MIDDLETON HIGH SCHOOL Course Selection Guide 2016-2017 Technology Science Magnet Programs in Engineering Biomedical –Biotechnology Sciences Computer Game Design Computer Systems Engineering cie nc e Mathematics A Technology S E Engineering ng ine eri Pre-Collegiate ng STEM High School 2016-2017 COURSE SELECTION GUIDE Magnet Programs in Science/Technology/Engineering/Mathematics GEORGE S. MIDDLETON HIGH SCHOOL (Built 2002) Kim Moore, Principal LeShea Serrano, Assistant Principal for Magnet Curriculum Jazrick Haggins, Assistant Principal for Curriculum Deon Maddox, Assistant Principal for Administration Heather Holloway, Assistant Principal for Student Affairs Barbara Hefley, Assistant Principal for Student Affairs Mark Jones, Assistant Principal for Student Affairs Jeff Eakins, Superintendent Vision Statement Every Middleton High School student will attain his or her highest level of success. 2 Superintendent of Schools Jeff Eakins School Board April Griffin, Chair Cindy Stuart, Vice Chair Doretha W. Edgecomb Sally A. Harris Carol W. Kurdell Melissa Snively Susan L. Valdes Chief of Schools Larry Sykes, Ed.D. Area Superintendent, Area IV Henry Washington Principal Kim Moore MIDDLETON MAGNET HIGH SCHOOL A Pre-Collegiate STEM Academy MAGNET FOR SCIENCE/ TECHNOLOGY/ ENGINEERING/ MATH Dear Parents: Our primary goals for educating our students are grounded in a well-organized and planned curriculum. The design is competency-based and promotes skill building to prepare students to achieve state and district standards for graduation. Our curriculum also provides advanced and honors courses for students capable of excelling beyond average expectations. This Middleton course directory for 2015-2016 is being published to provide an opportunity for you to review specific course offerings planned for next school year. It is extremely important that students and parents make sound and good decisions concerning courses students plan to enroll in for the 2015-2016 school year. Parents are encouraged to assist students in these activities and in making course selections to support student goals. Please note that we hire faculty members, order equipment and purchase textbooks based on classes that are selected during student programming. If you need additional assistance, please contact our Guidance Department or Assistant Principals for Curriculum. Sincerely, Kim Moore Kim Moore Principal Middleton High School Our vision is that every Middleton High School student will attain his or her highest level of success. Middleton High School 4801 N. 22nd Street Tampa, Florida 33610 Web Site: http://middleton.mysdhc.org/ Phone: (813) 233-3360 FAX: (813) 233-3364 3 TABLE OF CONTENTS Magnet Programs & Pathways ………………………………………………………………………………………….... 5-7 High School Graduation Programs Overview ………………………………………………………………………….. 8 Acceleration Programs and Advanced Coursework …………….………….….………………………………………. 9 Florida Graduation Requirements ………………………………………………………………………………………… 10-12 ……………………………………………………………………….……………………..… 2Choosing a Graduation Program 13 …………………………………………………………………………………………. … Making the Right Choice ………………………………….……….…….….…..…………………………………………. 14 FL-DOE Resources ……………………………………………………………………………………………………..…. 15 Community Service Guidelines & Community Service Proposal/Reflection …………………………………………. 16-18 Bright Futures Scholarship Requirements .………………………………………………………………………………. 20-23 MHS Career-Technical Programs Chart ……………………………………………….……..…….……..……………. 23 (Course Listings) Language Arts ……………………………………………………………………………………………………………… 24-26 AVID ……………………………………………………………………………………………………………………. 24 Creative Writing ………………………………………………………………………………………………………. 26 Journalism ……………………………………………………………………………………………………………. 26 Speech …………………………………………………………………………………………………………………. 26 Mathematics ………………………………………………………………………………………………………………... 27-28 Science …………………………………………………………………………………………………………………….... 28-30 Social Studies ………………………………………………………………………………………………………………. 30-33 Student Government ………………………………………………………………………………………………….. 33 Foreign Language ………………………………………………………………………………………………….…….…. 33-34 Music ……………………………………………………………………………………………………………………….. 34-37 Art ………………………………………………………………………………………………………………………….. 37-38 Career-Technical Education (CTE) - Magnet Programs Biomedical-Biotechnology Sciences – Magnet Program ………………………………………………………. Computer Game Design – Magnet Program ……………………………………………………………………. Computer Systems Engineering – Magnet Program ……………………………………………………………. Engineering – Magnet Program …………………………………………………………………………………… 38-43 38-39 39-40 40-41 41-43 Career-Technical Education (CTE) – Traditional Programs Administrative Office Specialist Program ……………………………………………………………………….… 43 Agri-Technology Program ………………………………………………………………………………………….. 43 Barbering Program ……………………………………………………………………………………………….….. 43 Building Construction Technologies Program …………………………………………………………………….. 44 Cosmetology Program ……………………………………………………………………………………………… 44 Drafting/Illustrative Design Program ………………………………………………………………………………. 44-45 TV Productions Program ……………………………………………………………………………………………. 45 Web Development ……………………………………………………………………………………………….….. 45 Career-Technical Education (CTE) – Singleton Courses Computer & Bus Skills; Keyboarding & Bus Skills; Intro to Info Tech; AP Computer Science ……………… 45-46 Physical Education …………………………………………………………………………………………………………. 46-47 Driver Education ………………………………………………………………………………………………………. 47 Exceptional Student Education ……………………………………………………………………………………………. 47-49 Alternative Programs ………………………………………………………………………………………………………. 49 Dual Enrollment (HCC & USF) …………………………………………………………………………………………….. 49-50 Air Force JROTC ………………………………………………………………………………………………………….... 50-51 MHS Website: http://middleton.mysdhc.org/ 4 Middleton High School M AG NET P RO GRAM S The Magnet programs at George S. Middleton High School are designed to lead students into career paths involving mathematics, science, engineering, and technology. Our objective is to give students a balanced and rigorous curriculum leading directly to university studies, industry certifications or technical school acceptance. Our students are exposed to a variety of science, mathematics, and technical classes leading to college credit through Advanced Placement, Dual-Enrollment, and/or articulated agreements. Middleton graduates will have a sound foundation in the productive use of computers through regular usage of industry standard software programs such as: Word, Access, Excel, PowerPoint, and Publisher. Finally, our students will be well-rounded individuals by taking elective classes in fine and performing arts, business, journalism in addition to the many clubs and organizations available to all students. En g in e e rin g Ma g n e t - Project Lead the Way The Engineering Magnet Program is a nationally recognized pre-engineering curriculum of Project Lead the Way (www.pltw.org). Courses in this rigorous curriculum include: Introduction to Engineering, Principles of Engineering, Digital Electronics, Computer Integrated Manufacturing, Civil Engineering/Architecture, Aerospace Engineering and Engineering Design & Development. Students use the same industry-leading 3D design software used by companies like Intel, Lockheed Martin and Pixar, such as Autodesk Inventor, and Autodesk Revit, and AutoCAD. Computer Systems Engineering Magnet In the Computer Systems Engineering Magnet Program, students will begin by studying the hardware and software of personal computers in preparation for the nationally recognized A+ Certification Exam. Hands-on labs and virtual desktop learning tools will help students develop critical thinking and complex problem-solving skills. The Cisco CCNA® curriculum will then provide an integrated and comprehensive coverage of networking topics, from fundamentals to advanced applications and services such as cyber-security, while providing opportunities for hands-on practical experience and soft-skills development. Students will be prepared for the Network+®, CCNA® and CCENT® exams. The last portion of the program will be Security+ curriculum based to prepare the students to sit for the Security+ certification examination. This program allows students to develop the skills necessary to enter all fields of computer programming and computer engineering at the postsecondary level. Academy of Computer Game Design Magnet The Academy of Computer Game Design Magnet Program prepares students for the dynamic world of video game design, animation and simulations. Students practice the highest technology skills in Programming, Graphic Design, Management, and 3D Modeling. Students earn Industry Certifications, such as MOS (Microsoft Office Specialist), Adobe Certified Associate-Photoshop, & Adobe Certified Illustrator. They also learn complex technology skills that can be transferred to other careers, such as data base development and management for business systems. Biomedical-Biotechnology Sciences Magnet - Project Lead the Way The Biomedical-Biotechnology Magnet Program includes a nationally recognized curriculum of Project Lead the Way (www.pltw.org). Students explore the concepts of human medicine and are introduced to topics such as physiology, genetics, microbiology and public health. Through activities, like dissecting a heart, students examine the processes, structures and interactions of the human body – often playing the role of biomedical professionals. They also explore the prevention, diagnosis and treatment of disease, working collaboratively to investigate and design innovative solutions to the health challenges of the 21st century such as fighting cancer with nanotechnology. 5 Middleton Magnet Program Pathways of Study These are the recommended pathways for the magnet programs at Middleton High School. Electives are chosen to meet the needs of individual students in satisfying the requirements of their course of study. Students enrolled in the College Preparatory Course of study are required to include two credits of Foreign Language. Advanced Placement courses and courses such as music, require students to enroll for both terms in the school year. Each pathway of study may be technologically advanced by completing AP Computer Science, or DraftingCAD I, II, and III as electives. The final courses in each of the Magnet Pathways of Study may involve a senior project, portfolio completion or workplace/laboratory experiences. A student who is accepted to the magnet program is accepted for the entire four-year program. If a student is retained at the end of a school year he/she will lose their seat in the program and will be removed from the Magnet Program. ENGINEERING MAGNET – PROJECT LEAD THE WAY Grade 9 Grade 10 Grade 11 Grade 12 English I Honors English II Honors AP English Language & Composition AP English Literature & Composition Geometry Honors Algebra II Honors Pre-Calculus Honors AP Calculus AB or BC Biology Honors or AP Biology Chemistry Honors AP Chemistry or AP Physics 1 AP Physics C AP Human Geography AP World History AP US History AP Economics Elective Intro to Engineering (IED) Honors Computer Integrated Manufacturing (CIM) Honors Principles of Engineering (POE) Honors Engineering Design & Development (EDD) Honors Drafting 1 Digital Electronics (DE) Honors **PLTW Engineering Elective - Honors USF Engineering Dual Enrollment *Elective World Language World Language PLTW Engineering Elective or Elective Elective HOPE Elective Elective *Student may be required to take a Writing course based on their FSA Writing Exam score **The Engineering Magnet Program offers additional specialized PLTW engineering courses, which include Aerospace Engineering and Civil Engineering & Architecture. Students must complete a minimum of 1 specialized engineering course, which can be taken in grades 10, 11 or 12. Note: All PLTW engineering courses are honors level. (Above is a Standard Magnet Track) BIOMEDICAL-BIOTECHNOLOGY MAGNET – PROJECT LEAD THE WAY Grade 9 Grade 10 Grade 11 Grade 12 English I Honors English II Honors AP English Language & Composition AP English Literature & Composition Geometry Honors Algebra II Honors Pre-Calculus Honors AP Calculus AB or BC Biology Honors or AP Biology Chemistry Honors AP Chemistry AP Biology or AP Physics 1 AP Human Geography AP World History AP US History AP Economics Elective Principles of Biomedical Sciences - Honors Human Body Systems Honors Medical Interventions - Honors Biomedical Innovation - Honors Digital Information Technology Genetics - Honors Microbiology - Honors Internship (Research Facility) *Elective World Language World Language HOPE Elective Elective Elective Elective *Student may be required to take a Writing course based on their FSA Writing Exam score Note: It is recommended that students take as many AP Science courses as are available and which can fit reasonably in the schedule. (Above is a Standard Magnet Track) 6 COMPUTER SYSTEMS ENGINEERING MAGNET Grade 9 Grade 10 Grade 11 Grade 12 English I Honors English II Honors AP English Language & Composition AP English Literature & Composition Geometry Honors Algebra II Honors Pre-Calculus Honors AP Calculus AB or BC Biology Honors Chemistry Honors Physics Honors or AP Physics 1 Science Elective CSIT Foundations - Honors AP World History AP US History AP Economics Elective CSIT System Essentials Honors CSIT Network Systems Configuration - Honors Digital Electronics – Honors “Project Lead the Way” CSIT Network Systems Design & Administration - Honors CSIT Cyber Security Essentials Honors CSIT Cyber Security-Physical Honors *Elective HOPE World Language World Language Elective Elective Elective USF Engineering Dual Enrollment or Elective AP Human Geography AP Computer Science A *Student may be required to take a Writing course based on their FSA Writing Exam score Note: All CSIT courses are honors level. AP Computer Science A is a required elective. (Above is a Standard Magnet Track) COMPUTER GAME DESIGN MAGNET Grade 9 Grade 10 Grade 11 Grade 12 English I Honors English II Honors AP English Language & Composition AP English Literature & Composition Geometry Honors Algebra II Honors Pre-Calculus (Honors) AP Calculus AB or BC Biology Honors Chemistry Honors Physics Honors or AP Physics 1 AP Biology or AP Physics 2 AP Human Geography AP World History AP US History AP Economics Elective Digital Information Technology Game & Simulation 3D Graphic Animation Game & Simulation Programming Game & Simulation Design AP Computer Science Principles AP Computer Science A Game, Simulation, & Animation Advanced Applications Multi-User Game & Simulation Programming *Elective HOPE World Language World Language Elective Elective Elective Elective *Student may be required to take a Writing course based on their FSA Writing Exam score. Note: AP Computer Science Principles and AP Computer Science A are required electives. (Above is a Standard Magnet Track) Points to Know Students should pursue Florida Virtual School (FLVS.NET) to take such courses as HOPE and Fine Arts. Dual Enrollment opportunities are available to students who meet prerequisites. Keep in mind that dual enrollment must first be considered through Hillsborough Community College (HCC). If HCC does not offer a particular course for which the student requests, USF may be considered. Students are expected to take a rigorous course of study each year. Rigorous courses include honors-level and Advanced Placement courses. In areas where students have opportunities to take elective courses, strong consideration must be given to ACADEMIC COURSES from the areas of English, Mathematics, World Languages, Science, and Social Studies. Universities in the state of Florida require 18 academic credits from the areas mentioned to be considered for admission. 7 High School Graduation Programs Overview If you are the parent of a Florida middle or high school student, this guide is for you. It is designed to explain Florida’s high school graduation programs. The guide also provides information to help students and their families as they plan and prepare for postsecondary goals, including information on acceleration options and advanced coursework. For more information about a special diploma and other graduation options for students with disabilities, contact your child’s school counselor, or exceptional student education teacher, or visit http://www.fldoe.org/ese/. Florida students may choose from one of three options to earn a standard diploma. They are: • 24-credit program • 18-credit, Academically Challenging Curriculum to Enhance Learning (ACCEL) option • International Baccalaureate (IB) All of these graduation paths include opportunities to take rigorous academic courses designed to prepare students for their future academic and career choices. All students, regardless of graduation program, must still earn a 2.0 grade point average on a 4.0 scale and achieve passing scores on the Grade 10 Florida Comprehensive Assessment Test® 2.0 (FCAT) Reading and any required state assessments in order to graduate with a standard diploma (refer to graduation requirements charts). Diploma Designations Students who select the 24 credit program may also earn the Scholar designation or the Merit designation on their standard high school diploma. Refer to graduation requirements charts for specific requirements. 8 Acceleration Programs and Advanced Coursework Studies show that students who complete a solid academic program in high school, including advanced courses, are more likely to be successful in college. Students in all graduation programs are encouraged to take advantage of advanced course offerings and acceleration programs, such as dual enrollment, early admission, the Advanced Placement Program, the International Baccalaureate Diploma Program, the Advanced International Certificate of Education Program, and the Florida Virtual School. These programs are available to all qualified students, no matter which graduation program they choose. For information, contact your child’s school counselor. Advanced Placement Program The College Board’s AP Program is a nationwide program consisting of more than 30 college-level courses and exams offered at participating high schools. Subjects range from art to statistics. Students who earn a qualifying grade of three or above on an AP exam may earn college credit, or AP credit, or both, depending on the college or university. Students in Florida’s public secondary schools enrolled in AP courses do not have to pay to take the exams. For information, visit http://www.collegeboard.com/student/testing/ap/cal.html. Credit Acceleration Program (CAP) Beginning with the 2011–2012 school year, the CAP allows a secondary student to earn high school credit if the student earns a specified score on the corresponding standardized EOC assessment. A school district will permit a student who is not enrolled in the course, or who has not completed the course, to take the EOC assessment during regular administration of the assessment. For more information, contact the school counselor. Adult Education Many school districts let high school students take courses through their adult education program. Credits earned may be applied to requirements for high school graduation, subject to the local school board’s policies. For more information, visit http://www.fldoe.org/workforce/adulted/. Dual Enrollment and Early Admission These programs allow eligible high school students to enroll in postsecondary courses. They earn credit toward high school graduation and, at the same time, earn credit toward a college degree or technical certificate. All 28 Florida colleges and some of the state universities participate in dual enrollment. Students are permitted to take dual enrollment courses on a part-time basis during school hours, after school, or during the summer term. Dual enrollment students do not have to pay registration, matriculation, or laboratory fees. In addition, textbooks for dual enrollment are provided to students free of charge. Dual enrollment courses will be weighted the same as courses taught through other acceleration mechanisms. Students should be aware that grades received through dual enrollment at Florida colleges and universities become part of the permanent postsecondary record. State universities will not admit a student who has less than a 2.0 grade point average on a 4.0 scale. Hillsborough Virtual School (HVS) HVS offers full time enrollment and co-enrollment for Hillsborough County Public Schools students. For more information go to http://online.mysdhc.org/high. Industry Certification Industry Certification provides students who take a concentrated career and technical education program with an opportunity to earn a guaranteed number of college credits in the Florida College System. A list of Industry Certification programs aligned to Associate in Applied Science (AAS)/Associate in Science (AS) degrees can be viewed at http://www.fldoe.org/workforce/dwdframe/artic_indcert2aas.asp. International Baccalaureate (IB) Diploma Program The IB Diploma Program is a rigorous pre-university course of study leading to internationally standardized tests. The program’s comprehensive two-year curriculum allows its graduates to fulfill requirements of many different nations' education systems. Students completing IB courses and exams from six subject groups are eligible for college credit. The award of credit is based on scores achieved on IB exams. Students can earn up to 30 postsecondary semester credits by participating in this program at the high school level. Approximately 56 Florida high schools offer an IB Diploma Program. Students in Florida’s public secondary schools enrolled in IB courses do not have to pay to take the exams. For information, visit http://www.ibo.org. 9 10 11 12 Points To Remember When Choosing A Graduation Program Students who choose the ACCEL program may still qualify for acceleration and for a Florida Bright Futures Scholarship if they meet the eligibility or admissions requirements for those programs and scholarships. Students who choose to graduate early can participate in the National Merit Scholarship Program if they take the National Merit Scholarship Program if they take the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) in either the next-to-last year or the last year they are enrolled in high school. Those who take the PSAT/NMSQT in their last year of high school will be entering competition for awards to be offered as they are completing their first year of college. Students who meet specified requirements for a comprehensive program of study in career education may be recognized with a career education certification on their high school diploma. High school credits awarded before grade 9 can be counted toward the required credits for all graduation programs. Students who plan to apply to an out-of-state or private in-state college or university and who are interested in the ACCEL program should contact those institutions as early as possible for specific admissions requirements. Special Notes Three Year Graduation Program Prior to the 2013-2014 school year, students who selected one of the three-year, 18-credit options (College Prep or Career Prep), please see graduation requirements charts for these programs posted on the district website www.sdhc.k12.fl.us. Mathematics The series of courses identified as “equivalent” for satisfying the Algebra I for graduation purposes count as one of four credits required in mathematics for state university admission purposes. For assistance with Algebra I equivalents contact the high school counselor. Middle Grades Forgiveness Students in grades 6-8 who take any high school level course(s) for high school credit and earn a grade of “C,” “D,” or “F” may enhance the grade with a grade of “C” or higher earned subsequently in the same or comparable course(s) in accordance with the district school board’s grade enhancement policy. Postsecondary Education Readiness Test (PERT) The PERT is Florida’s customized common placement test. The purpose of the PERT is accurate course placement based on the student’s skills and abilities. The PERT is aligned with the Postsecondary Readiness Competencies identified by Florida faculty as necessary for success in entry-level college credit coursework. The PERT assessment system includes Placement and Diagnostic tests in mathematics, reading and writing. A student cannot fail the PERT. Test scores are used to determine whether a student is ready for college level coursework. For those who do not meet the state established cut score, the score is an indicator that additional preparation is necessary before entering college level courses. For high school students who do not meet the college-ready cut score on the PERT, the high school must schedule those students into postsecondary preparatory instruction. End of Course (EOC) Exam May be required (see appropriate graduation requirement chart). 13 Making The Right Choice The right graduation program for a particular student is the one that best fits the abilities, interests, and goals of that individual student. Families should consider the educational benefits of each program and choose the one that will best prepare the student for his/her postsecondary education or career plan. Here are some things that students and families should consider: What is the student’s postsecondary education or career goal? Is the student prepared to make a choice about postsecondary education and possible career paths? If the student is planning to attend a postsecondary institution away from home, does he or she have the mature decisionmaking skills needed to make the informed, safe choices required for independent living? Are three electives enough, or is the student interested in taking additional courses to explore his/her interests? Can the student meet admissions requirements for postsecondary education institutions of his/her choice by choosing the ACCEL program? Is the student going to compete for scholarships that require certain academic core courses, community service experiences, demonstrated leadership skills, or participation in extracurricular activities? Is the student planning to play college level sports and if so will the student meet the NCAA course eligibility requirements? Families and students are encouraged to contact the school counselor or college and career counselor at the student’s school for more information about graduation programs, financial aid opportunities, accelerated programs, and college or career plans. Students and parents are also encouraged to continue to discuss their plans with the school counselor on a regular basis during the middle school and high school years. Students need to be interested and involved in their academic progress and in planning for their futures in order to ensure that they will be prepared to achieve their post-secondary goals. 14 Florida Department of Education Resources State University System Admission Requirements For more information on Florida public universities visit http://www.flbog.org. Florida College System Admission Requirements For more information on Florida Colleges, visit http://www.fldoe.org/fcs. College Admissions Tests For more information on college admissions tests visit: ACT: http://www.actstudent.org SAT: http://www.collegeboard.com Florida Bright Futures Scholarships The Florida Bright Futures Scholarship Program is created to establish a lottery-funded scholarship program to reward ant Florida high school graduate who merits recognition of high academic achievement and who enrolls in a degree program, certificate program, or applied technology program at an eligible Florida public or private postsecondary education institution and receives funding within 2 years of graduation from high school. For more information, visit http://www.floridastudentfinancialaid.org/SSFAD/bf/. Florida Virtual Campus (FLVC) - Planning for Success The Florida Virtual Campus (FLVC) provides a variety of online services for students from Florida’s public high schools, colleges, and universities. For more information, visit http://www.flvc.org. Florida End of Course (EOC) Assessments are part of Florida’s Next Generation Strategic Plan for increasing student achievement and improving college and career readiness. EOCs are computer-based, criterion-referenced assessments that measure the Next Generation Sunshine State Standards for specific high school level courses. For information about what is on the assessments, taking the assessments, and frequently asked questions and answers, visit http://fcat.fldoe.org/eoc/. Office of Student Financial Assistance (OSFA) administers state-funded and some federally funded grants and scholarship programs to assist students with the costs of postsecondary education. For information, visit http://www.floridastudentfinancialaid.org or call toll-free (888) 827-2004. Federal Student Aid is your source for free information from the U.S. Department of Education on preparing for and funding education beyond high school. Visit http://www.studentaid.ed.gov. Talented 20 Program provides students in the top 20 percent of their class guaranteed admission, within space and fiscal limitations, into one of Florida’s 11 state universities. Please note that while eligible students are guaranteed admission, they may not necessarily be admitted to the campus of choice. These students are given priority for the awarding of funds from the Florida Student Assistance Grant Program although this program provides no scholarships. For more information on how to qualify, visit http://www.fldoe.org/Talented20/. FCAT Explorer is a free online practice program for Florida’s public school students. The system features two practice programs created for grade 10 students (Reading Timeline and Math Timeline). Visit http://www.fcatexplorer.com. CHOICES website is a comprehensive career information system that uses a flexible approach that combines graphics, multimedia, and search strategies to allow students to explore career and educational options. The site includes links to key websites related to career exploration to help students plan for a career. Visit http://www.flchoices.org. CareerOneStop website provides information and guided support for students in determining the best career path. The website includes Florida-specific information about high-growth jobs with better wages, including new career fields, video tours for students, and an online interest inventory. Visit http://www.careeronestop.org/studentsandcareeradvisors. _____________________________________________________________________________________________________________________________________ 15 Community Service Florida Academic Scholars Award, Florida Medallion Award, Gold Seal Vocational Bright Futures To access an award through the Bright Futures Program, a student must complete a program of community service work, as approved by the school, which will require the student to identify a social problem that interests him or her, develop a plan for his or her personal involvement in addressing the problem, and through papers or other presentations, evaluate and reflect upon his or her experience. (Florida Statute 1009.534) Community Service is defined as identifying and addressing a social issue in the community. This requires students to look beyond themselves and reach out to an issue faced by our society today (i.e. poverty, abuse, elderly citizen). These hours will meet the requirement for the Florida Bright Futures Award Program. Volunteer Service is defined as assisting where needed and does not necessarily address a social issue. Although these hours are not recorded on the transcript, students can keep a log of these activities for use when applying for college, job applications, awards and scholarships other than Bright Futures. NEW! Florida Academic Scholars - 100 hours of community service Florida Medallion Scholars - 75 hours of community service Florida Gold Seal Vocational - 30 hours of community service Students must complete a Community Service Proposal Form and submit it for approval to the Community Service Designee at the school site prior to beginning the service. Any community service done before this happens will Under No Circumstances count towards the student’s Florida Bright Futures community service hours. To complete the requirement the student may address no more than three (3) social issues. A proposal for each project must be submitted. Students should keep copies of all documentation that is submitted to the schools. Projects done during the summer before beginning 9th grade will be considered to meet the requirement if a proposal is submitted and approved by the high school the student plans to attend before beginning the project. Students must perform the service during non-school hours. Service must be for a non-profit organization (certain exceptions apply such as nursing homes). Students may not be compensated either financially or with some other material benefit. Fundraising may count as community service if all funds raised are donated to address a social issue in the community. Service-Learning projects may count as community service if preapproved by the Community Service Designee. Hours That Cannot Be Counted Hours completed prior to presenting a proposal and receiving approval to proceed Family related activities Court mandated community service Service for the sole benefit of a religious house of worship and/or its congregation. Service for promoting a political candidate Co-curricular activities that are course requirements An activity where there is no leader or responsible adult on site to evaluate and confirm student performance. Appeals Proposals that have been denied can be appealed within the process established at the school site. 16 Bright Futures Community Service Proposal Name______________________________________________________ Date_____________________ Student #__________________________High School___________________Graduation Year______ Organization(s) where the hours will be performed: Answer yes (Y) or no (N) to all of the following questions in the spaces provided: __________________________________________ Is the activity family related? __________________________________________ Will you be compensated either financially or with some other material benefit? Y/N Is the activity court mandated community service? What social issue(s) will your activity address? (circle all that apply): Is the service for the sole benefit of a religious house of worship and/or its congregation? Abuse Health Does the service promote a political candidate? Animals Homelessness Is the activity required for one of your classes? Education Hunger Are you donating an item like blood, hair, or canned food? Elderly Poverty Will the hours be submitted after your graduation? Environment Other: Will a leader or responsible adult with the organization be on site to evaluate and confirm student performance? Keep copies for your records of all documentation. I understand that this proposal to participate in community service is entirely voluntary on my part and that the completion of documented community service related to this proposal can be used to satisfy the community service requirement of the Florida Academic Scholarship, Florida Medallion Scholarship and Gold Seal Vocational Scholars Award. Selection of the organization, services performed, and documentation are the responsibility of the student. Signature of the Community Service Contact indicates that the student has presented an appropriate social issue for meeting the community service requirement of the Bright Futures Scholarship Program. All community service hour documentation MUST be submitted by the school’s graduation date. Any community service hours submitted after the graduation date even if earned prior to graduation will not be accepted. No Exceptions. ________________________________________________ Student Signature ________________________ Date _________________________________________________ High School Community Service Contact Signature _______________________ Date 17 Hillsborough County Public Schools Record of Community Service Hours Name ______________________________________________________ Graduation Date_________________ Student# _____________________________ High School__________________________________________ The student must submit a proposal to the Community Service Contact at the school site before beginning any project. It is the responsibility of the student to keep the actual record of the hours of service performed. Total Hours ________________________ All community service hour documentation MUST be submitted by the school’s graduation date. Any community service hours submitted after the graduation date even if earned prior to graduation will not be accepted. No exceptions. Date of Activity Community Service Location Hours Logged Signature of Service Agency Contact/Phone # I agree that I have performed the above hours. ______________________________________________________ __________________ Student Signature Date ______________________________________________________ __________________ High School Community Service Contact Signature Date 18 Bright Futures Scholarship Requirements for 2015 Graduates and Beyond The Florida Bright Futures Scholarship Program’s purpose is to reward students for their academic achievements during high school by providing funding to attend postsecondary education in Florida. Specific Requirements for the Scholarships Florida Academic Scholars (FAS) Florida Medallion Scholars (FMS) Florida high school students who wish to qualify for the Florida Academic Scholars (FAS) award or the Florida Medallion Scholars (FMS) award must meet the following initial eligibility requirements: • Graduate high school from a Florida public high school with a Florida Standard Diploma (high school graduation requirements), graduate from a registered Florida Department of Education private high school, earn a GED, complete a Home Education program, or graduate from a nonFlorida high school (OOS); • Complete the required high school coursework; • Achieve the required minimum high school grade point average (GPA); • Achieve the required minimum score on either the ACT® or SAT® college entrance exam; and • Complete the required number of service hours. Type FAS 16 High School Course Credits 1 4 - English (three must include substantial writing) High School Weighted GPA College Entrance Exams (ACT®/SAT®) Service Hours 3.50 29/1290 100 hours 3.00 26/1170 2 75 hours 3 - Natural Science (two must have substantial laboratory) 4 – Mathematics (at or above the Algebra I level) FMS 3 - Social Science 2 - World Language (sequential, in same language) 1 The required coursework aligns with the State University System admission requirements found in regulation 6.002. students without official transcripts must score a 27/1220 to meet the FMS award requirement. 2 Home-educated High School Course Credits For both scholarships, the required coursework aligns with the State University System admission requirements. The world language requirement can be met by demonstrating proficiencies based on scores on Credit-By-Exam Equivalencies, or other university approved means. Otherwise, the high school transcript must include a world language “completer” course to show that the world language requirement has been met. Please refer to the Comprehensive Course Table for specific information on which courses count toward State University System admission requirements. 19 High School GPA Evaluation for Bright Futures includes an unrounded weighted high school GPA (calculated to two decimal places) in the 16 college-preparatory credits. The following courses are weighted .25 per semester course or .50 per year course in the calculation of the GPA: Advanced Placement (AP), Pre-International Baccalaureate (Pre-IB), International Baccalaureate (IB), Honors, Pre-Advanced International Certificate of Education (Pre-AICE), Advanced International Certificate of Education (AICE) or academic Dual Enrollment. For example, whereas an ‘A’ equals 4 quality points for an un-weighted year-long course, an ‘A’ would equal 4.5 quality points for a weighted year-long course. If necessary, students may use two additional credits from courses in the above academic areas, or from AP, IB, or AICE fine arts courses to raise their GPA. College Entrance Exams Bright Futures uses the best section score from any sitting of the same entrance exam to give the student the best possible overall composite score. • OSFA does NOT use the writing section score from either test. • The ACT® composite score is the average score across the four subject area sections: English, Math, Reading and Science. Composite scores will be rounded up to the next whole number. • The SAT® composite score is the sum of the Critical Reading and Math sections. • The ACT®/SAT® exams may be taken through June 30 of the student’s graduation year (or through January 31 for mid-year graduates). • There is no limit to the number of times a student may retake the test through June 30 of the student’s graduation year. • Required test scores are higher for home-educated students who cannot produce an official transcript documenting coursework. • Request test scores be sent to one of Florida’s 12 state universities, Florida state colleges (public community colleges), or public high schools when registering for the ACT®/SAT® so that test scores will be sent to the Florida Department of Education (FDOE) repository. Service Hours Students must complete service hours during high school and by high school graduation. Hours must be submitted to and approved by: • • • District school boards for public school students; Administrators of nonpublic schools for private school students; OR FDOE for students enrolled in a home education program. Districts certify these hours to the FDOE through an electronic process. Other ways to qualify Students who have demonstrated academic merit through a recognition program may be eligible for Bright Futures without having to meet one or more of the requirements. Please refer to the table below for how to qualify based on one of the merit recognition programs. 20 Merit Recognition Program College Entrance Exams (ACT®/SAT®) National Merit® / National Achievement® Finalists and Scholars National Hispanic Scholars Advanced International Certificate of Education (AICE) - Diploma International Baccalaureate (IB) - Diploma 29/1290 26/1170 29/1290 26/1170 AICE - Curriculum International Baccalaureate (IB) - Curriculum 1 Students Service Hours 100 hours 75 hours 100 hours 75 hours 100 hours 75 hours 100 hours 1 100 hours 75 hours 100 hours 1 75 hours 1 Bright Futures Award FAS FMS FAS FMS FAS FMS FAS FAS FMS FAS FMS meet the service hour requirement through the IB curriculum. AICE Curriculum Complete a minimum of 12 AICE credits* identified by the University of Cambridge International Examinations (CIE) in three academic areas as follows: • Two credits from Group 1 – Mathematics and Sciences • Two credits from Group 2 – Languages • Two credits from Group 3 – Arts and Humanities • Six additional credits in any combination from the above three Groups, or from Group 4 (Global Perspectives). *Students earn one credit by completing one AICE full credit course and another credit for taking the corresponding AICE examination. IB Curriculum • Complete a minimum of 10 credits identified by the International Baccalaureate Organization (IBO): o Two credits each in three of the following areas and one credit each in the remaining three areas: Language Arts, World Language, Social Studies, Science, Mathematics and Arts/Electives. (Each of these credits must be an IB or AP course. Pre-IB courses do not meet IB curriculum requirements.) o One credit in Theory of Knowledge • • Complete the Creativity, Action, Service (CAS) requirement Complete an extended essay. Gold Seal Vocational Scholars (GSV) Florida high school students who wish to qualify for the Florida Gold Seal Vocational Scholars (GSV) award must meet the following initial eligibility requirements: • Graduate from high school with a Standard Diploma (high school graduation requirements); • Achieve the required weighted minimum 3.0 GPA in the non-elective high school courses; • Take at least 3 full credits in a single Career and Technical Education program; • Achieve the required minimum 3.5 unweighted GPA in the career education courses; • Achieve the required minimum score on the ACT®, SAT®, or Florida Postsecondary Education Readiness Test (P.E.R.T.) exams (see table below); and • Complete 30 service hours. 21 College Entrance Exams Exam types cannot be combined; a student must qualify based on each sub-test score for a single exam type. Sub-test scores from different test dates may be used to meet the test requirement. Scores taken through June 30 of the student's senior year (for a regular graduate, or January 31 for a mid-year graduate) will be accepted for Bright Futures evaluation. There is no limit to the number of times a student may retake the test, prior to June 30 of the student’s graduation year. Request test scores be sent to one of Florida’s 12 state universities, Florida state colleges (public community colleges), or public high schools when the student registers for the ACT®/SAT® so that test scores will be sent to the Florida Department of Education (FDOE) repository. Exam Type ACT® SAT® P.E.R.T. Sub-test English Reading Math Critical Reading Math Reading Writing Math Required Score 17 19 19 440 440 106 103 114 Service Hours Students must complete service hours during high school and by high school graduation. These hours must be approved by: • District school boards for public school students; or • Administrators of nonpublic schools for private school students. 22 MHS CAREER-TECHNICAL PROGRAMS FOR 2016-2017 Students completing a minimum of 3 courses in a Career-Technical Program may qualify for the Florida Gold Seal Vocational Scholarship (http://www.floridastudentfinancialaid.org/SSFAD/PDF/BFHandbookChapter1.pdf) and apply for membership into the National Technical Honor Society (http://www.nths.org). (*Magnet Programs) *Engineering – ‘Project Lead the Way’ *Biomedical/ Biotechnology Sciences – ‘Project Lead the Way’ *Computer Game Design #8730000 #8202100 Introduction to Engineering & Design Computer Integrated Manufacturing Principles of Engineering Engineering Design & Development Digital Electronics Civil Engineering & Architecture Aerospace Engineering Drafting 1 – Required Elective Digital Information Technology Game & Simulation Design Game & Sim. 3D Graphic Animation Game & Simulation Programming Game, Simulation, & Animation Advanced Applications Multi-User Game & Sim. Programming AP Computer Sci Principles–Req’d Elective AP Computer Sci. A–Req’d Elective #8106500; #8106100 Principles of the Biomedical Sciences Human Body Systems Medical Interventions Biomedical Innovation Genetics Microbiology Internship at Research Facility Digital Information Tech. – Req’d Elective *Computer Systems & Information Technology #9001200 CSIT Foundations CSIT System Essentials CSIT Network Systems Configuration CSIT Network Systems Design & Administration CSIT Cyber Security Essentials CSIT Cyber Security – Physical Digital Electronics - PLTW AP Computer Science – Required Elective Air Force Junior ROTC Administrative Office Specialist #8212500 Computing for College & Careers Administrative Office Tech 1 Administrative Office Tech 2 Cosmetology Barbering #8212400 #8757200 #8757100 Aerospace Science 1 Aerospace Science 2 Aerospace Science 3 Aerospace Science 4 Grooming & Salon Services/Cosmetology 2 Cosmetology 3 Cosmetology 4 – 9 Barbering 1 Barbering 2 Barbering 3 Building Construction Technologies Drafting / Illustrative Design #8720300 #8600800 Building Construction Technologies 1 Building Construction Technologies 2 Building Construction Technologies 3 Drafting / Illustrative Design 1 Drafting / Illustrative Design 2 Drafting / Illustrative Design 3 Agritechnology Television Production #8106800 #8772100 Agriscience Foundations 1 Agritechnology 1 Agritechnology 2 Television Production 1 Television Production 2 Television Production 3 **Highly Recommended, but not required. 23 ENGLISH IV 1 Credit LANGUAGE ARTS AVID I - IV 4 Credits (1 credit per course) The purpose of this course is to provide integrated educational experiences in the language arts strands of reading, writing, listening, viewing, speaking, language, and literature. Grades 9 -12 ENGLISH IV, HONORS 1 Credit The purpose of this course is to assist students in the academic middle -- B, C, and even D students -- who have the desire to go to college and the willingness to work hard, particularly students who are capable of completing rigorous curriculum but are falling short of their potential. Students learn organizational, study, and social skills to take forward with them to college. ENGLISH I 1 Credit ADVANCED PLACEMENT ENGLISH LANGUAGE & COMPOSITION 1 Credit Grade 11 Grade 9 Prerequisites: Teacher Recommendation, English II Honors The purpose of this course is to provide students with an understanding of the semantic, structural, and rhetorical resources of the English language as they relate to the principles of effective writing. This course also builds the rhetorical skills tested on the AP English Language and Composition examination. All students enrolled in this AP course are REQUIRED to take the national AP examination from the College Board. Grade 9 The purpose of this course is to promote academic excellence in English language arts through integrated experiences in reading, writing, listening, viewing, speaking, language, and literature. ENGLISH II 1 Credit ADVANCED PLACEMENT ENGLISH LITERATURE & COMPOSITION 1 Credit Grade 12 Prerequisites: Teacher Recommendation, English III Honors Grade 10 The purpose of this course is to involve students in the study and practice of writing and in the study of literature. Students should learn to use the modes of discourse and to recognize the assumptions underlying various rhetorical strategies. Students should also acquire an understanding of the resources of the language as well as the writer's craft. They should develop critical standards for the appreciation of any literary work and increase their sensitivity to literature as shared experience. This course also builds the composition and literary analysis skills to be tested on the AP English Literature and Composition examination. All students enrolled in this AP course are REQUIRED to take the national AP examination from the College Board. The purpose of this course is to provide integrated educational experiences in the language arts strands of reading, writing, listening, viewing, speaking, language, and literature. ENGLISH II, HONORS 1 Credit Grade 10 The purpose of this course is to promote academic excellence in English language arts through integrated experiences in reading, writing, listening, viewing, speaking, language, and literature. ENGLISH III 1 Credit RESEARCH SUPPORT, HONORS (for 3 or more AP courses) Multiple Credits Grade 11 The purpose of this course is to provide integrated educational experiences in the language arts strands of reading, writing, listening, viewing, speaking, language, and literature. ENGLISH III, HONORS 1 Credit Grade 12 The purpose of this course is to promote academic excellence in English language arts through integrated experiences in reading, writing, listening, viewing, speaking, language, and literature. The purpose of this course is to provide integrated educational experiences in the language arts strands of reading, writing, listening, viewing, speaking, language, and literature. ENGLISH I, HONORS 1 Credit Grade 12 Grades 10 - 12 The purpose of this course is to provide students with skills necessary to produce a basic research product. The content should include, but not be limited to, identification of research topics and problems, and development of basic research method skills. Grade 11 The purpose of this course is to promote academic excellence in English language arts through integrated experiences in reading, writing, listening, viewing, speaking, language, and literature. 24 ENGLISH I THROUGH ESOL 1 Credit DEVELOPMENT OF ENGLISH LANGUAGE SKILLS THROUGH ESOL 1 Credit Grades 9 -12 Grade 9 The purpose of this course is to provide integrated educational experiences in the language arts strands of reading, writing, listening, viewing, speaking, language, and literature. The content includes using reading strategies to construct meaning from informative, technical, and literary texts; acquiring an extensive vocabulary through reading, discussion, listening, and systematic word study; using process writing strategies, student inquiry, and self-monitoring techniques; using speaking, listening, and viewing strategies in formal presentations and informal discussions; understanding and responding to a variety of literary forms; understanding and using language successfully to impact readers, writers, listeners, speakers and viewers. ENGLISH II THROUGH ESOL 1 Credit The purpose of this course is to provide instruction to native speakers of a language other than English in the language arts skills of listening, speaking, reading, and writing. INTENSIVE READING I 2 Credits (2 consecutive class periods) The purpose of this course is the development of reading skills for students with national percentile scores ranging from 1-14%. This course provides guided instruction in word attack skills, vocabulary, comprehension, and study skills. The development of reading as an independent activity will be emphasized. Grade 10 The purpose of this course is to provide integrated educational experiences in the language arts strands of reading, writing, listening, viewing, speaking, language, and literature. The content includes using reading strategies to construct meaning from informative, technical, and literary texts; acquiring an extensive vocabulary through reading, discussion, listening, and systematic word study; using process writing strategies, student inquiry, and self-monitoring techniques; using speaking, listening, and viewing strategies in formal presentations and informal discussions; understanding and responding to a variety of literary forms; understanding and using language successfully to impact readers, writers, listeners, speakers and viewers. ENGLISH III THROUGH ESOL 1 Credit INTENSIVE READING II 1 Credit Grades 9 -10 Prerequisite: According to skill needs The purpose of this course is to continue the development of reading skills for students with national percentile scores ranging from 1530%. The content includes instruction in vocabulary and comprehension (literal, inferential, and evaluative). Various study skill and test-taking strategies will be examined and individual methods suiting each student should be developed. Guided instruction will be provided for various purposes of reading, including literature, informational textbooks, newspapers, applications, practice tests, and editorials. The development of reading as an independent activity will be emphasized. Grade 11 The purpose of this course is to provide integrated educational experiences in the language arts strand of reading, writing, listening, viewing, speaking, language, and literature. The content includes using the reading process to construct meaning using technical, informative, and imaginative texts; using writing processes for various purposes with attention to style and format; using the research process and individual inquiry to locate, analyze, and evaluate information; using effective listening, speaking, and viewing strategies in informal and formal situations; understanding the power of language as it impacts readers, writers, listeners, viewers, and speakers; understanding and analyzing literary texts; responding critically and aesthetically to literature. ENGLISH IV THROUGH ESOL 1 Credit Grade 9 Prerequisite: According to skill needs INTENSIVE READING III 1 Credit Grades 11 -12 Prerequisites: FCAT Level 1 & 2 The content includes reading skills, test-taking skills and content area reading strategies related to FCAT Reading and the Applied Reading Benchmarks. INTENSIVE READING IV 1 Credit Grades 11 -12 Prerequisites: FCAT Level 1 & 2; Intensive Reading III Grade 12 This course is for students who have not yet passed FCAT Reading. The purpose of this course is to focus on basic reading skills in preparation for the FCAT. The content includes reading books, articles, and FCAT - related material. There will also be a strong focus on vocabulary and life-related reading skills. The purpose of this course is to provide integrated educational experiences in the language arts strands of reading, writing, listening, viewing, speaking, language, and literature. The content includes using the reading process to construct meaning using technical, informative, and imaginative texts; using writing processes for various purposes with attention to style and format; using the research process and individual inquiry to locate, analyze, and evaluate information; using effective listening, speaking, and viewing strategies in informal and formal situations; understanding the power of language as it impacts readers, writers, listeners, viewers, and speakers; understanding and analyzing literary texts; responding critically and aesthetically to literature. INTENSIVE READING A 1 Credit Grades 9 -10 Prerequisite: According to skill needs The students will develop literal and inferential comprehension skills, critical reading skills, vocabulary enrichment, study skills, and testtaking skills. The development of reading as an independent reading activity will be emphasized. 25 INTENSIVE READING B 1 Credit CREATIVE WRITING I ½ Credit Grades 9 -10 Grades 9 -12 Prerequisite: According to skill needs The purpose of this course is to develop students' writing and language skills needed for individual expression in literary forms. The content includes instruction in the development and practice of writing a variety of literary works including original poetry, short stories, plays, novels, and/or essays and other nonfiction. The course may also include technical aspects of publishing students' work in a literary publication. The students will develop literal and inferential comprehension skills, critical reading skills, vocabulary enrichment, study skills, and testtaking skills. The development of reading as an independent reading activity will be emphasized. INTENSIVE READING C 1 Credit Grades 9 -10 CREATIVE WRITING II ½ Credit Prerequisite: According to skill needs The students will develop literal and inferential comprehension skills, critical reading skills, vocabulary enrichment, study skills, and testtaking skills. The development of reading as an independent reading activity will be emphasized. ADVANCED READING, HONORS ½ Credit Grades 9 -12 Prerequisites: Creative Writing I The purpose of this course is to develop students' writing and language skills needed for individual expression in literary forms. The content includes instruction in the development and practice of writing a variety of literary works, including original poetry, short stories, plays, novels, and/or essays and other nonfiction. The course may also include technical aspects of publishing students' work in a literary publication. Grades 9 -10 Prerequisite: According to skill needs The purpose of this course is to develop advanced reading skills for students who plan to continue their formal education after high school. Specific content shall include instruction in vocabulary, comprehension, study skills, and test-taking skills. Students should improve literal, inferential, critical, and creative reading skills, as well as reading rate. Special review of college entrance examinations (SAT, ACT, CPT) is included in this curriculum. JOURNALISM I 1 Credit ADVANCED COMMUNICATIONS, HONORS ½ Credit Grades 9 -10 Prerequisites: Journalism I and Teacher Recommendation Grades 9 –12 The purpose of this course is to provide instruction in basic aspects of journalism and workshop experiences in journalistic production. JOURNALISM II-IV (Newspaper) 1 Credit (each) Grades 10 -12 This course provides practical experience in newsgathering techniques and practice in journalistic writing, and opportunities to explore careers in journalism. Practice in the preparation of materials for publication in journalistic media will occur within a workshop setting. Prerequisite: According to skill needs The purpose of this course is the development of reading skills for students reading on or above grade level. Students will develop critical thinking skills, enhance vocabulary development, and focus on higherorder verbal/reading skills to prepare for the SAT/ACT/CPT assessments. JOURNALISM II-IV (Yearbook) 1 Credit (each) Grades 10 -12 Prerequisites: Journalism I and Teacher Recommendation SEMANTICS & LOGIC, HONORS ½ Credit This course provides practical experience in newsgathering techniques and practice in journalistic writing, and opportunities to explore careers in journalism. Practice in the preparation of materials for publication in journalistic media will occur within a workshop setting. Grades 9 -10 Prerequisite: According to skill needs This is a rigorous college-level critical thinking, vocabulary development and higher-order verbal/reading skill course to prepare students for the PSAT/SAT/CPT assessments. A special review of the PSAT verbal and writing sub-tests are included in this curriculum. SPEECH I 1 Credit Grades 9 –12 The purpose of this course is to provide instruction in the fundamentals of formal and informal oral communication. CRITICAL THINKING & STUDY SKILLS ½ Credit Grades 9 -10 SPEECH II 1 Credit Prerequisite: According to skill needs The purpose of this course is the development of a foundation of academic organizational skills, learning/reading strategies and higher order thinking skills for students to employ in content area courses and on various reading and writing assessments. Grades 9 –12 Prerequisite: Speech I The purpose of this course is to provide advanced instruction and refinement of both formal and informal oral communication skills. This course includes Lincoln-Douglas debates. 26 MATHEMATICS provide the foundation for applying these skills to other mathematical and scientific fields. Topics include the review and extension of the structure and properties of the real number system; relations, functions and graphs; polynomials and rational expressions; quadratic equations and inequalities; polynomial functions; rational and irrational exponents; logarithms; complex numbers; systems of equations and inequalities; permutations, combinations, probability; sequences and series; and word problems. A graphing calculator is required for this course. Students enrolled in math classes may be required to use a graphing or scientific calculator. Follow the guidelines below: Scientific Calculator (TI-30X, T1-34, or T1-36X) Classes: Agile Algebra, Intensified Algebra, Geometry, Geometry Honors Graphing Calculator (TI-83 Plus or TI-84 Plus) Classes: Algebra II, Algebra II Honors, Advanced Topics, Trigonometry, Pre-Calculus, Math Analysis, AP Calculus (AB or BC), AP Statistics ALGEBRA II, HONORS 1 Credit Prerequisite: Geometry Honors This course provides the foundation for more advanced mathematics courses and develops the skills needed to solve mathematical problems. The students will be introduced to the scientific and graphing calculator. This course is a graduation requirement. Successful completion of this course and passing the Florida Standards Assessment (FSA) fulfills graduation benchmarks. This course is to present an in-depth study of the topics of Algebra II with emphasis on theory, proof, and development of formulas, as well as their application. Topics include algebraic structure; first-degree equations in one and two variables solved algebraically and graphically; systems of equations and inequalities; functions and relations; polynomials and rational expressions; exponents and radicals; logarithms; complex numbers; conic sections; polynomial equations; sequences and series; permutations, combinations and probability; and the binomial theorem. A graphing calculator is required for this course. INTENSIFIED ALGEBRA 1 (Algebra 1a/1b block) 2 Credits ADVANCED TOPICS in MATHEMATICS 1 Credit AGILE ALGEBRA I 1 Credit Prerequisite: Algebra II This course provides the foundation for more advanced mathematics courses and develops the skills needed to solve mathematical problems. The two block period provides additional support and preparation for the Florida Standards Assessment (FSA). The students will be introduced to the scientific and graphing calculator. This course is a graduation requirement. Successful completion of this course and passing the FSA fulfills graduation benchmarks. This course is designed to strengthen the mathematical skills of the college-bound students in preparation for advanced mathematics. Topics include complex numbers; equations; systems of equations and inequalities; polynomials; matrices; conic sections; rational and irrational exponents; logarithms; sequences and series; similarity and congruence; trigonometry of the right triangle; trigonometric equations; solution of right triangle; solution of oblique triangles; trigonometric identities; and descriptive statistics. A graphing calculator is required for this course. LIBERAL ARTS MATHEMATICS 1 Credit Prerequisite: Test Scores TRIGONOMETRY, HONORS ½ Credit This course is designed for the student who has not passed the Algebra 1 Florida Standards Assessments (FSA). This course is to strengthen the mathematical skills required for standardized tests and continued study of mathematics. Prerequisite: Algebra II with an A or B, or Algebra II Honors This course is to provide students with the study of circular and trigonometric functions and their applications. Topics include circular functions; trigonometric identities; graphs of trigonometric functions; particular and general solutions of trigonometric equations; and solutions of right and oblique triangles. Enrollment in Trigonometry precludes enrollment in Pre-Calculus. A graphing calculator is required for this course. GEOMETRY, HONORS 1 Credit Prerequisite: Algebra I Honors or Gifted Algebra I Honors This course is to give a rigorous in-depth study of geometry with emphasis on methods of proof and the formal language of mathematics. Topics include structure of geometry; angle concepts; triangles; quadrilaterals; proofs; perpendicularity and parallelism in a plane and in space; similar polygons; circles and spheres; constructions; area and volume; coordinate geometry, and trigonometric ratios. A scientific calculator is required for this course. PRE-CALCULUS, HONORS 1 Credit Prerequisites: Algebra II Honors with C or better This course is designed to study mathematics using functions as a unifying theme. Content shall include polynomial and rational functions, exponential and logarithmic functions, trigonometric and circular functions, conic sections, vectors, polar equations, parametric equations, and limits. This course is a prerequisite for A.P. Calculus. A graphing calculator is required for this course. ALGEBRA II 1 Credit Prerequisite: Geometry or Geometry Honors This course is to continue the study of the structure of algebra and to 27 MATH ANALYSIS, HONORS ½ Credit INTENSIVE MATH 3 ½ Elective Credit Prerequisite: Earned an A or B in Algebra 2 or a C in Algebra 2 Honors, or Trigonometry, Analytic Geometry or PreCalculus. Prerequisite: Test Scores This course is designed to aid students in their preparation for the NGSSS Algebra I End-of-Course Exam. Study logic, sets, vectors, induction, and matrices as you continue to advance your knowledge of mathematics in preparation for college. This is the course where math and reasoning and thought come together. Applications of the mathematics previously learned will be emphasized. A graphing calculator is required for this course. MATH FOR COLLEGE READINESS 1 Credit Prerequisite: Geometry and/orTest Scores ADVANCED PLACEMENT STATISTICS 1 Credit The course is designed for students who have passed Geometry but who still need strengthening before entering Algebra 2. The course will strengthen mathematical knowledge without the use of a calculator. Prerequisite: Algebra II Honors This course is to introduce students to the major concepts and tools for collecting, analyzing, evaluating, and drawing conclusions from data. Topics include exploratory analysis, planning a study, anticipating pattern, and statistical inference. It is required that the students take the Advanced Placement Examination in Statistics. A graphing calculator is required for this course. MATH FOR COLLEGE SUCCESS ½ Credit This course is designed for students who have completed Geometry or Algebra 2. It will strengthen their mathematical understanding and prepare the students to take college entrance exams (SAT or ACT). ADVANCED PLACEMENT CALCULUS AB 1 Credit Prerequisite: Pre-Calculus SCIENCE This course is to provide study of elementary functions and the general theory and techniques of calculus. The content should include, but not be limited to, that content determined in the Advanced Placement Program. It is required that the students take the Advanced Placement Examination for Calculus AB. A graphing calculator is required for this course. ADVANCED PLACEMENT BIOLOGY 1 Credit ADVANCED PLACEMENT CALCULUS BC 1 Credit Grades 9 -12 The purpose of this course is to provide a college level course in the biological science and to prepare the student to seek Credit and/or appropriate placement in college biology courses. The content includes molecular and cellular biology, organismal biology, and populational biology. Opportunities to understand the interactions of science with technology and society should be provided. Specific laboratory activities are course requirements. All students enrolled in this AP course are REQUIRED to take the national AP examination from the College Board. Prerequisite: Pre-Calculus with a grade of A or B This course is to provide an extensive study of the general theory and techniques of calculus. The content shall include, but not be limited to course topics determined by the Advanced Placement Program. It is required that the students take the Advanced Placement Examination for Calculus BC. This course is a more rigorous curriculum than AP Calculus AB. A graphing calculator is required for this course. MATHEMATICAL ANALYSIS ½ Credit ADVANCED PLACEMENT CHEMISTRY 1 Credit Grades 10 -12 Prerequisite: Trigonometry Prerequisites: Biology Honors This course enables students to extend their knowledge of functions, acquire additional modes of mathematical reasoning at an introductory level, and develop the skills necessary for the study of calculus. Topics include logic, sets, vectors, induction, and matrices. The purpose of this course is to provide a college level course in chemistry and to prepare the student to seek Credit and/or appropriate placement in college chemistry courses. The content includes structure of matter, states of matter, chemical reactions, and descriptive chemistry. Opportunities to understand the interactions of science with technology and society should be provided. Specific laboratory activities are course requirements. All students enrolled in this AP course are REQUIRED to take the national AP examination from the College Board. RESEARCH SUPPORT, HONORS (for 3 or more AP courses) Multiple Credits The purpose of this course is to provide students with skills necessary to produce a basic research product. The content should include, but not be limited to, identification of research topics and problems, and development of basic research method skills. 28 ADVANCED PLACEMENT ENVIRONMENTAL SCIENCE 1 Credit Grades 11 -12 ASTRONOMY, HONORS 1 Credit Grades 11 -12 Prerequisites: Biology Honors with a C or better Prerequisites: Biology Honors, Chemistry Honors The purpose of this course is to develop and apply concepts basic to the earth, its materials, processes, history, and environment in space. The content should include, but not be limited to, the following: the nature of science, the universe and solar system, the development cycle of stars, the earth-moon system, space exploration, the sun as a representative star, historical astronomy, astronomical instruments and astronomical coordinate systems. The purpose of this course is to provide students with a college level course in environmental science and to prepare the student to seek Credit and/or appropriate placement in college biological sciences programs. The content includes the study of the biosphere, its biotic and abiotic components; ecosystems of the world; biogeologic cycles; and current environmental issues. Specific laboratory activities are course requirements. All students enrolled in this AP course are REQUIRED to take the national AP examination from the College Board. BIOLOGY I 1 Credit ADVANCED PLACEMENT PHYSICS 1 1 Credit Grades 11 -12 This is the first of a series of three courses focused on an integrated, coordinated instruction of all the Sunshine State Standards in Science. The purpose of this new course is to provide opportunities to investigate the content, theories and examples associated with a practical view of the biological, environmental and earth sciences in a way that is relevant and useable. Students will learn about living things, the earth and the environment it provides us by reading informational and technical science text, formulating questions, making predictions, planning and conducting experiments, making observations, classifying, interpreting and analyzing data, drawing conclusions reading and communicating. Careers related to the biological sciences will also be emphasized. Laboratory experiments that include use of inquiry, experimental design, measurement, and safe use of laboratory materials are an integral part of this course. This course will satisfy the Biological Science graduation requirement. Prerequisites: Biology Honors; Chemistry Honors; Physics Honors; Algebra & Trigonometry AP Physics 1 is the equivalent to a first-semester college course in algebra-based physics. The course covers Newtonian mechanics (including rotational dynamics and angular momentum); work, energy, and power; and mechanical waves and sound. It will also introduce electric circuits. ADVANCED PLACEMENT PHYSICS 2 1 Credit Grades 11 -12 Prerequisites: Biology Honors; Chemistry Honors; Physics Honors; Algebra & Trigonometry AP Physics 2 is the equivalent to a second-semester college course in algebra-based physics. The course covers fluid mechanics; thermodynamics; electricity and magnetism; optics; and atomic and nuclear physics. BIOLOGY I, HONORS 1 Credit The purpose of this course is to provide students with advanced exploratory experiences and activities in the fundamental concepts of life. This course expands the biological concepts that were introduced earlier and refines these concepts and presents additional facts, concepts and generalizations. The content includes scientific method, scientific measurement, laboratory safety and use of laboratory apparatus, biochemistry, cell biology, cell reproduction, genetics, biological changes through time, classification and taxonomy, microorganisms and disease, structure and function of plants, structure and function of animals, human anatomy and physiology, and ecological relationships. Opportunities to understand the interactions of science with technology and society would be provided. ADVANCED PLACEMENT PHYSICS C 1 Credit Grades 11 -12 Prerequisites: Biology Honors, Chemistry Honors, Physics Honors, Calculus AP Physics C is taken for students who plan to major in engineering, chemistry or physics. The purpose of this is to provide a college level course in physics and to prepare the student to seek Credit and/or appropriate placement in college physics courses. The content includes mechanics, electricity, and magnetism. All students enrolled in this AP course are REQUIRED to take the national AP examination from the College Board. RESEARCH SUPPORT, HONORS (for 3 or more AP courses) Multiple Credits Grades 9 -10 Prerequisite: Physical Science or Honors CHEMISTRY I, HONORS 1 Credit Grades 10 -12 Prerequisites: Geometry, Algebra I, and Biology Honors Grades 10 - 12 The purpose of this course is to provide students with a rigorous study of the composition, properties and changes associated with matter. The content includes heat, changes of matter, atomic structure, periodic table, bonding, formulas and equations, mole concept, gas laws, energy and order, reaction rates and equilibrium, solutions: acids, bases, salts, nuclear chemistry, electrochemistry, and organic chemistry. Opportunities to understand the interactions of science with technology and society should be provided. The purpose of this course is to provide students with skills necessary to produce a basic research product. The content should include, but not be limited to, identification of research topics and problems, and development of basic research method skills. 29 EARTH/SPACE SCIENCE 1 Credit epidemiology, wastewater treatment, water purification, waterborne, microbial diseases, food preservation, food borne microbial diseases, animal /arthropod/soil borne-microbial diseases, and microorganisms as tools for industry and research. Individual student research is required. Grades 10 -12 The purpose of this course is to provide opportunities for students to develop concepts basic to the earth, its materials, processes, history and environment in space. The content includes origin of the universe and solar system, life cycle of stars, Earth-Moon system, U.S. manned space program and exploration, formation of igneous, sedimentary, and metamorphic rocks and identification of minerals, divisions of the earth, formation of land forms and basic mountain types, fundamental plate tectonics, formation of rivers and water systems, erosion, mass movements, wind, glaciers, hydrologic cycle, oceanography and ocean currents, meteorology and cloud types, weather mapping, soil composition, geologic periods and fossils, and energy resources, renewable and non-renewable. FORENSIC SCIENCE HONORS Credit 1 PHYSICS I, HONORS 1 Credit The purpose of this course is to provide students with an introductory study of the theories and laws governing the interaction of matter, energy, and the forces of nature. The content includes kinematics, dynamics, energy, work and power, heat and thermodynamics, wave characteristics, light, electricity, magnetism, nuclear physics. PHYSICAL SCIENCE 1 Credit Grades 10 - 12 Prerequisites: Biology with at least a B, Co-requisite: Chemistry Grade 10 This is the second of a series of three courses focused on an integrated, coordinated instruction of all the Sunshine State Standards in Science. The purpose of this new course is to provide opportunities to investigate the theories and ideas associated with a holistic view of the physical sciences, earth sciences and astronomy in a way that is relevant and useable. Students construct science knowledge by formulating questions, making predictions, planning and conducting experiments, making observations, classifying, interpreting and analyzing data, drawing conclusions and communicating. Laboratory experiments that include use of inquiry, experimental design, measurement, and safe use of laboratory materials are an integral part of this course. This course will satisfy the Physical Science graduation requirement. Forensics is a laboratory course identifying the avenues in which science is applied to the law. The purpose of this course is to expose students to the techniques, skills and innovations being used in the modern crime laboratory and their uses in the criminal justice system. This is an elective course and does not count as one of the three credits required for graduation. Topics include: Intro to Forensic Science; Crime Scene; Prints; Hair & Fiber; Document Analysis; Ballistics & Impressions; Trace Evidence; Drugs & Toxicology; Entomology; Blood & DNA; and Anthropology. GENETICS, HONORS 1 Credit Grades 11 -12 Prerequisites: Algebra II; Trigonometry, with a C or better Grades 10 -12 Prerequisites: Biology and Chemistry This course provides high-level experiences with laboratory and real life applications in the study of genetics. It includes Genetic diversity, biotechnology of genetics, levels of organizations, classification, taxonomy, evolution, biological selection, variations, adaptations, and the application of biotechnologies in agriculture, food and medical careers. Bioethics will also be an integral part of class discussions. MARINE SCIENCE I, HONORS 1 Credit SOCIAL STUDIES ADVANCED PLACEMENT COMPARATIVE GOVERNMENT AND POLITICS ½ Credit Grades 9 - 12 Grades 10 -12 Prerequisites: Biology Honors, Chemistry Honors The AP course in Comparative Government and Politics introduces students to fundamental concepts used by political scientists to study the processes and outcomes of politics in a variety of country settings. The course aims to illustrate the rich diversity of political life, to show available institutional alternatives, to explain differences in processes and policy outcomes, and to communicate to students the importance of global political and economic changes. Comparison assists both in identifying problems and in analyzing policymaking. Students successfully completing this course will: understand major comparative political concepts, themes, and generalizations; have knowledge of important facts pertaining to the governments and politics of China, Great Britain, Iran, Mexico, Nigeria, and Russia; understand typical patterns of political processes and behavior and their consequences; be able to compare and contrast political institutions and processes across countries and to derive generalizations; and, be able to analyze and interpret basic data relevant to comparative government and politics. All students enrolled in this AP course are REQUIRED to take the national AP examination from the College Board. The purpose of this course is to provide an overview of the marine environment. The content includes the nature of science, the origin of the oceans, the chemical/physical/geological aspects of the marine environments, ecology of various sea zones, marine communities, the diversity of marine organisms, characteristics of major marine ecosystems and phyla/divisions, inter-relationship between man and the ocean, laboratory investigations of selected topics in content, scientific method, measurement, laboratory apparatus, and safety MICROBIOLOGY, HONORS 1 Credit Grades 11 -12 Prerequisites: Biology Honors, Chemistry Honors, with a C or better The purpose of this course is to study microbial life, cell structure and function, nutrition/laboratory culture/metabolism of microorganisms, microbial growth, principles of microbial molecular biology, regulation of gene expression, essential of virology, bacterial genetics, evolutionary microbiology, microbial diversity, microbial ecology, pathogenicity, host response, immunology, microbial disease, 30 ADVANCED PLACEMENT EUROPEAN HISTORY 1Credit Grades 10 -12 ADVANCED PLACEMENT MICRO ECONOMICS 1 Credit Grades 11 -12 Prerequisite: Teacher Recommendation This course deals with decision-making of the household and business in answering the basic questions: what to produce, how to produce it, and form whom to produce it. Concepts such as supply and demand, product and factor markets, costs, revenues, market forms and profit maximization will be studied and analyzed. All students enrolled in this AP course are REQUIRED to take the national AP examination from the College Board. The purpose of Advanced Placement European History is to provide students with the opportunity to develop the analytic skills and factual knowledge necessary to deal critically with the problems, content, and materials of European historic development. This is done by focusing on persistent themes and change in history and by applying historical reasoning to seek solutions to contemporary problems. Reference should be made to the current advanced placement course description for European history published annually by the College Board. All students enrolled in this AP course are REQUIRED to take the national AP examination from the College Board. Note: Does not meet world history graduation requirement ADVANCED PLACEMENT UNITED STATES GOVERNMENT AND POLITICS ½ Credit Grades 9 – 12 This AP course includes both the study of general concepts used to interpret U.S. government and politics and the analysis of specific examples. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. government and politics. While there is no single approach that an AP United States Government and Politics course must follow, students should become acquainted with the variety of theoretical perspectives and explanations for various behaviors and outcomes. Students successfully completing this course will: know important facts, concepts, and theories pertaining to U.S. government and politics; understand typical patterns of political processes and behavior and their consequences (including the components of political behavior, the principles used to explain or justify various government structures and procedures, and the political effects of these structures and procedures); be able to analyze and interpret basic data relevant to U.S. government and politics (including data presented in charts, tables, and other formats); and, be able to critically analyze relevant theories and concepts, apply them appropriately, and develop their connections across the curriculum. All students enrolled in this AP course are REQUIRED to take the national AP examination from the College Board. ADVANCED PLACEMENT PSYCHOLOGY 1 Credit Grades 11 -12 Prerequisites: Psychology I, II The purpose of Advanced Placement Psychology is to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major sub fields within psychology. They also learn about the methods psychologists use in their science and practice. All students enrolled in this AP course are REQUIRED to take the national AP examination from the College Board. ADVANCED PLACEMENT AMERICAN HISTORY 1 Credits Grade 11 The purpose of Advanced Placement United States History is to provide students with the opportunity to develop the analytic skills and factual knowledge necessary to deal critically with the problems, content, and materials of American historic development. This is done by focusing on persistent themes and change in history and by applying historical reasoning to seek solutions to contemporary problems. All students enrolled in this AP course are REQUIRED to take the national AP examination from the College Board. ADVANCED PLACEMENT WORLD HISTORY 1 Credit Grade 10 AP World History highlights six overarching themes that should receive approximately equal attention throughout the course beginning with the Foundations section. The AP World History course addresses habits of mind or skills in two categories: 1) those addressed by any rigorous history course, and 2) those addressed by a world history course. All students enrolled in this AP course are REQUIRED to take the national AP examination from the College Board. ADVANCED PLACEMENT HUMAN GEOGRAPHY 1 Credit Grade 9 The purpose of this course is to enable students to develop higher levels of concepts and skills related to Human Geography. The content includes the following: regions, population studies, migration, cultural concepts, spatial representation such as religion, language, folk and popular culture, political geography, land use, urbanization, issues related to space, place, and scale and economic geography. All students enrolled in this AP course are REQUIRED to take the national AP examination from the College Board. THE HISTORY OF THE VIETNAM WAR ½ Credit Grades 10-12 The primary content emphasis for this course pertains to the study of the chronological development of the Vietnam War by examining the political, economic, social, religious, military and cultural events that affected the war. Students will be exposed to the historical, geographic, political, economic, and sociological events which influenced the progression of the war including, but not limited to, an analysis of the United States military effort and makeup in the war, an evaluation of the role of the United States home front, interpretations of the effects of the media, film and literature during and after the war, a judgment of crucial decisions made during the Vietnam War and an analysis of the resulting impact of the conflict. ADVANCED PLACEMENT MACRO ECONOMICS 1 Credit Grades 11 -12 This course deals with aggregated decision-making of the economy as a whole and the role of government in the economy, particularly as it applies to the American free enterprise system. Gross National Product, price indexes, economic policy, unemployment and inflation are all concepts to be included in the study. All students enrolled in this AP course are REQUIRED to take the national AP examination from the College Board. 31 RESEARCH SUPPORT, HONORS (for 3 or more AP courses) Multiple Credits ECONOMICS ½ Credit Grades 10 - 12 The purpose of this course is to provide students with skills necessary to produce a basic research product. The content should include, but not be limited to, identification of research topics and problems, and development of basic research method skills. AFRICAN-AMERICAN HISTORY ½ Credit The purpose of Economics is to provide students with the opportunity to acquire an understanding of the way in which society organizes its limited resources to satisfy unlimited wants. The student will be introduced to the major characteristics of the mixed market economic system in the United States and how the basic economic questions are answered. The major emphasis is to provide the students with an understanding of their role as producer, consumer, saver, investor, resource owner, voter, and taxpayer on the system. Grades 10 -12 The course is designed to analyze the strides and successes of African Americans throughout history. It offers a broad sweep of the struggles and transitions African Americans endured through time for freedom and equality. The intent of this course is to contribute to a more complete American history and of the American people. Finally, the core of the course is designed for students to derive a perspective for interpreting the dynamics of the continual change for African Americans over time and place in the United States. UNITED STATES GOVERNMENT ½ Credit ECONOMICS, HONORS ½ Credit Grades 11 -12 The purpose of Economics Honors is to provide students with the opportunity to acquire a comprehensive understanding of the way in which society organizes to utilize its limited resources to satisfy unlimited wants and the distinguishing characteristics of other types of economic systems with particular attention to the American mixed market system. The major emphasis is to provide the student with the tools to examine and analyze the implications of market solutions and public policy decisions related to economic problems. Grades 9 -12 The purpose of this course is to enable students to gain an understanding of American government and political behavior that is essential for effective citizenship and active involvement in a democratic American society. This course is a graduation requirement. LAW STUDIES ½ Credit Grades 10 -12 The purpose of Law Studies is to provide students the opportunity to acquire an understanding of the American legal process with an emphasis on Florida law. Appropriate concepts and skills will be developed in connection with the content that follows. UNITED STATES GOVERNMENT, HONORS ½ Credit Grades 9 -12 PSYCHOLOGY I ½ Credit The purpose of this course is to enable students to gain an understanding of American government and political behavior that is essential for effective citizenship and active involvement in a democratic American society. UNITED STATES HISTORY 1 Credit Grades 11 -12 Grades 10 -12 The purpose of Psychology is to provide students with the opportunity to acquire an understanding of human behavior, behavioral interaction, and the progressive development of individuals. Appropriate concepts and skills will be developed in connection with the content that follows. Grade 11 The purpose of this course is to enable students to understand the development of the United States within the context of history with major focus on the post-Reconstruction period to the present. PSYCHOLOGY II ½ Credit Grades 10 -12 Prerequisite: Psychology I UNITED STATES HISTORY, HONORS 1 Credit The purpose of Psychology II is to provide students with the opportunity to expand their understanding of human behavior, behavioral interaction, and the progressive development of individuals. Appropriate concepts and skills will be developed in connection with the content that follows. Grade 11 Prerequisites: World History, Honors The purpose of United States History Honors is to provide students with the opportunity to acquire an in-depth and comprehensive understanding of the chronological development of the American people by examining the political, economic, social, religious, military, scientific, and cultural events that have affected the nation. Implicit in this is an understanding of the historical method, the inquiry process, historical reasoning and interpretation, and the issues of external and internal validity. SOCIOLOGY ½ Credit Grades 10 -12 Sociology studies human social behavior. It assumes a group, rather than an individual, perspective. Sociologists look for patterns in social relationships. Individuals can benefit by using their sociological imaginations to look at events in their personal lives. The Sociologist is always concerned with the group as it functions in our society. 32 THE HISTORY OF THE VIETNAM WAR ½ Credit Grades 10 -12 The primary content emphasis for this course pertains to the study of the chronological development of the Vietnam War by examining the political, economic, social, religious, military and cultural events that affected the war. Students will be exposed to the historical, geographic, political, economic, and sociological events which influenced the progression of the war including, but not limited to, an analysis of the United States military effort and makeup in the war, an evaluation of the role of the United States home front, interpretations of the effects of the media, film and literature during and after the war, a judgment of crucial decisions made during the Vietnam War and an analysis of the resulting impact of the conflict. THE HOLOCAUST ½ Credit LEADERSHIP SKILLS DEVELOPMENT 1 Credit Grades 9 -12 The purpose of this course is to teach leadership skills, parliamentary procedure, problem solving/decision making, communications skills, group dynamics, time and stress management, public speaking, human relations, public relations, team building and other group processes. The content includes the study in self-understanding and development in such areas as goal setting, self-actualization and assertiveness and the study of organizational theories and management. Grades 10 -12 The primary content emphasis for this course pertains to the examination of the events of the Holocaust (1933-1945), the systematic, planned annihilation of European Jews and other groups by Nazi Germany. Content will include, but is not limited to, the examination of twentieth century pogroms and of twentieth century and twenty-first century genocides, investigation of human behavior during this period, and an understanding of the ramifications of prejudice, racism, and stereotyping. WOMAN’S STUDIES ½ Credit FOREIGN LANGUAGES AMERICAN SIGN LANGUAGE I 1 Credit The purpose of this course is to enable students to begin to acquire proficiency in American Sign Language through a linguistic, communicative, and cultural approach to language learning. Emphasis is placed on the development of receptive and expressive signing skills and on the acquisition of the fundamentals of applied grammar. Crosscultural understanding is fostered and real-life applications are emphasized throughout the course. Grades 10 -12 The primary content emphasis for this course pertains to the study of the historical development of women in various cultures, the role of women in shaping history, and of contemporary issues that impact the lives of women. WORLD HISTORY 1 Credit Grades 9 -12 AMERICAN SIGN LANGUAGE II 1 Credit Grade 10 The purpose of World History is to provide students with the opportunity to acquire an understanding of the chronological development of civilization by examining the political, economic, social, religious, military, dynastic, scientific, and cultural events that affected humanity. Appropriate concepts include, but are not limited to, an understanding of geographic-historic relationships, the use of arbitrary periodization in history, a review of prehistory, the rise of civilization and cultural universals, the development of science and society, the development of nationalism as a global phenomenon, the origin and course of economic systems and philosophies, the influence of major historical figures and events, and contemporary work affairs. Prerequisite: American Sign Language I WORLD HISTORY, HONORS 1 Credit Prerequisite: American Sign Language II Grades 9 -12 The purpose of this course is to enable students to begin to enhance proficiency in American Sign Language through a linguistic, communicative, and cultural approach to language learning. There is continued emphasis on the development of receptive and expressive signing skills and on the acquisition of the fundamentals of applied grammar. Cross-cultural understanding is fostered and real-life applications are emphasized throughout the course. AMERICAN SIGN LANGUAGE III, HONORS 1 Credit Grades 10 -12 Grade 10 The purpose of this course is to enable students to begin to enhance proficiency in American Sign Language through a linguistic, communicative, and cultural approach to language learning. There is continued emphasis on the development of receptive and expressive signing skills and on the acquisition of the fundamentals of applied grammar. Experiences with American Sign Language and Deaf Literature are broadened. Cross-cultural understanding is fostered and real-life applications are emphasized throughout the course. The purpose of World History Honors is to provide students with the opportunity to acquire a comprehensive understanding of the past in terms of what has been interpreted about change or process as it relates to the development of humanity. This is done by analyzing the political, economic, social, religious, military, dynastic, scientific, and cultural events that have shaped and molded humanity. 33 CHINESE I 1 Credit The purpose of this course is to reinforce the fundamental skills previously acquired by the students. This course develops increased listening, speaking, reading, and writing skills, as well as cultural awareness. The content includes an expansion of the listening and oral skills. Reading and writing should receive more emphasis, while oral communication remains the primary objective. This course should continue the cultural survey of Spanish-speaking people. Grades 9 -12 The purpose of this course is to enable students to begin to acquire proficiency in Chinese through a linguistic, communicative, and cultural approach to language learning. Emphasis is placed on the development of listening, speaking, reading, and writing skills and on acquisition of the fundamentals of applied grammar. Cross-cultural understanding is fostered and real-life applications are emphasized throughout the course. SPANISH III 1 Credit Grades 9 -12 Prerequisite: Spanish II CHINESE II 1 Credit The purpose of this course is to master and expand the skills previously acquired by the students. The content includes expansions of vocabulary and conversational skills through discussions based on selected readings. Students’ acquisition of grammatical concepts should be strengthened by analyzing reading selections. Contemporary vocabulary should stress activities which are important to everyday life of Spanish-speaking people. Grades 9 -12 Prerequisite: Chinese I The purpose of this course is to enable students to enhance proficiency in Chinese through a linguistic, communicative, and cultural approach to language learning. There is continued emphasis on the development of listening, speaking, reading, and writing skills and on acquisition of the fundamentals of applied grammar. Cross-cultural understanding is fostered and real-life applications are emphasized throughout the course. CHINESE III, HONORS 1 Credit SPANISH IV 1 Credit Grades 10 -12 Prerequisite: Spanish III Grades 10 -12 The purpose of this course is to expand the skills previously acquired by the students. The content includes more advanced language structures and idiomatic expressions with emphasis on conversational skills. There should be additional growth in vocabulary for practical purposes including writing. Reading selections should be varied. Prerequisite: Chinese II The purpose of this course is to enable students to enhance proficiency in Chinese through a linguistic, communicative, and cultural approach to language learning. There is continued emphasis on the development of listening, speaking, reading, and writing skills. Experiences with Chinese literature are broadened. Cross-cultural understanding is fostered and real-life applications are emphasized throughout the course. ADVANCED PLACEMENT SPANISH LANGUAGE 1 Credit Grades 11 -12 Prerequisites: Spanish 3, Spanish 4 and/or Teacher Recommendation CHINESE IV 1 Credit This is the equivalent of a third-year college course in advanced writing and conversation. Passing the AP Examination generally results in the student being awarded college credit by most colleges and universities. Course content reflects the intellectual interests shared by the students and the teacher (the arts, literature, history, and current events) and is taught using literature, newspapers, videos and textbooks. The course develops language skills that are useful in themselves and promote confidence in their use by the student in various activities and disciplines. Both native and non-native speakers of Spanish find this course challenging and enriching. All students enrolled in this AP course are REQUIRED to take the national AP examination from the College Board. Grades 10 -12 Prerequisite: Chinese II The purpose of this course is to enable students to enhance proficiency in Chinese through a linguistic, communicative, and cultural approach to language learning. There is continued emphasis on the development of listening, speaking, reading, and writing skills. Experiences with Chinese literature are broadened. Cross-cultural understanding is fostered and real-life applications are emphasized throughout the course. SPANISH I 1 Credit Grades 9 -12 The purpose of this course is to introduce students to the target language and its culture and to develop communicative skills and cross-cultural understanding. This course is designed for non-native speakers of Spanish. The content includes beginning skills in listening and speaking with special attention to pronunciation. An introduction to reading and writing should also be included, as well as fundamentals of grammar and culture. INTRODUCTION TO BAND (For Beginners) 1 Credit Grades 9 -12 SPANISH II 1 Credit The purpose of this course is to enable students to develop basic skills in instrumental performance and the knowledge and skills necessary to understand and appreciate music. Grades 9 -12 Prerequisite: Spanish I 34 BAND I 1 Credit The purpose of this course is to foster internalization of independence in musicianship, performance techniques and aesthetic awareness through the rehearsal and performance of varied band literature. The content includes interpreting difficult music; refining independent musicianship, tone production and performance techniques; analyzing and applying form, style and history in the performance preparation of varied band literature; developing critical listening skills. Grades 9 -12 The purpose of this course is to provide students with opportunities to develop musicianship skills in band and instrumental ensembles. The content includes enabling students to develop fundamental skills in characteristic tone production, band performance techniques, musical literacy, and music appreciation. BAND II 1 Credit INSTRUMENTAL TECHNIQUES 1 Credit Prerequisite: Band I The purpose of this course is to enable students to develop basic skills in percussion performance and enhance knowledge and skills necessary to understand and appreciate music and rhythm. The purpose of this course is to extend musicianship skills in band instrumental ensembles. The content includes extending skill development in characteristic tone production, band performance techniques, musical literacy and music appreciation. BAND III 1 Credit CHORUS I 1 Credit The purpose of this course is to provide students with instruction in the development of musicianship and technical skills through study of varied band literature. The content includes interpreting medium level band music; establishing appropriate tone production and performance techniques; identifying simple musical form and varied style periods; formulating aesthetic awareness. CHORUS II 1 Credit The purpose of this course is to extend experiences in basic vocal production techniques and part-singing. The content includes extending development of basic musicianship skills including choral performance techniques, vocal tone production, musical literacy and music listening. Grades 10 -12 The purpose of this course is to provide students with instruction in the application of musicianship and technical skills through the study of varied band literature. The content includes interpreting medium level band music; refining tone production and performance techniques, understanding of musical form, style and aesthetic perceptions. CHORUS III 1 Credit Grades 10 -12 Prerequisite: Chorus II The purpose of this course is to provide students with instruction in the development of basic vocal musicianship and technical skills through the study of varied choral literature. The content includes interpretation of notation; establishment of appropriate tone production and performance techniques; holistic presentation of simple musical form, varied style periods, and aesthetic values. Grades 11 -12 Prerequisites: Band IV and Teacher Recommendation The purpose of this course is to develop independence in musicianship, performance techniques and aesthetic awareness through the rehearsal and performance of varied band literature. The content includes interpreting difficult music; developing independent musicianship, tone production and performance techniques; analyzing form, style and history in the performance preparation of varied band literature; formulating critical listening skills and aesthetic values. It is required that student plan with instructor requirements they intend to complete: two required activities and four activities from a selective curriculum. Student is required to complete activities from a required list and from a selective curriculum student will plan with instructor requirements they intend to complete. BAND VI 1 Credit Grades 9 -12 Prerequisite: Chorus I Prerequisite: Band III BAND V, HONORS 1 Credit Grades 9 –12 The purpose of this course is to provide students with experiences in basic vocal production techniques and part-singing. The content includes enabling students to develop basic fundamental skills in vocal tone production, choral performance techniques, musical literacy and music appreciation. Grades 10 -12 Prerequisite: Band II BAND IV 1 Credit Grades 10 -12 Prerequisite: Teacher Recommendation Grades 9 -12 CHORUS IV 1 Credit Grades 10 -12 Prerequisite: Chorus III The purpose of this course is to provide students with instruction in the application of vocal musicianship and technical skills through the study of varied choral literature. The content includes independent interpretation of easy-medium easy (E-ME) level choral music; refinement of tone production and performance techniques; analysis of musical form, varied style periods, aesthetic perceptions. Grades 11 -12 Prerequisite: Band V 35 CHORUS V, HONORS 1 Credit interpretation of notation and performance in varied styles. The content should include, but not be limited to, the following: technical performance skills, notation and tablature, chord structure, performance styles, improvisation, composition, and arranging, performance analysis, instrument care and maintenance, role and influence of guitar music and musicians, and connections between music and other subject areas. Grades 11 -12 Prerequisite: Chorus IV and Teacher Recommendation The purpose of this course is to develop independence in musicianship, performance techniques and aesthetic awareness through the rehearsal and performance of varied choral literature. The content includes interpretation of difficult choral music (MD-D); development of independent musicianship, tone production and performance techniques; the analysis of form, style and history included in the performance of varied choral literature; formulation of critical listening skills and aesthetic values. Student is required to complete activities from a required list and from a selective curriculum student will plan with instructor requirements they intend to complete. CHORUS VI, HONORS 1 Credit ORCHESTRA I 1 Credit Grades 9 -12 The purpose of this course is to develop musicianship skills in music ensembles on orchestral instruments. The content includes enabling students to develop basic fundamental skills in characteristic tone production, orchestral performing techniques, musical literacy, and music appreciation. Grades 11 -12 Prerequisite: Chorus V ORCHESTRA II 1 Credit The purpose of this course is to foster independence in vocal musicianship, performance techniques, and aesthetic awareness through the rehearsal and performance of varied choral literature. The content includes independent interpretation of difficult choral music (MD-D); refinement of independent musicianship, tone production and performance techniques; the analysis and application of form, style and history included in the performance of varied choral literature; internalization of aesthetic values and critical listening skills. The purpose of this course is to extend musicianship and ensemble experiences on orchestra instruments. The content includes extending skill development in characteristic tone production, orchestral performance techniques, musical literacy and music appreciation. VOCAL ENSEMBLE/CHORUS PERFORMANCE GROUP 1 Credit Grades 10 -12 ORCHESTRA III 1 Credit The purpose of this course is to provide students with instruction in the development of technical skills through the study of varied orchestral literature. The content includes interpreting medium level orchestral music; establishing appropriate tone production and performance techniques; identifying simple musical form and varied style periods; formulating aesthetic awareness. The purpose of this course is to develop independence in musicianship, performance techniques and aesthetic awareness through the rehearsal and performance of varied choral literature. The content includes the study and performance of choral music of contrasting styles ranging from the Medieval to contemporary stylings in jazz and pop culture. The study and analysis of form, style and history will be reinforced by a corresponding music theory environment. The group will travel during the school year to represent the school at prestigious school, community and government functions and will require students to maintain a high level of academic excellence. Students will be required to complete activities from a required list in collaboration with the instructor. ORCHESTRA IV 1 Credit Grades 10 -12 Prerequisite: Orchestra III The purpose of this course is to provide students with instruction in the application of musicianship and technical skills through the study of varied orchestral literature. The content includes independent interpretation of medium level orchestral music; refinement of tone production and performance techniques; musical form, style periods, and aesthetic perceptions. Grades 9 -12 The purpose of this course is to enable students to develop basic skills in guitar performance, including interpretation of notation and performance in varied styles. The content should include, but not be limited to, the following: technical performance proficiency, notation and tablature, chord structure, performance styles, improvisation, composition, and arranging, performance analysis, instrument care and maintenance, role and influence of guitar music and musicians, and connections between music and other subject areas. GUITAR II 1 Credit Grades 10 -12 Prerequisite: Orchestra II Prerequisite: Teacher Recommendation/Previous Choral Experience GUITAR I 1 Credit Grades 9 -12 Prerequisite: Orchestra ORCHESTRA V, HONORS 1 Credit Grades 11 –12 Prerequisite: Orchestra IV The purpose of this course is to develop independence in musicianship, performance techniques and aesthetic awareness through the rehearsal and performance of varied orchestral literature. The content includes interpretation of difficult level music; development of independent musicianship, tone production and performance techniques, analysis of form, style, and history in the performance preparation of varied orchestral literature; formulation of critical listening skills and aesthetic values. Grades 10 -12 Prerequisite: Guitar I The purpose of this course is to enable students to develop intermediate-level skills in guitar performance, including 36 ORCHESTRA VI 1 Credit 2-D STUDIO ART 1 1 Credit Grades 11 -12 Grades 9 -12 Prerequisite: Orchestra V Students experiment with the media and techniques used to create a variety of two-dimensional (2-D) artworks through the development of skills in drawing, painting, printmaking, collage, and/or design. Students practice, sketch, and manipulate the structural elements of art to improve mark making and/or the organizational principles of design in a composition from observation, research, and/or imagination. Through the critique process, students evaluate and respond to their own work and that of their peers. This course incorporates hands-on activities and consumption of art materials. The purpose of this course is to foster internalization of independence in musicianship, performance techniques and aesthetic awareness through rehearsal and performance of varied orchestral literature. The content includes instruction in independent interpretation of difficult music; refinement of independent musicianship, tone production and performance techniques; the analysis and application of form, style, and history in the performance preparation of varied orchestral literature; internalization of aesthetic values and critical listening skills. PIANO I / KEYBOARDING 1 Credit 2-D STUDIO ART 2 1 Credit Grades 9 –12 Students develop and refine technical skills and create 2-D compositions with a variety of media in drawing, painting, printmaking, collage, and/or design. Student artists sketch, manipulate, and refine the structural elements of art to improve mark-making and/or the organizational principles of design in a composition from observation, research, and/or imagination. Through the critique process, students evaluate and respond to their own work and that of their peers. This course incorporates hands-on activities and consumption of art materials. The purpose of this course is to provide students with instruction in the development of basic piano musicianship and technical skills through the study of varied piano literature. PIANO II / KEYBOARDING 1 Credit Grades 9 -12 Prerequisite: Piano I or Teacher Recommendation The purpose of this course is to extend experiences in basic piano techniques and musicianship. The content includes extending development of basic musicianship skills including choral performance techniques, vocal tone production, musical literacy and music listening. CREATING 3-D ART ½ Credit Grades 9 -12 Students in Creating Three-Dimensional Art, investigate a wide range of media and techniques, from both an historical and contemporary perspective, as they engage in the art-making processes of creating 3D artworks, which may include sculpture, assemblage, and/or ceramics. Student artists reflect on their own artwork and that of others through critical analysis to achieve artistic goals related to craftsmanship, technique, and application of 21st-century skills. This course incorporates hands-on activities and consumption of art materials. AP MUSIC THEORY 1 Credit Prerequisite: Instructor Approval AP Music Theory is an intensive study of the melodic and harmonic structure of music from the 1500’s through the present day including notation, ear training, and sight singing. All students are required to have some previous experience in instrumental or vocal music. A background in private piano is also acceptable. At a minimum, students must demonstrate the ability to read music and are expected to sit for the AP Music Theory exam. CREATING 2-D ART ½ Credit Grades 10 -12 Prerequisite: 2-D Studio Art 1 3D STUDIO ART 1 1 Credit Grades 10 -12 Students explore how space, mass, balance, and form combine to create aesthetic forms or utilitarian products and structures. Instruction may include, but is not limited to, content in green or industrial design, sculpture, ceramics, or building arts. Media may include, but are not limited to, clay, wood, plaster, and paper maché with consideration of the workability, durability, cost, and toxicity of the media used. Student artists consider the relationship of scale (i.e., hand-held, human, monumental) through the use of positive and negative space or voids, volume, visual weight, and gravity to create low/high relief or freestanding structures for personal intentions or public places. They explore sharp and diminishing detail, size, position, overlapping, visual pattern, texture, implied line, space, and plasticity, reflecting craftsmanship and quality in the surface and structural qualities of the completed art forms. Students in the 3-D art studio focus on use of safety procedures for process, media, and techniques. Student artists use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials. Grades 9 -12 Students investigate a wide range of media and techniques, from both an historical and contemporary perspective, as they engage in the artmaking processes of creating two-dimensional works, which may include drawing, painting, printmaking, and/or collage. Student artists reflect on their own artwork and that of others through critical analysis to achieve artistic goals related to craftsmanship, technique, and application of 21st-century skills. This course incorporates hands-on activities and consumption of art materials. 37 3D STUDIO ART 1 Credit environments. Emphasis is placed on developing fundamental computer skills. The intention of this course is to prepare students to be successful both personally and professionally in an information based society. Digital Information Technology includes the exploration and use of: databases, the internet, spreadsheets, presentation applications, management of personal information and email, word processing and document manipulation, HTML, web page design, and the integration of these programs using software that meets industry standards. Students explore spatial relationships through the use of nonobjective, abstract, or representational forms, products, or structures. Instruction may include, but is not limited to, content in green or industrial design, sculpture, ceramics, or building arts. Processes and techniques for substitution include wheel-thrown clay, glaze formulation and application, or extruded, cast, draped, molded, laminated, or soft forms. Media may include, but are not limited to, clay, wood, metal, plaster, paper maché, and plastic with consideration of the workability, durability, cost, and toxicity of the media used. 3D artists experiment with and manipulate space-producing devices, including overlapping, transparency, interpenetration, vertical and horizontal axis, inclined planes, disproportionate scale, fractional or abstracted representation, and spatial properties of the structural art elements. Craftsmanship and quality are reflected in the surface and structural qualities of the completed art forms. Students in the 3-D art studio focus on use of safety procedures for process, media, and techniques. Student artists use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials. PRINCIPLES OF BIOMEDICAL SCIENCE, HONORS (PBS) 1 Credit Grade 9-11 In this PLTW course, students investigate the human body systems and various health conditions. This course is designed to provide an overview of all the courses in the Biomedical Sciences program and lay the scientific foundation for subsequent courses. Students are introduced to human physiology, medicine, research processes and bioinformatics. Key biological concepts including homeostasis, metabolism, inheritance of traits, and defense against disease are embedded in the curriculum. Engineering principles including the design process, feedback loops, and the relationship of structure to function are also incorporated. HUMAN BODY SYSTEMS, HONORS (HMS) 1 Credit Grades 9 -12 In this PLTW course, students examine the interactions of body systems as they explore identity, communication, power, movement, protection, and homeostasis. Students design experiments, investigate the structures and functions of the human body, and use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration. Exploring science in action, students build organs and tissues on a skeletal manikin, work through interesting real world cases and often play the role of biomedical professionals to solve medical mysteries. Career and Technical Education integrates core academic knowledge with technical and occupational knowledge to provide students with a pathway to postsecondary education and careers. CTE offers students opportunities to earn free college credit, to co-enroll in Advanced Placement courses, to earn highly valued industry certifications, and to develop a multitude of skills while experiencing rigorous curriculum with real world applications. CTE students who complete a Program of Study are eligible for many scholarships, including the Gold Seal Bright Futures Scholarship. Students who complete 3 courses in a CTE program may qualify for membership in National Technical Honor Society. MEDICAL INTERVENTIONS, HONORS (MI) 1 Credit Grades 10-12 CTE - MAGNET PROGRAMS In this PLTW course, students investigate the variety of interventions involved in the prevention, diagnosis and treatment of disease as they follow the lives of a fictitious family. The course is a “How-To” manual for maintaining overall health and homeostasis in the body as students explore: how to prevent and fight infection; how to screen and evaluate the code in human DNA; how to prevent, diagnose and treat cancer; and how to prevail when the organs of the body begin to fail. Through these scenarios, students are exposed to the wide range of interventions related to immunology, surgery, genetics, pharmacology, medical devices, and diagnostics. BIOMEDICALBIOTECHNOLOGY SCIENCES PROGRAM (8-credit Magnet Program) The sequence of high school courses in the Project Lead The Way (PLTW) Biomedical Sciences program parallels the proven PLTW Engineering program. This 4-year program includes eight courses, all aligned with appropriate national learning standards. BIOMEDICAL INNOVATION, HONORS (BI) 1 Credit Grades 11-12 DIGITAL INFORMATION TECHNOLOGY 1 Credit Grades 9-11 In this PLTW capstone course, students apply their knowledge and skills to answer questions or solve problems related to the biomedical sciences. Students design innovative solutions for the health challenges of the 21st century as they work through progressively challenging open-ended problems, addressing topics such as clinical medicine, physiology, biomedical engineering, and public health. This course is designed to provide a basic overview of current business and information systems and trends, and to introduce students to fundamental skills required for today's business and academic 38 GENETICS, HONORS 1 Credit email, word processing and document manipulation, HTML, web page design, and the integration of these programs using software that meets industry standards. Grades 10 -12 Prerequisites: Biology and Chemistry, with a C or better This course provides high-level experiences with laboratory and real life applications in the study of genetics. It includes Genetic diversity, biotechnology of genetics, levels of organizations, classification, taxonomy, evolution, biological selection, variations, adaptations, and the application of biotechnologies in agriculture, food and medical careers. Bioethics will also be an integral part of class discussions. MICROBIOLOGY, HONORS 1 Credit GAME & SIMULATION DESIGN 1 Credit This course covers fundamental principles of designing a game or a simulation application, rules and strategies of play, conditional branching, design and development constraints, use of sound and animation, design tools, and implementation issues. The content includes market research, product design documentation, storyboarding, proposal development, and presentation of a project report. Emphasis is placed on the techniques needed to develop welldocumented, structured game or simulation programs. Extensive use is made of evaluating and analyzing existing games or simulations. Hands-on activities using an entry-level game development tool should be integrated into the curriculum. Regardless of topic sequencing, the culminating activity is the creation and presentation of a playable game with design documentation. Grades 11 -12 Prerequisites: Biology Honors, Chemistry Honors, with a C or better The purpose of this course is to study microbial life, cell structure and function, nutrition/laboratory culture/metabolism of microorganisms, microbial growth, principles of microbial molecular biology, regulation of gene expression, essential of virology, bacterial genetics, evolutionary microbiology, microbial diversity, microbial ecology, pathogenicity, host response, immunology, microbial disease, epidemiology, wastewater treatment, water purification, waterborne, microbial diseases, food preservation, food borne microbial diseases, animal /arthropod/soil borne-microbial diseases, and microorganisms as tools for industry and research. Individual student research is required. INTERNSHIP 1 Credit Grades 9 - 10 GAME & SIMULATION 3D GRAPHIC ANIMATION 1 Credit Grades 10 - 12 Prerequisite: Game & Simulation Design This course is focused on students acquiring skills to create, refine, and integrate realistic 3D graphics into a game or simulation product. Students will essentially learn how to use a 3D animation software package, file maintenance conventions, and migration techniques and issues. Grade 12 Students will complete an Internship at a Research Facility in the Tampa Bay Area. GAME & SIMULATION PROGRAMMING 1 Credit Grades 10 - 12 Prerequisite: Game & Simulation Design Computer Game Design This course is focused on students acquiring the appropriate programming skills for rendering a game or simulation product, including program control, conditional branching, memory management, score-keeping, timed event strategies and methodologies, and implementation issues. (8 credit Magnet Program) Are you the next multi-media millionaire? The gaming academy is a 4-year MAGNET PROGRAM designed to give students the highest level of computer and design skills. Through the engaging topic of computer game design, students are inspired to pursue rigorous lessons in computer logic, computer programming, 3D animation and motion capture. Industry Certifications in many common software packages are obtained throughout the curriculum. These industry certifications include Word, PowerPoint, Outlook, Excel, Photoshop, and Illustrator. GAME, SIMULATION, & ANIMATION ADVANCED APPLICATIONS 1 Credit Grades 11 - 12 Prerequisite: Game & Simulation Design; 3D Graphic Design; Game & Simulation Programming This is a project-based capstone course to provide Game, Simulation & Animation students with the opportunity to develop a project from vision to reality. Students work in teams to research, plan, design, create, test, redesign, test again, and then produce a finished game or simulation product. DIGITAL INFORMATION TECHNOLOGY 1 Credit Grades 9 - 11 MULTI-USER GAME & SIMULATION PROGRAMMING 1 Credit Grades 11 -12 This course is designed to provide a basic overview of current business and information systems and trends, and to introduce students to fundamental skills required for today's business and academic environments. Emphasis is placed on developing fundamental computer skills. The intention of this course is to prepare students to be successful both personally and professionally in an information based society. Digital Information Technology includes the exploration and use of: databases, the internet, spreadsheets, presentation applications, management of personal information and Prerequisite: Game & Simulation Design; 3D Graphic Design; Game & Simulation Programming This course is focused on students acquiring the appropriate programming skills for rendering a game or simulation product, including program control, conditional branching, score-keeping, timed event strategies and methodologies, and implementation issues specific to multi-user game/simulation products. 39 ADVANCED PLACEMENT COMPUTER SCIENCE PRINCIPLES 1 Credit Grades 10 -11 the student should be able to: demonstrate proficiency with installing, configuring, and troubleshooting PC hardware, with troubleshooting operating systems, with networking, and with security. Students will use oral and written skills in creating, expressing and interpreting information and ideas, solve problems using critical thinking skills, creativity and innovation, and use information technology tools. Students will be able to describe the roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment. Students will be able to describe the importance of professional ethics and legal responsibilities. Required elective for Computer Game Design Students This course is designed to be equivalent to a 1st semester introductory college computing course. Students will develop computational thinking vital for success across all disciplines, such as using computational tools to analyze and study data and working with large data sets to analyze, visualize, and draw conclusions from trends. Students are encouraged to apply creative processes when developing computational artifacts and to think creatively while using computer software and other technology to explore questions that interest them. Go to www.CollegeBoard.org for more details about the course. CSIT NETWORK SYSTEMS CONFIGURATION, HONORS Cisco Network Academy: Cisco Certified Entry Network Technician (CCENT) Certification Preparation; Network+ Certification Preparation 1 Credit Grade 10-12 ADVANCED PLACEMENT COMPUTER SCIENCE A 1 Credit Grades 10 -12 Required elective for Computer Game Design Students Prerequisites: CSIT Foundations and CSIT Essentials This course provides students with the opportunity to receive college credit in computer science. Students will apply knowledge from the foundations in other computer coursework to the programming using Java. Students who complete the course should be able to create programs, games, apps and more. Students will test for the AP Computer Science A exam. The Cisco Networking Academy Program is a comprehensive elearning and hands-on program that provides students with the Internet technology skills essential in a global economy. The CCENT certification indicates knowledge of networking for the small office, home office (SOHO) market, and the ability to work in businesses or organizations using Internetworks. The Networking Academy delivers web-based content, online assessments, student performance tracking, and hands-on labs, delivered by instructors with industry experience. Created by industry and education professionals, the curriculum prepares students for the demands of the workplace and motivates them to continue their education and learning. Participating organizations join a global community of learners including students, instructors, and partners in academia, engineering, government, and community. Students get a personal login and password to the CISCO Network Academy for 24 hour access to curriculum, Packet Tracer network design software, downloadable to home computer systems. COMPUTER SYSTEMS ENGINEERING (8-Credit Magnet Program based on the Computer Systems & Information Technology CTE Program; all Honors Level) CSIT FOUNDATIONS, HONORS CompTIA A+ Certification Preparation 1 Credit CSIT NETWORK SYSTEMS DESIGN & ADMINISTRATION, HONORS Cisco Network Academy – Cisco Certified Network Associate (CCNA) Preparation 1 Credit Grades 10 -12 Grades 9 -10 Recommended: Algebra I and 9tthgrade reading level The CompTIA A+ certification is the starting point for a career in IT. The exam covers maintenance of PCs, mobile devices, laptops, operating systems and printers. CompTIA A+ 220-801 covers the fundamentals of computer technology, installation and configuration of PCs, laptops and related hardware, and basic networking. Upon completion of CSIT Foundations the student should be able to demonstrate: proficiency with personal computer hardware, in troubleshooting, repair and maintenance, with operating systems and software, with networking and security, and with operational procedure. In this course, students will demonstrate language arts knowledge and skills, mathematics knowledge and skills, and science knowledge and skills. Prerequisites: CSIT Foundations and CSIT Network Systems Configuration The Cisco Networking Academy Program is a comprehensive elearning and hands-on program that provides students with the Internet technology skills essential in a global economy. The CCENT certification indicates knowledge of networking for the small office, home office (SOHO) market, and the ability to work in businesses or organizations using Internetworks. The Networking Academy delivers web-based content, online assessments, student performance tracking, and hands-on labs, delivered by instructors with industry experience. Created by industry and education professionals, the curriculum prepares students for the demands of the workplace and motivates them to continue their education and learning. Participating organizations join a global community of learners including students, instructors, and partners in academia, engineering, government, and community. Students get a personal login and password to the CISCO Network Academy for 24 hour access to curriculum, Packet Tracer network design software, downloadable to home computer systems. Upon completion of this framework the student should be able to: describe the operation of data networks, differentiate between various network media and topologies, install and configure basic network CSIT SYSTEM ESSENTIALS, HONORS CompTIA A+ Certification Preparation 1 Credit Grades 9 -10 Recommended: Algebra I and 9tthgrade reading level CompTIA A+ 220-802 covers the skills required to install and configure PC operating systems, as well as configuring common features (e.g. network connectivity and email) for mobile operating systems Android and Apple iOS. Upon completion of CSIT Essentials, 40 devices, implement an IP addressing scheme to meet network requirements, demonstrate an understanding of network management tasks and methodologies, demonstrate proficiency using basic network tools, implement a Wireless Local Area Network (WLAN), demonstrate an understanding of network security threats and mitigation techniques, demonstrate the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance, demonstrate leadership and teamwork skills needed to accomplish team goals and objectives, explain the importance of employability skill and entrepreneurship skills, and demonstrate personal moneymanagement concepts, procedures, and strategies. an attack; describe the five steps in a defense; define the various types of digital certificates and how they are used; describe the components of Public Key Infrastructure (PKI); list the tasks associated with key management; describe the different cryptographic transport protocols; explore ethical hacking and be involved in an on-going vulnerability assessment of the SDHC network. Students will also be able to: understand the application of the concepts of physical security; understand security concerns and concepts of the types of devices; understand the security concerns for the types of media; explain the security topologies as they relate to cyber security; implement the process of network system hardening within a computer network; implement the process of server application/service hardening within a computer network; describe the security implications of the topics of disaster recovery options; understand the security implications of the topics of business continuity; demonstrate proficiency in applying the concepts and uses of the types of policies and procedures; explain the concepts of privilege management; demonstrate an understanding of the concepts of the topics of forensics; understand and be able to explain the concepts of risk identification; understand the security relevance of the education and training of end users, executives and human resources; and, explain the documentation and their role in cyber security. CSIT CYBER SECURITY ESSENTIALS, HONORS 1 Credit Grades 11 -12 Information security issues—such as data breaches or employee misconduct—are a constant challenge for organizations, as they not only put sensitive data at risk, but can also cost your company time, revenue, and resources. No one is immune to data loss incidents—and no one is better equipped than a security educated employee to help you identify and close gaps that put your organization’s most important assets at risk. Students will be able to demonstrate an understanding of cyber security, the terminology used, its history and culture, and trends; recognize the types of malicious code and specify the appropriate actions to take to mitigate vulnerability and risk; recognize and be able to differentiate and explain the access control models; recognize and be able to differentiate and explain the methods of authentication; recognize the attacks and specify the appropriate actions to take to mitigate vulnerability and risk; recognize and understand the processes and risks associated with the security concerns and tasks; recognize and understand the administration of the types of remote access technologies; recognize and understand the administration of the email security concepts; recognize and understand the administration of the Internet security concepts; recognize and understand the administration of the vulnerabilities; recognize and understand the administration of the directory security concepts; recognize and understand the administration of the file transfer protocols and concepts; recognize and understand the administration of the wireless technologies and concepts; compare and contrast the types of intrusion detection in terms of implementation and configuration; be able to identify and explain the different kinds of cryptographic algorithms; understand how cryptography and digital signatures address the security concepts; understand and be able to explain the concepts of PKI (Public Key Infrastructure); and, understand and be able to explain the concepts of Key Management and Certificate Lifecycles. DIGITAL ELECTRONICS, HONORS (DE) 1 Credit Grades 9 -11 Required elective for Computer Systems Engineering students. Digital Electronics, a Project Lead the Way course, is based on the principles and laws of traditional electronics and electrical theory. Digital Electronics and embedded micro-computers (a direct application of Digital) are in every product that is either plugged into a wall or operated by batteries, and is a technology that people are exposed to in their daily lives. This course introduces the student to linear and digital circuits. The course takes the student from the fundamental principles to controllers and computers. In this course the student will design and build digital circuits using design software and breadboards. ADVANCED PLACEMENT COMPUTER SCIENCE 1 Credit Grades 10 -12 Required elective for Computer Systems Engineering students. This course provides students with the opportunity to receive college credit in computer science. Students will apply knowledge from the foundations in other computer coursework to the programming using Java. Students who complete the course should be able to create programs, games, apps and more. Students will test for the AP Computer Science A exam. ENGINEERING CSIT CYBER SECURITY - PHYSICAL, HONORS Security+ Certification Preparation Homeland Security Certificate - US Computer Emergency Response Team (US CERT) 1 Credit Grades 11 – 12 (6-credit Magnet Program) There is a critical shortage of engineers and engineering technologists entering the field at a time when technology is reinventing itself every few years. The number of job openings is increasing due to the expansion of jobs in the technical fields and the increasing numbers of engineers who are retiring. Many vacancies go unfilled – or worse, get relocated to other countries. This curriculum will help fuel the future supply of engineers and technologists. This curriculum introduces security fundamentals that form the basis of the Security+ certification, as well as, United States Department of Homeland Security Cyber Security curriculum. It begins by examining the current challenges in computer security and why it is so difficult to achieve. It then describes information security in more detail to see why it is important. Next, the chapter looks at who is responsible for these attacks and what are the fundamental defenses against attackers. Students will be able to: define information security and explain why it is important; identify the types of attackers that are common today; describe the challenges of securing information; list the basic steps of Engineering is a MAGNET PROGRAM based on the Project Lead the Way model, a nationally recognized high school pre- 41 engineering curriculum. Engineering students are required to take a minimum of one course in the Drafting/Illustrative Design track. For more information on Project Lead the Way refer to its website, www.pltw.org. All PLTW courses are honors level. components driving the success or failure of modern companies. Run as closely to “real-world” as possible, students will be strongly multitasked and challenged with planning, organization and teamwork skills. No matter where students pursue their collegiate training in engineering, Project Lead the Way provides an excellent foundation for addressing and implementing real solutions to real problems with contemporary technology and applied logic. DIGITAL ELECTRONICS, HONORS (DE) 1 Credit Grades 10 -12 Prerequisites: IED Digital Electronics is based on the principles and laws of traditional electronics and electrical theory. Digital Electronics and embedded micro-computers (a direct application of Digital) are in every product that is either plugged into a wall or operated by batteries, and is a technology that people are exposed to in their daily lives. This course introduces the student to linear and digital circuits. The course takes the student from the fundamental principles to controllers and computers. In this course the student will design and build digital circuits using design software and breadboards. AEROSPACE ENGINEERING, HONORS (AE) 1 Credit Grades 10 – 12 Prerequisites: IED, Biology, Algebra This PLTW course expands horizons with Projects developed with NASA-aerodynamics, astronautics, space-life sciences, and systems engineering. Students learn about aerodynamics, astronautics, spacelife sciences, and systems engineering through hands-on engineering problems and projects. ENGINEERING DESIGN & DEVELOPMENT, HONORS (EDD) ARCHITECTURAL ENGINEERING (CAD) 1 Credit Grades 10 -12 (Senior Project/Capstone) Prerequisite: Intro. to Engineering Drafting & Engineering Drafting 1 Credits Grade 12 Prerequisites: IED, CIM, POE This course provides opportunity for the creative student to design a complete set of building plans for a 3,000 (+/-) square foot single family dwelling with emphasis on sound architectural strategies while keeping the designers wishes top priority. This project should prove to be most rewarding. EDD is a research course that requires students to formulate the solution to an open-ended engineering question. With a community mentor and skills gained in their previous courses, students create written reports on their applications, defend the reports, and submit them to a panel of outside reviewers at the end of the school year. CIVIL ENGINEERING & ARCHITECURE, HONORS (CEA) 1 Credit Grades 10 -12 INTRODUCTION TO ENGINEERING DRAFTING (CAD) 1 Credit Grades 9 -12 Prerequisites: IED, Drafting 1 Required elective for Engineering Magnet students The evolution of civil engineering and architecture parallels the progress of humankind. From bridges to buildings; from public parks to wastewater treatment facilities, Civil Engineers and Architects make design decisions that affect the safety, well-being, and quality of lives of others. The projects-based course focuses on the Project Design Process. Civil Engineering aspects include site planning, project planning, transportation, and utilities. Structural Engineering considerations for floors, roofing, and interior columns and beams are also covered and supported. The center of a project is typically an Architect responsible for technical and aesthetic aspects of a project – the fit form and function. These considerations include: floor plans, interior design, landscaping, energy systems, and utilities. On completion, the student will be well versed in all of these subject areas. This course is an Introduction to Drafting with emphasis on mechanical/technical working drawings which detail how things fit, work and move. Skill and knowledge for making technical illustrations will be taken to a higher level. It is recommended that students in the Engineering and Aerospace programs take this course. INTRODUCTION TO ENGINEERING DESIGN, HONORS (IED) 1 Credit Grades 9 - 10 This challenging course introduces the student to the techniques, tools, and processes that are critical in the development of a concept into a detailed design. Each student will learn the basics from visualization to sketching to computer-aided design (CAD). Modern 3-dimensional (3-D) computer modeling will allow the student to create parts, as well as combine these parts into multiple part assemblies, including scale drawings, full dimensioning, and material construction. Hands-on projects are utilized throughout this course. It is recommended that the students take Introduction to Architectural Engineering (CAD) during their first year. COMPUTER INTEGRATED MANUFACTURING, HONORS (CIM) 1 Credit Grades 9 -11 Prerequisites: IED This course will take fundamental principles learned in both POE and IED and allow the student to apply them to the world of computerized manufacturing/robotic technology. This quickly leads this into integration with computer numerically controlled (CNC) equipment/software and the use and programming of robotics. Students learn concepts of robotics and automated manufacturing by creating three-dimensional designs with modeling software and producing models of their designs. Finally, all of these skills are integrated into creating automated manufacturing systems – all critical 42 PRINCIPLES OF ENGINEERING, HONORS (POE) 1 Credit Grade 11 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; 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. Prerequisites: IED, CIM, Drafting 1 This course of introduction to basic engineering is all encompassing. The student will be exposed to many fundamental engineering aspects, including but not limited to: the design process, problem solving, thermodynamics, hydraulics/pneumatics, electricity, control systems, statics, and strength of materials. Students explore technology systems and engineering processes to find out how math, science, and technology help people. The student will be expected to become competent in communicating, both orally, using PowerPoint®, and by report writing. AGRI-TECHNOLOGY 1 1 Credit 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 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. CTE - NON-MAGNET COURSES & PROGRAMS Administrative Office Specialist AGRI-TECHNOLOGY 2 1 Credit This career track provides relevant technical knowledge and skills needed to prepare for further education and careers in the Business, Management, and Administration career cluster. This course is designed to provide an overview of current business information systems and trends and to introduce students to the skills required for today’s business environment. Emphasis is placed on the computer applications of keyboarding and basic computer applications used as communication tools in information based societies. Barbering The purpose of this program is to prepare students for employment as restricted barbers (SOC 39-5011) or barbers (SOC 39-5011). Instruction is designed to qualify students for employment upon successfully passing the Florida Restricted Barber or Barber License Examination. Laboratory activities are an integral part of this program and equipment and supplies are provided to enhance handson experiences for students. Grades 10 -12 This course is designed to assist with administrative and general office duties in a support capacity. This course explores and expands the core competencies in the areas of personal and professional development and promotes application of higher level office procedures tasks and communications skills through the use of technology. ADMINISTRATIVE OFFICE TECH 2 1 Credit BARBERING 1 1 Credit Grades 9 - 12 This course is designed to provide instruction in safety rules and procedures, school, classroom/laboratory procedures. It provides competencies in hair shampooing and conditioning, trimming and shaping hair using clippers, shears and razors. Grades 10 -12 Prerequisite/Co-requisite: Administrative Office Tech 2 This course is designed to develop proficiency in using the advanced features of software programs to perform office-related tasks. BARBERING 2 1 Credit Grades 10 - 12 This course is designed to provide competencies in hair styling. The student will identify and perform wet set using principles of design (hair sculpting, rollers and fingerwaves); prepare and perform thermal styling using electric rollers, blow dryers, curling irons, crimping irons, thermo-pressing combing, air-waving combs using principles of design. AGRI-TECHNOLOGY (3-credit program) AGRISCIENCE FOUNDATIONS 1 1 Credit Grades 11 -12 This course is designed to develop competencies in the areas of job 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. COMPUTING FOR COLLEGE CAREERS 1 Credit Grades 9 -12 ADMINISTRATIVE OFFICE TECH 1 1 Credit Grades 10 -12 Grades 9 -12 43 ½ Credit Building Construction Technologies Grades 9 -12 This course is designed to provide instruction in school, classroom/laboratory safety rules and procedures. It is also designed to provide the student with an opportunity to become familiar with competencies in employability, communication, math and science skills required to succeed in industry. Additionally, it is designed to provide the student with an overview of competencies in State Board of Cosmetology requirements and in the study of the cosmetology law and rules and regulations. He/she will briefly review entrepreneurship competency. The purpose of this program is to prepare students for employment or advanced training in the building construction industry. Laboratory activities are an integral part of this program. These activities include instruction in the use of safety procedures, tools, equipment, materials and processes related to these occupations. Equipment and supplies are provided to enhance handson experiences for students. COSMETOLOGY 2 ½ Credit Grades 9 –12 Prerequisites: Grooming & Salon Services Core 1 BUILDING CONSTRUCTION TECHNOLOGY 1 1 Credit Grades 9 - 12 This course provides an opportunity to learn competencies in hair shampooing and scalp treatments. This is an introductory course that places an emphasis on the basic principles of building construction. Students will practice hands on skills in the areas of air conditioning (HVAC), telecommunications, blueprint reading, measurement, carpentry, masonry, residential plumbing, pipe fitting, residential electricity, and electrician preparation. Students will rotate through ten centers that incorporate rigorous academic instruction and essential hands on activities. By the end of the course, students will have acquired many new skills that will have a lifelong impact on student knowledge, ability and application. COSMETOLOGY 3 1 Credit Grades 9 -12 Prerequisites: Grooming & Salon Services Core 1 This course provides an opportunity to learn competencies in hair shaping and instruction in the selection of proper hair cutting, implements and proper style selection. COSMETOLOGY 4 1 Credit BUILDING CONSTRUCTION TECHNOLOGY 2 1 Credit Grades 10 - 12 Grades 10 - 12 Prerequisites: Grooming & Salon Services Core 1, Cosmetology 2 This course gives the student an opportunity to develop competencies in hairstyling. This is an introductory course that places an emphasis on the basic principles of building construction. Students will practice hands on skills in the areas of air conditioning (HVAC), telecommunications, blueprint reading, measurement, carpentry, masonry, residential plumbing, pipe fitting, residential electricity, and electrician preparation. Students will rotate through ten centers that incorporate rigorous academic instruction and essential hands on activities. By the end of the course, students will have acquired many new skills that will have a lifelong impact on student knowledge, ability and application. COSMETOLOGY 5 1 Credit Grades 10 - 12 Prerequisites: Grooming & Salon Services Core 1, Cosmetology 2-4 This course gives the student an opportunity to develop competencies in preparation and principles of design and fitting of wigs and hairpieces. BUILDING CONSTRUCTION TECHNOLOGY 3 1 Credit Grades 11 - 12 COSMETOLOGY 6 1 Credit This course is designed to provide students with a more in-depth knowledge of construction documents, as well as competencies in construction management. These include heavy equipment selection, knowledge of codes and regulations, site preparation, estimating, scheduling and knowledge of sustainability issues relevant to the construction industry. Grades 11 - 12 Prerequisites: Grooming & Salon Services Core 1, Cosmetology 2-4 This course is designed to provide competencies in permanent waving/ reconstruction curl/chemical relaxing. Instruction in analyzing the hair, selection of approximate solutions and implements are also provided. Cosmetology DRAFTING/ILLUSTRATIVE DESIGN (6 credit program) This program focuses on broad, transferable skills and stresses understanding and demonstration of the following elements of the cosmetology industry; planning, management, finance, technical and production skills, underlying technological principles, labor, community, health, safety, and environmental issues. (3 credit program) INTRODUCTION TO ENGINEERING DRAFTING (CAD) 1 Credit Grades 9 -12 Required elective for Engineering Magnet Students. GROOMING AND SALON SERVICES CORE 1 This course is an Introduction to Drafting with emphasis on 44 mechanical/technical working drawings which detail how things fit, work and move. Skill and knowledge for making technical illustrations will be taken to a higher level. It is recommended that students in the Engineering and Aerospace programs take this course. ENGINEERING DRAFTING (CAD) 1 Credit television and basic equipment used in television production, such as video recorders, cameras and lights. Laboratory activities include hands-on experience in producing basic television programs. TV PRODUCTION II-IV 1 Credit (each) Grades 10 -12 Prerequisites: TV Production I and Teacher Recommendation Grades 9 -12 Prerequisite: Introduction to Engineering Drafting The purpose of this course is to provide opportunities for students to continue to develop skills in TV production. The content includes an overview of television production and the television production team, including the history of television and its role as an element of the mass media, television related careers, and orientation to writing for television and basic equipment used in television production, such as video recorders, cameras and lights. Laboratory activities include hands-on experience in producing basic television programs. This drafting course is for the advanced student who is interested in problem solving and model making. Each student will make patterns using parallel and radial line developments while models will be designed using triangulations. It is hopeful that these exposures will spark a creative mind. and customer relations. CTE - SINGLETON COURSES FOUNDATIONS OF WEB DESIGN 1 Credit BUSINESS AND ENTREPRENEURIAL PRINCIPLES (FBLA) 1 Credit Grades 9 -12 Grades 10 -12 A Recommended Elective for Computer Game Design Magnet This course is designed to provide an introduction to business organization, management, and entrepreneurial principles. Topics include communication skills, various forms of business ownership and organizational structures, supervisory/management skills, leadership skills, human resources management activities, business ethics, and cultural diversity. Emphasis is placed on job readiness and career development. The use of computers is an integral part of this program. This course is designed to provide students with opportunities to acquire and apply foundational skills related to web design. Students also have the opportunity to earn an industry recognized certification in Adobe Dreamweaver CS6. USER INTERFACE DESIGN 1 Credit Grades 10 -12 A Recommended Elective for Computer Game Design Magnet COMPUTER AND BUSINESS SKILLS ½ Credit This course provides advanced concepts used in interface design. The content includes principles of Human Computer Interface (HCI), advanced page design using Cascading Style Sheets (CSS), advanced HTML commands, multimedia applications, Internet/Intranet tools, and website promotion. WEB SCRIPTING FUNDAMENTALS 1 Credit Grades 9 -12 This course is designed as an introduction to word processing, database and spreadsheet applications utilizing current software. Fundamental computer applications such as presentation applications and the integration of these programs are also introduced. Grades 10 -12 Prerequisites: Foundations of Web Design & User Interface Design KEYBOARDING AND BUSINESS SKILLS ½ Credit Grades 9 -12 This course provides an introduction to scripting related to web development. The content primarily focuses on client-side scripting using JavaScript. This course is designed to teach students keyboarding skills and word processing skills, and provide practical applications utilizing current technology found in business/industry. Television Production TV PRODUCTION I 1 Credit DIGITAL INFORMATION TECHNOLOGY 1 Credit Grades 9 -12 This course is designed to provide an introduction to the 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 web commands; and emerging technologies. Grades 9 –12 The purpose of this course is to provide opportunities for students to develop introductory skills in TV production. The content includes an overview of television production and the television production team, including the history of television and its role as an element of the mass media, television related careers, and orientation to writing for 45 COMPUTER SCIENCE H.O.P.E. (Health Opportunities through Physical Education) 1 Credit Grades 9 -12 Graduation Requirement ADVANCED PLACEMENT COMPUTER SCIENCE PRINCIPLES 1 Credit Grades 9 - 11 The purpose of this course is to assist with the development of essential life-long skills needed to enhance the quality of personal, family, and community life. This one-credit physical education with the integration of Health course is required for all Florida students entering high school as of school year 2007-2008 and earning a standard Florida diploma. A Required Elective for Computer Game Magnet Students This is a new AP course offering from Collegeboard. Description forthcoming. INDIVIDUAL AND DUAL SPORTS I ½ Credit ADVANCED PLACEMENT COMPUTER SCIENCE 1 Credit Grades 10 - 12 Grades 9 -12 The purpose of this course is to provide students with opportunities to acquire knowledge of strategies of individual and dual sports play, develop skills in selected individual and dual sports, and maintain and/or improve their personal fitness. A Required Elective for Computer Game Design and Computer Engineering Magnet Students This course provides students with the opportunity to receive college credit in computer science. Students will apply knowledge from the foundations in other computer coursework to the programming using Java. Students who complete the course should be able to create programs, games, apps and more. Students will test for the AP Computer Science A exam. INDIVIDUAL AND DUAL SPORTS II ½ Credit Grades 9 -12 Prerequisites: Team Sports I The purpose of this course is to provide students with opportunities to acquire knowledge of strategies of individual and dual sports, and maintain and/or improve their personal fitness. PHYSICAL EDUCATION VOLLEYBALL 2 ½ Credit Grades 9 -12 Prerequisite: Team Sports I HOPE (Health Opportunities through Physical Education) is the only Physical Education course graduation requirement. It is recommended; for magnet students to take online via FLVS. The purpose of this course is to provide students with opportunities to acquire advanced knowledge and skills in intermediate volleyball that may be used in recreational pursuits today as well as in later life and maintain and/or improve their personal fitness. AEROBICS 1 ½ Credit WEIGHT TRAINING 1 ½ Credit Grades 9 -12 Grades 9 -12 The purpose of this course is to provide students with opportunities to develop an individual optimal level of cardiovascular fitness, acquire knowledge of cardiovascular fitness concepts, and acquire knowledge of the significance of cardiovascular fitness on one’s health. The purpose of this course is to provide students with opportunities to acquire basic knowledge and skills in weight training that may be used in physical fitness pursuits today as well as in later life, improve muscular strength and endurance, and enhance body image. AEROBICS 2 ½ Credit WEIGHT TRAINING 2 ½ Credit Grades 9 -12 Grades 9 -12 Prerequisites: Beg. Aerobics or Teacher Approval Prerequisites: Beg. Weight Training or Weight Training 1 The purpose of this course is to provide students with further opportunities to develop an individual optimal level of cardiovascular fitness, acquire knowledge of cardiovascular fitness concepts, and acquire knowledge of the significance of cardiovascular fitness on one's health. The purpose of this course is to provide students with opportunities to extend the acquisition of knowledge and the development of skills in weight training that may be used in physical fitness pursuits today as well as in later life, further improve strength and endurance, and further enhance body image. BASKETBALL ½ Credit WEIGHT TRAINING 3 ½ Credit Grades 9 -12 Grades 9 -12 Prerequisites: Intermediate Weight Training or Instructor’s Approval The purpose of this course is to provide students with opportunities to acquire knowledge and skills in basketball that may be used in recreational pursuits today as well as in later life and maintain and/or improve their personal fitness. The purpose of this course is to provide students with opportunities to further extend the acquisition of knowledge and the development of skills in weight training that may be used in physical fitness pursuits today as well as in later life, further improve muscular strength and endurance, and further enhance body image. 46 TEAM SPORTS I ½ Credit to: vocabulary, word attack skills, comprehension skills, literature, study skills, reading in the workplace and reading as a leisure activity. Grades 9 -12 The purpose of this course is to provide students with opportunities to acquire knowledge of strategies of team sport, play, develop skills in selected team sports, and maintain and/or improve their personal fitness should be stressed. TEAM SPORTS II ½ Credit ACCESS ENGLISH, LEVELS 1 & 2 1 Credit per Level The content is intended to develop or expand the student’s understanding of the reading process, literary analysis, the writing process, writing applications, communication, and information and media literacy. Grades 9 -12 Prerequisite: Team Sports I ACCESS ENGLISH, LEVELS 3 & 4 1 Credit per Level The purpose of this course is to provide students with opportunities to acquire knowledge of strategies of team sport, play, develop skills in selected team sports, and maintain and/or improve their personal fitness should be stressed. TRACK AND FIELD ½ Credit The content is intended to develop or expand the student’s understanding of the reading process, literary analysis, the writing process, writing applications, communication, and information and media literacy. Grades 9 -12 ACCESS ALGEBRA 1A I Credit In the track class participants will learn proper form, conditioning drills/games and running techniques. Participants will not run over 100 meters and will work on their individual speed and endurance. Baton handoff and relay racing will be introduced. Field events will include the shot put and standing long jump. A PE track/meet will be held on the last class for students to participate in. The purpose of this course is to develop the algebraic concepts and processes that can be used to analyze and solve a variety of routine and non-routine real-world and mathematical problems. The content should include, but not be limited to: content-related vocabulary; operations using real numbers in real-world problems; patterns, relations, and functions, including tables, sequences, and graphs; graphs to summarize data and predict outcomes; variables and their impact on outcomes; and, varied solution strategies to solve real-world problems. DRIVER EDUCATION DRIVER EDUCATION ½ Credit ACCESS ALGEBRA 1B 1 Credit Grades 9 -12 Prerequisites: Must be 15 yrs. of age or older The purpose of this course is to develop the algebraic concepts and processes that can be used to analyze and solve a variety of routine and non-routine real-world and mathematical problems. The content should include, but not be limited to: content-related vocabulary; operations using real numbers in real-world problems; patterns, relations, and functions, including tables, sequences, and graphs; graphs to summarize data and predict outcomes; ratios; variables and their impact on outcomes; and, varied solution strategies to solve realworld problems. The purpose of Driver Education/Traffic Safety-Classroom is (1) to introduce students to the transportation system and to strategies which will develop driving knowledge and skills related to today’s and tomorrow’s motorized society and (2) to provided an in-depth study of the scope and nature of accident problems and their solutions. EXCEPTIONAL STUDENT EDUCATION ACCESS LIBERAL ARTS MATH 1 Credit The purpose of this course is to develop the algebraic and geometric concepts and processes that can be used to analyze and solve a variety of routine and non-routine real-world and mathematical problems. The content should include, but not be limited to: content-related vocabulary; operations using real numbers in real-world problems; patterns, relations, and functions, including tables, sequences, and graphs; graphs to summarize data and predict outcomes; variables and their impact on outcomes; properties of size, shape, position, and space; and, varied solution strategies to solve real-world problems. (ESE) All of the following courses require ESE program eligibility and documentation of a specialized curriculum within the student’s IEP . READING: 9-12 1 Credit per Year The purpose of this course is to provide instruction in reading concepts and skills to enable students with disabilities to function at their highest levels and prepare to participate effectively in post-school adult living and the world of work. The content should include, but not be limited 47 ACCESS INFORMAL GEOMETRY I Credit how we impact our surroundings and prepares us to respond to and interact with the forces and objects of nature. The content should include, but not be limited to: earth systems, structures, and processes; natural forces and their effect on Earth and the universe; the transfer of energy and matter; the dynamic nature of the geosphere; the water cycle, weather, and climate; investigative methodology; and, renewable and non-renewable energy resources. The purpose of this course is to develop the geometric concepts and processes that can be used to analyze and solve a variety of routine and non-routine real-world and mathematical problems. The content should include, but not be limited to: content-related vocabulary; attributes of lines, planes, and solids; properties of size, shape, position, and space; variables and their impact on outcomes; and, varied solution strategies to solve real-world problems. ACCESS US GOVERNMENT 1 Credit Access United States Government consists of the following content area strands: Civics and Government and Geography. The content is intended to develop or expand the student’s understanding of: origins and purposes of government, law, and the American political system; roles, rights, and responsibilities of United States citizens; principles, functions, and organization of government; United States foreign policy; characteristics, distribution, and migration of human populations; and, human actions that can impact the environment. ACCESS BIOLOGY 1 Credit The purpose of this course is to provide students with significant cognitive disabilities access to the concepts and content of Biology I. Understanding the diverse characteristics of and dynamic relationship between life forms, processes, and the environment improves the ability to predict how we develop, maintain health, and impact our surroundings. The content of this course should include, but not be limited to: biological processes; cell structure and function; healthrelated issues and concerns; physiological processes; characteristics and classifications of plants and animals; plant and animal development, adaptation, and inter-relationships; plant, animal, and environment inter-relationships; renewable and non-renewable resources; and, scientific investigation. ACCESS ECONOMICS 1 Credit Access Economics consists of the following content area strands: Economics and Geography. The content is intended to develop or expand the student’s understanding of: fundamental concepts of local, national, and international economies; maps and other geographic representations, tools, and technology; physical and cultural characteristics of places; relationships between the Earth’s ecosystems and the populations that dwell within them; and, characteristics, distribution, and migration of human populations. ACCESS INTEGRATED SCIENCE 1 Credit The purpose of this course is to provide students with significant cognitive disabilities access to the concepts and content of Integrated Science. Understanding the characteristics of and dynamic relationship between energy, matter, life and the environment improves the ability to predict how we impact our surroundings and prepares us to respond to and interact with the forces and objects of nature. The content should include, but not be limited to: biological, physical, and chemical characteristics of matter; characteristics of energy transmission; practical application of electric and magnetic phenomena; interaction of matter and energy; characteristics of life; and, equilibrium of earth’s biotic community. HEALTH & SAFETY, 9-12 1 Credit per Year Grades 9 - 12 The purpose of this course is to provide knowledge of the concepts of health and safety to enable students with disabilities to function at their highest levels and prepare to participate effectively in post-school adult living and the world of work. The content should include, but not be limited to, the following: physical, mental, and emotional aspects of human growth and development; nutritional needs of the human body; physical exercise and fitness; family relationships and responsibilities; diseases and disorders that affect the human body system; substance abuse; safety and first aid; and, community resources for health care. ACCESS CHEMISTRY 1 Credit The purpose of this course is to provide students with significant cognitive disabilities access to the concepts and content of Chemistry. Understanding the characteristics of and dynamic relationship between the building blocks of matter, life, and the environment improves the ability to predict how we impact our surroundings and prepares us to respond to and interact with the forces and objects of nature. The content should include, but not be limited to: scientific investigation; physical and chemical properties of matter; physical and chemical changes of matter; atomic theory; chemical patterns and periodicity; conservation of energy; interaction of matter and energy; and, properties of fundamental forces. CAREER PREP 1 Credit The purpose of this course is to enable students with disabilities to acquire the career knowledge and skills necessary to identify career options, obtain community resources, and develop work-related behaviors. The course will provide a foundation for further progress toward achieving the student’s desired post-school outcomes related to a career. The content should include, but not be limited to, the following: self-appraisal; decision making; self-determination and self-advocacy; career options; community resources related to career decisions; workplace competencies; and, the rights and responsibilities of employees. ACCESS EARTH/SPACE SCIENCE 1 Credit The purpose of this course is to provide students with significant cognitive disabilities access to the concepts and content of Earth/Space Science. Understanding the dynamic relationship between the environment, the Earth and the universe improves the ability to predict 48 CAREER EXPERIENCE 1 Credit The purpose of this class is to describe elective work experience courses, which are usually offered as part of a career program, and describes steps to address workplace safety for students. Work experience courses go beyond the work experience and/or community service component required by Graduation Transitions. Work experience courses are supported and monitored by the CBT Teacher. IMPACT - Individually Motivated Performance Assisted by Computer Technology Prerequisite: Admission to the IMPACT program is by principal approval only. Must be on target with kindergarten cohorts for the year in which IMPACT is requested. SELF DETERMINATION 1 Credit The purpose of this course is to enable students with disabilities to develop and apply self-determination skills in school, home, community, and work settings. These skills will assist students with achieving their desired school and post-school outcomes, participating actively and effectively in planning meetings, and self-advocating in multiple settings. The content should include, but not be limited to, the following: self-awareness; self-advocacy; self-efficacy; personal and career planning, including goal setting; independent performance; and, self-evaluation. IMPACT is a competency-based and computer assisted instructional program leading to graduation with a regular high school diploma. The diploma may be earned by acquiring 24 specific credits. LEARNING STRATEGIES 1 Credit Dual enrollment courses in cooperation with Hillsborough Community College are offered contingent upon sufficient student interest. Courses include: College Algebra/Calculus for Business and Freshman English. Students receive both elective credit and college credit upon successful completion of the course. Courses are taught on campus during normal school hours. Be aware that while the credits earned in these courses transfer to HCC and most state universities, they may not transfer to private or out-of-state college and universities. In addition, grades earned in these classes become part of the student’s permanent college transcripts. DUAL ENROLLMENT (HCC & USF) The purpose of this course is to provide instruction that enables students with disabilities to acquire and use strategies and skills to enhance their independence as learners in educational and community settings. The content should include, but not be limited to: strategies for acquiring and storing knowledge; strategies for oral and written expression; strategies for problem solving; strategies for linking new information with prior knowledge; strategies for active participation in reading, viewing, and listening; self-regulated use of comprehension strategies; test-taking skills; time management and organization skills; social skills; and, self-advocacy and planning skills. Students interested in off campus Dual Enrollment courses must see their Guidance counselor. COLLEGE ALGEBRA (MAC 1105) 3 Credits SOCIAL PERSONAL SKILLS 1 Credit Prerequisites: MAT 1033 with a minimum grade of C or appropriate score on placement test. The purpose of this course is to provide instruction related to environmental, interpersonal, and task-related behavior of students with disabilities. The content should include, but not be limited to: appropriate classroom behavior; social and personal development; communication skills; behavioral control; conflict resolution; responsibility; interpersonal and intrapersonal problem solving; and, appropriate use of leisure time. Provides students with the opportunity to gain algebraic knowledge needed for many fields such as engineering, business, science, computer technology, and mathematics. Graphical and numerical methods support the study of functions and their corresponding equations and inequalities. Students will study linear, quadratic, polynomial, rational, exponential, logarithmic, inverse, composite, radical, and absolute value functions; systems of equations and inequalities; modeling applied problems; and curve fitting techniques. SPECIALLY DESIGNED PE 1 Credit PRE-CALCULUS & TRIGONOMETRY (MAC 1147) 5 Credits The purpose of this course is to provide opportunities for students with disabilities to develop motor skills and to participate in various physical activities that may be modified to meet individual needs. The content should include, but not be limited to, the following: team sports; independent sports; recreational sports; motor development; and, physical fitness. Prerequisites: MAC 1105 with a minimum grade of B or appropriate score on placement test. This is an accelerated course covering the topics of both MAC 1140 and MAC 1114. Students should already have some prior knowledge of trigonometry. Major topics include polynomial, rational, and other algebraic functions, their properties and graphs; polynomial and rational inequalities; exponential and logarithmic functions, their properties and graphs; trigonometric equations; solutions of triangles; polar coordinates; trigonometric forms of complex numbers; vectors; conic sections; systems of equations; matrices and determinants; sequences and series; binomial theorem; applications. 49 FRESHMAN ENGLISH 1 / FRESHMAN ENGLISH II 1 Credit Grade 12 Financial decisions are extremely important in today’s engineering environment regarding both soft and hard goods due to the rapidly advancing technology and global competitive markets. This course will present basic models based on the time value of money to analyze economic limitations imposed on engineering activities. The student is expected to have read assigned material prior to class time. Course objectives will be accomplished through lectures, homework assignments, quizzes, and exams. Prerequisites: 3.0 unweighted GPA, qualifying SAT/ACT/College Placement test scores. These courses mirror freshman composition courses at the college level. Freshman English I is a writing and grammar-intensive course. Students will study various models of effective writing and craft essays using various models of discourse. Freshman English II is an introductory college literature course. Both classes are writingintensive and adhere to the Gordon Rule, which requires that students write 6,000 words in each course. Students who fail to complete this requirement will not receive credit for either course. STUDENT LIFE SKILLS 1101 1 Credit This course is part of the University of South Florida’s Foundations of Knowledge and Learning Core Curriculum. It is certified for Quantitative Reasoning and for the following dimensions: Critical Thinking, Inquiry-based Learning, Scientific Processes, and Global Context. Grades 11 - 12 AIR FORCE JUNIOR ROTC Prerequisites: 2.0 GPA or Counselor/Administrator Approval An introduction to the campus facilities, student services and college policies and procedures. Provides assistance in planning a two-year program of study and offers guidance in transferring to other educational institutions. STUDENT LIFE SKILLS 1301 3 Credits AEROSPACE SCIENCE I 1 Credit The first year of Air Force JROTC is a combination of Aerospace History, Leadership Education and Wellness. Students will get acquainted with the historical development of flight and the role of the military in history. Approximately half of the available classroom hours are spent reviewing the development of flight from ancient legends to the space shuttle. The Leadership Education studies relate directly to the academic subject matter with emphasis on study habits and time management. Additionally, wearing the uniform, Air Force customs and courtesies, and basic drill skills are introduced. First year cadets must wear the JROTC uniform. In addition, the Wellness Program is a weekly part of the curriculum. Grades 11 - 12 Prerequisites: Counselor/Administrator Approval Emphasizes the development of decision-making skills needed to make realistic career choices in terms of values, interests, and educational goals, using the facilities of the Career Lab. Middleton, HCPS and USF’s College of Engineering created a dual enrollment partnership to serve students in Middleton’s Magnet Programs. A school bus is provided to transport the students to USF during school hours. Students can earn up to 6 hours of juniorlevel college credit in USF’s College of Engineering. AEROSPACE SCIENCE II 1 Credit The second year of Air Force JROTC is a combination of Aerospace Science, Leadership and Wellness. The Aerospace portion of the curriculum is a cultural studies course that is an introduction to Global Awareness. Students will study various regions of the world from a geographic, historical and cultural perspective. Leadership Education stresses communication skills and cadet corps activities. Written reports and speeches complement aerospace science and leadership subject matter. Second year cadets must wear the JROTC uniform and comply with our grooming standards. In addition, the Wellness Program is a weekly part of the curriculum. Prerequisites: Counselor/Administrator Approval The world is divided into two realms: deterministic and probabilistic. Your math, physics, and chemistry course preparation to date has concentrated on “deterministic” models: a given set of inputs or conditions repeatedly produce a fixed, completely predictable output. This course launches your modeling skills into a new dimension wherein a given set of inputs or conditions produce random (or “chance” or “probabilistic” or “stochastic”) outcomes. Examples include the characteristics of products leaving manufacturing lines (e.g. lifetime of a bulb, concentration of a therapeutic drug), results of laboratory experiments (e.g. growth rates of microorganisms) or processes observed over space or time (e.g. spatial distribution of soil contaminants or time series of rainfall amounts). The field of statistics deals with the collection, presentation, analysis and use of data to make decisions, solve problems and design products and processes. WITH SOCIAL Grades 10 -12 Prerequisite: Aerospace Science I PROBABILITY & STATISTICS FOR ENGINEERS (USF) 3 Credits Grades 11 – 12 ENGINEERING ECONOMICS GLOBAL IMPLICATIONS (USF) 3 Credits Grades 9 -12 AEROSPACE SCIENCE III 1 Credit Grades 11 -12 Prerequisite: Aerospace Science II The third year of Air Force JROTC is a combination of Aerospace Science, Leadership Education and Wellness. This is a science course designed to acquaint the student with the aerospace environment, the principles of flight and navigation, and human limitations of flight. Discussions include the forces of lift, drag, thrust, and weight. Leadership Education emphasis is on managing others, stress management, finances, citizenship and ethics. Third year cadets must wear the JROTC uniform and comply with our grooming standards. In addition, the Wellness Program is a weekly part of the curriculum. & Grades 11 – 12 Prerequisites: Counselor/Administrator Approval 50 AEROSPACE SCIENCE IV 1 Credit leadership instruction by requiring the cadet commander and senior staff to run all aspects of the cadet corps. These duties and responsibilities include command, operations, administration, personnel, awards and decorations, finance, public affairs, discipline, and resource management. Fourth year cadets must wear the JROTC uniform and comply with our grooming standards. In addition, the Wellness Program is a weekly part of the curriculum. Grade 12 Prerequisite: Aerospace Science III The fourth year of Air Force JROTC is a combination of Aerospace Science, Leadership Education and Wellness. This is a space science course. It includes the study of the space environment and exploring space. It also integrates and applies all previous academic and 51
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