civics focus. Any student who enlists in the United States military prior to graduation will be deemed to have met this community service requirement. Have good attendance and no disciplinary infractions as determined by local school board policies. 21 Graduation Requirements

33 Standard Diploma Beginning with the ninth-grade class of and beyond, students shall earn the required standard and verified units of credit described in subdivision 2 of this subsection. Credits required for graduation with a Standard Diploma Discipline Area Standard Units of Credits Required Verified Credits Required English 4 2 Mathematics Laboratory Science 2,6 3 1 History & Social Sciences 3,6 3 1 Health and Physical Education 2 Foreign Language, Fine Arts or 2 Career and Technical Education 7 Economics and Personal Finance 1 Electives 4 4 Student SelectedTest 5 1 Career and Technical Education Credential 8 Total Courses completed to satisfy this requirement shall include at least two different course selections from among: Algebra I, Geometry, Algebra, Functions and Data Analysis, Algebra II, or other mathematics courses above the level of Algebra II. The board shall approve courses to satisfy this requirement. 2. Courses completed to satisfy this requirement shall include course selections from at least two different science disciplines: earth sciences, biology, chemistry, or physics, or completion of the sequence of science courses required for the International Baccalaureate Diploma. The board shall approve courses to satisfy this requirement. 3. Courses completed to satisfy this requirement shall include U.S. and Virginia History, U.S. and Virginia Government, and one course in either World History or Geography or both. The board shall approve courses to satisfy this requirement. 4. Courses to satisfy this requirement shall include at least two sequential electives as required by the Standards of Quality. 5. A student may utilize additional tests for earning verified credit in computer science, technology, career and technical education, economics or other areas as prescribed by the board in 8 VAC Students who complete a career and technical education program sequence and pass an examination or occupational competency assessment in a career and technical education field that confers certification or an occupational competency credential from a recognized industry or trade or professional association or acquires a professional license in a career and technical education field from the Commonwealth of Virginia may substitute the certification, competency credential, or license for (i) the student selected verified credit and (ii) either a science or history and social science verified credit when the certification, license, or credential confers more than one verified credit. The examination or occupational competency assessment must be approved by the Board of Education as an additional test to verify student achievement. 7. Pursuant to Section :4, Code of Virginia, credits earned for this requirement shall include one credit in fine or performing arts or career and technical education. 8. Students shall earn a career and technical education credential approved by the Board of Education that could include, but not be limited to, the successful completion of an industry certification, a state licensure examination, a national occupational competency assessment, or the Virginia workplace readiness assessment. 22 Graduation Requirements

34 9. Students shall successfully complete one virtual course, which may be noncredit-bearing course or a required or elective credit-bearing course that is offered online. The Board of Education shall establish, through guidelines, credit accommodations to the standard and verified credit requirements for a Standard Diploma. Such credit accommodations for students with disabilities may include: a. Approval of alternative courses to meet the standard credit requirements ; b. Modifications to the requirements for local school divisions to award locally awarded verified credits; c. Approval of additional tests to verified credit; d. Adjusted cut scores required to earn verified credit; and e. Allowance of work-based learning experiences. The student s Individual Education Program (IEP) or 504 Plan would specify any credit accommodations that would be applicable for the student. Students completing the requirements for the Standard Diploma may be eligible to receive an honor deemed appropriate by the local school board as described in subsection K of this section. 23 Graduation Requirements

35 Advanced Studies Diploma Beginning with the first time ninth-grade class of and beyond, students shall earn the required standard and verified units of credit described in subdivision 2 of this subsection. Credits required for graduation with an Advanced Studies Diploma Discipline Area Standard Units of Credits Required English 4 2 Mathematics Laboratory Science History & Social Sciences World Language 4 3 Health and Physical Education 2 Fine Arts or Career and Technical Education 1 Economics and Personal Finance 1 Electives 3 Student Selected Test 5 1 Verified Credits Required Total Courses completed to satisfy this requirement shall include at least three different course selections from among: Algebra I, Geometry, Algebra II, or other mathematics courses above the level of Algebra II. The board shall approve courses to satisfy this requirement. 2. Courses completed to satisfy this requirement shall include course selections from at least three different science disciplines from among: earth sciences, biology, chemistry, or physics, or completion of the sequence of science courses required for the International Baccalaureate Diploma. The board shall approve courses to satisfy this requirement. 3. Courses completed to satisfy this requirement shall include U.S. and Virginia History, U.S. and Virginia Government, and two courses in either World History or Geography or both. The board shall approve additional courses to satisfy this requirement. 4. Courses completed to satisfy this requirement shall include three years of one language or two years of two languages. 5. A student may utilize additional tests for earning verified credit in computer science, technology, career or technical education, economics or other areas as prescribed by the board in 8 VAC Students shall successfully complete one virtual course, which may be noncredit-bearing course, or may be a course required to earn this diploma that is offered online. Students completing the requirements for the Advanced Studies Diploma may be eligible to receive an honor deemed appropriate by the local school board as described in subsection H of this section. D. In accordance with the requirements of the Standards of Quality, students with disabilities who complete the requirements of their Individualized Education Program (IEP) and do not meet the requirements for other diplomas shall be awarded Special Diploma. E. In accordance with the requirements of the Standards of Quality, students who complete prescribed programs of studies defined by the local school board but do not qualify for Standard, Advanced Studies, or Special, diplomas 24 Graduation Requirements

36 shall be awarded Certificates of Program Completion. The requirements for Certificates of Program Completion are developed by local school board in accordance with the Standards of Quality. F. In accordance with the provisions of the compulsory attendance law and 8VAC20-360, Regulations Governing General Educational Development Certificates, students who do not qualify for diplomas may earn a high school equivalency credential. G. At a student s request, the local school board shall communicate or otherwise make known to institutions of higher education, potential employers, or other applicable third parties, in a manner that the local school board deems appropriate, that a student has attained the state s academic expectations by earning a Virginia diploma and that the value of such a diploma is not affected in any way by the accreditation status of the student s school. H. Awards for exemplary student performance. Students who demonstrate academic excellence and/or outstanding achievement may be eligible for one or more of the following awards: 1. Students who complete the requirements for an Advanced Studies Diploma with an average grade of B or better and successfully complete 25 Graduation Requirements

37 Standard Diploma Record of Standard Verified Credits for classes 2004 and beyond Student s Name Grade Yr. Entered 9 th Grade Discipline Courses Standard SOL Test or Substitute Credits Assessment Passed English 4 standard credits 2 verified credits Mathematics 3 standard credits Laboratory Science 3 standard credits History and Social Science 3 standard credits Health and Physical Education 2 standard credits Fine or Practical Art, World Language, or CTE 2 standard credit Economics & Personal Finance 1 standard credit Electives 4 standard credits Students who graduate in 2003 and beyond must have 2 sequential electives. Guideline on sequential electives are available on the Internet: /suptsmemom/2002/info079a.pdf Students Selected Test English RLR* Or Substitute English Writing or Substitute During the transition years, the four student-selected verified credits have not been prescribed by content. They may be concentrated in one or two disciplines or distributed over a variety of subject areas. Students may combine SOL tests with other approved substitute assessments or career and technical certifications to earn verified credits. A list of the approved substitute may be found on the Internet: Verified Credits Sequential Electives During the transition years, students must earn 2 verified credits in English and 4 other verified credits of their choice, which would be reflected above. Total Minimum: 22 Standard Credits Minimum: 6 Standard Credits *English Reading/Literature/Research 26 Graduation Requirements

38 Advanced Studies Diploma Record of Standard Verified Credits for classes 2004 and beyond Student s Name Grade Yr. Entered 9 th Grade Discipline Courses Standard SOL Test or Substitute Credits Assessment Passed English 4 standard credits 2 verified credits Mathematics 4 standard credits 2 verified credits Laboratory Science 4 standard credits 2 verified credits History and Social Science 4 standard credits 2 verified credits World Language 3 standard credits (3 years of 1 language or 2 years each of 2 languages) Health and Physical Education 2 standard credits Fine or Practical Art 1 standard Credit Economics & Personal Finance 1 standard Electives 3 Standard Credits /suptsmemos/2002/int001a.pdf Students Selected Test Total *English Reading/Literature/Research English RLR* Or Substitute English Writing or Substitute Students may combine SOL tests with other approved substitute assessments or career and technical certifications to earn verified credits. A list of the approved substitute may be found on the Internet: Verified Credits Students must earn 2 verified credits in English, 2 verified credits in Mathematics, 2 verified credits in laboratory science, 2 verified credits in History and Social Science, and 1 of Student s Selection. Minimum: 24 Standard Credits or 26 Standard Credits Minimum: 9 Verified Credits 27 Graduation Requirements

39 Modified Diploma* Record of Standard Verified Credits for classes 2004 and beyond Student s Name Grade Yr. Entered 9 th Grade Discipline Courses Standard Credits English 4 standard credits SOL Test (Not required for graduation, but students enrolled in a SOL course are not excluded from taking the test) Verified Credits (not required) Mathematics 3 standard credits Laboratory Science 3 standard credits History and Social Science 2 standard credits Health and Physical Education 2 standard credits Fine or Practical Art 1 standard Credit Electives 6 Standard Credits Students who graduate in 2003 and beyond must have 2 sequential electives. Guideline on sequential electives are available on the Internet: /suptsmemos/2002/int001a.pdf Total Minimum: 20 Standard credits For students pursuing a modified standard diploma, the IEP team shall consider the student s need for occupational readiness upon school completion, including consideration of courses to prepare the students as a career and technical education program completer. Students must pass the 8 th grade literacy and numeracy assessment Sequential Electives 1. Courses completed to satisfy this requirement shall include contents from among application of algebra, geometry, personal finance, and statistics. 2. Courses completed shall include from at least two of the following: applications of earth science, biology, chemistry, or physics. 3. Courses completed to satisfy this requirement shall include one unit of credit in U.S. and Virginia History and one unit credit in U.S. and Virginia Government. Lit Num *The student who has chosen to pursue a Modified Standard Diploma shall also be allowed to pursue the Standard and Advanced Studies Diploma at any time throughout that student s high school career. The student must not be excluded from courses and tests required to earn a Standard or Advanced Studies Diploma. 28 Graduation Requirements

40

41

42 ENGLISH / LANGUAGE ARTS STANDARDS AND CORE COURSES GRADE 6 ENGLISH STANDARDS OF LEARNING OVERVIEW The sixth-grade student will be an active participant in classroom discussions. The student will present personal opinions, understand differing viewpoints, distinguish between fact and opinion, and analyze the effectiveness of group communication. The student will begin the study of word origins and continue vocabulary development. The student will read independently a variety of fiction and nonfiction, including a significant number of classic works, for appreciation and comprehension. The student will also plan, draft, revise, and edit narratives, descriptions, and explanations, with attention to composition and style as well as sentence formation, usage, and mechanics. The student will also demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking. In addition, reading and writing will be used as tools for learning academic concepts, and available technology will be used appropriately. ENGLISH COURSES FOR STUDENTS IN GRADE 6 Course # Language Arts 0.00 credit 36 weeks Course # English 0.00 credit 36 weeks Course # 0605 Course # 0606 Course # 0608 Course # 0609 Course # 0610 Course # Pre-AP English 6H English 6 Reading 6H Reading Strategic Reading Voyager Reading Journeys 0.00 credit 0.00 credit 0.00 credit 0.00 credit 0.00 credit 0.00 credit 36 weeks 36 weeks 36 weeks 36 weeks 36 weeks 36 weeks Course # 0614 Voyager Reading Passport 0.00 credit 36 weeks Course # 0615 IB Level 1 English 0 00 credit 36 weeks GRADE 7 ENGLISH STANDARDS OF LEARNING OVERVIEW The seventh-grade student will continue to develop oral communication skills and will become more knowledgeable of the effects of verbal and nonverbal behaviors in oral communication. The student will continue to read a wide variety of fiction, nonfiction, and poetry while becoming more independent and analytical. The student will continue to refine written composition skills, with special attention to word choice, organization, style, and grammar. Written explanations will utilize informational writing skills, and persuasive writing will be introduced. The student will continue vocabulary development through a study of figurative language and continuing study of roots and affixes. Knowledge of the impact of media on public opinion will be introduced. The student will increase proficiency in the use of print and electronic information resources and will learn ways to give credit to reference sources. The student will also demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking. ENGLISH COURSES FOR STUDENTS IN GRADE 7 Course # Language Arts 0.00 credit 36 weeks Course # 0703 Course # English Reading- Journeys 0.00 credit 0.00 credit 36 weeks 36 weeks Course # H English 0.00 credit 36 weeks Course # H Reading 0.00 credit 36 weeks Course # IB Level II English 0.00 credit 36 weeks Course # 0711 Strategic Reading 0.00 credit 36 weeks Course # Pre-AP English 0.00 credit 36 weeks Course # Language Reading 0.00 credit 36 weeks GRADE 8 ENGLISH STANDARDS OF LEARNING OVERVIEW The eighth-grade student will learn and apply interviewing techniques. The student will demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking. The student will plan, draft, revise, and edit writing, with emphasis on exposition and persuasion. The student will apply reading and writing skills in all subjects, as well as respond critically to literature. The student will continue development of vocabulary, with attention to connotations and figurative language. The student will become a skillful interpreter of the persuasive 30 SOL Overview

43 strategies used in print and mass media. The student will continue to develop an appreciation for literature through a study of a wide variety of selections. The student will describe themes or inferred main ideas, interpret cause-effect relationships, and draw conclusions from a variety of literary and informational selections. ENGLISH COURSES FOR STUDENTS IN GRADE 8 Course # 0800 Course # Language Arts 8H Reading 0.00 credit 0.00 credit 36 weeks 36 weeks Course # 0803 Course # 0804 Course # Pre-AP English Strategic Reading 8 English 0.00 credit 0.00 credit 0.00 credit 36 weeks 36 weeks 36 weeks Course # 0806 IB Level III English 0.00 credit 36 weeks Course # H English 0.00 credit 36 weeks Course # Reading-Journeys 0.00 credit 36 weeks Course # Language Reading 0.00 credit 36 weeks GRADE 9 ENGLISH STANDARDS OF LEARNING OVERVIEW The ninth-grade student will plan, present, and critique dramatic readings of literary selections. Knowledge of literary terms and forms will be applied in the student s own writing and in the analysis of literature. The student will be introduced to significant literary works. Increased requirements for research and reporting in all subjects will be supported by the use of print, electronic databases, online resources, and a standard style sheet method to cite reference sources. The student will distinguish between reliable and questionable Internet sources. Writing will encompass narrative, literary, expository, and informational forms, with particular attention to analysis. The student will demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking. ENGLISH COURSES FOR STUDENTS IN GRADE 9 Course # Language Arts 1.00 credit 36 weeks Course # 0901 Language Arts 1.00 credit 36 weeks Course # English 1.00 credit 36 weeks Course # H English 1.00 credit 36 weeks Course # Pre-AP English 1.00 credit 36 weeks Course # 0902 Honors Reading 1.00 credit 36 weeks Course # 0903 Strategic Reading 1.00 credit 36 weeks Course # 0904 Course # 0905 Reading-Journey IB Level IV English 31 SOL Overview 1.00 credit 1.00 credit 36 weeks 36 weeks GRADE 10 ENGLISH STANDARDS OF LEARNING OVERVIEW The tenth-grade student will become a skilled communicator in small-group learning activities. The student will read and critique literary works from a variety of eras and cultures. Attention will be given to the analysis of consumer information, such as labels, owners manuals, warranties, and contracts. The student will critique the writing of peers and professionals, using analysis to improve writing skills. The student will continue to build research skills by crediting sources and presenting information in a format appropriate for content. Grammar knowledge will be expanded as the student presents, writes, and edits materials, applying the conventions of language. ENGLISH COURSES FOR STUDENTS IN GRADE 10 Course # Language Arts 1.00 credit 36 weeks Course # 1001 Language Arts 1.00 credit 36 weeks Course # English 1.00 credit 36 weeks Course # H English 1.00 credit 36 weeks Course # Pre-AP English 1.00 credit 36 weeks Course # IB Level V English 1.00 credit 36 weeks GRADE 11 ENGLISH STANDARDS OF LEARNING OVERVIEW The eleventh-grade student will be able to make and analyze informative and persuasive oral presentations, with attention to the accuracy of evidence and the effectiveness of delivery. The study of both classic and contemporary American literature will enhance the student s appreciation for literature. The student will be able to identify the

44 prevalent themes and characterizations present in American literature, which are reflective of the history and culture. The student will be able to write clear and accurate personal, professional, and informational correspondence and reports for research and other applications. Grammar development will continue through the application of rules for sentence formation, usage, spelling, and mechanics. The student will develop informative and persuasive compositions by locating, evaluating, synthesizing, and citing applicable information with careful attention to organization and accuracy. ENGLISH COURSES FOR STUDENTS IN GRADE 11 Course # 1100 Language Arts 1.00 credit 36 weeks Course # 1101 Course # 1107 Course # 1108 Course # 1109 Course # 1128 Language Arts 11 English 11H English 11 Pre-AP English 11 IB DP English HL 1.00 credit 1.00 credit 1.00 credit 1.00 credit 1.00 credit 36 weeks 36 weeks 36 weeks 36 weeks 36 weeks GRADE 12 ENGLISH STANDARDS OF LEARNING OVERVIEW The twelfth-grade student will use organizational skills, audience awareness, appropriate vocabulary and grammar, and both verbal and nonverbal presentation skills to plan and deliver an effective 5 to 10 minute oral presentation. The student will analyze British literature and literature of other cultures, with attention to the many classic works which may be studied. Writing will include the production of informational and expository papers, which are organized logically and contain clear and accurate ideas. The student will also produce a well-documented major research paper, using a standard method of documentation. The student will demonstrate advanced knowledge of grammatical conventions through writing, editing, and speaking. ENGLISH COURSES FOR STUDENTS IN GRADE 12 Course # Language Arts 1.00 credit 36 weeks Course # 1201 Language Arts 1.00 credit 36 weeks Course # English 1.00 credit 36 weeks Course # H English 1.00 credit 36 weeks Course # Pre-AP English 1.00 credit 36 weeks Course # IB DP English HL 1.00 credit 36 weeks Course # 1300 AP English Literature & Composition 1.00 credit 36 weeks Course # 1301 AP English Language & Composition 1.00 credit 36 weeks Course # 0500 College Composition I (Dual Enrollment-JSRCC).50 credit 18 weeks Course # 0501 College Composition II (Dual Enrollment-JSRCC).50 credit 18 weeks ENGLISH LANGUAGE PROFICIENCY STANDARDS AND COURSES ENGLISH LANGUAGE PROFICIENCY STANDARDS OF LEARNING OVERVIEW Five levels of English proficiency, designated level I, level II, level III, and level IV, level V have been defined for the district s English Learner (EL) population. Within each of these levels, standards have been developed for oral language (listening and speaking), reading, and writing. These standards represent what an EL student should know and be able to do upon achieving at each level. Additionally, the English Language Proficiency Standards have been aligned with the English Standards of Learning. They are not grade specific and reflect the skills that the EL student can accomplish at that particular level. EL students will proceed through these levels at their own pace, depending in part on their level of proficiency in their native language, the age at which they entered school in the United States and their ability to learn another language. Proficiency in listening, speaking, reading, and writing is emphasized. EL students are prepared and encouraged to make a successful transition to meeting the English Standards of Learning. 32 SOL Overview

45 Courses for LEP Students Course # 0926 Middle School ELL (Englis Language Learner) Level I 0.00 credit 36 weeks Course # 0927 Middle School ELL Level II 0.00 credit 36 weeks Course # 0928 Middle School ELL Level III 0.00 credit 36 weeks Course # 0930 Middle School ELL Level IV 0.00 credit 36 weeks Course # 0920 High School ELL Level I 1.00 credit 36 weeks Course # 1020 High School ELL Level II 1.00 credit 36 weeks Course # 1130 High School ELL Level III 1.00 credit 36 weeks Course # 1230 High School ELL Level IV 1.00 credit 36 weeks Course # 5732 ELL Level 1.A 1.00 credit 36 weeks Course # 5733 ELL Level 1.B 1.00 credit 36 weeks Course # 5734 ELL Read credit 36 weeks Course # 5735 ELL Content Preparation Math 1.00 credit 36 weeks Course # 5736 ELL Content Preparation Social Studies 1.00 credit 36 weeks Course # 5737 ELL Content Preparation Science 1.00 credit 36 weeks Course # 5738 ELL Content Preparation General 1.00 credit 36 weeks Course # 5739 Freshmen Orientation ELL 1.00 credit 36 weeks Course # 5740 Freshmen Orientation Spanish 1.00 credit 36 weeks Course # 5741 Spanish Literacy/Literature I 1.00 credit 36 weeks Course # 5742 Spanish Literacy/Literature II 1.00 credit 36 weeks Course # 5743 ELL Content Support Math 1.00 credit 36 weeks Course # 5744 ELL Content Support Social Studies 1.00 credit 36 weeks Course # 5745 ELL Content Support Science 1.00 credit 36 weeks Course # 5746 ELL Content Support English 1.00 credit 36 weeks Course # 5747 ELL Monitor Support 1.00 credit 36 weeks MATHEMATICS STANDARDS AND CORE COURSES GRADE 6 MATHEMATICS STANDARDS OF LEARNING OVERVIEW The sixth-grade standards place continued emphasis on the study of whole numbers, decimals, and rational numbers (fractions). Students will use ratios to compare data sets; make conversions within a given measurement system; classify three-dimensional figures; collect, analyze, display, and interpret data, using a variety of graphical and statistical methods; begin using integers and percents; find the probability of an event; and investigate numerical and geometric patterns. Students will be introduced to algebraic terms and solving algebraic equations in one variable. MATH COURSES FOR STUDENTS IN GRADE 6 Course # General Mathematics 0.00 credit 36 weeks Course # Mathematics 0.00 credit 36 weeks Course # H Mathematics 0.00 credit 36 weeks Course # Pre-AP Mathematics 0.00 credit 36 weeks Course # IB Level I Mathematics 0.00 credit 36 weeks Course # Pre-AP Mathematics 0.00 credit 36 weeks Course # 1592 Algebra Readiness 0.00 credit 18 weeks GRADE 7 MATHEMATICS STANDARDS OF LEARNING OVERVIEW The seventh-grade standards place emphasis on solving problems involving consumer applications, using proportional reasoning, and gaining proficiency in computations with integers. The students will gain an understanding of the properties of real numbers, solve one-step linear equations and inequalities, and use data analysis techniques to make inferences, conjectures, and predictions. Two- and three-dimensional representations, graphing transformations in the coordinate plane, and probability will be extended. MATH COURSES FOR STUDENTS IN GRADE 7 Course # General Mathematics 0.00 credit 36 weeks Course # Mathematics 0.00 credit 36 weeks Course # H Mathematics 0.00 credit 36 weeks 33 SOL Overview

46 Course # IB Level II Mathematics 0.00 credit 36 weeks Course # Pre-AP Mathematics 0.00 credit 36 weeks Course # 1592 Algebra Readiness 0.00 credit 18 weeks Course # 1595 Pre-AP Algebra I 1.00 credit 36 weeks GRADE 8 MATHEMATICS STANDARDS OF LEARNING OVERVIEW The eighth-grade standards contain both content that reviews or extends concepts and skills learned in previous grades and new content that prepares students for more abstract concepts in algebra and geometry. Students will gain proficiency in computation with rational numbers (positive and negative fractions, positive and negative decimals, whole numbers, and integers) and use proportions to solve a variety of problems. New concepts include solving twostep equations and inequalities, graphing linear equations, visualizing three-dimensional shapes represented in twodimensional drawings, applying transformations to geometric shapes in the coordinate plane, and using matrices to organize and interpret data. Students will verify and apply the Pythagorean Theorem and represent relations and functions using tables, graphs, and rules. MATH COURSES FOR STUDENTS IN GRADE 8 Course # General Mathematics 0.00 credit 36 weeks Course # Pre-Algebra 0.00 credit 36 weeks Course # H Pre-Algebra 0.00 credit 36 weeks Course # IB Level III Algebra I 1.00 credit 36 weeks Course # 1592 Algebra Readiness 0.00 credit 18 weeks Course # 1595 Pre-AP Algebra I 1.00 credit 36 weeks Course # 1608 Course # 1617 Pre-AP Geometry IB Level IV Geometry 1.00 credit 1.00 credit 36 weeks 36 weeks ALGEBRA I STANDARDS OF LEARNING OVERVIEW Instruction will focus on the sequential development of concepts and skills by using concrete materials to assist students in making the transition from the arithmetic to the symbolic. Students will make connections and build relationships between algebra and arithmetic, geometry, and probability and statistics. Connections will also be made to other subject areas through practical applications. Students will use algebra as a tool for representing and solving a variety of practical problems. Tables and graphs will be used to interpret algebraic expressions, equations, and inequalities and to analyze functions. Matrices will be used to organize and manipulate data. Graphing calculators, computers, and other appropriate technology tools will be used to assist in teaching and learning. ALGEBRA I COURSES Course # IB Level III Algebra I 1.00 credit 36 weeks Course # 1584 Applied Algebra 1.00 credit 36 weeks Course # Algebra 1.00 credit 36 weeks Course # Algebra I 1.00 credit 36 weeks Course # H Algebra I 1.00 credit 36 weeks Course # 1602 Personal Living & Finance 1.00 credit 36 weeks Course # 1693 Transition to Advanced Mathematics (TAM) 1.00 credit 36 weeks GEOMETRY STANDARDS OF LEARNING OVERVIEW This course is designed for students who have successfully completed the standards for Algebra I. The course includes, among other things, properties of geometric figures, trigonometric relationships, and reasoning to justify conclusions. Methods of justification will include paragraph proofs, two-column proofs, indirect proofs, coordinate proofs, and verbal arguments. A gradual development of formal proof is encouraged. Inductive and intuitive approaches to proof as well as deductive axiomatic methods should be used. Emphasis is on two- and threedimensional reasoning skills, coordinate and transformational geometry, and the use of geometric models to solve problems. A variety of applications and some general problem-solving techniques including algebraic skills will be used. Calculators, computers, graphing utilities (graphing calculators or computer graphing simulators), dynamic geometry software, and other appropriate technology tools will be used to assist in teaching and learning. 34 SOL Overview

47 GEOMETRY COURSES Course # 1615 Geometry Part I (Modified Standard Diploma Only) 1.00 credit 36 weeks Course # 1625 Geometry Part II (Modified Standard Diploma Only) 1.00 credit 36 weeks Course # Geometry 1.00 credit 36 weeks Course # H Geometry 1.00 credit 36 weeks Course # 1608 Pre-AP Geometry 1.00 credit 36 weeks Course # 1617 IB Level IV Geometry 1.00 credit 36 weeks ALGEBRA II AND TRIGONOMETRY STANDARDS OF LEARNING OVERVIEW Students enrolled in Algebra II are assumed to have mastered those concepts outlined in the Algebra I standards. A thorough treatment of advanced algebraic concepts is provided through the study of functions, families of functions, equations, inequalities, systems of equations and inequalities, polynomials, rational expressions, complex numbers, matrices, and sequences and series. Emphasis will be placed on practical applications and modeling throughout the course of study. Oral and written communication concerning the language of algebra, logic of procedures, and interpretation of results will also permeate the course. A transformational approach to graphing functions will be taught. Transformational graphing uses translation, reflection, dilation, and rotation to generate a family of graphs from a given graph and builds a strong connection between algebraic and graphic representations of functions. Students will vary the coefficients and constants of an equation, observe the changes in the graph of the equation, and make generalizations that can be applied to many graphs. Graphing utilities (graphing calculators or computer graphing simulators), computers, spreadsheets, and other appropriate technology tools will be used to assist in teaching and learning. A thorough treatment of trigonometry is provided through the study of trigonometric definitions, applications, graphing, and solving trigonometric equations and inequalities. Emphasis is placed on using connections between right triangle ratios, trigonometric functions, and circular functions. In addition, applications and modeling is included throughout the course of study. Algebra II/Trigonometry courses are designed for advanced students who are capable of a more rigorous course at an accelerated pace. The standards listed for this course provide the foundation for students to pursue a sequence of advanced mathematical studies from Mathematical Analysis to Advanced Placement Calculus. ALGEBRA II AND TRIGONOMETRY COURSES Course # 1702 Algebra Function and Data Analysis 1.00 credit 36 weeks Course # 1703 Algebra II 1.00 credit 36 weeks Course # 1704 H Algebra II 1.00 credit 36 weeks Course # 1705 Pre-AP Algebra II 1.00 credit 36 weeks Course # 1721 Algebra II/Trigonometry 1.00 credit 36 weeks Course # 1734 Pre-AP Algebra II/Trigonometry 1.00 credit 36 weeks Course # 1712 IB Algebra II/Trigonometry 1.00 credit 36 weeks COMPUTER MATHEMATICS STANDARDS OF LEARNING OVERVIEW The computer mathematics course is intended to provide students with experience in using the computer to solve problems which can be set up as mathematical models. Computer ideas should be introduced in the context of mathematical concepts. Problem solving should be developed in the most general sense, making the techniques applicable by students in many other environments. Strategies include defining the problem, developing, refining, and implementing a plan; and testing and revising the solution. Programming, ranging from simple programs to complex programs should permeate the entire course. COMPUTER MATHEMATICS COURSE Course # 1613 Computer Mathematics 1.00 credit 36 weeks PROBABILITY AND STATISTICS STANDARDS OF LEARNING OVERVIEW Students enrolled in this course are assumed to have mastered the concepts identified in the Standards of Learning for Algebra II. The purpose of the course is to present basic concepts and techniques for collecting and analyzing data, drawing conclusions, and making predictions. A graphing calculator is essential for every student taking the Probability and Statistics course and is required for the Advanced Placement Statistics Examination. The calculator may not fully substitute for a computer, however. In the absence of a computer for student use, teachers may provide students with examples of computer output generated by a statistical software package. 35 SOL Overview

48 PROBILITY AND STATISTICS COURSES Course #1943 AP Statistics 1.00 credit 36 weeks MATHEMATICAL ANALYSIS (PRECALCULUS) STANDARDS OF LEARNING OVERVIEW Students enrolled in Mathematical Analysis are assumed to have mastered Algebra II concepts and have some exposure to trigonometry. Mathematical Analysis develops students understanding of algebraic and transcendental functions, parametric and polar equations, sequences, series, and vectors. The content of this course serves as appropriate preparation for a calculus course. Graphing calculators, computers, and other appropriate technology tools will be used to assist in teaching and learning. Graphing utilities enhance the understanding of realistic applications through modeling and aid in the investigation of functions and their inverses. They also provide a powerful tool for solving and verifying equations and inequalities. MATHEMATICAL ANALYSIS COURSES Course # 1910 Mathematical Analysis (PreCalculus) 1.00 credit 36 weeks Course # 1722 H Mathematical Analysis (PreCalculus) 1.00 credit 36 weeks Course # 1715 IB Mathematical Analysis (PreCalculus) 1.00 credit 36 weeks Course # 0510 PreCalculus I (Dual Enrollment JSRCC).50 credit 18 weeks Course # 0513 PreCalculus II (Dual Enrollment JSRCC).50 credit 18 weeks CALCULUS STANDARDS OF LEARNING OVERVIEW This course is intended for students who have a thorough knowledge of analytic geometry and elementary functions in addition to college preparatory algebra, geometry, and trigonometry. The purpose of the course is to prepare students for advanced placement in college calculus. The standards incorporate The College Board Advanced Placement Course Description Syllabus. Teachers will update course content as changes occur in future College Board publications. As mandated by The College Board, graphing calculators are required for this course. Computers should be used when feasible by students and by teachers. Any other available technology tools that will enhance student learning will be used. Instructional activities that engage students in solving application problems of varying complexities are encouraged. CALCULUS COURSES Course # 1725 H Calculus 1.00 credit 36 weeks Course #1728 IB Calculus 1.00 credit 36 weeks Course #1901 AP Calculus 1.00 credit 36 weeks Course # 0511 AP Calculus w/analytic Geometry (Dual Enrollment JSRCC).50 credit 18 weeks Course # 0514 AP Calculus w/analytic Geometry (Dual Enrollment JSRCC).50 credit 18 weeks HISTORY / SOCIAL SCIENCE STANDARDS AND CORE COURSES UNITED STATES HISTORY TO 1865 STANDARDS OF LEARNING OVERVIEW Students will use skills of historical and geographical analysis to explore the early history of the United States and understand ideas and events that strengthened the union. The standards for this course relate to the history of the United States from pre-columbian times until Students will continue to learn fundamental concepts in civics, economics, and geography as they study United States history in chronological sequence and learn about change and continuity in our history. They also will study documents and speeches that laid the foundation of American ideals and institutions and will examine the everyday life of people at different times in the country s history through the use of primary and secondary sources. U.S. HISTORY I COURSES GRADE 6 Course # Social Studies 0.00 credit 36 weeks Course # U.S. History I (to 1865) 0.00 credit 36 weeks Course # H U.S. History I 0.00 credit 36 weeks Course # IB U.S. History I 0.00 credit 36 weeks 36 SOL Overview

49 UNITED STATES HISTORY 1865 TO PRESENT STANDARDS OF LEARNING OVERVIEW Students will continue to use skills of historical and geographical analysis as they examine American history since The standards for this course relate to the history of the United States from the end of the Reconstruction era to the present. Students should continue to learn fundamental concepts in civics, economics, and geography within the context of United States history. Political, economic, and social challenges facing the nation reunited after Civil War will be examined chronologically as students develop an understanding of how the American experience shaped the world political and economic landscape. U.S. HISTORY II COURSES GRADE 7 Course # U.S. History II (1865 to Present) 0.00 credit 36 weeks Course # H U.S. History II 0.00 credit 36 weeks Course # Social Studies 0.00 credit 36 weeks Course # IB U.S. History II 0.00 credit 36 weeks CIVICS AND ECONOMICS STANDARDS OF LEARNING OVERVIEW Standards for Civics and Economics examine the roles citizens play in the political, governmental, and economic systems in the United States. Students examine the constitutions of Virginia and the United States; identify the rights, duties, and responsibilities of citizens; and describe the structure and operation of government at the local, state, and national levels. Students investigate the process by which decisions are made in the American market economy and explain the government s role in it. The standards identify personal character traits, such as patriotism, respect for the law, and a sense of civic duty, that facilitate thoughtful and effective participation in the civic life of an increasingly diverse democratic society. CIVICS AND ECONOMICS COURSES GRADE 8 Course # Civics & Economics 0.00 credit 36 weeks Course # H Civics & Economics 0.00 credit 36 weeks Course # IB Civics & Economics 0.00 credit 36 weeks Course # Social Studies 0.00 credit 36 weeks WORLD HISTORY & GEOGRAPHY TO 1500 A.D. STANDARDS OF LEARNING OVERVIEW These standards enable students to explore the historical development of people, places, and patterns of life from ancient times until 1500 A.D. in terms of the impact on Western civilization. The study of history rests on knowledge of dates, names, places, events, and ideas. Historical understanding, however, requires students to engage in historical thinking: to raise questions and marshal evidence in support of their answers. Students engaged in historical thinking draw upon chronological thinking, historical comprehension, historical analysis and interpretation, historical research, and decision making. These skills are developed through the study of significant historical substance from the era or society being studied. WORLD HISTORY & GEOGRAPHY 1500 A.D. TO PRESENT STANDARDS OF LEARNING OVERVIEW These standards enable students to cover history and geography from 1500 A.D. to the present, with emphasis on Western Europe. Geographic influences on history continue to be explored, but increasing attention is given to political boundaries that developed with the evolution of nations. Significant attention will be given to the ways in which scientific and technological revolutions created new economic conditions that in turn produced social and political changes. Noteworthy people and events of the nineteenth and twentieth centuries will be emphasized for their strong connections to contemporary issues. WORLD HISTORY & GEOGRAPHY COURSES Course # 2088 World History & Geography 1500 A.D.-Present II 1.00 credit 36 weeks Course # World Studies 1.00 credit 36 weeks Course # 2091 H World History & Geography 1500 A.D. Present II 1.00 credit 36 weeks Course # 2208 World History & Geography to 1500 A.D. I 1.00 credit 36 weeks Course # 2209 H World History & Geography to 1500 A.D. I 1.00 credit 36 weeks Course # 2214 IB World History & Geography 1500 A.D.-Present II 1.00 credit 36 weeks Course # 2092 Introduction to the World.50 credit 18 weeks Course # 2215 Introduction to the Post 1500 A.D. World.50 credit 18 weeks Course # 2480 AP European History 1.00 credit 36 weeks 37 SOL Overview

50 WORLD GEOGRAPHY STANDARDS OF LEARNING OVERVIEW The focus of this course is the study of the world s peoples, places, and environments, with an emphasis on world regions. The knowledge, skills, and perspectives of the course are centered on the world s population and cultural characteristics, landforms and climates, economic development, and migration and settlement patterns. Spatial concepts of geography will be used as a framework for studying interactions between humans and their environments. Using geographic resources, students will employ inquiry, research, and technology skills to ask and answer geographic questions. Particular emphasis is placed on students understanding and applying geographic concepts and skills to their daily lives. WORLD GEOGRAPHY COURSES Course # 2206 World Geography Course # 2207 H World Geography 1.00 credit 1.00 credit 36 weeks 36 weeks Course # 2313 AP Human Geography 1.00 credit 36 weeks Course # 2102 Contemporary Geography.50 credit 18 weeks VIRGINIA AND UNITED STATES HISTORY STANDARDS OF LEARNING OVERVIEW The standards for Virginia and United States History include the historical development of American ideas and institutions from the Age of Exploration to the present. While focusing on political and economic history, the standards provide students with a basic knowledge of American culture through a chronological survey of major issues, movements, people, and events in United States and Virginia history. Students should use historical and geographical analysis skills to explore in depth the events, people, and ideas that fostered our national identity and led to our country s prominence in world affairs. VIRGINIA AND UNITED STATES HISTORY COURSES Course # 2301 Virginia & U.S. History Part I.50 credit 18 weeks Course # 2305 Virginia & U.S. History Part I 1.00 credit 36 weeks Course # 2306 Virginia & U.S. History Part II 1.00 credit 36 weeks Course # 2302 Virginia & U.S. History 1.00 credit 36 weeks Course # 2303 H Virginia & U.S. History 1.00 credit 36 weeks Course # 2311 IB DP History of the Americas I 1.00 credit 36 weeks Course # 2312 IB DP History of the Americas II 1.00 credit 36 weeks Course # 2481 AP U.S. History 1.00 credit 36 weeks Course # 0538 United States History I - JSRCC.50 credit 18 weeks Course # 0539 United State History II - JSRCC.50 credit 18 weeks VIRGINIA AND UNITED STATES GOVERNMENT STANDARDS OF LEARNING OVERVIEW Standards for Virginia and United States Government define the knowledge that enables citizens to participate effectively in civic life. Students examine fundamental constitutional principles, the rights and responsibilities of citizenship, the political culture, the policy-making process at each level of government, and the operation of the United States market economy. The standards identify the personal character traits that facilitate thoughtful and effective participation in the civic life of an increasingly diverse democratic society. VIRGINIA AND UNITED STATES GOVERNMENT COURSES Course # 2404 Virginia & U.S. Government 1.00 credit 36 weeks Course # 2405 H Virginia & U.S. Government 1.00 credit 36 weeks Course # 2418 Economics.50 credit 18 weeks Course # 2487 IB Virginia & U.S. Government 1.00 credit 36 weeks Course # 2486 AP Government 1.00 credit 36 weeks 38 SOL Overview

51 SCIENCE STANDARDS AND CORE COURSES GRADE 6 SCIENCE STANDARDS OF LEARNING OVERVIEW The sixth-grade standards emphasize data analysis and experimentation. Methods are studied for testing the validity of predictions and conclusions. Scientific methodology, focusing on precision in stating hypotheses and defining dependent and independent variables, is strongly reinforced. The concept of change is explored through the study of transformations of energy and matter. The standards present an integrated focus on the role of the sun s energy in the Earth s systems, on water in the environment, on air and atmosphere, and on basic chemistry concepts. A more detailed understanding of the solar system and space exploration becomes a focus of instruction. Natural resource management, its relation to public policy, and cost/benefit tradeoffs in conservation policies are introduced. SCIENCE COURSES FOR STUDENTS IN GRADE 6 Course # Science 0.00 credit 36 weeks Course # IB Life Science 0.00 credit 36 weeks Course # H Science 0.00 credit 36 weeks Course # Pre-AP Life Science 0.00 credit 36 weeks LIFE SCIENCE STANDARDS OF LEARNING OVERVIEW The Life Science standards emphasize a more complex understanding of change, cycles, patterns, and relationships in the living world. Students build on basic principles related to these concepts by exploring the cellular organization and the classification of organisms; the dynamic relationships among organisms, populations, communities, and ecosystems; and change as a result of the transmission of genetic information from generation to generation. Inquiry skills at this level include organization and mathematical analysis of data, manipulation of variables in experiments, and identification of sources of experimental error. SCIENCE COURSES FOR STUDENTS IN GRADE 7 Course # Science 0.00 credit 36 weeks Course # Life Science 0.00 credit 36 weeks Course # H Life Science 0.00 credit 36 weeks Course # Pre-AP Physical Science* 0.00 credit 36 weeks Course # IB Physical Science* 0.00 credit 36 weeks Course # 2705 Pre-AP Biology 1.00 credit 36 weeks PHYSICAL SCIENCE STANDARDS OF LEARNING OVERVIEW The Physical Science standards continue to build on skills of systematic investigation with a clear focus on variables and repeated trials. Validating conclusions using evidence and data becomes increasingly important at this level. Students will plan and conduct research involving both classroom experimentation and literature reviews from written and electronic resources. Research methods and skills highlight practical problems and questions. Students will share their work, using written reports and other presentations. SCIENCE COURSES FOR STUDENTS IN GRADE 8 Course # General Science 0.00 credit 36 weeks Course # Physical Science 0.00 credit 36 weeks Course # 2606 Pre-AP Earth Science* 1.00 credit 36 weeks Course # 2601 IB Earth Science* 1.00 credit 36 weeks Course # 2705 Pre-AP Biology* 1.00 credit 36 weeks EARTH SCIENCE STANDARDS OF LEARNING OVERVIEW The Earth Science standards connect the study of the Earth s composition, structure, processes, and history; its atmosphere, fresh water, and oceans; and its environment in space. The standards emphasize historical contributions in the development of scientific thought about the Earth and space. The standards stress the interpretation of maps, charts, tables, and profiles; the uses of technology to collect, analyze, and report data; and the utilization of science skills in systematic investigation. Problem solving and decision making are an integral part of the standards, especially as they relate to the costs and benefits of utilizing the Earth s resources. Major topics of study include plate tectonics, the rock cycle, Earth history, the oceans, the atmosphere, weather and climate, and the solar system and universe. 39 SOL Overview

52 EARTH SCIENCE COURSES Course # 2604 Earth Science 1.00 credit 36 weeks Course # 2605 H Earth Science 1.00 credit 36 weeks Course # 2601 IB Earth Science 1.00 credit 36 weeks Course # 2612 Earth Science I Part I 1.00 credit 36 weeks Course # 2611 Earth Science I Part II 1.00 credit 36 weeks Course # 2613 Earth Science Part I 1.00 credit 36 weeks Course # 2614 Earth Science Part II 1.00 credit 36 weeks Course # 0524 Physical Geology Dual Enrollment JSRCC.50 credit 18 weeks Course # 0525 Historical Geology Dual Enrollment JSRCC.50 credit 18 weeks Course # 2954 AP Environmental 1.00 credit 36 weeks BIOLOGY STANDARDS OF LEARNING OVERVIEW The Biology standards are designed to provide students with a detailed understanding of living systems. Emphasis continues to be placed on the skills necessary to examine alternative scientific explanations, actively conduct controlled experiments, analyze and communicate information, and gather and use information in scientific literature. The history of biological thought and the evidence that supports it are explored, providing the foundation for investigating biochemical life processes, cellular organization, mechanisms of inheritance, dynamic relationships among organisms, and the change in organisms through time. The importance of scientific research that validates or challenges ideas is emphasized at this level. All students are expected to achieve the content of the biology standards. BIOLOGY COURSES Course # 2702 Biology 1.00 credit 36 weeks Course # 2705 Pre-AP Biology 1.00 credit 36 weeks Course # 2708 H Biology 1.00 credit 36 weeks Course # 2718 IB Biology Level IV 1.00 credit 36 weeks Course # 2715 Biology I Part I 1.00 credit 36 weeks Course # 2714 Biology I Part II 1.00 credit 36 weeks Course # 2716 Biology Part I 1.00 credit 36 weeks Course # 0520 General Biology I Dual Enrollment JSRCC.50 credit 18 weeks Course # 0521 General Biology II Dual Enrollment JSRCC.50 credit 18 weeks Course # 2719 IB DP Biology SL/HL Part I 1.00 credit 36 weeks Course # 2720 IB DP Biology SL/HL Part II 1.00 credit 36 weeks Course # 2809 Ecology 1.00 credit 36 weeks Course # 2951 AP Biology 1.00 credit 36 weeks Course # 2968 Issues in Living Systems Dual Enrollment JMU.500 credit 18 weeks CHEMISTRY STANDARDS OF LEARNING OVERVIEW The Chemistry standards are designed to provide students with a detailed understanding of the interaction of matter and energy. This interaction is investigated through the use of laboratory techniques, manipulation of chemical quantities, and problem-solving applications. Scientific methodology is employed in experimental and analytical investigations, and concepts are illustrated with practical applications that should include examples from environmental, nuclear, organic, and biochemistry content areas. Technology, including graphing calculators, computers, and probe ware, are employed where feasible. Students will understand and use safety precautions with chemicals and equipment. The standards emphasize qualitative and quantitative study of substances and the changes that occur in them. In meeting the chemistry standards, students will be encouraged to share their ideas, use the language of chemistry, discuss problem-solving techniques, and communicate effectively. CHEMISTRY COURSES Course # 2802 Course # 2803 Chemistry 1.00 credit 36 weeks H Chemistry 1.00 credit 36 weeks Course # 2804 Pre-AP Chemistry 1.00 credit 36 weeks Course # 2812 Chemistry Part I 1.00 credit 36 weeks Course # 2813 IB Chemistry 1.00 credit 36 weeks Course # 2816 IB-DP Chemistry SL Part I 1.00 credit 36 weeks Course # 2817 IB-DP Chemistry SL Part II 1.00 credit 36 weeks Course # 2908 Bio-Chemistry 1.00 credit 36 weeks 40 SOL Overview

53 Course # 2952 AP Chemistry 1.00 credit 36 weeks Course # 0522 College Chemistry I Dual Enrollment JSRCC.50 credit 36 weeks Course # 0523 College Chemistry II Dual Enrollment JSRCC.50 credit 36 weeks PHYSICS STANDARDS OF LEARNING OVERVIEW The Physics standards emphasize a more complex understanding of experimentation, the analysis of data, and the use of reasoning and logic to evaluate evidence. The use of mathematics, including algebra and trigonometry, is important, but conceptual understanding of physical systems remains a primary concern. Students build on basic physical science principles by exploring in depth the nature and characteristics of energy and its dynamic interaction with matter. Key areas covered by the standards include force and motion, energy transformations, wave phenomena and the electromagnetic spectrum, light, electricity, fields, and non-newtonian physics. The standards stress the practical application of physics in other areas of science and technology and how physics affects our world. PHYSICS COURSES Course # 2900 Physics 1.00 credit 36 weeks Course # 2901 H Physics 1.00 credit 36 weeks Course # 2902 Pre-AP Physics 1.00 credit 36 weeks Course # 2953 AP Physics (AB) 1.00 credit 36 weeks Course # 2971 AP Physics (BC) 1.00 credit 36 weeks Course # 2906 IB Physics 1.00 credit 36 weeks 41 SOL Overview

54

55

56 BUSINESS AND INFORMATION TECHNOLOGY MIDDLE SCHOOL COURSES Keyboarding (Middle) Grades 6-8 Course # weeks 0.00 credit This course is designed for middle school students to develop touch skills for entering alphabetic, numeric, and symbol information on a keyboard. Students learn to produce simple technical and non-technical documents. Keyboarding Applications Grades 8 Course # weeks 1.00 credit Students develop or refine touch skills for entering alphabetic, numeric and symbol information on a keyboard. Students apply keyboarding skills to produce a variety of personal and business documents. (Students who can demonstrate touch typing skills may test out and enter into the applications semester course to develop document preparation skills). Computer Applications Grades 7-8 Course # weeks.50 credit Course # weeks 1.00 credit Prerequisite: Keyboarding recommended. Students develop or review correct keyboarding techniques and gain a basic knowledge of word processing, spreadsheet, database, and graphics applications. Students demonstrate an understanding of computer concepts through application of computer knowledge. Students learn to use software packages and local and worldwide network communication systems. Computer Solutions Grades 7-8 Course # weeks 0.00 credit Students use the computer as a problem-solving tool to complete a variety of projects. Students participate in teambuilding activities that integrate academic and business competencies. Basic touch keyboarding instruction is provided early in the course. Make It Your Business Grades 6-8 Course # weeks 0.00 credit Students are provided opportunities to run a business based on their own design for providing a service or product needed at their school. They learn business terminology, basic entrepreneurship concepts, and fundamental business operating principles in this course. The course content is designed to allow for interdisciplinary instruction. HIGH SCHOOL COURSES Principles of Business & Marketing Grades 9-10 Course # weeks.50 credit Course # weeks 1.00 credit Students explore the roles of business and marketing in the free enterprise system and the global economy. They study how the American economy operates, and they prepare to make decisions as consumers, wage earners, and citizens. Keyboarding Applications Grades 9-12 Course # weeks 1.00 credit Students develop or refine touch skills for entering alphabetic, numeric and symbol information on a keyboard. Students apply keyboarding skills to produce a variety of personal and business documents. (Students who can demonstrate touch typing skills may test out and enter into the applications semester course to develop document preparation skills). Office Specialist I Grades 9-12 Course # weeks 1.00 credit Students complete the Office Specialist sequence identified locally or progress in the sequence until prepared to transfer into other business courses. Students develop skills in areas including keyboarding, office procedures, and records management. First course offered in a sequence of three courses. Computer Applications Grades 9-12 Course # weeks.50 credit Course # weeks 1.00 credit Prerequisite: Keyboarding recommended. Students develop or review correct keyboarding techniques and gain a basic knowledge of word processing, spreadsheet, database, and graphics applications. Students demonstrate an understanding of computer concepts through application of computer knowledge. Students learn to use software packages and local and worldwide network communication systems. Accounting Grades Course # weeks 1.00 credit Course #4704 CO-OP 36 weeks 2.00 credits Prerequisite: Keyboarding recommended. Students study the basic principles, concepts, and practices of the accounting cycle. Students learn fundamental accounting procedures using a manual and an electronic system. Accounting Honors Grades 10H -11H Course # weeks 1.00 credit A one-year, honors course with emphasis on accounting principles as they relate to both manual and computerized financial systems, instruction integrates microcomputers 43 Course Descriptions

57 and electronic calculators, and the relationships and processes of manual and computerized accounting are presented. Office Specialist II Grades Course # weeks 1.00 credit Students complete the Office Specialist sequence identified locally or progress in the sequence until prepared to transfer into other business courses. Students develop skills in areas including keyboarding, office procedures, and records management. Second course offered in a sequence of three courses. Office Specialist III Grades Course # weeks 1.00 credit Students complete the Office Specialist sequence identified locally or progress in the sequence until prepared to transfer into other business courses. Students develop skills in areas including keyboarding, office procedures, and records management. Third course offered in a sequence of three courses. Finance Grades Course # weeks.50 credit Students explore many facets of financial decision-making involved in daily life. Skills in money management, recordkeeping, and banking are enhanced through the study of basic concepts of economics, insurance, credit, and other related topics. The course will also prepare students to plan, manage, and analyze the financial and monetary aspects and performance of business enterprises, banking institutions, or other organizations. Economics and Personal Finance Grades Course # weeks 1.00 credit Course #4856 CO-OP 36 weeks 2.00 credits Students learn how to navigate the financial decisions they must face and to make informed decisions related to career exploration, budgeting, banking, credit, insurance, spending, taxes, saving, investing, buying/easing a vehicle, living independently, and inheritance. Development of financial literacy skills and an understanding of economic principles will provide the basis for responsible citizenship and career success. In addition to developing personal finance skills, students in the 36-week course will also study basic occupational skills and concepts in preparation for entry-level employment in the field of finance. The course incorporates all economics and financial literacy objectives included in the Code of Virginia B. The cooperative education method is available for this course. Students combine classroom instruction and supervised on-the-job training in an approved position with continuing supervision throughout the school year. Advanced Accounting Grades Course # weeks 1.00 credit Course # 4731 CO-OP 36 weeks 2.00 credits Prerequisite: Accounting Students gain in-depth knowledge of accounting procedures and techniques used in solving business problems and making financial decisions. Students use the calculator, computer, and accounting software, with emphasis on electronic spreadsheets, to analyze and interpret business applications. Business Management Grades Course # weeks.50 credit Course # weeks 1.00 credit Students study basic management concepts and leadership styles as they explore business functions, economics, international business, and human relations issues such as employee motivation and conflict resolution. Student leadership skills may be enhanced by internship experiences. Programming Grades Course # weeks 1.00 credit Prerequisite: Keyboarding Student explore computer concepts, apply logic procedures, and implement programming procedures with one or more languages, such as Visual Basic.Net, Java, C#, and C++. Graphical User Interfaces, such as Alice, Game Maker, and Flash, may be used as students design and develop interactive multimedia applications. In addition, HTML or JavaScript may be employed to create Web pages. Programming Grades Course # weeks 1.00 credit Prerequisite: Programming Building on a foundation of programming skills, students will use object-oriented programming to develop applications for Windows, database, multimedia, games, mobile, and/or Web environments. Students will have the opportunity to explore and create applications related to the information technology and game design industries. Design, Multimedia and Web Technologies Grades Course # weeks.50 credit Course # weeks 1.00 credit Course #4836 CO-OP 36 weeks 2.00 credits Prerequisite: Keyboarding Students develop proficiency in creating desktop publications, multimedia presentations/projects, and Web sites. Students incorporate principles of layout and design in completing publications and projects. Students design portfolios that may include business cards, newsletters, mini-pages, Web pages, multimedia presentations/projects, calendars, and graphics. 44 Course Descriptions

58 Website Design I Grades Course # weeks.50 credit Prerequisite: Keyboarding This course is designed for secondary school students. Students create personal and professional web sites using web design software. Students create personal web sites for their interests, as part of a career search. Website Design II Grades Course # weeks.50 credit Prerequisite: Website Design I This course is designed for secondary school students. Students create personal and professional web sites using web design software, hyperlinks, colors, and multimedia clips. Classroom experiences involve careful planning, organization, creativity, as well as technical skill. Business Law Grades Course # weeks.50 credit Course # weeks 1.00 credit Students examine the foundations of the American legal system. Students explore economic and social concepts as they relate to legal principles and to business and personal laws. Keyboarding (Secondary) Grades 9-12 Course # weeks.50 credit This course is designed for secondary school students to develop and enhance touch skills for entering alphabetic, numeric, and symbol information on a keyboard. Students learn to produce simple and non-technical documents. Computer Information Systems Grades Course # weeks 1.00 credit Course #4872 CO-OP 36 weeks 2.00 credits Prerequisite: Keyboarding Applications Students apply problem-solving skills to real-life situations through database, spreadsheet, word processing and multi-media presentation software and through integrated activities. Students work individually and in groups to explore computer concepts, operating systems, networks and telecommunications, and emerging technologies. Office Administration Grades Course # weeks 1.00 credit Course #4863 CO-OP 36 weeks 2.00 credits Prerequisite: Keyboarding Applications Students enhance word processing and communication skills as they develop competencies needed by administrative support professionals. Students study office procedures such as information processing, telecommunications, electronic records management and financial records management. Word Processing Grades Course # weeks.50 credit Course # weeks 1.00 credit Course #4878 CO-OP 36 weeks 2.00 credits Students develop intermediate to advanced level word processing skills using a variety of software functions. Students gain competence in integrating applications such as database and spreadsheet into word processing activities. Classroom experiences also provide for skill development in communication. Advanced Computer Information Systems Grades Course # weeks 1.00 credit Course #4865 CO-OP 36 weeks 2.00 credits Prerequisite: Computer Information Systems Students apply problem-solving skills to real-life situations through advanced integrated software applications, including multimedia presentations, printed and electronic desktop publications, and website development. Students work individually and in groups to explore advanced computer maintenance activities, telecommunications, programming, and networking. Medical Systems Administration Grades Course # weeks 1.00 credit Course #4870 CO-OP 36 weeks 2.00 credits Prerequisite: Keyboarding Applications, Office Administration Recommended. Students completing Office Administration and wishing to gain employment in the medical field may take this course to learn how to use medical terminology and procedures useful in developing medical documents and functioning effectively in a medical office environment. Legal Systems Administration Grades Course # weeks 1.00 credit Course #4869 CO-OP 36 weeks 2.00 credits Prerequisite: Keyboarding Applications, Office Administration Recommended. Students completing Office Administration and wishing to gain employment in the legal field may take this course to learn procedures useful in developing legal documents and functioning effectively in a legal office environment. Advanced Design, Multimedia and Web Technologies Grades Course # weeks 1.00 credit Prerequisite: Design, Multimedia and Web Technologies Students develop advanced skills and apply journalistic principles in design and layout of written electronic publications. Students work with sophisticated hardware and software to develop advanced-level websites and multimedia presentations. 45 Course Descriptions

59 and software to develop advanced-level websites and multimedia presentations. Career Investigation I Grades 9-12 Course # weeks 1.00 credit Phase I prepares students to be career investigators. To obtain the title, students must assess their roles in society, identify their roles as workers, analyze their personal assets, complete a basic exploration of career clusters and select fields for further study, and secure a career investigator (job shadowing) position with a local employer. ENGLISH/LANGUAGE ARTS MIDDLE SCHOOL COURSES 06 Language Arts Grade 6 Course # weeks 0.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of language arts to address individualized goals and objectives. English Grade 6 Course # weeks 0.00 credit In this course, students will listen, present, and express their opinions in small groups; read and learn the meanings of unfamiliar words; read and comprehend a variety of fiction and nonfiction texts; write narrative, descriptive, expository, and persuasive essays, and find, evaluate, and select appropriate resources for a research product. Students will take a grade level SOL reading test. 06 Pre-AP English Grade 6 Course # weeks 0.00 credit The Pre-AP English course is designed for advanced sixth grade students who are at least one grade level above in reading and language arts. Teacher recommendation order thinking and creative problem solving skills. Students will take the 06 English Standards of Learning Test. English Honors Grade 6H Course # weeks 0.00 credit In English Honors, students are expected to use higher order thinking and creative problem solving skills. They will engage I collaborative discussions in small groups, pose and respond to questions with elaboration and details; learn the meanings of Greek and Latin affixes as clues to the meaning of words; read and analyze a variety of fiction and informational texts; write narrative, descriptive, expository, and persuasive essays, and find, evaluate, and select appropriate resources for a research product. Students will take a grade level SOL reading test. Honors Reading Grade 6 Course # weeks 0.00 credit Prerequisite: Teacher approval. This course focuses on spelling, vocabulary and reading comprehension strategies for students reading at least one level above grade level. Students will practice applying higher order thinking skills and reading strategies across the academic core subjects using above grade level reading material. IB Level I English Grade 6 Course # weeks 0.00 credit Prerequisite: Enrollment in the IB Program. This course is designed for sixth grade students studying a year above grade level in reading and language arts. Strategic Reading Grade 6 Course # weeks 0.00 credit Prerequisite: Enrollment in 6 grade English. This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for students at their instructional reading level. Students will practice applying reading strategies across academic core subjects using both grade level and instructional level reading material. While recognizing the needs of students, emphasis will be placed on reading textbooks, active engagement with texts, concept attainment, critical reading skills and higher levels of learning for all students. Voyager Reading Journeys Grade 6 Course # weeks 0.00 credit Prerequisite: Enrollment in 6 grade English. This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for students reading below grade level. Students will practice applying reading strategies using the Beginnings Reading Program. Voyager Reading Passport Grade 6 Course # weeks 0.00 credit Prerequisite: Enrollment in 6 English This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for special education students reading below grade level. Students will practice applying reading strategies using the Passport Reading Program. 07 Language Arts Grade 7 Course # weeks 0.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of language arts to address individualized goals and objectives. 46 Course Descriptions

60 English Grade 7 Course # weeks 0.00 credit Prerequisite: Successful completion of 6 English. Students will participate in and contribute to conversations, group discussions, and oral presentations; understand the elements of media literacy; determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry; write in a variety of forms with an emphasis on exposition, narration, and persuasion, and find, evaluate, and select appropriate resources for a research product. Students will take a grade level SOL reading test. Voyager Reading Journeys Grade 7 Course # weeks 0.00 credit Prerequisite: Enrollment in 7 grade English. This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for students reading below grade level. Students will practice applying reading strategies using the Journeys I Reading Program. English Honors Grade 7H Course # weeks 0.00 credit Prerequisite: Successful completion of 6H English and teacher approval. This course is designed for students with advanced literacy skills. Students will participate in group discussions and oral presentations; understand the elements of media literacy; determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; as they are used in a text, including figurative, connotative, and technical meanings; read and analyze a variety of fictional texts, narrative nonfiction, informational, and poetry; write in a variety of forms with an emphasis on exposition, narration, and persuasion, and find, evaluate, and select appropriate resources for a research product. Students will take a grade level SOL reading test. Honors Reading Grade 7 Course # weeks 0.00 credit Prerequisite: Teacher approval. This course focuses on spelling, vocabulary and reading comprehension strategies for students reading at least one level above grade level. Students will practice applying higher order thinking skills and reading strategies across the academic core subjects using above grade level reading material. IB Level II I English Grade 7IB Course # weeks 0.00 credit Prerequisite: Enrollment in the IB Program. This course is designed for seventh grade students studying a year above grade level in reading and language arts. 47 Course Descriptions Strategic Reading Grade 7 Course # weeks 0.00 credit Prerequisite: Enrollment in 7 grade English. This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for students reading on grade level. Students will practice applying reading strategies across academic core subjects using grade level reading material. While recognizing the needs of students, emphasis will be placed on reading textbooks, active engagement with texts, concept attainment, critical reading skills and higher levels of learning for all students. 7 Pre-AP English Grade 7 Course # weeks 0.00 credit Prerequisite: Teacher approval. This course is designed for advanced sixth grade students who are at least one grade level above in reading and language arts. Teacher recommendation. 7 Language Reading Grades 7 Course # weeks 0.00 credit This is a supplemental reading course that explicitly addresses phonemic awareness and phonics, word recognition and spelling, vocabulary and morphology, grammar and usage, listening and reading comprehension, and speaking and writing. The course is designed to support students enrolled in grades seven and eight who are reading two or more years below grade level and who are not receiving support via other reading intervention programs (exception: school-wide programs). 08 Language Arts Grade 8 Course # weeks 0.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of language arts to address individualized goals and objectives. Honors Reading Grade 8 Course # weeks 0.00 credit Prerequisite: Teacher approval. This course focuses on spelling, vocabulary and reading comprehension strategies for students reading at least one level above grade level. Students will practice applying higher order thinking skills and reading strategies across the academic core subjects using above grade level reading material. 8 Pre-AP English Grade 8 Course # weeks 0.00 credit Prerequisite: Teacher approval and successful completion of 7A English. This course is designed for advanced seventh grade students who are at least one grade above in reading and language arts. Teacher approval and successful completion of 07 Pre-AP English.

61 Strategic Reading Grade 8 Course # weeks 0.00 credit Prerequisite: Enrollment in 8 grade English. This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for students at their instructional reading level. Students will practice applying reading strategies across academic core subjects using both grade level and instructional level reading material. While recognizing the needs of students, emphasis will be placed on reading textbooks, active engagement with texts, concept attainment, critical reading skills and higher levels of learning for all students. English Grade 8 Course # weeks 0.00 credit Prerequisite: Successful completion of 7 English. In this course, students will learn and apply interviewing techniques; demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking; plan, draft, revise, and edit writing, with emphasis on exposition and persuasion; continue the development of vocabulary, with attention to connotations and figurative language; read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. Students will take a grade level SOL reading test and writing test. IB Level III English Grade 8 IB Course # weeks 0.00 credit Prerequisite: Enrollment in the IB Program. This course is designed for eighth grade students studying a year above grade level in reading and language arts and participating in the IB program. English Honors Grade 8H Course # weeks 0.00 credit Prerequisite: Successful completion of 7H English. In this course, students will use higher order thinking to complete complex problems; analyze literary elements; compare and contrast multiple texts; use context to determine the meaning of words; use a variety of word reference resources; read and analyze a variety of texts, and evaluate and use references and resources to produce a research product. Students will take a grade level SOL reading test and writing test. Voyager Reading Journeys Grade 8 Course # weeks 0.00 credit Prerequisite: Enrollment in 8 grade English. This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for students reading below grade level. Students will practice applying reading strategies using the Journeys II Reading Program. 8 Language Reading Grades 8 Course # weeks 0.00 credit This is a supplemental reading course that explicitly addresses phonemic awareness and phonics, word recognition and spelling, vocabulary and morphology, grammar and usage, listening and reading comprehension, and speaking and writing. The course is designed to support students enrolled in grades seven and eight who are reading two or more years below grade level and who are not receiving support via other reading intervention programs (exception: school-wide programs). Middle School English ESL Level I (Entering) Grades 6-8 Course # weeks 0.00 credit Prerequisite: Must be a member of the district s EL (English Learner) population. This course will focus on basic building of English language foundations for middle school LEP students. It will be geared towards new arrivals that have little to no background knowledge of English. The content of the course will be the English Language Proficiency Standards of Learning for Level I, including basic vocabulary building, basic literacy skills (alphabet, phonics, sight words, etc.) and basic grammar. Middle School ESL Level II (Emerging) Grades 6-8 Course # weeks 0.00 credit Prerequisite: Must be a member of the district s EL (English Learner) population. This course will focus on continuing to build basic English language skills for middle school LEP students. It will be geared towards returning students who have not moved beyond ELP Level I, as measured by the ACCESS for ELLs or alternative English Language Proficiency testing as designated by WIDA. The content of the course will be vocabulary building, literacy skills, and grammar, all within the context of content-based materials. Middle School ESL Level III (Developing) Grades 6-8 Course # weeks 0.00 credit Prerequisite: Must be a member of the district s EL (English Learner) population. This course will focus on expanding the academic vocabulary needed for success in core content classes. It will be geared towards students who are at English Language Proficiency Level III, as measured by the ACCESS for ELLs or alternative English Language Proficiency testing as designated by WIDA. The content of the course will be to expand academic vocabulary and strengthen reading and writing skills needed for success in core content classes. 48 Course Descriptions

62 Middle School ESL Level IV (Expanding) Grades 6-8 Course # weeks 0.00 credit Prerequisite: Must be a member of the district s EL (English Learner) population. This course will focus on expanding the academic vocabulary needed for success in core content classes. It will be geared towards students who are at English Language Proficiency Level IV, as measured by the ACCESS for ELLs or alternative English Language Proficiency testing as designated by WIDA. The content of the course will be to expand academic vocabulary and strengthen reading and writing skills needed for success in core content classes. HIGH SCHOOL COURSES Freshman Orientation Seminar Grade 9 Course # weeks.50 credit This course is designed to provide support and positive reinforcement to incoming ninth grade students in order for them to succeed in high school. The designed curriculum will provide for all learning styles. Topics presented will include: note taking, study skills, reading comprehension, organizational skills, time management, communication skills, test-taking strategies, conflict resolution, social responsibility, leadership and team building, media and guidance services. 09 Language Arts Grade 9 Course # weeks 1.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of language arts to address individualized goals and objectives. NOTE: This course will not count as an English credit for the Standards or Advanced Diploma. English Grade 9 Course # weeks 1.00 credit Prerequisite: Successful completion of 8 English. This course will focus on planning and presenting oral presentations independently and in small groups; read, comprehend and analyze fiction and nonfiction texts; write narrative, expository, and persuasive essays; use print and on-line resources and databases to produce a research product. English Honors Grade 9H Course # weeks 1.00 credit Prerequisite: Successful completion of 8H English and teacher approval. This course will focus on advanced literacy skills. Students will use higher order thinking and problem solving skills; read and analyze a variety of fiction and informational texts; write narrative, expository and persuasive essays. 49 Course Descriptions 9 Pre-AP English Grade 9A Course # weeks 1.00 credit Prerequisite: Successful completion of 8A English and teacher approval. This course is designed for advanced eighth grade students who are at least one grade level above in reading and language arts. Successful completion of 08 Pre-AP English and teacher approval. Honors Reading Grades 9-12 Course # weeks 1.00 credit Prerequisite: Teacher approval. This course focuses on spelling, vocabulary and reading comprehension strategies for students reading at least one level above grade level. Students will practice applying higher order thinking skills and reading strategies across the academic core subjects using above grade level reading material. Strategic Reading Grades 9-12 Course # weeks 1.00 credit Prerequisite: Enrollment in 9 grade English. This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for students at their instructional reading level. Students will practice applying reading strategies across the academic core subjects using both grade level and instructional level reading material. While recognizing the needs of students, emphasis will be placed on reading textbooks, active engagement with texts, concept attainment, critical reading skills and higher levels of learning for all students. IB Level III English Grade 9IB Course # weeks 1.00 credit Prerequisite: Enrollment in the IB Program. This course is designed for eighth grade students studying a year above grade level in reading and language arts and participating in the IB program. High School ESL Level I (Entering) Grades 9-12 Course # weeks 1.00 credit This course will focus on basic building of English language foundations. It will be geared towards new arrivals that have little to no background knowledge of English. The content of the course will be the English Language Proficiency Standards of Learning for Level I, including basic vocabulary building, basic literacy skills (alphabet, phonics, sight words, etc.) and basic grammar. Strategic Reading Grades 9, 10 Course # weeks.50 credit This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for students at their instructional reading level. Students will practice applying reading strategies across the academic core subjects using both grade level and instructional level reading material.

63 While recognizing the needs of students, emphasis will be placed on reading textbooks, active engagement with texts, concept attainment, critical reading skills and higher levels of learning for all students. Strategic Reading Grades 9, 10 Course # weeks.50 credit This course focuses on advanced reading comprehension strategies that are critical to academic achievement in high schools. Students will learn how to apply reading and vocabulary strategies across the academic core subjects. While recognizing the needs of students, emphasis will be placed on reading textbooks, active engagement with texts, concept attainment, critical reading skills, and higher levels of learning for all students. 10 Language Arts Grade 10 Course # weeks 1.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of language arts to address individualized goals and objectives. NOTE: This course will not count as an English credit for the Standards or Advanced Diploma. English Grade 10 Course # weeks 1.00 credit Prerequisite: Successful completion of 9 English. In this course students will collaborate with others in small groups; examine and evaluate media messages; extend vocabulary through word origin and figurative language; examine a literary selection from several critical perspectives; read, analyze, and comprehend literary texts from different cultures; read a variety of informational texts; write expository and persuasive essays; evaluate and present information to produce a research product. English Honors Grade 10H Course # weeks 1.00 credit Prerequisite: Successful completion of 9H English. In this course, students will focus on advanced literacy skills. Students will evaluate and interpret oral presentations; with others; examine and evaluate media messages; use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words; read, analyze, and comprehend literary texts from different cultures; read a variety of informational texts; write expository and persuasive essays; evaluate and present information to produce a research product. 10 Pre-AP English Grade 10 Course # weeks 1.00 credit Prerequisite: Successful completion of 9 Pre-AP English This course is designed for advanced ninth grade students who are at least one year above grade level in reading and language arts. For a complete description see Standards of Learning Overview. 50 Course Descriptions High School ESL Level II (Emerging) Grades 9-12 Course # weeks 1.00 credit This course will focus on continuing to build basic English language skills. It will be geared towards returning students who have not moved beyond ELP Level I, as measured by the ACCESS for ELLs or alternative English Language Proficiency testing as designated by WIDA. The content of the curse will be vocabulary building, literacy skills, and grammar, all within the context of content-based materials. IB Level IV English Grade 10 IB Course # weeks 1.00 credit Prerequisite: Enrollment in the IB Program This course is designed for ninth grade students in the IB program who are one year above grade level in reading and language arts. Reading and Writing for Success Grade 10 Course # weeks 1.00 credit This course is designed to close the achievement gap of low performing 10 th graders in reading and writing. It will prepare students to become confident and competent in reading a variety of texts and writing a variety of genres they will encounter in different content areas throughout the rest of their high school classes and beyond. The course will help to prepare students for the VA Standards of Learning Assessments in End of Course Reading and Writing. It will also provide research-based literacy strategies based on the developmental needs of adolescent learners. 11 Language Arts Grade 11 Course # weeks 1.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of language arts to address individualized goals and objectives. NOTE: This course will not count as an English credit for the Standards or Advanced Diploma. English Grade 11 Course # weeks 1.00 credit Prerequisite: Successful completion of 10 English In this course, students will make informative and persuasive presentations; use media, visual literacy, and technology skills to create products; read, comprehend, and analyze relationships among American literature, history, and culture; read and analyze a variety of nonfiction texts; write in a variety of forms, with an emphasis on persuasion, and analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product. Students will take a grade level SOL reading test and writing test.

64 English Honors Grade 11H Course # weeks 1.00 credit Prerequisite: Successful completion of 10H English. This course is designed for students with advanced literacy skills; student will use higher order thinking skills; make informative and persuasive presentations; use media, visual literacy, and technology skills to create products; read, comprehend, and analyze relationships among American literature, history, and culture; read and analyze a variety of nonfiction texts; write in a variety of forms, with an emphasis on persuasion, and analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product. Students will take a grade level SOL reading test and writing test. 11 Pre-AP English Grade 11 Course # weeks 1.00 credit Prerequisite: Successful completion of 10 Pre-AP English and teacher recommendation. Reading/Literature/Research & Writing SOL Tests This course is designed for accelerated tenth grade students who are at least one year above grade level in reading and language arts. For a complete description see Standards of Learning Overview. IB Level V English Grade 11IB Course # weeks 1.00 credit Prerequisite: Enrollment in the IB Program. Reading/Literature/Research & Writing SOL Tests This course is designed for tenth grade students in the IB Program who are one year above grade level in reading and language arts. 12 IB DP English HL Grade 11 Course # weeks 1.00 credit Prerequisite: Enrollment in the IB- DP Programme. This course is designed for eleventh grade students in the IB Program who are one year above grade level in reading and language arts. IB Theory of Knowledge Part I Course # weeks Grade 11 IB Theory of Knowledge Part II Course # weeks Grade 12 Prerequisite: Participation in the IB Diploma Programme. This course is required for IB Diploma candidates in the 11 th and 12 th grade. In this course, students analyze the role of knowledge and various ways of knowing in multiple disciplines, examine the belief systems inherent in various academic subjects, focus on questioning, clarifying and expressing ideas through written and oral communication and reflect on beliefs that affect acquisition of knowledge. This course satisfies the requirements for IB-DP. 12 Language Arts Grade 12 Course # weeks 1.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of language arts to address individualized goals and objectives. NOTE: This course will not count as an English credit for the Standards or Advanced Diploma. English Grade 12 Course # weeks 1.00 credit Prerequisite: Successful completion of 11 English In this course, students will make formal oral presentations; examine how the media influences beliefs and behaviors; use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words; read, comprehend, and analyze the development of British literature and literature of other cultures; read and analyze a variety of nonfiction texts; develop expository and informational, analyses, and persuasive/argumentative writings; write documented research papers. English Honors Grade 12H Course # weeks 1.00 credit Prerequisite: Successful completion of 11H English. In this course, students will use higher order thinking skills and problem-based learning; make formal oral presentations; examine how the media influences beliefs and behaviors; use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words; read, comprehend, and analyze the development of British literature and literature of other cultures; read and analyze a variety of nonfiction texts; develop expository and informational, analyses, and persuasive/argumentative writings; write documented research papers. 12 Pre-AP English Grade 12 Course # weeks 1.00 credit Prerequisite: Successful completion of 11Pre-AP English and teacher approval. This course is designed for advanced eleventh grade students who are at least one year above grade level in reading and language arts. For a complete description see Standards of Learning Overview. 12 English Capstone Course Course # weeks 1.00 credit This course will augment skills in critical reading; critical thinking the fundamentals of academic writing; and exposition, persuasion, and argumentation. Through the writing process, students will refine topics; develop and support ideas and hypothesis; investigate, evaluate, and incorporate appropriate resources; edit for effective style and usage; and determine appropriate approaches for a variety of contexts, audiences, and purposes. Writing 51 Course Descriptions

65 activities will include expository, persuasive, and argumentative texts. 13 IB DP English HL Grade 12 Course # weeks 1.00 credit Prerequisite: Enrollment in the IB Program. This course is designed for twelfth grade students studying a year above grade level in reading and language arts. Publication Law Grades 9 12 Course # weeks 1.00 credit This is an elective course designed to teach legal rights and responsibilities with concerns to publications. Elements of a contract are introduced and the legal obligations of those who enter a contract are explained. This course establishes the publication policies for the yearbook and newspaper staff. By the end of this course students will have created a marketable product. Yearbook I Grade 11 Course # weeks 1.00 credit A graphic arts course designed to train yearbook staff in developing the school s yearbook on-line. Yearbook II Grade 12 Course # weeks 1.00 credit Prerequisite: Yearbook I. Second level graphics art class designed to train and assist students in developing the school s yearbook on-line. College Composition I JSRCC Dual Enrollment Course # weeks.50 credit Prerequisite: Successful completion of 11, 11A or 11H English and appropriate score on writing placement test. This course develops writing ability for study, work, and other areas of writing based on experience, observation, research, and reading of selected literature. Course also guides students in learning writing as a process: understanding audience and purpose, exploring ideas and information, composing, revising, listening, and speaking. Course offered through J. Sargeant Reynolds Community College. College Composition II JSRCC Dual Enrollment Course # weeks.50 credit Prerequisite: Successful completion of College Composition I. This course develops writing ability for study, work, and other areas of writing based on experience, observation, research, and reading of selected literature. Course also guides students in learning writing as a process: understanding audience and purpose, exploring ideas and information, composing, revising, listening, and speaking. Course offered through J. Sargeant Reynolds Community College. Creative Writing I Course # weeks 1.00 credit Elective course designed to provide instruction in creative writing. Students will learn how to model their own writing after that of noted poets and authors as they produce a literary magazine. Introduction to Newspaper Writing Course # weeks.50 credit Students are introduced to journalistic writing. Journalistic writing styles are studied, as well as the process of preparing a school newspaper. Journalism I Course # weeks 1.00 credit Elective course designed to provide instruction in journalistic writing. An exposure to and practice in using the various styles included in journalistic writing comprises the tenth grade course. English as a Second Language II (High School) Course # weeks 1.00 credit Prerequisite: Must be a member of the district s EL (English Learner) population. For description see Standards of Learning Overview. Multicultural Literature Course # weeks.50 credit This is a course designed to introduce literature which represents the varied ethnic groups living in the United States. Information is presented chronologically via themes. From the poetry of Native Americans through the short stories of immigrants from China, students learn of cultural differences and human similarities. Creative Writing II Course # weeks 1.00 credit Prerequisite: Successful completion of Creative Writing I. An elective course designed to provide instruction in creative writing. Techniques for improving original prose and poetry are discussed. Production of a literary magazine is a class project. Journalism II Course # weeks 1.00 credit Prerequisite: Successful completion of Journalism I. An elective course designed to provide instruction in journalistic writing and provides an overview of techniques involved in newspaper production. This course should not be used for students working on yearbook staffs. Enroll such students in course Course Descriptions

66 Speech & Drama Appreciation Course # weeks 1.00 credit Elective course designed to provide a general introduction to speech and drama, including oral interpretation, the persuasive speech, group discussion, and play production. Course content often includes the production of a play and participation in forensic competition. High School ESL Level III (Developing) Grades 9 12 Course # weeks 1.00 credit This course will focus on continued development of listening, speaking, reading and writing skills. It will be geared towards students who are at English Language Proficiency Level III, as measured by the ACCESS for ELLs or alternative English Language Proficiency testing as designated by WIDA. The content of the course will be developing academic language needed for success in core content classes. Creative Writing III Course # weeks 1.00 credit Prerequisite: Successful completion of Creative Writing II. An elective course designed to provide instruction in creative writing. The focus of the course is the production of a school literary magazine. Journalism III Course # weeks 1.00 credit Prerequisite: Successful completion of Journalism II. An elective course designed to provide an experimental approach to Journalism in which students produce a school newspaper in fulfillment of the course requirements. High School ESL Level IV (Expanding) Grades 9 12 Course # weeks 1.00 credit This course will focus on expanding the academic vocabulary needed for success in core content classes. It will be geared towards students who are at English Language Proficiency Level IV, as measured by the ACCESS for ELLs or alternative English Language Proficiency testing as designated by WIDA. The content of the course will be to expand academic vocabulary and strengthen reading and writing skills needed for success in core content classes. English Literature and Composition Advanced Placement Course # weeks 1.00 credit Prerequisite: Successful completion of 11H, 11Pre-AP English and teacher recommendation. Course is designed as a college level course following guidelines outlined by the College Board. The student will be engaged in careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students should deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students will consider a work s structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone. Students are expected to take the AP Examination at the end of the course. English Language and Composition Advanced Placement Course # weeks 1.00 credit Prerequisite: Successful completion of 11H, 11Pre-AP English and teacher recommendation. A college level course that engages students in becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts. The course allows students to write in a variety of forms narrative, exploratory, expository, and argumentative-and on a variety of subjects from personal experiences to public policies, from imaginative literature to popular culture. Students will move from writing five-paragraph essays to writings that engage the reader because emphasis is placed on content, purpose, and audience. Students are expected to take the AP exam at the conclusion of the course. SAT Reasoning Preparation Course # weeks.50 credit An elective semester course designed to prepare students for the College Board Scholastic Aptitude Test (verbal). Emphasis is on vocabulary-building techniques, verbal and advanced reading comprehension skills. SAT Writing Preparation Course # weeks.50 credit An elective semester course designed to prepare students for the College Board Scholastic Aptitude Test (writing portion). Emphasis is on enhancing writing skills. 53 Course Descriptions

67 FAMILY AND CONSUMER SCIENCES MIDDLE SCHOOL COURSES Family and Consumer Sciences Exploratory I Course # weeks Grade 6 Course # weeks Grade 6 Family and Consumer Sciences Exploratory I provides a foundation for managing individual, family, career, and community roles and responsibilities. In FACS Exploratory I, students focus on areas of individual growth such as personal goal achievement, responsibilities within the family and accountability for personal safety and health. They also explore and practice financial management, clothing maintenance, food preparation, positive and caring relationships with others, and self-assessment as related to career exploration. Students apply problem-solving and leadership skills as they progress through the course. Mathematics, science, English, social sciences, fine arts, and technology are integrated throughout the course. Family and Consumer Sciences Exploratory II Course # weeks Grade 7 Family and Consumer Sciences Exploratory II is the middle school courses that provides a foundation for managing individual, family, work, and community roles and responsibilities. In FACS Exploratory II, students focus on their individual development as well as their realtionships and roles within the family unit. They learn how to maintain their living and personal environments and to use nutrition and wellness practices. Students apply consumer and family resouces, develop textile, fashion, and apparel concepts, and explore careers related to Family and Consumer Sciences. Time is also provided for developing early childhood education concepts and leadership skills. Family and Consumer Sciences Exploratory III Course # weeks Grade 8 Course # weeks Grade 8 Family and Consumer Sciences Exploratory III is one of the middle school Family and Consumer Sciences courses that provides a foundation for managing individual, family, career, and community roles and responsibilities. In FACS III, students focus on their individual roles in the community as well as how the community influences individual development. Students develop change-management and conflict-resolution skills and examine how global concerns affect communities. In addition, students enhance their knowledge of nutrition and wellness practices and learn how to maximize consumer and family resources. Time is provided for exploring careers in the Family and Consumer Sciences career cluster and developing job-search skills. In addition, students increase their leadership abilities and explore how volunteerism aids communities. Mathematics, science, language, social sciences, and technology are integrated throughout the course. Note: Complete sequences and certifications do not apply. ProTeam Grade 8 Course # weeks.50 credit Course # weeks 1.00 credit ProTeam is an exploratory class for students in grade 8 with a career interest in teaching and education. The curriculum is designed to help students set realistic goals that include the steps to prepare for successful completion of high school and college, including an emphasis on career development competencies. The eight course modules are I Can Self-Reflect, I Can Communicate, I Can Teach Others, I Can Be Different, I Can Make Decisions, I Can Set Goals, and I Can Think Positively. The course has an emphasis on service learning, cooperative work groups, teaching-like experiences, and family involvement. This program shall be articulated with a Teachers for Tomorrow program at the high school. This is a non-credit course. GRADS (Graduation, Reality, and Dual-Role Skills Program) Grades 6-8 Course # weeks 0.00 credit Course # weeks 0.00 credit Students enrolled in the Graduation, Reality, And Dual- Role Skills Program (GRADS) concentrate on developing self-esteem; using effective communication skills; maintaining positive relationships; promoting wellness, prenatal, and postnatal care; evaluating the cost of parenthood; adjusting to parenthood; understanding child development; providing child care; managing family relationships; exploring careers; applying employability skills; managing economic resources and expenditures; and balancing work and family. This noncredit course is designed for pregnant and parenting teens. Education for Employment (EFE) Course # weeks Grade 6 Course # weeks Grade 7 Course # weeks Grade 8 This program is designed to help disadvantaged/disabled students prepare for successful employment. Instruction includes developing goals and values important for employment occupational preparation and human relations. Students explore independent living and workplace skills by identifying individual assets, interests, aptitudes, talents, and current occupational abilities. Through practical experiences related to daily living and work, students determine strategies to improve their assets and ways to emphasize their strengths at home, school, and in the workplace. 54 Course Descriptions

68 Career Investigations Phase I Grade 8 Course # weeks 1.00 credit Phase I prepares students to be career investigators. To obtain the title, students must assess their roles in society, identify their roles as workers, analyze their personal assets, complete a basic exploration of career clusters and select fields or occupations for further study, and secure a career investigator (job shadowing) position with a local employer. TRANSITION FOCUS COURSES: HIGH SCHOOL Introduction to Fashion Design and Marketing Grades Course # weeks.50 credit Course # weeks 1.00 credit The fashion design and merchandising competencies focus on identifying and exploring the individual careers within the fashion design, manufacturing, and merchandising industry. Units of study include the relationships that exist among all areas of the clothing industry; related global and economic issues; exploration of careers in color, design, and finishing; auxiliary fashion industries; clothing maintenance, alterations, and repair; entrepreneurial opportunities in related areas; and the skills and characteristics necessary for success in careers in the textile, design, apparel production and fashion merchandising industries. Teachers reinforce the basic skills of math, science, and communication when appropriate in the content. The cooperative education method is available for this class. Note: This transition focus course must be combined with family focus or work focus courses to make an approved concentration sequence. Introduction to Culinary Arts Grades Course # weeks 1.00 credit Course # weeks.50 credit The competencies focus on identifying and exploring the individual careers within the food service industry. Units of study include food science and technology, dietetics and nutrition services, contemporary cuisines and service styles, food and beverage production and preparation, and food safety and sanitation. Teachers highlight the basic skills of math, science, and communication when appropriate in the content. The cooperative education method is available for this class. Note: This transition focus course must be combined with a family focus or work focus course to make an approved concentration sequence. Introduction to Early Childhood Education and Services Grades Course # weeks 1.00 credit Course # weeks.50 credit This course introduces early childhood development through activities and experiences in nursery, prekindergarten, and primary programs. The course investigates classroom organization and procedures, use of classroom time and materials, approaches to education for young children, professionalism and curricular procedures. Focus is also placed on child growth and development; development of self concepts and building self-esteem; learning experiences for children; principles of guiding children; healthy and safe environments; career development and careers related to child care. The cooperative education method is available for this class. Note: This transition focus course must be combined with family focus or work focus to make an approved concentration sequence. Introduction to Family and Human Services Grades Course # weeks.50 credit Course # weeks 1.00 credit The focus of Introduction to Family and Human Services is practical problem solving, research, critical thinking, and career decision making. Professional opportunities within the cluster of health, human, and public service are identified and analyzed. Career investigation includes the areas of elder and intergenerational care services as well as family and social services. Teachers will incorporate the skills of math, science, written and oral communication, and computer applications when appropriate in the content. The cooperative education method is available for this class. Note: This transition focus course must be combined with a family focus course to make an approved concentration sequence. Introduction to Hospitality, Tourism, and Recreation Grades Dual Enrollment J. Sargeant Reynolds Community College Course # weeks.50 credit Course # weeks 1.00 credit The course focuses on developing professional skills and using emerging technologies to prepare for employment in this global industry rich in diverse career opportunities. The program includes instruction in the industries of lodging, beverage, travel and tourism, and recreation fitness. The cooperative education method is available for this course. Students combine classroom instruction and supervised on-the-job training in an approved position with continuing supervision throughout the school year. This course teaches general skills which will prepare the student for transfer into a college-level hospitality management degree program; culinary apprenticeship, or direct entry into the hospitality. 55 Course Descriptions

69 WORK FOCUS COURSES: HIGH SCHOOL Fashion Design I Grades Course # weeks 2.00 credits Prerequisite: Introduction to Fashion Design and Marketing is recommended. Students prepare for occupations concerned with the spectrum of clothing, apparel, and textiles production and services, including but not limited to construction, fabric and fabric care, pattern design, principles of clothing construction and selection, fitting and alterations for readyto-wear garments, custom tailoring, and clothing maintenance. Critical thinking, practical problem solving, and entrepreneurship opportunities within the field of fashion are emphasized. Teachers highlight the basic skills of math, science, and communication when appropriate in content. The cooperative education method is available for this class. Note: This work focus must be combined with a level II work focus course to make an approved concentration sequence. Fashion Design II Grades Course # weeks 2.00 credits Prerequisite: Fashion Design I Continuing their study as an in-depth extension of Fashion Design I, students focus on occupational skills identified as essential for fashion design aides, drapers, fabric demonstrators, alteration aides, costume aides, menders, and fabric/accessories clerks. Cooperative (on-the-job) education or an internship under the supervision of the instructor is an option. Critical thinking, practical problem solving, and entrepreneurship opportunities within the field of fashion are emphasized. Teachers highlight the basic skills of math, science, and communication when appropriate in content. The cooperative education method is available for this class. Culinary Arts I Grades Course # weeks 2.00 credits Prerequisite: Introduction to Culinary Arts is recommended. Students prepare for managerial, production, and service skills used in government, commercial, or independently owned institutional food establishments and related food industry occupations. Their study includes planning, selecting, storing, purchasing, preparing, and serving food and food products; basic nutrition, sanitation, and food safety; the use and care of commercial equipment; serving techniques; and the operation of institutional food establishments. Critical thinking, practical problem solving, and entrepreneurship opportunities within the field of culinary arts are emphasized. Teachers highlight the basic skills of math, science, and communication when appropriate in content. The cooperative education method is available for this class. Note: This work focus course must be combined with a level II work focus course to make an approved concentration sequence. Culinary Arts II Grades Course # weeks 2.00 credits Prerequisite: Culinary Arts I Students extend and expand skills learned in Culinary Arts I, preparing for occupations such as chef/cook, baker/pastry helper, pastry decorator, hospitality worker, dietetic aide/assistant, food demonstrator, mixologist, and entrepreneur. Cooperative (on-the-job) education or an internship under the supervision of the instructor is an option. Critical thinking, practical problem solving, and entrepreneurship opportunities within the field of culinary arts are emphasized. Teachers highlight the basic skills of math, science, and communication when appropriate in content. The cooperative education method is available for this class. Early Childhood Education I Grades Course # weeks 1.00 credit Prerequisite: Introduction to Early Childhood Education is recommended. Students prepare to be primary providers of home, family, or institution-based child care services by focusing their study on the planning, organizing, and conducting of meaningful play and learning activities; child monitoring and supervision; record keeping; and referral procedures. Critical thinking, practical problem solving, and entrepreneurship opportunities with the field of early childhood education are emphasized. Teachers highlight the basic skills of math, science, and communication when appropriate in content. The cooperative education method is available for this class. Note: This work focus course must be combined with a level II work focus course to make an approved concentration sequence. Early Childhood Education II Grades Course # weeks 1.00 credit Prerequisite: Early Childhood Education I Students prepare for positions in child care centers as child care attendants, kindergarten aides, or child care assistants; as foster parents; or as entrepreneurs. Cooperative (on-the-job) education or an internship under the supervision of the instructor is an option. Critical thinking, practical problem solving, and entrepreneurship opportunities within the field or early childhood education are emphasized. The cooperative education method is available for this class. Family and Human Services I Grade 11 Course # weeks 2.00 credits 56 Course Descriptions

70 Prerequisite: Introduction to Family and Human Services recommended. Students prepare for occupations related to individual and family health; consumer and community special services; nutrition and dietary modification; home maintenance, management, and adaptation to physical restrictions; services to homebound individuals of all ages; and services to the terminally ill. Critical thinking, practical problem solving, and entrepreneurship opportunities within the field of home and community care are emphasized. Teachers incorporate the skills of math, science, written and oral communications, and computer applications when appropriate in the content. The cooperative education method is available for this class. Note: This work focus course must be combined with a level II work focus course to make an approved concentration sequence. Family and Human Services II Grade 12 Course # weeks 2.00 credits Prerequisite: Family and Human Services I Students continue to prepare for occupations related to individual, family, community health and well-being. Critical thinking, practical problem solving, and entrepreneurship opportunities within the field of home and community care are emphasized. Cooperative (on-the-job) education or an unpaid internship under the supervision of the instructor and a registered nurse is an important part of the secondlevel course. Teachers incorporate the skills of math, science, written and oral communications, and computer applications when appropriate in the content. The cooperative education method is available for this class. GRADS (Graduation, Reality, and Dual-Role Skills Program) Work Focus Course # weeks.50 credit Course # weeks 1.00 credit Students enrolled in the Graduation, Reality, and Dual-role Skills Program (GRADS) concentrate on developing selfesteem; using effective communication skills; maintaining positive relationships; promoting wellness, prenatal, and postnatal care; evaluating the cost of parenthood; adjusting to parenthood; understanding child development; providing child care; managing family relationships; exploring careers; applying employability skills; managing economic resources and expenditures; and balancing work and family. Teachers highlight the basic skills of math and science when appropriate in the content. The cooperative education method is available for this class. Note: This work focus course must be combined with family focus or work focus courses to make an approved concentration sequence. FAMILY FOCUS COURSES: HIGH SCHOOL Individual Development Grades 9-12 Course # weeks.50 credit Course # weeks 1.00 credit Students enrolled in individual development focus on self and others throughout the life span; enhancing positive views of self and others; managing stressful situations; formulating a plan to achieve career goals; forming healthy, caring relationships with family members and peers; managing conflict; choosing responsible ways to express oneself; and evaluating the importance of responsible parenting to individuals, families, and society. Teachers highlight basic skills of math, science, and communication when appropriate in the content. The cooperative education method is available for this class. Note: This family focus course must be combined with family focus or work focus courses to make an approved concentration sequence. Family Relations Grades 9-12 Course # weeks.50 credit Course # weeks 1.00 credit Students enrolled in family relations focus on analyzing the significance of the family, nurturing human development in the family throughout the life span, analyzing factors that build and maintain healthy family relationships, developing communication patterns that enhance family relationships, dealing effectively with family stressors and conflicts, managing work and family roles and responsibilities, and analyzing social forces that influence families across the life span. Teachers reinforce basic skills of math, science, and communication when appropriate in the content. The cooperative education method is available for this class. Note: This family focus course must be combined with family focus or work focus courses to make an approved concentration sequence. Resource Management Grades 9-12 Course # weeks.50 credit Course # weeks 1.00 credit Students enrolled in resource management focus on managing resources to achieve individual goals; making informed consumer choices; creating and maintaining a living environment that supports the well-being of individuals; living in a global environment; making decisions related to nutrition, clothing, and housing, and managing a household. The cooperative education method is available for this class. Note: This family focus course must be combined with family focus or work focus courses to make an approved concentration sequence. 57 Course Descriptions

71 Parenting Grades 9-12 Course # weeks.50 credit Course # weeks 1.00 credit Students enrolled in parenting focus on assessing the impact of the parenting role in society; taking responsibility for individual growth within the parenting role; preparing for a healthy emotional and physical beginning for parent and child; meeting developmental needs of children and adolescents; building positive parent-child relationships; using positive guidance and discipline to promote selfdiscipline, self-respect, and socially responsible behavior, obtaining parenting information, support, and assistance; and planning ways that families and society can share in nurturing children and adolescents. Teachers reinforce the basic skills of math, science, and communication when appropriate in the content. This cooperative education method is available for this class. Note: This family focus course must be combined with family focus or work focus courses to make an approved concentration sequence. Nutrition and Wellness Grades 9-12 Course # weeks.50 credit Course # weeks 1.00 credit Students enrolled in nutrition and wellness focus on making choices that promote wellness and good health; analyzing relationships between psychological and social needs and food choices; choosing foods that promote wellness; obtaining and storing food for self and family; preparing and serving nutritious meals and snacks; selecting and using equipment for food preparation; and identifying strategies to promote optimal nutrition and wellness in society. Teachers reinforce the basic skills of math, science, and communication, when appropriate in the content. The cooperative education method is available for this class. Note: This family focus course must be combined with family focus or work focus courses to make an approved concentration sequence. GRADS Family Focus Grades 9-12 Course # weeks.50 credit Course # weeks 1.00 credit Students enrolled in the Graduation, Reality, and Dual-role Skills Program (GRADS) concentrate on developing selfesteem; using effective communication skills; maintaining positive relationships; promoting wellness, prenatal, and postnatal care; evaluating the cost of parenthood; adjusting to parenthood; understanding child development; providing child care; managing family relationships; exploring careers; applying employability skills; managing economic resources and expenditures; and balancing work and family. This course is designed for pregnant and parenting teens. The cooperative education method is available for this class. Note: This family focus course must be combined with family focus or work focus courses to make an approved concentration sequence. Individual Development II Grades 9 12 Course # weeks 1.00 credit Students will extend and expand skills learned in individual development. The focus on encouraging personal potential of self and others, enhancing positive views, managing stressful situations, career goals, and other relationship situations will be accelerated. English and Mathematics skills development will also be a focus. CAREER CONNECTION COURSES: HIGH SCHOOL Career Investigations Phase I Grades 9 12 Course # weeks 1.00 credit Phase I prepares students to be career investigators. To obtain the title, students must assess their roles in society, identify their roles as workers, analyze their personal assets, complete a basic exploration of career clusters and select fields or occupations for further study, and secure a career instigator (job shadowing) position with a local employer. Note: This career connection course must be combined with family focus or work focus courses to make an approved concentration sequence. Career Interpretations Phase II Grades 9 12 Course # weeks 1.00 credit Phase 2 consists of an in-depth study of one to four or more career clusters through a variety of investigative activities with local employers. Students observe, analyze, and report on the demand for workers, worker qualifications, organizational structures, quality control measures, selected policies and regulations, ethical issues and regards for work. Note: This career connection course must be combined with family focus or work focus courses to make an approved concentration sequence. Career Interpretations Phase III Grades Course # weeks 1.00 credit In Phase 3 students match their interests and aptitudes with occupation information, investigate a variety of pathways to career success, and reinforce the skills and knowledge needed for paid employment, particularly in the challenging 21 st century workplace. Pathways may include paid or volunteer employment and experiences while the student is still in high school; continuing education opportunities such as college degree programs, apprenticeships, two-year specialized Tech Prep programs 58 Course Descriptions

72 or military experience; or any combination that will enhance progress toward a career goal. Note: This career connection course must be combined with family focus or work focus courses to make an approved concentration sequence. Virginia Teacher for Tomorrow Grade 12 Course # weeks 1.00 credit The teachers for tomorrow course introduces seniors to a career in teaching and education. The primary elements of the curriculum components are the learner, the school, and the teacher and teaching. The components are intentionally broad in scope and provide a great deal of flexibility based on the career interest of a student. In addition to the fundamental curriculum components, all students are required to participate in an internship outside the teacher cadet classroom. The internship may involve the preschool level through grade 12. Education for Employment I (EFE) Grades 9-12 Course # weeks.50 credit Course # weeks 1.00 credit Students investigate various occupational fields, examine occupational requirements, and select a career pathway. They begin to focus on improving and gaining skills required for specific occupations and practice solving realworld problems in the home, school and the workplace. Note: This career connection course must be combined with family focus or work focus courses to make an approved concentration sequence. Education for Employment (EFE) Grades 9-12 Course # weeks.50 credit Course # weeks 1.00 credit The student begins to make the transition from school to work by gaining technical skills, conducting a job search, and maintaining successful employment by demonstration of positive work traits and attitudes and continuing to develop technical skills. Students focus on balancing their roles of worker, family member, and citizen. The cooperative education method is available for this class. Note: This career connection course must be combined with family focus or work courses to make an approved concentration sequence. Education for Employment I (EFE) Grades 9-12 Course # weeks.50 credit Course # weeks 1.00 credit Students investigate various occupational fields, examine occupational requirements, and select a career pathway. They begin to focus on improving and gaining skills required for specific occupations and practice solving realworld problems in the home, school and the workplace. Note: This career connection course must be combined with family focus or work focus courses to make an approved concentration sequence. Education for Employment II (EFE) Grades 9-12 Course # weeks.50 credit Course # weeks 1.00 credit The students begins to make the transition from school to work by gaining technical skills, conducting a job search, and maintaining successful employment by demonstrating positive work traits and attitudes and continuing to develop technical skills. Students focus on balancing their roles of worker, family member and citizen. The cooperative education method is available for this class. Note: This career connection course must be combined with family focus or work focus courses to make an approved concentration sequence. FINE ARTS Art courses 06 Art Course # weeks 0.00 credit This is a semester course designed to give students information, experiences, and activities leading to a broadened awareness of art as a means of personal achievement. A review of the many diverse areas for career possibilities is included. Emphasis is on communication through the use of the elements and principles of design. 06 Art Course # weeks 0.00 credit This course is designed to give students activities and experiences leading to an understanding of the joy of creative involvement, communication of feelings, development of skills, critical judgment and perception; art as a means for improving social order and daily living through its use to produce social change, interior design, art careers; art as a record of cultural heritage, communication through principles and elements of design, communication, and techniques in the related arts. 06 Exploratory Art Course # weeks 0.00 credit Art exploration is an exploratory course designed to give students information, experiences, and activities leading to an awareness of art as a means of personal achievement. A review of the many diverse areas for career possibilities is included. 59 Course Descriptions

73 IB Art Level I Advanced Grade 6 Course # weeks 0.00 credit This is a year-long art course designed to build upon a student s learning in relation to expression and the student s response to art. The content is centered on themes, and the focus is on the creation of art, art history, aesthetics, and criticism. Students learn to create art works and to express their experience visually. 07 Art Course # weeks 0.00 credit Course # weeks 0.00 credit This course emphasizes the understanding of art as a means of personal fulfillment through activities and experiences related to ideas and subjects of art, design related to materials, uniqueness of an artist and his art; art as a means of improving social order and daily living, art that sells, art that shapes our environment, preservation; art as a record of cultural heritage as related to ethnic groups in Richmond and modern art. 08 Art Survey Course # weeks 0.00 credit Course # weeks 0.00 credit This course is designed to place further emphasis on art as a means of personal fulfillment through activities and elements of experience and to improve value judgments. Course content includes the use of principles art and elements of design, skills and techniques, and feelings of individual usefulness and security. Art as a means of improving social order and daily living, design for function, nature as a design source, a record of cultural heritage, and the art of America (including ethnic art and art reflecting social change in America) is also explored. IB Art Level II Advanced Grade 7 Course # weeks 0.00 credit This is a semester art course based on the knowledge of the various disciplines of art. Students continue to focus on themes, the creation of art, art history, aesthetics and criticism. Students will continue to learn how to create art works and to express their experiences visually. 08H Art I Honors Course # weeks 0.00 credit Prerequisite: Recommendation of art teacher required. A course designed for students demonstrating a strong interest and ability in an in depth study of art. IB Art Level III Advanced Grade 8 Course # weeks 0.00 credit This is an honors course for which students receive high school credit and is designed as a foundation class in art. Emphasis is on acquiring basic drawing and painting, as well as development of technical skills in a variety of media. The course explores historical and contemporary art expression across cultures and ethnic groups. IB Art Level IV Advanced Grade 9 Course # weeks 1.00 credit This course is designed for ninth grade students who have taken Level III. It further develops the students ability to explore a variety of wet and dry drawing medium, use the developmental workbook, and construct a sculpture, landscape painting and graphic design. The course exposes students to methods of evaluating their own art work as well and the work of others. IB Art Level V Advanced Grade 10 Course # weeks 1.00 credit This course is designed for tenth grade students who have taken Level IV. This course gives students opportunities to broaden and strengthen the skills, knowledge and attitudes acquired in Levels III and IV. The focus is to increase students ability to critically analyze works of art and to respond aesthetically to man-made and natural objects. IB-DP Visual Arts SL Part I Grade 11 Course # weeks 1.00 credit This course comprises a Standard Level Group 6 art offering for IB Diploma students. Students will pursue independent learning through research and artistic production. The course will cover drawing, painting, and 3- D work/design. Students will work with a wide range of media. This prepares students to for the IB Visual Arts SL examination. IB-DP Visual Arts SL Part 2 Grade 12 Course # weeks 1.00 credit Prerequisite: IB-DP Visual Arts SL Part I This is the second year of the Standard Level Group 6 art offering for IB Diploma students. Students will continue their study begun in Grade 11 and engage in a cultural awareness of art history, art interpretation and global perspectives. Students will compile a portfolio of work completed in both years of DP art and sit for the IB Visual Arts SL examination. IB-DP Visual Arts HL Part I Grade 11 Course # weeks 1.00 credit Prerequisite: IB-MYP Level 4/5 Art This course comprises a Higher Level Group 6 art offering for IB Diploma students. Students will pursue independent learning through research and artistic production. The course will cover drawing, painting, and 3-D work/design. Students will work with a wide range of media. This prepares students for the enhanced requirements of the IB Visual Arts HL examination. IB-DP Visual Arts HL Part 2 Grade 12 Course # weeks 1.00 credit 60 Course Descriptions

74 Prerequisite: IB-DP Visual Arts HL Part 1 This is the second year of the Higher Level Group 6 art offering for IB Diploma students. Students will continue their study begun in Grade 11 and engage in a cultural awareness of art history, art interpretation, and global perspectives. Students will compile a portfolio of work completed in both years of DP art and sit for the IB Visual Arts HL examination. Art II Honors Course # weeks 1.00 credit Prerequisite: Successful completion of Art I and/or permission of the art teacher. This is a course designed for students meeting the criteria for honors placement in Art Education. The course content is the same as course 3582 with more in-depth assignments, research, museum/gallery visits, written and verbal reviews of art exhibitions and articles. The development of an art portfolio is required. Art I Course # weeks 1.00 credit This is a course designed as a foundation class in art for high school students. Emphasis is on acquiring basic drawing and painting, as well as development of technical skills in a variety of media. The course explores historical and contemporary art expressions across culture and ethnic groups. The course serves as a single elective to meet the graduation requirement or as the foundation course for students who desire to continue the study of art to more advanced levels. Art I Honors Course # weeks 1.00 credit Prerequisite: Recommendation of eighth grade art teacher and permission of Art I Art teacher. This is a course designed for students meeting the criteria for honors placement in Art Education. The course content is the same as course 3575 with more in-depth assignments in writing and research, museum visits, and portfolio development. Art III Honors Course # weeks 1.00 credit Prerequisite: Successful completion of Art II-H and/or permission of the art teacher. A course designed for students meeting the criteria for honors placement in Art Education. The course content is the same as course 3585 with more in-depth assignments research, museum and gallery visits, critiques of exhibitions and articles, interview and report of a local artist, continued development of a portfolio of art with written self assessment. Art II Course # weeks 1.00 credit Prerequisite: Art I This course is designed to further develop the students ability to observe the environs in a conscious manner and to develop abilities for visual self-expression. The course gives depth to the students understanding of art as they explore the visual worlds, both nature and man-made, enabling them to refine their own concepts and skills. Emphasis is on drawing and painting, as well as the development of technical skills in a variety of media. The course examines historical and contemporary art expressions across culture and ethnic groups. The course exposes students to methods of evaluating their art work as well as the work of others. Art III Course # weeks 1.00 credit Prerequisite: Art I and Art II This course is designed to give students opportunities to broaden and strengthen the skills, knowledge and attitudes acquired in Art I and Art II. The course focuses on the students interests and abilities to critically analyze works of art and to respond aesthetically to man-made and natural objects. Use of technology in art and individual career planning is emphasized in the course. AP Art- Studio, 2-D Design, Portfolio Course # weeks 1.00 credit Students are asked to demonstrate proficiency in 2-D design using a variety of art forms. These could include, but are not limited to: graphic design, typography, digital imaging, photography, collage, fabric design, weaving, illustration, painting, printing, etc. A variety of approaches to representation, abstraction, and expression may be part of the students portfolio. AP Art Studio 3-D Design Portfolio Course # weeks 1.00 credit A variety of approaches to representation, abstraction, and expression may be part of the student s portfolio. These might include traditional sculpture, architectural models, apparel, ceramics, three-dimensional fiber arts or metal work, among others. Art History and Appreciation Course # weeks 1.00 credit This course is designed for any high school student who wishes to broaden his/her understanding of art. Art history exists within the context of the broader histories the student will study. This course will focus on the role of art and the artist in various societies and the different ways societies have used art. The course will consist of a general survey of art history through the twentieth century. Art IV Course # weeks 1.00 credit Prerequisite: Art III Advanced art is a culminating course for secondary art students. The course provides for in- 61 Course Descriptions

75 depth study and personal development in one or more areas of the visual arts. These include drawing and painting, crafts, graphics, sculpture, architecture, and commercial design as well as other areas determined by the needs and skills of the individual art student. The student is encouraged to develop a portfolio of art work and is counseled in reviewing potential art programs and financial aid assistance. AP Art Studio, Drawing Portfolio Course # weeks 1.00 credit Prerequisite: AP Art Studio, General and permission of the teacher (Maximum number of students: 12). This is an Advanced Placement (AP) course which is equivalent to an introductory college course. The Advanced Placement Studio Program enables highly motivated students to do college-level work in studio art while still in high school. AP Studio Art is not based on a written examination: instead, students submit portfolios for evaluation at the end of the school year. Course content is developed according to the AP Curriculum. Art IV Honors Course # weeks 1.00 credit Prerequisite: Successful completion of Art III-H and/or permission of the art teacher. A course designed for students meeting the criteria for honors placement in Art Education. The course content is the same as course 3602 with more in-depth assignments, research, museum and gallery visits, critiques of exhibitions and articles, interview and report of a local artist, continued development of a portfolio of art with written self assessment. AP Art Studio, General Portfolio Course # weeks 1.00 credit Prerequisite: AP Art Studio, General and permission of art teacher (Maximum number of students: 12). This is an Advanced Placement (AP) course which is equivalent to an introductory college course. The Advanced Placement Studio Program enables highly motivated students to do college-level work in studio art while still in high school. AP Studio Art is not based on a written examination: instead, students submit portfolios for evaluation at the end of the school year. Course content is developed according to the College Board s AP curriculum. Dance courses Dance I Grade 6 Course # weeks 0.00 credit Dance II Grade 7 Course # weeks 0.00 credit Dance III Grade 8 Course # weeks 0.00 credit Students experience dance as an art form that develops critical thinking skills, discipline, collaboration, creativity, and physical skills that safely facilitate the execution of dance movement. Students enrich their views of society, themselves, and other cultures through the study of dance history. This course prepares them for further dance study and nurtures a lifelong appreciation of dance as an expressive and accessible art form. Music Courses IB Level IV Instrumental Music Grade 9 Course # weeks 1.00 credit Prerequisite: Enrollment in Instrumental Music in Middle School/Approval by audition, by teacher and/or recommendation by former instructor. This course is designed for ninth grade students in the IB Program who have played an instrument in the band or orchestra and have expressed an interest in continuing a focus in the performing arts. This course will provide group ensemble, solo performance and the study of music history and theory. IB Level V Instrumental Music Grade 10 Course # weeks 1.00 credit Prerequisite: Successful completion of Instrumental Music, Level IV/Approval by audition, by teacher and/or recommendation by former instructor. This course is designed for tenth grade students in the IB Program. Students will continue the study of topics begun in Level IV. This course will prepare students for DP/SL or DP/HL music by teaching them to play all 12 major scales and to perform a published solo work written for their respective medium. Students will perform/practice in a school-based performing ensemble. Middle School Beginning Harp Course # weeks 0.00 credit Prerequisite: An interest in music and physical capacity to perform the harp instrument. Enrollment in 5 th, 6 th, 7 th, or 8 th grade is also a prerequisite. Beginning instructional classes in harp are designed for students recommended by harp instructors or students desiring to study the harp. Harp instruction is designed to develop skills that range from proper care and maintenance of the harp, to proper hand positions and note-reading performances. Techniques for the harp will include: note-reading skills, identification of harp parts, corresponding strings, levers, hand position and finger action. The students will also learn pitch names, staff, clefs, note alterations, note values, rests, simple time signatures, key signatures, and scales (C, G, D, F, and Bb). Sightreading will include solo and ensemble repertoire selected by the harp instructor. Scheduled school-related and public performances are required. 62 Course Descriptions

76 Middle School Intermediate Harp Course # weeks 0.00 credit Prerequisite: Enrollment in grades 6, 7, 8, successful completion of Middle School Beginning Harp and recommendation from former instructor. The intermediate level of harp instruction continues in sequence from the beginning level of harp instruction. Hand positions and finger action skills, instrument care and maintenance continue to be developed. Technical skills of placing, connecting, placing of four fingers in succession, playing octaves and intervals are learned on this instructional level. Time signatures, key signatures, major and minor scales are expanded. A larger harp repertoire of performance proficiency compositions is studied. Scheduled school-related and public performances are required. Middle School Advanced Harp Course # weeks 0.00 credit Prerequisite: The student must have successfully completed Middle School Intermediate Harp, recommendation of former music teacher and successful audition. Enrollment in Grade 7or 8 is required. The technical sequence of instruction continues. Students continue to develop a degree of proficiency in note reading, rhythm, hand positions, and techniques. Expanded use of pedals on the pedal harp, lever and pedals changes, rolls, glissandos, and muffle techniques are taught. Advance solos, orchestral and ensemble repertoires are performed for concerts and community based performances. Performances of repertoire from varied cultures and composers are studied. Professional performance decorum is displayed in all harp performances. Scheduled schoolrelated and public performances are required. High School Beginning Guitar Course # weeks 1.00 credit Prerequisite: Students are required to provide their own standard six string acoustic guitar in good working condition. Students should solicit instructor advice before purchasing an instrument to insure suitability for the class. Enrollment in Grade 9, 10, 11, 12 required. This course is intended for students with little or no experience playing the guitar. Students will learn the proper posture, positioning, tuning, reading basic notation, and left and right hand techniques. In addition, students will learn to play simple melodies and accompaniments. Scheduled school-related and public performances are required. High School Intermediate Guitar Course # weeks 1.00 credit Prerequisite: The completion of the beginning guitar course and/or audition in order to assure student readiness for intermediate instruction. Enrollment in Grade 9, 10, 11, 12 required. This course is intended for the intermediate level guitarist. Students will learn to read two lines of music at once, chord structures, pick and strumming patterns, chord progressions, and scales two octaves. Listening to guitar music and discussing the guitar s role in music of the past and present is a component of this course. Students will learn to play exercises and short pieces alone and in ensemble. Scheduled school-related and public performances are required. High School Advanced Guitar Course # weeks 1.00 credit Prerequisite: The completion of the intermediate guitar course and/or audition in order to assure student readiness for advanced instruction. Enrollment in Grade 9, 10, 11, 12 required. This course is intended for the advanced guitar student. The student will cover major and minor scales and arpeggios in all twelve keys with a minimum of two octaves. The student will work on improving technical proficiency and will study techniques for playing different styles of music to include jazz, blues, rock, and reggae. Scheduled school-related and public performances are required. Middle School Beginning Band Course # weeks Grade 6 Course # weeks Grade 7 Course # weeks Grade credit Prerequisite: Enrollment in grades 6, 7 or 8, and an interest in music and/or teacher recommendation. Student must have his/her own instrument. This is a basic course in beginning instrumental techniques. The student is taught basic tone production, embouchure, intonation, posture and breathing. Musical note reading is developed and refined sequentially. Students are encouraged to practice daily outside of the band class. Scheduled school-related and public performances are required. Middle School Intermediate Band Course # weeks Grade 6 Course # weeks Grade 7 Course # weeks Grade credit Prerequisite: Enrollment in grades 6, 7 or 8, successful completion of Middle School Beginning Band and recommendation from former instructor. Student must have his/her own instrument. This course continues in technical sequence from Middle School Beginning Band. The techniques that were introduced in Beginning Band are studied in greater depth. More advance music literature is studied. A concentration on musical styles and phrasing is established through performance on the chosen instrument. Public performance 63 Course Descriptions

77 is required to enhance learning. Daily individual practice and private instruction are strongly encouraged. Middle School Advanced Band Course # weeks 0.00 credit Prerequisite: Enrollment in grades 7 or 8, successful completion of Intermediate Band and a recommendation from former instructor. Student must have his/her own instrument. This course which continues in technical sequence from Middle School Intermediate Band, involves the study of more advanced music literature emphasizing style and phrasing. Scheduled school-related public performances are required. High School Beginning Band Course # weeks 1.00 credit Prerequisite: Enrollment in grades 9-12 and serious interest in music. This course is designed for the high school students who have not previously had the opportunity to study a band instrument. The students will be taught basic tone production, embouchure, intonation, posture, and breathing. Musical note reading is developed and refined sequentially. Performance and individual daily practice are required. High School Intermediate Band Course # weeks 1.00 credit Prerequisite: Enrollment in grades Successful completion of Middle School Advanced Band or High School Beginning Band. More advanced music is studied. More complex phrasing and style techniques are developed. Basic fundamentals of marching are introduced. Membership in the marching band and the concert band are a class requirement. Public performance is required to enhance the learning process. Individual daily practice and private instruction are required. High School Advanced Band Course # weeks 1.00 credit Prerequisite: Recommendation of former music teacher and successful audition. Enrollment in Grade 10, 11, 12 is required. This course continues in technical sequence from High School Intermediate Band. Advanced music is studied. High level thinking skills are reinforced by the student s participation in the concert and marching bands. Preparation for half-time shows, parades, concerts and competitive festivals are all required. Individual daily practice and private instruction are strongly encouraged. Performance and individual daily practice are required. High School Marching Band Grade 9 Course # weeks.50 credit Prerequisites: Enrollment in grade 9 and recommendation of former music teacher and/or successful audition. This course works together with Intermediate/Advance Band. Preparation for half-time shows, parades, concerts and competitive festivals are all required. Scheduled school related and public performances are required. Students must meet both the school day and/or after school participation requirements to receive credit for the course. Special clothing may be required for this course. High School Marching Band Grade 10 Course # weeks.50 credit Prerequisites: Enrollment in grade 10 and recommendation of former music teacher and/or successful audition. This course works together with Intermediate/Advance Band. Preparation for half-time shows, parades, concerts and competitive festivals are all required. Scheduled school related and public performances are required. Students must meet both the school day and/or after school participation requirements to receive credit for the course. Special clothing may be required for this course. High School Marching Band Grade 11 Course # weeks.50 credit Prerequisites: Enrollment in grade 11 and recommendation of former music teacher and/or successful audition. This course works together with Intermediate/Advance Band. Preparation for half-time shows, parades, concerts and competitive festivals are all required. Scheduled school related and public performances are required. Students must meet both the school day and/or after school participation requirements to receive credit for the course. Special clothing may be required for this course. High School Marching Band Grade 12 Course # weeks.50 credit Prerequisites: Enrollment in grade 9 and recommendation of former music teacher and/or successful audition. This course works together with Intermediate/Advance Band. Preparation for half-time shows, parades, concerts and competitive festivals are all required. Scheduled school related and public performances are required. Students must meet both the school day and/or after school participation requirements to receive credit for the course. Special clothing may be required for this course. High School Intermediate Harp Course # weeks 1.00 credit Prerequisite: Enrollment in grades 9, 10, 11, 12 successful completion of Middle School Advanced Harp and recommendation from former instructor. The intermediate level of harp instruction continues in sequence from the beginning level of harp instruction. Hand positions and finger action skills, instrument care and 64 Course Descriptions

78 maintenance continue to be developed. Technical skills of placing, connecting, placing of four fingers in succession, playing octaves and intervals are learned on this instructional level. Time signatures, key signatures, major and minor scales are expanded. A larger harp repertoire of performance proficiency compositions is studied. Scheduled school-related and public performances are required. High School Advanced Harp Course # weeks 0.00 credit Prerequisite: Recommendation of former music teacher and successful audition. Enrollment in Grade 10, 11 or 12 required. The technical sequence of instruction continues. Students continue to develop a degree of proficiency in note reading, rhythm, hand positions, and techniques. Expanded use of pedals on the pedal harp, lever and pedals changes, rolls, glissandos, and muffle techniques are taught. Advance solos, orchestral and ensemble repertoires are performed for concerts and community based performances. Performances of repertoire from varied cultures and composers are studied. Professional performance decorum is displayed in all harp performances. Scheduled schoolrelated and public performances are required. Performance and individual daily practice are required. High School Advanced Harp Ensemble Course # weeks 1.00 credit Prerequisite: Must have completed High School Advanced Harp and have a recommendation from the former music teacher and successful audition. Enrollment in Grade 11 or 12 required. The technical sequence of instruction continues. Students continue to develop a degree of proficiency in note reading, rhythm, hand positions, and techniques. Expanded use of pedals on the pedal harp, lever and pedals changes, rolls, glissandos, and muffle techniques are taught. Advance solos, orchestral and ensemble repertoires are performed for concerts and community based performances. Performances of repertoire from varied cultures and composers are studied. Professional performance decorum is displayed in all harp performances. Scheduled schoolrelated and public performances are required. The student must be prepared to perform at a large number of public and school performances. High School Jazz Ensemble Course # weeks 1.00 credit Prerequisite: Audition and/or recommendation of music instructor. This course gives students a laboratory experience in the study of Jazz, the true art form indigenous to America. Studies are provided to familiarize the students with the historical development of jazz styles from the beginning of the 20th century through today s idioms. Rehearsal techniques, forms, styles, theory, arranging improvisation, and electronic music techniques are important areas of emphasis. Scheduled school-related and public performances are required. Middle School Small Instrumental Ensemble Course # weeks 0.00 credit Prerequisite: Approval by teacher and/or recommendation by former instructor. The student has to have completed Middle School Intermediate level of playing an instrument. This course is designed to provide music instruction for students who perform on harp, guitar, piano or other instruments that are not a primary part of the band or orchestra ensemble. Participation in this course provides training in the areas of repertoire building, music theory and performance development. Public performance is required to enhance learning. Private instruction is strongly encouraged. Middle School Intermediate Orchestra Course # weeks Grade 6 Course # weeks Grade 7 Course # weeks Grade credit Prerequisite: Enrollment in grades 6, 7, 8, successful completion of Middle School Beginning Orchestra and recommendation from former instructor. This course continues in technical sequence of Middle School Beginning Orchestra. The techniques that were introduced in Beginning Orchestra are studied in greater depth. More advanced music literature is studied. Public performance is required. Daily individual practice and private instruction are strongly encouraged. Middle School Beginning Orchestra Course # weeks Grade 6 Course # weeks Grade 7 Course # weeks Grade credit Prerequisite: An interest in music and physical capacity to perform on one of the string instruments. Enrollment in 6th, 7th, or 8th grade is also a prerequisite. This course is a beginning instructional course for strings (violin, viola, cello, and bass violin). Basic fundamental rudiments such as proper performance position, tone production and music reading are introduced. Technical concentration on scales, etudes, and simple graded literature is included. Daily practice outside of orchestra class and private instructional are strongly encourage. Scheduled public performances are required to enhance learning. High School Intermediate Orchestra Course # weeks 1.00 credit Prerequisite: Enrollment in grades Completion of middle school beginning orchestra, band or small Instrumental ensemble. 65 Course Descriptions

79 This course is designed to provide further music instruction for students who perform on string instruments. It is also open to wind and percussion students that have taken and passed Beginning Band, with permission of the director. Attention is given to the understanding of form and style in the musical periods. Technical concentration on scales, etudes, and medium/advance graded literature is included. Daily practice outside of class and private instruction are strongly encouraged. Scheduled school-related and public performances are required High School Advanced Orchestra Course # weeks 1.00 credit Prerequisite: Enrollment in grades Completion of middle school advanced orchestra, band or small instrumental ensemble. This course is designed to continue in technical sequence from Intermediate Orchestra and offers an advanced level of full orchestral participation. An examination of early European through contemporary literature will be explored. Position playing for strings, the use of vibrato, mastery of bowing styles, interpretation of standard symphonic literature, and the refinement of large ensemble playing for all families of instruments are qualities of extreme value. Daily practice outside of class and private instruction are strongly encouraged. Scheduled school-related and public performances are required. High School Advanced Full Orchestra Course # weeks 1.00 credit Prerequisite: Enrollment in grades Completion of middle school advanced orchestra, band or small instrumental ensemble. This course is designed to continue in technical sequence from intermediate Orchestra and offers an advanced level of full orchestral participation. An examination of early European through contemporary literature will be explored. Position playing for strings, the use of vibrato, mastery of bowing styles, interpretation of standard symphonic literature, and the refinement of large ensemble playing for all families of instruments are qualities of extreme value. Daily practice outside of class and private instruction are strongly encouraged. Scheduled school-related and public performances are required. High School Full Orchestra Course # weeks 1.00 credit Prerequisite: Enrollment in grades Completion of middle school advanced orchestra, band or small instrumental ensemble. This course is designed to continue in technical sequence from intermediate Orchestra and offers an advanced level of full orchestral participation. An examination of early European through contemporary literature will be explored. Position playing for strings, the use of vibrato, mastery of bowing styles, interpretation of standard symphonic literature, and the refinement of large ensemble playing for all families of instruments are qualities of extreme value. Daily practice outside of class and private instruction are strongly encouraged. Scheduled school-related and public performances are required. Middle School Advanced Orchestra Course # weeks 0.00 credit Prerequisite: Enrollment in Grades 6, 7, or 8 required. This course continues in technical sequence from Middle School Intermediate Orchestra. Experiences are designed to develop skills that range from proper performance position to music reading. Technical concentration on scales, etudes, and medium graded literature is included. Daily practice outside of the orchestra class and private instruction is strongly encouraged. Scheduled public performances are required to enhance learning. Middle School Beginning Chorus Course # weeks 0.00 credit Prerequisite: Audition This course is designed for early training in choral literature. Emphasis is on the basic fundamentals of music reading, voice care, and singing from a vocal score. Public performance is required. Middle School Intermediate Chorus Course # weeks Grade 7 Course # weeks Grade credit Prerequisite: Open to all students through audition and/or recommendation from a previous instructor, and successful completion of Middle School Beginning or Intermediate Chorus. These courses continue in technical sequence from Middle School Beginning or Intermediate Chorus. The students will become familiar with various styles of three and four part choral literature with emphasis placed on appropriate choral techniques. Through listening and performing, students further develop advanced techniques in phrasing, diction and other aspects of choral music interpretation. Participation in scheduled public performances is required. High School Special Vocal Ensemble Course # weeks 1.00 credit Prerequisite: Admission by audition and/or teacher recommendation. This course provides music instruction for students, who will perform in Honors Choir, Show Choir, Madrigals, Ethnic Groups and those ensembles that are not a primary part of the curriculum. Participation in these ensembles provides training in the area of repertoire building, music theory, and performance development. Public performance is required to enhance the learning process. Private lessons are strongly encouraged. 66 Course Descriptions

80 High School Voice/Beginning Chorus Course # weeks 1.00 credit Prerequisite: Enrollment in grades 9-12 and completion of middle school intermediate chorus. This course is designed to help the student develop the skills necessary for improved vocal ability and technique. It prepares a student for participation in a vocal ensemble. Emphasis is placed on correct posture, breathing techniques, diction and intonation. Students will also concentrate on sight singing. Public performance is required. High School Intermediate Chorus Course # weeks 1.00 credit Prerequisite: Successful completion of high school, beginning voice, or middle school advanced chorus. Enrollment in grades 10-12, 9th grade with teacher recommendations is also required. This course is designed to give greater attention to vocal production and the interpretation of traditional and contemporary literature. Emphasis is placed on improving vocal quality, technique and sight singing ability. Participation in scheduled public performance is required. Small Instrumental Ensemble Course # weeks 1.00 credit Prerequisite: Enrollment in grades 9, 10, 11, and 12. Approval by audition, by teacher and/or recommendation by former instructor is necessary. This course is designed to provide music instruction for students who perform harp, guitar, piano or other instruments that are not a primary part of the band or orchestra ensemble. Participation in this course provides training in the area of repertoire building, music theory and performance development. Public performance is required to enhance learning. Private instruction is strongly encouraged. Piano Course # weeks 1.00 credit This course is designed to expose the student to the fundamental skills of piano keyboarding, music theory, and stage performance. Harp High School Beginning Course # weeks 1.00 credit This is a performance based class. Students develop technical proficiency and musicianship skills on the instrument. Attendance at performances is mandatory. Students perform music from different periods written especially for harp. There is an emphasis on technique. Beginning Piano Grades 9-12 Course # weeks 1.00 credit This course is designed to expose students to the fundamental skills of piano keyboarding. Students learn notes, note values, correct posture and hand positions while playing simple compositions. Music theory, sight reading and stage performance are emphasized. Students are expected to practice at home and perform in recitals. Intermediate Piano Grades 9-12 Course # weeks 1.00 credit Prerequisite: Beginning Piano or permission of instructor. The students will continue advance piano skills through the study of fundamentals, theory and piano repertoire. Students are expected to practice daily. Public performances are required. Advanced Piano Grades 9-12 Course # weeks 1.00 credit Prerequisite: Intermediate Piano or permission of instructor. The students will continue learning music theory and advanced repertoire. Daily practice is expected. Public performances are required. AP Music Theory Grades Course # weeks 1.00 credit Prerequisite: Advanced band, orchestra, harp, choir, or guitar with a grade of a B or higher or permission of instructor. This is an AP Music course which is equivalent to a first year college course. The Advanced Placement Music Theory course enables highly motivated students to do college level work while still in high school. Students will study in depth scales, modes, key signatures, time signatures leading to analyzation, composition and creativity. Analytical skills will increase the students understanding of the rules that govern writing and performing music. Students will take the AP Exam at the end of the school year. The course content is developed according to the College Board s AP Curriculum. High School Beginning Music Technology (MIDI) Course # weeks 1.00 credit Prerequisite: Enrollment in high school grades An interest in and basic knowledge of music, an interest in multimedia music, and/or teacher recommendation is required. This is an introductory course to all forms of music, multimedia music, and sound technology, beginning with an overall look at the development of MIDI, MIDI hardware systems, sequencing, computer-based MIDI systems, software, recording studios, and live performance utilizing MIDI. Audio systems are included. Students are expected to gain some limited and highly directed hands-on experience, but this course is meant to be introductory. High School Intermediate Music Technology (MIDI) Course # weeks 1.00 credit 67 Course Descriptions

81 Prerequisite: Enrollment in grades10-12 and student must have completed the beginning course, have an intense interest in music technology, and/or teacher recommendation. This course expands all aspects of the beginning course, and hands-on experimentation. Students will read and write music to MIDI, and record MIDI with live performance, develop experience in setting up sound systems, become aware of acoustical phenomena, and become sensitive to how changing acoustical environments affect sound reproduction and enhancement. Students will assist school-wide programs related to the use of sound reinforcement and reproduction. High School Advanced Music Technology (MIDI) Course # weeks 1.00 credit Prerequisite: Enrollment in high school, grades Must have completed course level II, have an intense interest in music, music technology and sound technology; and/or teacher recommendation. This course is an advanced course in multimedia music and sound technology. Students are encouraged to explore their own creativity in those areas of multimedia in which they are specifically interested. Hands-on experience with mixed MIDI-live performance applications, audio and video recording, music composition, arranging, and acoustical application are required. High School Advanced Chorus Course # weeks 1.00 credit Prerequisite: Admission by audition for students grades 9-12 and successful completion of high school intermediate chorus. This course is a continuation of the choral studies from intermediate choir. It provides students with many opportunities to refine their choral skills to a high level of performance. It is the major vocal performing group. This course will also provide an in-depth musical experience which will challenge those students who have achieved a level of development commensurate with requirements of performance at the advanced level. Participation in scheduled public performances is required. Continued development of sight reading skills is emphasized. IB-DP Music SL Part I Grade 11 Course # weeks 1.00 credit Prerequisite: IB-MYP Level 4/5 Instrumental Music. This is a course required for Diploma Programme students who select Standard Level music as their Group 6 option. Students will study concepts of form and analysis. The study will involve music of various world genres and time periods. Students will also complete requirements in either music creation or music performance. The course prepares students to sit for the IB music examination. IB-DP Music SL Part 2 Grade 12 Course # weeks 1.00 credit Prerequisite: IB-DP Music, Part I. This is the second year of the Group 6 music elective for Diploma Programme students. Students will continue their study begun in Grade 11 with emphasis on independent study. SL students may perform or compose. Students will sit for the IB Music SL examination. IB-DP Music HL Part 1 Grade 11 Course # weeks 1.00 credit Prerequisite: IB-MYP Level 4/5 Instrumental Music This is a course for Diploma Programme students who select Higher Level music as their Group 6 option. Students will study concepts of form and analysis. The study will involve music of various world genres and time periods. Students will also complete requirements in both music creation and solo performance. The course prepares students to sit for the IB music examination. IB-DP Music HL Part 2 Grade 12 Course # weeks 1.00 credit Prerequisite: IB-DP Musics HL Part 1 This is the second year of the Group 6 music elective for Diploma Programme students. Students will continue their study begun in grade 11 with emphasis on independent study. HL students will complete both creating and performance requirements. Students will sit for the IB Music SL examination. Theatre/Drama Courses Drama I Grade 6 Course # weeks Drama II Grade 7 Course # weeks Drama III Grade 8 Course # weeks 0.00 credit These courses provide an avenue for students to express themselves creatively through performance. Basic acting skills will be explored along with stage craft. Students will have the opportunity to perform for the student body and general public. Speech and Drama Appreciation Grade 8 Course # weeks 0.00 credit This course provides a general introduction to speech and drama. Oral interpretation, acting basics and play reading will be included. Students will respond to a variety of dramatic media, and may participate in a theatrical production. 68 Course Descriptions

82 Speech Applications/Theatre Grade 8 Course # weeks 0.00 credit This is an elective course designed to provide a general introduction to speech and drama, including oral interpretation, the persuasive speech, group discussion, and play production. Course content often includes the production of a play and participation in forensic competition. Introduction to Theatre Course # weeks 1.00 credit This course is designed to provide a general introduction to the dramatic arts including basic acting skills, dramatic structure, and visual elements of theatre production and appreciation of a variety of dramatic styles. This course should be used as a prerequisite for other theatre courses. Dramatic Literature and Theatre History Grades Course # weeks 1.00 credit This is an elective course designed to provide instruction in the history and development of dramatic literature, acting, styles and visual effects through a variety of cultural and historic perspectives. Advanced Acting Course # weeks 1.00 credit This course emphasizes different acting techniques, character analysis, scene study and performances. Students will have opportunities to create, read, view, perform in and respond to plays. The production of plays may be included. Technical Theatre Course # weeks 1.00 credit This course provides instruction in the planning, design and construction of the technical elements of theatre. These elements include scenery, costumes, lighting, sound, properties and make-up. The production of a play may also be included. Directing Course # weeks 1.00 credit Designed to provide advanced instruction in theatre production, this elective course includes script analysis, design and application of technical elements, and stage management. Students will plan, rehearse and direct a theatrical production. Practicum in Theatre Grade 12 Course # weeks.50 credit This course is designed as an independent study for the advanced theatre student to work with a local theatrical or film company in a technical or performing capacity. The student and recommending teacher would develop individualized class objectives. Theatre: One Act Play Grades Course # weeks.50 credit The course builds basic theatre history background and essentials of stage craft. A one-act play is produced for competition. Theatre: Major Production Course # weeks.50 credit The course builds a theater history foundation and the essentials of stage craft. Rehearsing for a spring play in three-acts to be presented to the public is the main focus of the class. Theatre: One Act Play Course # weeks 1.00 credit Prerequisite: Audition The course builds basic theater history background and essentials of stage craft. A one-act play is produced for competition. Theater: Major Production Course # weeks 1.00 credit Prerequisite: Audition The course builds theater history foundation and essentials of stage craft. Rehearsal for spring play of three acts is produced for a paying public and is the main focus of the class. Film Study Grades Course # weeks 1.00 credit This is an elective course designed to study the history of filmmaking as a dramatic and visual medium and its impact on culture. Analysis of a variety of film directors and filmmaking styles may be included. TV / Video Production Course # weeks.50 credit This elective course is designed for instruction on the fundamental elements of film, or video production, including camera, editing and sound techniques. Analysis of film or video and the production of a film or video would be included. WORLD LANGUAGES Exploratory World Language Grade 6 Course # weeks 0.00 credit Prerequisite: Interest in learning about world languages and their cultures. This course provides an exploration of the World languages and cultures. There is an increased emphasis on vocabulary acquisition and verbal communication. 69 Course Descriptions

83 Japanese I Advanced Course # weeks 1.00 credit Prerequisite: Interest in learning about the Japanese language, history, culture, geography and customs. Emphasis is on the study of colloquial Japanese with concentration on listening and speaking. The Hiragana writing system will be introduced so that students can begin reading basic vocabulary and later simple sentences. There is an introduction to Katakana (Japanese) writing system for foreign words. This course is intended for students studying a year above grade level. Japanese II Advanced Course # weeks 1.00 credit Prerequisite: Successful completion of Japanese l Accelerated and a desire to become more proficient. Continued emphasis will be placed on the four basic skills of reading, writing, speaking and listening of modern day Japanese. There will be an increased emphasis on the Hiragana writing system so that the students can read more complex sentences and short paragraphs. Additional Kata-kana characters are taught. Students are introduced to Kanji (Chinese characters). This course is intended for students studying a year above grade level. Japanese I Course # weeks 1.00 credit Prerequisite: Interest in learning about foreign languages and their cultures. Emphasis will be placed on the study of colloquial Japanese with concentration on listening and speaking. The hiragana writing system will be introduced so that the students can begin reading basic vocabulary and later simple sentences. Japanese II Course # weeks 1.00 credit Prerequisite: Successful completion of Japanese l Continued emphasis will be placed on the four basic skills of reading, writing, speaking and listening to modern day Japanese. There will be an increased emphasis on the hiragana writing system so that the student can read more complex sentences and short paragraphs. Japanese III Course # weeks 1.00 credit Prerequisite: Successful completion of Japanese II and a desire to become more proficient in the language. Students increase their reading, writing, listening and speaking skills. Additional Kanji are taught and Hiragana and Katakana writing systems are reinforced. Japanese III Accelerated Course # weeks 1.00 credit Prerequisite: Successful completion of Japanese II Accelerated and a desire to become more proficient in the language. Students increase their reading, writing, listening, and speaking skills. Additional Kanji are taught and Kiragawa and Katakawa writing systems are reinforced. This course is intended for students studying a year above grade level. Japanese IV Course # weeks 1.00 credit Prerequisite: Successful completion of Japanese III and a desire to become more proficient in the language. Course will focus on oral communication, reading and writing skills. Students will be able to communicate with the Japanese on various levels. Japanese IV Advanced Course # weeks 1.00 credit Prerequisite: Successful completion of Japanese III Accelerated and a desire to become more proficient in the language. Course will focus on oral communication, reading and writing skills. Students will be able to communicate with the Japanese on various levels. This course is intended for students studying a year above grade level. Japanese I JSRCC Dual Enrollment Course # weeks.50 credit Elective: Prerequisite: Successful completion of Japanese V or demonstrated proficiency in the language. This course provides practice in the spoken language with emphasis on discussions relating to topics of current interest. This course also surveys the civilization and culture of Japan from the origins to the present day. Japanese II JSRCC Dual Enrollment Course # weeks.50 credit Prerequisite: Successful completion of Japanese V or demonstrated proficiency in the language. This course is a continuation of the first year. This course provides practice in the spoken language with emphasis on discussions relating to topics of current interest. This course also surveys the civilization and culture of Japan from the origins to the present day. Japanese V Course # weeks 1.00 credit Prerequisite: Successful completion of Japanese IV and a strong desire to become more proficient in the language. Course will focus on advanced oral, reading, and writing skills. Students will be able to communicate with the Japanese on advanced levels. This course is intended for students studying a year above grade level. Italian I Course # weeks 1.00 credit Prerequisite: Interest in beginning to communicate in Italian and to become acquainted with the Italian people. 70 Course Descriptions

84 This course is designed to introduce the student to the study of the structure of the Italian language in its spoken and written forms through proficiency based instruction. The student is exposed to various aspects of Italian culture. Italian I Advanced Course # weeks 1.00 credit Prerequisite: Interest in beginning to communicate in Italian and to become acquainted with the Italian people. The course is designed to introduce the student to the study of the structure of the Italian language in its spoken and written forms through proficiency based instruction. Students are exposed to various aspects of Italian culture, geography, history, traditions and customs. This course is intended for students studying a year above grade level. Italian II Course # weeks 1.00 credit Prerequisite: Successful completion of Italian I. In the second year, oral practice continues to be emphasized and the study of grammatical principles is intense. Opportunity for speaking is afforded through an immersion into everyday, real life situations. Italian II Advanced Course # weeks 1.00 credit Prerequisite: Successful completion of Italian I Accelerated and a desire to become more proficient. In the second year, oral practice continues to be emphasized and the study of grammatical principles is intensified. Opportunity for speaking is afforded through an immersion into everyday, real life situations. The student expands his/her linguistic knowledge and is able to use more complex sentences and structures. This course is intended for students studying a year above grade level. Italian III Course # weeks 1.00 credit Prerequisite: Successful completion of Italian II and a desire to become more proficient in Italian and in knowledge of Italian culture. The student continues to improve his/her comprehension of the sound system, vocabulary usage and grammatical structures. The student reads with greater comprehension short stories, poems and contemporary material relating to the customs and attitudes of the Italian people. Students write short creative themes based on their own experiences or on topics studied in class. Italian III Advanced Course # weeks 1.00 credit Prerequisite: Successful completion of Italian II Accelerated. The student continues to improve his comprehension of the sound system, vocabulary usage and grammatical structures. This course is intended for students studying a year above grade level. Italian IV Course # weeks 1.00 credit Prerequisite: Successful completion of Italian III and a desire to become more proficient in Italian and in knowledge of Italian culture. The student continues to increase competency in the four skills of speaking, listening, reading and writing. Italian is used almost exclusively in the classroom. The students develop more refined writing skills through the writing of compositions, character sketches and critical analyses. The student concentrates on the historical, social and literary traditions of the Italian people. Italian IV Advanced Course # weeks 1.00 credit Prerequisite: Successful completion of Italian III Accelerated. The student continues to increase competency in the four skills of speaking, listening, reading, and writing. Italian is used almost exclusively in the classroom. This course is designed for students studying a year above grade level. IB Italian I Course # weeks 1.00 credit This course is designed to introduce students to the study of the structure of the Italian language in its spoken and written form. Students are exposed to various aspects of Italian culture, geography, history and traditions. IB Italian II Course # weeks 1.00 credit This is the second level Italian course for students enrolled in the IB Programme. It provides an extension of the skills taught in Level I Italian. IB Italian III Course # weeks 1.00 credit This is designed for students in Grade 11 in the IB Programme. It provides an extension to Italian II. IB Italian IV Course # weeks 1.00 credit This course is designed for students in the IB Programme. It is a continuation of the preparation of students for the IB Italian Programme. IB-DP Italian ab initio SL Part 1 Grade 11 Course # weeks 1.00 credit Prerequisite: Participation in the IB-DP Programme A first course for students with little or no previous experience in Italian. Through study of vocabulary and basic linguistic structures, students will learn to communicate clearly in a range of situations. Students will 71 Course Descriptions

85 also work to demonstrate an awareness of intercultural elements related to prescribed topics. The class will prepare students for the IB Italian ab intio SL exam. IB-DP Italian ab initio SL Part 2 Grade 12 Course # weeks 1.00 credit Prerequisite: IB-DP Italian ab ititio SL Part 1 The second year of the Italian ab initio course. Students will continue to study the language through communicative activities with a focus on reading comprehension, writing, and oral competencies. Students will sit for the IB Italian ab intio SL exam. IB-DP Italian SL Part 1 Grade 11 Course # weeks 1.00 credit Prerequisite: IB Italian 2 or above The first year of a course focused on language acquisition and the development of language skills. Students develop competencies through the study of a range of written and spoken material. Thematically, the class centers on intercultural understandings. The class will prepare students for the IB Italian SL exam. IB-DP Italian SL Part 2 Grade 12 Course # weeks 1.00 credit Prerequisite: IB-DP Italian SL Part 1 The second year of the Italian SL course. Students will continue to study the language and complete writing and conversational assessments. Students will sit for the IB Italian SL exam, which focuses on reading comprehension and writing skills. French I Course # weeks 1.00 credit Prerequisite: Interest in beginning to communicate in French and to become acquainted with French culture. The approach to the study of French in the first year is proficiency based. The study of correct structure begins with students learning to understand, speak, read and write materials presented and to achieve grammatical background necessary for acceptable usage in simple speech. The student is introduced to the geography, art, music, customs, and traditions of France. French I Advanced Course # weeks 1.00 credit Prerequisite: Interest in beginning to communicate in French and a recommendation by a counselor. The approach to the study of French in the first year is proficiency based. The study of correct structure begins with students learning to understand, speak, read and write materials presented, and to achieve grammatical background necessary for acceptable usage in simple speech. This course is intended for students studying a year above grade level. French II Course # weeks 1.00 credit Prerequisite: Successful completion of French I and a desire to become more proficient and have knowledge of French culture. In the second year oral practice continues to be emphasized and the study of grammatical principles is intensified. Opportunity for reading is afforded by short stories and dialogues using vocabulary of everyday life, as well as articles on French history, literature, art, music, and other cultural areas. French II Advanced Course # weeks 1.00 credit Prerequisite: Successful completion of French I and a desire to become more proficient and have knowledge of French culture. In the second year oral practice continues to be emphasized and the study of grammatical principles is intensified. Opportunity for reading is afforded by short stories and dialogues using vocabulary of everyday life, as well as articles on French history, literature, art, music, and other cultural areas. This course is intended for students studying a year above grade level. French III Course # weeks 1.00 credit Prerequisite: Successful completion of French II and a desire to become more proficient and have knowledge of French culture. The third year course continues to emphasize oral practice. Grammar of a more advanced level is presented. Students become more acquainted with French literature from, both classic and modern writers, and a more detailed study is made of French culture in areas of student interest. Some creative writing is done. French III Advanced Course # weeks 1.00 credit Prerequisite: Successful completion of French II Accelerated and a desire to become more proficient and have knowledge of French culture. The third year course continues to emphasize oral practice. Grammar of a more advanced level is presented. Students become more acquainted with French literature from, both classic and modern writers, and a more detailed study is made of French culture in areas of student interest. Some creative writing is done. This course is intended for students studying a year above grade level. French IV Course # weeks 1.00 credit 72 Course Descriptions

86 Prerequisite: Successful completion of French III and a desire to become more proficient and have knowledge of French culture. The fourth year course emphasizes the study of literature by generations throughout the centuries. Grammar, idioms, finer points of structure and usage are studied. Class activities include discussions, oral and written reports and reading for comprehension, enjoyment, and cultural enrichment. French is the language of the classroom. French IV Advanced Course # weeks 1.00 credit Prerequisite: Successful completion of French II and a desire to become more proficient and have knowledge of French culture. The fourth year course emphasizes the study of literature by generation throughout the centuries. Grammar, idioms, finer points of structure and usage are studied. Class activities include discussions, oral and written reports and reading for comprehension, enjoyment, and cultural enrichment. French is the language of the classroom. This course is intended for students studying a year above grade level. French Advanced Placement Course # weeks 1.00 credit Prerequisite: Successful completion of French IV. The College Board s Advanced Placement curriculum is followed as students prepare for the AP Examination. IB French II Course # weeks 1.00 credit Prerequisite: Successful completion of French I. Second level French course for students enrolled in the IB program. IB Level IV French III or DP I Course # weeks 1.00 credit Third level French for students enrolled in the IB program, who completed French II. IB French I Course # weeks 1.00 credit This is the first level French course for students who have not studied French in middle school. Students learn to understand, speak, read and write materials presented to achieve grammatical background necessary for acceptable use in simple speech. IB French IV Course # weeks 1.00 credit This is the fourth level French course for students enrolled in the IB program. Designed for students that completed IB French III. IB French V Course # weeks 1.00 credit Designed for students that completed IB French IV. IB French VI Course # weeks 1.00 credit Designed for student that completed IB French V. Pre-AP French Grades Course # weeks 1.00 credit Prerequisite: French IV with a grade of B or better and positive recommendation from instructor and school counselor. This course is the gateway to the College Board French language course. Speaking fluency continues to be stressed by conversing exclusively in French and working with partners using dialogs and theatre arts. French is reviewed through texts that are read during the course and new, advanced grammatical concepts including idiomatic intricacies and regional variations are acquired. Listening skills are strengthened through Pod-casting and the use of realia. A wider range of cultural knowledge is gained from reading about famous writers, artists, history and social customs. Current events will be followed by the use of technology and students will be required to participate in experimental learning experiences domestically and/or abroad. Practice tests from the AP exam are given periodically to engage students progress. German I Course # weeks 1.00 credit Prerequisite: Interest in learning to communicate in German and to learn about German life. The first course in German begins with oral practice. Correct pronunciation and intonation are stressed. Fluency is developed within the range of the first year vocabulary. The study of structure is introduced through simple dialogue. Reading and writing are used only with vocabulary structures previously introduced through listening comprehension and oral repetition. German I Advanced Course # weeks 1.00 credit Prerequisite: Interest in learning to communicate in German and a recommendation from a counselor. The first course in German begins with oral practice. Correct pronunciation and intonation are stressed. Fluency is developed within the range of the first year vocabulary. The study of structure is introduced through simple dialogue. Reading and writing are used only with vocabulary structures previously introduced through listening comprehension and oral repetition. This course is intended for students studying a year above grade level. 73 Course Descriptions

87 German II Course # weeks 1.00 credit Prerequisite: Successful completion of German I and a desire to become proficient in German. The second year listening comprehension and oral practice continue to be emphasized. More complex structures and idioms are introduced. Students are led into simple writing and conversation based on topics of personal interest. Selections from German literature are introduced. German II Advanced Course # weeks 1.00 credit Prerequisite: Successful completion of German I and a desire to become proficient in German. The second year listening comprehension and oral practice continue to be emphasized. More complex structures and idioms are introduced. Students are led into simple writing and conversation based on topics of personal interest. Selections from German Literature are introduced. This course is intended for students studying a year above grade level. German III Course # weeks 1.00 credit Prerequisite: Successful completion of German II and a desire to become proficient in German. At level three, a more thorough study of German grammar is undertaken. Reading, writing and discussion are significantly increased with focus on the more complicated structural areas. Edited selections form the works of modern German authors are read and discussed. Opportunities are provided for creative writing. German III Advanced Course # weeks 1.00 credit Prerequisite: Successful completion of German II Accelerated and a desire to become proficient in German. At level three, a more thorough study of German grammar is undertaken. Reading, writing and discussion are significantly increased with focus on the more complicated structural areas. Edited selections from the works of modern German authors are read and discussed. Opportunities are provided for creative writing. This course is intended for students studying a year above grade level. German IV Course # weeks 1.00 credit Prerequisite: Successful completion of German III and a desire to become proficient in German. At level four, a more thorough study of German grammar is undertaken. Reading and discussion are significantly increased with focus on the more complicated structural areas. Edited selections from the works of modern German authors are read and discussed. Opportunities are provided for creative writing. German IV Advanced Course # weeks 1.00 credit Prerequisite: Successful completion of German III Accelerated and a desire to become proficient in German. At level four, a more thorough study of German grammar is undertaken. Reading and discussion are significantly increased with focus on the more complicated structural areas. Edited selections from the works of modern German authors are read and discussed. Opportunities are provided for creative writing. This course is intended for students studying a year above grade level. German Advanced Placement Course # weeks 1.00 credit Prerequisite: Successful completion of German III or IV. The College Board s Advanced Placement curriculum is followed as students prepare for the Advanced Placement Examination. Pre-AP German Grades Course # weeks 1.00 credit Prerequisite: German IV with a grade of B or better and positive recommendation from instructor and school counselor. This course is the gateway to the College Board German language course. Speaking fluency continues to be stressed by conversing exclusively in German and working with partners using dialogs and theatre arts. German is reviewed through texts that are read during the course and new, advanced grammatical concepts including idiomatic intricacies and regional variations are acquired. Listening skills are strengthened through Pod-casting and the use of realia. A wider range of cultural knowledge is gained from reading about famous writers, artists, history and social customs. Current events will be followed by the use of technology and students will be required to participate in experimental learning experiences domestically and/or abroad. Practice tests for the AP exam are given periodically to engage students progress. Latin I Course # weeks 1.00 credit Prerequisite: Interest in learning about the Greco-Roman Cultures. First year Latin places major emphasis on simple connected reading, translation, sentence structure, loan words, mythology and Roman legacy. First, second and third declensions of nouns and adjectives plus principal parts of all tenses are first semester emphasis. Third and fourth conjugation, fourth and fifth declensions are emphasized during the second semester. 74 Course Descriptions

88 Latin I Advanced Course # weeks 1.00 credit Prerequisite: Interest in learning about the Greco-Roman Cultures. First year Latin places major emphasis on simple connected reading, translation, sentence structure, mythology and Roman legacy. First, second and third declensions of nouns and adjectives plus principal parts of all tenses are first semester emphasis. Third and fourth conjugation, fourth and fifth declensions are emphasized during the second semester. This course is intended for students studying a year above grade level. Latin II Course # weeks 1.00 credit Prerequisite: Interest in learning about the Greco-Roman Cultures. Course continues in sequence from Latin 09. The reading deals primarily with the Roman way of life. Continued emphasis placed on grammar and the second semester readings are from Caesar s commentaries and Virgil s Aeneid. Latin II Advanced Course # weeks 1.00 credit Prerequisite: Successful completion of Latin 09 and a desire to continue studying the Greco-Roman Cultures Course continues in sequence from 09 Latin. The reading deals primarily with the Roman way of life. Continued emphasis placed on grammar and the second semester readings are from Caesar s commentaries and Virgil s Aeneid. This course is intended for students studying a year above grade level. Latin III Course # weeks 1.00 credit Prerequisite: Successful completion of Latin 10 and a desire to continue studying the Greco-Roman Cultures. Course is sequential to Latin 10 and continues with the study of Cicero s first oration against Catiline. Portions of the third oration are studied, as well as excerpts from Cicero s letters and essays. During the second semester, Cicero s oration on the Manilian law and his defense of the poet Archias are studied. Latin III Advanced Course # weeks 1.00 credit Prerequisite: Successful completion of Latin II and a desire to continue studying the Greco-Roman Cultures Course is sequential to Latin II and continues with the study of Cicero s first oration against Catiline. Portions of the third oration are studied, as well as excerpts from Cicero s letters and essays. During the second semester, Cicero s oration on the Manilian law and his defense of the poet Archias are studied. This course is intended for students studying a year above grade level. Latin IV Course # weeks 1.00 credit Prerequisite: Successful completion of Latin 11 and a desire to continue studying the Greco-Roman Cultures Course is sequential to Latin 11 and continues with books one, two, four, five and six of Virgil s Aeneid and selections from Ovid s Metamorphoses are studied. Attention is given to the scansion of Latin verse and figures of speech. A special study is made of Roman mythology, religion, comparable poetry and the uses of these materials in English literature. Latin IV Advanced Course # weeks 1.00 credit Prerequisite: Successful completion of Latin III and a desire to continue studying the Greco-Roman Cultures. Course is sequential to Latin 11 and continues with books one, two, four, five and six of Virgil s Aeneid and selections from Ovid s Metamorphoses are studied. Attention is given to the scansion of Latin verse and figures of speech. A special study is made of Roman mythology, religion, comparable poetry and the uses of these materials in English literature. This course is intended for students studying a year above grade level. Latin Literature Advanced Placement Course # weeks 1.00 credit Prerequisite: Successful completion of Latin III or IV and a desire to prepare for the Advanced Placement Examination. The College Board s Advanced Placement curriculum is taught as students prepared for the AP Examination. Spanish I Course # weeks 1.00 credit Prerequisite: Interest in learning to communicate in Spanish and about the way of life in Spanish-speaking countries. The first year Spanish course is audio-lingual oriented. Skills are developed for comprehension, speaking, reading and writing. Emphasis is on pronunciation and vocabulary acquisition in addition to oral practice of useful phrases, idiomatic expressions and speech patterns. Spanish I Advanced Course # weeks 1.00 credit Prerequisite: Interest in learning to communicate in Spanish and a recommendation from a counselor. The first year Spanish course is audio-lingually oriented. Skills are developed for comprehension, speaking, reading and writing. Emphasis is on pronunciation and vocabulary acquisition in addition to oral practice of useful phrases, idiomatic expressions and speech patterns. This course is intended for the advanced 8th grade student. 75 Course Descriptions

89 Spanish II Course # weeks 1.00 credit Prerequisite: Successful completion of Spanish I with at least a grade of C and a desire to learn about the culture of Spanish speaking countries. Second level Spanish continues to emphasize the audiolingual approach. It includes an intensive review of materials already presented and the introduction of new areas of grammar, structure and idiom. The reading material is based on the history, geography, culture and customs - present and past of Spain and Latin America. Writing is based on new and already assimilated materials. Spanish II Advanced Course # weeks 1.00 credit Prerequisite: Successful completion of Spanish I Accelerated with at least a grade of C and a desire to learn about the culture of Spanish speaking countries. Second level Spanish continues to emphasize the audio lingual approach. It includes an intensive review of materials already presented and the introduction of new areas of vocabulary, grammar, structure and idiom. The reading materials are based on the history, geography, culture and customs - present and past of Spain and Latin America. Writing is based on new and already assimilated materials. This course is intended for students studying a year above grade level who and have a recommendation from their Spanish I teacher to take this accelerated course. Spanish III Course # weeks 1.00 credit Prerequisite: Successful completion of Spanish I and II with at least a grade of C and a desire to learn about the culture of Spanish speaking countries. The third level course is a careful review of grammar and an introduction to more advanced grammatical structure. Continued emphasis is placed on oral expression and reading materials are presented from Spanish and Latin American literature. Spanish III Advanced Course # weeks 1.00 credit Prerequisite: Successful completion of Spanish I and II Accelerated with at least a grade of C and a desire to learn about the cultures of Spanish speaking countries. The third level course is a careful review of grammar and an introduction to more advanced grammatical structure. Continued emphasis is placed on oral expression and reading materials are presented from Spanish and Latin American literature. This course is intended for students studying a year above grade level who have a recommendation from their Spanish II teacher to take this accelerated course. Spanish IV Course # weeks 1.00 credit Prerequisite: Successful completion of Spanish III with at least a grade of C and a desire to learn about the culture of Spanish speaking countries. More advanced grammatical structures are studied. Course alternates material on Spanish and Latin American history, literature, art, and music. Class discussion and written composition are emphasized. Spanish is the language of the classroom. Spanish IV Advanced Course # weeks 1.00 credit Prerequisite: Successful completion of Spanish III Accelerated with at least a grade of C and a desire to learn about the culture of Spanish speaking countries. More advanced grammatical structures are studied. Course alternates material on Spanish and Latin American history, literature, art, and music. Class discussion and written composition are emphasized. Spanish is the language of the classroom. This course is intended for students studying a year above grade level. A recommendation from the Spanish III teacher to take this accelerated course is required. IB Spanish II Course # weeks 1.00 credit Prerequisite: Successful completion of Spanish I. Second level Spanish course for students enrolled in the IB program. This course is a careful review of grammar and an introduction to more advanced grammatical structure. Continued emphasis is placed on oral expression and reading materials are presented from Spanish and Latin American literature. IB Spanish III Course # weeks 1.00 credit Prerequisite: Successful completion of IB Spanish II with at least a grade of C. Third level Spanish course for students enrolled in the IB program. More advanced grammatical structures are studied. Course alternates material on Spanish and Latin American history, literature, art, and music. Class discussion and written composition are emphasized. Spanish is the language of the classroom. IB Spanish I Course # weeks 1.00 credit This is the first level Spanish course for students. Students focus on grammar, vocabulary, culture and speaking, listening, writing, reading and comprehension skills. Emphasis is on pronunciation and oral practice as well as grammar structure. 76 Course Descriptions

90 IB Spanish I Part A Course # weeks 1.00 credit This course is the first part of Spanish I. This course introduces the student to the vocabulary, grammar and culture of the Hispanic world through a variety of themes. At this level students focus on speaking and writing skills as students discover ways to describe themselves and their lives. Themes will include daily activities, lifestyles, habits, health, emotions, celebrations and holidays, special occasions, and memories. Students will use more complex grammatical structures as they describe their lives in both past and present. IB Spanish I Part B Course # weeks 1.00 credit This course is the second part of Spanish I A introduced in Grade 6. This course continues to introduce the student to the vocabulary, grammar, and culture of the Hispanic world through a variety of themes. At this level, there is a greater emphasis on speaking and writing as students discover ways to describe themselves and their lives. Themes will include daily activities, lifestyles, habits, health, emotions, celebrations and holidays, special occasions, and memories. Students will use more complex grammatical structures as they describe their lives in both past and present. IB Spanish IV Course # weeks 1.00 credit Prerequisite: Successful completion of IB Spanish III with at least a grade of C. A continuation of Spanish study in the Middle Years Programme for IB. More advanced grammatical structures are studied. Course alternates material on Spanish and Latin American history, literature, art, and music. Class discussion and written composition are emphasized. Spanish is the language of the classroom. IB Spanish V Course # weeks 1.00 credit Prerequisite: Successful completion of IB Spanish IV with at least a grade of C. Designed for IB Middle Years Programme students who have completed IB Spanish IV. Students begin to work more independently as they focus on written composition, oral presentation, and reading comprehension through the study of a wide range of authentic Spanish-language texts. IB Spanish VI Course # weeks 1.00 credit Prerequisite: Successful completion of IB Spanish IV with at least a grade of C. This course is designed for students in Grade 12 of the Diploma Programme and prepares students to take the standard level examination at the end of Grade 12. Greater emphasis is on oral and writing proficiency. IB-DP Spanish SL Part 1 Grade 11 Course # weeks 1.00 credit Prerequisite: IB Italian 2 or above The first year of a course focused on language acquisition and the development of language skills. Students develop competencies through the study of a range of written and spoken material. Thematically, the class centers on intercultural understandings. The class will prepare students for the IB Spanish SL exam. IB-DP Spanish SL Part 2 Grade 12 Course # weeks 1.00 credit Prerequisite: IB-DP Italian SL Part 1 The second year of the Spanish SL course. Students will continue to study the language and complete writing and conversational assessments. Students will sit for the IB Spanish SL exam, which focuses on reading comprehension and writing skills. IB-DP Spanish HL Part 1 Grade 11 Course # weeks 1.00 credit Prerequisite: IB Italian 4 or above The first year of a course focused on language acquisition and the development of language skills. Students develop competencies through the study of a range of written and spoken material, including Spanish-language literature. Thematically, the class centers on intercultural understandings. The class will prepare students for the IB Spanish HL exam. IB-DP Spanish HL Part 2 Grade 12 Course # weeks 1.00 credit Prerequisite: IB-DP Italian HL Part 1 The second year of the Spanish HL course. Students will continue to study the language and complete writing and conversational assessments. Students will sit for the IB Spanish SL exam, which focuses on reading comprehension, writing skills, and Spanish-language literature. Pre-AP Spanish Grades Course # weeks 1.00 credit Prerequisite: Spanish IV with a grade of B or better and positive recommendation from instructor and school counselor. This course is the gateway to the College Board Spanish language course. Speaking fluency continues to be stressed by conversing exclusively in Spanish and working with partners using dialogs and theatre arts. Spanish is reviewed through texts that are read during the course and new, advanced grammatical concepts including idiomatic intricacies and regional variations are acquired. Listening skills are strengthened through Pod-casting and the use of realia. A wider range of cultural knowledge is gained from 77 Course Descriptions

91 reading about famous writers, artists, history and social customs. Current events will be followed by the use of technology and students will be required to participate in experimental learning experiences domestically and/or abroad. Practice tests for the AP exam are given periodically to engage students progress. Spanish I - Part I Course # weeks.50 credit This course introduces the skills of listening comprehension, speaking, reading and writing in the target language. Focus is on vocabulary acquisition, pronunciations, and basic grammar. Students are introduced to a variety of Hispanic customs and cultures. Spanish I Part II Course # weeks.50 credit This course continues with the development of the skills of listening comprehension, speaking, reading and writing. Focus continues on verbal and written comprehension, increased vocabulary, and grammatical structures. Spanish Language Advanced Placement Course # weeks 1.00 credit Prerequisite: Successful completion of Spanish III or IV. A college level course that encompasses aural/oral college/university Spanish language courses. Students will have the ability to comprehend formal and informal spoken Spanish; acquire vocabulary and grasp structure to allow the accurate reading of newspaper and magazine articles in Spanish; to compose expository passages; and to express ideas orally with accuracy and fluency. Students are expected to take the AP Spanish exam at the conclusion of the course. American Sign Language I Grades 9-12 Course # weeks 1.00 credit Introduces the fundamentals of American Sign Language (ASL) to students in developing basic communicative skills in this visual and gestural language. Students gain an understanding of deaf culture, the syntax and grammatical rules of ASL, and basic vocabulary allowing the interaction with the deaf community. ESL Level 1A Grades 9-12 Course # weeks 1.00 credit This course will focus on basic building of English language foundations. It will be geared towards new arrivals that have little to no background knowledge of English. The content of the course will be the English Language Proficiency Standards of Learning for Level I, including basic vocabulary building, basic literacy skills (alphabet, phonics, sight words, etc.) and basic grammar. ESL Level 1B Grades 9-12 Course # weeks 1.00 credit This course will focus on continuing to build basic English language skills. It will be geared towards returning students who have not moved beyond EL Level I, as measured by the ACCESS for ELLs or alternative English Language Proficiency testing as designated by WIDA. The content of the course will be vocabulary building, literacy skills, and grammar, all within the context of content-based materials. ESL Read 180 Grades 9-12 Course # weeks 1.00 credit This course will focus on utilizing the Read 180 program to promote higher literacy levels for EL students. It will be geared towards LEP Level 2, 3, and 4 students, and will be open to higher-functioning Level 1 Students. The content of the course will be the Read 180 program and instructional model. ESL Content Preparation - Math Grades 9-12 Course # weeks 1.00 credit This course will focus on assisting middle level ELL students to achieve success in their core math courses. It will be geared towards ELP Level 2 students, and will be open to higher-functioning Level 1 students. The content of the course will be based on building the content vocabulary needed for students to achieve success in their math classes, focusing primarily on vocabulary building and additional math support and practice. ESL Content Preparation Social Studies Grades 9-12 Course # weeks 1.00 credit This course will focus on assisting middle level ELL students to achieve success in their core social studies courses. It will be geared towards ELP Level 2 students, and will be open to higher-functioning Level 1 students. The content of the course will be based on building the content vocabulary needed for students to achieve success in their social studies classes, focusing primarily on Geography, U.S. History, U.S. Government, and World History. ESL Content Preparation Science Grades 9-12 Course # weeks 1.00 credit This course will focus on assisting middle level ELL students to achieve success in their core science courses. It will be geared towards ELP Level 2 students, and will be open to higher-functioning Level 1 students. The content of the course will be based on building the content vocabulary needed for students to achieve success in their science classes, focusing primarily on vocabulary and additional Science activity practice. ESL Content Support General Grades 9-12 Course # weeks 1.00 credit This course will focus on assisting higher level ELL students to achieve success in their core courses. It will be 78 Course Descriptions

92 geared towards ELP Level 3 and 4 students. The content of the course will be based on the content linguistic struggles of the students in the course, focusing primarily on facilitating one-on-one or small group tutoring of students. Freshmen Orientation - ESL Grades 9-12 Course # weeks 1.00 credit This course will focus on teaching the Freshmen Orientation course to ESL students. It will be geared towards ELP Level 1 students. The content of the course will be based on the Freshmen Orientation curriculum. Freshmen Orientation - Spanish Grades 9-12 Course # weeks 1.00 credit This course will focus on teaching the Freshmen Orientation course to native Spanish speakers who could not grasp the content of the course in English. It will be geared towards ELP Level 1 students. The content of the course will be based on the Freshmen Orientation curriculum. Spanish Literacy/Literature I Grades 9-12 Course # weeks 1.00 credit This course will focus on Spanish fluency via heavy emphasis on literature and writing. The class will be conducted primarily in Spanish, which will serve to improve students content comprehension. Authentic Spanish literary materials will be used to facilitate reading and writing assignments which focus on core content information, such as literature, geography, history, and science. This will serve to broaden students Spanish vocabulary as well as deepen their knowledge and skills in these core subjects. Spanish Literacy/Literature II Grades 9-12 Course # weeks 1.00 credit This course will focus on Spanish fluency via heavy emphasis on literature and writing. The class will be conducted primarily in Spanish, which will serve to improve students content comprehension. We will use authentic Spanish literary materials to facilitate reading and writing assignments which focus on core content information, such as literature, geography, history, and science. This will serve to broaden students Spanish vocabulary as well as deepen their knowledge and skills in these core subjects. ESL Content Support Math Grades 9-12 Course # weeks 1.00 credit This course will focus on assisting lower level ELL students to achieve success in their core math courses. It will be geared towards ELP Level 1 and 2 students. The content of the course will be based on the content linguistic struggles of the students in the course, focusing primarily on facilitating one-on-one or small group tutoring of students. ESL Content Support Social Studies Grades 9-12 Course # weeks 1.00 credit This course will focus on assisting lower level ELL students to achieve success in their core social studies courses. It will be geared towards ELP Level 1 and 2 students, but will be open to students in ELP Levels 3 and 4. The content of the course will be based on the content linguistic struggles of the students in the course, focusing primarily on facilitating one-on-one or small group tutoring of students. ESL Content Support Science Grades 9-12 Course # weeks 1.00 credit This course will focus on assisting higher level ELL students to achieve success in their core science courses. It will be geared towards ELP Level 3 and 4 students, but will be open to higher-functioning Level 2 students. The content of the course will be based on building the content linguistic struggles of the students in the course, focusing primarily on facilitating one-on-one or small group tutoring of students. ESL Content Support English Grades 9-12 Course # weeks 1.00 credit This course will focus on assisting all ELL students to achieve success in their core English courses. The content of the course will be based on building the content linguistic struggles of the students in the course, focusing primarily on facilitating one-on-one or small group tutoring of students. ESL Monitor Support Grades 9-12 Course # weeks 1.00 credit This course will focus on assisting monitor ELL students to achieve success in their core courses. It will be geared towards ELL monitor students. The content of the course will focus on direct one-on-one or small group tutoring for students needing assistance, particularly during a flexible time of day for students, such as the end of the day or a lunch period. HISTORY/SOCIAL SCIENCES MIDDLE SCHOOL COURSES 06 Social Studies Grade 6 79 Course Descriptions

93 Course # weeks 0.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of social studies to address individualized goals and objectives. United States History I (to 1865) Honors Grade 6H Course # weeks 0.00 credit Prerequisite: Must meet criteria for placement in the honors program. For description see Standards of Learning Overview. United States History II (1865 to Present) Grade 7 Course # weeks 0.00 credit Prerequisite: Successful completion of U.S. History I. For description see Standards of Learning Overview. United States History II (1865 to Present) Honors Grade 7H Course # weeks 0.00 credit Prerequisite: Teacher recommendation and successful completion of 6H U.S. History I For description see Standards of Learning Overview. United States History I (to 1865) Grade 6 Course # weeks 0.00 credit SOL Test Required For description see Standards of Learning Overview. IB United States History II (1865 to Present) Level II Grade 7 IB Course # weeks 0.00 credit Prerequisite: Enrollment in the IB Program and successful completion of 6IB U.S. History I. For description see Standards of Learning Overview. IB United States History I (to 1865) Level I Grade 6 IB Course # weeks 0.00 credit Prerequisite: Enrollment in the IB Program. This is an honors Level IB course for sixth grade students in the IB Program. For complete description see Standards of Learning Overview and IB Humanities Course Guide. 07 Social Studies Grade 7 Course # weeks 0.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of social studies to address individualized goals and objectives. Civics and Economics Grade 8 Course # weeks 0.00 credit Prerequisite: Successful completion of U.S. History II. For description see Standards of Learning Overview. Civics and Economics Honors Grade 8H Course # weeks 0.00 credit Prerequisite: Successful completion of 7H U.S. History II and teacher recommendation. For description see Standards of Learning Overview. IB Civics and Economics Level III Grade 8 IB Course # weeks 0.00 credit Prerequisite: Successful completion of 7 IB U.S. History II. SOL Test Required For description see Standards of Learning Overview and IB Humanities Course Guide. 08 Social Studies Grade 8 Course # weeks 0.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of social studies to address individualized goals and objectives. World Affairs I Grade 6 Course # weeks World Affairs II Grade 7 Course # weeks World Affairs III Grade 8 Course # weeks 0.00 credit This course engages students in the study of global issues confronting our world. Students will understand that people of the world are interdependent and that decisions made in one part of the world often impact people living faraway. Issues studied vary according to problems and controversies. Students examine the historical origin of each issue while they are reviewing geographic and economic context. They will work with graphic data from various media and with printed text. Contemporary Issues I Grade 6 Course # weeks Contemporary Issues II Grade 7 Course # weeks Contemporary Issues III Grade 8 Course # weeks 0.00 credit Provides students with an understanding of what life is like for people in the world. By using information from a variety of sources such as the newspaper newsmagazines, television and the internet, students increase their awareness of the global connections of the world. Through research and discussions of information students gain a deeper knowledge about contemporary issues, events and their consequences. HIGH SCHOOL COURSES World History and Geography II (1500 A.D. to Present) Course # weeks 1.00 credit World History II SOL Test Required For description see Standards of Learning Overview. 80 Course Descriptions

94 09 Social Studies Grade 9 Course # weeks 1.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of social studies to address individualized goals and objectives. NOTE: This course will not count as a history credit for the Standard or Advanced Standard Diploma. World History and Geography II (1500 A.D. to Present) Honors Course # weeks 1.00 credit Prerequisite: Meets criteria for placement in the honors program. World History II SOL Test Required For description see Standards of Learning Overview. Introduction to the World Course # weeks.50 credit This course enables students to explore the historical, cultural and geographical development of people, places and patterns. Students study the origins of much of our heritage by making connections between the past and present using texts, maps, pictures, stories, diagrams, charts, chronological skills, inquiry/research skills and technology skills. Content includes the Paleolithic era, the Ancient River Valley Civilizations, Ancient Greece and Rome, the Byzantine Empire, the Middle Ages, the Early Asian, African and South American Civilizations. There is no SOL end-of-course test requirement for this course. Contemporary Geography Course # weeks.50 credit This course enables students to explore the geographical development of people, places and patterns. Students study our heritage by making connections between the past and present using texts, maps, pictures, stories, diagrams, charts, chronological skills, inquiry/research skills and technology skills. Content includes economic, social, cultural and political geography. The course examines the general characteristics of our world and its early relationships to the modern world. There are no SOL End-of-Course test requirements for this course. History-20th Century Course # weeks 1.00 credit Prerequisite: Successful completion of history course in grade nine. This course enables students to study modern nations and their leaders. The contemporary political, economic, social, cultural, literary and artistic developments are emphasized. Seminar on Contemporary Issues Course # weeks 1.00 credit Prerequisite: Successful completion of history course in grade 9. This course is designed to offer the student an alternative from more traditionally structured classes in social studies. The course will focus upon the development of discriminating skills, comprehension, decision-making techniques, and human values necessary for today s student to cope with the complexities of a rapidly changing technological society. Selection of issues will be made by students. World Geography Course # weeks 1.00 credit World Geography SOL Test Required For description see Standards of Learning Overview. World Geography Honors Course # weeks 1.00 credit Prerequisite: Meets criteria for placement in the honors program. World Geography SOL Test Required For description see Standards of Learning Overview. World History & Geography I (to 1500 A.D.) Course # weeks 1.00 credit SOL Test Required For description see Standards of Learning Overview. World History & Geography I (to 1500 A.D.) Honors Course # weeks 1.00 credit SOL Test Required For description see Standards of Learning Overview. IB World History & Geography 1500 A.D. Present Grade 9 Course # weeks 1.00 credit This course is designed for students in the IB programme. This course will give students to opportunity to not only view the United States role in the world but to examine how other world powers influence the outcomes of the world economy, natural resource distribution, how all manmade and natural disasters influence the lives of people all over the world. Students will be asked to analyze the characteristics of the world and find trends in history that have and may repeat. Introduction to the Post 1500 A.D. World Grade 9 or 10 Course # weeks.50 credit This course enables students to study history and geography beginning in 1500 A.D. Students explore geographic influences on history and political boundaries that developed with the evolution of nations. 11 Social Studies Grade 11 Course # weeks 1.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of social studies to address 81 Course Descriptions

95 individualized goals and objectives. NOTE: This course will not count as a history credit for the Standard or Advanced Standard Diploma Introduction to American History Course # weeks.50 credit This course is a study of the United States from the colonial experiences through the beginning of the 20 th century. Emphasis is placed on contributions by groups and individuals of varying backgrounds and experiences. The inclusion of minority contributions is stressed. Virginia & United States History Course # weeks 1.00 credit Prerequisite: Successful completion of World Geography or World History and Geography. Virginia & U.S. History SOL Test Required. For description see Standards of Learning Overview. Virginia & United States History Honors Course # weeks 1.00 credit Prerequisite: Teacher approval and successful completion of World Geography or World History and Geography. Virginia & U.S. History SOL Test Required For description see Standards of Learning Overview. Virginia and United States History Part I Course # weeks 1.00 credit Foe select students For description see Standards of Learning Overview. Virginia and United States History Part II Course # weeks 1.00 credit For select students. Virginia & U.S. History SOL Test Required. For description see Standards of Learning Overview. Applied Economics Course # weeks.50 credit This course is a semester course that requires students to actually operate a small business in the classroom as part of their study of economics. Topics include the perspective of business, the consumer, labor and government. Students learn to publish company financial reports, conduct management games, and create economic simulations. The course features a business consultant who brings practical business and economic experience to the classroom. IB - DP History of the Americas HL, Part I Grade 11 Course # weeks 1.00 credit Prerequisite: Participation in the IB-DP Programme This course, required of all IB students, is a substitute for the United States History graduation requirement. In this course, students analyze the development of our democratic system and examine closely 20th century events, practices, policies, and effects in the Americas. Students take the SOL Virginia and United States end-ofcourse test. This course satisfies requirements for IB-DP. IB - DP History of the Americas HL, Part II Grade 12 Course # weeks 1.00 credit Prerequisite: IB-DP History of the Americas HL, Part 1 This course is the partner course to History of the Americas, Part I taught at the 11 th grade level. In this course, students explore the historical, cultural and geographical development of people, places and patterns, and study the origin of much of our heritage using texts, maps, pictures, stories, diagrams, and charts and inquiry/research skills. This course prepares students for HL examination. This course satisfies the requirements of IB-DP. 12 Social Studies Grade 12 Course # weeks 1.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of social studies to address individualized goals and objectives. NOTE: This course will not count as a history credit for the Standard or Advanced Standard Diploma Virginia & United States Government Course # weeks 1.00 credit Prerequisite: Successful completion of U.S. History. For description see Standards of Learning Overview. Virginia & United States Government Honors Course # weeks 1.00 credit Prerequisite: Teacher recommendation and successful completion of honors U.S. History. For description see Standards of Learning Overview. African American History Course # weeks 1.00 credit Prerequisite: Successful completion of history course in grade 9. This is a multi-disciplinary course that provides students with an opportunity for inquiring and focusing on the geography, early history, traditional cultures and arts of Africa. Emphasis is on the study of modern nations and their leaders. African American Studies Course # weeks 1.00 credit Prerequisite: Successful completion of history course in grade 9. This course acquaints the student with the contributions and accomplishments of African Americans from their beginnings in Africa to the present day via video, the internet, recordings, multimedia programs and guest speakers. 82 Course Descriptions

96 Psychology Course # weeks 1.00 credit Prerequisite: Successful completion of two history credits. This course introduces the student to the scientific study of behavior and increases understanding of one s own behavior and how it relates to the behavior of others. Sociology Course # weeks 1.00 credit Prerequisite: Successful completion of two history credits. This course is designed to provide students with a study of the roles of individuals, families, and community groups. Students study how the groups interact within a community setting. Seminar on the Judicial System Course # weeks 1.00 credit This course examines the American judicial system and the roles of judges, attorneys, and juries. Special emphasis will be placed on establishing a youth court and studying a court case. Economics Course # weeks.50 credit Students learn principles of economics that will provide the basis for responsible citizenship and career success. The course incorporates basic concepts and structures of economic, price system, factors affecting income, a nation s economic goals, financial system, how monetary and fiscal policy influence employment, output and prices, and the roles of government in a market economy and global economy. Students will explore examples and application of the principles learned. European History Advanced Placement Course # weeks 1.00 credit Prerequisite: Teacher recommendation required. The College Board s curriculum is followed and is equivalent to a first year college course. Emphasis is placed on the political, economic and social survey of the history of modern Europe from the Renaissance to the present. It also includes the background of the ancient and medieval worlds of western civilization. Students in this course are expected to read and interpret points of view and abstract concepts. Students are expected to take the AP Exam upon completion of the course. United States History Advanced Placement Course # weeks 1.00 credit Virginia & U.S. History Required SOL Test Required. Prerequisite: Teacher recommendation and honors or accelerated geography and world history courses. The College Board s curriculum is followed and is equivalent to a first year college course. Students are expected to learn, read and write historical material critically and analytically. Emphasis should be placed on reading and understanding major documents and interpretations of American History. Students are expected to take the AP Examination upon completion of the course. United States Government and Politics Advanced Placement Course # weeks 1.00 credit Prerequisite: Teacher recommendation and successful completion of honors U.S. History. A college level course that gives students an analytical perspective on government and politics in the United States. This course includes both the study of general concepts used to interpret U.S. politics and the analysis of specific examples. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. Politics. Students are expected to take the AP examination at the conclusion of the course. AP United Stated Government and Politics Lab Course # weeks 1.00 credit AP United States Government and politics lab is designed to reinforce, re-teach, and review principle concepts covered in the AP United State Government and Politics course. The course serves as supplemental instructional time where students may receive individual assistance. The course encourages analytical reading, writing, and thinking. The course includes both the study of general concepts used to interpret US Government and politics and the analysis of specific examples. Students will be able to understand typical patterns of political processes and behaviors and their consequences. IB Virginia and United States Government Level V Grade 10 Course # weeks 1.00 credit This course is designed for tenth grade students in the IB Program. In this course, students will study political philosophies that shape the development of Virginia and United States Constitutional governments, the Constitution of the US and the organization and powers of the national, state and local governments. MARKETING MIDDLE SCHOOL COURSES Make It Your Business Course # weeks Grade 6 Course # weeks Grade 7 Course # weeks Grade 8 Students are provided opportunities to run a small group or class business based on their own design for providing a service or product needed at their school. They learn business terminology, basic entrepreneurship concepts, 83 Course Descriptions

97 and fundamental business operating principles in this course. Design of course content allows for interdisciplinary instruction. Academic knowledge and skills (mathematics, science, English, and history/social science) related to the content are a part of this course. Computer/technology applications supporting this course are studied. These are non-credit courses. Principles of Business and Marketing Grade 8 Course # weeks.50 credit Course # weeks 1.00 credit Students explore the roles of business and marketing in the free enterprise system and the global economy. They study how the American economy operates and prepare to make decisions as consumers, wage earners, and citizens. Competencies developed are adjusted for the semester course. This course may be offered in the middle school for high school credit. HIGH SCHOOL COURSES Principles of Business and Marketing Grades 9-10 Course # weeks.50 credit Course # weeks 1.00 credit Students explore the roles of business and marketing in the free enterprise system and the global economy. They study how the American economy operates and prepare to make decisions as consumers, wage earners, and citizens. Competencies developed are adjusted for the semester course. This course may be offered in the middle school for high school credit. Note: This course must be combined with another marketing course to make an approved concentration sequence. Make It Your Business Grade 9 Course # weeks.50 credit Students are provided opportunities to run a small group or class business based on their own design for providing a service or product needed at their school. They learn business terminology, basic entrepreneurship concepts, and fundamental business operating principles in this course. Design of course content allows for interdisciplinary instruction. Academic knowledge and skills (mathematics, science, English, and history/social science) related to the content are a part of this course. Computer/technology applications supporting this course are studied. Note: This course must be combined with another marketing course to make an approved concentration sequence. Introduction to Marketing Grades 9-10 Course # weeks.50 credit Course # weeks 1.00 credit Students gain basic knowledge about marketing and its importance and basic skills important for entry-level marketing employment. Academic knowledge and skills (mathematics, science, English, and history/social science) related to the content are a part of this course. Computer/technology applications supporting this course are studied. Note: This course must be combined with another marketing course to make an approved concentration sequence. Marketing (CO-OP available ) Grades Course # weeks 1.00 credits Students are introduced to functions and foundations involved in the marketing of goods, services, and ideas and achieve skills necessary for successful marketing employment. Students study risk management, selling, promotion, pricing, purchasing, marketing-information management, product/service planning, distribution, and financing. Foundation skills include economics, human resources, and marketing and business necessary for success in marketing occupations. Academic skills (mathematics, science, English, and history/social science) related to the content are a part of this course. Computer/technology applications supporting this course are studied. Note: This course must be combined with another marketing course to make an approved concentration sequence. Advanced Marketing (CO-OP available) Grade 12 Course # weeks 2.00 credits Prerequisite: Marketing 4950 Students build on knowledge gained in a prior marketing course. Students participate in supervisory and management activities focusing on the marketing mix, purchasing, financing, human resources, global marketing, pricing and emerging technologies. Students will prepare for advancement in marketing careers and post secondary education. Note: This course must be combined with another marketing course to make an approved concentration sequence. Introduction to Fashion Design and Marketing Grades 9-12 Course # weeks.50 credit Course # weeks 1.00 credit The marketing and fashion design competencies in this course focus on identifying and exploring individual careers within the fashion design, manufacturing, and marketing industry. Units of study include the relationships that exist 84 Course Descriptions

98 among all areas of the clothing industry; related global and economic issues; exploration of careers in color, design, and finishing; auxiliary fashion industries; clothing maintenance, alterations, and repair; entrepreneurial opportunities in related areas; and the skills and characteristics necessary for success in careers in the textile, design, apparel production, and fashion marketing industries. Note: This course must be combined with another marketing course to make an approved concentration sequence. Fashion Marketing (CO-OP available) Grades Course # weeks 2.00 credits In this specialized course, students gain basic knowledge of the apparel and accessories industry and skills necessary for successful employment in apparel businesses. Students develop general marketing skills necessary for successful employment in fashion marketing, general marketing skills applied to the apparel and accessories industry, and specialized skills unique to fashion marketing. Personal selling, sales promotion, purchasing, physical distribution, market planning, and product/service technology as well as academic skills (mathematics, science, English, and history/social science) related to the content are part of this course. Note: This course must be combined with another marketing course to make an approved concentration sequence. Advanced Fashion Marketing (CO-OP available) Grade 12 Course # weeks 2.00 credits Prerequisite: Fashion Marketing or Marketing Students with a career interest in apparel and accessories marketing gain in-depth knowledge of the apparel and accessories industry and skills important for supervisorymanagement employment in apparel businesses. They develop advanced skills unique to fashion marketing and advanced general marketing skills applied to the apparel and accessories industry. Professional selling, sales promotion, buying, merchandising, marketing research, product/service technology, and supervision are part of this course. Note: This course must be combined with another marketing course to make an approved concentration sequence. Internet Marketing Grades Course # weeks 1.00 credit Students learn about the paperless exchange of business and marketing information, using technology (e.g., Internet, , electronic data interchange, and electronic funds transfer). Included in this course is an overview of the technology of Web servers, clients, and net infrastructure and the background of this fast-growing market; the economics of electronic markets; marketing research; advertising on the Web and Web page basics; pricing information; security and encryption; and on-line business opportunities. Academic skills (mathematics, science, English, and history/social science) related to the content are a part of this course. Computer/technology applications supporting this course are studied. Note: This course must be combined with another marketing course to make an approved concentration sequence. Marketing Management (CO-OP available) Grade 12 Course # weeks 1.00 credit High school seniors who plan to attend college with a concentration in marketing, business, or management and/or who have tentative plans to manage or own a business will benefit from this course. Students develop critical-thinking and decision-making skills through the application of marketing principles to (a) small and large businesses, (b) nonprofit organizations, (c) the professions, (d) service industries, and (e) other institutions or associations that market products, services, ideas, or people. Note: This course must be combined with another marketing course to make an approved concentration sequence. Global Marketing and Commerce Grades Course # weeks 1.00 credit Global Marketing and Commerce is a specialized course for students with a career interest in the field of international trade. Students gain an understanding of the various careers in international trade, finance, shipping, and marketing and consider fundamental concepts, principles, and theories of marketing in an international setting. Course content blends macroeconomic and microeconomic theory with international culture, politics, legal issues, concepts, practices, and applications. Internships may be available to provide students with additional opportunities for "hands-on" experiences in international marketing. Note: This course must be combined with another marketing course to make an approved concentration sequence. Advanced Global Marketing and Commerce Grade 12 Course # weeks 1.00 credit Prerequisite: Completion of Global Marketing and Commerce. Advanced Global Marketing and Commerce a specialized course for students with a career interest in international trade, builds upon concepts learned in International Marketing (8135). Economic and international trade concepts are reviewed, and the world environment of international trade is further explored. Students expand 85 Course Descriptions

99 their knowledge about the impact of culture on international trade and continue their study of the legal and political aspects of international marketing. Global product strategies are examined. Concepts detailing entry into international markets, pricing strategies, international promotion, and marketing research are studied. Computer/technology applications supporting international marketing are explored. A review of skills and preparation required for careers in international marketing complete this course. Internships that provide "hands-on" opportunities in the international area may be available to students. Note: This course must be combined with another marketing course to make an approved concentration sequence. Exploring Entrepreneurship Grades 9 12 Course # weeks 1.00 credit Students explore qualities of individual enterprise, or the art of succeeding in a career. They develop skills needed to advance in an ever-changing work environment. Specifically, students develop competencies in decision making, long-range planning, effective communication, accountability, responsibility, and continuing education. Advanced Entrepreneurship Education (CO-OP available) Grades Course # weeks 1.00 credit This course is designed for students who wish to concentrate on strategies for career development through ownership/management of their own businesses. Although individual skills are emphasized, the focus of the course is on development of a business plan. Note: This family focus must be combined with family focus or work focus courses to make an approved concentration sequence. Tech-Prep Courses with J. Sargeant Reynolds Community College Principles of Marketing Course # weeks.50 credit This course presents principles, methods and problems involved in the marketing of goods, services, and ideas to consumers and organizational buyers. Discusses presentday problems and policies connected with distribution and sale of products, pricing, promotion, and buyer motivation. Examines variations of the marketing mix and market research, plus legal, social, ethical, and international considerations in marketing. This dual enrollment course is part of the following programs at J. S. Reynolds Community College: Internet Marketing, Fashion Merchandising, and Marketing Management. Hospitality Management Career Education prepares students for career entry and progression in hotels, resorts, restaurants, clubs and institutions by building a practical skills base. Students earn college credit and credit toward high school graduation when they complete one or both of the following classes: Principles of Hospitality Management Course # weeks.50 credit This is an introductory course which lays the foundation for career entry and advancement in the lodging and food service industries. The course focuses on market-driven service delivery and teaches general skills which will prepare the student for transfer into a college-level hospitality management degree program, culinary apprenticeship, or direct entry into the hospitality workforce. Topics covered include: the philosophy of hospitality and guest service, time management, staff team building concepts, enhancing workplace communication, policy and procedure formulation, and workplace safety and risk management. Although computer literacy is not a prerequisite, students will have the opportunity to integrate computer skills into their management studies, in order to be prepared for today s high performance workplace. MATHEMATICS MIDDLE SCHOOL COURSES General 06 Mathematics Grade 6 Course # weeks 0.00 credit This course emphasizes mathematical skills that are necessary in everyday life situations-additions, subtraction, use of money, telling time, and use of tools of measurement found around the home. Computation is also included. Mathematics instruction will address individualized goals and objectives. Mathematics Enrichment Grade 6 Course # weeks 0.00 credit This course enables a student to begin working on an individual basis at the instructional level indicated on his elementary objective sheet. Mathematics Grade 6 Course # weeks 0.00 credit The course is designed to move from the fundamentals of math to developing advanced skills for algebra. This course emphasizes rational numbers, fractions, integers, order of operations, and introduces algebraic equations. Students will take the standard 6 th grade math SOL test. 86 Course Descriptions

100 Mathematics Honors Grade 6H Course # weeks 0.00 credit Prerequisite: Students must meet the requirements to enroll in this course. This course focuses on advanced 6 th grade math concepts combined with 7 th grade concepts which include percent, discount, taxes, and multi-step algebraic equations. Students will take the standard 6 th grade math SOL test. 06 Pre-AP Mathematics Grade 6 Course # weeks 0.00 credit This course is designed to provide an avenue for advancement to sixth grade students who will qualify to take AP courses in high school. Students should have scored 1650 or higher on the ARDT, and/or teacher recommendation. This course offers 6 th and 7 th grade concepts. Students will take the 7 th grade SOL math test. General 07 Mathematics Grade 7 Course # weeks 0.00 credit Emphasis is on mathematical skills necessary in everyday life. Topics include addition, subtraction, multiplication, and division, borrowing money, use of bank facilities (writing checks, balancing checkbook, savings accounts.) budget making, time work and wages, use of time tables, schedules, measurements, used in the home in cooking, etc., and how to calculate cost in purchasing by dozens, case, carton and gross. Mathematics instruction will address individualized goals and objectives. Mathematics Enrichment Grade 7 Course # weeks 0.00 credit Prerequisite: Successful completion of 6 Mathematics. For description see Standards of Learning Overview. Mathematics Grade 7 Course # weeks 0.00 credit This course emphasizes proportions, percent, discount, taxes, and geometric concepts including area, surface area, and volume of prisms as well as algebraic terminology, expressions, and equations. Students will take the standard 7 th grade math SOL. Mathematics Honors Grade 7H Course # weeks 0.00 credit The course highlights 7 th and 8 th grade math concepts which include word problems concentrating on proportions, integers including order of operations, as well as emphasis on algebraic expressions, and multi-step equations. Students will take the standard 7 th grade math SOL. IB Level I Mathematics Grade 7IB Course # weeks 0.00 credit Students enrolled in this advanced mathematics program will have met the prerequisites and have a mastery of all 6 th grade IB math concepts. This course will introduce 8 th grade math concepts which include area, surface area, and volume of various prisms and the Pythagorean Theorem. Students will take the 7 th grade math SOL test. 07 Pre-AP Mathematics Grade 7 Course # weeks 0.00 credit This course is designed to qualify seventh grade students for high school AP courses. Students will have scored 1750 or higher on the ARDT and/or successfully completed 06 Pre-AP Mathematics. This course offers a combined 07 and 08 Mathematics Curriculum. Students will take the 08 Mathematics SOL test. IB Level II Mathematics Grade 8IB Course # weeks 0.00 credit Prerequisite: Successful completion of 7 IB Mathematics. Grade 8 SOL Test Required This course is designed for advanced seventh grade students who are at least one year above grade level in mathematics and participating in the IB program. For a complete description see Standards of Learning Overview and IB Mathematics Course Guide. IB Level III Algebra I Grade 9IB Course # weeks 1.00 credit Prerequisite: Successful completion of 7 IB Mathematics. This course is designed for advanced eighth grade students who are above grade level in mathematics and participating in the IB program. Students will take the Algebra I EOC SOL test. General 08 Mathematics Grade 8 Course # weeks 0.00 credit This course emphasizes practical mathematical skills used in everyday life. Topics include computation of wages, preparation of simple tax forms (local, state, and federal), recordkeeping, budgeting household expenses, installment buying, typical insurance policies, value of credit, and measurements used around the home. Mathematical skills needed by a student for specific areas of work can also be included in this course. Mathematics instruction will address individualized goals and objectives. Mathematics Enrichment Grade 8 Course # weeks 0.00 credit For description see Standards of Learning Overview. Pre-Algebra Grade 8 Course # weeks 0.00 credit This course is designed to advance 8 th grade math skills to algebra I skills. Concepts highlighted include advanced order of operations with integers, geometry concepts including area, surface area, volume of geometric shapes, 87 Course Descriptions

101 the Pythagorean Theorem, and multi-step algebraic equations. Students will take the 8 th grade SOL math test. Algebra Readiness (Middle School) Course # weeks 0.00 credit This program is designed to remediate students with below grade-level math skills and for students at risk of failing the EOC SOL test. Pre-AP Algebra I Grade 8 Course # weeks 1.00 credit This course is designed to provide students with math skills necessary to qualify for AP courses in high school. Students will take the Algebra I EOC SOL test. Pre-Algebra Honors Grade 8 Course # weeks 0.00 credit This course is designed to facilitate accelerated 8 th grade math skills in preparation for Algebra I course. Emphasis placed on advanced 8 th grade math concepts including the Pythagorean Theorem and multi-step algebraic equations. Students will take the 8 th grade math SOL test. Personal Finance I Grade 6 Course #4510 Personal Finance II Grade 7 Course #4511 Personal Finance III Grade 8 Course # weeks 0.00 credit Students explore many facets of financial decision-making involved in daily life. Skills in money management, recordkeeping, and banking are enhanced through the study of basic concepts of economics, credit, and other topics. HIGH SCHOOL COURSES Pre-Calculus JSRCC Dual Enrollment Course # weeks.50 credit Prerequisites: Algebra I, Algebra II, Geometry, and math placement test. Course prepares students for applied calculus or elementary discrete mathematics and presents college algebra, matrices, and algebraic, exponential, and logarithmic functions. Calculus with Analytic Geometry I JSRCC Dual Enrollment Course # weeks.50 credit Prerequisites: Placement recommendation for Algebra I, Algebra II, Geometry and Trigonometry or equivalent. This course presents analytic geometry and the calculus of algebraic and transcendental functions including the study of limits, derivatives, differentials, and introduction to integration along with their applications. Designed for mathematical, physical, and engineering science programs. Calculus with Analytic Geometry II JSRCC Dual Enrollment Course # weeks.50 credit Prerequisites: Math #0511 or equivalent Continues the study of analytic geometry and the calculus of algebraic and transcendental functions including rectangular, polar, and parametric graphing, indefinite and definite integrals, methods of integration, and power series along with applications. Designed for mathematical, physical and engineering science programs. Applied Algebra Grade 9 Course # weeks 1.00 credit Applied algebra employs an interactive workplace-centered approach to teaching algebra concepts while covering the Virginia Standards of Learning for Algebra I. The algebra concepts which are introduced and applied in the context of the workplace include order of operations, solving linear equations, graphing linear equations, nonlinear functions, basic probability, statistics, and systems of equations. General 09 Mathematics Course # weeks 1.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of mathematics to address individualized goals and objectives. Note: This course will not count as a mathematics credit for the Standard or Advanced Standard Diploma. Algebra I Course # weeks 1.00 credit Prerequisite: Successful completion of Pre-Algebra. Algebra I SOL Test Required For description see Standards of Learning Overview. Algebra I Honors Course # weeks 1.00 credit Prerequisite: Successful completion of H Pre-Algebra Algebra I SOL Test Required For description see Standards of Learning Overview. Pre-AP Algebra I Course # weeks 1.00 credit This course is designed to provide an avenue for advancement to middle school students who will qualify to take AP courses in high school. Students will take the Algebra I EOC Standards of Learning Test. General 10 Mathematics Course # weeks 1.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of mathematics to address individualized goals and objectives. Note: This course will 88 Course Descriptions

102 not count as a mathematics credit for the Standard or Advanced Standard Diploma. Personal Living and Finance Course # weeks 1.00 credit Prerequisite: Student must have a current IEP and completed Algebra I Part I and Geometry Part I Personal Living and Finance is a course designed for students with an IEP pursuing a Modified Standard Diploma. Students taking this course would have completed Algebra I Part I, Geometry Part I and then take Personal Living and Finance. Personal Living and Finance objectives include the skills necessary to handle personal business and finances and should include, but not limited to the following topics: Opening a bank account, balancing a check book, debt management, state and federal tax, and completing loan applications. Geometry Honors Course # weeks 1.00 credit Prerequisite: Successful completion of 9H Algebra I. Geometry SOL Test Required For description see Standards of Learning Overview. Pre AP Geometry Course # weeks 1.00 credit This course is designed to provide an avenue for advancement to middle school students who will qualify to take AP courses in high school. Students will take the Geometry EOC Standards of Learning Test. Geometry Course # weeks 1.00 credit Prerequisite: Successful completion of Algebra I. Geometry SOL Test Required For description see Standards of Learning Overview. Computer Mathematics Course # weeks 1.00 credit Prerequisite: Successful completion of Algebra I and Geometry. For description see Standards of Learning Overview. IB-MYP Computer Mathematics Grade 10 Course # weeks 1.00 credit This course is designed for students in tenth grade in the IB Program who complete Algebra II in 9 th grade and cannot begin the Diploma Programme until 11 th grade. This course will provide students additional experiences in using computer programming techniques and skills to solve problems. Strategies include defining the problem; developing, refining and implementing a plan; and testing and revising the solution. IB Level IV Geometry Course # weeks 1.00 credit Prerequisite: Successful Completion of IB Algebra I. Geometry SOL Test Required This course is designed for advanced ninth grade students who are at least one year above grade level in mathematics and participating in the IB program. For a complete description see Standards of Learning Overview and IB Mathematics Course Guide. Geometry Part II Course# weeks 1.00 credit Prerequisite: Successful completion of Geometry Part I. Only for current juniors or seniors. Geometry SOL Test Required A year course designed to cover the remaining SOL objectives in Geometry. Transition to Advanced Mathematics (TAM) Course # weeks 1.00 credit Co-requisite: Algebra I Transition to Advanced mathematics (TAM) is a researchbased ninth grade mathematics course combining transitional and innovative teaching strategies. TAM encourages students conceptual understanding of key mathematical ideas that underline high school mathematics and sharpens their overall basis skills. General 11 Mathematics Course # weeks 1.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of mathematics to address individualized goals and objectives. Note: This course will not count as a mathematics credit for the Standard or Advanced Standard Diploma. Algebra, Functions, and Data Analysis Grade 11 Course # weeks 1.00 credit This course provides an opportunity for mathematical ideas to be developed in the context of real-world problems. Students will be asked to collect and analyze univariate and bivariate data using a variety of statistics and analytical tools. They will learn to attach functional algebra to statistics, allowing for the possibility of standardizing and analyzing data through the use of mathematical models. Students will use transformational graphing and the regression capabilities of graphing calculators to find regression equation, and they will use them to analyze the data and to predict the placement of data points between and beyond given data points. Algebra II Course # weeks 1.00 credit Prerequisite: Successful completion of Algebra I and Geometry. Algebra II SOL Test Required For description see Standards of Learning Overview. 89 Course Descriptions

103 Algebra II Honors Course # weeks 1.00 credit Prerequisite: Successful completion of Algebra I and Geometry. Algebra II SOL Test Required For description see Standards of Learning Overview. Pre-AP Algebra II Course # weeks 1.00 credit This course is designed to provide an avenue for advancement to middle school students who will qualify to take AP courses in high school. Students will take the Algebra II SOL test. Probability and Statistics Course # weeks.50 credit Prerequisite: Algebra II For description see Standards of Learning Overview. SAT Math Preparation Course # weeks.50 credit Prerequisite: Algebra I and Geometry Course content includes basic algebraic and geometric concepts, the application of graphic, spatial, numerical and symbolic techniques, and problem solving requiring insight and reasoning. Course also includes test taking strategies for the SAT. IB Algebra II / Trigonometry Course # weeks 1.00 credit Prerequisite: IB Geometry Algebra II SOL Test Required This course is designed for advanced tenth grade students who are at least one year above grade level in mathematics and participating in the IB Program. For a complete description see Standards of Learning Overview and IB Mathematics Course Guide. IB Mathematical Analysis (Pre-Calculus) International Baccalaureate Course # weeks 1.00 credit Prerequisite: IB Algebra II/Trig This course is designed for advanced eleventh grade students who are at least one year above grade level in mathematics and participating in the IB program. For a complete description see Standards of Learning Overview. Algebra II / Trigonometry Course # weeks 1.00 credit Prerequisite: Successful completion of Geometry. Algebra II SOL Test Required For description see Standards of Learning Overview. Mathematical Analysis (Pre- Calculus) Honors Course # weeks 1.00 credit Prerequisite: Honors Algebra II/Trig For description see Standards of Learning Overview. Algebra II / Trigonometry Honors Course # weeks 1.00 credit Prerequisite: Successful completion of 10H Geometry. Algebra II Required SOL Test For description see Standards of Learning Overview. Calculus Honors Course # weeks 1.00 credit Prerequisite: Mathematical Analysis or Algebra II/Trig For description see Standards of Learning Overview. Statistics Honors Course # weeks 1.00 credit Prerequisite: Algebra II For description see Standards of Learning Overview. IB Calculus Course # weeks 1.00 credit Prerequisite: Mathematical Analysis or Algebra II/Trig For description see Standards of Learning Overview. Algebra / Trigonometry Course # weeks 1.00 credit Prerequisite: Successful completion of Geometry. This course is designed for students who need additional preparation in Algebra II and an introduction to Trigonometry. Topics include linear relations, functions, sequences and series, right triangle ratios, and trigonometric functions. No end of course test is required. IB-DP Math Studies SL, Part 1 Grade 11 Course # weeks 1.00 credit Prerequisite: IB Algebra II / Trig This course prepares students for the IB SL examination. Course content focuses on the application of mathematics outside of the classroom. A project involving original research and data collection is required. Core topics include functions, geometry and trigonometry, statistics and probability, number systems, differential calculus, matrices and system and systems of equations, exponents and logarithms, sequence and series, binomial theorems using Pascal s Triangle, systems of equations and inequalities, sine, cosine, tangents, angles and vectors and probability distribution. This course satisfies requirements for IB-DP. IB-DP Math Studies SL, Part 2 Grade 12 Course # weeks 1.00 credit Prerequisite: IB-DP Math Studies SL, Part 1 This course continues the preparation of students for SL examination. The content focuses on communication of mathematics through a variety of means such as presentations, portfolio assignments, projects and writing assignments. Topics include properties of derivatives/integrals, differentials, exponentials, logarithmic 90 Course Descriptions

104 and inverse trigonometric functions, techniques of integration, and parametric equations and polar coordinates. This course satisfies requirements for IB-DP. AP Calculus Grade 12 Course # weeks 1.00 credit This course is a laboratory for AP Calculus. Emphasis is placed on experiences to enhance the materials presented in the class. Students will utilize graphing calculators, complete noline activities, and various other technologies to gain deeper conceptual understanding for main concepts from the College Board curriculum for Calculus AP. Upon completion, students would be able to solve problems apply critical thinking work in teams, and communicate effectively. Pre-AP Algebra II / Trigonometry Course # weeks 1.00 credit This course is designed to provide an avenue for advancement to middle school students who will qualify to take AP courses in high school. Students will take the Algebra II SOL test. IB-DP Mathematics SL Part 1 Grade 11 Course # weeks 1.00 credit Prerequisite: IB Algebra II / Trig Students following this course will be able to communicate their understanding of mathematical principles in problemsolving in both real and abstract contexts. Topics include algebra, functions and equations, circular functions and trigonometry, vectors, statistics and probability, and calculus. Students prepare for the IB-DP Mathematics SL exams. IB-DP Mathematics SL Part 2 Grade 12 Course # weeks 1.00 credit Prerequisite: IB-DP Mathematics SL Part 1 With this course, students complete the Group 5 requirement in the IB-DP. Students continue the study of topics as describes in IB-DP Mathematics SL Part 2. Students also complete a mathematical exploration investigating an area of mathematics. Students will sit for the IB-DP Mathematics SL exams.. General 12 Mathematics Course # weeks 1.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of mathematics to address individualized goals and objectives. Note: This course will not count as a mathematics credit for the Standard or Advanced Standard Diploma. Contemporary Mathematics Grades Course # weeks 1.00 credit This is a highly interactive, reality-based course that educates students on how to make informed financial decisions. This course reviews and emphasizes basic skills and in depth topics on income, money management, spending and credit, and saving and investing. This course can not be used as a mathematics credit. However, this course can be used as an elective. Students enrolled in this course should have satisfied all mathematics SOL requirements. Calculus Advanced Placement Course # weeks 1.00 credit Prerequisite: Honors Mathematical Analysis Course content corresponds to the syllabus of the College Board Advanced Placement Program. Content includes concepts and applications of differential and integral calculus. College credit is given at the discretion of the institution accepting the student and is based on the student s score on the AP Exam. Students enrolled are expected to take the AP Exam. AP Calculus Laboratory Course # weeks 1.00 credit This course is a laboratory for AP Calculus. Emphasis is placed on experiences to enhance the materials presented in the class. Students will utilize graphing calculators, complete noline activities, and various other technologies to gain deeper conceptual understanding for main concepts from the College Board curriculum for Calculus AP. Upon completion, students would be able to solve problems apply critical thinking work in teams, and communicate effectively. Pre-AP Mathematical Analysis (Pre-Calculus) Course# weeks 1.00 credit Prerequisite: Algebra II/ Trigonometry For description see Standards of Learning Overview. Statistics Advanced Placement Course # weeks 1.00 credit Prerequisite: Honors Mathematical Analysis or Algebra II/Trig Course content corresponds to the syllabus of the College Board Advanced Placement Program. Content includes topics such as frequency tables, models of slope of least squares, probability and statistical inferences. Students enrolled are expected to take the AP Exam. AP Statistics Laboratory Course # weeks 1.00 credit In the lab component of AP Statistics students will participate in array of hands on activities that will enable them to explore and gain a deeper understanding of these four main areas. Using numeral and graphical techniques to study patters and departures from patters exhibited in the data. Understanding the characteristics of well designed studies or experiments to justify data collection methods and draw conclusions. Using probility models and 91 Course Descriptions

105 rules to anticipate the distribution of data. Understanding how a given sample or samples relate to its population and what conclusions can be drawn about this population based on the samples. AP Calculus w/analytic Geometry (Dual Enrollment JSRCC) Course # weeks.50 credit Presents analytic geometry and the calculus of algebraic and transcendental functions including the study of limits, derivatives, differentials, and introduction to integration along with their applications. Designed for mathematical, physical, and engineering science programs. AP Calculus w/analytic Geometry (Dual Enrollment JSRCC) Course # weeks.50 credit Presents analytic geometry and the calculus of algebraic and transcendental functions including the study of limits, derivatives, differentials, and introduction to integration along with their applications. Designed for mathematical, physical, and engineering science programs. MILITARY SCIENCE JROTC Art of Drill and Ceremonies Grades Course # weeks 1.00 credit Prerequisite: Cadets must be at least LET II and currently enrolled in a military class, 4410, 4411 or This course is designed to expand the LET II, LET III, or LET IV knowledge on Drill and Ceremonies. Cadets will learn methods and techniques for: individual and unit drills, manual of arms with assigned JROTC weapons and sabers, and various other aspects of basic and exhibition drill instruction. Public Safety I Grade 9 Course # weeks 1.00 credit Students learn basic procedures related to law enforcement and fire fighting occupations, including emergency medical services, traffic control, safety, crowd control, and fire prevention technology. Public Safety II Grade 10 Course # weeks 1.00 credit A continuation of public safety I where students extend their experiences with procedures related to law enforcement and fire fighting occupations, emergency medical services, traffic control, safety, crowd control, and fire prevention. Military Science - Leadership Education and Training I (LET 1) Grade 9 Course # weeks 1.00 credit The cadet learns rights and responsibilities underlying good citizenship, leadership, cooperative living, effective oral communication, importance of diet, and physical fitness. The curriculum also includes the history, purpose, and structure of Army JROTC; basic military skills (drill and ceremonies, first aid, map reading); and American history from the Revolutionary period to the present. The cadet learns the dangers of substance abuse, the value of goalsetting, and the use of positive self-talk. The cadet develops a desire to graduate from high school. Military Science - Leadership Education and Training I (LET 2) Grade 10 Course # weeks 1.00 credit Prerequisite: Successful completion of LET 1. The cadet learns ethical values which underlie good citizenship and leadership. The cadet improves written communication skills and grows as a team member. The curriculum also includes American military history from the Korean conflict to the present. Technological advancements (computers, leasers, simulators, robotics), effects of substance abuse, mental management, and a desire to graduate from high school are the focus. Military Science - Leadership Education and Training (LET 3) Grade 11 Course # weeks 1.00 credit Prerequisite: Successful completion of LET 2. The cadet learns about the federal and military systems of justice, solves problems, and supervises subordinates. The cadet assists in teaching military skills to subordinate cadets. American military history from post-civil War to WWII; technological advances impact on energy, environment, medicine, and communications; how leaders can help prevent drug abuse; and a desire to graduate from high school also receive attention. Military Science - Leadership Education and Training (LET 4) Grade 12 Course # weeks 1.00 credit Prerequisite: Successful completion of LET 3. The cadet learns ethical reasoning and decision making, applies skills as a commander or staff officer in the cadet battalion, and demonstrates leadership potential and physical fitness. The cadet studies American military history form the Revolutionary War to the Civil War and is involved in community efforts to fight the drug program. The cadet learns to market oneself for a job, and graduation from high school is a primary goal. 92 Course Descriptions

106 Military Leadership I Laboratory Assistant Grades Course # weeks.50 credit Prerequisite: Teacher recommendation. This course is designed for LET 3 or 4 cadets to serve in a supporting capacity to the JROTC instructors. The cadet will be assigned to a JROTC instructor to assist in the facilitation of student-centered classroom activities and in the preparation of leadership training for LET 1 and 2 cadets. Military Leadership II Laboratory Assistant Grades Course # weeks.50 credit Prerequisite: Teacher recommendation. This course is designed for LET 3 or 4 cadets to serve in a supporting capacity to the JROTC instructors. The cadet will be assigned to a JROTC instructor to assist in the facilitation of student-centered classroom activities and in the preparation of leadership training for LET 1 and 2 cadets. Public Safety III Fire Grade 11 Course # weeks 1.00 credit Fire training through classroom instruction, lectures, equipment maintenance, hands on training, leadership and emergency training, assist with community and youth intervention programs. This course is designed to coach minority youth into a fire fighter career that will lead to gain full employment as a fire fighter. Year three in Public Safety program. Public Safety IV Fire Grade 12 Course # weeks 1.00 credit Students learn about Fire Fighting concepts: An organization with a hands on/ojt type of program built into the learning process (i.e. studying types of building construction, building collapse, various fire streams, etc). This final year of courses will consist of integrated job related tasks involving actual work with the Fire Departments. There is a possibility of some form of incentive that these students could receive while working with the fire department to include, but not limited to pay. Year four in Public Safety program. Public Safety III Police Grade 11 Course # weeks 1.00 credit This course is designed to train young students in proper police procedures such as radio procedures basic patrol, report writing, criminal law, traffic law, investigations, crime prevention, advance first aide, and community service are all a part of the curriculum. Students will also have a host of lectures, field trips and hands on training. Year three in Public Safety program. Public Safety IV Police Grade 12 Course # weeks 1.00 credit This course will involve contemporary law enforcement, directing traffic, accident investigations. In addition, students will be more involved with the police department in hands on practical type situations. The students will visit the different departments within the police department and be assigned to different sections within the police department for hands on practical assignments. Year four in Public Safety program. PHYSICAL EDUCATION/DRIVER EDUCATION AND HEALTH MIDDLE SCHOOL COURSES Health & Physical Education Grade 6 Course # weeks 0.00 credit An exploratory block exposing students to various physical education activities with emphasis on lead-up games, skills, and rules. Students receive abbreviated instruction in sports depending on the time of year this block is scheduled. Health & Physical Education Grade 6 Course # weeks 0.00 credit A semester elective designed to offer fundamental instruction in beginning soccer, tumbling, gymnastics, rhythmic, rope skipping, fitness activities, and basketball. Approximately 40% of instruction is devoted to Health Education: nutrition, mental health, and disease prevention control. Health & Physical Education Grade 6 Course # weeks 0.00 credit This course offers fundamental instruction in volleyball, softball, recreational and lead-up games, track and physical fitness activities. Approximately 40% of instruction is devoted to Health Education, personal growth, health, first aid and safety. IB Level I Health & Physical Education Grade 6 Course # weeks 0.00 credit This is a required semester course for IB students. This course is designed to compliment, supplement and contribute to the total academic achievement and intellectual development of students. Students engage in a diversified program of physical activities consisting of team and individual sports, rhythms and dance, and physical fitness and conditioning. This course prepares students for a physically and mentally healthy lifestyle. 93 Course Descriptions

107 Health & Physical Education Grade 7 Course # weeks 0.00 credit This course includes an abbreviated selection of activities, usually seasonal, depending on when the student is scheduled. Offerings may include: speedball, tennis, square dance, tumbling, gymnastics, basketball, track, softball, volleyball, and fitness activities. Skills, lead-up games and rules are emphasized. Health & Physical Education Grade 7 Course # weeks 0.00 credit A semester elective designed to offer fundamental instruction in speedball, flag football, square dance, tumbling, and gymnastics. Approximately 40% of instruction is devoted to health education: mental health, nutrition, personal growth and personal health. IB Level II Health & Physical Education Grade 7 Course # weeks 0.00 credit A required semester course for IB students, this course is designed to continue the skills introduced in grade 6. Fundamental instruction in various sports, such as soccer, basketball and gymnastics will be included. Nutrition, mental health and disease prevention are the focus of health education. Health & Physical Education Grade 7 Course # weeks 0.00 credit A year offering designed to offer instruction in speedball, flag football, square dance, tumbling, gymnastics, basketball, track, softball, volleyball and fitness activities. Approximately 40% of instruction will be devoted to health education, mental health, nutrition, personal growth, personal health, disease prevention & control and safety. Health & Physical Education Grade 8 Course # weeks 0.00 credit This course is designed to provide instruction in physical fitness, field hockey, flag football, volleyball, square dance, basketball, tumbling, tennis, track and softball. Approximately 40% of instruction is health education in the areas of personal growth & health, drugs and alcohol, tobacco, smoking & safety. Health & Physical Education Grade 8 Course # weeks 0.00 credit This course is designed to provide instruction in physical fitness, field hockey, flag football, volleyball, square dance, basketball, tumbling, tennis, track and softball. Approximately 40% of instruction is health education in the areas of personal growth & health, drugs and alcohol, tobacco, smoking & safety. IB Level III Health & Physical Education Grade 8 Course # weeks 0.00 credit A required semester course for IB students, this course is designed to continue the development of physical and mental skills. In addition to the refinement of skills learned in grades 6 and 7, students receive fundamental instruction in volleyball, softball, recreation and lead-up games and track. From the health perspective, personal growth, health, first aid and safety will be included. HIGH SCHOOL COURSES Health & Physical Education Grade 9 Course # weeks 1.00 credit This course is designed to provide instruction in fitness, volleyball, flag foot-ball, field hockey, wrestling, and folk dance. Approximately 40% of instruction is health education in the following areas: first aid and safety, nutrition, consumer education, disease prevention and control. IB Level IV Health & Physical Education Grade 9 Course # weeks 1.00 credit A requirement for ninth grade IB students, this course is designed to provide instruction on the importance of lifelong fitness and proper nutrition. Students learn about the history and origin of various sports and about a healthy lifestyle. A study of first aid and safety, nutrition, consumer education, and disease prevention and control will be continued. Health & Physical Education Grade 10 Course # weeks 1.00 credit This course is designed to provide instruction in fitness, archery, volleyball, square dance, gymnastics, tennis, recreational sports, and track. Approximately 40% of instruction is health education in the following areas: driver education, mental health, and parenthood and family relations. IB Level V Health & Physical Education Grade 10 Course # weeks 1.00 credit A requirement for tenth grade IB students, this course is designed to provide continued instruction on lifelong fitness and proper nutrition. Students continue to learn about various sports, including archery, square dance, gymnastics and recreational sports. For health, instruction focuses on driver education, mental health, and parenthood and family relations. Physical Education Online Grade 10 Course # weeks 1.00 credit Online PE offers both health and physical education in a nationally and state aligned course curriculum. Students will use Online PE to fulfill their 10 th grade health and 94 Course Descriptions

108 physical education requirements, and will do it on their time, in their comfort zone and in their community. The key areas of learning are the same you would find in an ordinary classroom in an independent study curriculum set. Using technology for presenting health and physical education allows the students to have control over their education and the environment in which they learn. Students will be required to participate in physical activity, of their choosing, on their time. Students will be given a heart rate monitor which measures and tracks healthy heart rate activity. Each student must participate in the healthy heart rate range for a certain length of time to get credit for the physical education portion of their grade. Driver Education Theory and Practice Course # weeks.50 credit An elective course consisting of three phases: theory, simulator experience, and behind-the-wheel training. Students learn attitudes and natural laws which affect driving. Mental and physical characteristics which affect driving are also discussed. The effects of alcohol and other drugs as well as the differences in a driver s ability to perceive, react and stop an automobile are covered. Students receive instruction on the safety equipment of the automobile, buying and selling a car, state laws and their effects on driving, motorcycle safety and careers in the driving profession. Physical Education Grade 11 Course # weeks 1.00 credit This course is designed as an elective for advanced students and activities include the finer points in the following: Archery, Flag Football, Badminton, Soccer, Basketball, Volleyball, Gymnastics, Wrestling, Table Tennis, Track and Field, Softball, Tennis, Shuffleboard, Rhythms and Field Hockey. No Health instruction. Physical Education Grade 12 Course # weeks 1.00 credit This course is designed as an elective for advanced students and activities include the finer points in the following: Archery, Flag Football, Badminton, Soccer, Basketball, Volleyball, Gymnastics, Wrestling, Table Tennis, Track and Field, Softball, Tennis, Shuffleboard, Rhythms and Field Hockey. No Health instruction. Majority of team and individual sports offer a class in coaching and officiating at the 12 th grade level. Adapted Physical Education Course # weeks.50 credit Students will specialize in working with physically handicap people, who have limited ability. This course will help students gain knowledge on selected activities that will be useful in working with specific disabilities. Students will work with the Special Olympics Program. Swimming Course # weeks.50 credit Students will learn swimming skills (floating, treading, front, back crawl, elementary back stroke) in order to prepare them to pass Level III Red Cross test, a graduation requirement. Students who have more advanced swimming skill will work on additional strokes (breast, sidestroke) and increased endurance/ distance in order to prepare them to pass Level IV ARC test. Students meet daily at the Tuckahoe YMCA for a 40 min. group lesson to learn water safety skills including rescue breathing. SCIENCE MIDDLE SCHOOL COURSES 06 Science Grade 6 Course # weeks 0.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of science to address individualized goals and objectives. General 06 Science Grade 6 Course # weeks 0.00 credit The Grade 6 course focuses on earth science and environmental science using the basis of scientific investigation and the scientific method beginning with the atomic theory, progressing to a general study of physical geography, geology, mineralogy, weather, and astronomy. Students will be encouraged to develop a research project for entry into science fair competition Science Honors Grade 6H Course # weeks 0.00 credit Prerequisite: Student must meet criteria for placement in the honors program. The Grade 6 course focuses on earth science and environmental science using the basis of scientific investigation and the scientific method beginning with the atomic theory, progressing to a general study of physical geography, geology, mineralogy, weather, and astronomy. The importance of scientific research that validates or challenges ideas is emphasized; therefore, students will develop a research project for entry into science fair competition. Scientific Research I Grade 6 Course # weeks 0.00 credit Course covers simple experimental design concepts. The concepts include observing, inferring, predicting, 95 Course Descriptions

109 measuring, classifying, hypothesizing and drawing conclusions. Students will develop a research project for entry into science fair competition. 07 Science Grade 7 Course # weeks 0.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of science to address individualized goals and objectives. Scientific Research II Grade 7 Course # weeks 0.00 credit Prerequisite: Scientific Research I This course provides students an opportunity to design and conduct experiments, define and manipulate variables, collect, analyze and evaluate data. Students will develop a research project for entry into science fair competition IB Level I Life Science Grade 7 IB Course # weeks 0.00 credit Prerequisite: Enrollment in the Pre-IB Program. This course is for sixth grade students entering the IB program who are at least one year above grade level in Science. For a complete description see Standards of Learning Overview and IB Science Course Guide. Life Science Grade 7 Course # weeks 0.00 credit Prerequisite: Successful completion of sixth grade science. Life Science emphasizes a more complex understanding of change, cycles, patterns, and relationships in the living world. Students build on basic principles related to these concepts by exploring the cellular organization and the classification of organisms; the dynamic relationships among organisms, populations, communities and ecosystems; and change as a result of the transmission of genetic information from generation to generation. Instruction focuses on inquiry observing, experimenting, and modeling. Students will be encouraged to develop a research project for entry into science fair competition. Life Science Honors Grade 7H Course # weeks 0.00 credit Prerequisite: Completion of 6H Science or teacher recommendation. Life Science emphasizes a more complex understanding of change, cycles, patterns, and relationships in the living world. Students build on basic principles related to these concepts by exploring the cellular organization and the classification of organisms; the dynamic relationships among organisms, populations, communities and ecosystems; and change as a result of the transmission of genetic information from generation to generation. Instruction focuses on inquiry observing, experimenting, and modeling. The importance of scientific research that validates or challenges ideas is emphasized; therefore, Students will develop a research project for entry into science fair competition. Pre-AP Life Science Grade 7 Course # weeks 0.00 credit This course is designed to provide an avenue for advancement to sixth grade students who will qualify to take AP courses in high school. Students are placed based on teacher recommendation. 08 Science Grade 8 Course # weeks 0.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of science to address individualized goals and objectives. Scientific Research III Grade 8 Course # weeks 0.00 credit Prerequisite: Scientific Research II This course enables a student to conduct both library and laboratory research on an individual topic. Students must write a research paper documenting the results and present the research to the Virginia Junior Academy of Science or a similar organization. Scientific Research IV Grade 9 Course # weeks 1.00 credit Prerequisite: Scientific Research II This course enables a student to conduct both library and laboratory research on an individual topic. Students must write a research paper documenting the results and present the research to the Virginia Academy of Science or a similar organization. Physical Science Grade 8 Course # weeks 0.00 credit Prerequisite: Successful completion of seventh grade science. Course is designed for advanced seventh grade students. Physical Science continues to build on skills of systematic investigation with a clear focus on variables and repeated trials that were studied in grades 6 and 7. Students also validate conclusions using evidence and data. Instruction stresses an in-depth understanding of the nature and structure of matter and the characteristics of energy with considerable emphasis on the technological application of physical science principles. Major areas covered include periodicity (the Periodic Table); physical and chemical changes; nuclear reactions; temperature and heat; sound, light, electricity, and magnetism; and work, force, and motion. Instruction focuses on inquiry observing, experimenting, and modeling. Students will be encouraged to develop a research project for entry into science fair competition. 96 Course Descriptions

110 Physical Science Honors Grade 8H Course # weeks 0.00 credit Prerequisite: Successful completion of 7H Science or teacher approval. Physical Science continues to build on skills of systematic investigation with a clear focus on variables and repeated trials that were studied in grades 6 and 7. Students also validate conclusions using evidence and data. Instruction stresses an in-depth understanding of the nature and structure of matter and the characteristics of energy with considerable emphasis on the technological application of physical science principles. Major areas covered include periodicity (the Periodic Table); physical and chemical changes; nuclear reactions; temperature and heat; sound, light, electricity, and magnetism; and work, force, and motion. Instruction focuses on inquiry observing, experimenting, and modeling. The importance of scientific research that validates or challenges ideas is emphasized; therefore, students will develop a research project for entry into science fair competition. Pre-AP Physical Science Grade 8 Course # weeks 0.00 credit This course is designed to provide an avenue for advancement to seventh grade students who will qualify to take AP courses in high school. Students will take the 08 Physical Science Standards of Learning Test. IB Level II Physical Science Grade 8 IB Course # weeks 0.00 credit Prerequisite: Successful completion of 7 IB Life Science. This course is designed for advanced seventh grade students who are at least one year above grade level in science and participating in the IB program. For a complete description see Standards of Learning Overview and IB Science Course Guide. IB Level III Earth Science Course # weeks 1.00 credit Prerequisite: Successful completion of 8 IB Physical Science. Earth Science SOL Test Required This course is designed for advanced eighth grade students who are at least one year above grade level in science and participating in the IB program. For a complete description see Standards of Learning Overview and IB Science Course Guide. Pre-AP Earth Science Course # weeks 1.00 credit This course is designed to provide an avenue for advancement to middle school students who will qualify to take AP courses in high school. Students will take the Earth Science EOC Standards of Learning Test. Pre-AP Biology Grade 7 Course # weeks 1.00 credit This course is designed to provide an avenue for advancement to sixth grade students who will qualify to take AP course in high school. Students are placed based on teacher recommendation. Students will take the Biology EOC Standards of Learning Test. HIGH SCHOOL COURSES 09 Science Course # weeks 1.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of science to address individualized goals and objectives. Note: This course will not count as a science credit for the Standard or Advanced Standard Diploma. Earth Science Course # weeks 1.00 credit Prerequisite: Successful completion of 8 Science. Earth Science SOL Test Required Earth Science is a laboratory science course that explores origins of the Earth s composition, structure, processes, and history; its atmosphere, fresh water, and oceans; and its environment in space. Students experience the content of Earth Science through inquiry-based laboratory investigations and focus on topics associated with plate tectonics, the rock cycle, Earth history, the oceans, the atmosphere, weather and climate, and the solar system and universe. In addition to the topics covered the interpretation of maps, charts, tables, and profiles; the use of technology to collect, analyze, and report data; and the utilization of science skills in systematic investigation will also be stressed. Students also explore the impact of the Space Age and technology applications, including GPS (Global Positioning System). Students will be encouraged to develop a research project for entry into science fair competition. Earth Science Honors Course # weeks 1.00 credit Prerequisite: Student must meet criteria for continuing or placement in the honors program. Earth Science SOL Test Required Earth Science is a laboratory science course that explores origins of the Earth s composition, structure, processes, and history; its atmosphere, fresh water, and oceans; and its environment in space. Students experience the content of Earth Science through inquiry-based laboratory investigations and focus on topics associated with plate tectonics, the rock cycle, Earth history, the oceans, the atmosphere, weather and climate, and the solar system and universe. In addition to the topics covered the interpretation of maps, charts, tables, and profiles; the use of technology to collect, analyze, and report data; and the 97 Course Descriptions

111 utilization of science skills in systematic investigation will also be stressed. Students also explore the impact of the Space Age and technology applications, including GPS (Global Positioning System). The importance of scientific research that validates or challenges ideas is emphasized; therefore, students are required to develop a research project for entry into science fair competition. Earth Science I Part I Course # weeks 1.00 credit Prerequisite: Student must have a current IEP. This laboratory course provides a basic overview of Earth Science concepts. This study remains inquiry-based and involves students in the scientific processes. Topics include a study of planet Earth, meteorology, astronomy, and oceanography. The importance of scientific research that validates or challenges ideas is emphasized; therefore, students are encouraged to develop a research project for entry into science fair competition. The SOL test is not required. Students must pass Earth Science Part I before taking Earth Science and the Earth Science SOL test. Earth Science I Part II Course # weeks 1.00 credit Prerequisite: Student must have a current IEP and successful completion of Earth Science I Part I. Earth Science SOL Test Required. Earth Science is a laboratory science course that explores origins of the Earth s composition, structure, processes, and history; its atmosphere, fresh water, and oceans; and its environment in space. Students experience the content of Earth Science through inquiry-based laboratory investigations and focus on topics associated with plate tectonics, the rock cycle, Earth history, the oceans, the atmosphere, weather and climate, and the solar system and universe. In addition to the topics covered the interpretation of maps, charts, tables, and profiles; the use of technology to collect, analyze, and report data; and the utilization of science skills in systematic investigation will also be stressed. Students will be encouraged to develop a research project for entry into science fair competition. Earth Science Part I Course # weeks 1.00 credit Prerequisite: Recommendation of a teacher or counselor. Earth Science is a laboratory science course that explores origins of the Earth s composition, structure, processes, and history; its atmosphere, fresh water, and oceans; and its environment in space. Students experience the content of Earth Science through inquiry-based laboratory investigations and focus on topics associated with plate tectonics, the rock cycle, Earth history, the oceans, the atmosphere, weather and climate, and the solar system and universe. In addition to the topics covered the interpretation of maps, charts, tables, and profiles; the use of technology to collect, analyze, and report data; and the utilization of science skills in systematic investigation will also be stressed. Students will be encouraged to develop a research project for entry into science fair competition. The SOL test is not required. Students must pass Earth Science Part I before taking Earth Science and the Earth Science SOL test. Oceanography Course # weeks 1.00 credit Prerequisite: Successful completion of Earth Science. Oceanography is a laboratory science course that enables students to focus on the chemical, geological and physical properties of the ocean. Topics discussed include waves, tides, plate tectonics, topography of the ocean floor and related processes. Students also study oceanography from an interdisciplinary perspective, exploring the rock cycle, Earth s history, the atmosphere, weather and climate, and the phenomena of our solar system and our universe as a basis for the Standards of Learning test for Earth science. Students will develop a research project for entry into science fair competition. Astronomy Course # weeks 1.00 credit Prerequisite: Successful completion of 3 or more science credits. Astronomy is a laboratory science course that explores the tools and techniques of the astronomer, the solar system, exploration of space, universal laws, stellar evaluation, and formation of galaxies and the origin of the universe. The planetarium at Thomas Jefferson High School will be utilized to demonstrate features of topics to be considered. Students will become familiar with the sky and will have an opportunity to participate in night-time observing sessions at a nearby dark site. Students also study astronomy from an interdisciplinary perspective, discussing plate tectonics, the rock cycle, Earth s history, the oceans, and the phenomena of the atmosphere, weather, and climate as a basis for the Standards of Learning test for Earth Science. Students will develop a research project for entry into science fair competition. 10 Science Course # weeks 1.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of science to address individualized goals and objectives. Note: This course will not count as a science credit for the Standard or Advanced Standard Diploma. Biology Applied Course # weeks 1.00 credit Prerequisite: Teacher or counselor recommendation and students must have a current IEP. 98 Course Descriptions

112 This course provides the basic concepts of biology. Students will also explore the history of scientific thought and the evidence that supports it, laying the foundation for investigation of the dynamic relationships among organisms and their changes over time. The topics include body systems, diseases, physical and emotional wellbeing, environmental problems and additional topics of interest to the students.. Students will be encouraged to develop a research project for entry into science fair competition. There is no end of course test for this course. Biology Course # weeks 1.00 credit Prerequisite: Successful completion of 1 previous science credit. Biology SOL Test Required Biology is a laboratory science course that investigates the understanding of living systems and the relationship between structure and function of organisms and systems, the interdependence and interactions of biotic and abiotic components of the environment. Emphasis continues to be placed on the skills necessary to examine alternative scientific explanations, actively conduct controlled experiments, analyze and communicate information, and gather and use information in scientific literature. Students will explore biological concepts through an inquiry approach. The importance of scientific research that validates or challenges ideas is emphasized at this level. Students will be encouraged to develop a research project for entry into science fair competition. Pre-AP Biology Course # weeks 1.00 credit This course is designed to provide an avenue for advancement to middle school students who will qualify to take AP courses in high school. Students will take the Biology EOC Standards of Learning Test. Biology Honors Course # weeks 1.00 credit Prerequisite: Successful completion of 9H Science course. Biology SOL Test Required Biology is a laboratory science course in which students engage in a depth study of the principles of biology. Students will investigates the understanding of living systems and the relationship between structure and function of organisms and systems, the interdependence and interactions of biotic and abiotic components of the environment. Emphasis continues to be placed on the skills necessary to examine alternative scientific explanations, actively conduct controlled experiments, analyze and communicate information, and gather and use information in scientific literature. Students will explore biological concepts through an inquiry approach. The importance of scientific research that validates or challenges ideas is emphasized at this level. Students will develop a research project for entry into science fair competition. 11 Science Course # weeks 1.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of science to address individualized goals and objectives. Note: This course will not count as a science credit for the Standard or Advanced Standard Diploma. Biology I Part II Course # weeks 1.00 credit Prerequisite: Successful completion of Biology I Part I. Student must have a current IEP. Biology SOL Test is required This laboratory course provides the basic concepts of biology. The topics include body systems, diseases, physical and emotional well-being, environmental problems and additional topics of interest to the students. Course satisfies requirements for the modified standard diploma. This is designed for to satisfy the requirements for the Modified Standard Diploma or for students who need a basic review of middle school life science before taking a high school biology course. This study remains inquirybased and involves students in the scientific processes. Topics of study include natural selection, life functions, and ecology. Students also explore the history of scientific thought and the evidence that supports it, laying the foundation for investigation of the dynamic relationships among organisms and their changes over time. Students will be encouraged to develop a research project for entry into science fair competition. Biology I Part I Course # weeks 1.00 credit Prerequisite: Student must have a current IEP. Course satisfies requirements for the modified standard diploma. The SOL Test is not required. This laboratory course is designed for students who need a science course to satisfy the requirements for the Modified Standard Diploma or for students who need a basic review of middle school life science before taking a high school biology course. This study remains inquiry-based and involves students in the scientific processes. Topics of study include natural selection, life functions, and ecology. Students also explore the history of scientific thought and the evidence that supports it, laying the foundation for investigation of the dynamic relationships among organisms and their changes over time. Students will be encouraged to develop a research project for entry into science fair competition.. This curriculum addresses the Commonwealth s Science Standards of Learning in a part 1 course in biology through its focus on inquiry observing, experimenting, and modeling. 99 Course Descriptions

113 Biology Part I Course # weeks 1.00 credit Prerequisite: Teacher or counselor recommendation. This laboratory course is designed for students who need a basic review of middle school life science before taking a high school biology course. This study remains inquirybased and involves students in the scientific processes. Topics of study include natural selection, life functions, and ecology. Students also explore the history of scientific thought and the evidence that supports it, laying the foundation for investigation of the dynamic relationships among organisms and their changes over time.. Students will be encouraged to develop a research project for entry into science fair competition. The Biology SOL End-of-Course test is not required. IB Level IV Biology Grade 9 Course # weeks 1.00 credit This course is designed for ninth grade students in the IB Program. The course offers a study of the fundamental characteristics of living matter from the molecular level to the ecological community. Emphasis is put on diversity of living organisms, their structure, function and evolution. IB-DP Biology SL Part 1 Grade 11 Course # weeks 1.00 credit Prerequisite: IB Level IV Biology This course fills the Group 4 requirement of the IB-DP. In this course, students create labs by developing a research question hypothesis, isolating variables, identifying materials, and creating and analyzing lab procedures. It includes a study of biological concepts and their impact on the world. This course prepares students for the Biology SL DP examination. IB-DP Biology SL Part 2 Grade 12 Course # weeks 1.00 credit Prerequisite: IB-DP Biology SL Part 1 This course completes the Group 4 requirement of the IB- DP. In this course, students examine nucleic acids and proteins, cell respiration and photosynthesis, plant science, and human physiology. Students present and analyze data in a clear, concise, and organized manner, using appropriate graphical diagrammatic and mathematical techniques. They synthesize and relate biological knowledge from different areas of biology. Students will sit for the Biology SL DP examination. 12 Science Course # weeks 1.00 credit This course focuses on practical life skills utilizing authentic instruction in the area of science to address individualized goals and objectives. Note: This course will not count as a science credit for the Standard or Advanced Standard Diploma. IB-DP Biology HL Part 1 Grade 11 Course # weeks 1.00 credit Prerequisite: IB Level IV Biology This course fills the Group 4 requirement of the IB-DP. In this course, students do extended work creating labs by developing a research question hypothesis, isolating variables, identifying materials, and creating and analyzing lab procedures. It includes a study of biological concepts and their impact on the world. This course prepares students for the Biology HL DP examination. IB-DP Biology HL Part 2 Grade 12 Course # weeks 1.00 credit Prerequisite: IB-DP Biology HL Part 1 This course completes the Group 4 requirement of the IB- DP. In this course, students examine nucleic acids and proteins, cell respiration and photosynthesis, plant science, and extended study in evolution and human physiology. Students present and analyze data in a clear, concise, and organized manner, using appropriate graphical diagrammatic and mathematical techniques. They synthesize and relate biological knowledge from different areas of biology. Students will sit for the Biology HL DP examination. Chemistry Course # weeks 1.00 credit Prerequisite: Recommended for students who have earned a grade of C or better in Biology and Algebra I and enrolled in or have taken Algebra II. Chemistry SOL Test Required Chemistry is a laboratory science course in which students engage in a depth study of the principles of chemistry. This course includes topics such as atomic theory, compounds and bonding, chemical reactions, gasses and solutions, moles and stoichiometry, as well as the appropriate safety precautions when working with chemicals and laboratory equipment. Scientific methodology is employed in inquirybased experimental and analytical investigations, and concepts are illustrated with examples from environmental science, nuclear science, organic chemistry and biochemistry. Students will be encouraged to develop a research project for entry into science fair competition. Chemistry Honors Course # weeks 1.00 credit Prerequisite: Teacher recommendation Chemistry SOL Test Required This course includes topics such as atomic theory, compounds and bonding, chemical reactions, gasses and solutions, moles and stoichiometry, as well as the appropriate safety precautions when working with chemicals and 100 Course Descriptions

114 laboratory equipment. Scientific methodology is employed in inquiry-based experimental and analytical investigations, and concepts are illustrated with examples from environmental science, nuclear science, organic chemistry and biochemistry. The importance of scientific research that validates or challenges ideas is emphasized; therefore, students will develop a research project for entry into science fair competition. Pre-AP Chemistry Course # weeks 1.00 credit This course is designed to provide an avenue for advancement to middle school students who will qualify to take AP courses in high school. Students will take the Chemistry EOC Standards of Learning Test. Environmental Science Course # weeks 1.00 credit This hands-on laboratory course is designed to enhance appreciation for the protection of the environment. Areas include: non-renewable resources, the identification of sources of solid and gas pollutants affecting the liability of the land and soil and of source water pollution. Environmental problems and solutions are discussed and debated. Vocabulary development and learning/story skills are emphasized throughout all strands of the curriculum. Students will be encouraged to develop a research project for entry into science fair competition. Ecology Course # weeks 1.00 credit This course will focus on the factors that define an ecosystem and the unique interrelationships between organisms and the non-living environmental factors affecting their development and existence. Students will be encouraged to develop a research project for entry into science fair competition. Chemistry Part I Course # weeks 1.00 credit Prerequisite: Teacher recommendation This laboratory course is designed for students who need a science course to satisfy the requirements for the Modified Standard Diploma or for students who need a basic review of middle school physical science before taking a high school chemistry course. This study remains inquiry-based and involves students in the scientific processes. Topics include an introduction to chemistry, the structure of the atom, the properties of matter, bonding, nomenclature, and chemical applications. This curriculum addresses the Commonwealth s Science Standards of Learning for a partone course in chemistry through its focus on inquiry observing, experimenting, and modeling. The SOL test is not required. Student must pass Chemistry Part I before taking Chemistry and the Chemistry SOL test. Students will be encouraged to develop a research project for entry into science fair competition. IB Level V Chemistry Grade 10 Course # weeks 1.00 credit This course is designed for tenth grade students in the IB Program. The course offers a study of chemical, including organic and environmental chemistry. Laboratory experiments are an essential part of the course. IB-DP Chemistry SL Part I Grade 11 Course # weeks 1.00 credit This course is required for the IB students who select chemistry from Group 4 and is the partner course to the one taught in the junior year. In this course, students conduct a Group 4 interdisciplinary project within the sciences; continue to examine atomic theory, periodicity, bonding, energetic, kinetics, equilibrium, acids and bases, oxidation and reduction, organic chemistry, chemical industries and fuels and energy; and create independent labs. This course prepares students for chemistry SL examination and satisfies requirements for IB-DP. IB-DP Chemistry SL Part II Grade 12 Course # weeks 1.00 credit This course is required for the IB students who select chemistry from Group 4 and is the partner course to the one taught in the junior year. In this course, students conduct a Group 4 interdisciplinary project within the sciences; continue to examine atomic theory, periodicity, bonding, energetic, kinetics, equilibrium, acids and bases, oxidation and reduction, organic chemistry, chemical industries and fuels and energy; and create independent labs. This course prepares students for chemistry SL examination and satisfies requirements for IB-DP. Ecology Honors Course # weeks 1.00 credit Prerequisite: Student must meet criteria for placement in this honors course. Course focuses on exploration of environmental issues. It is related to the biological and chemical aspects of land form, land use, pollution, global warming and current trends that affect our lifestyles. Physics Course # weeks 1.00 credit Prerequisite: Successful completion of Chemistry. Designed for students who plan to take physics in college, this introductory course in the basic laws of the physical universe stresses both practical and theoretical applications of physics. Students explore in depth the nature and characteristics of energy and its interaction with matter. Topics include force and motion, relativity, momentum, heat, light, the kinetic molecular theory, energy transformations, sound, the electromagnetic spectrum, 101 Course Descriptions

115 electricity, and non-newtonian physics. Atomic and nuclear physics are introduced. The importance of scientific research that validates or challenges ideas is emphasized; therefore, students are encouraged to develop a research project for entry into science fair competition. Physics Honors Course # weeks 1.00 credit Prerequisite: Successful completion of 11H Science offering. Designed for students who plan to take physics in college, this introductory course in the basic laws of the physical universe stresses both practical and theoretical applications of physics. Students explore in depth the nature and characteristics of energy and its interaction with matter. Topics include force and motion, relativity, momentum, heat, light, the kinetic molecular theory, energy transformations, sound, the electromagnetic spectrum, electricity, and non-newtonian physics. Atomic and nuclear physics are introduced. The importance of scientific research that validates or challenges ideas is emphasized; therefore, students are required to develop a research project for entry into science fair competition. Pre-AP Physics Course # weeks 1.00 credit This course is designed to provide an avenue for advancement to middle school students who will qualify to take AP courses in high school. Human Anatomy & Physiology Course # weeks 1.00 credit Prerequisite: Successful completion of Biology. This is a laboratory science course. Provides detailed explanations of the functions of the human body not covered in biology and develops basic knowledge of physiology as represented by the latest advances. Scientific research is required. Students will be encouraged to develop a research project for entry into science fair competition. Bio-Chemistry Course # weeks 1.00 credit Prerequisite: Recommendation of a teacher or counselor. Course content is based upon current advanced topics in Biology and Chemistry. The interrelationship between the two disciplines is stressed. Material is obtained from periodicals and a variety of textbooks. Library research is required. There is no end-of-course test requirement. Students will be encouraged to develop a research project for entry into science fair competition. Laboratory Techniques Course # weeks 1.00 credit Prerequisite: Completion of Science 10. This course is designed to aid students whose education will terminate upon the completion of high school. The student will study theory in the classroom and practicum in a hospital setting. Scientific research is required. Human Anatomy & Physiology Honors Course # weeks 1.00 credit Prerequisite: Successful Completion of honors biology. This course gives an explanation of the chemical and physical phenomena underlying the structure and function of systems of the human body. Identifies, explains functions of and describes chemical net working of the various body parts in relation to the total system. The importance of scientific research that validates or challenges ideas is emphasized; therefore, students are required to develop a research project for entry into science fair competition. Biology Advanced Placement Course # weeks 1.00 credit Prerequisite: Recommendation of a teacher and successful completion of biology and chemistry. AP Biology Test Required Advanced Placement Biology is a second-year, laboratorycentered biology course designed to help students develop an understanding of how biological information is collected, how it is interpreted, and how hypotheses are formulated to make further predictions. Students focus on three broad content areas: the molecular and cellular, the organism, and the population. In this college-level course, which may require two periods, the major emphasis is on laboratory observations and experimentation; standard. AP Biology Laboratory Course # weeks 1.00 credit This course is used to stress biology and science in general, as a process. The lab activities emphasize development and testing of the hypothesis, collection, analysis, and presentation of data, and clear discussion of results. The AP Biology Lab will give additional support to computer simulations, virtual labs and lab reports according to the standard format. Follow up and discussion is essential for students understanding and mastering of the lab concepts. Post-lab analysis will include questions that make sense out of collected. Chemistry Advanced Placement Course # weeks 1.00 credit Prerequisite: Successful completion of Chemistry and Algebra II. AP Chemistry Test Required This course is designed to offer college-level general chemistry experiences with emphasis on chemical calculations, the mathematical formulations of principles, and laboratory work. The time spent in the course, the number and variety of topics treated and labs performed 102 Course Descriptions

116 will be different from other courses in the science curriculum. Students will be prepared to take the year-end AP Chemistry test for possible college credit. AP Chemistry Laboratory Course # weeks 1.00 credit This course is designed to be the equivalent of general chemistry lab usually taken during the first college year. AP Chemistry lab should meet the objective of a good general chemistry lab. Students should attain a depth of understanding of fundamentals and a reasonable competence in performing chemistry labs. The course should contribute to the development of the student s abilities to think clearly and to express their ideas, orally and in writing, with clarity and logic. This college level lab reinforces chemical calculations and the mathematical formulation of principles, and provides a laboratory experience equivalent to that of a typical college course. Physics Advanced Placement Course # weeks 1.00 credit Prerequisite: Algebra II/Trigonometry AP Physics Test Required This fast paced, advanced level course is equivalent to a first-year Algebra/Trig based college Physics course requiring a considerable effort and time commitment compared to the regular Physics course. AP Physics B is a non-calculus based physics course that covers a very wide range of topics including mechanics, thermo-dynamics, waves and optics, electromagnetism, and atomic and nuclear physics. Trigonometric identities of sine, cosine, and tangent will be utilized. AP Environmental Science Course # weeks 1.00 credit AP Environmental Science Test Required The AP Environmental Science course is designed to be the equivalent of a one-semester, introductory college course in environmental science. The course provides students with the scientific principles, concepts and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. Students will be prepared to take the year-end AP Environmental test for possible college credit. AP Environmental Science Laboratory Course # weeks 1.00 credit The goal of the AP Environmental Science Lab is to provide students with the scientific principles, concepts and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and humanmade, to evaluate the relative risks associated with these problems, and examine alternative solutions for resolving and/or preventing them. Environmental Science Lab is interdisciplinary; it embraces a wide variety of topics from different areas of study. Yet there are several major unifying constructs, or themes that cut across the many topics included in the study of Environmental Science. Integrated Science 3-Year Sequence, Course I Course # weeks 1.00 credit Prerequisite: Recommendation of a teacher or counselor. This course is inclusive of concepts in Earth Science, Biology, Chemistry, and Physics. Students will take the Earth Science, Biology, and Chemistry test(s) when they have completed the appropriate SOL content, as determined by the School Division. Students will be encouraged to develop a research project for entry into science fair competition. Integrated Science 3-Year Sequence, Course 2 Course # weeks 1.00 credit Prerequisite: Integrated Science, 3-Year Sequence Course 1. This course is inclusive of concepts in Earth Science, Biology, Chemistry and Physics. Students will take the Earth Science, Biology, and Chemistry test(s) when they have completed the appropriate SOL content, as determined by the School Division. Students will be encouraged to develop a research project for entry into science fair competition. Integrated Science 3-Year Sequence, Course 3 Course # weeks 1.00 credit Prerequisite: Integrated Science, 3-Year Sequence Course 2. Biology Required SOL Test This course is inclusive of concepts in Earth Science, Biology, Chemistry, and Physics. Students will take the Earth Science, Biology, and Chemistry test(s) when they have completed the appropriate SOL content, as determined by the School Division. Students will be encouraged to develop a research project for entry into science fair competition. Laboratory Assistant Course # weeks.50 credit Prerequisite: Recommendation of teacher. A student with an interest and a background in science, who is dependable and willing to work, may become a laboratory assistant for a semester. The student will be assigned to a biology or chemistry teacher to help with the preparations for laboratory experiments. Under the direction of the teacher, the student will prepare solutions, assemble equipment and materials and help with the housekeeping of the laboratory to insure safety at all times. The student must pass a written examination, prepared by the teacher, each semester to receive credit. This credit will 103 Course Descriptions

117 not fulfill the science requirement of an academic diploma. Scientific research is required. Science Research Course # weeks.50 credit This course enables a student to conduct both a library and laboratory research on an individual topic. To receive credit a student must write a research paper documenting the results and present the research to the Virginia Junior Academy of Science or a similar organization. The student may continue his research for a second semester. However, the student must have completed his library search and produce some results of his laboratory research. Scientific research is required. Issues in Living Systems JMU Dual Enrollment Course # weeks.50 credit This course covers fundamental processes within the context of developing technologies, such as genetic engineering, biopharmaceutical drug development, and the treatment and prevention of infectious diseases. In addition to the science and technology of molecular genetics, cell biology, and infectious diseases, this course explores some of the economic, social, legal, and ethical issues associated with these topics. Technical Scientific Writing Course # weeks 1.00 credit Prerequisite: One laboratory science course and Algebra I. This comprehensive course requires the implementation of the Experimental Design Components, publishing articles for journals as well as statistical analysis of data. Graphing Calculators and DBL (Calculator Based Labs) will be taught. Students must prepare projects for Metro- Richmond Science Fair, City-Wide Science Fair, and the Virginia Junior Academy of Science. General Biology I JSRCC Dual Enrollment Course # weeks.50 credit General Biology II JSRCC Dual Enrollment Course # weeks.50 credit Prerequisite: Satisfactory score on the reading placement test. This dual enrollment course explores fundamental characteristics of living matter from the molecular level to the ecological community with emphasis on general biological principles. Introduces the diversity of living organisms, their structure, function and evolution. TECHNOLOGY EDUCATION MIDDLE SCHOOL COURSES IB Level I Computer/Design Technology I Grade 6 Course # weeks 0.00 credit This Level I course is for students enrolled in the IB program. Students will be able to integrate areas of interaction into projects created in using various soft- ware applications, recognize and explore various media, techniques, processes and tools/equipment for several different technological areas, properly use the formatting rules and procedures to create various forms using Microsoft word, and create and manipulate data using Microsoft office excel. IB Computer/Design Technology II Grade 7 Course # weeks 0.00 credit This second level technology course is for students enrolled in the IB program. Students will be able to use the computer confidently as a form of expression and communication while demonstrating a range of technological skills, solve design problems use a developmental workbook to reflect upon and evaluate their work in order to set goals for future development, and assess and appraise their work and that of others using a rubric based on IBMYP criteria. IB Computer/Design Technology Level III Grade 8 Course # weeks 0.00 credit This third level technology course is for students enrolled in the IB program. Students will be able to integrate areas of interaction into projects created in using various software applications, use group discussion and feedback to support and promote creative development, and demonstrate improved skills in using Microsoft word and excel. Introduction to Technology Grade 6 Course # weeks 0.00 credit Course # weeks 0.00 credit Course # weeks 0.00 credit This course has students first study the basic elements of all technology, including processes, energy, information, and people. They explore up to four systems of technology, including construction, transportation, communication, and production/manufacturing. Finally, they relate the impact of technology on society, environment, and culture to future consequences and decisions. Inventions and Innovations Grade 7 Course # weeks 0.00 credit Course # weeks 0.00 credit This course has students make models of significant inventions that have advanced society. After studying these developments, they explore contemporary technological problems facing them, their community, or the world and apply systematic procedures to invent new products or innovations as solutions. 104 Course Descriptions

118 Technological Systems Grade 8 Course # weeks 0.00 credit Course # weeks 0.00 credit This course has students combine resources and techniques into systems, realizing technology as a system. By simulating systems, assessing their impacts, and relating this experience to the two previous levels, students gain an insight into how to approach the problems and opportunities of a technological world in a broad sense. They also explore occupational areas and educational programs for technology-oriented careers. Technology Foundations Grade 8 Course # weeks.50 credit Course # weeks 1.00 credit This is the beginning high school course in the Design and Technology program; students acquire a foundation in technological material, energy, and information and apply processes associated with the technological thinker. Challenged by laboratory activities, students create new ideas and innovations, build systems, and analyze technological products to learn further how and why technology works. They work in groups to build and control systems with engineering in the development of a technology HIGH SCHOOL COURSES Technology Foundations Grades 9-12 Course # weeks.50 credit Course # weeks 1.00 credit This is the beginning high school course in the Design and Technology program; students acquire a foundation in technological material, energy, and information and apply processes associated with the technological thinker. Challenged by laboratory activities, students create new ideas and innovations, build systems, and analyze technological products to learn further how and why technology works. They work in groups to build and control systems with engineering in the development of a technology Technology Transfer Grades Course # weeks.50 credit Course # weeks 1.00 credit Prerequisite: Technology Foundations This course has students working with a variety of computers, materials, and systems to improve their skills and knowledge. Groups work together, applying math, science, and communication concepts, on a project that combines systems such as production, energy, communication, transportation, biotechnology, and other technologies. Thematic activities engage students in community problems where they transfer the technological method to address recycling, space exploration, and housing. IB Computer/Design Technology Level IV Grade 9 Course # weeks.50 credit This is a semester course for IB 9 th graders. The areas of emphasis include developing an on-line portfolio. Students learn to use advanced researching techniques and utilize advanced features of Microsoft Word, including foot-noting and creating bibliography. Technical Drawing/Design Course # weeks.50 credit Course # weeks 1.00 credit In this foundation course, students learn the basic language of technical design, and they design, sketch, and make technical drawings, models, or prototypes of real design problems. The course is especially recommended for future engineering and architecture students. IB Computer/Design Technology Level V Grade 10 Course# weeks.50 credit This is a semester course for IB 10 th graders. The focus will be on the refinement of skills learned in grade 9. Students will think critically about the role of technology in the world and the impact and significance of the information age. International Baccalaureate Gifted & Talented Grade 6 Course # weeks 0.00 credit Designed to provide specialized, individual and small-group instruction for students who have been designated Gifted and/or Talented. The course is tailor-made to the needs and abilities of each student enrolled. Gifted & Talented Grade 7 Course # weeks 0.00 credit Designed to provide specialized, individual and small-group instruction for students who have been designated Gifted and/or Talented. The course is tailor-made to the needs and abilities of each student enrolled. Gifted & Talented Grade 8 Course # weeks 0.00 credit Designed to provide specialized and small-group instruction for students who have been designated Gifted and/or Talented. The course is tailor-made to the needs and abilities of each student enrolled. 105 Course Descriptions

119 The Personal Project Grade 10 Course # weeks 0.00 credit The Personal Project, beginning in grade nine, is a body of work produced over a two-year period. Completed in Level 5 (Grade 10), it is a culminating activity of the student s participation in the Middle Years Program and his/her involvement with the five Areas of Interaction. It is a product of the student s own initiative and reflects his/her experiences in the MYP. The Personal Project is designed to assess the student s ability to organize and create, to use a combination of skills developed in various subjects and through the approaches to learning, and to present his/her product orally. The assessment of the process and product takes various forms-self, peer and teacher. Creativity, Action and Service (CAS) Grades Course # weeks 0.00 credit Creativity, Action and Service (CAS) provides an opportunity for students to extend what is learned in the classroom and to provide experiences for students to develop self-confidence, empathy and a willingness to help others. The focus is on educating the whole person by involving students in the community at the local, national, and/or international levels. Students devote a minimum of 150 hours during a two-year period with time distributed evenly among the three areas. 106 Course Descriptions

120

121

122 RICHMOND TECHNICAL CENTER COURSE OFFERINGS *Architectural Drawing & Design & Advanced Drawing & Design (STEM) Course #7110 Course # 8120 Advanced 1 or 2 credit(s)/year 36 weeks/course 6.00 JSRCC college credits A two year completer program where students learn the basic principle, language of architecture and technical design by increasing their understanding of working drawings and construction techniques. Virginia Student Organization VSO dues are required. Prerequisite: Passed JSRCC COMPASS Placement Test Automotive Body Technology I & II Course #7102 I Course #7004 II 2.00 credits/year 36 weeks/course A two year completer program where students learn the art of taping, sanding, priming, mixing, and applying paint to enter into the automotive body technology careers. VSO dues, uniform, and fees required. Prerequisite: None *Automotive Technology I & II Course #7104 I Course #7205 II (Meets every day) (I)2.00/(II)4.00 credits/year 36 weeks/course 3.00 JSRCC college credits A two year completer program designed to offer students the fundamentals of automotive engines, engine repair, and electrical systems. The program is certified by Automotive Service Excellence, which allows students to prepare for positions as automotive technicians. VSO dues, uniform, and fees required. Prerequisite: Passed 8 th grade SOL s in Math and Reading or JSRCC COMPASS Placement Test Barbering I & II Course #8004 I Course # 8007 II (Meets every day) (I) 2.00/ (II) 4.00 credits/year 36 weeks/course A two year completer program where students study the care of hair, scalp, and skin. Students study and prepare in a clinical lab setting, using mannequins and live models for manipulative practice. Completing the program prepares students for the Virginia Barbering State Board Exam. VSO dues, uniform, and fees required 108 Prerequisite: Passed 8 th grade SOL s in Math and Reading. Beauty Salon Assistant Course # credits/year 36 weeks/course This is a one-year exploratory course where students focus on skills necessary for cosmetology and barbering skills/careers. VSO dues, uniform and fees required. Prerequisites: None Building Management I/II Course # 6503 I (1 st Semester) Course # 6504 II (2 nd Semester) 1.00 credit/semester 18 weeks/course A one year completer program where students learn to service a variety of structures including residential, commercial, and industrial buildings by practicing basic cleaning, maintenance and repair skills. VSO dues, uniform, and fees required. Prerequisite: None Carpentry I & II Course #7106 I Course #7107 II 2.00 credits/year 36 weeks/course A two year completer program, which prepares students for learning to build utility and residential structures. Students develop basic skills needed to gain entry-level employment in the carpentry field. Students receive instruction in measurements, hand and portable power tools, and the essentials of light construction. Prerequisite: None *Computer Network Software (STEM) 11 or 12 Operations/Advanced CNSO Course #8825 I (1st Semester) Course # II (2nd Semester) 1.00 credit/semester 18 weeks/course 6.00 VUU college credits A one-year completer program that prepares student s to support personal and networked computers. Students install and configure network cards and connect them to networks. Students learn how to install the operating systems such as Novell NetWare and Microsoft Windows NT. Students gain realistic technical experience by teacher s recommendation for

123 employment with RPS Information/ Technology Communication System Department. VSO dues are required Prerequisite: Passed Keyboarding Cosmetology I & II Course #7000 I Course #7003 II (Meets every day) (I) 2.00/ (II) 4.00 credits/year 36 weeks/course A two year completer program, where students study the care of hair, scalp, and skin. Students study and prepare in a clinical lab setting, using mannequins and live models for manipulative practice. Program completions prepare the students for the Virginia Cosmetology State Board Exam. VSO dues, uniform and fees required. Prerequisite: Passed 8 th grade SOL s in Math and Reading Culinary Arts I & II Course #6608 I Course #6609 II 2.00 credits/year 36 weeks/course 6.00 JSRCC college credits A two year completer program that prepares students for entry-level positions in the culinary arts industry. Students practice managerial, production, and service skills used in government, commercial, or independently owned institutional food establishments and related food industry occupations. (VSO dues, uniform and fees required) Prerequisite: Passed 8 th grade SOL s in Reading and Math *Dental Assistant I & II Course #7183 I Course #7165 II (I)4.00/(II)2.00 credits/year 36 weeks/course JSRCC college credits A two year completer program that prepares students for a position in the field of dentistry such as a dental hygienist, assistant, or dentist. Students gain laboratory experiences, safety instruction, and job clinical training with dentistry stakeholders. Upon program completion students will be prepared for the dental assisting national board exam. VSO dues, uniform and fees required. Prerequisite: Pass JSRCC COMPASS Placement Test *Design Multimedia & Web Technologies/ Advanced DMWT (STEM) Course #4613 I (1st Semester) Course #4614 II (2nd Semester) 1.00 credit/semester 18 weeks/course 6 VUU or 3 ECPI college credits A one year completer program that provides students with skills for creating web page design including website publishing and administration. Students gain realistic technical experience by teacher s recommendation for employment with RPS Information/ Technology Communication System Department. VSO dues are required Prerequisite: Passed Keyboarding *Electricity I & II Course #7133 I Course #7134 II 2.00 credits/year 36 weeks/course 3.00 ECPI college credits A two year completer program that provides training for students in the proper installation, operation, repair, and maintenance of residential, commercial, and industrial electrical and cabling systems. Students will also be able to apply for electrical apprenticeship programs. VSO dues, uniforms and fees required. Prerequisite: Passed 8 th grade SOL s in Math and Science *Electronics Technology I & II (STEM) Course #7120 I Course #7220 II 2.00 credits/year 36 weeks/course ECPI college credits A two year completer program where students learn to assemble, install, operate, maintain, repair, and troubleshoot electrical/electronic equipment used in residential, industry and manufacturing. VSO dues and fees required. Prerequisite: Passed 8 th grade SOL s in Math and Science *Emergency Medical Technician I, II III Course #7178 I (1st semester) Course #7179 II (2nd semester) Course #7180- III (Internship Required) 1.00 credit/semester 18 weeks/course 8.00 JSRCC college credits A one year completer program where students focus on the role and responsibilities of emergency rescue workers. The third component is a supervised internship in patient care. Upon completing the program students will be prepared to take the Virginia Department of Health, Office of Emergency Medical Services exam. VSO dues, uniform, and fees required. Prerequisite: Pass JSRCC COMPASS Placement Test 109

124 Entrepreneurship Education & (STEM) Advanced E E Course # 7568 (1 st Semester) Course # 7567 (2 nd Semester) 1.00 credit/semester 18 weeks/course A one year completer program designed for students who wish to concentrate on strategies for career development through ownership and management of their own businesses. VSO dues and fees required. Prerequisite: None Graphic Imaging Technology I & II Course #7128 I Course #7129 II 2.00 credits/year 36 weeks/course 6.00 ECPI college credits A two year completer program where students learn basic graphic employment skills by using the Macintosh and PC/windows platform as well as Adobe illustrator and software. Students will also learn basic entrepreneurship skills. VSO dues and fees required. Prerequisite: Passed 8 th grade SOL s in Math and Science Heating, Ventilation, & Air Conditioning I & II (STEM) Course #7116 I Course #7216 II 2.00 credits/year 36 weeks/course A two year completer program that prepares students to install, repair, and maintain the operating conditions of heating, air conditioning, and refrigeration systems. VSO dues, uniform, and fees required. Prerequisite: Passed 8 th grade SOL s in Reading and Math Introduction to Health & Medical Science/ Medical Terminology (STEM) Course # 7555 (1 st Semester) Course # 0393 (2 nd Semester) 1.00 credit/semester 18 weeks/course An exploratory completer program designed for students interested in entering medical careers. This course introduces students to a variety of health care careers and develops basic skills required in all health and medical sciences. It is designed to help students understand the key elements of our health care system. This course is a recommended prerequisite for CNA. VSO dues and fees required. Prerequisite: None Introduction to Landscaping I/II (STEM) Course # 7009 (1 st Semester) Course # 7010 (2 nd Semester) 1.00 credit/semester 18 weeks/course A one year exploratory completer program where students develop the necessary knowledge, skills, habits, and attitudes for entry-level employment and advancement in areas such as floriculture, landscape design, greenhouse operation, nursery plant production, and turf management. VSO dues and fees required. Prerequisite: None Landscaping I/II Course # 7011 (1 st Semester) Course # 7012 (2 nd Semester) 1.0 credit/semester 18 weeks/course In this one year completer program students develop vital skills for advancement in landscape design, construction, and maintenance. Students must be independent and use critical thinking skills where required. VSO dues and fees required. Prerequisite: Introduction to Landscaping Leadership Development (STEM)/ Sports Business Management Course # 7565 (1 st Semester) Course # 7564 (2 nd Semester) 1.00 credits/semester 18 weeks/course This one year completer program will allow students an opportunity to develop skills in identifying individual abilities in relation to effective sports management leadership, understanding organizational behavior and using effective communication in the workplace. Students will have an opportunity to interact with stakeholders in the sports industry. VSO dues and fees required. Prerequisite: None Medical Systems Administration Course # credit/year 36weeks/course One part of a sequence business program where students use the Microsoft Office Suite to learn how to use medical terminology and apply administrative procedures necessary to be productive employees in a heath care environment. VSO dues and fees required. Prerequisite: Keyboarding and approved VDOE sequence course Nurse Assistant I & II 11 or 12 Course #7241 I (1st Semester) Course #7242 II (2nd Semester) 110

125 1.00 credit/semester 18 weeks/course A one year completer program where students develop the knowledge and skills needed to become nurse. This is a vital step in moving toward a nursing career. VSO dues, uniform, and fees required. Prerequisite: C in Algebra or Biology and/or Passed Introduction to Health & Medical Science Office Specialist/Information Technology 9-12 Fundamentals (STEM) Course # 0549 (1 st Semester) Course # 0529 (2 nd Semester) 1.00 credit/semester 18 weeks/course This one year completer program introduces students to the technical skills in networking systems and support in programming and software. Additionally students will develop skills in office procedures and records management. VSO dues and fees required. Prerequisite: Passed Keyboarding *Pharmacy Technician I 11 Course #- I Course # II (Offered in 2014) 2.00 credits/year 36 weeks/course 13 JSR college credits The first sequence of a two year completer program where students will explore the basics of general pharmacy, reading prescriptions, symbols, packages, and pharmacy calculations as well as learn measuring compounds of drugs, dosage forms, drug laws, and drug classifications. VSO dues required. Prerequisite: Passed JSRCC Placement Test Precision Machining Technology I & II Course #7123 I Course #7223 II 2.00 credits/class 36 weeks/course Prerequisite: Strong math skills. A two year completer program where students learn the basics of industrial safety and environmental protection; planning, management and performance of machining jobs. VSO dues and fees required. Prerequisite: Passed 8 th grade SOL s in Reading and Math Small Engine Technology I & II Course # I Course #6829 II 2.00 credits/year 36 weeks/course A two year completer program designed to prepare students with the skills needed in repairing portable power equipment such as lawn mowers, chainsaws and motor cycles. required. Prerequisite: None VSO dues, uniform and fees Sports Medicine I & II 11 or 12 Course # 7553 (1st Semester) Course # 7562 (2nd Semester) 1.00 credit/semester 36 weeks/course This course of studies provides students with the basic concepts and skill set required for an entry-level position in sport medicine careers. It introduces students to topics such as injury prevention, nutrition, first aid/cpr/aed, exercise physiology, and biomechanics. Internship opportunities are optional. VSO dues and fees required Prerequisite: C in Algebra and Biology STEM Robotics Careers 9-12 Course #8224 II Career Interpretations 2.00 credits/year 36 weeks/course This one year exploratory course is designed to provide investigative activities and projects in the world of robotics. Students are required to participate in various national student robotic competitions which may lead to being awarded a scholarship. VSO dues, uniform and fees required Prerequisite: None Television Production I, II Course # I Course # II 2.00 credits/year 36 weeks/course A two year program where students learn to operate technical equipment and practice skills related to production, direction, and scripting programs and set design and construction. VSO dues, uniform and fees required. Prerequisite: C or better in the previous English/Language Arts Virtual Enterprise Course # credits/year 36weeks/course Students independently will develop skills in order to conduct business with other virtual enterprise firms throughout the world. In addition to operating in a business-to-business environment, students will learn personal financial management skills through the operation of an online banking. VSO dues, uniform and fees required. 111

126 Prerequisite: Strong communication skills and successful completion of an approved Business and Information Technology VDOE sequence course. Welding I & II Course #7230 I Course #7231 II 2.00 credits/year 36 weeks/course A two-year program designed to obtain knowledge and skills in the welding field by use of machine operation, hand and portable power tools. Areas of focus will allow a student to fabricate and weld metal parts according to blueprints, diagrams and specifications. Students are required to earn OSHA 10 cards. VSO dues, uniform and fees required. Prerequisite: none VSO (Virginia Student Organization) STEM (Science, Technology, Engineering, and Mathematics Programs approved by the Virginia Department of Education) * Dual Enrollment College Credit A CTE Completer is a student who has met the requirements for a CTE sequence (two courses) and all requirements for high school graduation, or an approved alternative program. Note: A RTC Career and Technical Education programs provides an opportunity for students to acquire a National Career Readiness Certification (NCRC). 112

127 The RPS Governor s Career & Technical Academy for STEM Course Offerings for THERAPEUTIC SERVICES PATHWAY ACADEMY COURSES Introduction to Health and Medical Sciences Grade 9 Course # credit 18weeks This course introduces the student to a variety of health care careers and develops basic skills required in all health and medical sciences. It is designed to help students understand the key elements of the health care system and learn basic health care terminology. *Medical Terminology (STEM) Grade 9 Course # credit 18 weeks 3.00 VUU college credits This course student will introduce students to the use of vocabulary for accurately describing the human body and associated components, conditions, processes and process in a science-based manner. This systematic approach to word building and term comprehension is based on the concept of word roots, prefixes, and suffixes. *Human Anatomy & Physiology Grade 10 Course # credits 36 weeks 8.00 VUU college credits This course gives an explanation of the chemical and physical phenomena underlying the structure and function of systems of the human body. Identifies, explains functions of describes chemical networking of the various body parts in relation to the total system. In addition, this course provides detailed explanations of the functions of the human body not covered in biology and develops basic knowledge of physiology as represented by the latest advances. Scientific research is required. *Emergency Medical Technician I, II, and III Grade 11 Dual Enrollment - JSRCC Course #7178 I (1st semester) Course #7179 II (2nd semester) Course #7180- III (Internship Required) 2.00 credits/year 36 weeks 7.00 JSR college credits Prerequisite: C or better in Algebra I and Biology. A one year program where students focus on the role and responsibilities of emergency rescue workers, basic medical terminology, and health care skills that include first aid; cardiopulmonary resuscitation; aseptic technique; and related anatomy and physiology and disease knowledge. Instruction also emphasizes proper care and use of common emergency equipment and safe methods for lifting, moving, and transporting injured persons. Supervised on-the-job and patient care experiences are part of the instructional program. Uniform required. Sports Medicine I & II Grade 12 Course # 7553 Course # credit/semester 36 weeks This course of studies provides students with the basic concepts and skill set required for an entry-level position as a sports medicine assistant. It introduces students to topics such as injury prevention, nutrition, first aid/cpr/aed, exercise physiology, and biomechanics. Students study basic human anatomy and physiology, medical terminology, legal and ethical issues in sports medicine, and career preparation. 113

128 ENGINEERING PATHWAY ACADEMY COURSES Digital Visualization Grade 9 Course # Credit 36 weeks Students gain experiences related to computer animation by solving problems involving 3-D object manipulation, story boarding, texture mapping, lighting concepts and environmental geometry. They produce animotous that include interdisciplinary projects related to science, engineering, and the entertainment industry. A major emphasis is placed on the production of a portfolio that showcases examples of student's original work. *Introduction to Engineering Design (STEM) Grades 9 Course # Credit 36 weeks PLTW college credit according to University and College Affiliates Using computer-modeling software, students learn the design process. They solve design problems as they develop, create, and analyze product models. *Architectural Drawing & Design Grades 10 Course # Credit 36 weeks 3.00 JSR college credits Prerequisite: C or better in Algebra I to be considered for this program. A two-year program where students in grades gain knowledge and skills needed to become a draftsperson. Knowledge of Windows based environment in helpful. Students must have strong math and reading skills. *Principles of Engineering (STEM) Grades 10 Course # Credit 36 weeks PLTW college credit according to University and College Affiliates Students study the historical and current impacts of engineering on society as well as ethical implications. Mathematical and scientific concepts will be applied to fundamental engineering topics including mechanics and electrical circuit theory. Additionally students will develop an understanding of engineering problem solving. *Advanced Architectural Drawing & Design (STEM) Grades 11 Course #8120 JSRCC 1.00 credit/year 36 weeks/class 3.00 JSRCC college credits Students research design-related fields while identifying the role of advanced drawing and design in manufacturing and construction industry processes. They apply the design process, analyze design solutions, reverse engineer products, create 3-D solid models using CADD, construct physical models and create multimedia presentations of finished designs. *Digital Electronics (STEM) Grade 11 Course # Credit 36 weeks 3.00 JSRCC college credits and PLTW college credit according to University and College Affiliates Students use computer simulations to learn about the logic of electronics as they design, test, actually construct circuits and devices. They apply control system programming and explore sequential logic and digital circuitry fundamentals. Topics in computer circuitry are also presented, including circuitry analysis and an exploration into diodes, transistors, and operational amplifiers. *Engineering Design & Development (STEM) Grade 12 Course # Credit 36 weeks 3.00 JSRCC college credits and PLTW college credit according to University and College Affiliates Students use a graphic language for product design, technical illustration, assembly, patent, and aeronautical drawings. They increase their understanding of drawing techniques learned in the prerequisite course. Students use computers, calculators, and descriptive geometry and adhere to established standards to solve problems. Throughout the course, they hold seminars, meet engineers, and tour technical design firms in order to learn about the benefits of the course on their future study and career. Completion of this course may contribute to the student s preparation for the AutoCAD 2000 certification examination. *Denotes Dual Enrollment-Status is determined through the university 114

129 62+ Universities and Colleges STEM Affiliates 115

130 Cluster: Manufacturing Pathway: Commonwealth of Virginia Plan of Study Student Name: School: Date: Rev: 4/13 This Career Pathway Plan of Study can serve as a guide, along with other career planning materials, as learners continue on a career path. Courses listed within this plan are only recommended coursework and should be individualized to meet each learner s educational and career goals. This Plan of Study, used for learners at an educational institution, should be customized with course titles and appropriate high school graduation requirements as well as college entrance requirements. English/ Language Arts Mathematics Science Social Studies/ Science EDUCATION LEVELS GRADE NOTE: Indicate State Course Titles and Codes Graduation Requirements: Other Required Courses Recommended Electives Learner Activities Recommended Career and Technical Courses Source: Administrative Planning Guide SAMPLE Occupations Relating to This Pathway: career_technical/career_clusters/sampl e_plans_study/index.shtml English 7 (1110) Math 7 (3111) Life Science (4115) U S History (2354) 8 English 8 (1120) Math 8/Pre-Algebra (3112) Physical Science (4125) Civics & Economics (2357) MIDDLE Career Assessment: Identify an appropriate career assessment instrument at the middle school level used to help students and their parents plan for high school: VA Wizard or other assessment (please indicate): 9 English (1130) Algebra I (3130) Earth Sciences (4210) 10 English (1140) Geometry (3143) Biology (4310) World History/ Geography I (2215) World History/ Geography II (2216) 11 English (1150) Algebra II (3135) Chemistry (4410) US/VA History (2360) Economics & Personal Finance (6120) Health & PE (2 years) Foreign Language (3 years) Other Electives to Complement Pathway (Core Academic and CTE): - SECONDARY 12 English (1160) Advanced Mathematics (3160) Physics (4510) or Principles of Technology I and II (9811/9812) US/VA Government(2440) High school courses in the pathway offered locally for college credit should be coded: DE (Dual Enrollment) and/or VC (Validated Credit) List related certifications/credentials approved by VDOE and offered locally: (Go to Certification License Section) Additional Learning Opportunities: CTSO Organization(s): DECA FBLA FCCLA FFA FEA HOSA SkillsUSA TSA Work-Based Learning: Career Research Cooperative Education Internship Mentorship Job Shadowing Service Learning Project Student Apprenticeship Postsecondary: Placement Assessments such as Virginia Placement Test or COMPASS College Entrance Exams such as ACT & SAT Pathway SAMPLE POSTSECONDARY PROGRAMS RELATED TO THIS CAREER PATHWAY Individual plans must include locally agreed upon courses at the postsecondary level (See page 2) Associate Degree, College Certificate, or Apprenticeship Bachelors Degree Postgraduate Degree POSTSECONDARY 116

131 Page 2 College: School Division(s): Postsecondary: Placement Assessments such as Virginia Placement Test or COMPASS Semester English Mathematics Science Social Studies Required Courses or Recommended Electives POSTSECONDARY PLAN OF STUDIES MUST INCLUDE POSTSECONDARY ACADEMIC, CTE, AND OTHER ELECTIVE COURSES APPROPRIATE FOR AN ASSOCIATE DEGREE. POSTSECONDARY - COMMUNITY COLLEGE or APPRENTICESHIP - Determined Locally Year 2 2 nd Semester Year 2 1 st Semester Year 1 2 nd Semester Year 1 1 st Semester College courses offered locally in the high school for college credit should be coded: DE (Dual Enrollment) and/or VC (Validated Credit) Related Industry Certifications Available: Additional Suggested Learning Opportunities: Work-Based Learning: Cooperative Education Internship Mentorship Job Shadowing Service Learning Project Registered Apprenticeship University/College: Degree or Major: Number of Articulated CC Credits: UNIVERSITY Notes: 117

132

133

134 Adult Career Development Center (ACDC) The Adult Career Development Center provides basic academic and vocational skills to youth and adults who have left the traditional school settings and who desire to complete their education. The Center provides instruction and supportive services in a multi-service, one-site delivery system. The aim is to provide a learning environment conducive to students' progress and their ultimate success. A.C.D.C. is a creative, non-traditional, multifaceted Richmond Public School program which has adapted over the thirty-two year history to meet the needs of all age groups, from infants to mature adults. The school serves nontraditional students seeking the G.E.D.; high school students needing a flexible program to complete their graduation requirements; young people and adults who are seeking careers in Child Care, Culinary Arts, as Certified Nursing Assistants; and people of different nationalities who speak languages other than English. The Adult Career Development Center is located in the heart of downtown Richmond, Virginia, and is convenient to any area of the City by public transportation. The school is walking distance from Virginia Union University, Virginia Commonwealth University, and J. Sargeant Reynolds Community College. The Adult Career Development Center is located in the heart of downtown Richmond, Virginia, at 119 West Leigh Street across from The William "Bojangles" Robinson statue. ACDC is very convenient to any area of the City via public transportation. The school is in walking distance from Virginia Union University, Virginia Commonwealth University, and J. Sargeant Reynolds Community College. Career Development Center This program is designed to assist young adults ages who need entry-level vocational training and basic academic skills. Special services include academic and vocational assessment, competencybased instruction, job readiness training, and job placement. Classes meet daily and daily attendance is required. There is no fee for the CDC Program. Referrals must be made by a school counselor or specific social service agencies through the ACDC referral process. Performance Learning Center The Performance Learning Center (PLC) is a unique, nontraditional learning environment for high school students who are not succeeding in their zoned comprehensive high school for various reasons other than ability. In a small academic setting, the PLC creates a business-like learning environment where students are challenged and supported to meet their social, personal and academic goals. Students complete coursework using NovaNET (an online, computer-based curriculum) with the assistance of specially trained and certified teachers who act as learning facilitators. In addition to computerbased instruction, students are also engaged in project-based learning activities in each of the core academic disciplines including: Language Arts, Mathematics, Science and Social Studies. The purpose of the PLC is to enable students whose academic success may be threatened to become successful students who are prepared to move to the next level educationally and vocationally. Beyond a diploma, the goal for each student is a successful transition to advanced training, college (including community or technical colleges) or gainful employment in the workforce or military. PLC classes meet everyday. Each student is required to attend every day and complete the required NovaNET instruction prescribed by their learning facilitators. Students who entered high school for the first time after 2000 are required to pass at least six Standards of Learning (SOL) assessments to receive a standard diploma. Those students seeking to complete their high school requirements at ACDC s PLC should request a referral from their guidance counselor. After a student s referral is received by the PLC, the student will be scheduled for a Basic Achievement Skills Inventory (BASI) in Reading Comprehension and Mathematics Computation. Once BASI testing is complete and a student has met the minimum program requirements in Reading Comprehension and Mathematics Computation, an interview will be scheduled with the student and his or her parents or guardians. After completing the required courses, students will receive their diplomas from their zoned comprehensive high school based on the student s home address. Interested persons should call the ACDC PLC s Academic Coordinator at

135 English for Speakers of Other Languages The ESOL program (formerly ESL) is designed specifically for adults with limited English-speaking ability. Adults enrolled in this program will improve their speaking and listening skills. Cultural awareness activities are held on an on-going basis. Classes are available on site at A.C.D.C. during both the day and on Tuesday and Thursday evenings as well as selected Satellite locations. Classes are free. Adult Basic Education Courses are offered to adults 20 years and older who need strengthening in their basic skills. It is also for an adult who did not complete his/her education in the traditional time and manner. Instruction stresses remediation in reading comprehension, vocabulary enrichment, spelling, writing, grammar and mathematics and/or entry into specific vocational classes. Emphasis is also placed on the basic skills of everyday life situations. Upon completion of the Adult Basic Education program, students may enter the G.E.D. preparatory program. The major goal of the Adult Basic Education Program is to produce better citizens, parents and workers. General Education Development Program The G.E.D. preparatory program offers course instruction in the following areas: writing skills, reading skills in literature, science, social studies, and mathematics preparation. All students are screened prior to enrollment in these classes and must have a proven strength in basic skills education before entrance into a G.E.D. preparatory class. There is a textbook and G.E.D. testing fee. Special Programs Over 30 courses are offered through the Continuing Education Service for adults in the central Richmond area. These courses are advertised in the Adults & Continuing Education Class Schedule which is published twice a year. There are courses in the areas of Computer Literacy, Business Communications, Small Business Management, Home Arts & Crafts, Nursing, Job Skills, Trade and Industry courses, Language for Travelers and Culinary Arts. These courses are held in convenient locations, taught by professionals in their field, and reasonable in cost. Schedules can be found in all major grocery convenience, and drug stores, as well as local newspapers. Career and Technical Education Keyboarding Applications This is a self-paced class for the beginning or intermediate student. There are three major areas of emphasis: manipulative skill development (keyboarding); arrangement and placement of documents (formatting); and skilled production of letters, memos, reports, tables, and other papers (document processing). There are no prerequisites for this course. Word Processing Prerequisite: Keyboarding and/or Computer Applications. Students in this course develop intermediate to advanced level word-processing skills using a variety of software functions, including graphics and desktop publishing. Students gain confidence integrating other applications such as database and spreadsheet into word-processing activities. Computer Applications Students develop or review correct keyboarding techniques and gain basic knowledge of word processing, spreadsheet, database, graphics and telecommunications applications. Career Pathways In this four-phase competency-based program of career exploration, all students study how to find the right job. Culinary Arts & Food Occupations This is an introductory course that instructs students in basic culinary arts skills. Students gain on- the-job experience through working in the class restaurant and catering program, and supplement this training with job shadowing experiences in the food service industry. 120

136 Education for Employment Courses Education for Employment I & II Grades 11 & 12 Course # I Course # II 1.00 Credit 36 weeks Recommended grade levels: 11, 12 Students receive school-based and community-based instruction organized around an approved job that leads toward their career goal. The teachercoordinator, on-the-job training sponsor, parent, and student develop an individualized training plan that identifies learning experiences according to the student s occupational objective. The on-the-job paid training is an extension of the classroom instruction coordinated by the classroom teacher coherent set of performance objectives and skills. Occupational Child Care The Occupational Child Care Training Program provides opportunities for those persons interested in Child Care and provides a viable Career Path for young parents and those persons interested in working with pre-school aged children and infants. As a component of the school s overall Family Literacy program there are children on site ranging from infants, as young as two months old to four year olds in Headstart. The GRADS component, FAST II, Infant Care unit, and Early Childhood Component all are part of the Family Literacy Program. Certified Nursing Assistant - CNA The CNA program is offered to regular RPS students and adults enrolled through Adult Education. The course provides these students with the opportunity to become "Health Professionals" and "Public Servants." The training and education offered at ACDC is taught by a Licensed RN and is designed to provide the students with the skills needed to assist the public with a wide range of medical needs. Passing The CNA certification exam is also an alternative accreditation component towards meeting the verified credit requirements for High School graduation beginning in Parenting Students enrolled in this course focus on assessing the impact of the parenting role in society; preparing for a healthy emotional and physical beginning for parent and child; meeting developmental needs of children and adolescents; building positive parentchild relationships; and using positive guidance and discipline to promote self-respect, and socially responsible behavior. GRADS Students enrolled in the Graduation, Reality, and Dual-Role Skills (GRADS) course concentrate on developing self-esteem, using effective communication skills, maintaining positive relationships; promoting wellness, prenatal, and postnatal care; evaluating the cost of parenthood; adjusting to parenthood; understanding child development; providing child care, managing family relationships; exploring careers, employability skills; and balancing work and family. Nutrition and Wellness Nutrition and Wellness focuses on making choices that promote good health; analyzing relationships between psychological and social needs and food choices, choosing foods that promote wellness; obtaining and storing foods for self and family; preparing and serving nutritious meals and snacks; selecting and using equipment for food preparation; and identifying strategies to promote optimal nutrition and wellness of society. A+ Certification The A+ Certification class is concerned with the support and repair of microcomputers. Students study online curriculum that presents them with a combination of technology information and hands-on activities that allow them to practice the skills they learn and review in the online curriculum. Students who complete the intense 9 ½ month program will be able to install, service and support microcomputers and peripheral devices. Once the class is completed the student should be able to take and pass both the core and software parts of A+ Certification test. 121

137 Support Services Families and Schools Team I (F.A.S.T I) A family literacy unit at ACDC that provides services to pregnant and parenting teens attending school with care provided for their infants and toddlers. Students receive information on other supportive services available to the parents. The center provides care for identified infants and toddlers in our occupational child care lab, case management and health care referrals to identified agencies, as well as academic and vocational classes to the parenting youth. F.A.S.T. II is a Family Literacy Program which is designed to serve a second group of parents and young adults. This family literacy group will assist parents and children 16 months to 4years old. F.A.S.T. I (Swansboro Model Elementary School) III serves an elementary school based Family Literacy program and parents work with pre-k and elementary aged children. All three facets of F.A.S.T. provide academic courses to assist parents to successful complete their education through either a high school diploma or a GED Certificate. They also participate in P.A.C.T. (Parent and Child Together Time); receive supportive parenting skill training and vocational skills training for one period. Infant Care Lab Infant care is available for some fist-time teen mothers, primarily seniors and juniors. The Infant Care Lab Promotes healthy infants, who will be ready to learn, compete and achieve when they begin school. The Infant Care Lab is run as a vocational class/lab and provides parent/child time together to aide in the bonding and learning process. Teen mothers receive supervised hands-on experiences in infant care and vocational training as parents and as day-care workers. Teen mothers also attend weekly health education sessions, conducted at the Parent Resource Center. Infants attend the Infant Care Lab with their mothers. There is no infant care for toddlers 17 months to 23 months of age due to funding. Vocational Assessment This is a support service offered which includes an evaluation of those factors which comprise the uniqueness of each individual s physical, intellectual, social, personal and behavior traits. This service is offered by appointment only. The Mentoring Program The Mentoring Program at ACDC involves the students in two academic programs-the Families and Schools Team I (formerly Park) and the Communities in Schools students. The mentoring support provides an environment that will aide in the development of a one-to one relationship that focuses on maximizing the teens academic, cultural, occupational and social needs. Dropout Prevention Initiative (DPI) The goal of the Dropout Prevention Initiative is to re-enroll about 300 people who had dropped out of school. The Elements of the program include: Single point of entry at the Adult Career Development Center for all students who have been recovered. Counselors will work with recovered students to develop Individualized Learning Plans. The online educational plan for students will help pair students' career goals with academic, career and technical courses needed to accomplish their future interests. Partnerships with higher educational institutions, faith and community-based partners will provide mentors for recovered students. The Individual Learning Plan is currently used in four middle schools and six high schools throughout the district. 122

138

139

140 Virginia Commonwealth University Advanced Scholars Program Qualified high school students from Richmond and surrounding area high schools are permitted to carry college level courses at Virginia Commonwealth University concurrently while completing the high school diploma. Students may select courses of interest and upon successful completion of the courses may receive college credit. However, courses selected should not be available in the high school curriculum. Candidates must be nominated and approved by the secondary school principal. A maximum of 100 candidates will be accepted for each term, and candidates may enroll for no more than two courses per term: Students must meet the following criteria: Each candidate must be nominated and approved by the secondary school principal. Each candidate must have achieved a total of 1,100 points on the College Board Entrance Examination (110 PSAT) and must have achieved a B average. Each candidate must be a high school junior or senior. The desired courses of study must be available and appropriate. All parties should emphasize that tuition is charged for courses taken as an Advanced Scholar. Virginia Commonwealth University Visiting Students Program The Visiting Students Program (VSP) allows gifted high school students to choose and take courses from a multitude of disciplines at Virginia Commonwealth University. This program is designed so that students treat these courses as Advanced Placement-type classes. They earn high school credit and obtain a feel for being a student at a major university, thus increasing their college success rate. Students must meet the following criteria: All completed applications must be submitted by the stated deadline. Students must be high school juniors or seniors. The number of participating students per high school will be limited. Students will not be allowed to attend classes on the MCV Campus or in the School of the Arts. Students must be nominated by the high school VSP coordinator, submit a completed VSP application, and send an up-to-date high school transcript with PSAT/SAT scores. A minimum score of 105 PSAT or 1050 SAT is required. Students must take placement examinations in the areas of world language, math, English, and chemistry, if their intent is to enroll in these areas. A high school student may take no courses above the 200-level unless the department chairperson grants special permission. The VCU program coordinator and the appropriate VCU department chairpersons will evaluate all applications. VCU reserves the right to deny any student admission to the program. If a class requested by the visiting student reaches it enrollment limit, the high school student will be withdrawn. 124

141 VCU will provide participating students with an ID, which will give them full library privileges and free transportation on the city s and VCU s transportation system. There are no tuition fees for the Visiting Students Program, but students are responsible for purchasing books and supplies. Virginia Commonwealth University Courses: Visiting Students Program/Advanced Scholars Program RPS # TITLE CREDIT Intermediate Spanish Intermediate Spanish Conversation Mass Communications Topics in Computer Science U. S. Government General Biology I General Biology II Introduction to European History Introduction to European History General Biology Laboratory I Introduction to Accounting Introduction to Accounting The Business Environment Introduction to Psychology Introduction to Cultural Geography Introduction to Philosophy Justice System Survey Survey of Latin American Literature Elementary Spanish Elementary Spanish Elementary German Elementary German Intermediate German Computer Concepts and Applications News Writing Intermediate French L205 Basic Human Anatomy Laboratory Basic Human Anatomy Intro to Religious Studies Swahili Swahili Survey of Western Art Survey of Western Art Environmental Studies History of the Motion Picture Cultural Anthropology General Sociology African-Caribbean Dance I

142 0439 Robotics Elementary Chinese International Relation Foundations of Physics Foundations of Lab Music Theory Special Topics AP Calculus and Analytical Geometry I AP Calculus and Analytical Geometry H AP Advanced French Grammar and Writing I AP Advanced French Grammar and Writing II Introduction to Psychology Elementary Italian Elementary Italian II Intermediate French.500 University of Richmond Special Admissions Program For High School Students The University of Richmond affords qualified high school seniors, and some highly qualified juniors, the opportunity to attend the University of Richmond for a limited number of classes at a reduced rate. Students are eligible to enroll in classes for full credit provided the student has certification from the high school and that the desired class is not offered in the high school. Students selected for this opportunity must meet the general academic standards of the University s enrolling first year class (B+ average top 20% of high school class). University of Richmond Courses: Special Admissions Program for High School Students RPS # TITLE CREDIT AP Calculus with Analytic Geometry I AP Calculus with Analytic Geometry II AP Calculus II AP Linear Algebra AP Calculus with Algebra and Trigonometry I (UR-MAT 110) AP Calculus with Algebra and Trigonometry II (UR-MAT 111) Global Economics and International Trade.500 J. Sargeant Reynolds Community College Dual Enrollment Program The Richmond Public Schools long-range plan includes goals and strategies to implement curricula, which enables students to develop strong academic and technical foundation for employability and further education. The goals and strategies provide enrollment in area technical programs. Dual enrollment is a plan that allows high school students to meet the requirements for high school graduation while simultaneously earning college credit. Eligible high school students have the option to take certain courses for credit offered by J. Sargeant Reynolds Community College. These courses are part of a program 126

143 sequence that may lead to a career goal. Decisions regarding classes to be taught each semester depend on student enrollment, availability of faculty, facilities, and other resources. Students may take one or several of the courses depending on age, requirements, course prerequisites, academic performance, and acceptance to the school. Students participating in this program must meet the following requirements: Students must achieve a final grade of C or above in each dual enrollment course taken. Students must pay in full the total cost for tuition, books/supplies (varies by course), transportation, and activity fees in order to enroll in college courses. Students are required to enroll in two consecutive semester dual-enrollment courses in order to receive a Carnegie Unit of credit. In order to continue in a second semester course the student must receive a final first semester grade of C or better. Any student who does not receive a final grade of C or better during each semester must meet with a counselor for schedule revision in order to enroll in the next semester of high school courses. The content of a college level course is rigorous and challenging, needing additional time for completion. Therefore, effective July 1, 1999, Richmond Public Schools will grant weighted high school credit for dual enrollment college classes in which the student receives a grade of "C" or better. *Note: Students are not limited to the courses listed in the catalog. Students may take any class on campus above the 100 level; if they meet all qualifications for the course and upon availability. WEIGHTED POINTS A = 5 points B = 4 points C = 3 points J. Sargeant Reynolds Community College Dual Enrollment Program Courses RPS # TITLE CREDIT 0305 HLT 215 Personal Stress & Stress Management ACC 115 Applied Accounting ACC 211 Principles of Accounting ADJ 105 Juvenile Justice System ADJ 100 Survey of Criminal Justice ADJ 130 Introduction to Criminal Law ADJ 201 Criminology ADJ 228 Narcotics and Dangerous Drugs ASL 100 Orientation to Acquisition of ASL as an Adult ASL American Sign Language ARA Beginning Arabic ART 100 Art Appreciation ART Drawing I-II ART 125 Introduction to Painting ART 138 Figure Drawing ART Theory and Practice of Ceramics BUS 100 Introduction to Business BUS 116 Entrepreneurship CHD 145 Teaching Art, Music, and Movement to Children CHD 205 Guiding the Behavior of Children

144 0331 DRF 231 Computer Aided Drafting EGR 105 Introduction to Problem Solving in Technology EQU 110 Fundamentals of Horse Management EQU 125 Current Issues in Equine Management EQU 127 Horse Business Management and Marketing EQU 130 Grooming and Stable Management EQU 134 Equine Footcare and Lameness EQU 136 Equine Health Care, Nutrition, and Breeding EQU 137 Equine Facilities Management EQU 140 Fundamentals of Equitation EQU 141 Intermediate Equitation EQU 142 Advanced Equitation EQU Topics of Equine Management FIN 95 Introduction to the Stock Market FIN 107 Personal Finance FIR 260 Introduction to Fire Research HLT 106 First Aid and Safety HLT 116 Personal Wellness HLT 121 Introduction to Drug Use and Abuse HLT 135 Child Health and Nutrition HLT Medical Terminology HMS 226 Helping Across Cultures HMS 260 Substance Abuse Counseling ITE 115 Basic Computer Literacy LGL 100 Introduction Law and the Legal Assistant MKT 100 Principles of Marketing NAS 150 Human Biology PHI 220 Ethics PHT Photography PHT 105 Basic Photography SOC 200 Principles of Sociology SPA Conversation in Spanish I-II SPD 100 Principles of Public Speaking GEO 210 People of the Land: Introduction to Cultural Geography BIO 142 Human Anatomy and Physiology II BIO 106 Life Science MTH 126 Mathematics for Allied Health ITE 100 Introduction to Information Systems PHT Photography CSC 155 Computer Concepts and Applications ADJ 107 Survey of Criminal Justice BUS 200 Principals of Management BUS 117 Leadership Development ENG 111 College Composition I ENG 112 College Composition II SPD 105 Oral Communication SPD 100 Principals of Public Speaking MTH 163 Pre-Calculus I MTH AP Calculus with Analytic Geometry I

145 0512 MTH 240 Statistics MTH 163 Pre-Calculus II MTH AP Calculus with Analytic Geometry II BIO 101 General Biology I BIO 102 General Biology II CHM 111 College Chemistry I CHM 112 College Chemistry II GOL 105 Physical Geology GOL 106 Historical Geology HIS 101 History of Western Civilization I HIS 102 History of Western Civilization II PLS 211 Government I PLS 212 Government II PLS 130 Basics of American Politics HIS 111 History of World Civilization I HIS 112 History of World Civilization II HIS 121 United States History I HIS 122 United States History II HIS 141 Afro-American History I HIS 142 Afro-American History II PSY 210 Introduction to Psychology I PSY 202 Introduction to Psychology II SOC 201- Introduction to Sociology I SOC 202 Introduction to Sociology II ECO 201- Principles of Economics I ECO 202 Principles of Economics II SPA 201- Intermediate Spanish I SPA 202 Intermediate Spanish II GER 101 Beginning German I GER 102 Beginning German II GER 201 Intermediate German I GER 202 Intermediate German II FRE 201 Intermediate French I FRE 202 Intermediate French II ACC 211 Principles of Accounting I ACC 212 Principles of Accounting II AST 141 Word Processing II AST 142 Word Processing II AST 101 Keyboarding I AST 102 Keyboarding II HRI 154 Principles of Hospitality Management HRI 159 Introduction to Hospitality Industry Computer Systems HRI 257 Catering Management IST 100 Introduction to Information Systems CSC 110 Introduction to Computing IST 220 Microcomputer: Operating Systems, Arch and Hard IST 123 Spreadsheet Software I Introduction Information Systems II Career Education (Teaching) Student Development (SDV)

146 0585 Introduction to Early Childhood Education Methods/Materials for Teaching Music Appreciation Music Appreciation II Introduction to Graphic Representation Web Page Design ITE 215 Adv. Computer Applications and Integration EGR 123 Introduction to Engineering Design.500 Comparable PSAT/SAT/ACT scores to waive students from placement testing. COMPASS Abilityto-Benefit PSAT SAT Waiver Waiver Level Minimum Score Level COMPASS Subject Area MATH 25 on Pre-Algebra any score on Algebra or above ACT Waiver Level READING WRITING Below are waiver scores for students who are placing into English, Math and History/Social Science courses. There are new PSAT waiver scores that apply to these students: PSAT Waiver Level SAT Waiver Level MATH READING WRITING James Madison University Dual Enrollment Description Partnership of James Madison University afforded Richmond Public Schools students of George Wythe and Huguenot High School the opportunity to offer a science content area dual enrollment course for one semester. The course is offered through the Department of Integrated Science and Technology at James Madison University. James Madison University Dual Enrollment Course 2968 Issues in Living Systems.500 Virginia Union University Description Virginia Union University (VUU) will allow high school students to take college level courses and receive both college credit and high school credit toward graduation. High 130

147 school sophomores, juniors and seniors are permitted to enroll in dual enrollment classes at VUU, if they meet the admission and course placement requirements. Students must meet admission and course placement requirements of VUU. Requirements include the completion of an application for admission to VUU, course request forms, residency forms and the completion and receipt of satisfactory scores on VUU s placement tests when required. Virginia Union University Courses 0392 Human Anatomy and Physiology Medical Terminology CIS 162 Business Computer Applications CIS 262 Adv. Business Computer Applications MGT 200 Intro. To Legal Environments MGT 199 Professional & Ethical Development CIS 163 Intro. to Computer Information Systems CIS 263 Adv. Computer Network Software Operations.500 Virginia State University Description Virginia State University, (VSU), hereafter referred to as VSU, in collaboration with various school districts and high schools, offers the Virginia State s Academic Partnership Program (VSAPP).The VSAPP, is a successful pathway to a college education for qualified high school students who wish to earn University credits, while concurrently satisfying the required high school Carnegie units for graduation from high school. High school sophomores, juniors and senior will be permitted to enroll in courses at VSU, if they meet the admission and course placement requirements. Virginia State University Courses 0509 College Algebra

148

149

150 TESTING PROGRAM The following tests are available to the students of Richmond Public Schools either as a requirement for high school graduation or for college admissions and/or placement, scholarships, or NCAA initial eligibility. ADVANCED PLACEMENT EXAMS (AP) The AP Program gives students the opportunity to pursue college level studies while still in high school and to earn college credit. Each college has its own set of standards for accepting AP credit. Generally, a student will study in an AP class in grades eleven or twelve and take a national exam given in May. Those who score 3, 4, or 5 on AP exams most frequently receive college credit. AMERICAN COLLEGE TEST (ACT) The ACT is a college entrance test developed by the American College Testing Program. The ACT is a comprehensive, evaluative, guidance, and placement service for students and educators involved in the transition from high school to college. The ACT (English, Mathematics, Science Reasoning, and Social Studies) assessment consists of four academic tests, self-reported high school grades, the Student Profile Section, and the ACT Interest Inventory. Students and educators can use these reports for making post-secondary plans. This test is usually first taken in the spring of grade eleven. ARMED SERVICES VOCATIONAL APTITUDE BATTERY (ASVAB) The ASVAB is a test provided for students who may be considering a military career. It is administered to sophomores, juniors, and seniors and can provide assistance to students in determining strengths in occupational skill areas. EXPLORE Explore is an ACT program for educational planning. It is designed to help eighth graders explore a broad range of options for their future. The EXPLORE program prepares students not only for their high school coursework, but for their post-high school choices as well. It marks an important beginning for a student s future academic and career success. As a high school intake measure, EXPLORE gives educators the means to structure high school planning and career exploration for students and parents. It serves as a baseline to monitor academic progress. PLAN PLAN helps tenth graders build a solid foundation for future academic and career success and provides information needed to address school districts highpriority issues. It is a comprehensive guidance resource that helps students measure their current academic development, explore career/training options, and make plans for the remaining years of high school and post-graduation years. PLAN can help all students, those who are collegebound as well as those who are likely to enter the workforce directly after high school. As a pre-act test, PLAN is a powerful predictor of success on the ACT Assessment. At the same time, many schools recognize the importance of PLAN testing for all students, as it focuses attention on both career preparation and improving academic achievement. PRELIMINARY SCHOLASTIC APTITUDE TEST/NATIONAL MERIT SCHOLARSHIP QUALIFYING TEST (PSAT/NMSQT) The Preliminary SAT /National Merit Scholarship Qualifying Test is a co-sponsored program by the College Board and National Merit Scholarship Corporation (NMSC). PSAT/NMSQT stands for Preliminary SAT/National Merit Scholarship Qualifying Test. It's a standardized test that provides firsthand practice for the SAT I: Reasoning Test. It also gives you a chance to enter National Merit Scholarship Corporation (NMSC) scholarship programs. The PSAT/NMSQT measures: critical reading skills 133 Testing Program

151 critical reasoning skills math problem-solving skills writing skills You have developed these skills over many years, both in and out of school. This test doesn't require you to recall specific facts from your classes. The most common reasons for taking the PSAT/NMSQT are: To receive feedback on your strengths and weaknesses on skills necessary for college study. You can then focus your preparation on those areas that could most benefit from additional study or practice. To see how your performance on an admissions test might compare with that of others applying to college. To enter the competition for scholarships from the National Merit Scholarship Corporation. To help prepare for SAT Program tests. You can become familiar with the kinds of questions and the exact directions you will see on the SAT I: Reasoning Test and the multiple-choice section of the SAT II: Writing Test. To receive information from colleges when you check "yes" to Student Search Service. You should definitely take the PSAT/NMSQT in your junior year. Many students benefit from also taking it earlier, typically in their sophomore year. If you take it earlier, recognize that the PSAT/NMSQT is a junior-level test, so don't get discouraged if your score is low. Your score will usually increase as your years of study increase. Find out more about the PSAT/NMSQT on the internet at SAT REASONING TEST The SAT is a test that measures critical reading, writing, and mathematical reasoning skills students have developed over time and skills they need to be successful academically. Many colleges and universities use the SAT as one indicator among others-class rank, high school GPA, extracurricular activities, personal essay, and teacher recommendations-of a student's readiness to do college-level work. SAT scores are compared with the scores of other applicants, and the accepted scores at an institution, and can be used as a basis for awarding merit-based financial aid. SAT SUBJECT TESTS Subject Tests, one-hour, mostly multiple-choice tests, measure how much students know about a particular academic subject and how well they can apply that knowledge. The 22 Subject Tests include: Writing (with an essay), Literature, U.S. History, World History, Math Level IC, Math Level IIC, Biology E/M, Chemistry, Physics, French Reading, French Reading with Listening, German Reading, German Reading with Listening, Spanish Reading, Spanish Reading with Listening, Modern Hebrew Reading, Italian Reading, Latin Reading with Listening, Japanese Reading with Listening, Korean Reading with Listening, Chinese Reading with Listening, and the English Language Proficiency Test. Many colleges require or recommend one or more of the Subject Tests for admission or placement. Used in combination with other background information (your high school record, scores from other tests like the SAT Reasoning Test, teacher recommendations, etc.), they provide a dependable measure of your academic achievement and are a good predictor of future performance. For a schedule of test dates and to register for the SAT reasoning and Subject Tests visit STANDARDS OF LEARNING TESTS (SOL) The Standards of Learning (SOL) Assessment Program consists of state-developed, criterionreferenced tests designed to measure student mastery of the academic content and skills specified in Virginia s Standards of Learning. In June 1995, the Virginia Board of Education adopted the revised Standards of Learning in four academic content areas: English, mathematics, science, and history/social science. They specify in clear terms the academic content and skills that Virginia public school students are expected to learn at each grade level. These Standards of Learning represent high expectations for students. 134 Testing Program

152

153

154 SPECIAL PROGRAM OPPORTUNITIES Capital One Mentoring Program Capital One is committed to supporting children in need. The company strongly believes that nurturing and mentoring children today will have an invaluable impact on the communities and companies of tomorrow. It is because of this faith in tomorrow s leaders that Capital One shares its success to create new opportunities and campaigns to promote this mission. The goals of the Power of Nine Mentoring Program include working with the students on academic topics, career oriented activities, and is also about having fun. The program is designed to be flexible and creative due to the mentor team s expertise and the student groups with which each team is matched. The Power of Nine Mentor Program has the following objectives: To increase student s academic performance in high school and interest in a college education. To help freshmen complete high school within four years. To provide academic support and tutoring to students at risk of not succeeding. To provide fun activities not usually available to students. To establish ongoing mentor relationships with students. Twenty five to thirty ninth grade students are invited to participate in the program by the school s contact person. These students are considered to be middle to low range performers in school. Participating schools are Armstrong, Franklin Military, Huguenot, Thomas Jefferson, John Marshall and George Wythe. Contact the guidance department of each participating school for more information about Capital One s Power of Nine Mentoring Program. Early College Scholars The Early College Scholars program allows eligible high school students to earn at least 15 hours of transferable college credit while completing the requirements for an Advanced Studies Diploma. The result is a more productive senior year and a substantial reduction in college tuition. Students earning a college degree in seven semesters instead of eight can save an average of $5,000 in expenses. To qualify for the Early College Scholars program, a student must: Have a B average or better Be pursuing an Advanced Studies Diploma and Take and complete college-level course work (i.e., Advanced Placement, International Baccalaureate, or Dual Enrollment) that will earn at least 15 transferable college credits. Early College Scholars are supported by the Virginia Virtual Advanced Placement School and the Commonwealth College Course Collaborative. The Virginia Virtual Advanced Placement School provides statewide access to college-level courses while the Commonwealth College Course Collaborative defines the subjects high school students can complete and receive for college degree credit from participating public and private colleges and universities. Participating students sign an Early College Scholars Agreement, which is also signed by the student s parents or guardians, principal, and school counselor. Students who meet the terms of the agreement are recognized as Early College Scholars and receive a certificate of recognition from the Governor. 136 Special Program Opportunities

155 Path to Industry Certification The Path to Industry Certification project is part of former Governor Warner s senior year plus initiative and is intended for seniors who are not planning to continue their education beyond high school and are unprepared to enter an occupational or technical career upon graduation because they have not completed a sequence of career and technical education courses. This initiative gives students an opportunity to earn their standard or advanced studies high school diploma and receive technical preparation for a selected industry certification or state licensure. Participating students and parents sign a Path to Industry Certification Compact agreeing that the student will complete high school and enroll in a community college to continue the technical training needed to prepare for an industry certification or state licensure. Students can take community college courses with tuition paid through May of the year following high school graduation by maintaining enrollment in the selected program with a 2.0 cumulative GPA and passing all classes. Partnership for the Future Partnership for the Future is an internship program established to provide high school students exposure to successful business environments where hard work earns rewards. Participating companies offer the students employment each summer after a successful school year and will match students summer job savings for further education. The program begins after the student s sophomore year in high school and continues for three summers. Partnership for the Future is in the business of investing in the successful transition of highly motivated students from high school to higher education while reinforcing values that will improve the quality of life for students and their communities. Contact the guidance department of participating high schools for more information about Partnership for the Future. Virginia Heroes The Virginia Heroes Incorporated Role Model/Mentoring Program, a community supported mentoring program was founded by and is based on the dream of the late Arthur R. Ashe, Jr. The primary mission of Virginia Heroes is to provide positive interaction between sixth grade adolescents and role-models/mentors on a regular basis. Volunteer mentors from Richmond corporations, businesses, government and service agencies meet with students twice each month for one hour in participating middle schools. In each mentoring session, mentors discuss a specific topic. Topics include decision-making, parent-child relationships, education, respect for oneself and others, crime prevention, substance abuse, honesty, loyalty, emotional and physical health, peer influence, choices, and other topics geared toward developing positive values. The mentors work with the same group of students throughout the year, providing the children with a consistent voice and message. A student-to-mentor ratio of 5:1 encourages interaction and open discussion. Participating middle schools are Binford, Boushall, Lucille Brown, Elkhardt, Henderson, Albert Hill, Martin L. King, Jr., and Thompson. Contact the sixth grade counselor for more information about the Virginia Heroes Role Model/Mentoring Program. Project Discovery The Project Discovery Program is a drop out prevention program and college access preparatory program serving economically disadvantaged, potential first generation post-secondary education students. 137 Special Program Opportunities

156 Commonwealth Scholars The Commonwealth Scholars program is a multi-state business/education partnership effort focused on increasing the number of high school students who take a rigorous secondary-level curriculum designed to strengthen the chances for success in both college and the workplace. It was originated under the name of State Scholars Initiative. The Business leaders and members of civic organizations work with local educators to: Create and implement the program in their communities. Visit classrooms and talk to students about why an academically challenging course of study is important and how it will help them; whether they go on to college or go straight to work. Motivate students, create incentives, provide support, and recognize scholar success. Core Course of Study: 4 years of English 3 years of Mathematics (Algebra I, Geometry, Algebra II) 3 years of Basic Laboratory Science (Biology, Chemistry, Physics) 3.5 years of Social Science (chosen from U.S. and World History, Geography, Economics, Personal Finance, and Government) 2 years of the same language other than English 138 Special Program Opportunities

157

158