SEBRING HIGH
SCHOOL
PROGRAM OF
STUDIES
2016-2017
2
The Program of Studies is
subject to change without notice
based on changes by the Florida
State Legislation, the State
Board of Education and/or the
School Board of Highlands
County.
This document is not for publication and used only for the purpose of assisting students in scheduling.
NON DISCRIMINATION POLICY
No person shall, on the basis of race, color, religion, gender, age, marital status, sexual orientation, disability,
political or religious beliefs, national or ethnic origin, or genetic information, be excluded from participation in, be
denied the benefits of, or be subjected to discrimination under any education program or activity, or in any
employment conditions or practices conducted by this School District, except as provided by law.
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Table of Contents
High School Graduation requirements ...................................4-12
IB program, AVID program…………………………………...12
Grading Scale, Grade Point Average (GPA) ........................13-14
Graduation Recognition …………………………………….....14
Grade Placement Requirements..................................................14
MyDistrict Virtual School, Florida Virtual School...............14-15
Honors, AP, Dual-Enrollment, IB ............................................ 15
Parent Grade and Attendance Viewer ...................................... 15
Bright Futures, FloridaShines.org ........................................... 16
Course Sequencing ................................................................... 16
IB program, IB Diploma Requirements, Pre-IB/IB
Course Sequencing…………………………………………… 17
Career Pathways……………………………………………18-27
Course Offerings
Reading ……………………………………………………... ..28
Language Arts ...................................................................... 28-30
Mathematics ......................................................................... 31-33
Science ................................................................................. 34-36
Social Studies ....................................................................... 37-39
Foreign Language ...................................................................... 40
Art ......................................................................................... 41-42
Theatre Arts ............................................................................... 43
Music – Band ........................................................................ 44-45
Music – Chorus ...........................................................................46
Physical Education .................................................................... 47
Agriculture ..................................................................................48
Business Technology .............................................................49-50
Digital Media…………………………………………………...50
Cooperative Diversified Education .......................................51-52
Family and Consumer Science .................................................. 53
Culinary Arts ............................................................................. 54
ROTC ....................................................................................55-56
Carpentry Construction Technology ......................................... 57
Drafting and Design Technology .............................................. 57
Electives ................................................................................58-59
Exceptional Student Education Courses……………………….59
Career Academy at SFSC .....................................................60-61
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Vocational Programs at SFSC ............................................. 61-62
Appendix (sample MIS Form 19.00 and 19.41) ...................63-71
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High School Graduation Requirements
Sebring High School students may choose from the following graduation programs:
• The traditional 24-credit program (2.0 cumulative GPA)
• 18 credit, Academically Challenging Curriculum to Enhance Learning (ACCEL) program
• International Baccalaureate Program
Specific requirements for the 24 and 18 credit programs are listed on the charts on pages 4-11.
Requirements for a Certificate of Completion
A certificate of completion will be awarded to a student who completes the minimum number of credits required for
graduation but is unable to earn passing scores (or concordant) on the FCAT or achieve the required cumulative
grade point average of 2.0 on a 4.0 scale. The awarding of a certificate of completion is limited to those students
choosing the 24-credit general high school graduation program. A student must be counseled and made aware of the
alternatives available.
International Baccalaureate (IB) Diploma Program
The International Baccalaureate Program (IB) provides students the opportunity to participate in a rigorous liberal
arts curriculum. The program is a four-year course of study with two phases: grades 9 and 10 students take
preparation classes in core subject areas. Grades 11 and 12 students may choose to pursue the IB Diploma or they
may choose to complete individual IB classes to obtain IB certificates which would apply towards a standard
Sebring High School Diploma. Unless transferring from another IB Diploma Programme students can apply in 8th,
9th, or 10th grade to enter the program. In order to enroll in the IB Diploma Programme, a student must have a 3.0
GPA, level 3 on most recent State standardize assessments and have completed the required pre-requisite courses in
each of the IB subject areas.
IB Diploma Requirements
The IB diploma is awarded upon the successful completion of coursework and exit exams in six subject groups
(English, second language, social studies, experimental sciences, mathematics and fine arts). There are also three
additional core requirements; an independent research paper, the Theory of Knowledge (TOK) course and 150 hours
of participation in Creativity, Action and Service (CAS) activities.
For more information or an application contact Jo Anna Cochlin, IB Coordinator, 471-5500,
[email protected].
AVID (ADVANCEMENT VIA INDIVIDUAL DETERMINATION) COURSES
Advancement Via Individual Determination (AVID) is an elective class that provides support for students in the
AVID program through curricular and mentoring activities. AVID courses are designed to provide students with
academic instruction and other support who are taking college preparatory or advanced courses at the High School
level.
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GENERAL INFORMATION
State Grading Scale
Achievement will be measured according to the following scale. A progress report will be sent home mid-way
through each grading period. Report cards are distributed at the end of each marking period. Nine-week grades will
be expressed in numerical values with the following equivalencies:
GPA
Outstanding Progress
A
90-100%
4 quality points
Above Average Progress
B
80-89%
3 quality points
Average Progress
C
70-79%
2 quality points
Lowest Acceptable Progress
D
60-69%
1 quality point
Failure
F
0-59%
0 quality points
*Incomplete
I
0%
* I’s will be converted to the numerical average with 0's put in for missing grades within 10 days after the
end of the nine weeks.
Grades shall be calculated for each year-long course using the following process:
• The nine (9) week grade : by averaging the grades from all course work during the 9 weeks
• The semester grade : each 9 week grade counting 40%, semester exam must count 20%
Grades shall be calculated for each blocked course using the following process:
• The nine (9) week grade: by averaging the grades from all course work assigned during the 9 weeks
• The semester grade : 9 week grade counting 80%, semester exam must count 20%
Final grade for courses with an End of Course (EOC) exam (Algebra 1, Geometry, and Biology, US History) will be
determined by:
• The 1st semester and exam grade counting 35%
• The 2nd semester grade counting 35%
• The End of Course (EOC) assessment counting 30%
Course Weighting
“The district weighting for students entering high school in 2012-13 or before will be a .04 for Honors, Academic
Level 3, DE, AP and IB.” (SPP page 98 & 99)
“Beginning with the students entering 9th grade in 2013-2014, a .5 weigh added to their GPA for each honors and
Academic Level 3 course when the credit is earned.” (SPP page 98 & 99)
“Beginning with the incoming freshman class in 2013, 1.0 weighting will be added to the GPA for each AP, AICE,
IB and DE course when credit is earned.” (SPP page 98 & 99)
Computation of Grade Point Average (GPA)
A student’s state (unweighted) GPA is calculated by adding all the quality points earned and dividing that total by
the number of credits attempted, unless credit is flagged for exemption due to the District Grade Forgiveness Policy.
A student’s district (weighted) GPA is calculated by adding the district weighting for authorized courses to the GPA
at the end of the semester during which that credit was earned.
Grade Forgiveness Policy
State statute: Forgiveness policies for required courses shall be limited to replacing a grade of “D” or “F” with a
grade of “C” or higher earned in the same or comparable course. Forgiveness policies for elective courses shall be
limited to replacing a grade of “D” or “F” with a grade of “C” or higher earned subsequently in an elective course.
Forgiveness policy for middle school students taking high school courses for high school credit shall be limited to
replacing a grade of “C”, “D”, or “F”, with a grade of “C” or higher earned in the same or comparable course. Any
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course grade not replaced according to a district forgiveness policy shall be included in the calculation of the
cumulative grade point average required for graduation.
Grade Point Average for Extra-Curricular Activities
All students participating in extra-curricular activities must have a 2.0 cumulative state GPA at the end of each
semester. NCAA Eligibility quick reference guide is located in the Appendix.
Graduation Recognition
For graduation recognition purposes, Summa Cum Laude, Magna Cum Laude, and Cum Laude recognitions will be
calculated on credits and weight earned by the last day of the first semester of the district calendar. These
recognitions will be determined using the following guidelines:
o Summa Cum Laude (Gold cord)
o Magna Cum Laude (Silver cord)
o Cum Laude (Bronze cord)
weighted GPA of 4.4800 or higher
weighted GPA of 4.3200 to 4.4799
weighted GPA of 4.0001 to 4.3199
Grade Placement (subject to change according to the yearly revised Student Progression Plan)
9th
0 - 5.5 credits
10th
6.0 - 11.5 credits
Must include 1 credit of level 2 English
Must include a passing grade in a level 2 Math
Must have a 2.0 cumulative state GPA
11th
12.0 - 17.5 credits
Must include 2 credits of level 2 English
Must include 1 credit of level 2 Math
And a passing grade in a second level 2 Math
Must have a 2.0 cumulative state GPA
12th
18.0 credits and over
Must be able to meet graduation requirements in May
Must have a 2.0 cumulative state GPA
ENROLL/RECEIVE CREDIT/COURSE WEIGHTING TAKEN AT A SCHOOL OTHER THAN A
HIGHLANDS COUNTY SCHOOL
In accordance with the Highlands County Student Progression Plan, prior to enrolling in credit taken at a
school/program other than a school within Highlands County School district, a student and parent must:
• Meet with a guidance counselor to discuss course credit, weighting, relevance to meeting graduation
requirements, and if applicable, provide course syllabus information and discuss the appropriateness of this
method of learning.
• Must receive written approval from the principal or designee prior to enrolling in order to receive high
school credit and course weighting.
• Form 19.00 must be completed and approved prior to on-line approval (see appendix)
MyDistrict Virtual School
MyDistrict Virtual School is a cooperative educational option that provides virtual instruction to its participating
small school districts. Students are able to take advantage of several online curricula offered by various providers.
The School Board of Highlands County encourages the primary use of this program for online instruction. For
information see your Guidance Counselor and visit the MyDistrict website at www.nefec.org/virtual
The Florida Virtual School
The Florida Virtual School is a state-funded public internet based school providing online instruction through an
internet connection. The Florida Virtual School offers courses which are individualized and highly interactive using
Web-based, technology-based, and traditional resources. For information, see your Guidance Counselor and visit
the FLVS website at www.flvs.net or phone them directly at 407-317-3326.
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**Seniors taking an online course needed for graduation must submit the final grade for that course prior to
the second Friday in May.
Academic Dual Enrollment - Form 19.41 must be completed and approved (see Appendix)
Principal-approved credits earned at the college level in dual enrollment programs may be applied to graduation
requirements. The same standards for course content and performance that apply to credits earned in the regularly
assigned school apply to credits earned in dual enrollment programs. Cost of textbooks may be paid by the
Highlands County School Board. A 3.0 overall State GPA is required and must be maintained. In addition, students
must apply to S.F.S.C. and earn qualifying scores on the ACT, SAT, or PERT Tests.
ACT
SAT
PERT
Reading 19
Verbal 440
Reading 106
Writing 17
Writing 103
Math 21
Math 500
Math 123
Students must have an application and placement test scores on file prior to their registration. The ACT, SAT, and
PERT scores are acceptable as long as they are within the last two years and are at or above the cutoff scores. An
orientation session with S.F.S.C. is required. Letter grades for both high school and college credit will be based on
the high school’s numerical scale. Some out-of-state universities/colleges may not accept Dual Enrollment credit.
Dual Enrollment students who earn a grade of “D” ,”F” or “W” in a college course will be permitted to retake the
course only once as Dual Enrollment after they have sat out of all Dual Enrollment classes for one full academic
term.
Honors Courses
Honors courses are planned to include more rigorous content in an effort to make the courses more challenging. In
most honors courses, a research paper will be required. A 3.0 GPA is recommended.
Advanced Placement Courses
AP courses are college-level courses that each have a nation-wide exam in May. In order to receive weighting for an
AP class the student must take the AP Exam for that course. College credit for AP courses is determined by
individual college/university standards. A 3.0 GPA is recommended.
International Baccalaureate Courses
To be enrolled in an IB course, a student must have completed the required pre-requisite course(s) and should have
at least a 3.0 GPA in that subject area. Students enroll in IB courses for their 11th and 12th grade years because they
are two year courses. Only students who are in the International Baccalaureate Diploma Program can take on-line IB
courses.
Changing Classes
Schedule change request must be submitted and course changes completed no later than the second day of each
semester.
After two days, requests are subject to Administrative review and decision.
Student Grades and Attendance Viewer
Sebring High School offers the opportunity to parents and students to view up-to-date grades and attendance
records. This is a way to communicate student information at home with the understanding that grades and
attendance can change daily; complete accuracy must be verified by a student’s teacher. As a means of privacy
protection, students’ names are not included on these reports.
In order to access grade and attendance records for a student, follow these steps:
• Log on to the SHS website at www.highlands.k12.fl.us/~shs/
• Click “View Student Grades” on the top toolbar. You will see a link to a tutorial “for Instructions on Using
the Pinnacle Grade Viewer, Click Here”
• Enter the user name which is the student’s six digit ID number (printed on student ID cards)
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•
•
Enter the password which is the student’s birth date in the format MMDDYY
Select “Sebring High School” in the drop-down menu
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STATE OF FLORIDA UNIVERSITY ENTRANCE REQUIREMENTS
Students planning to attend a four-year college or university must meet minimum requirements for freshman
entering Florida public universities. Each student has the responsibility of checking with the individual college of
choice to find out specific requirements since entrance requirements vary according to the college or university.
Check each college or university web site for core admissions requirements.
BRIGHT FUTURES SCHOLARSHIP PROGRAM
The updated Bright Futures Scholarship eligibility requirements will be available in the guidance office at the
beginning of the school year or when legislative changes have been made.
Call toll-free: 1-800-366-3475 or check their web site: www.floridastudentfinancialaid.org for information.
FloridaShines.org
FloridaShines.org is Florida’s free academic advising web site. Students can find their high school course summary,
review current Bright Futures Scholarship information and eligibility, search for colleges, apply for admission, learn
about financial aid and scholarship information and find out about higher education opportunities in Florida. Many
colleges have links to their own websites on FloridaShines.org. Go to www.FloridaShines.org and start to plan for
your future.
Suggested Sequencing of Academic Classes
Regular
English 1
English II
English III
English IV
College Prep
English 1
English II
English III
English IV
Advanced College Prep
English 1 Honors
English II Honors
AP English Language or English III Honors
College English I/II or AP English
Literature
Earth Science
Biology
Chemistry 1 or
Environmental Science
Earth Science
Biology
Chemistry 1
Earth Science Honors
Biology Honors
Chemistry Honors
Physics Honors, AP Biology,
Anatomy & Physiology Honors
World History
American History
World History
US History
Economics/Am Gov’t.
Economics/Am Gov’t
World History Honors
AP United States History or
US History Honors
Honors Economics / AP Am Gov’t
Visions & Counter visions
Algebra 1A
Algebra 1B
Geometry
Algebra II or Liberal Arts Math
Algebra 1
Geometry
Algebra II
Math for College Readiness
College Algebra
Algebra 1
Geometry Honors
Algebra II Honors
College Algebra
College Statistics or Probability and
Statistics Honors
College Trigonometry or Trig Honors
College Pre-Calculus or Pre-Calculus
Honors
College/AP Calculus
Spanish I
Spanish II
Spanish III Honors
Spanish I
Spanish II
Spanish III Honors
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International Baccalaureate Program
The International Baccalaureate Programme (IB) of is a program that provides highly motivated college-bound
students from the Highlands County area the opportunity to participate in a rigorous liberal arts curriculum. The
program is a four-year course of study with two phases: in grades 9 and 10 students take prerequisite classes in core
subject areas. In grades 11 and 12 students may choose to pursue the IB Diploma or they may choose to complete
individual IB classes to obtain IB certificates which would apply towards a regular Sebring High School diploma.
Students apply in eighth grade to enter the program in ninth grade, unless transferring in good standing from another
IB Diploma Programme high school. In order to remain in the IB Prep Program, a student must take the prescribed
curriculum outlined below and maintain a 2.75 GPA. Students must complete the required pre-requisite courses in
order to be eligible to take any IB classes in the eleventh and twelfth grade.
IB Diploma Requirements
The IB diploma is awarded upon successful completion of coursework and exit exams in six subject
groups (English, second language, social studies, experimental sciences, mathematics and fine arts).
There are also three additional core requirements. The core requirements are an independent research
paper, The Theory of Knowledge (TOK) course, and 150 hours of participation in Creativity, Action and
Service (CAS) activities outside the IB classes.
For more information or an application see your guidance counselor or contact Jo Anna Cochlin, IB
Coordinator, 471-5500, [email protected].
Pre-IB /IB Course Sequence
8th Grade
IB Group
st
1. 1 language
Advanced
& world
English
literature
(recommended
not required)
2. language
Spanish I
acquisition
(recommended
not required)
3. Individuals
Advanced
& Societies
Am History
(recommended
not required)
4. Sciences
Advanced
Science
(recommended
not required)
5.
H Algebra I
Mathematics
or H Geometry
(recommended
not required)
6. Arts
9th Grade
Honors English I
10th Grade
Honors English II
11th Grade
12th Grade
IB English HL or SL
Spanish I or II
Spanish II or III
IB Spanish HL or SL
Honors World
History
Honors American
Gov’t/Honors
Economics
IB History of the Americas
HL or SL
Honors Biology
Honors Chemistry
Hon Geometry
or Hon Algebra
II
Hon Algebra II or
Higher
IB Biology HL or
Chemistry SL or
Environmental Systems &
Societies
IB Math Studies SL
(completed in 11th or 12th
grade)
Pre-IB Art, a
music class, or
other elective
Pre-IB Art, a music
class, or other
elective
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IB Elective:
IB Visual Art SL or HL or
IB Music SL (in addition to
band or chorus)
Information Technology in
a Global Society HL
or Other Academic Area
Career Pathways
A career pathway is a method of searching for a career or college major that fits your interests and lifestyle and then
allows you to build academic courses around it. The pathway recommends individual high school courses – both
academic and career-related – to concentrate on which are specifically geared toward the career you’ve chosen. All
of this planning begins as early as high school and continues as you enroll in a college or university and decide on
degree programs and classes needed to help you prepare for your career.
At Sebring High School we are currently offering nine different career pathways which may lead to Industry
Certifications. Industry Certification is a voluntary process through which individuals are assessed by an
independent, third-party certifying entity using predetermined standards for knowledge, skills and competencies,
resulting in the award of a time-limited credential that is nationally recognized and applicable to an occupation that
is critical, emerging or addresses a local need.
It is possible for Sebring High School students to earn more than one Industry Certification in a four year High
School career.
Offered Pathways:
1.
2.
3.
4.
5.
6.
Agriculture
Horticulture
Veterinary Assisting
Administrative Office Specialist
Digital Design
Building Construction Technologies/Building Trades and Construction
Design Technology
7. Culinary Arts
8. Drafting
9. Fashion Design
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Agriculture Pathways
Agriculture
Think about producing, processing, distributing, developing and marketing various agricultural wares. Think about
developing new ways to improve the nutritional value of fruit and vegetable crops.
If you walk down the Agriculture Pathway, you could find yourself inspecting or purchasing livestock or
determining how to improve the facilities in which livestock or poultry are housed.
You could find yourself mapping soils and researching alternative practices and the effects on soil and crop
productivity. You might even find yourself supervising the planting and harvesting of numerous crops to ensure they
meet the requirements to be certified organic.
Consider a future career as an agricultural engineer, crop advisor, animal scientist, field sales representative, meat
inspector, grain broker, service technician, artificial inseminator, farm appraiser, food chemist, agriculture lawyer, or
pest control worker.
The Agriscience Foundations I course is designed to develop competencies in the areas of agricultural history and
the global impact of agriculture; career opportunities; scientific and research concepts; biological and physical
science principles; environmental principles; agriscience safety; principles of leadership; and agribusiness,
employability, and human relations skills in agriscience. Laboratory-based activities are an integral part of this
course. These include the safe use and application of appropriate technology, scientific testing and observation
equipment.
The Agritechnology I course is designed to develop competencies in the areas of agriscience industry careers;
prevention and treatment of livestock diseases; livestock anatomy; wholesale cuts of meat; animal reproduction and
identification; animal safety; animal-health certification; plant growth; plant fertilization; safe use of pesticides;
maintenance of tools and equipment; record keeping; and employability skills.
The Agritechnology II course is designed to develop competencies in the areas of welding; small gasoline engine
service and repair; preventative maintenance procedures; irrigation system repair; refrigeration; new and emerging
technologies; financial management skills; and employability skills.
Courses
810681000 - Agriscience Foundations I
810682000 - Agritechnology I
810683000 - Agritechnology II
Agritechnology Pathway
9th Grade
10th Grade
11th Grade
12th Grade
English I
Algebra I
Earth Space Science
HOPE
Personal Career School
Development
Agriscience
Foundations
English II
Geometry
Biology
World History
DIT
English III
Algebra II
Chemistry
US History
Elective
English IV
College Algebra
Physics
Govt./Economics
Elective
Agritechnology I
Agritechnology II
Elective
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Horticulture
This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging
academic standards and relevant technical knowledge and skills needed to prepare for further education and careers
in the Agriculture, Food and Natural Resources career cluster; provides technical skill proficiency, and includes
competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and
problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills,
and knowledge of all aspects of the Agriculture, Food and Natural Resources career cluster.
The Agriscience Foundations I course is designed to develop competencies in the areas of agricultural history and
the global impact of agriculture; career opportunities; scientific and research concepts; biological and physical
science principles; environmental principles; agriscience safety; principles of leadership; and agribusiness,
employability, and human relations skills in agriscience. Laboratory-based activities are an integral part of this
course. These include the safe use and application of appropriate technology, scientific testing and observation
equipment.
The Horticulture II This course is designed to develop competencies in the areas of career opportunities; global
importance of agriculture; plant classification; propagation; growing media; nutritional needs; fertilization;
irrigation; pest identification; pest control, pruning; plant installation; transplanting; safe hand-tool use; and
employability skills.
The Horticulture III course is designed to develop competencies in the areas of industry regulations; plant
classification; plant transportation; soil sampling and analysis; fertilizer calculations; recording keeping; irrigation
components, water quality; drainage; integrated pest management; pesticide safety and regulations; equipment
calibration; chemical growth regulators; xeriscaping; integrated landscape management; safe use of power
equipment; record keeping; and employability skills.
Courses
810681000 – Agriscience Foundations I
812151000 – Introductory to Horticulture II
812152000 – Horticultural Science III
Horticulture Pathway
9th Grade
English I
Algebra I
Earth Space Science
HOPE
Personal Career School
Development
Agriscience
Foundations
10th Grade
English II
Geometry
Biology
World History
DIT
11th Grade
English III
Algebra II
Chemistry
US History
Elective
12th Grade
English IV
College Algebra
Physics
Govt./Economics
Elective
Horticulture II
Horticulture III
Elective
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Veterinary Assisting
This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging
academic standards and relevant technical knowledge and skills needed to prepare for further education and careers
in the Agriculture, Food and Natural Resources career cluster; provides technical skill proficiency, and includes
competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and
problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills,
and knowledge of all aspects of the Agriculture, Food and Natural Resources career cluster.
The Veterinary Assisting I course is designed to develop competencies in areas such as the history of the animal
industry; applied scientific and technological concepts; safety; terminology; careers; breed identification; animal
care and human relations skills.
The Veterinary Assisting II course is designed to develop competencies in the areas such as basic first aid; scientific
and technological; tools and equipment; breed identification; and functions of systems.
The Veterinary Assisting III course is designed to develop competencies in the areas animal digestive systems;
animal breeding; animal control; animal overpopulation; animal related laws; and breeds.
The Veterinary Assisting IV course is designed to develop competencies in the areas of animal welfare and rights;
research; record keeping; disease and parasites.
The Veterinary Assisting V course is designed to develop competencies in the areas of grooming, effects of captivity
of exotics; genetics and biotechnology in reproduction; diagnostic and therapeutic testing; surgical preparation; and
pharmacology.
The content includes but is not limited to broad, transferable skills and stresses understanding and demonstration of
the following elements of the veterinary assisting industry: planning, management, finance, technical and production
skills, underlying principles of technology, labor issues, community issues and health, safety and environmental
issues. The program also provides supplemental training for persons previously or currently employed as veterinary
assistants.
Courses
811151000 – Veterinary Assisting I
811154000 – Veterinary Assisting II
811155000 – Veterinary Assisting III
811152000 – Veterinary Assisting IV
811153000 – Veterinary Assisting V
Veterinary Pathway
9th Grade
English I
Algebra I
Earth Space Science
HOPE
Personal Career School
Development
Vet. Assisting I
10th Grade
English II
Geometry
Biology
World History
DIT
11th Grade
English III
Algebra II
Chemistry
US History
Elective
12th Grade
English IV
College Algebra
Physics
Govt./Economics
Elective
Vet. Assisting II
Vet. Assisting III
Vet. Assisting IV & V
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Business and Information Technology Pathways
Administrative Office Specialist
The content includes but is not limited to the use of technology to develop communications skills, higher level
thinking skills, and decision making skills; the performance of office procedures tasks; the production of quality
work in an efficient manner using advanced features of business software applications; research of job opportunities;
and the production of high quality employment portfolios and job-seeking documents.
Courses
820731000 – Digital Information Technology
821212000 – Business Software Applications 1
820951000 – Digital Design I
Administrative Office Specialist Pathway
9th Grade
English I
Algebra I
Earth Space Science
HOPE
Personal Career School
Development
Elective
10th Grade
English II
Geometry
Biology
World History
Elective
11th Grade
English III
Algebra II
Chemistry
US History
Elective
12th Grade
English IV
College Algebra
Physics
Govt./Economics
Elective
Digital Information
Technology
Business Software
Applications 1
Administrative Office
Technology 1 OR;
Digital Design 1
This career pathway will meet the requirements for a student to be certified as a “Microsoft Office Specialist.”
During the courses, students will have to pass three out of five Microsoft exams (Word, PowerPoint, Excel, Outlook,
or Access) to be certified.
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Digital Design
Do you enjoy utilizing computers for all your academic needs? Do you enjoy learning new Office and Web
applications? Are you a fast learner when it comes to computer applications? Are you interested in a future career
that deals with computers? Then this is the career pathway for you!
The purpose of this program is to prepare students for employment in digital publishing positions, such as
Information Technology Assistants, Production Assistants, Digital Assistant Designers, Graphic Designers, and
Multi-Media Designers.
This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging
academic standards and relevant technical knowledge and skills needed to prepare for further education and careers
in the Arts, A/V Technology and Communication career cluster; provides technical skill proficiency, and includes
competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and
problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills,
and knowledge of all aspects of the Arts, A/V Technology and Communication career cluster.
The content includes but is not limited to enhanced practical experiences in computer generated art and text, graphic
design, graphic production, electronic design skills, preparation of electronic layouts and illustrations, and electronic
scanning; and development of specialized skills in 17multimedia presentations
Courses
820731000 – Digital Information Technology (DIT)
820951000 – Digital Design I
820952000 – Digital Design II
820953000 – Digital Design III
Digital Design Pathway
9th Grade
English I
Algebra I
Earth Space Science
HOPE
Personal Career School
Development
DIT
10th Grade
English II
Geometry
Biology
World History
Elective
11th Grade
English III
Algebra II
Chemistry
US History
Elective
12th Grade
English IV
College Algebra
Physics
Govt./Economics
Elective
Digital Design I
Digital Design II
Digital Design III
This career pathway will meet the requirements for a student to be certified as a Microsoft Office Specialist. During
the courses, student will have to pass three out of five Microsoft exams (Word, Excel, PowerPoint, Access, or
Outlook) to be certified as a “Microsoft Office Specialist.” Students will also have the opportunity to become
certified in several different Adobe Applications, such as Photoshop, Illustrator, or InDesign.
26
Carpentry Pathways
Building Construction Technologies & Building Trades and Construction Design Technology
The purpose of this program is to prepare students for employment or advanced training in the building construction
industry.
This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging
academic standards and relevant technical knowledge and skills needed to prepare for further education and careers
in the Architecture & Construction career cluster; provides technical skill proficiency, and includes competencybased applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving
skills, work attitudes, general employability skills, technical skills and occupation-specific skills, and knowledge of
all aspects of the Architecture & Construction career cluster.
The Carpentry Core Curriculum course is to develop the competencies essential to the building construction
industry. These competencies include skills and knowledge related to safety practices, the proper use of hand and
power tools, plan reading, basic rough carpentry and framing.
The Carpentry I course is to provide students with competencies in safety practices; the use of hand and power tools;
construction components, materials and hardware; construction industry occupations and employability skills.
The Carpentry II course is to provide students with competencies in rough and finish carpentry, masonry and
painting.
The Carpentry III course is to develop student competencies in construction related math and science, the built
environment and the green environment.
The content includes but is not limited to applying construction techniques; reading plans and specifications; and
developing trade skills in carpentry, masonry, electricity, plumbing and air conditioning.
Courses
8720310 - Core Curriculum
8722020 - Carpentry I
8725030 - Carpentry II
8725040 - Carpentry III
Building Construction Technologies Pathway
9th Grade
10th Grade
English I
English II
Algebra I
Geometry
Earth Space Science
Biology
HOPE
World History
Personal Career School DIT
Development
Carpentry: Core
Carpentry I NCCER
Curriculum
Certification
Level I
11th Grade
English III
Algebra II
Chemistry
US History
Elective
12th Grade
English IV
College Algebra
Physics
Govt./Economics
Elective
Carpentry II
NCCER Certification
Level I
Carpentry III
NCCER Certification
Level I
27
Culinary Arts Pathways
Culinary Arts
This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging
academic standards and relevant technical knowledge and skills needed to prepare for further education and careers
in the Hospitality and Tourism career cluster; provides technical skill proficiency, and includes competency-based
applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills,
work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all
aspects of the Hospitality and Tourism career cluster.
In the Culinary Arts I course covers the history of the food service industry and careers in that industry. Also
covered are safety in the workplace; employability skills; leadership/teamwork skills; care and use of commercial
culinary equipment; basic food science; basic nutrition; and following recipes in food preparation labs.
In the Culinary Arts II course students will learn state mandated guidelines for food service; how to attain food
handler training certification; and perform front-of-the-house and back-of-the-house duties. Students will prepare
quality food products and present them creatively; demonstrate safe, sanitary work procedures; understand food
science principles related to cooking and baking; and utilize nutrition concepts when planning meals/menus.
In the Culinary Arts III course the student will research career opportunities in professional cooking/baking; follow
guidelines on food selection, purchasing, and storage; and use communication skills. Students will prepare and
present a variety of advanced food products; create centerpieces; and research laws specific to the hospitality
industry. Also covered are management skills; how to develop a business plan; and utilization of technology in the
workplace. Students will be knowledgeable about food safety manager training/certification training programs that
are acceptable in Florida.
In the Culinary Arts IV In this course students will prepare various meals and food products including those for
individuals with various nutritional needs and/or dietary restrictions. The relationship between nutrition and
wellness will be examined. Cost control techniques and profitability will be covered as well as analysis of food
establishment menus. Students will also demonstrate basic financial literacy skills.
The content includes but is not limited to all aspects of preparation, presentation, and serving of food; leadership,
communication skills, employability skills, and safe/efficient work practices are also covered. This coursework
prepares students for employment in the food service/hospitality industry.
Courses
8800510 - Culinary Arts I
8800520 - Culinary Arts II
8800530 - Culinary Arts III
8800540 - Culinary Arts IV
Culinary Arts Pathway
9th Grade
English I
Algebra I
Earth Space Science
HOPE
Personal Career School
Development
Culinary Arts I
10th Grade
English II
Geometry
Biology
World History
DIT
11th Grade
English III
Algebra II
Chemistry
US History
Elective
12th Grade
English IV
College Algebra
Physics
Govt./Economics
Elective
Culinary Arts II
Culinary Arts III
Culinary IV
28
Drafting Pathways
Drafting
The purpose of this program is to prepare students for employment or advanced training in the drafting industry.
After completing courses in this program, students may elect to continue their studies through courses offered in the
Architectural Drafting, Mechanical Drafting or Structural Drafting programs.
This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging
academic standards and relevant technical knowledge and skills needed to prepare for further education and careers
in the Architecture and Construction career cluster; provides technical skill proficiency, and includes competencybased applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving
skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of
all aspects of the Architecture and Construction career cluster.
The Drafting I course provides instruction in basic drawing and drafting skills, applied mathematics, multi-view and
sectional drawings.
The Drafting II course provides competencies in basic architectural and civil computer-aided drafting and design, as
well as an overview of the history of the built environment.
The Drafting III course provides instruction in computer aided drafting skills, professional ethics and career and
education planning and sustainability issues related to the design, construction and maintenance of the built
environment.
The Drafting IV course is designed to provide instruction in three dimensional modeling.
The content includes but is not limited to freehand sketching, drafting by hand and computer and 3D modeling.
Courses
8725010 - Drafting I
8725020 - Drafting II
8725030 - Drafting III
8725040 - Drafting IV
Drafting Pathway
9th Grade
English I
Algebra I
Earth Space Science
HOPE
Personal Career School
Development
Drafting I
10th Grade
English II
Geometry
Biology
World History
DIT
11th Grade
English III
Algebra II
Chemistry
US History
Elective
12th Grade
English IV
College Algebra
Physics
Govt./Economics
Elective
Drafting II
Drafting III
Drafting IV
29
Fashion Design Pathways
Design Services Core & Principles of Fashion Design Services (Sewing 1 & 2)
The purpose of this program is to prepare students for initial employment or continued study in the Fashion industry.
This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging
academic standards and relevant technical knowledge and skills needed to prepare for further education and careers
in the Arts, A/V Technology and Communication career cluster; provides technical skill proficiency, and includes
competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and
problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills,
and knowledge of all aspects of the Arts, A/V Technology and Communication career cluster.
Design Services Core course is the core course of the fashion design services program. It is designed to develop
competencies in the areas of the fashion design industry. It includes essential basic skills for working in design
services, leadership and organizational skills, basic principles of design, textile characteristics and care,
employability skills, relationship of human factors to design services, safe use of tools and equipment, and selection
of appropriate materials.
The Principles of Fashion Design course is the second course of the Fashion Design Services program. It is designed
to further develop competencies in the area of Fashion Design Services. It includes employment opportunities in
fashion design services, basic skills essential to working in this industry, employability skills, elements and
principles of design, the terminology of the apparel industry, garment construction skills, sales techniques, and
entrepreneurship.
The content includes but is not limited to the following aspects of the fashion industry: planning, management,
finance, technical and production skills, underlying principles of technology, labor issues, community issues, and
health, safety, and environmental issues.
Courses
8506405 - Design Services Core (Sewing 1)
8506410 - Principles of Fashion Design Services (Sewing 2)
Fashion Design Pathway
9th Grade
English I
Algebra I
Earth Space Science
HOPE
Personal Career School
Development
Design Services Core
(Sewing 1)
10th Grade
English II
Geometry
Biology
World History
DIT
11th Grade
English III
Algebra II
Chemistry
US History
Elective
12th Grade
English IV
College Algebra
Physics
Govt./Economics
Elective
Principles of Fashion
Design Services
(Sewing 2)
Elective
Elective
30
COURSE OFFERINGS
LANGUAGE ARTS
Course
Recommended Prerequisites
English I
English I through ESOL
English Honors I
English II
English II through ESOL
English Honors II
None
ELL classification
3.0 GPA, 8th grade ELA FSA Levels 3-5
1 English credit
ELL classification
1 English credit, 3.0 GPA, 9th grade ELA FSA Levels
3-5
2 English credits
2 English credits, 3.0 GPA, 10th grade ELA FSA
Levels 3-5
2 English credits, 10th grade ELA FSA
Levels 3-5, AP sample
essay
English Honors II
3 English credits
3 English credits, 3.0 cumulative state GPA
Qualifying test scores (PERT, ACT, or SAT)
IB English Literature HL or SL 11th
English III
English III Honors
AP English Language and Composition
IB English Literature HL or SL (11th)
English IV College Readiness
Dual/College English I/II
IB English Literature HL or SL (12th)
Elective Credit
Speech
Debate
Journalism I
Journalism II, III, IV Yearbook
None
None
None
Journalism I and Teacher approval
These reading classes are required for remediation based on FCAT or FSA/ELA scores.
Intensive Reading Grade 9
Intensive Reading Grade 10
Intensive Reading Grades 11, 12
FSA/ELA Reading Level 1 or 2
FSA/ELA Reading Level 1 or 2
FCAT or FSA/ELA RDG score under passing
(passing scores vary by cohort entry year)
Reading instruction includes remediation in vocabulary, fluency, and comprehension skills. Students are assessed to
determine their proficiency level and receive instruction according to that level.
Ninth and tenth grade intensive reading is one full year each. Any student scoring Level 1 or a low Level 2 on
FSA/ELA will be required to take this class. A student scoring a high Level 2 on FSA/ELA may be placed in
Intensive Reading depending on the student’s FAIR placement score.
Eleventh and twelfth grade Intensive Reading may be one semester if the student attains a passing score on the
October FCAT or FSA/ELA administration. This class will be a requirement for those who have not previously
attained a passing score on the 10th grade FCAT or FSA/ELA.
Students with minimal need for remediation may qualify to receive their reading instruction through a content area
class with a reading endorsed teacher.
31
English I
This course is designed to provide instruction in English language skills and in literature. Students will write
approximately 2500 words in this class, including a research paper. Summer reading is required. Students are
responsible for obtaining the summer reading list from the teacher.
ESOL English 1 and ESOL English II provide the opportunity for limited English-speaking students to earn
required English credit within an ESOL structured program. Instruction in English language skills includes content
areas of literature, grammar, vocabulary and language.
English Honors I
This course is designed to promote academic excellence in English language skills and to provide students with
enriched experiences in literature, composition, speech, and listening skills. Approximately 3000 words of writing
will be required, including a research paper. To enroll in this class, a student should have scored on Level 3 or
higher on the Reading FCAT. Students must read two assigned readings prior to the first day of class. Students are
responsible for obtaining the summer reading list from the teacher.
English II
This course is designed to provide instruction in English language skills and in the study of world literature.
Approximately 3000 words of writing is required, including a research paper.
English Honors II
This is an accelerated class that requires students to think deeply and richly about both fiction and non-fiction. The
course offers a blend of classic and contemporary works from authors of diverse backgrounds. The course places a
heavy emphasis on a variety of writing skills; students will write approximately 4000 words, including a research
paper. To enroll in this class, a student should have scored a Level 3 or higher on the Grade 9 Reading FCAT.
Students will have required reading prior to the first day of class and are responsible for obtaining the reading list
and summer assignment(s) from the teacher. Students should expect a rigorous, challenging, active experience in
this course.
English III
This course is designed to provide instruction in English language skills and in the study of American literature.
Students will be required to read a novel outside of the textbook and write a research paper. Approximately 4000
words of writing will be required.
English III Honors
The purpose of this course is to provide grade 11 students, using texts of high complexity, advanced integrated
language arts study in reading, writing, speaking, listening, and language in preparation for college and career
readiness. Through the application, analysis, evaluation, and creation of complex ideas that are often abstract and
multi-faceted, students are challenged to think and collaborate critically on the content they are learning. Students
who take this class should plan on taking Dual Enrollment English during their senior year.
Advanced Placement English Language and Composition
Students choosing AP English Language and Composition should be interested in studying and writing various
kinds of analytic or persuasive essays. Students who have had experience in rhetorical analysis, argument, and
synthesis may more easily address the objectives of the course. While writing represents a significant component of
this course, the core skill required is the ability to read well. Due to this, it is recommended that students have a
minimum 3.0 GPA, have earned previous passing scores on the FCAT/FSA, have received their sophomore English
teacher’s recommendation, and have completed a sample AP Essay writing assignment with their English II/English
II Honors teacher to ensure they are prepared for the rigorous nature of an Advanced Placement class.
Students are required to complete a summer reading assignment and summer reading journal that will be due at the
beginning of the first day of class. Students should see Ms. Rosenbaum or visit her website to find out information
on this assignment. College credit is determined by individual college/university standards. Students planning to
attend a highly competitive college are encouraged to take Advanced Placement classes.
32
IB English Literature HL or SL
The purpose of this two-year course is to develop independent critical competency in the study of literature and to
foster a high level of achievement in writing, reading, and speaking.
English IV College Readiness
This course is emphasizes the reading, language, composition, and vocabulary skills required for success in college
freshman English. Students will analyze various types of informational and literary texts and the writing styles
associated with each. A research paper is also required.
Dual/College English I / II
These courses are designed to offer students college level literature and composition under the guidelines of South
Florida State College. A research paper and approximately 6,000 words of writing are required each semester.
Students must read two books prior to the first day of class. Students are responsible for meeting with their teacher
to obtain the summer reading list and to discuss the course syllabus. Students earning a 3 or higher on the AP
Language Exam can take Dual College English II only. Students earn three college credits for each course.
Speech
In this class students will prepare and present speeches, focusing on knowledge of the fundamentals of
communication, the role of context in effective communication, listening skills, message delivery, research skills
and message creation for public speaking.
Debate
This course offers students instruction in the fundamentals of argumentation and problem solving. Students learn
logical thinking, organization of facts, and speaking skills. Opportunities to practice research skills related to debate
topics and to participate in frequent debate situations are included.
Journalism I
Students will learn newspaper terminology and develop skills in interviewing, internet research, current events,
advertising, mass media, writing in journalistic style, editing, page design, digital photography and computer
pagination. This course is a requirement for students who are interested in joining the yearbook or newsletter staff.
Journalism II, III, and IV Yearbook
Students are responsible for news gathering, photos, advertising, printing, and circulation of the SHS yearbook, the
Nancesowee. Teacher approval is required to enroll.
33
MATHEMATICS
Course
Recommended Prerequisites
Algebra 1A
Algebra 1B
Algebra I
Geometry
Geometry Honors
Liberal Arts Mathematics
Algebra II
Algebra II Honors
Mathematics for College Readiness
Dual College Algebra
Trigonometry Honors
Level 1 on Grade 8 FSA Math
Algebra 1A
Level 2-5 on Grade 8 FSA Math
Algebra I
Algebra 1
Geometry
Geometry
Geometry
Algebra II /Algebra II Honors
Algebra II/Algebra II Honors
3.0 overall State GPA
Qualifying test scores (PERT, ACT, SAT)
Algebra II
Dual/College Trigonometry
Probability and Statistics Honors
Dual/College Elem. Statistics
Pre-Calculus Honors
Dual/College Pre-Calculus
Calculus Honors
Dual/College Calculus
Advanced Placement Calculus AB/BC
IB Mathematical Studies, SL
College Algebra / 3.0 overall state GPA
Algebra II
College Algebra /3.0 overall state GPA
Algebra II or Trigonometry
College Trig / 3.0 overall state GPA
Trigonometry
College Pre-Calculus / 3.0 overall state GPA
College Trig
Algebra II/Honors
Algebra 1A
The purpose of this course is to develop basic algebraic concepts and processes that can be used to solve a variety of
real world and mathematical problems. This is the first of a two year- sequence of courses, Algebra 1A and Algebra
1B. Together, the two courses have the same requirements as Algebra 1.
Algebra 1B
The purpose of this course is to develop basic algebraic concepts and processes that can be used to solve a variety of
real world and mathematical problems. This is the second of a two year- sequence of courses, Algebra 1A and
Algebra 1B. Together, the two courses have the same requirements as Algebra 1.
Algebra I
This course is designed to provide the foundation for more advanced mathematics courses and to develop the skills
needed to solve a variety of real-world mathematical problems. Topics include number systems, factoring,
exponents, square roots, solving linear equations and inequalities, coordinate graphing and radical equations.
Geometry
The purpose of this course is to develop the geometric relationships and deductive strategies which can be used to
solve a variety of real-world and mathematical problems. This course introduces basic logic and its use in problemsolving. Topics include congruence, similarity, perpendicularity, circles and quadrilaterals, formal proof writing,
Pythagorean Theorem, and areas of polygons.
Geometry Honors
The purpose of this course is to give a rigorous in-depth study of geometry with emphasis on methods of proof and
the formal language of mathematics. To enroll in this course, a student should have scored on Level 3 or higher on
the Algebra I EOC.
34
Liberal Arts Mathematics
The purpose of this course is to enable students to strengthen algebraic and geometric concepts and skills necessary
for further study of mathematics. The course will include exponents and radicals, algebraic expressions,
polynomials, equations, inequalities, graphs, geometric relationships, and basic concepts of data analysis and
probability.
Algebra II
The purpose of this course is to continue the study of algebraic skills begun in Algebra I. The content will include
the structure and properties of the complex number system; relations and functions, solving equations dealing with
polynomial, exponential, and logarithmic functions; solving linear equations, inequalities, and systems of equations
and inequalities; solving quadratic equations using factoring techniques and the quadratic formula; and graphing
conic sections.
Algebra II Honors
This course is designed to explore operations and relations among real and imaginary numbers. The content will
include the structure and properties of the complex number system; arithmetic and geometric sequences and series;
relations, functions, and graphs of polynomial, exponential, and logarithmic functions; a variety of solution
strategies for linear equations, inequalities, and systems of equations and inequalities; the quadratic formula; conic
sections; basic matrix operations; data analysis; and probability, permutations, and combinations.
Mathematics for College Readiness
The purpose of this course is to continue the study of algebraic skills learned in Algebra II. It will prepare students
for the course Algebra for College Students and help make an acceptable score on the college placement test. The
following objectives will be included: operations with the complex numbers, algebraic expressions, relations,
functions, polynomial equations, exponents, logarithms, matrices, compound interest, measure of central tendency,
linear equations, inequalities, quadratic equations, factoring, algebraic fractions and conics.
Dual/College Algebra
The purpose of this course is to continue the rigorous and in-depth study of algebra begun in Algebra II and to
provide the foundation of algebraic skills necessary to be successful in future dual enrollment math courses. The
course will include rational expressions and functions, radical expressions and root functions, quadratic equations
and inequalities, conic sections, operations involving composite functions, inverse functions, exponential and
logarithmic functions, sequences, series, permutations, combinations, and probability.
Trigonometry Honors
This course is designed to prepare students to be successful in Pre-Calculus. Topics include but are not limited to an
in depth study of: definitions of trigonometric functions, finding trig. function values with and without a calculator,
solving right triangles, the creations of models to solve contextual problems, the unit circle and circular functions,
graphs of various trig. functions, trigonometric identities, solving trig. equations, vectors and their operations,
complex numbers, polar equations, and parametric equations.
Dual/College Trigonometry
This is a study of trigonometric functions and their inverses, trigonometric identities and conditional equations,
vectors and complex numbers, techniques of graphing, solutions of triangles, and practical applications of
trigonometry.
Probability and Statistics Honors
Probability and Statistics is designed to introduce students to the major concepts and tools for collecting, analyzing,
and drawing conclusions from data. The major broad conceptual themes are exploring data; planning a study;
organizing the data for presentation be it histograms, frequency polygons, ogive, pareto charts, time series graphs,
pie graph, dot plots, or stem and leaf plots; classical probability; empirical probability; probability and counting
rules; correlation and regression; and hypothesis testing using the traditional method and P-Value method.
35
Dual/College Elementary Statistics
The purpose of this course is to enable students to develop and apply knowledge of statistics and probability to the
statistical process of collection of data, planning the investigation, analyzing the data, and making inferences. The
content will include measures of central tendency and variability, analysis of experimental design, randomness and
sampling techniques, binomial and normal distributions, hypothesis testing, and use of confidence intervals.
Pre-Calculus Honors
Precalculus is designed to provide a foundation for the study of calculus. Topics include but are not limited to:
analysis of algebraic, exponential, polynomial, rational, logarithmic, and trigonometric functions, intermediate and
extreme value theorems, analytic geometry, limits and continuity, derivatives and integrals, and their applications.
Dual/College Pre-Calculus
This course is designed to prepare college bound students for calculus. It will provide the student with a study of
intermediate algebra, analytic geometry, and review of trigonometry. Specific topics will include circular and
trigonometric functions, polynomial functions, partial fractions and their uses, introduction to the concept of limits,
vectors in the plane and in space, and graphing functions (upper and lower bounds).
Calculus Honors
Calculus is designed for students who have a thorough knowledge of college preparatory mathematics and
elementary (algebraic, trigonometric, exponential, and logarithmic) functions. Topics include but are not limited to:
limits and continuity, derivatives and integrals, and their applications.
Dual/College Calculus
This course is designed for those students who have mastered the concepts of college algebra and trigonometry.
Topics include: functions, graphing, continuity, limits, derivatives, and integrals, volumes of solids, analytical
geometry, and applications.
Advanced Placement Calculus AB/BC
Like the college course, the purpose of this course is to teach calculus concepts (limits, derivatives, differentiation,
integration, applications of differentiation and integration, series and sequences, and topics in vector calculus) and
help students develop problem-solving skills needed to succeed on the AP test. College credit is determined by
individual college/university standards.
36
SCIENCE
Course
Recommended Prerequisites
Earth Space Science
Earth Space Science Honors
Biology
Biology Honors
Environmental Science
Chemistry 1
Chemistry Honors
Advanced Placement Chemistry
Physics Honors
Anatomy & Physiology Honors
Advanced Placement Biology
IB Biology II /III
IB Chemistry II/III
IB Environmental Systems and Societies I/II
None
Recommendation
1 Science credit
Pass FSA/ELA
Biology
2 Science credits, Geometry credit
Biology and Geometry credit
Grades 11 and 12
3 Science credits, Trig recommended
Pass Biology EOC, 2.0 GPA
2 Science credits
Biology Honors
Chemistry Honors
Biology Honors
Earth Science
This course explores origins and the connections between the physical, chemical, and biological processes of the
earth system. Students will learn about the composition of the Earth; the history of the Earth; and how the Earth is
constantly changing. The student will engage in hands-on-experience through practical lab exercises and
assignments.
Earth Space Science Honors
This course promotes academic excellence in science as the student learns about the composition of the Earth; the
history of the Earth; and how the Earth is constantly changing. The student will engage in hands-on-experience
through practical lab exercises and assignments.
Biology
This course is designed to provide students with general exploratory experiences and activities in the fundamental
concepts of life. The content in this course includes, but is not limited to the following units of study: The Nature
of Science, Ecology, Cells, Genetics, Changes of Species through Time, Human Anatomy and the Diversity of
Living Systems including all six Kingdoms of Life. Students will take the Florida EOC for Biology.
Biology Honors
This course is designed to prepare students for advanced science coursework in high school and college through the
study of advanced exploratory experiences and activities in the fundamental concepts of life. The content in this
course includes, but is not limited to the following units of study: The Nature of Science, Ecology, Cells, Genetics,
and Changes of Species through Time, Human Anatomy and the Diversity of Living Systems including all six
Kingdoms of Life. Students will take the Florida EOC for Biology.
Environmental Science
The goal of Environmental Science course 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 human-made, to evaluate the relative risks associated with these problems,
and to examine alternative solutions for resolving for preventing them. This course introduces fundamental
ecological concepts and explores the interactions within ecosystems. Students learn about the biosphere, major
biomes, ecosystems, chemical cycles, and the role of living things in ecosystems. In addition to learning about
environmental problems such as pollution, overpopulation, and habitat destruction, students explore practical
alternatives for protecting the environment and moving toward a sustainable future.
37
Chemistry 1
This course is designed to provide students with the study of the composition, properties, and changes associated
with matter. Course content includes topics such as atomic structure, the periodic table of the elements, bonding,
chemical formulas and equations and solutions acids and bases.
Chemistry Honors
This course is designed to prepare students for advanced science coursework in high school and college through the
study of composition, properties, and changes associated with matter in an accelerated pace. The content includes,
but is not limited to: atomic structure, periodic trends, bonding (ionic, covalent and metallic), nomenclature (ionic,
covalent and organic), identification and prediction of chemical reactions, stoichiometric calculations, energetic,
states of matter, gas laws and solutions. More laboratory experiences will be provided than in regular Chemistry.
Advanced Placement Chemistry
The Advanced Placement Chemistry course is designed to be the equivalent of a general Chemistry course taken
during the first year of college. Advanced Placement Chemistry provides an orderly development of the fundamental
concepts and principles of Chemistry with an emphasis on inquiry and critical thinking skills including: problem
solving, mathematical reasoning, and experimental investigations. Laboratory work is an integral component of this
course. Technology including graphing calculators, probeware, graphing and data analysis software, and chemistry
apparatus is used throughout this course. Students should understand that this course is designed to be a second year
chemistry course. It is recommended that students successfully complete Honors Chemistry before signing up for
this course.
Physics Honors
This course is designed to provide students with an introductory study of the theories and laws governing the
interaction of matter, energy, and the forces of nature.
Anatomy & Physiology Honors
This course provides both a theory and laboratory experience in the structures and functions of the components of
the human body. Course content includes anatomical terminology, cells and tissues, systems of the body, genetics
and disease processes.
Advanced Placement Biology
This course is designed to be the equivalent of the general biology course usually taken during the first year of
college. Students should attain a depth of understanding in topics such as the study of molecules, cells,
photosynthesis, cellular respiration, genetics, evolution, and structure and function of organisms. Students will be
expected to take the AP Test in May. College credit is determined by individual college/university standards.
IB Biology II / III
The purpose of this two-year course is to provide a study of the facts, principles and processes of biology. Topics
include Cellular and Molecular Biology, Genetics, Evolution & Biodiversity, Human and Animal Physiology, Plant
Science, and Ecology & Conservation. This course includes student-designed experimentation that allows for the
collection and interpretation of sufficient relevant data and formulation of hypotheses from available background
resources. Students will be expected to take the IB Exam in May of their senior year.
IB Chemistry II/ III
The purpose of this two-year course is to provide an in-depth quantitative study of the development and application
of chemistry principles, concepts, and experimental methods. Topics include atomic structure, periodicity, bonding,
energetic, kinetics, equilibrium, acids and bases, oxidation and reduction, and organic chemistry with laboratory
applications in the areas of environmental chemistry and human biochemistry. Students will have a greater
responsibility in collecting and processing their data and for designing laboratory experiments ranging from
narrowly focused tasks to open-ended investigations. Students will be expected to take the IB Exam in May of
senior year.
38
IB Environmental Systems and Societies SL
The prime intent for this two-year course is to provide students with a coherent perspective of interrelationships
between environmental systems and societies; one that enables them to adopt an informed personal response to the
wide range of pressing environmental issues that they will inevitably come to face. The teaching approach is such
that students are allowed to evaluate the scientific, ethical and socio-political aspects of life. This is a two-year
course taken over the junior and senior year. Students will be expected to take the IB Exam in May of senior year.
39
SOCIAL STUDIES
Course
Recommended Prerequisites
World History
World History Honors
Visions and Countervisions Honors
United States History
United States History Honors
AP United States History
IB History of the Americas
Economics
Economics Honors
American Government
American Government Honors
AP American Government*
American Political Systems Honors *
*These courses must be taken in conjunction with each other.*
Elective Credit.
Psychology
AP Psychology
Law Studies
Contemporary History
IB Theory of Knowledge (TOK)
IB Information Technology in a Global Society (ITGS)
None
Pass Civics EOC and FSA/ELA
World History Honors
World History
3.0 GPA in World History Honors
Or Teacher Recommendation
World History Honors and
English II Honors
World History Honors and
Visions/Countervisions
US History
3.0 GPA in US History
US History
3.0 GPA in US History
AP/US History Honors and
AP/English III Honors
US History
Grades 11, 12
2 Social Studies credits
Grades 11, 12
Grades 11, 12
Grades 11, 12
Grades 11, 12
World History
This course is designed to provide students the opportunity to acquire an understanding of the chronological
development of civilization by examining the political, economic, social, religious, military, and cultural events that
have affected humanity.
World History Honors
This course is designed to provide students the opportunity to acquire an in-depth understanding of the
chronological development of civilization by examining the political, economic, social, religious, military and
cultural events that have affected humanity. To enroll in this class, a student should have successfully completed
Civics and passed the Civics EOC exam as well as the FSA/ELA exam.
Visions and Countervisions Honors
This course is an American History course designed to prepare students for advanced courses in social studies. The
primary content emphasis for this course pertains to the chronological study of major concepts and trends evidenced
in the United States, Europe, and the world from 1848 to the present. Content should include, but is not limited to,
the visions of revolution, nationalism, and imperialism evidenced in European history from 1848 to 1918,
international politics from 1819 to 1945 emphasizing post-war Europe, cultural identities following nationalist and
independent movements, the development and rise of communism, domestic issues affecting the United States from
1880 to the present, and the United States economic, political, and social policies and their effects on the world from
1898 to the present. Students will take the American History Florida EOC at the end of this course.
United States History
40
This course is designed to provide students the opportunity to acquire an understanding of the chronological
development of the American people by examining significant events.
United States History Honors
This course is designed to provide students the opportunity to acquire an in-depth understanding of the
chronological development of the American people and to prepare students for advanced courses in social studies by
examining the political, economic, social, religious, military and cultural events that have affected the United States.
Students will take the United States History Florida End of Course examination at the completion of this course. To
enroll in this class, a student should have a teacher recommendation or have successfully completed World History
Honors with a 3.0 GPA or above.
Advanced Placement United States History
This course offers students the opportunity to acquire an in-depth understanding of the chronological development
of our American history by examining the political, economic, social, religious, military and cultural events that
have affected the growth and development of the United States. Students will take the United States History End of
Course Exam together with the United States History AP exam in May at the completion of this course. Students
that are successful are recommended to have completed the following courses with a 3.0 GPA: World History
Honors and English II Honors. College credit is determined by individual college/university standards.
History of the Americas – International Baccalaureate HL
This two –year course is a Group 3 subject in the IB Diploma Program and culminates in a comprehensive
examination of the major events that shaped the Western Hemisphere. In the first year, students will study and
analyze historical events that have impacted Latin America, Canada and the United States through the 19th century.
In the second year, students will focus on 20th century world topics, specifically on the Cold War and the Americas.
Students are provided the opportunity to acquire and demonstrate an understanding of events with emphasis on
historical context, cause and effect, continuity and change, historiography and evaluation and synthesis using
historical sources as evidence. Students will take the IB exam in May of the second year. To enroll in this class,
students must meet all requirements for entrance into the IB Diploma Program, have successfully completed World
History Honors, United States History Honors, obtained a passing score on the United States History EOC, English
II Honors and have instructor permission or recommendation. College credit is determined by individual
college/university standards.
Information Technology in a Global Society (ITGS) – International Baccalaureate HL
This course focuses on the study and evaluation of the impact of informational technology on individuals and
society. It explores the advantages and disadvantages of the use of digitized information at the local and global
levels. ITGS provides the framework for the student to make informed judgments and decisions regarding
information technology within social contexts.
Economics
This course is designed to provide students the opportunity to acquire understanding of the way in which society
used its limited resources to satisfy unlimited wants and how economic systems solve basic economic problems.
Economics Honors
This course is designed to provide students the opportunity to acquire understanding of the way in which society
used its limited resources to satisfy unlimited wants. Students will gain understanding of choices they must make as
producers, consumers, investors and taxpayers. Extra research will be required.
American Government
This course is designed to provide students the opportunity to acquire an understanding of American government
and political behavior.
American Government Honors
41
This course is designed to provide students the opportunity to acquire an in-depth understanding of American
government and political behavior. To enroll in this class, students should have completed World History Honors
and have attained a passing score on the United States History EOC exam. It is recommended that students have a
minimum 3.0 GPA.
*Advanced Placement American Government
This course is designed to provide students the opportunity to acquire an understanding of American government
and political behavior. Students learn general concepts used to interpret American politics and government.
Students also become familiar with the various institutions, groups, beliefs and ideas that constitute the American
political perspective. Extra research is required. Students are expected to sit for the AP exam in May. College
credit is determined by individual college/university standards. Students that are successful are recommended to
have completed the following courses with a 3.0 GPA: World History Honors and Honors or AP English.
College credit is determined by individual college/university standards. *This course should be taken in
conjunction with Honors American Political Systems.
*American Political Systems Honors
This course is paired with AP American Government to continue study of American politics and government in
preparation for the AP American Government Exam. *This course should be taken following AP American
Government.
Psychology
This course is designed to provide students with the opportunity to acquire an understanding of human behavior.
Advanced Placement Psychology
AP Psychology will provide students an opportunity to acquire a comprehensive understanding of the systematic and
scientific study of behavior and mental processes of human beings and other animals. A goal of this course is to
provide students with a learning experience equivalent to that obtained in most college introductory psychology
courses, in addition to preparing students for the AP Exam. This college level course will expand your knowledge,
challenge your mind and, at times, actually be entertaining! It will help you to better understand yourself and those
around you. All students will be prepared and expected to take the Advanced Placement Psychology Exam.
Law Studies
In this course students will learn about the American legal system. They will examine those laws which have an
impact on citizen’s lives and are provided with an introduction to fundamental civil and criminal justice procedures.
Course content will include the adult and juvenile courts, family and consumer law, causes and consequences of
crime, individual rights and responsibilities and career opportunities in the legal system.
Contemporary History
The primary content emphasis for this course pertains to the study of the development of the contemporary world
within the context of history in order to analyze current events. Students use knowledge pertaining to history,
geography, economics, political processes, religion, ethics, diverse cultures and humanities to solve problems in
academic, civic, social and employment settings.
IB Theory of Knowledge (TOK)
This course is designed to challenge assumptions of knowledge, examine the reliability of critical sources, consider
different cultural and emotional perceptions and to foster international understanding. This course (TOK) is a key
element in the International Baccalaureate Program.
42
FOREIGN LANGUAGE
Course
Prerequisites
Spanish I
Spanish for Spanish Speakers I
Spanish II
Spanish for Spanish Speakers II
Spanish III Honors
IB Spanish IV/V SL or HL
None
Placement test
Spanish I
Placement test
Spanish II
Spanish II
Two sequential credits in the same foreign language are required for admission into Florida’s four-year universities,
for admission into many out-of-state colleges and universities, and for the Bright Futures Academic Scholars and
Medallion Scholars Awards.
Spanish I
This course provides a standard introduction to beginning Spanish, including listening, reading, writing, and
speaking, as well as cultural awareness. This class is designed to meet the needs and interests of students with
average abilities and not recommended for Spanish speakers. Students may waiver Spanish I if they demonstrate
mastery of the Spanish I Performance Standards; however, no credit will be given for Spanish I if it is waivered.
Spanish for Spanish Speakers I
This course is designed for native Spanish Speakers. It concentrates on reading and writing in Spanish, including a
review of grammar and an introduction to Spanish literature. It will also give an overview of Hispanic countries.
This course is conducted entirely in Spanish.
Spanish II
This course is designed to reinforce the fundamental skills acquired by the students. This course develops increased
listening, speaking, reading and writing skills as well as cultural awareness.
Spanish for Spanish Speakers II
This course is a continuation of Spanish for Spanish Speakers I. Additional focus is placed on reading
comprehension, formal writing and an introduction to Spanish films. Special projects will include the study of
Hispanic cultures. This course will be held entirely in Spanish.
Spanish III Honors
This course provides advanced use of Spanish for listening, reading, and communication. Hispanic and Spanish
culture is studied through music, art, literature and cuisine.
IB Spanish IV/V SL or HL
These courses enable students to enhance proficiency in Spanish through a linguistic, communicative, and cultural
approach to language learning. There is a continued emphasis on the development of listening, speaking, reading,
and writing skills and on the acquisition of the fundamentals of applied grammar. Activities include dialogue, roleplaying, vocabulary review, conversation practice, listening to native speakers on audiotape and videotape, singing
songs and reciting poems in Spanish, reading stories, novels, and other materials in Spanish, and cultural studies.
Students will be expected to take the IB exam in May of senior year.
43
ART
Course
Prerequisite
Art in World Cultures
Art 1 (Drawing & Painting)
Art 2 (Drawing & Painting)
Art 3 (Drawing & Painting)
Ceramics/Pottery I
Ceramics/Pottery II, III
AP Studio Art: Drawing
AP Studio Art: 2-D Design
AP Studio Art: 3-D Design
Portfolio I, II, III: Studio Workshop
Advanced Art 1and 2
IB Visual Arts (SL&HL) 3 and 4
None
None
Art 1/Recommendation
Art 2/Recommendation
Grades 9 - 12
Ceramics 1/II
Recommendation
Recommendation
Recommendation
Recommendation
High interest in Art and/or the IB Program
Grades 11 and 12
Art in World Cultures (semester class)
A global survey of art and culture, exploring historic context, symbols, and media responses to universal themes and
current events. This studio class includes creating original artwork in a variety of styles and materials.
Art I
This is an introductory art class to gradually build a foundation in 2-dimensional media. Students will develop and
build skills by using a variety of drawing and painting mediums such as pencil, charcoal, ink, tempera, and
watercolor painting. Students will learn basic observation and drawing skills, painting skills, perspective, and
composition. A variety of visual images will be produced, some with practical function and others exploring
different styles of art. Students will begin using sketchbooks to improve art skills.
Art II
Art II is designed for those who want to further improve skills in drawing, painting, and sketchbooks. The focus will
be on enhancing drawing and painting skills in design, techniques, composition, and perspective to create strong
visual images by using a variety of mediums. Resources will enhance the student’s study in art and students will
have the opportunity to begin to develop their own unique style. Students will also research artists and different
periods of art to create artwork from a period of art/artist.
Art III
Art III is designed for those who want to further develop their own skills in drawing, painting, and sketchbooks. In
this third year visual art course students will be expected to be self-motivated and able to work on in-depth studies
of at least two art media. In conjunction with media exploration, the students will research artists, movements or
cultures emphasizing the corresponding media choice.
44
Ceramics/Pottery I
Students will work with clay and investigate traditional methods of building pottery. Techniques investigated will
include pinch pots, slab building, coil method, wheel throwing and a combination of techniques. The tradition of
pottery will be investigated from a cultural perspective. Students will look at the work of famous historical potters as
well as contemporary masters.
Ceramics/Pottery II & III
Students will continue to work on more challenging clay problems, techniques and media. Course work will vary
according to individual interest. Students will explore the unique pottery forms of different cultures as well as the
role pottery has played in the history of mankind.
Advanced Placement Studio Art
This program enables highly motivated students to complete college-level work in studio art while still in high
school. AP Studio Art is not based on a written exam but a portfolio of artwork that is evaluated by the AP Program.
Summer work is a must and will be given to the student a jump start on the class. It is suggested that each AP Art
student take a portfolio class in addition to the AP art class to allow for the time needed to complete the rigorous
portfolio requirements.
There are three sections of AP Studio Art to choose from:
AP Studio Art: Drawing
Students develop advanced skills in drawing and painting and other materials.
AP Studio Art: 2-D Design
Students apply research to produce two dimensional art using materials and techniques including drawing, painting,
design, printmaking, collage, papermaking, commercial art, digital imaging and photography.
AP Studio Art: 3-D Design
Students apply research to produce three-dimensional art using materials and techniques including sculpture,
architectural models, apparel, ceramics, assemblage, cast forms, fiber arts and metalwork.
Portfolio I, II, III: Studio Workshops
A student in these courses will further develop awareness, appreciation, and understanding of visual art through
studio production, history and appreciation, and group and personal evaluation. This course is designed for the
serious art student. Students will have the opportunity to explore and discover more about their areas of interest in
art, thus emphasizing individual development and style. Portfolio classes allow further advanced art study for the
student who cannot fit Art II/III or Ceramics II/III into his/her schedule.
Advanced Art 1 and 2
These courses are for highly motivated students that have a strong interest in art and/or in the IB program and want
to get a head start toward Area 6 of the IB program and/or possibly an AP Art course. These courses explore a
variety of materials, artistic ideas, study of cultures and art time periods and the traditional and contemporary art.
Students will complete a variety of projects in drawing, painting, design, ceramics, sculpture, photography and
printmaking.
IB Visual Art (SL) 3 and 4
This two year course is for any student who is interested in Art or any IB student that would like to pursue the two
year program toward Area 6 of the IB program. A prerequisite of art is encouraged but not expected and any student
with past experience in art may try for the IB Art certificate. This program enables highly motivated students to
complete a portfolio of studio work and sketchbook work that will be judged as a final exam before a visiting
examiner. The students are also able to turn in their portfolio toward credit in AP Studio Art classes.
45
THEATRE ARTS
Course
Prerequisites
Acting I
Acting 2
Acting 3
Acting 4
None
Acting 1
Acting 2
Acting 3
Acting I
Through improvisation, simple scripted scenes, performance projects, and/or practical application, students learn to
identify what makes performances believable and explore the tools used to create, articulate, and execute them.
Upon completion of this course, students have a strong foundation for future scene work, script analysis, and play
production. Public performance may serve as a culmination of specific instructional goals. Students may be required
to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess
learning in the classroom.
Acting 2
Students examine the various dimensions of characters of characters through analysis, discussion, and classroom
performance, working with scripts from a variety of time periods and cultures. They learn to break down a scene
from a character’s point of view, and also learn to sustain a character and build the relationship between actor and
audience. Public performances may serve as a culmination of specific instructional goals. Students may be required
to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess
learning in the classroom.
Acting 3
Students focus on development of significant acting skills and knowledge of the actor’s literature, compiling a
working actor’s portfolio for exhibition and/or the interview process. They research potential job opportunities in the
film, television, game animation, and theatre industries, as well as scholarships and opportunities at the university
level. An inquiry-based capstone project may be required. Public performances may serve as a culmination of
specific instructional goals. Students may be required to participate in rehearsals and performances outside the
school day to support, extend, and assess learning in the classroom.
Acting 4 Honors
Students create characters for theatrical and film/video productions through scene, character, and technical analysis.
Through improvisation, script writing, and aesthetic creation and collaboration, actors refine their working
knowledge independent thought, articulating and justifying their creative choices. Students’ “critical eye” becomes
more developed and significant mastery of artistic choices becomes evident. An inquiry-based capstone project may
be required. Public performances may serve as a culmination of specific instructional goals. Students may be
required to participate in rehearsals and performances outside the school day to support, extend, and assess learning
in the classroom.
46
MUSIC DEPARTMENT – BAND
Course
Prerequisite
Band I
Band II
Band III
Band IV
Band V
Band VI
Instrumental Ensemble (Drum Line) I , II, III, IV
Instrumental Ensemble (Handbell Choir) I, II, III, IV
Eurhythmics I , II, III, IV
Jazz Ensemble (Jazz Band) I , II, III, IV
Music Theory
Guitar I
IB Music
Audition/Recommendation
Audition/Recommendation
Audition/Recommendation
Audition/Recommendation
Audition/Recommendation
Audition/Recommendation
Audition
Audition
Audition
Audition
Audition/Recommendation
Recommendation
11 – 12, must be taken concurrently with
band or chorus
None
Music of the World
The band program at Sebring High School is designed to train students to become more expressive musicians, more
proficient sight-readers, and better ensemble members. Being a member of any performance organization is a yearlong endeavor. There will be after school or evening rehearsals and performances. These will be announced in
advance and are required. Students will receive a grade for attendance and participation in these events. Failure to
attend a rehearsal or performance will result in a loss of points for that event. Attendance is mandatory at all public
performances as these performances are a natural outgrowth of the daily classroom activities and instruction in band
class.
The Sebring High school Band Program consists of four performing ensembles: Symphonic Band, Concert Band,
Percussion Ensemble (Drum Line), and Color Guard. In the fall, all of these groups combine to form the Spirit of
Sebring Marching Band. All students are required to participate in Marching Band. At the conclusion of football
season, all of these groups prepare during class time and after school rehearsals for their individual performances in
winter and spring. Each group prepares its own program for concerts and evaluations.
Symphonic Band (Band I – Band VI)
The symphonic band plays the most advance band literature. It is made up primarily of upperclassman, but is open
to all students. Sectionals and full ensemble rehearsals will be held after school throughout the year. Students must
audition for the director to become a member of this band.
Concert Band (Band 1 – Band VI)
This concert band plays more traditional band literature. Only a few after-school rehearsals are held throughout the
year (after marching season has concluded). Students do not need to audition to become a member of this group.
Percussion Ensemble/Drum Line
All percussion students should be in this class. Members of this ensemble will serve as the Drum Line and Pit
members of the Marching Band. Percussion students interested in becoming members of the Wind Ensemble or
Concert Band must audition for the director (each group will have 3-6 percussionists). Percussion students must
have previous musical training; beginners are not allowed.
Hand bell Choir Ensemble
Students will read and identify notation, follow director’s tempo and dynamics, learn and use advanced hand bell
ringing techniques, determine and perform variety of rhythms, time and key signatures. Students will be expected to
work on and review music outside of class and represent Sebring High School in concerts around the community.
47
Students are required to attend all scheduled concerts (winter and spring) and concerts scheduled during the school
day. Prerequisite: Ability to read standard notation (rhythms)
Eurhythmics (First Semester Color Guard, Second Semester Winter Guard)
The purpose of this course is to enable students to develop basic skills in creating, performing, and evaluating
choreographed performances as an independent ensemble and in cooperation with the marching band. Emphasis is
placed on equipment manipulation, precision, and the relationship between music and movement. During the second
semester, Eurhythmics Winter guard performs at Basketball games.
Jazz Ensemble (Jazz Band)
This course is a performance ensemble that is not attached to the marching band or concert band. This group reads
intermediate jazz charts, learns the basics of jazz theory for soloing, and goes out into the community for
performances. A few after school rehearsals may be called. Instrumentation includes Saxophones, Trumpets,
Trombones, and Rhythm (Piano, Guitar, Bass, and Drum Set). This group is an audition only Ensemble.
Music Theory
In this course students will learn how to analyze chords and melodies, perform melodic dictation, and sight singing.
Students will be expected to know how to read basic musical notation. Prior musical experience is required. This
course is a year-long course.
Guitar I
Introductory classroom instruction in popular styles of guitar playing: technique, music reading (notation and
tablature), chord symbols, song accompaniment patterns, stage etiquette and ensemble performance. Students will be
expected to provide their own guitar and combination lock for storage in a band room locker. This course is both a
lecture and laboratory course. Lecture materials are reinforced with hands-on experience in class. Students will be
expected to participate in a recital at the end of the school year.
IB Music
Students will develop their knowledge and potential as musicians, both personally and collaboratively. Students may
choose between band and chorus to meet performance requirements and will take an additional course to meet
additional requirements of the course designed to help students become aware of how artists work and communicate,
enjoy lifelong engagement with the arts, become informed, reflective and critical practitioners in the arts, understand
the dynamic and changing nature of the arts, and explore and value the diversity of the arts across time, place and
cultures.
Music of the World
Students explore the musical traditions of 20th and 21st century American and global communities around the world
through study of current trends, focusing on the function of music within various cultures (e.g. jazz, world
drumming, mariachi, soul, gamelan, Bollywood, digital). Students examine and report on human activities involving
music, technology, and culture-related influences on music and the sounds and structures of music composition.
Classroom presentations may serve as a resource for specific instructional goals. Students may be required to attend
one or more performances outside the school day to support, extend, and assess learning in the classroom.
48
MUSIC DEPARTMENT – CHORUS
Course
Prerequisites
Mixed Choirs
Chorus I (Freshman Choir)
Chorus II (Concert Choir)
Chorus III (Varsity Choir)
Chorus IV
Chorus V
Recommendation
Recommendation
Audition
Audition
Audition
Vocal Ensemble I (Show Choir), II, III, IV Hon
Audition
Women’s Choir
Chorus H/L I, II, III
Recommendation
Keyboard/Piano
Keyboard I Piano
Keyboard II /III Piano
IB Music (description pg. 28)
Music of the World (description pg. 28)
None
Recommendation
IB Program
None
Varsity Choir
This class is designed to provide students with instruction in the application of vocal musicianship and technical
skills through the study of various choral literature. This choir requires many outside performances and activities.
Students must purchase a uniform.
Show Choir
Show Choir is a highly auditioned group that does many outside performances throughout the entire school year.
Auditions are held in the spring of the school year for one week before and after the school day. Adjudicators are
brought in from other schools, etc. to judge. A Grade Point Average of 2.0 is required.
Concert Choir
This is a mixed choir that sings four-part literature. This class also requires outside activities and performances
throughout the school year. Choir members must purchase a uniform.
Women’s Choir
This class is designed to provide students an opportunity to develop proper vocal technique and sing female
literature. Outside performances and activities are required. Choir members must purchase a uniform. This choir is
all female and performs music from madrigals to pop music.
Freshmen Choir
This choir consists of all ninth grade students who want to sing for SHS. Previous choir experience is good but not
required. Students purchase their own chorus outfit. There are several outside performances and activities
throughout the school year.
Piano-Keyboard
Students develop piano techniques while learning to read music, acquire and apply knowledge of music theory, and
explore the role of keyboard music in history and culture. Students develop skills in analytical listening and explore
musical creativity in the form of basic improvisation and basic composition. Public performances may serve as a
culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and
performances outside the school day to support, extend, and assess learning in the classroom.
49
PHYSICAL EDUCATION
Personal Fitness*
PE Lifestyles
Individual and Dual Sports I
Team Sports I / Team Sports II
Beg. / Int. /Adv Weight Training
Comprehensive Fitness
Recreation
Track and Field
Intermediate Swimming
Personal Fitness
This course is a *State required course designed to provide students with opportunities to develop an individual
optimal level of physical fitness, acquire knowledge of physical fitness concepts, and acquire knowledge of the
significance of lifestyle on one’s health and fitness.
PE Lifestyle
This course focuses on fitness-based activities, rather that sports and games. These activities may include
walking/running, exercise, aerobics, swimming, weightlifting and jump rope.
Individual and Dual Sports I
The purpose of this course is to develop the physical skills necessary to be competent in many forms of movement,
knowledge of concepts such as offensive and defensive strategies and tactics, and appropriate social behaviors
within an individual or two-person team setting. The integration of fitness concepts throughout the content is critical
to the success of this course.
Team Sports I, II
The purpose of this course is to enable students to acquire knowledge of team sports play, develop skills in selected
team sports, and improve health-related fitness. Team Sports may include basketball, flag football, soccer, softball,
track and field, water polo, Frisbee, and volleyball.
Weight Training (Beginning, Intermediate, Advanced)
These courses provide students with opportunities to acquire basic knowledge and skills in weight training that may
be used in the pursuit of physical fitness and to improve strength, endurance, and enhance body image.
Comprehensive Fitness This course focuses on the health-related component of physical fitness including
cardiovascular endurance, muscular strength, flexibility and body composition.
Recreation
This course provides opportunities for students to develop physical fitness through individual /group sports and
activities. These may include tennis, golf, softball, fitness regime, martial arts, and skateboard demonstrations.
Track and Field
This course provides opportunities for students to develop physical fitness through track and field events. Students
will acquire basic knowledge of track and field techniques.
Intermediate Swimming
Swimmers must be able to swim 50 yards without stopping and have knowledge of the basic strokes. Swimmers will
improve their skills, techniques and abilities.
50
CAREER and TECHNOLOGY EDUCATION
AGRICULTURE, FOOD AND NATURAL RESOURCES
Course
Prerequisites
Agriscience Foundations
Agritechnology 1
Agritechnology 2
Veterinary Assisting 1
Veterinary Assisting 2
Veterinary Assisting 3
Veterinary Assisting 4
Introductory Horticulture 2
Horticulture 3
None
Agriscience Foundations
Agritechnology 1
None
Veterinary Assisting 1
Veterinary Assisting 2
Veterinary Assisting 3
Agriscience Foundations
Introductory Horticulture 2
Agriscience Foundations
This course explores the different careers in agriculture, develops mechanical and carpentry skills, and explores
different areas in horticulture, livestock production, and citrus production. This course is designed to develop
competencies in the areas of agricultural history and the global impact of agriculture; career opportunities; scientific
and research concepts; biological and physical science principles; environmental principles; agriscience safety; and
principles of leadership. Laboratory-based activities are an integral part of this course. These include the safe use
and application of appropriate technology, scientific testing and observation equipment. This course will satisfy a
graduation requirement of a science with a laboratory component.
Agritechnology 1
This course is designed to develop competencies in the areas of agriscience industry careers; prevention and
treatment of livestock diseases; livestock anatomy; wholesale cuts of meat; animal reproduction; animal safety;
animal-health certification; plant growth; plant fertilization; safe use of pesticides; maintenance of tools and
equipment; record keeping; and employability skills
.
Agritechnology 2
This course is designed to develop competencies in the areas of job and training requirements; professional
organizations; crop identification; planting crops; fertilizer calculations and application; irrigation; pest control;
harvesting, packing, and grading crops, safe equipment operation; finance; and employability skills.
Veterinary Assisting 1
This course is designed to develop competencies in areas such as the history of the animal industry, applied
scientific and technological concepts, safety, terminology, careers, breed identification, animal care and human
relations skills.
Veterinary Assisting 2
This course is designed to develop competencies in the areas such as basic first aid; scientific and technological;
tools and equipment; breed identification; and functions of systems.
Veterinary Assisting 3
This course is designed to develop competencies in the areas of animal digestive systems; animal breeding; animal
control; animal overpopulation; animal related laws; and breeds.
Introductory Horticulture 2/Horticulture 3
This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging
academic standards and relevant technical knowledge and skills needed to prepare for further education and careers
in the Agriculture, Food and Natural Resources career cluster; provides technical skill proficiency, and includes
competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and
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problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills,
and knowledge of all aspects of the Agriculture, Food and Natural Resources career cluster.
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CAREER AND TECHNOLOGY EDUCATION
BUSINESS TECHNOLOGY
Course
Prerequisites
Digital Information Technology (DIT)
Digital Design 1
Digital Design 2
Digital Design 3
Business Software Applications 1
Computer and Network Security Fundamentals
Cybersecurity Essentials
None
IIT or DIT
Digital Design 1
Digital Design 2
IIT or DIT
IIT or DIT or Teacher approval
Computer and Network Security
Fundamentals
Grades 11, 12
IB Information Technology in a Global Society
Digital Information Technology (DIT)
This course is designed to provide an introduction to information technology concepts and careers as well as the
impact information technology has on the world, people, and industry and basic web design concepts. The content
includes information technology career research; operating systems and software applications; electronic
communications including e-mail and Internet services; basic HTML, DHTML, and XML web commands and
design; emerging technologies and Web page design.
Digital Design I
This course is designed to develop basic entry-level skills required for careers in the digital publishing industry.
Students will be introduced to various computer graphics software programs and techniques pertinent to the graphic
design field. Emphasis will be on the communication of concepts through the medium of design and type. Students
will explore the elements and principles of design by using the computer to create finished designs. Images will be
created from the purposes of advertising, promotion, editorial illustration, brand identity, and packaging. The
content includes computer skills; digital publishing concepts and operations; layout, design, measurement activities;
and digital imaging as well as communication, collaboration and decision-making activities; critical thinking; and
problem solving.
Digital Design 2
This course builds upon the design foundations explored in Digital Design 1. Students will further explore
intermediate to advanced concepts and procedures in the preparation of electronic art and design. Students will
continue their study of the software programs introduced to them in the introductory course, and design projects will
be more self-directed and advanced. Particular attention will be paid to elements of design, layout, navigation and
ease of finding information on a website. Students will utilize Adobe Dreamweaver the web page authoring program
and HTML to create and refine Web pages. This is a project-based course and part of the student assessment will be
based on practical Web pages created by students.
Digital Design 3
This course takes an in-depth look at the processes of web design and interactive communications via the Internet.
Students will learn how to plan, design, and maintain fully operational web sites that consist of graphic user
interfaces, sound, motion, text and online forms using applications such as Dreamweaver. Topics include, but are
not limited to, how the Internet works, site development and maintenance, frames, tables, forms, site publishing (ftp
and http), and interactivity. Students will also be introduced to web marketing and e-commerce trends.
Business Software Applications 1
This course is designed to develop proficiency in using the advanced features of software programs to perform
office-related tasks. Students will use the Microsoft Office 2013 Suite to study advanced features of Word, Excel,
and Access by integrating data from each software application. Features will include columns, queries, multiple
sheets, managing databases, transferring data between applications, and adding objects to web pages.
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Computer and Network Security Fundamentals
This honors level course is the first in a sequence of courses that provides coherent and rigorous content aligned
with challenging academic standards and relevant technical knowledge and skills needed to prepare for further
education and cybersecurity-related careers. This course introduces the students to cybersecurity and provides them
with essential computer and networking knowledge and skill, particularly those related to cybersecurity. The
Computer and Networking Security Fundamentals course covers a wide range of computer and networking
fundamental concepts, including: Cybersecurity Trends, Legal Issues in Hacking, Basic Networking Fundamentals,
Knowledge of Computer Components and Their Functions, Virtualization, Remote Access Technologies, Security
Topologies and Access Control Models. Students are expected to take a minimum of one industry certification.
Cybersecurity Essentials
This honors level course is the second in a sequence of courses that provides coherent and rigorous content aligned
with challenging academic standards and relevant technical knowledge and skills needed to prepare for further
education and cybersecurity-related careers. This course provides students with insight into the many variations of
vulnerabilities, attack mechanisms, intrusion detection systems, and some methods to mitigate cybersecurity risks,
including certificate services and cryptographic systems. The Cybersecurity Essentials course covers a wide range of
cybersecurity concepts including: cybersecurity taxonomy and terminology, security system vulnerabilities,
common cyber-attack mechanisms, cryptographic algorithms, steganography, Public Key Infrastructure, IDS/IPS,
security design principles and social engineering. Students are expected to take a minimum of one industry
certification.
IB Information Technology in a Global Society (ITGS)- International Baccalaureate HL
This course focuses on the study and evaluation of the impact of informational technology on individuals and
society. It explores the advantages and disadvantages of the use of digitized information at the local and global
levels. ITGS provides the framework for the student to make informed judgments and decisions regarding
information technology within social contexts. (Can also be accepted as an elective IB group three Social Studies
course.)
DIGITAL MEDIA
Course
Prerequisite
Digital Media I
Digital Media II & III
Recommendation / Grades 10 - 12
Digital Media I and Recommendation
Digital Media I
Digital Media II and III
This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging
academic standards and relevant technical knowledge and skills needed to prepare for further education and careers
in the Arts, A/V Technology and Communication career cluster; provides technical skill proficiency, and includes
competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and
problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills,
and knowledge of all aspects of the Arts, A/V Technology and Communication career cluster. The content includes
but is not limited to practical experiences in Web page design, interactive presentation development, testing and
production. Specialized skills in multimedia presentations such as video editing, audio features, and simple
animation and authoring software are used to produce a variety of interactive multimedia presentations.
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COOPERATIVE DIVERSIFIED OJT (CDE)
Course
Prerequisites
Cooperative Diversified OJT (CDE)
Priority given to seniors.
Must have a Job and
Enrolled in a career related course
Cooperative Diversified OJT (CDE)
Do you have a job? Would you like to earn high school credit for working? The purpose of CDE is to provide the
student with competencies developed through paid, supervised, on-the-job training.
The student must have a paid, supervised, legal and safe job BEFORE enrolling in CDE. Each student’s job
placement must be related to the job preparatory program in which the student is currently enrolled or has
completed. Job Preparatory Programs include Agribusiness Technology; Agriscience Foundations, Agricultural
Mechanics and Veterinary Assisting; Business Technology: Information Technology (previously CCC), Digital
Design and Business and Entrepreneurial Principles; Family and Consumer Science; Culinary Arts and Fashion
Design; and Industrial Technology; carpentry, Building Construction Technologies and Drafting.
Students may schedule CDE for any period of the day and do not have to actually work during their work release
periods; for example, they may work evenings and weekends. Child Labor Law restrictions pertain to students under
the age 18 for working hour limitations and unsafe prohibited occupations. Time cars submission is required by the
State of Florida. The student must maintain and turn in time cards to document their hours worked. The cards
must be signed, dated and verified by the employer. The student must work a minimum of 175 hours to earn a full
credit. This is an average of 5 hours per week for each period the student is enrolled in CDE.
The teacher/coordinator must meet with the site supervisor/employer at least once during each grading period for the
purpose of evaluating the student’s progress in attaining the competencies listed in the training plan. The student’s
grade will be determined by a combination of the evaluation grade given by the site supervisor/employer and timely
submission of quarterly agreement forms and monthly time cards.
A student MAY NOT be enrolled in CDE and Extern at the same job site.
CDE may be taken by a student for one or more semesters. A student may earn multiple credits in this course.
Maximum of 3 CDE credits per school year. Any combination of CDE, OJT, Externship and Internship
course will not exceed four credits per school year.
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EXECUTIVE INTERNSHIP
Course
Prerequisites
Executive Internship I, II, III, IV
Priority given to seniors.
Executive Internship
The purpose of Executive Internship (Extern) is to supplement the existing curriculum by providing community
internships. Students apply textbook learning, leadership skills and understanding in challenging and creative
professional areas. The students will learn the skills and abilities needed to maintain full-time employment. Students
will be responsible to find their own placement and must provide their own transportation to their extern location off
campus.
Students may schedule the Externship for any period of the day and are required to attend their Extern location
during the scheduled class period(s). The student must maintain and turn in weekly time cards to document their
volunteered hours. Time cards must be signed and verified by the sponsor/mentor and are due the following
Monday/Tuesday and should be turned in to Mrs. Cloud, the Extern Coordinator, during the required weekly
meetings.
The student must work a minimum of 100 hours to earn a full credit. This is an average of 3 hours per week for each
period the student is enrolled in Executive Internship.
The teacher/coordinator will meet with the Extern sponsor/mentor once during each grading period for the purpose
of evaluating the student’s progress. The student’s grade will be determined by a combination or the evaluation
grade given by the sponsor/mentor, weekly meetings, written assignments, timely submission of weekly time cards
and quarterly contracts. Students who enroll in more than on extern period will be required to complete one
additional assignment/9 weeks for every additional period of Externship.
A student MAY NOT extern at an elementary school during 4A or 4B periods since their school day ends earlier
than the high school. A student MAY NOT be enrolled in Extern and DCE at the same job site.
Executive Internship may be taken by a student for one or more semesters. A student may earn multiple credits in
this course. Maximum of 2 credits per year.
Any combination of CDE, OKT, Externship and Internship courses will not exceed 4 credits per school year.
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FAMILY AND CONSUMER SCIENCE
Courses
Prerequisites
Family Dynamics
Nutrition and Wellness
Parenting Skills
Child Development
Design Service Core (Sewing)
Principles of Fashion Design Services
Family, Home & Consumer Technology
None
None
None
None
None
Design Service
Gr 11, 12
Family Dynamics
Your home life and family are two of the major factors that bring happiness and fulfillment in life. In this course we
will look at the purpose of dating, engagement and marriage. You will budget and plan your wedding from the
engagement ring to the honeymoon and have the opportunity to participate in a play wedding and reception. With
knowledge, options, and good choices you can plan your future and a happy full life.
Nutrition and Wellness
Love to eat? Want to stay healthy and in shape? Does your food selection sometimes get in the way? Find out
how you can make wise food choices and still enjoy all those foods you like to eat. Compare various types of
nutritional foods and learn about food and food preparation by demonstration, cooking labs, videos and guest
speakers.
Parenting Skills
This course equips students with positive parenting skills which are critical for the total development of the child.
Students also develop skills necessary for decision-making and solving critical thinking issues. BTO dolls
(electronic babies) are used in this course to aide students in understanding the demands, requirements, and changes
that parents experience while caring for infants. However, students must make prior arrangements for a ride home
on the days that they have the BTO dolls in their care. These dolls are not allowed on the school bus.
Child Development
Students will gain great knowledge and understanding of human reproduction, birth, and delivery. Students will
learn how a child develops physically, socially, emotionally, and intellectually from conception to adolescence.
Students will develop and stage activities for little children, as well as visit the maternity ward and pediatrics unit of
a hospital.
Design Service Core (Sewing)
From sewing on a button to creating your own fashion design, this course will prepare students to identify the
characteristics of fibers, fabrics, and textiles. We will begin by learning the sewing basics and grow from there. The
core course of the fashion design services program, it is designed to develop competencies in the areas of the fashion
design industry. It includes essential basic skills for working in design services, leadership and organizational skills,
basic principles of design, textile characteristics and care, employability skills, relationship of human factors to
design services, safe use of tools and equipment, and selection of appropriate materials.
Principles of Fashion Design Services
This course is the second course on the Fashion Design Services program. It is designed to further develop
competencies in the area of Fashion Design Services. It includes employment opportunities in fashion design
services, basic skills essential to working in this industry, employability skills, elements and principles of design, the
terminology of the apparel industry, garment construction skills, sales techniques, and entrepreneurship.
Family, Home & Consumer Technology
This course will prepare you to be successful on your own. Part I will cover skills such as personal finance,
budgeting, meal planning, interview skills and career choice. Part II will explore residential choice and design,
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transportation, home maintenance, technology and clothing. We will learn some basic home skills such as sewing,
cooking, cleaning, time management, repairs and maintenance throughout the year.
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HOSPITALITY and TOURISM
CULINARY ARTS
Course
Pre-requisites
Culinary Arts 1
Culinary Arts 2
Culinary Arts 3
Culinary Arts 4
Gr 10, 11, 12
Culinary 1
Culinary 2
Culinary 3
Culinary Arts 1
This course covers the history of the food service industry and careers in that industry. Students will learn to plan
menus, make healthy and nutritious food choices, decorate cakes, and prepare simple and exotic dishes. Students
travel to a local restaurant to learn etiquette, business operation, and other aspects of the food industry. Students
operate restaurant equipment and use technology in this class that helps prepare them for living on their own.
Culinary Arts 2
In this course students will learn front-of-the-house and back-of-the-house duties. Students will develop competence
in career and job opportunities. Students will prepare quality food products and present them creatively; demonstrate
safe, sanitary work procedures; understand food science principles related to cooking and baking; and utilize
nutrition concepts when planning meals/menus.
Culinary Arts 3
This is a continuation of Culinary Arts 2. Students will advance in the level of training for food and catering
services. They will prepare and present a variety of advanced food products; create centerpieces; and research laws
specific to the hospitality industry (including handling of alcohol). In this course the student will research career
opportunities in professional cooking/baking; follow guidelines on food selection, purchasing, and storage; and use
communication skills. Job shadowing is a highlight of this class as well as eating and critiquing area restaurants and
their foods. Students enter culinary competitions and create edible centerpieces. A gourmet “sampling” event will be
the grand finale.
Culinary Arts 4
In this course students will prepare various meals and food products including those for individuals with various
nutritional needs and/or dietary restrictions. The relationship between nutrition and wellness will be examined. Cost
control techniques and profitability will be covered as well as analysis of food establishment menus. Students will
also demonstrate basic financial literacy skills.
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JROTC
JROTC I - Introduction to Air Force Basics of Drill & Ceremonies (1st year ROTC students)
JROTC II - Continued lessons on Air Force & Drill & Ceremonies (2nd year ROTC students)
JROTC III - Communications, Life Skills & Career Opportunities, Drill & Ceremonies (3rd year ROTC
students)
JROTC IV - Leadership & Management Drill & Ceremonies (4th year ROTC students)
JROTC V Honors – Must be 3rd or 4th year ROTC student and only with ROTC instructor approval
JROTC I- V
Air Force Junior ROTC is a joint cooperative effort between the United States air Force and the secondary school
system. It is designed to build better and more productive citizens, and strengthens character, teaches responsibility,
and acquaints cadets with the present Air Force and careers in the military. Most importantly, Air Force Junior
ROTC will help students become leaders who are confident, self-reliant, and self-disciplined. JROTC promotes
community service, instills responsibility, character, and self-discipline and provides instruction in management and
leadership. However, participation in AFJROTC does not obligate a military commitment.
The program consists of extensive practical application with “hands on” performance in community support
activities. JROTC provides knowledge, resources and encouragement to students to achieve their full potential.
Students at all grade levels are eligible even if they have no prior JROTC experience. Wellness Program is designed
to motivate cadets to lead healthy, active lifestyles beyond program requirements into their adult lives. Twenty
percent of available contact time must be devoted to Wellness instruction.
Leadership and Aerospace material are blended within each course and, along with Wellness, meet the Air Force
JROTC program guidelines of a forty percent/forty percent/twenty percent mix. This mix will be balanced across
each semester to allow for environmental factors.
The AFJROTC program uses the building block approach to establish the foundations required for each successive
course (AS I-IV) and classes should be aligned by AS level.
Aerospace Science (AS) I
Introduction to Air Force Basics of Drill and Ceremonies: The first year of aerospace studies lays the foundation for
all subsequent aerospace courses. As such, cadets will go through a program of instruction introducing them to
uniform standards, personal appearance and grooming guidelines, and an introduction to attitude, discipline and
respect standards of conduct. Cadets will also gain an appreciation for aviation through a journey into its history,
accomplishments, and major advancements that formed the foundation for modern aviators. Each cadet will be
required to participate in physical training (PT) activities weekly regardless of other curriculum courses and will be
required to stand and march in formation with fellow cadets. Cadets are required to wear their uniform once per
week.
Aerospace Science I is designed for students in their freshman year but its principles are applicable to all first year
cadets regardless of school year.
Aerospace Science (AS) II
Continued lessons on Air Force Basics and Drill and Ceremonies and The Science of Flight: The second year of
aerospace studies builds upon the foundation established in AS I. In addition, cadets will get a foundation in the
science of flight covering the basic aerospace principles and the physics that make flight possible. The Leadership II
curriculum concentrates on communication, group and team dynamics, building personal awareness, and conflict
resolution in an effort to prepare the cadets for leadership. Cadets are expected to meet all uniform and personal
appearance standards and are required to wear their uniform once per week. Second year cadets are expected to fill
leadership positions within the flight (class) that will include marching, and PT activities.
Aerospace Science II is designed for students in their sophomore year but its principles are applicable to all second
year cadets regardless of school year.
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Aerospace Science (AS) III
Life Skills and Career Opportunities and Global Cultures: The Leadership III focus is developing the life skills
necessary for successful integration into institutions of higher learning and the work force. This includes setting
personal goals, time management techniques, and career options. Additionally, cadets will gain an understanding of
and appreciation for different cultures found around the globe. There is an optional Survival course that may be
presented and this may include an overnight trip in the Avon Park range and CPR certification. Third year AS cadets
are expected to demonstrate in-depth knowledge of military customs, personal grooming standards, and selfdiscipline as well as taking an active leadership role within their respective flights (class). Each cadet is required to
wear the uniform once per week and actively participate in the flight drill and PT program and cadet corps
ceremonies.
Aerospace Science III is designed for students in their junior year but its principles are applicable to all third year
cadets regardless of school year.
Aerospace Science (AS) IV
Leadership and Management and Drill and Ceremonies: Cadets will learn the principles behind management theory,
differing managerial styles, and the relationships between planning, decision making and group behavior.
Curriculum will continue its focus on communication, interpersonal skills, and self-discipline. Additionally, the
cadets will continue their study of different global cultures focusing on physical and environmental differences and
their influences. There is an optional Survival course that may be presented and this may include an overnight trip in
the Avon Park range and CPR certification. Forth year AS cadets must meet the highest expectations and
demonstrate in-depth knowledge of military customs, personal grooming standards, and self-discipline as well as
taking an active leadership role within their respective flights (class). Each cadet is required to wear the uniform
once per week and actively participate in the flight drill and PT program as well as cadet corps ceremonies.
Aerospace Science IV principles are designed for students in their senior year.
*Students completing two years of AFJROTC will receive a completion certificate. This certificate allows students
to enter the collegiate AF ROTC program as a second year cadet or, upon completion of Air Force basic training,
advance them to the rank of E2.
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CAREER AND TECHNOLOGY EDUCATION
CARPENTRY and CONSTRUCTION
Building Trades and Construction Design Technology 1
Building Trades and Construction Design Technology 2
Building Trades and Construction Design Technology 3
Building Trades and Construction Design Technology 4
The purpose of this program is to prepare students for employment or advanced training in the building construction
industry. These are the first two of a series of courses that could lead to completing the NCCER Certification exam.
Building Trades and Construction Design Technology 1
The purpose of this course is to develop the competencies essential to the building construction industry. These
competencies include skills and knowledge related to safety practices, understanding all aspects of the industry, the
use of hand and power tools, employability skills, human relations and leadership skills and related construction
theory.
Building Trades and Construction Design Technology 2
The purpose of this course is to develop the competencies necessary for the building, construction and repair
industry. These competencies relate to communication and computer skills, construction components, materials and
hardware; and blueprints, specifications, and construction documents.
Building Trades and Construction Design Technology 3
The purpose of this course is to develop the competencies necessary for the building, construction and repair
industry. These competencies relate to entrepreneurship, building codes and regulations, and CAD drawings and
construction documents.
Building Trades and Construction Design Technology 4
The purpose of this course is to provide students with hands on skills in the carpentry and masonry trades.
CAREER AND TECHNOLOGY EDUCATION
DRAFTING
Drafting 1
Drafting 2
Students who are interested in a career in any of the following areas would benefit from a Drafting class: Architect,
Civil Engineer, Mechanical Engineer, Electrical Engineer, Residential Drafting and Design Construction Foreman,
Surveyor, Building Material Sales or Landscape Designer.
Drafting I
This program focuses on broad transferable skills and the understanding of all aspects of the drafting industry.
Students will learn to use basic Drafting instruments. Course content includes sketching, basic geometric
construction, lettering, multi-view drawings, dimensioning, Introduction to Architectural Drafting and Bridge
Design with model building.
Drafting II
This course is designed to provide instruction in drafting skills for pictorial drawing, surface development,
architectural drawing. Students will demonstrate an understanding of civil drawing and electrical/electronic literacy.
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OTHER ELECTIVES
Executive Internship Level I, II, III, IV Gr 11/12
The purpose of Executive Internship is to supplement the existing curriculum by providing community internships.
Students apply textbook learning, leadership skills, and understanding in challenging and creative professional areas.
The students will learn the skills and abilities needed to maintain full-time employment. Students will be responsible
to find their own placement and students must provide their own transportation to their extern location off-campus.
Students may schedule Executive internship for any period of the day and are required to attend their Externship
during the scheduled class period(s). The student must maintain and turn in weekly time cards to document their
volunteered hours. Time cards must be signed and verified by the sponsor/mentor.
The student must work a minimum of 100 hours to earn a full credit. This is an average of 3 hours per week for each
period the student is enrolled in Executive Internship.
The teacher/coordinator will meet with the Extern sponsor/mentor once during each grading period for the purpose
of evaluating the student’s progress. The student’s grade will be determined by a combination of the evaluation
grade given by the sponsor/mentor, weekly meetings, 3 written assignments/9 weeks and timely submission of
weekly time cards and quarterly contracts.
A student may not be enrolled in Extern and CDE at the same job site.
Executive Internship may be taken for one or more semesters. A student may earn multiple credits in this course.
Maximum of 4 credits.
SAT/ACT Preparation: This class is recommended for college-bound sophomores, juniors, and seniors planning to
take the SAT and/or ACT. Almost all undergraduate colleges and universities require that prospective students take
either the ACT or the SAT; most students take both. Taking this course will prepare students for all of the question
types found on the SAT and ACT. We will analyze each of the test question areas and give special consideration to
math and verbal refreshers and techniques aimed at relieving test-taking anxiety. Topics include sentence
completions and reading comprehension for the reading section, grammar and essay writing for the writing section,
scientific concepts for the science section, and basic and advanced math concepts (including fractions, decimals,
percentages, ratios, proportions) and algebraic and geometric concepts for the math sections. Grades 11 & 12 only.
AVID (Advancement Via Individual Determination)
This rigorous academic elective course prepares students in the AVID program for success in college and careers.
Students receive instruction utilizing a rigorous college preparatory curriculum provided by the AVID Center, tutorfacilitated study groups, motivational activities and academic survival skills. There is an emphasis on analytical
writing, study skills and test taking, note-taking, and research. In AVID, students participate in activities that
incorporate strategies focused on writing, inquiry, collaboration, and reading to support their academic growth.
Pre-IB Inquiry Skills
The purpose of this ninth grade course is to study the development of short and long-term educational goals, the
nature of learning, the nature of study skills, strategies for specific study skills improvement and improvement in
content areas, the problems associated with critical thinking and their solutions, problem solving, group-discussion
guidelines, the interdisciplinary nature of knowledge, and research skills. In addition, the purpose of this Pre-IB
course is to prepare students for the International Baccalaureate Diploma Programme (DP). This course meets the
requirement of taking Personal, Career, and School Development Skills for all first-year ninth grade students.
The following two classes are required courses for all first time ninth graders not enrolled in AVID or Pre-IB
Inquiry Skills. Each course is one semester.
Leadership Skills Development
The purpose of this course is to teach leadership skills, parliamentary procedure, problem solving, decision making,
communication skills, group dynamics, time and stress management, public speaking, human relations, public
relations, team building, and other group processes. The content should include, but not be limited to, the following:
•
study in self-understanding
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•
•
development in such areas as goal setting, self-actualization, and assertiveness
study of organizational theories and management
Leadership Techniques
This course will provide an in-depth study of the leadership techniques of decision making, problem solving,
meeting skills, communication, group conflict reduction, time and stress management, evaluation, team building,
group dynamics, motivational strategy, and the role of leadership in a democratic society.The content should
include, but not be limited to, the following:
•
•
Development in areas such as self-esteem, goal setting, and character building
Enhanced leadership skills and the ability to function in both a group setting and the community
Workplace Technology Applications offered through Gr 9 Leadership Class
This online course will be offered through the Leadership Skills Development course and meets the new state statute
requiring completion of an online course as a graduation requirement. Students will learn basic concepts of
computers and telecommunications, including use of the Internet, the keyboard and Boolean search strategies, will
use word processing software to set up a spreadsheet file, produce a report, set up a database and will demonstrate
knowledge of the impact computers have on society, as well as the need for ethical use.
EXCEPTIONAL STUDENT EDUCATION COURSES
Specific courses will be scheduled at transition staffing’s, IEP meetings, and/or conferences with Exceptional
Education teachers, school personnel, parents, and students.
Academics may include: Reading
English
Math
Science
Social Studies
Basic Academic Skills for
Functional Living
Electives may include:
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Learning Strategies
Career Education
Career Experience
Career Placement
PAES Employment Skills
Lab
2