1 | COURSE TITLE | NUMBER | DEPARTMENT | UC/CS | LENGTH | GRADE | PREREQUISITE | BUENA PARK | FULLERTON | LA HABRA | SONORA | SUNNY HILLS | TROY | BRIEF DESCRIPTION |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
2 | JOURNALISM | 361 | Additional Offerings | "g" | Year | 9, 10, 11, 12 | B average in previous English classes or Teacher Recommendation | x | x | x | x | Journalism is an introduction to the basic skills required by the modern newspaper, including the writing of news, features, critical reviews, editorials, sports articles, and advertising. The reading and analysis of relevant literature are required. This course stresses ethics and responsibilities of the press. | ||
3 | ADVANCED JOURNALISM | 362 | Additional Offerings | "g" | Year | 10, 11, 12 | Teacher Recommendation | x | x | x | x | Advanced Journalism emphasizes a variety of writing skills; encourages critical thinking about community and campus concerns; and develops investigative and research skills, supplemented by the reading of appropriate literature leading to the production of the school newspaper. Students are also introduced to and use available publication software. The student must spend time outside of class for completion of deadlines. This course may be repeated for credit. | ||
4 | PUBLICATIONS/YEARBOOK | 363 | Additional Offerings | "g" | Year | 9, 10, 11, 12 | Teacher Recommendation | x | x | x | x | x | x | Publications/Yearbook is designed to develop skills required to assemble, organize and produce a school yearbook. Basic skills in writing, computers, photography and advertising are preferred but not essential. Communication skills are important. Students are also introduced to and use available software. The student must spend time outside of class for completion of deadlines. This course may be repeated for credit. |
5 | LEARNING LAB | 387 | Additional Offerings | Year | 9, 10, 11, 12 | None | x | x | The primary objective of this course is to increase the student’s performance levels in all required academic areas. Initial focus will be on language acquisition. The student will be given opportunities to improve basic skills in reading, language, composition, and computation by receiving individualized tutorial assistance. The concepts of time management, reading and memory techniques, and survival reading are introduced. | |||||
6 | ACADEMIC TUTOR | 391 | Additional Offerings | Semester | 11, 12 | Honors/AP Student and Teacher Recommendation | x | x | x | x | The Academic Tutor class will allow students to earn a letter grade and community service hours for peer tutoring one period per day. Academic Tutor responsibilities will include tutorial training, facilitating tutorials and group discussions, and classroom tasks. | |||
7 | AVID 1 | 431 | Additional Offerings | "g" | Year | 9 | None | x | x | x | x | AVID 1 is the first in a four-year elective program in which the common goal is to prepare all qualified students for college admission. The course focuses on enrolling students in a rigorous course of study which meets the "a-g" requirements of the University of California and California State University systems, while providing a strong academic and motivational support system. | ||
8 | AVID 2 | 432 | Additional Offerings | "g" | Year | 10 | AVID 1 and/or Teacher Recommendation | x | x | x | x | AVID 2 is the second in a four-year elective program in which the common goal is to prepare all qualified students for college admission. Students continue a rigorous course of study which meets the "a-g" requirements of the University of California and California State University systems and will be provided with a strong academic and motivational support system. | ||
9 | AVID 3 | 433 | Additional Offerings | "g" | Year | 11 | AVID 2 and/or Teacher Recommendation | x | x | x | x | AVID 3 is the third in a four-year elective program in which the common goal is to prepare all qualified students for college admission. The course focuses on enrolling students in a rigorous course of study which meets the "a-g" requirements of the University of California and California State University systems, while providing a strong academic and motivational support system. | ||
10 | AVID 4 | 434 | Additional Offerings | "g" | Year | 12 | AVID 3 and/or Teacher Recommendation | x | x | x | x | This course follows the weekly structure of all AVID classes with two days of teacher-led curriculum per week, two days of tutorials, and a day allocated for enrichment activities. AVID 4 will assist students in applying for college, researching financial aid and housing, registering for entrance and placement exams, preparing for external examinations, and exploring college majors and career options. This course is for elective credit. | ||
11 | FROSH ACADEMY | 442 | Additional Offerings | Year | 9, 10 | None | x | The Frosh Academy is designed to promote academic success among freshman through academic accountability and intensive tutorials. Additionally, the Freshman Academy provides an opportunity for students to discover career opportunities, learn about options in higher education and the requirements for entrance into a college or university. Finally, students in the Freshman Academy will receive additional instruction in composition to ensure sustained cross-curricular success. | ||||||
12 | iPATH 1.0 | 729 | Additional Offerings | Year | 9 | x | x | iPaTh 1.0 is a systematic approach to reteach and provide intervention during the school day for typically at-risk subgroups of freshman through academic accountability in Common Core State Standards in math and ELA, public speaking, motivational activities and other social supports. iPaTh 1.0 helps close the achievement gap by creating a systematic ELA and math intervention for typically at-risk, struggling subgroups of freshman students. | ||||||
13 | iPATH 2.0 | 730 | Additional Offerings | Year | 10 | Teacher recommendation | x | x | iPaTh 2.0 is the second course in a four-year elective, academic support program geared towards preparing students to continue with their education beyond high school. iPaTh 2.0 provides an opportunity for students to discover career opportunities, learn about options in higher education, including 4-year colleges, community colleges, and vocational programs. | |||||
14 | iPATH 3.0 | 731 | Additional Offerings | Year | 11 | Completion of iPaTh 2.0 or Teacher Approval | x | iPaTh 3.0 is the third course in a four-year elective, academic support program geared towards preparing students to continue with their education beyond high school. iPaTh 3.0 provides an opportunity for students to broaden their understanding of career opportunities, post-secondary education and 4-year college/university entrance requirements. iPaTh 3.0 students will continue to receive academic support in all courses, and be provided with tutoring on a regular basis. | ||||||
15 | iPATH 4.0 | 732 | Additional Offerings | Year | 12 | Completion of iPaTh 3.0 or Teacher Recommendation | iPaTh 4.0 is the fourth course in a four-year elective academic support program geared towards preparing students to continue with their education beyond high school. iPaTh 4.0 continues to provide the opportunity for students to broaden their understanding of career opportunities, post-secondary education and 4-year college/university entrance requirements. iPaTh 4.0 students will continue to receive academic support in all courses, and be provided with tutoring on a regular basis. | |||||||
16 | AP - SEMINAR | 794 | Additional Offerings | "b" | Year | 10, 11 | None | x | The AP Seminar course is an interdisciplinary course designed to promote critical thinking across the school curriculum, and to emphasize those research, critical thinking, argument, synthesis and collaborative skills that students will need to be successful in college and the professional world. Students will be exposed to rich and rigorous curriculum comprised of texts from a variety of disciplines, genres and perspectives, in order to develop their capability to think critically and logically. | |||||
17 | AP - RESEARCH | 804 | Additional Offerings | "g"/"g" | Year | 11, 12 | AP Seminar | x | AP Research allows students to deeply explore an academic topic, problem, or issue of individual interest. Through this exploration, students design, plan, and conduct a year-long research based investigation to address a research question. In the AP Research course, students further their skills acquired in the AP Seminar course by understanding research methodology; employing ethical research practices; and accessing, analyzing, and synthesizing information as they address a research quest. | |||||
18 | LEADERSHIP TECHNIQUES | 939 | Additional Offerings | "g" | Year | 9, 10, 11, 12 | Advisor Approval | x | x | x | x | x | x | Leadership Techniques is designed to give the student an understanding of leadership techniques and methods. The student will assist with all matters pertaining to school government and planning for activities. This course may be repeated for credit. |
19 | LIBRARY TEACHER AIDE | 940 | Additional Offerings | Semester | 9, 10, 11, 12 | Librarian's Recommendation | Library Teacher Aide is a vehicle for providing students with the opportunity to practice and refine clerical, secretarial, and library skills through direct application "on-the-job." This course may be repeated for credit with the librarian approval. If the student takes additional semesters, the library staff will provide additional assignments to assure a beneficial experience for the student. This course may only be taken for credit/no credit. | |||||||
20 | LIBRARY EXPERIENCE | 941 | Additional Offerings | "g" | Semester | 9, 10, 11, 12 | Librarian's Recommendation | Library Experience is designed to give the student experience in the field of library science. The student will become familiar with the functions of a library and assist other students in using the library. The student will be assigned duties related to circulation procedures, processing of periodicals, shelving and shelf reading, general filing, material processing, and media equipment. This course may be repeated for credit. | ||||||
21 | TEACHER ASSISTANT | 942 | Additional Offerings | Semester | 11, 12 | None | x | x | x | x | In Teacher Assistant, the student develops an awareness of teacher's duties and responsibilities in any area of interest. Good interpersonal relationships are stressed while general skills of accuracy, neatness, and efficiency are assessed. Good work ethics, including good attendance and punctuality, are given positive recognition. The student reinforces basic organizational skills by maintaining a learning log. This class can be only taken for credit/no-credit. | |||
22 | OFFICE ASSISTANT | 943 | Additional Offerings | Semester | 9, 10, 11, 12 | None | x | x | x | x | x | In Office Assistant, the student will obtain first-hand experience in observing and meeting people while working with the public. Good interpersonal relationships are stressed while the skills of accuracy, neatness, and efficiency are learned. Good work ethics, including good attendance and punctuality, are given positive recognition. The student reinforces basic organizational skills by maintaining a learning log. | ||
23 | AGRICULTURE EARTH SCIENCE | 126 | Agriculture | "g" | Year | 9, 10 | Algebra 1 or concurrent enrollment | x | This course introduces the student to the study of the Earth and includes such topics as astronomy, geology, oceanography, meteorology and climatology. Through a variety of activities and laboratory experiments, the student gains further insight into the basic principles and concepts that govern the earth. The student will develop an understanding of the complexities of the California Agriculture industries and the application of physical science concepts in Agriculture. | |||||
24 | AGRICULTURE ECONOMICS | 127 | Agriculture | "g" | Semester | 11, 12 | One year of an agriculture course | x | x | x | x | x | Agricultural Economics focuses on the vast business structure that comprises California's largest industry. It will include a thorough understanding of the economics, marketing, management, government services, and international implications of this states agriculture industry. Participation in the FFA organization and hands-on projects are integral parts of the class. This course satisfies the general education economics graduation requirement. | |
25 | INTRODUCTION TO ORNAMENTAL HORTICULTURE | 128 | Agriculture | "d" | Year | 9, 10, 11, 12 | None | x | x | x | Ornamental Horticulture gives the student a practical and vocational outlook on the nursery and landscaping business. Instruction and experience will be in the area of nursery practices, propagation, soils, diseases, pests, weeds, turf management, plant identification, and home landscaping. The course is designed for the student who would like to know something about the nursery business, maintaining a properly landscaped, attractive home, or who is considering the field of horticulture. | |||
26 | AGRICULTURE GOVERNMENT | 129 | Agriculture | "a" | Semester | 12 | One year agriculture course with a C or better | x | x | x | x | x | America's agricultural industry is the mainstay of the United States. An understanding of the American political process, its influence on agriculture and the individual will be the main focus. Students will study the constitution, governments, federalism and the U.S. Farm Bill and policies. To gain a working knowledge of which agencies of government affect particular problems in the lives of citizens, students will be prepared to vote, to reflect on their responsibilities | |
27 | VETERINARY SCIENCE | 131 | Agriculture | "d" | Year | 11, 12 | Biology or Agriculture Science 2 or Agriculture Biology or Teacher Recommendation | x | x | x | x | x | Veterinary Science provides a study of anatomy and physiology of small and large animals; proper health maintenance; sanitation; and the symptoms, treatment, and prevention of common diseases. Course work will include animal nutrition, safe handling and restraint, and the control of parasites and diseases. The student will gain practical experience in veterinary medicine by conducting hands-on activities with livestock and will have the opportunity to investigate the field of veterinary medicine. | |
28 | AGRICULTURAL BIOLOGY | 135 | Agriculture | "d" | Year | 9, 10, 11, 12 | Algebra 1 or equivalent or Department Recommendation | x | x | x | x | Agricultural Biology is a laboratory science course, designed for the college-bound student that deals with the life functions and interrelationships of plants and animals. The course focuses on growth and reproduction, genetics, animal behavior, animal and plant taxonomy, nutrition, health and diseases, and the ecological relationship among plants, animals, and humans. The student will be involved in an agriculture project as a "hands-on" activity. | ||
29 | AGRICULTURE CONSTRUCTION TECHNOLOGY 1 | 136 | Agriculture | "g" | Year | 9, 10, 11, 12 | None | x | This course is designed to introduce the student to basic hands-on shop skills in the following areas: welding (both oxyacetylene and electric), electricity and electronics, metal fabrication, plumbing, concrete and masonry, small gas engines, hydraulics, wood working, tool repair, painting, project planning and tool identification. The basic skills acquired by the student taking this class will benefit him/her throughout their life regardless of career choice. | |||||
30 | ART AND HISTORY OF FLORAL DESIGN | 137 | Agriculture | "f" | Year | 9, 10, 11, 12 | None | x | x | x | x | This course gives the student a practical look at the floriculture industry in California. The major emphasis will be on floral design principles and floral construction. Culture, care, and processing of floral crops will be included. Participation in the FFA organization and hands-on projects are integral parts of this course. The course is designed to lay the foundation for entry-level positions in the floriculture industry or as a prerequisite for the advanced class. | ||
31 | SUSTAINABLE AGRICULTURE/BIOLOGY | 230 | Agriculture | "d" | Semester/Year | 9, 10, 11, 12 | Algebra 1 or equivalent or Department Recommendation | x | x | Sustainable Agriculture/Biology is a one-year course designed to integrate biological science practices and knowledge into the practice of sustainable agriculture. The course is organized into four major sections or units, each with a guiding question. Unit one addresses the question, "What is sustainable agriculture?" Unit two address the question, "How does sustainable agriculture fit into our environment?" Unit three, "What molecular biology principles guide sustainable agriculture?" Unit four, "How do we make decisions to maximize sustainable agricultural practices within a functioning ecosystem? Within each unit specific life science principles will be identified with agricultural principles and practices guiding the acquisition of this knowledge, culminating in the development of a sustainable farm model and portfolio of supporting student research. | ||||
32 | METAL TECHNOLOGY FOR AGRICULTURE 1 | 411 | Agriculture | Year | 9, 10, 11, 12 | None | x | x | In Metal Technology for Agriculture 1, the student will do work in the areas of sheet and bench metal, gas, and electric welding, foundry, and machines including the lathe and milling machine. Hand tool, machine, and welding skills are developed through certain processes and operations used to complete laboratory exercises and projects. Attention is given to the development of skill, accuracy, judgment, and safety. FFA participation and hands-on projects are integral parts of this class. | |||||
33 | AGRICULTURE CONSTRUCTION TECHNOLOGY 2 | 418 | Agriculture | Year | 9, 10, 11, 12 | Agriculture Construction Technology 1 | x | This course introduces the student to the study of tools, materials, and processes used in the wood technology industry. Major emphasis for the student enrolled in this class is the safe operation of woodworking hand tools, power tools, machines, and the laboratory facility. Exploration of career opportunities and the development of a career plan will be taught as it relates to the career interest of the student and his/her "learn-by-doing" activities associated with the FFA. | ||||||
34 | AGRICULTURE CONSTRUCTION TECHNOLOGY 3 | 419 | Agriculture | Year | 10, 11, 12 | Agriculture Construction Technology 2 | x | This course is an advanced course in wood technology that emphasizes the further development of tool and machine skills. Topics include, but are not limited to, cabinet making, wood-finishing, wood turning, construction basics and furniture making. The student will actively participate in the safe operation, maintenance, and management of the laboratory. Attention is given to enhancing skill, accuracy, judgement, and over-all craftsmanship. May be repeated for credit. | ||||||
35 | ADVANCED METAL TECHNOLOGY FOR AGRICULTURE 2 | 421 | Agriculture | Year | 10, 11, 12 | Metal Technology for Agriculture 1 | x | x | In Advanced Metals Technology for Agriculture 2, the student will use his/her basic knowledge of metal fabrication, tool, selection, manufacturing techniques and shop safety to successfully complete a project. The student will plan, draw, and use tested techniques to construct the project using the best industry-based standards in the safest possible way. The student will continue exploration of career opportunities through an emphasis on his/her projects. May be repeated for credit. | |||||
36 | AGRICULTURE CONSTRUCTION TECHNOLOGY 4 | 423 | Agriculture | Year | 10, 11, 12 | Agriculture Construction Technology 3 | x | In this course the student learns about the tools, materials and tasks found on a typical work site while participating as a member of a class construction crew. The course will include the "how to" of building walks, foundations and footings of concrete; the skills of rough plumbing and rough electrical wiring; the methods for estimation, layout and fabrication of rough and finish carpentry; and the installation of exterior finish work. May be repeated for credit. | ||||||
37 | AG & SOIL CHEMISTRY | 771 | Agriculture | "d" | Semester/Year | 10, 11 | None | x | x | x | x | x | Agriculture and Soil Chemistry explores the physical and chemical nature of soil as well as the relationships between soil, plants, animals and agricultural practices. Students will examine properties of soil and land and their connections to plant and animal production. Using knowledge of scientific protocols as well as course content, students will develop an Agriscience research program to be conducted throughout the first semester of the course. | |
38 | FILM IB HL | 140 | Art | "f" | Year | 11, 12 | Film IB SL | x | problems such as rain forest destruction and how people are finding solutions. Local environmental | |||||
39 | AP - STUDIO ART: THREE-DIMENSIONAL DESIGN | 144 | Art | "f" | Year | 10, 11, 12 | Special Studies in Three-Dimensional Design and Teacher Recommendation | x | x | AP-Studio Art: 3D Design is intended to address a very broad interpretation of sculptural issues in depth and space. These may include the elements and principles of art: mass, volume, form, plane, light, and texture. Such elements and concepts may be articulated through additive, subtractive, and/or fabrication processes. | ||||
40 | COMMUNICATION DESIGN | 145 | Art | "f" | Year | 9, 10, 11, 12 | Drawing and Painting and Teacher Recommendation | x | x | In Communication Design, the student will develop aesthetic perception and creative expression skills, and will create and organize ideas visually. The student will understand the integral role of design in modern communication and will analyze his/her own work and the work of others based on its ability to communicate effectively. The student will also examine the significant historical and cultural developments in design. | ||||
41 | AP - ART HISTORY | 152 | Art | "f" | Year | 10, 11, 12 | English 1 or Teacher Recommendation | AP-Art History is an introductory two-semester college-level course in Art History. It encompasses the canon of Western Art History including painting, sculpture, architecture, and photography within the appropriate historical and cultural contexts. The student will learn to identify major artists and stylistic periods based on content, iconography, formal elements and in-depth visual analysis. Non-western artistic traditions are also surveyed. | ||||||
42 | DRAWING AND PAINTING | 154 | Art | "f" | Year | 9, 10, 11, 12 | None | x | x | x | x | x | x | Drawing and Painting is designed for the student interested in developing drawing and painting skills in the areas of accurate representation and interpretation of the subject in any two-dimensional format. The course examines the fundamental visual skills and drawing skills incorporating a variety of materials, techniques, and subject matter. |
43 | SPECIAL STUDIES IN DRAWING AND PAINTING | 155 | Art | "f" | Year | 10, 11, 12 | Drawing and Painting and Teacher Recommendation | x | x | x | x | x | Special Studies in Drawing/Painting is intended for the advanced art student and provides independent study under the supervision of the instructor. The student selects a project and assists the instructor in setting the work due dates and criteria for evaluation. This course is intended for the student not working in a three-dimensional area. The students final portfolio will reflect a specific theme. This course may be repeated for credit. | |
44 | THREE-DIMENSIONAL DESIGN | 157 | Art | "f" | Year | 9, 10, 11, 12 | None | x | x | x | x | x | Three-Dimensional Design concentrates on design and the creation of sculpture. The student will understand three-dimensional art forms as a part of culture, analyze their work and the art of others and explore the nature and value of three-dimensional art, and develop skills to express ideas and images in the third dimension. The student will develop skills of critical thinking, problem-solving, interpretation, and judgment and will learn to communicate their ideas more effectively. | |
45 | FILM PRODUCTION | 162 | Art | "f" | Semester | 9, 10, 11, 12 | Animation/Teacher Recommendation | x | laboratory and field study. The critical analysis of worldwide environmental data will be emphasized. | |||||
46 | HISTORY OF THE MOTION PICTURE | 163 | Art | "f" | Year | 10, 11, 12 | None | x | History of the Motion Picture surveys feature films of historical and/or artistic importance and traces developing styles and themes in the medium of theatrical film. The topics range from the early developments in silent film through German Expressionism to developments both historical and philosophical in American films of the 40s through the 70s. Included are films of Chaplin, D.W. Griffith, Orson Welles, Humphrey Bogart, James Dean, Marlon Brando, and many others. | |||||
47 | FILM IB SL | 164 | Art | "f" | Year | 11, 12 | IB Coordinator Approval | x | situations will also be addressed. Methods will include analyzing the “health” of an ecosystem with both | |||||
48 | SPECIAL STUDIES IN THREE-DIMENSIONAL DESIGN | 165 | Art | "f" | Year | 10, 11, 12 | Three-Dimensional Design | x | x | x | x | Special Studies in Three-Dimensional Design is intended for the advanced three dimensional design student and provides independent study under the supervision of the instructor. The student is assigned individual problems with the help of the instructor along with due dates and criteria for evaluation. This course may be repeated for credit. | ||
49 | AP - STUDIO ART: TWO-DIMENSIONAL DESIGN | 169 | Art | "f" | Year | 11, 12 | Drawing and Painting and Teacher Recommendation | x | x | x | x | AP-Studio Art: 2D Design is intended to address a very broad interpretation of two-dimensional design issues. This type of design involves purposeful decision-making about how to use the elements and principles of art in an integrative way. Students produce a portfolio of 24 pieces which can include digital art, traditional media, and photography which is submitted for evaluation to the College Board. | ||
50 | AP - ART: DRAWING AND PAINTING | 170 | Art | "f" | Year | 11, 12 | Drawing and Painting and Teacher Recommendation | x | x | x | x | AP- Art: Drawing & Painting is designed to address a very broad interpretation of drawing issues and media. Light and shade, line quality, rendering of form, composition, surface manipulation, and illusion of depth are drawing issues that can be addressed through a variety of means. Many works of painting, printmaking, and mixed media, as well as abstract, observational, and inventive works, may qualify. | ||
51 | ADVANCED PHOTOGRAPHY | 173 | Art | "f" | Semester/Year | 10, 11, 12 | Foundations of Photography/Teacher Recommendation | x | x | Advanced Photography will provide the student with the opportunity to extend and advance their knowledge and skills in the field of photography. This course will familiarize the student with advanced photographic equipment, materials, methods and processes. Advanced Photography will also expose the student to the various means of modern technology and its purpose in photography. | ||||
52 | FOUNDATIONS OF PHOTOGRAPHY | 176 | Art | "f" | Year | 9, 10, 11, 12 | Teacher Recommendation | x | x | Foundations of Photography is a survey course in black and white photography. This course will provide the student with opportunities to extend their knowledge and skills in the field of photography. This course will familiarize the student with the history, photographic equipment, materials, methods, and processes of photography. The student will also be introduced to computer technology and digital photography. Does not meet UC/CSU requirements. | ||||
53 | SPECIAL STUDIES PHOTOGRAPHY | 177 | Art | "f" | Semester/Year | 10, 11, 12 | Advanced Photography/Teacher Recommendation | Special Studies Photography will provide the student with opportunities to extend and advance their knowledge in the field of photography beyond that of Advanced Photography. The student will be required to work in and beyond the confines of the classroom under the tutelage of the instructor. At this level the student will be developing a personal sense of style that will make their portfolio distinct from any others. This course maybe repeated for credit. | ||||||
54 | BIOLOGICAL ARTS DESIGN ENGINEERING (BADE) | 191 | Art | "f" | Year | 11, 12 | Mechanical Arts Design Engineering (MADE) | x | Biological Arts Design Engineering (BADE) is designed to give the student an understanding of applying the principles of anatomy and biology in the design, development, and creation of realistic and fantastic biologically-based "creature" art projects. In this year long, integrated, college preparatory course, students will develop and demonstrate an understanding of the fundamentals of art and the principles of design including form, positive and negative space, proportion, patterning and texture. | |||||
55 | BROADCAST JOURNALISM H | 338 | Art | "f" | Semester | 11, 12 | English 1 & 2, Multimedia ROP | x | ||||||
56 | BROADCAST JOURNALISM 2 H | 378 | Art | "f" | Semester | 12 | Media Concepts H and Broadcast Journalism H | x | This course provides students advanced skills and competencies in broadcast media including television, radio, web/podcasting and emerging broadcasting technologies. Students will become familiar with current and emerging technology and practices and the variety of career opportunities that present themselves in the live broadcasting pathways. | |||||
57 | VISUAL ARTS IB HL 2 | 171B | Art | "f" | Year | 11, 12 | Drawing and Painting and Teacher Recommendation | x | x | x | x | Visual Arts IB HL 2 is intended for the student who wishes to meet the International Baccalaureate requirements in Art/Design on either the subsidiary or the higher level. Course work includes either studio work or an investigative workbook on the appreciation and history of art/design on the subsidiary level, and includes both on the higher level. This course must be taken for an advanced second year to fulfill the International Baccalaureate HL requirement. | ||
58 | VISUAL ARTS IB HL 1 | 178B | Art | "f" | Year | 9, 10, 11, 12 | Drawing and Painting and Teacher Recommendation | x | x | |||||
59 | INTERNATIONAL BUSINESS - H | 156 | Business/Computer Science | "g" | Year | 12 | Current enrollment in Troy Tech | x | International Business H will provide students with an understanding of the principles and applications of how business operates within the global economy. Students will explore topics of importance of todays world of international business, including but not limited to, economics, cultural and social influences, communication, ethics, marketing, production, technology, and entrepreneurship. Students will be able to analyze the impact of International Business on the economy. | |||||
60 | ACCOUNTING FOR MERCHANDISING | 199 | Business/Computer Science | Semester | 10, 11, 12 | Grade of B or better in Accounting for Business | x | In Accounting for Merchandising, the student will review the accounting cycle, learn to journalize sales on accountss, account for cash receipts, account for purchases on accounts, account for cash payments, and record general journal transactions for a merchandising business. The student will also learn to prepare a ten-column worksheet, prepare financial statements for a corporation, record the adjusting entries, and record the closing of the temporary accounts. In addition, students will learn | ||||||
61 | ACCOUNTING FOR BUSINESS | 200 | Business/Computer Science | Semester | 10, 11, 12 | Grade of B or better in Algebra 1 | x | x | In Accounting for Business, the student will learn the processes of transactional analysis, journals, ledgers and posting, analysis of adjustments and the worksheet, financial statements and analysis, recording of adjusting, closing and reversing entries and the accounting control system of payroll, vouchers, and inventory. These applications of accounting will first be introduced on hand ledgers followed by an electronic computer spreadsheet program as well as an accounting software program. | |||||
62 | INTRODUCTION TO DESIGN TECHNOLOGY | 207 | Business/Computer Science | Year | 10, 11, 12 | AP-Computer Science Principles | x | |||||||
63 | BUSINESS MANAGEMENT - IB | 213 | Business/Computer Science | Year | 11, 12 | Completed English 2-H or English 2 Troy Tech and one other IB/AP or Honors course as a sophomore with a grade of B or higher | x | Business Management IB is the rigorous and critical study of the ways in which individuals and groups interact in a dynamic business environment. Students will examine how business decisions are made and how these decisions impact internal and external environments. They will understand the ideas of international cooperation and responsible citizenship. | ||||||
64 | BUSINESS LAW | 214 | Business/Computer Science | Semester | 9, 10, 11, 12 | None | Business Law introduces the student to business and personal law as it pertains to the topics of sales, agency and employment, bailments, credit, negotiable instruments, business associations, criminal, civil, juvenile justice, consumer law, family law, and individual rights and liberty. The student will develop the ability to: use precise legal language, employ legal research, analyze and summarize complex legal situations, apply principles to legal situations & formulates an argument based | |||||||
65 | DESIGN TECHNOLOGY - IB SL | 215 | Business/Computer Science | "g" | Year | 11, 12 | Grade of B or higher in Intro to Design Technology or C or higher in Computer Science A AP | x | Design Technology IB SL is based on a model of learning which incorporates knowledge, skills, and design principles in problem solving contexts, while at the same time maximizing the use of local and readily available resources. It assumes no previous experience in either design technology or designing. | |||||
66 | BUSINESS SYSTEMS | 217 | Business/Computer Science | Semester | 9, 10, 11, 12 | AP-Computer Science Principles | x | In Business Systems, the student will be introduced to the business world by participating in a simulated business organization. The student will experience responsibilities in the areas of administration, sales, distribution, finance, and information processing while simultaneously using a networked computer lab to apply these business concepts. | ||||||
67 | MEDIA CONCEPTS - H | 229 | Business/Computer Science | "g" | Year | 10, 11, 12 | AP-Computer Science Principles | x | Media Concepts - H is the first class students should take in the Multimedia Pathway in the Troy Tech Program. The students will explore the fundamentals of digital media and will teach students the fundamental technical elements of media including: computers, photography, sound, video, lighting, editing, the post production process, and workflow. It is a year long course that will prepare students for other courses in the Multimedia Pathway. | |||||
68 | BUSINESS AND FINANCE | 247 | Business/Computer Science | Year | 9, 10, 11, 12 | None | x | Business and Finance introduces the student to basic economics, business dynamics, private enterprise, entrepreneurship, marketing, management, finance and financial institutions, human resources, production and career exploration. The student develops the ability to understand business concepts, methods and criteria. The student will understand the culture of business, think critically, work cooperatively, compute related applications and develop career skills. | ||||||
69 | INTRODUCTION TO COMPUTER SCIENCE | 252 | Business/Computer Science | Year | 9, 10, 11, 12 | None | x | x | x | Introduction to Computer Science is an introductory computer science course that empowers students to create authentic artifacts and engage with computer science as a medium for creativity, communication, problem solving, and fun.Introduction to Computer Science is designed from the ground up to be an accessible and engaging course for all students, regardless of background or prior experience. It provides students opportunities to engage with culturally and personally relevant topics. | ||||
70 | INTRODUCTION TO GAME DESIGN AND MEDIA ARTS | 255 | Business/Computer Science | "f" | Year | 10, 11, 12 | None | x | This course will combine competencies in game design, production, film, video, computer, live production, as well as foundational knowledge in design to introduce students to a variety of jobs in the multimedia/communications/game design workforce. Students will explore current technologies, media and art applications, and emerging technological advances that impact this ever expanding field. | |||||
71 | SENIOR INTERNSHIP | 259 | Business/Computer Science | Year | 12 | None | x | x | Senior Internship requires that the student exhibits a high degree of personal responsibility, work independently, and demonstrates self-initiative. Senior Internship is a model School-to-Career program allowing senior students a hands-on experience and opportunity to work with a professional in the occupational field of the students choice. Senior Internship requires that the student locate an internship within the area of their career interests and complete a total of 150 hours. | |||||
72 | SENIOR INTERNSHIP | 259 | Business/Computer Science | Year | 12 | Concurrent enrollment in Troy Tech | x | Senior Internship requires that the student exhibits a high degree of personal responsibility, work independently, and demonstrates self-initiative. Senior Internship is a model School-to-Career program allowing senior students a hands-on experience and opportunity to work with a professional in the occupational field of the students choice. Senior Internship requires that the student locate an internship within the area of their career interests and complete a total of 150 hours. | ||||||
73 | MECHATRONICS - H | 263 | Business/Computer Science | Semester | 10, 11, 12 | AP-Computer Science Principles | x | Mechatronics - H is an introductory course using the Parallax Boe-Bot and associated hardware. Relationships between the field of mathematics, science (physics and electrical circuits), mechanical design, and technology will be explored. The goal of this course is to get students interested in pursuing a field of study in STEM upon graduating from high school. | ||||||
74 | FUNDAMENTALS OF PROGRAMMING | 264 | Business/Computer Science | "g" | Semester | 9, 10, 11, 12 | Enrolled in or completion of Algebra 1 or equivalent | In Fundamentals of Programming, the student will be introduced to computer programming using a structured programming language. The student will learn to operate a computer with confidence and properly care for a computer, peripherals, and software. The programming content will include developing input and output procedures, external files, if statements, loops, procedures functions, and arrays. | ||||||
75 | COMPUTER SCIENCE IB SL | 270 | Business/Computer Science | "g" | Year | 10, 11, 12 | Grade of C or better in Computer Science A - AP | x | Computer Science IB SL is a specialized college-level course for the qualified student whose future includes involvement with computers. The major emphasis in this course is on writing a major project which utilizes programming efficiency, code optimization, and comparison of algorithms. Computer Science IB SL is designed to prepare the student to pass the Standard Level International Baccalaureate examination. | |||||
76 | COMPUTER SCIENCE IB HL 2 | 272 | Business/Computer Science | "g" | Year | 12 | Grade of C or better in Computer Science IB SL | x | Computer Science IB HL 2 is a specialized college-level course for the qualified student whose future includes involvement with computers. The major emphasis in this course is on writing a number of major projects which utilize programming efficiency, code optimization, comparison of algorithms, and advanced work in data structures. Computer Science IB HL 2 is designed to prepare the student to score well on the higher-level International Baccalaureate Examination. | |||||
77 | VISUAL BASIC | 273 | Business/Computer Science | "g" | Semester | 10, 11, 12 | Concurrent enrollment in Algebra 1 or higher | In Visual Basic, the student will be introduced to a graphical-based programming language utilizing lecture and laboratory settings. Using Microsoft Visual Basic, the student will learn the conventions of windows, aesthetically minded programming, and practical use of databases with the opportunity to apply the concepts to real life examples. Topics will include: using values and variables, designing a user interface, graphic objects, events, methods, properties, project windows & form windows. | ||||||
78 | VISUAL BASIC | 273 | Business/Computer Science | "g" | Semester | 10, 11, 12 | AP-Computer Science Principles | In Visual Basic, the student will be introduced to a graphical-based programming language utilizing lecture and laboratory settings. Using Microsoft Visual Basic, the student will learn the conventions of windows, aesthetically minded programming, and practical use of databases with the opportunity to apply the concepts to real life examples. Topics will include: using values and variables, designing a user interface, graphic objects, events, methods, properties, project windows & form windows. | ||||||
79 | AP - COMPUTER SCIENCE PRINCIPLES | 278 | Business/Computer Science | "d" | Year | 9, 10, 11, 12 | None | x | x | x | x | x | The AP Computer Science Principles course is an introduction to computer science that covers the seven big ideas of the College Boards AP Computer Science Principles curriculum framework, including creativity, abstraction, data and information, algorithms, programming, the Internet, and global impact. | |
80 | INTERMEDIATE GAME DESIGN AND MEDIA ARTS | 294 | Business/Computer Science | Year | 10, 11, 12 | Intro to Game Design and Media Arts | x | This course builds on competencies in game design, film, video, computer, live production design, as well as foundational knowledge in design. Coursework will focus on careers in the multimedia/communications/game design workforce. Instruction will focus on the interaction between media sources in live, recorded and web-based productions. | ||||||
81 | ADVANCED GAME DESIGN AND MEDIA ARTS PORTFOLIO | 295 | Business/Computer Science | Year | 10, 11, 12 | Intermediate Game Design and Media Arts | x | This capstone course in the Game Design and Media Arts sequence applies learning from Introductory to Intermediate courses in a project-based environment. Coursework will focus on creative game design, video, computer, in both the educational and work-based setting. Instruction will focus on applying student knowledge of game design, computer and print media, film and video production in industry environments. | ||||||
82 | COMPUTER OPERATING SYSTEM SECURITY - H | 435 | Business/Computer Science | Year | 10, 11, 12 | AP - Computer Science Principles | x | Computer Operating System Security (Honors), the second course of four courses in the Cyber Defense pathway within Troy Tech, is designed to give the student an understanding of the introduce the operating system of personal computers, personal computer security, and personal security on individual computers and on the Internet. | ||||||
83 | CYBER SECURITY FUNDAMENTALS - H | 436 | Business/Computer Science | Year | 11, 12 | Computer Operating System Security - H | x | Cyber Security Fundamentals (Honors), the third course of four courses in the Cyber Defense pathway within Troy Tech, is designed to give the student an understanding of the basic concepts behind computer security, evidential process, and handling electronic evidence, including securing and analyzing a computer system, securing and analyzing a network system, working with law enforcement, and information warfare. Students will also learn the Perl scripting language, basic Perl syntax, data types | ||||||
84 | NETWORK SECURITY FUNDAMENTALS - H | 437 | Business/Computer Science | Year | 12 | Cyber Security Fundamentals - H | x | Network Security Fundamentals (Honors), the fourth course of four courses in the Cyber Defense pathway within Troy Tech, is designed to give the student an understanding of data communications, business networking concepts, network security, and covers terminology, technology, and software used with network security. Students will learn about communication security, infrastructure security, cryptography and business plans for disaster recovery. | ||||||
85 | CODING AND GAMING | 875 | Business/Computer Science | Year | 10, 11, 12 | None | x | The Coding and Gaming course is designed to give the student an understanding of introductory programming and game development. Students will explore the history of game design, careers in game design, current technologies, media and arts applications, and emerging technological advances impacting this field in order to introduce students to various careers in education in the rapidly expanding game design industry sector. | ||||||
86 | CODING AND GAMING 2 | 876 | Business/Computer Science | Year | 10, 11, 12 | Coding and Gaming | x | The Coding and Gaming 2 course is designed for students who want to learn more about computer science through the process of how a video game is conceived, how it is put together, and how it is published. Students will review the game design process, elements of game play, creating game documentation, and scripting from Coding and Gaming. | ||||||
87 | AP - COMPUTER SCIENCE A | 237A | Business/Computer Science | "c" | Year | 10, 11, 12 | Grade of B or higher in Geometry | x | x | The AP- Computer Science A course is a college-level introductory course in computer science. A large part of this course is built around the development of computer programs or parts of programs that correctly solve a given problem and that are understandable, adapt-able, and where appropriate reusable. | ||||
88 | AP - COMPUTER SCIENCE A | 237A | Business/Computer Science | "c" | Year | 10, 11, 12 | Combination grade of A/B in Fundamentals of Programming and Computer Logic/Algorithms; Teacher consultation if grade combo is B/B | x | The AP- Computer Science A course is a college-level introductory course in computer science. A large part of this course is built around the development of computer programs or parts of programs that correctly solve a given problem and that are understandable, adapt-able, and where appropriate reusable. | |||||
89 | COMPUTER SCIENCE AB | 255B | Business/Computer Science | "g" | Year | 11, 12 | Grade of C or better in Computer Science A - AP | x | Computer Science AB is a specialized college-level course for the qualified student whose future includes involvement with computers. The major emphasis in this course is on writing a number of major projects which utilize programming efficiency, code optimization, comparison of algorithms, and advanced work in data structures. A dual credit option through CSUF is available. | |||||
90 | ENGLISH 1 | 301 | English | "b" | Year | 9 | None | x | x | x | x | x | x | English 1, a college-preparatory course, concentrates on the basic skills of composition, language, and literature. Composition study includes the organization of the multi-paragraph essay. Grammar, vocabulary, spelling, speaking, listening, and reading and understanding literature are included. Competence in each skill is the basic objective. |
91 | ENGLISH 1 - H | 304 | English | "b" | Year | 9 | Department Recommendation/Test | x | x | x | x | x | x | English 1-H is an accelerated, college-preparatory course which provides the student with an introduction to world literature including the study of non-fiction, poetry, short story, drama, and novel. Emphasis in the course is placed on the study of literature and the development of writing skills. Secondary attention will be paid to language and vocabulary skill development. |
92 | CALIFORNIA LITERATURE | 309 | English | "b" | Semester | 12 | English 3 | x | California Literature is designed to cover the 12th grade English language arts standards through the study of literature written by authors living and/or writing about California from the period of Spanish settlement to the present. Genres studied will include non-fiction, novel, poetry, short fiction, and drama. | |||||
93 | ENGLISH 2 | 310 | English | "b" | Year | 10 | English 1 | x | x | x | x | x | x | English 2, a college-preparatory course, continues the development of basic skills introduced in English 1. Composition study involves intensive review of how to organize and write the multi-paragraph essay. Literature emphasizes the study of increasingly challenging works in various genres. The course includes the study of vocabulary, spelling, usage, and mechanics. |
94 | ENGLISH 2 - H | 313 | English | "b" | Year | 10 | Department Recommendation/Test | x | x | x | x | x | x | English 2-H is an accelerated, college-preparatory course which continues the development of basic skills introduced in the freshman year. This course focuses on literature and the development of composition skills. A focus of this course is preparation for Advanced Placement and/or International Baccalaureate English courses in the 11th and 12th grade years. |
95 | CSU EXPOSITORY READING AND WRITING | 316 | English | "b" | Year | 11, 12 | English 3 | x | x | x | x | x | x | The goal of the Expository Reading and Writing course is to prepare college-bound seniors for the literacy demands of higher education. Through a sequence of fourteen rigorous instructional modules, students in this yearlong, rhetoric-based course develop advanced proficiency in expository, analytical, and argumentative reading and writing. |
96 | ENGLISH IB SL | 317 | English | "b" | Year | 11 | Department Recommendation | x | English IB SL is an accelerated, college-preparatory course which focuses on literature and the development of composition skills. The Language A1 program is primarily a pre-university course in literature. It is aimed at students who intend to pursue literature, or related studies, at university, as well as students whose formal study of literature will not continue beyond this level. | |||||
97 | ENGLISH 3 | 320 | English | "b" | Year | 11 | English 2 | x | x | x | x | x | x | English 3, a college-preparatory course, focuses on United States literature and further develops the study of language and composition. A variety of writing experiences in narrative, descriptive, and expository modes are included. |
98 | AP - ENGLISH LANGUAGE AND COMPOSITION | 322 | English | "b" | Year | 10, 11, 12 | Department Recommendation/Test | x | x | x | x | x | x | AP- English Language and Composition-AP is a college-level composition course dedicated to the study of rhetorical modes and strategies. Students in this course become informed and skillful readers who are able to compose sophisticated essays for a variety of purposes. Through their exploration of diverse rhetorical forms including narrative, expository, interpretive, and argumentative writing, students become attuned to the stylistic and persuasive choices writers make to achieve their purposes. |
99 | ENGLISH 3 - H | 323 | English | "b" | Year | 11 | Department Recommendation/Test | x | English 3-H is an accelerated, college-preparatory course which focuses on literature and the development of composition skills. | |||||
100 | ENGLISH 4 | 330 | English | "b" | Year | 12 | English 3 | x | x | x | English 4 provides the student with the opportunity to do advanced work in composition and literary analysis. Vocabulary, grammar, and other language skills necessary for college-level work are reviewed and practiced. | |||
101 | AP - ENGLISH LITERATURE AND COMPOSITION | 334 | English | "b" | Year | 12 | Department Recommendation/Test | x | x | x | AP- English Literature and Composition teaches the student to do close analysis of major short stories, essays, novels, plays, and poems and to express analysis in clear expository writing. Copies of previous Advanced Placement tests are examined and discussed. Thus, the class prepares the student for the Advanced Placement test given each May. | |||
102 | NOVEL | 350 | English | "b" | Semester | 12 | Department Recommendation | x | Novel is designed to give the student an understanding of the novel as a major literary genre focusing on the reading and interpretation of selected authors of the 19th and 20th centuries. Recurring themes, philosophies, and attitudes will be reviewed. | |||||
103 | BIBLE AS LITERATURE | 352 | English | "b" | Semester | 12 | English 3 and/or Department Recommendation | x | Bible as Literature is a literary-analysis course providing an in-depth study of selected writings from the Old and New Testaments. The writings include classic short stories, drama, poetry, history, and philosophy. The course gives the student an awareness of the literary richness of the Bible and its varied literary forms. | |||||
104 | ENGLISH 1 - TROY TECH | 375 | English | "b" | Year | 9 | By qualification | x | English 1-T/T is a specialized, program-compatible course that is college preparatory in nature and rigor. State-mandated instruction in reading, thinking, speaking, and listening centers on fictional and non-fictional literature that includes but is not limited to works that examine the ethical use of science and technology, and writing instruction addresses the practical use of grammar, the various forms of technical writing, and the organization and development of the multi-paragraph essay. | |||||
105 | ADVANCED READING 1 | 382 | English | Year | 9, 10, 11, 12 | Department Recommendation | x | Reading 1 is designed to identify the student's reading needs and improve reading skills. Emphasis will be given to improving reading comprehension and reading vocabulary and to developing critical thinking skills. The student will learn general strategies that will improve reading skills in other areas and classes. This course is for elective credit. | ||||||
106 | ADVANCED READING 2 | 389 | English | Semester | 10, 11, 12 | Department Recommendation | Reading 2 is designed to identify reading needs and enhance reading skills. Emphasis is placed on improving fluency, comprehension, vocabulary, and active reading skills. The student will learn general strategies that will improve reading skills in other areas and classes. This course is for elective credit. | |||||||
107 | ENGLISH 1 - H: HUMANITIES | 459 | English | "b" | Year | 9 | Teacher Recommendation; concurrent enrollment in Spanish 1: Heritage-H and California History: Heritage | x | English 1-H: Humanities is an accelerated, college preparatory course which focuses on literature and the development of composition skills. This course requires a higher level of sophistication and comprehension in reading, writing, speaking, listening and critical thinking skills. An accelerated pace and an increased expectation reflects the higher standards requisite for the weighted grade assigned to the course. The student is expected to be a more self-directed, independent learner. | |||||
108 | SPEECH | 461 | English | "g" | Semester/Year | 9, 10, 11, 12 | None | x | Speech provides the student with tools necessary to become a more effective communicator as a speaker/listener and a reader/writer. The student presents a variety of speeches designed to test the ability to analyze an audience and organize a specific message geared to obtain a specific response. The student also researches controversial problems and presents research in oral and written essays designed to persuade the audience to accept a particular position on a particular issue. | |||||
109 | ENGLISH 2 - H: HUMANITIES | 468 | English | "b" | Year | 10 | Department Recommendation/English 1: Humanities, Spanish 1: Heritage-H, California History: Heritage; concurrent enrollment in Spanish 2: Heritage-H, World History: Humanities | x | English 2-H: Humanities is an accelerated, college-preparatory course, which focuses on literature and the development of composition skills. It is the second (sophomore year) course in the Heritage of the Americas program, English 2-H: Humanities combines with World History: Heritage 2 and Spanish 2: Heritage-H for a block of interdisciplinary study in the humanities. English 2-H: Humanities covers all English 2 skills and concepts and has a global literature emphasis. | |||||
110 | ENGLISH 1: HUMANITIES | 478 | English | "b" | Year | 9 | Teacher Recommendation and grade-level reading; concurrent enrollment in Spanish 1: Heritage-H and California History: Heritage | x | English 1: Humanities 1 is the beginning course in the Heritage of the Americas program. English 1: Humanities combines with California History: Heritage for a block of interdisciplinary study in the humanities. Culturally oriented, English 1: Humanities 1 covers all English 1 skills and concepts and focuses on the literature of California. It substitutes for English 1 for the Heritage program student and is linked to the Spanish 1: Heritage-H course. | |||||
111 | ENGLISH 2: HUMANITIES | 479 | English | "b" | Year | 10 | English 1: Humanities, Spanish 1: Heritage-H, California History: Heritage; concurrent enrollment in Spanish 2: Heritage-H, World History: Heritage 2 | x | The second (sophomore year) course in the Heritage of the Americas program, English 2: Humanities, combines with World History: Heritage 2 and Spanish 2: Heritage-H for a block of interdisciplinary study in the humanities. English 2: Humanities covers all English 2 skills and concepts and has a global literature emphasis. It replaces English 2 for the Heritage program student and is linked to the Heritage Spanish 2-H course. | |||||
112 | ENGLISH 3: HUMANITIES | 480 | English | "b" | Year | 11 | English 2: Humanities, Spanish 2: Heritage-H, World History: Heritage; concurrent enrollment in Spanish 3: Heritage-H, US History: Heritage | x | The third (junior year) course in the Heritage of the Americas program, English 3: Humanities, combines with U.S. History: Heritage 3 for a block of interdisciplinary study in the humanities. English 3: Humanities takes the place of English 3 for the student in the program. English 3: Humanities focuses on reinforcement of composition and language skills as well as the reading and interpretation of American literature selections, both classic and ethnic. | |||||
113 | ENGLISH 4: HUMANITIES | 481 | English | "b" | Year | 12 | English 3: Humanities, Spanish 3: Heritage-H, and US History: Heritage | x | English 4: Humanities provides the student with the opportunity to do advanced work in com¬position and literary analysis. Vocabulary, grammar, and other language skills necessary for college-level work are reviewed and practiced. | |||||
114 | READ 180 | 733 | English | Year | 9, 10, 11, 12 | None | x | x | x | x | x | x | READ 180 Universal was developed to support the ELA/ELD Framework for California Public Schools to meet the needs of students at risk for academic difficulties, English Learners, and students with disabilities. It supports the diversity of learners in one single classroom ranging from Beginning Readers to students nearly ready to transition back into a core ELA course. READ 180 is designed to elevate all students to become proficient readers and life-long learners. | |
115 | PHILOSOPHY IB SL | 825 | English | "g" | Year | 11 | Department/Counselor Recommendation; IB Program admission | x | Philosophy IB SL is the first year of rigorous study of major philosophical questions and systems. The student is required to read representative selections written by major philosophers, participate in class discussions, prepare required IB projects, and write extensively on philosophical problems in preparation for the second year philosophical study in the senior year. | |||||
116 | ELD 1 (BEGINNING) | 927 | English | Variable | 9, 10, 11, 12 | District criteria | x | x | x | x | x | x | English Language Development (ELD) 1 is for the student with little or no expressive or recep¬tive English. The course stresses the acquisition of listening and speaking language skills that meet the immediate communication needs of the student in a social and academic setting. ELD 1 builds the foundation of basic English skills: listening, speaking, reading, and writing. An introduction to literature, a focus on study skills, and cultural awareness are also included in the course. | |
117 | ELD 2 (INTERMEDIATE) | 928 | English | Variable | 9, 10, 11, 12 | ELD 1 and/or District criteria | x | x | x | x | x | x | English Language Development (ELD) 2 is for the student whose English is not fluent yet understands most of what is said in general conversation. This intermediate course continues to stress the acquisition of listening and speaking language skills of the student in a social and academic setting. ELD 2 utilizes meaning-centered activities and selected literature to build on integrated English skills introduced in ELD 1 including listening, speaking, reading, and writing English. | |
118 | ELD 3 (ADVANCED) | 929 | English | "b" | Variable | 9, 10, 11, 12 | ELD 2 and/or District criteria | x | x | x | English Language Development (ELD) 3 is for the student who needs to refine and expand language skills introduced at previous levels. ELD 3 is a literature-based curriculum that emphasizes listening, speaking, reading and writing skills necessary to succeed in academic content area classes. Five units of credit per semester hour may be applied toward English credit for graduation, not to exceed a total of ten English units. | |||
119 | ELD 4 | 931 | English | Year | 10, 11, 12 | ELD 3 and English 1 or Teacher Recommendation | x | English Language Development (ELD) 4 is for the student who needs to refine and expand language skills introduced at the previous levels of ELD. ELD 4 is also designed to enhance reading, writing skills and literacy skills, with an emphasis on academic vocabulary for the core content areas. Emphasis is placed on improving listening, speaking, fluency, vocabulary, comprehension, reading, writing, and literacy skills. | ||||||
120 | ENGLISH IB HL 1 | 328 A/B | English | "b" | Year | 11, 12 | Department Recommendation/Test | x | x | English IB HL 1 is a college-level composition course dedicated to the study of rhetorical modes and strategies. Students in this course become informed and skillful readers who are able to compose sophisticated essays for a variety of purposes. Through their exploration of diverse rhetorical forms including narrative, expository, interpretive, and argumentative writing, students become attuned to the stylistic and persuasive choices writers make to achieve their purposes. | ||||
121 | ENGLISH IB HL 2 | 338B | English | "b" | Year | 12 | Department Recommendation | x | x | x | English IB HL 2 prepares the student to take both the International Baccalaureate and Advanced Placement literature tests given each May. The student completes advanced work in composition and detailed analysis of literature through structured analytical essays, discussions, and oral presentations. | |||
122 | EXPLORING MEDICAL CAREERS | 735 | Health | Year | 9 | Science or Chemistry or concurrent enrollment in Chemistry | x | better understanding of patterns of organization and cycles in ecosystems, the student will focus on global | ||||||
123 | HEALTH EDUCATION | 911 | Health | Quarter | 9, 10, 11, 12 | None | x | x | x | x | x | x | Health Education will involve students in meaningful learning experiences by developing health literacy, modeling healthy choices, and promoting the health of others in home, work, school, and community. It will integrate health into every aspect of their daily living. | |
124 | CULINARY ARTS | 289 | Home Economics/Careers and Technology | Year | 9, 10, 11, 12 | None | x | Culinary Arts introduces the student to the basic concepts of nutrition and food preparation. Units of study may include weekly lab experiences from the Food Guide plate and classwork in the areas of meal planning, table setting, recipe interpretation, equipment selection and use, measuring techniques, safety, cooking terms, and sanitation. The student will also learn how food habits and choices affect personal health. | ||||||
125 | CULINARY CUISINES | 290 | Home Economics/Careers and Technology | Year | 10, 11, 12 | Culinary Arts and/or Teacher Recommendation | x | Culinary Cuisines introduces the student to the advanced concepts of nutrition and food preparation. Units of study may include weekly lab experiences from a wide variety of multicultural foods. The student will perfect his/her skills in the areas of meal planning, table setting, recipe interpretation, equipment selection and use, measuring techniques, safety, cooking terms, and sanitation. The student will continue to learn how food habits and choices affect personal health. | ||||||
126 | RESTAURANT 1 | 296 | Home Economics/Careers and Technology | Year | 10, 11, 12 | Culinary Arts 1 & 2 and/or Teacher Recommendation | x | Restaurant 1 is designed to provide the student with entry-level skills for future employment in the dynamic food service and hospitality industry. The class is organized as an actual business and the student has the opportunity for practical experience in planning, preparing, and serving food to the staff, students, and community. Instruction extends beyond the classroom to include partnerships with local businesses and colleges. | ||||||
127 | RESTAURANT 2 | 298 | Home Economics/Careers and Technology | Year | 12 | Culinary Arts 1 & 2 and/or Teacher Recommendation | x | Restaurant 2 is designed for the student pursuing a career in the food service and hospitality industry, including safety procedures; sanitation and food handling; tools, utensils, appliances, and equipment; facilities management, customer service and guest relations, nutrition; food and beverage production and preparation; food and beverage service; marketing and guest perception/interactions, prime cost analysis; profitability and analysis; and entrepreneurship. | ||||||
128 | AGRICULTURE CONSTRUCTION TECHNOLOGY 1 | 136 | Industrial and Technology Education | "g" | Year | 12-Sep | None | x | This course is designed to introduce the student to basic hands-on shop skills in the following areas: welding (both oxyacetylene and electric), electricity and electronics, metal fabrication, plumbing, concrete and masonry, small gas engines, hydraulics, wood working, tool repair, painting, project planning and tool identification. The basic skills acquired by the student taking this class will benefit him/her throughout their life regardless of career choice. | |||||
129 | AEROSPACE ENGINEERING | 160 | Industrial and Technology Education | "g" | Year | 11, 12 | Advanced Algebra | x | This course propels students learning in the fundamentals of atmospheric and space flight. As they explore the physics of flight, students bring the concepts to life by designing an airfoil, propulsion system, and rockets. They learn basic orbital mechanics using industry-standard software. They also explore robot systems through projects such as remotely operated vehicles. Students are expected to complete projects outside of the class meeting times. | |||||
130 | AGRICULTURE CONSTRUCTION TECHNOLOGY 2 | 418 | Industrial and Technology Education | Year | 9, 10, 11, 12 | None | x | Agriculture Construction Technology 2 introduces the student to the study of tools, materials, and processes used in the wood technology industry. Major emphasis for the student enrolled in this class is the safe operation of woodworking hand tools, power tools, machines, and the laboratory facility. Exploration of career opportunities and the development of a career plan with be taught as it relates to the career interest of the student and his/her "learn-by-doing" activities. | ||||||
131 | AGRICULTURE CONSTRUCTION TECHNOLOGY 3 | 419 | Industrial and Technology Education | Year | 10, 11, 12 | Agriculture Construction Technician 2 or Teachers recommendation | x | Agriculture Construction Technology 3 is an advanced course in wood technology that emphasizes the further development of tool and machine skills. Topics include, but are not limited to, cabinet making, wood-finishing, wood turning, construction basics and furniture making. The student will actively participate in the safe operation, maintenance, and management of the laboratory. Attention is given to enhancing skill, accuracy, judgment, and over-all craftsmanship. | ||||||
132 | INTRODUCTION TO LEADERSHIP DEVELOPMENT, JROTC | 944 | JROTC | Year | 9, 10, 11, 12 | None | x | x | x | x | x | Introduction to Leadership Development is the first in a four-year/four-course sequence of instruction. Topics include the following: Introduction to ROTC and the Military, Effective Citizenship and its Application in Local Government, Introduction to Leadership Theory and Application, Military History, Drill and Ceremonies, Introduction to Maps and Map Reading, Introduction to Techniques of Oral Communication and Effective Command, Hygiene and First Aid. | ||
133 | INTERMEDIATE LEADERSHIP DEVELOPMENT, JROTC | 945 | JROTC | Year | 10, 11, 12 | Intro to Leadership Development, JROTC | x | x | x | x | x | Intermediate Leadership Development is the second in a four-year/four-course sequence of instruction and practical leadership application and is catered to second year JROTC students. Topics of instruction continue to follow a student-run, small-unit leadership track that challenges students to lead, successfully serve as members of a team, and to communicate effectively. Topics of Instruction vary from school to school, but all schools will include classes on Leadership Principles. | ||
134 | APPLIED LEADERSHIP DEVELOPMENT, JROTC | 946 | JROTC | Year | 11, 12 | Intermediate to Leadership Development, JROTC | x | x | x | x | x | Applied Leadership Development is the third in a four-year/four-course sequence and is directed to third year JROTC students. Third-Year JROTC students are often put in significant classroom and school JROTC leadership positions, such as classroom Company/Squadron Commanders or members of the staff of the Corps of Cadets. Students will be given missions of greater importance and responsibility and held to a higher standard of both physical and academic excellence during their third year. | ||
135 | ADVANCED LEADERSHIP DEVELOPMENT, JROTC | 949 | JROTC | Year | 12 | Applied Leadership Development, JROTC | x | x | x | x | x | Advanced Leadership Development is the fourth and culminating application of leadership instruction that is offered in a four-year course sequence of JROTC leadership classes. Advanced Leadership Development is designed for seniors and allows experienced cadet leaders the opportunity to sharpen their leadership skills in positions of leadership and greater responsibility within the schools JROTC Corps of Cadets. | ||
136 | BUSINESS FINANCE | 393 | Mathematics | "g" | Year | 11, 12 | Algebra 1/equivalent grade of D- or better required | x | x | x | x | x | x | Business Finance is designed to provide an introduction to the fundamentals of personal and business finance that are relevant to the lives of pre-teens, teens, and young adults that build a solid foundation for financial independence. Each lesson targets a learning competency with strategically planned activities that lead students toward achieving the target competency. |
137 | MULTIVARIABLE CALCULUS | 440 | Mathematics | "c" | Year | 11, 12 | Calculus BC | x | This is a second year calculus course. Concepts covered include derivatives and partial derivatives with their application in two and three dimensions, vectors in two and three dimensions, multivariable integration, and differential equations of first and second order. The second semester will include topics from linear algebra. | |||||
138 | ALGEBRA 1-H | 552 | Mathematics | "c" | Year | 9, 10, 11, 12 | x | x | x | |||||
139 | ALGEBRA 2H | 559 | Mathematics | "c" | Year | 9, 10, 11, 12 | Grade of B or higher for both semesters of Algebra 1A, Geometry H | x | x | x | x | x | x | Algebra 2H includes all the topics of Algebra 2A. Topics are presented with an emphasis on mathematical rigor and real-life applications. |
140 | AP - CALCULUS BC | 563 | Mathematics | "c" | Year | 11, 12 | Department Recommendation | x | x | x | x | AP Calculus BC includes a study of limits, derivatives and integrals of rational, circular, and exponential functions and their inverses. The student may obtain college credit and/or advanced placement by taking the Calculus BC Advanced Placement examination. This course also prepares students to take the IB Math SL examination. | ||
141 | AP - CALCULUS AB | 565 | Mathematics | "c" | Year | 10, 11, 12 | Grade of B or higher for both semesters of Trig/Pre-Calculus and/or Department Recommendation | x | x | x | x | x | x | AP Calculus AB includes a study of limits, derivatives and integrals of rational, circular, and exponential functions and their inverses. The student may obtain college credit and/or advanced placement by taking the Calculus AB Advanced Placement examination. |
142 | GEOMETRY H | 575 | Mathematics | "c" | Year | 9, 10, 11, 12 | Grade of A for both semesters of Algebra 1A and/or Department Recommendation | x | x | x | x | x | x | Geometry H includes all the topics of Geometry. In addition, the student will receive rigorous instruction in the writing and analysis of mathematical proofs. |
143 | MATHEMATICS IB SL | 577 | Mathematics | "c" | Year | 11, 12 | Grade of B of higher for both semesters of Pre-Calculus H and/or Department Recommendation and/or IB Program admission | x | x | Mathematics IB SL is designed to prepare the student to take the International Baccalaureate examination. Topics in the first semester include equations and functions, series and sequences, trigonometry, and topics in differential calculus. Second semester includes topics in integral calculus, matrices and vectors, and in statistics and probability. | ||||
144 | MATH ESSENTIALS | 580 | Mathematics | Year | 9, 10, 11, 12 | None | x | x | x | x | Math Essentials will promote computational skills and apply this competency to relevant problem-solving situations. The course provides a thorough review of the basic operations with whole numbers, decimals, fractions, percents and signed numbers. These concepts are applied to problem solving in Geometry and Algebra. The course will also promote organization, note-taking and study skills. | |||
145 | PROBABILITY & STATISTICS | 594 | Mathematics | "c" | Year | 11, 12 | Algebra 1/equivalent grade of C- or better required, Geometry grade of C- or better recommended | x | x | x | x | x | x | This course is an introduction to the study of probability, interpretation of data, and fundamental statistical problem solving. Students will collect and organize data and apply an understanding of chance and inference. Mastery of this academic content will provide students with a solid foundation in probability and facility in processing statistical information. |
146 | MATH ANALYSIS H | 602 | Mathematics | "c" | Year | 10, 11, 12 | Grade of C or higher in Pre-Calculus and/or Teacher/Counselor Recommendation | x | Math Analysis H is designed to give the student the opportunity to reinforce concepts and skills from Algebra, Geometry and Trigonometry and to explore the basic concepts of differential and integral calculus. | |||||
147 | MATH ANALYSIS/INTRODUCTION TO CALCULUS | 604 | Mathematics | "c" | Year | 11, 12 | Grade of C or higher for both semesters of Pre-Calculus | Math Analysis/Introduction to Calculus is designed to give the student the opportunity to reinforce concepts and skills from Algebra, Geometry and Trigonometry and to explore the basic concepts of differential and integral calculus. | ||||||
148 | AP - STATISTICS | 605 | Mathematics | "c" | Year | 11, 12 | Grade of B or higher for both semesters of Algebra 2A and/or Department Recommendation | x | x | x | x | x | x | The purpose of AP Statistics is to introduce the student to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. The student is exposed to four broad conceptual themes: exploring data, planning a study, anticipating patterns, and statistical inference. The curriculum stresses the development of statistical thinking. Emphasis is placed on analysis of reliability and worth of inferences made from data. |
149 | ADVANCED ALGEBRA & TRIGONOMETRY | 616 | Mathematics | "c" | Year | 11, 12 | Grade of C or higher for both semesters of Algebra 2A | Advanced Algebra & Trigonometry includes material from a number of branches of mathematics, thereby enabling students to experience connections among them. The course of study would include functions, solving systems of equations, matrices, polynomials, trigonometric functions, vectors, conic sections, and exponential and logarithmic functions. The student will further develop their ability to explore and solve mathematical problems, think critically, work cooperatively with others. | ||||||
150 | MATHEMATICS IB HL 2 | 623 | Mathematics | "c" | Year | 11, 12 | Calculus BC | x | This is a second year calculus course. Concepts covered include derivatives and partial derivatives with their application in two and three dimensions, vectors in two and three dimensions, multivariable integration, and differential equations of first and second order. The second semester will include topics from linear algebra. This course prepares students to take the IB HL Math Series and Differential Equations examinations. | |||||
151 | MATHEMATICS STUDIES IB SL | 624 | Mathematics | "c" | Year | 11, 12 | Pre-Calculus H with a grade of B or better for both semesters and/or Department Recommendation and/or IB student or comparable | x | This course focuses on placing more emphasis on student understanding of fundamental concepts than on symbolic manipulation and complex manipulative skills; giving greater emphasis to developing students mathematical reasoning rather than performing routine operations; solving mathematical problems embedded in a wide range of contexts using the calculator effectively. There is an emphasis on applications of mathematics and statistical techniques. | |||||
152 | ALGEBRA 1A | 551A | Mathematics | "c" | Year | 9, 10, 11, 12 | Grade of C or higher for both semesters of current math class and/or Department Recommendation | x | x | x | Algebra 1A introduces the student to variables, algebraic expressions, equations, functions, inequalities, and their graphical representation. The student develops the ability to explore and solve mathematical problems, think critically, work cooperatively with others, and communicate mathematical ideas clearly. | |||
153 | ALGEBRA 2A | 558A | Mathematics | "c" | Year | 10, 11, 12 | Grade of C or higher for both semesters of Geometry A and/or Department Recommendation | x | x | x | Algebra 2A completes the three-year college-preparatory mathematics sequence. The course will emphasize an exploration of functions and equations and their applications. The student will study linear, quadratic, polynomial, exponential, logarithmic, and rational functions. Additional topics include systems of equations and inequalities, powers, roots and radicals, conics, sequences and series, and probability and statistics. | |||
154 | GEOMETRY A | 573A | Mathematics | "c" | Year | 9, 10, 11, 12 | Grade of C of higher for both semesters of Algebra 1A and/or Department Recommendation | x | x | x | x | x | x | Geometry A continues the three-year college-preparatory mathematics sequence begun in Algebra 1A. The course introduces the student to the principles of inductive and deductive reasoning implications, coordinate and transformational geometry, the properties of polygons and circles, and concepts of area and volume. The student expands his/her ability to explore and solve problems mathematically, think logically and critically, and communicate mathematical ideas clearly. |
155 | PRE-CALCULUS A | 576A | Mathematics | "c" | Year | 9, 10, 11, 12 | Grade of C or higher for both semesters of Algebra 2A and/or Department Recommendation | x | x | Pre-Calculus A is designed to prepare a student for college-level calculus. Topics include trigonometric functions and their graphs, the fundamental identities, inverse trig functions and equations, circular and polar equations, limits, and other advanced topics. Practical applications including the study of right and oblique triangles and vectors are emphasized. | ||||
156 | PRE-CALCULUS H | 601H | Mathematics | "c" | Year | 9, 10, 11, 12 | Grade of B or higher for both semesters of Algebra 2H | x | x | x | x | x | x | Pre-Calculus H is designed to prepare a student for college-level calculus. Topics include trigonometric functions and their graphs, the fundamental identities, proving identities, solving trig equations, inverse trig functions, polar equations and their graphs, and limits. Practical applications, including but not limited to, the study of right triangles and vectors, conic sections, sequences and series, and matrix theory are emphasized. |
157 | ALGEBRA FOUNDATIONS 1A | 606A | Mathematics | Year | 9, 10, 11, 12 | Department Recommendation | x | x | x | Algebra Foundations 1A introduces the student to variables, algebraic expressions, equations, functions, inequalities, and their graphical representation. The student will develop the ability to explore and solve mathematical problems, think critically, work cooperatively with others, and communicate mathematical ideas clearly. This course alone will not count toward meeting the Algebra 1 graduation requirement. | ||||
158 | ALGEBRA FOUNDATIONS 2A | 613A | Mathematics | "c" | Year | 9, 10, 11 | Algebra Foundations 1A or Department Recommendation | x | x | Algebra Foundations 2A introduces the student to variables, algebraic expressions, equations, functions, inequalities, and their graphical representation. The student will develop the ability to explore and solve mathematical problems, think critically, work cooperatively with others, and communicate mathematical ideas clearly. This course, together with Algebra Foundations 1A, counts towards meeting the Algebra 1 graduation requirement. | ||||
159 | MATHEMATICS 20 | C578 | Mathematics | Year | 11, 12 | Department Recommendation | This course includes the properties of real numbers, factoring, exponents and radicals, solving and graphing linear equations, polynomials and rational algebraic expressions, and linear systems of equations. | |||||||
160 | CONCERT CHOIR | 651 | Music | "f" | Year | 9, 10, 11, 12 | Teacher Recommendation | x | x | x | Concert Choir is an advanced level choral music ensemble. This course will emphasize vocal technique, elements of music, and musical interpretation. This course will include the performance and study of music from a variety of historical and cultural backgrounds, as well as contemporary genres. Special emphasis will be on public performance and participation beyond school time is required for full unit credit. This course may be repeated for credit. | |||
161 | WOMEN'S CHORUS | 652 | Music | "f" | Year | 9, 10, 11, 12 | None | x | Womens Chorus is a vocal music class for female voices. The course will emphasize vocal technique, elements of music, and musical interpretation. The course will include the performance and study of music from a variety of historical and cultural backgrounds, as well as contemporary genres. Performance participation beyond school time is required for full unit credit. This course may be repeated for credit. | |||||
162 | MIXED CHORUS | 653 | Music | "f" | Year | 9, 10, 11, 12 | None | x | Mixed Chorus is a vocal music class for mixed voices. The course will emphasize vocal technique, elements of music, and musical interpretation. The course will include the performance and study of music from a variety of historical and cultural backgrounds, as well as contemporary genres. Performance participation beyond school time is required for full unit credit. This course may be repeated for credit. | |||||
163 | CONCERT BAND | 654 | Music | "f" | Year | 9, 10, 11, 12 | Teacher Recommendation | x | x | x | x | x | Concert Band is a course in the playing of brass, woodwind, and percussion instruments. Every freshman band student must enroll in Concert Band. Performance participation beyond the regular school day is required. This course meets the UC "f" entrance requirement. This course may be repeated for credit. | |
164 | ORCHESTRA | 655 | Music | "f" | Year | 9, 10, 11, 12 | Teacher Recommendation | x | x | x | x | Orchestra is a performing group for orchestral instruments. The student studies standard orchestra literature. Performance participation beyond the regular school day is required. This course meets the UC "f" entrance requirement. This course may be repeated for credit. | ||
165 | GUITAR | 656 | Music | "f" | Year | 9, 10, 11, 12 | None | x | x | x | x | Guitar provides an opportunity for the student to learn and develop basic skills. An emphasis is placed on basic current folk and folk-rock styles and techniques. This course may be repeated for credit. | ||
166 | PERCUSSION ENSEMBLE | 657 | Music | "f" | Year | 9, 10, 11, 12 | x | |||||||
167 | INSTRUMENTAL ENSEMBLE | 659 | Music | Year/2nd Semester | 9, 10, 11, 12 | Teacher Recommendation | x | Instrumental Ensemble is designed for any instrumental student who wishes to perform in ensemble situations. Members of this class must also be enrolled in a large instrumental group. Performance participation beyond the regular school day is required. This course may be repeated for credit. | ||||||
168 | INSTRUMENT STUDY | 660 | Music | "f" | Year | 9, 10, 11, 12 | None | x | Instrument Study offers instruction for beginners on any band or orchestra instrument or on the piano. No previous music study is required. This course may be repeated for credit. | |||||
169 | JAZZ ENSEMBLE | 661 | Music | "f" | Year | 9, 10, 11, 12 | Teacher Recommendation | x | x | x | Jazz Ensemble provides advanced performance opportunities for many different combinations of instruments, including guitar (electric and folk), organ, piano, saxophone, trumpet, trombone, and percussion. The student may study all types of literature in small ensembles; the emphasis may range from jazz to rock. Performance participation beyond the regular school day is required. This course meets the UC "f" entrance requirement. This course may be repeated for credit. | |||
170 | MEN'S CHORUS | 664 | Music | "f" | Year | 9, 10, 11, 12 | None | x | Mens Chorus is a vocal music class for male voices. The course will emphasize vocal technique, elements of music, and musical interpretation. The course will include the performance and study of music from a variety of historical and cultural backgrounds, as well as contemporary genres. Performance participation beyond school time is required for full unit credit. This course may be repeated for credit. | |||||
171 | PIANO | 666 | Music | "f" | Year | 9, 10, 11, 12 | None | x | x | x | x | Piano is for individualized piano study for the beginning, intermediate, or advanced student. This course may be repeated for credit. | ||
172 | SYMPHONIC BAND | 667 | Music | "f" | Year | 9, 10, 11, 12 | Teacher Recommendation | x | Symphonic Band is a course in the playing of woodwind, brass, and percussion instruments. This class is an upper-level advanced band class for musicians with a greater level of experience and advanced technique. Performance participation beyond the regular school day is required. This course meets the UC entrance requirement. This course may be repeated for credit. | |||||
173 | VOCAL ENSEMBLE | 668 | Music | "f" | Year | 9, 10, 11, 12 | Audition | x | x | x | x | x | x | Vocal Ensemble is an advanced level choral ensemble. This course will emphasize vocal technique, elements of music, and musical interpretation. This course will include the performance and study of music from a variety of historical and cultural backgrounds, as well as contemporary genres. Special emphasis will be on public performance and participation beyond school time is required for full unit credit. This course may be repeated for credit. |
174 | PHYSICAL EDUCATION MARCHING BAND | 669 | Music | 1st Semester | 9, 10, 11, 12 | Teacher Recommendation | x | x | x | x | x | x | Physical Education Marching Band meets the State requirement for enrollment in physical education. Concurrent enrollment is recommended in an instrumental music course. Physical Education Marching Band emphasizes the physical aspects of field and street performance. This course may be repeated for credit. | |
175 | AP - MUSIC THEORY | 671 | Music | "f" | Year | 10, 11, 12 | Teacher Recommendation/minimum 2 years music study | x | AP-Music Theory integrates aspects of melody, harmony, texture, rhythm, form, musical analysis, elementary composition, and to some extent music history and style. The student in an AP-Music Theory course will develop the ability to recognize, understand, and describe the basic materials and processes of music that are heard of presented in a musical score. The student will have the option of taking the Advanced Placement examination. | |||||
176 | WOMEN'S ENSEMBLE | 680 | Music | "f" | Year | 9, 10, 11, 12 | Teacher Recommendation | x | x | Womens Ensemble is an advanced level choral ensemble. This course will emphasize vocal technique, elements of music, and musical interpretation. This course will include the performance and study of music from a variety of historical and cultural backgrounds, as well as contemporary genres. Special emphasis will be on public performance and participation beyond school time is required for full unit credit. This course may be repeated for credit. | ||||
177 | MUSIC LISTENING AND LITERATURE | 682 | Music | "f" | Year | 9, 10, 11, 12 | None | x | Music Listening and Literature is a survey of the musical style periods from antiquity through the 20th century, with a focus on vocabulary, listening techniques, and critical-thinking skills while exposing students to representative works. The primary focus of this course is the development of critical listening skills to enhance the students aesthetic awareness. The student is required to demonstrate knowledge gained in the subject using writing assignments, which require critical thinking. | |||||
178 | PHYSICAL EDUCATION DANCE/COLORGUARD | 711 | Music | Semester/Year | 9, 10, 11, 12 | Teacher Recommendation | x | x | x | x | In P.E. Dance/Colorguard the student learns marching techniques, dance skills, and colorguard skills to prepare for performances for half-time shows, parades, school assemblies, competitions, and/or shows. This course may be repeated for physical education credit. See listing under Physical Education. | |||
179 | PHYSICAL EDUCATION MARCHING PERCUSSION | 1669 | Music | 2nd Semester Only | 9, 10, 11, 12 | Teacher Recommendation | x | x | x | x | x | x | Physical Education Marching Percussion, (Drum Line) emphasizes the physical and marching aspects of both field and street performance. The student is expected to participate in drumline competitions as a component of the class. Physical Education Marching Percussion (Drum Line) meets the State requirement for enrollment in physical education. Concurrent enrollment is recommended in an instrumental music course. This course may be repeated for physical education credit. | |
180 | MUSIC IB HL 1 | 662B | Music | "f" | Year | 11, 12 | AP Music Theory or Teacher Recommendation | |||||||
181 | PHYSICAL EDUCATION MARCHING BAND | 669 | Physical Education | 1st Semester | 9, 10, 11, 12 | Teacher Recommendation | x | x | x | x | x | x | Physical Education Marching Band meets the State requirement for enrollment in physical education. Concurrent enrollment is recommended in an instrumental music course. Physical Education Marching Band emphasizes the physical aspects of field and street performance. This course may be repeated for physical education credit. See listing under Music. | |
182 | AEROBICS | 701 | Physical Education | Semester | 10, 11, 12 | Physical Education | x | x | x | Aerobics is designed to provide the student with an opportunity to build muscle strength, stamina, and body self-awareness through exercise. Exercises include warm-up, aerobic dance routine, stretching, and cool-down. A major objective of the course is for each student to develop an appreciation of exercise to promote a happy and healthy life. This course may be repeated for credit. | ||||
183 | DANCE IB SL | 702 | Physical Education | "f" | Year | 9, 10, 11, 12 | Dance | x | x | |||||
184 | INTERMEDIATE DANCE | 706 | Physical Education | "f" | Year | 10, 11, 12 | Teacher Recommendation | x | x | x | x | In Intermediate Dance, the student studies more in-depth intermediate techniques in various dance forms and choreography. This course may be repeated for credit. | ||
185 | DANCE | 707 | Physical Education | "f" | Year | 10, 11, 12 | None | x | x | x | x | x | In Dance, the student studies beginning and intermediate techniques in various dance forms and choreography. Dance allows the student to begin preparation for a career, to develop physical skill, or to develop a lifetime interest. This course may be repeated for credit. | |
186 | ADVANCED DANCE | 708 | Physical Education | "f" | Semester/Year | 10, 11, 12 | Dance and/or Teacher Recommendation | x | x | x | x | x | Advanced Dance is a further exploration of dance styles and choreography offered in Dance and includes optional work in Dance Production. This course may be repeated for credit. | |
187 | DANCE PRODUCTION | 709 | Physical Education | "f" | Year | 9, 10, 11, 12 | Teacher Recommendation | x | x | x | x | x | Dance Production offers the student an opportunity to study advanced techniques in various dance forms and choreography. The focus of the course is on student choreography that is developed, presented on stage and viewed by an audience. In addition to the principles of choreography, study and performance preparation include staging, costuming, lighting, and make-up. The student will work with professionals in the field of dance through master classes, guest artists, and the District dance festival | |
188 | DANCE/DRILL TEAM | 710 | Physical Education | Semester/Year | 9, 10, 11, 12 | Teacher Recommendation | x | x | In Dance/Drill Team the student learns marching techniques and dance skills to prepare for performances at half-time shows, parades, school assemblies, competitions, and/or shows. This course may be repeated for credit. | |||||
189 | PHYSICAL EDUCATION DANCE/COLORGUARD | 711 | Physical Education | Semester/Year | 9, 10, 11, 12 | Teacher Recommendation | x | x | x | x | x | In P.E. Dance/Colorguard the student learns marching techniques, dance skills, and colorguard skills to prepare for performances for half-time shows, parades, school assemblies, competitions, and/or shows. This course may be repeated for physical education credit. See listing under Music. | ||
190 | PHYSICAL EDUCATION | 714 | Physical Education | Year | 9 | x | x | x | x | x | x | Physical Education enables the student to synthesize much of what they have learned in the earlier grades, including knowledge of human growth, development, and physiology. The student is able to work as a team member and focus on the needs and contributions of other team members beyond themselves. The student will develop a willingness to acknowledge and respect stylistic differences in performance. | ||
191 | ADVANCED PHYSICAL EDUCATION | 715 | Physical Education | Year | 10, 11, 12 | Physical Education or Mens/Womens Athletics | x | x | Students at this stage are capable of choosing the physical activities they want to pursue. They are more able to generalize from previous experiences and to apply biomechanical principle to the analysis of a variety of movement skills. Students can apply knowledge, skills, and attitudes acquired in physical education experiences to become more proficient in one or more activities that lead to achieving personal goals for lifetime fitness. | |||||
192 | ATHLETICS - MENS | 716 | Physical Education | Semester | 9, 10, 11, 12 | Teacher Recommendation | x | x | x | x | x | x | Athletics-Men/Womens provides an opportunity for the student to actively participate in a variety of competitive sports. The student will apply knowledge, skills, and attitudes acquired in one or more sports that lead to achievement of personal goals. The student will participate in interscholastic competition under the guidelines and expectations of the California Interscholastic Federation. | |
193 | ATHLETICS - WOMENS | 717 | Physical Education | Semester | 9, 10, 11, 12 | Teacher Recommendation | x | x | x | x | x | x | Athletics-Men/Womens provides an opportunity for the student to actively participate in a variety of competitive sports. The student will apply knowledge, skills, and attitudes acquired in one or more sports that lead to achievement of personal goals. The student will participate in interscholastic competition under the guidelines and expectations of the California Interscholastic Federation. | |
194 | WEIGHT TRAINING | 723 | Physical Education | Semester | 10, 11, 12 | Teacher Recommendation | x | x | x | x | x | x | The student can apply knowledge, skills and attitudes acquired in Weight Training that lead to achieving personal goals for lifetime fitness. The student will become proficient in developing motor, skills, body movements, cardiovascular endurance and muscular development. A well-planned weight training program will provide the student an opportunity for physical growth and social development. This course may be repeated for credit. | |
195 | PHYSICAL EDUCATION MARCHING PERCUSSION | 1669 | Physical Education | 2nd Semester Only | 9, 10, 11, 12 | Teacher Recommendation | x | x | x | x | x | x | Physical Education Marching Percussion, (Drum Line) emphasizes the physical and marching aspects of both field and street performance. The student is expected to participate in drumline competitions as a component of the class. Physical Education Marching Percussion (Drum Line) meets the State requirement for enrollment in physical education. Concurrent enrollment is recommended in an instrumental music course. This course may be repeated for physical education credit. See listing under Music. | |
196 | ROP INTRODUCTION TO AUTO BODY REPAIR | 3 | ROP | Year | 9, 10, 11, 12 | x | This course integrates the California Career Technical Education Model Curriculum Standards, which are aligned to the Common Core State Standards. Instruction reinforces core skills in reading, writing, speaking, listening, and mathematics. Course instruction emphasizes career ready behaviors in communication, ethics, interpersonal/team skills, critical thinking and problem solving, safety, technology, and employability skills. | |||||||
197 | ROP AUTO BODY REPAIR | 12 | ROP | Year | 9, 10, 11, 12 | x | ROP Auto Body Repair provides instruction in straightening, welding, forming, filling, masking, grinding, sanding, buffing, and painting automobile bodies. Students must provide personal project and materials. Articulates with Cypress College. | |||||||
198 | ROP AUTOMOTIVE TECHNOLOGY | 17 | ROP | Year | 9, 10, 11, 12 | ROP Introduction to Automotive Technology | x | x | x | ROP Automotive Technology is a competency based course prepares students in core standards in automotive technology required for more advanced courses in this career pathway. Included are use and care of tools/equipment, scientific principles, automotive systems, and basic repairs. Articulates with Cerritos, Cypress and Fullerton Colleges. | ||||
199 | ROP ADVANCED AUTO BODY REPAIR | 19 | ROP | Year | 9, 10, 11, 12 | Auto Body Repair | x | Advanced Auto Body Repair trains students to repair and refinish automotive vehicle bodies. Students learn industry specific terminology; the identification and safe use of tools and equipment; the basics of how to analyze non-structural auto damage and estimate repairs; straightening, welding, forming, filling, and sanding of automobile career ready behaviors in communication, ethics, interpersonal/team skills, critical thinking and problem solving, safety, technology, and employability skills. | ||||||
200 | ROP ART OF VIDEO PRODUCTION | 21 | ROP | "g" | Year | 9, 10, 11, 12 | x | x | From movie theaters to TV screens, smart phones to computer screens, digital content is available on demand, virtually anywhere. The world needs creative minds to bring great stories to life, writers, producers, directors, camera operators, lighting technicians, video editors, digital video effects designers, and others who conceive and create those compelling stories. This is the class that can help you learn professional digital media, lighting, camera equipment, and editing software used in TV. | |||||
201 | ROP CAREERS WITH CHILDREN: PRESCHOOL ASSISTANT 1 | 25 | ROP | Year | 9, 10, 11, 12 | Child Development and Education prepares the individual to understand the physical, mental, emotional, and social growth and development of children. This practical course is designed to teach responsible parenting, effective interaction with children, prepare students for careers in child development and education. Articulates with Orange Coast College. | ||||||||
202 | ROP AMERICAN SIGN LANGUAGE (ASL) 1 | 26 | ROP | "e" | Semester | 10, 11, 12 | None | x | Learn the art of silent speaking with American Sign Language (ASL). You'll learn the basic signs for letters of the alphabet, numbers, words, and short phrases. Students practiceperforming dialogues and gain an appreciation and understanding of the Deaf culture and the community in the first year of this two-year program. This course meets the UC Language other than English requirement for admission. | |||||
203 | ROP AMERICAN SIGN LANGUAGE (ASL) 2 | 27 | ROP | "e" | Semester | 10, 11, 12 | ROP American Sign Language (ASL) 1 | x | x | While reviewing skills learned in ASL I, students proceed to acquire skills in ASL lexicon, grammar, and syntax. Students gainadditional knowledge and understanding of the Deaf culture and the community. This course examines interpreting as a career option, and covers national test taking skills. This course meets the UC Language other than English requirement for admission. | ||||
204 | ROP AMERICAN SIGN LANGUAGE (ASL) 3 | 29 | ROP | "e" | Semester | 11, 12 | ROP American Sign Language (ASL) 2 | x | This course expands the emphasis on ASL grammatical features, the ability to demonstrate abstract ideas and concepts, vocabulary development, Deaf culture, interpreting as a career option, and certification requirements. Advanced application in dialogue, short stories, narratives, and short conversation, both and expressive, will be featured throughout the course. In addition to written assignments, students are also required to attend three Deaf events, and turn in lab activities. | |||||
205 | ROP CIVIL ENGINEERING AND ARCHITECTURE | 30 | ROP | "g" | Year | 9, 10, 11, 12 | Students get an overview of the fields of Civil Engineering and Architecture, while emphasizing the interrelationship and dependence of both fields on each other. Students use state of the art software to solve real world problems and communicate solutions to hands-on projects and activities. CEA covers project and site planning, building design, and project documentation and presentation. | |||||||
206 | ROP ENGINEERING DESIGN AND DEVELOPMENT | 33 | ROP | "g" | Year | 9, 10, 11, 12 | x | Students work in teams to research, design and construct a solution to an open-ended engineering problem. Students apply principles developed in preceding courses and are guided by a community mentor. They must present progress reports, submit a final written report, and defend their solutions to a panel of outside reviewers at the end of the school year. | ||||||
207 | ROP PRINCIPLES OF BIOMEDICAL SCIENCE | 34 | ROP | "d" | Y | 9, 10, 11, 12 | In the introductory course, students explore concepts of biology and medicine to determine factors that led to the death of a fictional person. While investigating the case, students examine autopsy reports, investigate medical history and explore medical treatments that might have prolonged the person's life. The activities and projects introduce students to human physiology, basic biology, medicine and research processes while allowing them to design their own experiments to solve problems. | |||||||
208 | ROP BODY SYSTEMS AND DISORDERS | 39 | ROP | "g" | Year | Medical Careers and Age 16 | x | x | x | This class covers human anatomy and physiology, normal body system functions and diseases and disorders of those systems. The student will study standards required by health workers, including ethical and legal responsibilities, safety, HIPAA rules, infection control, body mechanics, transporting duties and advanced terminology. The student will learn about health care delivery systems, regulatory agencies, research, current technology and socio economic issues affecting healthcare. | ||||
209 | ROP RETAIL CAREERS | 45 | ROP | Semester/Year | 9, 10, 11, 12 | None | x | ROP Retail Careers combines weekly instruction and unpaid or paid on-the-job training in retail establishments. Includes career preparation standards, principles of merchandising, sales, guest services, security, inventory control, visual display, and other job-specific skills. Students working in retail establishments may participate in cooperative vocational education. | ||||||
210 | ROP BUSINESS, FINANCE AND CAREERS | 47 | ROP | "g" | Year | 9, 10, 11, 12 | This course is designed to provide an introduction to the fundamentals of personal and business finance and includes in depth career planning. The class is taught in a business lab enabling students to integrate word processing, spreadsheet, presentation, and desktop publishing skills as they prepare their assignments. Specific topics will include banking, investing, personal finance, and Microsoft skills. | |||||||
211 | ROP EMERGENCY MEDICAL TECHNICIAN | 51 | ROP | Year | 9, 10, 11, 12 | x | x | x | While preparing for jobs such as emergency room technician or ambulance attendant, you will learn how to render pre-hospital care and basic life support to patients in emergency situations. This course includes the theory and proactive use of advanced first aid and CPR with the use of limited equipment as it applies to on-scene and transport-to-hospital care of patients. | |||||
212 | ROP GRAPHIC DESIGN HONORS | 52 | ROP | "f"/"f" | Year | 9, 10, 11, 12 | None | x | ||||||
213 | ROP HUMAN BODY SYSTEMS | 53 | ROP | "d" | Year | In Human Body Systems (HBS), 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. | ||||||||
214 | ROP FLORAL DESIGN | 58 | ROP | "g" | Year | 9, 10, 11, 12 | ROP Floral Design provides instruction in designing floral arrangements, specialty displays, and corsages, and tailoring these to the occasion. Focus is on preparing students for entry-level employment in the field, including an introduction to operating a small business. | |||||||
215 | ROP CULINARY ARTS | 59 | ROP | "g" | Year | 9, 10, 11, 12 | x | x | x | This competency based course prepares students for entry-level positions in the restaurant/food service industry. Included are core content standards, such as sanitation, food services operations, nutrition, food preparation and presentation, and an introduction to international dishes and garde manager. | ||||
216 | ROP INTRODUCTION TO CULINARY ARTS | 65 | ROP | Year | 9, 10, 11, 12 | x | x | x | x | If you love to cook or want to learn, this introductory class will give you more than the basics. You will learn garde manger (the art of fruit and vegetable carving), basic cooking and some international cooking. You'll also learn safety and sanitation, nutrition basics, and food service operations. The class will prepare you for entry-level jobs and advanced training. | ||||
217 | ROP CULINARY ARTS AND HOSPITALITY MANAGEMENT | 66 | ROP | "g" | Year | 9, 10, 11, 12 | Introduction to Culinary Arts, Culinary Arts | x | x | x | In Culinary Arts and Hospitality Management, students expand their study of Culinary Arts and explore Hospitality Management. They learn and apply their knowledge through standards and project-based curriculum in the lab class setting and in a working food service kitchen. Students develop culinary skills through nutritional analysis and recipe costing and development. | |||
218 | ROP SPORTS MEDICINE AND THERAPY | 67 | ROP | "g" | Year | 9, 10, 11, 12 | x | x | x | x | Students learn the vocabulary, theories, principles, and skills involved with careers in sports medicine as athletic trainers. A special emphasis is placed on the history of athletic training, the sports medicine team, and the responsibilities of certified athletic trainers, athletic injury management, health care administration and taping/wrapping techniques. | |||
219 | ROP MEDICAL CAREERS | 74 | ROP | "g" | Year | x | x | x | x | x | ROP Medical Careers will assist the student in learning how to take patients' vital signs, including blood pressure, temperature, and heart rate. The student will learn about diverse medical and health occupations found in hospitals, community health centers and clinics. The student will also study the roles and responsibilities of various health care providers. The class will prepare students for further study in health care professions. | |||
220 | ROP MEDICAL ASSISTANT: CLINICAL AND ADMINISTRATIVE | 75 | ROP | "g" | Year | Medical Careers, Body Systems and Disorders | x | x | This course trains students in the basic skills necessary for employment in a physician's office or medical clinic. Medical assistants perform administrative and certain clinical duties under the direction of a physician. Administrative duties may include scheduling appointments, maintaining medical records, billing and coding information for insurance purposes. Clinical duties may include taking and recording vital signs and medical histories, preparing patients for examination & drawing blood. | |||||
221 | ROP AP COMPUTER SCIENCE PRINCIPLES | 81 | ROP | Year | 9, 10, 11, 12 | Algebra 1 | x | Computer Science Principles introduces students to the foundations of computer science using an inquiry-based, hands-on approach to understanding and solving real world computing problems. Instruction includes the areas of human-computer interaction, problem solving, web design, programming, data analysis, and robotics. Emphasis is placed on the creative,collaborative, interdisciplinary and problem-solving nature of computing. | ||||||
222 | ROP PHOTOGRAPHY: TRADITIONAL AND DIGITAL | 84 | ROP | "f" | Year | 9, 10, 11, 12 | x | This course is a focus on traditional photography, with an introduction to digital technology and photography. This class also provides students opportunities through laboratory experiences to learn portraiture, wedding, and other commercial photography, as well as current techniques in photojournalism. The major emphasis is placed on the fine arts aspect of photography through discussion and critiques of the photographs of great master photographers, as well as technical comparison. | ||||||
223 | ROP INTRODUCTION TO FLORAL DESIGN | 85 | ROP | "g" | Semester | 9, 10, 11, 12 | x | Introduction to Floral Design trains students for entry-level employment in the industry such as a floral designer, floral designer assistant, flower grower salesperson, flower salesperson, florist supplier, or a deliverer of flowers. Get your own career started her in the floral industry by learning the fundamentals and create hands-on floral projects. Learn how to start your own floral business and be successful. | ||||||
224 | ROP DIGITAL DESIGN AND ILLUSTRATION | 95 | ROP | "f" | Year | 9, 10, 11, 12 | x | x | This course provides instruction in computer layout, design, image editing, and illustration as used in the preparation of electronic and print-ready graphics, including websites. Students explore two-dimensional and three-dimensional real-world applications of graphic design and explore the elements and principles of visual design, such as line, shape, form, value, texture, space and balance, through a series of projects. Color theory and typography are also covered. | |||||
225 | ROP LEGAL AND LAW ENFORCEMENT OCCUPATIONS | 98 | ROP | Year | 10, 11, 12 | ROP Legal & Law Enforcement Occupations is designed to give students both theory and hands-on experience in law enforcement occupations. Included are the understanding of institutions and agencies within the administration of justice; criminal, traffic, and juvenile law; judicial proceedings; substance abuse; and emergency preparedness. Emphasized in the course are the importance of effective communication and interpersonal skills, personal and professional development & strong basic skills. | ||||||||
226 | ROP FIRE TECHNOLOGY | 104 | ROP | "g" | Year | 9, 10, 11, 12 | Age 16 | x | This class introduces students to fire service occupations. Physical fitness, self discipline,and unshakeable ethics are a good match for the fire service. In this class you will study typical fire service responses to hazardous materials and infectious disease emergencies as well as the hundreds of careers in the fire service. You'll learn about the effects of heat and smoke on the body andreasons fires start. | |||||
227 | ROP FORENSIC SCIENCE/CRIME SCENE INVESTIGATION | 105 | ROP | Year | 10, 11, 12 | This class provides students with theory and hands-on experience required for a forensic crime scene investigator. Includes elements of crime scene investigation: such as collection and processing of evidence, photography, identification, and comparison of fingerprints, report writing, and diagramming of a crime scene. Articulates with Rio Hondo and Westwood Colleges. | ||||||||
228 | ROP VIDEO PRODUCTION | 106 | ROP | "f" | Year | 9, 10, 11, 12 | ROP Art of Video Production | x | This class offers the unique opportunity to continue to develop your digital media production skills. It includes script writing, directing, digital cinematography, lighting, editing and more. This advanced class is perfect for those who have already dabbled in digital filmmaking (or even those who have attained substantial mastery already) and for those who have completed the basic Art of Video Production class and want to go further. | |||||
229 | ROP BUILDING INDUSTRY TECHNOLOGY ACADEMY (BITA) 2 | 108 | ROP | "g" | Year | 10, 11, 12 | BITA 1 | BITA 2 provides the students an opportunity to explore various trades in more depth using construction labs and student-directed activities facilitated by the instructor. Students can explore all of the lab activities or pursue advanced levels in an area of interest. All students study electrical in the course of year two. The trade areas explored include concrete, masonry, surveying and site prep, HVAC, plumbing, drywall, painting, and tile. | ||||||
230 | ROP BUILDING INDUSTRY TECHNOLOGY ACADEMY (BITA) 3 | 109 | ROP | "g" | Year | 11, 12 | BITA 2 | Year 3 builds on the foundation of the first two years. The students do more complex work-based projects in residential framing, roofing, and site preparation. Additionally, they work on a Design-Build student competition project. Students function within class as a construction company, taking the project from the establishment of a corporation to final construction. | ||||||
231 | ROP BUILDING INDUSTRY TECHNOLOGY ACADEMY (BITA) 4 | 115 | ROP | Year | 11, 12 | BITA 3 | Year four moves the students to a higher level of competency, as students move to full scale projects and master skills in welding, drywall, and finish carpentry. | |||||||
232 | ROP INTRODUCTION TO AUTOMOTIVE TECHNOLOGY | 016A | ROP | "g" | Year | 9, 10, 11, 12 | x | x | x | x | This competency-based course prepares students in core standards in automotive technology required for more advanced courses in this career pathway. Included are use and care of tools/equipment, scientific principles, automotive systems, and basic repairs. | |||
233 | ROP ADVANCED AUTOMOTIVE TECHNOLOGY | 017A | ROP | Year | 9, 10, 11, 12 | ROP Automotive Technology | x | x | x | ROP Automotive Technology 2 is a competency program that ranges from core standards to advanced ASE Certification. Students receive instruction in component identification, fault diagnosis and replacement, precision measuring, rebuilding and repair, adjustment and servicing procedures. Earn advanced placement or credits in community college. | ||||
234 | ROP ART IN ANIMATION | 022A | ROP | "f" | Semester/Year | 9, 10, 11, 12 | None | ROP AP Computer Science Principles is an introductory college-level computing course. Students cultivate their understanding of computer science through working with data, collaborating to solve problems, and developing computer programs as they explore concepts like creativity, abstraction, data and information, algorithms, programming, the internet, and the global impact of computing. | ||||||
235 | ROP PRINCIPLES OF ENGINEERING | 024C | ROP | "g" | Year | 9, 10, 11, 12 | Concurrent enrollment in Geometry or higher | x | This introductory course explores the wide variety of careers in engineering and technology, including various technology systems and manufacturing processes. Using activities, projects, and problems, students learn firsthand how engineers and technicians use math, science and technology in an engineering problem-solving process to benefit people. | |||||
236 | ROP INTRODUCTION TO ENGINEERING DESIGN | 024D | ROP | "g" | Year | 9, 10, 11, 12 | Concurrent enrollment in Algebra 1 or higher | x | x | Students use a problem-solving model to improve existing products and invent new ones. They learn how to apply this model to solve problems in and out of the classroom. Using sophisticated three-dimensional modeling software, students communicate the details of the products. Emphasis is placed on analyzing potential solutions and communicating ideas to others. | ||||
237 | ROP CHILD DEVELOPMENT | 025A | ROP | "g" | Year | 9, 10, 11, 12 | This class is a comprehensive study of developmental stages of children, from conception through early adolescence, including the major theories of development and their application. Focus is on emotional/psychological, cognitive and physical development, and on the influence of heredity and environmental factors. Included are theories of multiple intelligences and current brain research. | |||||||
238 | ROP PRINCIPLES OF TEACHING AND LEARNING | 025B | ROP | "g" | Year | 11, 12 | Learn principles of effective teaching, curriculum development, classroom management and school governance, and explore career opportunities. Students participate in work-based learning at elementary schools and prepare for advanced training. This course meets the UC elective credit requirement for admission. | |||||||
239 | ROP EMERGENCY MEDICAL RESPONDER | 051A | ROP | "g" | Year | 11, 12 | x | ROP First Responder prepares students in entry-level skills as first responders, emergency personnel who provide immediate care to ill or injured persons and assist emergency medical services (EMS) providers. Included are an overview of EMS, CPR, first aid, patient assessment, legal and ethical issues, and triage and emergency responsibilities. Completion of the class satisfies the prerequisites for the EMT class and also provides a strong background for those interested in lifeguard positions. | ||||||
240 | ROP MEDICAL CAREERS 1 | 075B | ROP | Year | 9, 10, 11, 12 | None | x | Learn how to take a patient's vital signs, including blood pressure, temperature, and heart rate. You'll learn about diverse medical and health occupations found in hospitals, community health centers, and clinics. You will study the roles and responsibilities of various health care providers. This class will prepare you for further study in health care professions. | ||||||
241 | ROP DIGITAL PHOTOGRAPHY | 084A | ROP | "g" | Year | 9, 10, 11, 12 | Capture images with digital cameras and learn how to enhance and manipulate them editing software. Artistically alter and improve images using Mac computers, scanners, and editing software such as Adobe Photoshop. You'll learn how to create pleasing compositions and images with viewer impact. In this class you will gain basic skills for shooting portraits, wedding, product and news photos. This class articulates with local community college. | |||||||
242 | ROP VISUAL COMMUNICATIONS | 095B | ROP | "f" | Year | 9, 10, 11, 12 | x | This course introduces students to fundamental concepts of art and graphic design. Students examine that the elements and principles of design, color theory, and typography through a series of two- and three- dimensional design projects that emphasize research, analysis, the research process, critical examination of work, and applications of work, and application of historic and contemporary styles. Students apply design concepts to create and manipulate digital images. | ||||||
243 | ROP BUILDING INDUSTRY TECHNOLOGY ACADEMY (BITA) 1 | 120A | ROP | "g" | Year | 9, 10, 11, 12 | None | In year one of the Building Industry Technology Academy (BITA), students gain basic construction skills in the following areas: use of hand tools, machine tools operation, types of construction materials used in the industry, construction an organizational operations, sub-flooring, framing, roofing, blueprint reading, surveying, and construction-specific math. | ||||||
244 | ROP ENGINEERING DESIGN AND DEVELOPMENT | 33 | Science | "g" | Year | 9, 10, 11, 12 | x | Students work in teams to research, design and construct a solution to an open-minded engineering problem. Students apply principles developed in preceding courses and are guided by a community mentor. They must present progress reports, submit a final written report, and defend their solutions to a panel of outside reviewers at the end of the school year. | ||||||
245 | VETERINARY SCIENCE | 131 | Science | "d" | Year | 11, 12 | Biology or Agriculture Science 2 or Agriculture Biology or Teacher Recommendation | x | x | x | x | x | Veterinary Science provides a study of anatomy and physiology of small and large animals; proper health maintenance; sanitation; and the symptoms, treatment, and prevention of common diseases. Course work will include animal nutrition, safe handling and restraint, and the control of parasites and diseases. The student will gain practical experience in veterinary medicine by conducting hands-on activities with livestock and will have the opportunity to investigate the field of veterinary medicine. | |
246 | AGRICULTURAL BIOLOGY | 135 | Science | "d" | Year | 10, 11, 12 | Concurrent enrollment in Algebra 1 | x | x | x | Agricultural Biology is a laboratory science course, designed for the college-bound student that deals with the life functions and interrelationships of plants and animals. The course focuses on growth and reproduction, genetics, animal behavior, animal and plant taxonomy, nutrition, health and diseases, and the ecological relationship among plants, animals, and humans. The student will be involved in an agriculture project as a "hands-on" activity. | |||
247 | MECHANICAL ARTS DESIGN ENGINEERING (MADE) | 158 | Science | "d" | Year | 10, 11, 12 | Geometry | x | In Mechanical Arts Design Engineering (MADE) students apply principles of physics and engineering to an iterative cycle product design. In this yearlong integrated college preparatory course, students will develop an understanding of the principles of static and dynamic physics as it applies to biological structures with the goal of creating biomechanical models of living organisms. Upon unit and course completion, students will be able to conceptualize, design and build kinetic structures. | |||||
248 | FUNDAMENTALS OF ENGINEERING | 175 | Science | "g" | Year | 10, 11, 12 | The Fundamentals of Engineering course gives students an introduction to programming with LabVIEW and Arduino. Here they will develop skills with basic wiring of circuits and creating programs that produce desired physical output. It also has students evaluate Engineering as a field of study and a future profession. It is designed to give students an opportunity to construct engineering projects in addition to acquiring the problem solving/troubleshooting skills necessary. | |||||||
249 | SUSTAINABLE AGRICULTURE/BIOLOGY | 230 | Science | "d" | Semester/Year | 9, 10, 11, 12 | Concurrent enrollment in Algebra 1 | x | x | Sustainable Agriculture/Biology is a one-year course designed to integrate biological science practices and knowledge into the practice of sustainable agriculture. The course is organized into four major sections or units, each with a guiding question. Unit one addresses the question, "What is sustainable agriculture?" Unit two address the question, "How does sustainable agriculture fit into our environment?" Unit three, "What molecular biology principles guide sustainable agriculture?" Unit four, "How do we make decisions to maximize sustainable agricultural practices within a functioning ecosystem? Within each unit specific life science principles will be identified with agricultural principles and practices guiding the acquisition of this knowledge, culminating in the development of a sustainable farm model and portfolio of supporting student research. | ||||
250 | AP - PHYSICS 1 | 276 | Science | "d" | Year | 11, 12 | B average in Algebra 2 and Chemistry and/or Teacher Recommendation | x | x | x | x | x | AP Physics 1 serves as a rigorous introductory course in algebra-based physics. Topics include kinematics (1D & 2D), dynamics (Newtons Laws), circular motion and universal law of gravitation, simple harmonic motion, linear momentum and its conservation, work, energy and its conservation, rotational motion, electrostatics (charge and force only), DC circuits, and mechanical waves and sounds. Laboratory experiences are an integral part of this course. | |
251 | AP -PHYSICS 2 | 277 | Science | "d" | Year | 11, 12 | B average in Pre-Calculus and AP Physics 1 and/or Teacher Recommendation | x | x | x | x | AP Physics 2 serves as a rigorous introductory course in algebra-based physics and is successive to AP Physics 1. Topics include thermodynamics (thermodynamic laws, ideal gases, and kinetic theory), fluid statics and dynamics, electrostatics (electric force, electric field and electric potential), DC and RC circuits, magnetism and electromagnetic induction, geometric and physical optics and nuclear/atomic/quantum physics. Laboratory experiences are an integral part of this course. | ||
252 | GEOPHYSICAL SCIENCE | 637 | Science | "d" | Year | 9, 10, 11, 12 | Algebra | x | x | x | x | x | x | Geophysical Science is a laboratory-based course that allows students to explore how the physical and life sciences combine to form the world around us and how we interact with it. The earth and space science performance expectations blend the core ideas with scientific and engineering practices and crosscutting concepts to support students in developing usable knowledge to explain ideas across the science disciplines. Students will complete hands-on labs to collect and analyze data. |
253 | EARTH SCIENCE WITH LAB | 749 | Science | "d"/"g" | Year | 9, 10, 11, 12 | Concurrent enrollment in Algebra 1 | Earth Science introduces the student to the study of the earth and includes such topics as astronomy, geology, oceanography, meteorology, climatology, and paleontology. Through a variety of activities and laboratory experiments, the student gains further insight into the basic principles and concepts that govern the earth. This course satisfies the physical science graduation requirement. | ||||||
254 | BIOLOGY | 751 | Science | "d" | Year | 9, 10, 11, 12 | Concurrent enrollment in Algebra 1 and/or Teacher Recommendation | x | x | x | x | x | x | Biology is a laboratory science course for the college-bound student. The course emphasizes detailed knowledge of the central concepts, principles, and basic factual material on the following topics: molecular and cellular aspects of living things, structure and function of plants and animals, genetics, evolution, plant and animal diversity and principles of classification, ecological relationships, and animal behavior. This course satisfies the life science graduation requirement. |
255 | AP - BIOLOGY | 752 | Science | "d" | Year | 9, 10, 11, 12 | Grade of B or higher in Biology, Chemistry or Teacher Recommendation | x | x | x | x | x | AP-Biology is a highly-specialized, one-year program for the qualified student whose future includes university attendance with a possible major in a specific science area. The course is designed to prepare the student to score well on the Advanced Placement test in Biology given each May. Success on the examination may allow the student to receive college credit. | |
256 | BIOLOGY H | 753 | Science | "d" | Year | 9, 10, 11, 12 | Concurrent enrollment in Algebra 1 and/or Teacher Recommendation | x | x | x | x | x | Biology-H is a rigorous laboratory science course for the qualified student. The course investigates the basic life processes of plants and animals. The student can expect a challenging experience in applying the scientific method to a study of the cell, plants, animals, heredity, evolution, and ecology. This course satisfies the life science graduation requirement. | |
257 | CHEMISTRY | 754 | Science | "d" | Year | 10, 11, 12 | Biology and/or Teacher Recommendation | x | x | x | x | x | x | Chemistry is a natural science that deals with the composition, properties, structure, and reactions of matter. An emphasis is placed upon laboratory experiences, class discussions, and problem-solving activities. This course satisfies the physical science graduation requirement. |
258 | CHEMISTRY H | 755 | Science | "d" | Year | 10, 11, 12 | Department Recommendation | x | x | x | x | x | x | Chemistry-H builds a model of the behavior of matter in the universe by thoroughly examining the behavior and properties of the atom. The student is taught to examine data with the intent to discover patterns and to derive workable, usually mathematical, approaches to applying the theories arising from these inferences to the solutions of practical problems. The course is therefore highly math oriented. Problem-solving techniques are heavily emphasized. The course is laboratory oriented. |
259 | HUMAN ANATOMY AND PHYSIOLOGY | 760 | Science | "d" | Year | 10, 11, 12 | Biology/Chemistry and/or Teacher Recommendation | x | x | x | x | Human Anatomy and Physiology surveys the structure and functions of the body. An intensive study is made of each of the body systems and organs. This course will include the study of cells, tissues, genetics, and disorders. Each of the units studied includes laboratory investigations and dissections. These studies will lead to a greater understanding of how the body systems work together as a whole. This course satisfies the life science graduation requirement. | ||
260 | OCEANOGRAPHY | 763 | Science | "g" | Year | 11, 12, 19 | Grade of C or higher in lab science and/or Teacher Recommendation | x | Oceanography introduces the student to the study of biological, chemical, geological, physical and anthropological aspects of the oceans. The purpose of the course is to promote appreciation and understanding of the marine environment of our water planet. Oceanography will give the student the opportunity to investigate the ocean using lab science and field study methods. | |||||
261 | BIOLOGY IB SL | 768 | Science | "d" | Year | 9, 10, 11, 12 | x | |||||||
262 | AG & SOIL CHEMISTRY | 771 | Science | "d" | Semester/Year | 10, 11 | None | x | x | x | x | x | ||
263 | PHYSICS | 773 | Science | "d" | Year | 11, 12 | Algebra 2 | x | Physics introduces the student to the basic laws of nature in the physical universe. The focus is upon motion, energy waves, light, electricity, magnetism, and atomic and nuclear structures. The student is challenged to develop critical thinking and problem-solving ability. As much as possible, opportunities are provided to investigate physical phenomenon in the laboratory while gaining skills that are useful in future work in science. | |||||
264 | PHYSICS | 773 | Science | "d" | Year | 11, 12 | None | x | x | x | x | x | x | Physics introduces the student to the basic laws of nature in the physical universe. The focus is upon motion, energy waves, light, electricity, magnetism, and atomic and nuclear structures. The student is challenged to develop critical thinking and problem-solving ability. As much as possible, opportunities are provided to investigate physical phenomenon in the laboratory while gaining skills that are useful in future work in science. |
265 | PHYSICS IB HL 2 | 780 | Science | "d"/"d" | Semester | 9, 10, 11, 12 | Physics IB HL 1 | x | ||||||
266 | AP - PHYSICS: MECHANICS | 781 | Science | "d" | Year | 11, 12 | Concurrent enrollment in Calculus or higher, completion of Physics-H or equivalent and/or Teacher Recommendation | x | AP Physics: Mechanics 2nd year covers only selected topics from the Honors Physics course. The two topics are Classical Mechanics and Electromagnetism. These two topics are explored at a much more rigorous level. The class is taught at a level that is consistent with the first two semesters of a college level, calculus based introductory physics course. Laboratory experiences are an integral part of this course. | |||||
267 | PHYSICS IB | 782 | Science | "d" | Year | 11, 12 | B average in Algebra 2 and Trigonometry and/or Teacher Recommendation | Physics IB SL includes all the material covered in the basic physics course but at a more rigorous level. Heat and thermodynamics are also included in order to prepare the student for the International Baccalaureate examination. Laboratory experiences are an integral part of this course. This course satisfies the physical science graduation requirement. | ||||||
268 | HUMAN ANATOMY AND PHYSIOLOGY H | 788 | Science | "d" | Year | 11, 12 | Biology, Chemistry and/or Teacher Recommendation | x | x | Human Anatomy and Physiology-H is an elective course offered to the student who chooses to take a second year advanced class in the Life Sciences and who has satisfactorily completed an equivalent of year of Biology or Chemistry, or has a science teacher’s recommendation. The topics in this rigorous course will be challenging. The emphasis will be on gross anatomy and basic physiological body functions. Dissection is an integral part and the student is expected to participate. | ||||
269 | FORENSIC BIOLOGY | 790 | Science | "g" | Year | 11, 12 | Biology and Chemistry with a C or better, Algebra with C or better; Membership in FPFA | x | ||||||
270 | AP - CHEMISTRY | 792 | Science | "d" | Year | 11, 12 | Chemistry of Chemistry H | x | x | x | AP-Chemistry and Chemistry IB SL are second-year honors level chemistry courses with a rigorous curriculum designed for the student planning to major in college science or pursue more advanced chemistry at a university. The courses are math oriented, and techniques in problem solving are heavily emphasized. The student is taught to examine data with the intent to discover patterns and to derive workable, usually mathematical, approaches to applying the theories arising from these inferences. | |||
271 | AP - ENVIRONMENTAL SCIENCE | 793 | Science | "d" | Year | 11, 12 | Grade of C or higher in Biology, Chemistry and/or Algebra | x | x | x | x | x | x | AP-Environmental Science is designed to be the equivalent of a one-semester introductory college course in environmental science. The course investigates the interrelationships of the natural world, identifies and analyzes environmental problems both natural and man-made, evaluates the relative risks associated with these problems, and examines alternative solutions for resolving and/or preventing them. Laboratory and field studies will be incorporated. |
272 | ENVIRONMENTAL SYSTEMS IB SL | 795 | Science | "d" | Year | 11, 12 | One year of Biology and one year of Earth Science or Chemistry or concurrent enrollment in Chemistry | x | Environmental Science looks at how humans interact with their natural surroundings. After gaining a better understanding of patterns of organization and cycles in ecosystems, the student will focus on global problems such as rain forest destruction and how people are finding solutions. Local environmental situations will also be addressed. Methods will include analyzing the “health” of an ecosystem with both laboratory and field study. The critical analysis of worldwide environmental data will be emphasized. | |||||
273 | BIOLOGY FPFA | 48751 | Science | "d" | Year | 9, 10, 11, 12 | Concurrent enrollment in Algebra 1 and/or Teacher Recommendation | x | Biology is a laboratory science course for the college-bound student. The course emphasizes detailed knowledge of the central concepts, principles, and basic factual material on the following topics: molecular and cellular aspects of living things, structure and function of plants and animals, genetics, evolution, plant and animal diversity and principles of classification, ecological relationships, and animal behavior. This course satisfies the life science graduation requirement. | |||||
274 | CHEMISTRY FPFA | 48754 | Science | "d"/"g" | Year | 10, 11, 12 | Algebra 1 and/or Teacher Recommendation; Membership in FPFA | x | Chemistry is a natural science that deals with the composition, properties, structure, and reactions of matter. An emphasis is placed upon laboratory experiences, class discussions, and problem-solving activities. This course satisfies the physical science graduation requirement. | |||||
275 | ROP PRINCIPLES OF ENGINEERING | 024C | Science | "g" | Year | 9, 10, 11, 12 | Concurrent enrollment in Geometry or higher | x | This introductory course explores the wide variety of careers in engineering and technology, including various technology systems and manufacturing processes. Using activities, projects, and problems, students learn firsthand how engineers and technicians use math, science and technology in an engineering problem-solving process to benefit people. | |||||
276 | BIOLOGY IB HL 1 | 785B | Science | "d" | Year | 9, 10, 11, 12 | Algebra 1 and/or Teacher Recommendation | Biology IB HL 1 is a rigorous laboratory science course which investigates the basic life process of plants and animals. In-depth study occurs in the following areas: molecular and cell biology, organismal biology, and population biology. Individual topics also include protein synthesis, molecular genetics, and cell structure and function. This course prepares the student to take the International Baccalaureate examination. This course satisfies the life science graduation requirement. | ||||||
277 | BIOLOGY IB HL 2 | 786B | Science | "d" | Year | 11, 12 | Biology, Chemistry and/or Teacher Recommendation | x | x | AP-Biology IB is a highly-specialized, one-year program for the qualified student of science whose future includes university attendance. The course is designed to be highly academic and challenging. Completion of the course prepares the participant with a sufficient background to score well on the International Baccalaureate examination and the Advanced Placement test in Biology given each May. | ||||
278 | ECONOMICS: HERITAGE | 444 | Social Science | Semester | 12 | US History: Heritage, English 3: Humanities, Spanish 3: Heritage H; concurrent enrollment in English 4: Humanities | x | The fourth year of the Heritage of the Americas Magnet Program includes the study of economics. Economics: Heritage will give the student an understanding of the basic principles of economics and the economic system in the United States. As an economic decision-maker, the student will use economic principles to understand how decisions are made at the personal, business, and governmental levels and the effects of their decisions. This course satisfies the economics graduation requirement. | ||||||
279 | CALIFORNIA HISTORY: HERITAGE | 474 | Social Science | "g" | Year | 9 | Heritage of the Americas Program admission; concurrent enrollment in English 1: Humanities and Spanish 1: Heritage H | x | California History: Heritage focuses on the development of California's cultural diversity through the perspective of various groups who have searched for the California dream. It will explore the accomplishments and struggles of the various Californians from the earliest native inhabitants, to the settlers and pioneers, to the current residents and immigrants that continue to transform the state. | |||||
280 | WORLD HISTORY: HERITAGE | 475 | Social Science | "g" | Year | 10 | English 1: Humanities Heritage H and California History: Heritage; concurrent enrollment in English 2: Humanities Heritage 2; any World Language | x | The purpose of World History: Heritage is to provide the student with the basic intellectual skills and knowledge necessary for a better understanding of an increasingly complex and interdependent world. This course satisfies the world history graduation requirement. | |||||
281 | UNITED STATES HISTORY: HERITAGE | 476 | Social Science | "a"/"g" | Year | 11 | English 2: Humanities, World History: Heritage; concurrent enrollment in English 3: Humanities; any World Language | x | This third (junior year) course in the Heritage of the Americas program, U.S. History: Heritage combines with English 3: Humanities for a block of interdisciplinary study in the Humanities. U.S. History: Heritage takes the place of U.S. History for the student in the program. U.S. History: Heritage focuses on the development of the United States, emphasizing contributions of different cultures such as Western European, Latin American, Native American, and Asian. | |||||
282 | AMERICAN GOVERNMENT: HERITAGE | 477 | Social Science | "g" | Semester | 12 | English 3: Humanities and US History: Heritage; concurrent enrollment in English 4: Humanities | x | American Government: Heritage is designed to give the student an understanding of the American political system in order to participate more effectively in the political process. As the student prepares to assume additional responsibilities as a citizen, it is essential to engage in a penetrating study of American government. Such a study enables the student to develop an understanding of the skills essential for making wise decisions regarding critical issues. | |||||
283 | AMERICAN GOVERNMENT | 801 | Social Science | "a"/"g" | Semester | 12 | None | x | x | x | x | x | x | American Government is designed to give the student an understanding of the American political system in order to participate more effectively in the political process. As the student prepares to assume additional responsibilities as a citizen, it is essential to engage in a penetrating study of American government. Such a study enables the student to develop an understanding of the skills essential for making wise decisions regarding critical issues. |
284 | AP - HUMAN GEOGRAPHY | 807 | Social Science | "a"/"g" | Year | 9, 10, 11, 12 | None | x | x | x | x | x | AP-Human Geography is designed to give the student an understanding of the systematic study of patterns and processes that have shaped human understanding, use, and alternation of Earths surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice. | |
285 | AP - UNITED STATES HISTORY | 808 | Social Science | "a"/"g" | Year | 11, 12 | Department/Counselor Recommendation | x | x | x | x | x | x | AP- U.S. History satisfies the U.S. History requirement for graduation. AP-U.S. History is more advanced than the regular U.S. History course and provides a one-year survey of political, social, and economic aspects of American history. The course is designed to assist the student in preparing for the Advanced Placement examination in American History offered by the College Board each spring. |
286 | THEORY OF KNOWLEDGE - IB | 812 | Social Science | "g" | Semester | 12 | IB Program admission | x | x | x | x | Theory of Knowledge-IB is required for any International Baccalaureate student and is intended not to teach the student new facts, but to put into perspective what is already known. The objective of the course is the study of basic concepts rather than methodology and for the student to think and apply interrelated concepts. The course covers five areas of study: (1) the roles of language and thought in knowledge; (2) the requirement of logical rigor for knowledge; (3) systems of knowledge; | ||
287 | ECONOMICS | 813 | Social Science | "g" | Semester | 12 | None | x | x | x | x | x | x | Economics is designed to give the student an understanding of the basic principles of economics and the economic system in the United States. The student preparing for the role of economic decision-maker discovers the fundamental economic principles which guide personal, business and governmental decisions. Economics enables the student to develop an understanding of the economic decisions to be made, as well as the economic impact of decisions made by other institutions. |
288 | IB ECONOMICS HL 1 | 815 | Social Science | "g" | Year | 12 | Department/Counselor Recommendation | x | IB Economics HL 1 is a broad, rigorous introduction to the use of economic principles in addressing global opportunities and global threats, whether political, financial, or sociological. IB Economics HL 1 continues the course of study begun on grade 11. Using a firm grounding in basic economic models, students address substantive current and historical issues of international trade and the study of economic growth and development. An emphasis on critical evaluation permeates the course. | |||||
289 | ECONOMICS H | 816 | Social Science | "g" | Semester | 12 | Department/Counselor Recommendation | x | Economics-H is designed to provide the student with a working understanding of the major economic problems confronting society. An effort is made to help the student master a set of concepts to think coherently and consistently about the wide range of individual and social problems that economic theory illuminates. This course accents economic methodology and literacy and deals with the issues and content essential for intelligent citizenship in today's complex world. | |||||
290 | IB ECONOMICS HL 2 | 822 | Social Science | "g" | Semester | 12 | Department/Counselor Recommendation | x | IB Economics HL 2 completes the IB candidates exposure to global opportunities and global threats, whether political, financial, or sociological. Issues of international trade and the study of economic growth and development are covered in depth. IB Economics is highly interactive and allows freedom for students to explore areas of the curriculum most interesting to them. Students who complete IB Economics HL-2 are prepared for the Economics: Micro AP exam and the Economics: Macro AP exam. | |||||
291 | AP - MICROECONOMICS | 823 | Social Science | "g"/"g" | Semester | 9, 10, 11, 12 | ||||||||
292 | PHILOSOPHY IB SL | 825 | Social Science | "g" | Year | 11 | Department/Counselor Recommendation/IB Program admission | x | Philosophy IB SL is the first year of rigorous study of major philosophical questions and systems. The student is required to read representative selections written by major philosophers, participate in class discussions, prepare required IB projects, and write extensively on philosophical problems in preparation for the second year philosophical study in the senior year. | |||||
293 | AP - UNITED STATES GOVERNMENT AND POLITICS | 827 | Social Science | "a"/"g" | Semester | 12 | Department/Counselor Recommendation | x | x | x | x | x | x | The AP-US Government and Politics course is designed to give the student a critical perspective on politics and government in the United States. The course involves both the study of general concepts used to interpret American politics and the analysis of specific case studies. This course provides a study of the various institutions, groups' beliefs, and ideas that make up the American political reality. |
294 | AP - EUROPEAN HISTORY | 828 | Social Science | "a"/"g" | Year | 10, 11, 12 | Department/Counselor Recommendation | x | x | x | AP-European History focuses on the development of major political, economic, social, and intellectual themes and concepts from 1450 to the present with a special emphasis upon the 20th Century. Historical methodology, cognitive knowledge, and critical thinking skills are emphasized in the areas of primary source analysis, verbal evaluation, research skills, and essay writing. The student may earn college credit by passing the Advanced Placement European History examination given each May. | |||
295 | HISTORY IB HL 1 | 832 | Social Science | "a" | Semester | 9, 10, 11, 12 | x | |||||||
296 | PSYCHOLOGY A | 833 | Social Science | "g" | Semester | 11, 12 | None | x | x | x | x | Psychology A is an introductory course that presents an overview of each of the major areas within psychology. The course is designed to provide the student with an understanding of human behavior. | ||
297 | SOCIOLOGY | 839 | Social Science | "g" | Semester | 10, 11, 12 | None | x | x | Sociology is the study of people, their social life, social interactions, and social organizations. The main task of the sociologist is to develop knowledge which explains social behavior and society. This course includes such topics as: child rearing, social roles and status, caste and class, work and social organizations, marriage and the family, delinquency and crime, social and cultural change, racial and ethnic minorities, as well as selected social problems. | ||||
298 | SOCIAL AND CULTURAL ANTHROPOLOGY - IB SL | 840 | Social Science | "g" | Year | 11, 12 | Department/Counselor Recommendation | x | Social and Cultural Anthropology IB SL is the comparative study of the culture and human societies. An understanding of humankind and its diversity is reached through the study of societies and cultures and the exploration of the general principles of social and cultural life. Social and Cultural Anthropology includes a tradition of participant observation and in-depth empirical study of social groups, and students will conduct, report, and critique an original anthropological observation. | |||||
299 | UNITED STATES HISTORY | 842 | Social Science | "a"/"g" | Year | 11 | None | x | x | x | x | x | x | U.S. History provides the student with the methods, concepts, and techniques of social scientific inquiry, which may be employed in investigating the American experience. Additionally, the course acquaints the student with knowledge of major concepts, The Constitution, institutions, values, personalities, and events of United States history. This course satisfies the U.S. history graduation requirement. |
300 | AP - PSYCHOLOGY | 844 | Social Science | "g" | Year | 10, 11, 12 | None | x | x | x | x | x | x | AP-Psychology provides an opportunity for the student to pursue and receive credit for college-level course work at the high school level. Psychology is the scientific study of human development and mental activity. In AP-Psychology the student will study human development, intelligence, personality, abnormal behavior, therapeutic intervention, and social psychology. |
301 | PSYCHOLOGY IB HL 2 | 846 | Social Science | Year | 12 | Psychology AP/SL | x | This course is designed to allow for in-depth analysis, evaluation and consolidation of learning. The course will introduce students to the studies of behavior and mental processes of humans and animals. Students will be provided with a critical overview of the study of psychology, focusing on the theories and research methods used in psychological science and practice. Because psychology is a fascinating course, it is possible to explore the field using a variety of methods. | ||||||
302 | WORLD HISTORY H | 853 | Social Science | "g" | Year | 9 | None | x | World History-H provides students a foundation in and perspectives on the Western world, how it has evolved in relation to the peoples of Asia, Africa, and South America. An emphasis on writing and research skills makes this course the accepted preparation for IB students and AP students. Using tools of geographic and historical analysis, students discover the roots of democratic systems and engage in the debate over how society should solve the problems facing regions, nations, and the entire world. | |||||
303 | WORLD HISTORY H | 853 | Social Science | "g" | Semester | 10 | Examination and/or Teacher Recommendation | x | World History-H provides students a foundation in and perspectives on the Western world, how it has evolved in relation to the peoples of Asia, Africa, and South America. An emphasis on writing and research skills makes this course the accepted preparation for IB students and AP students. Using tools of geographic and historical analysis, students discover the roots of democratic systems and engage in the debate over how society should solve the problems facing regions, nations, and the entire world. | |||||
304 | WORLD HISTORY | 854 | Social Science | "a"/"g" | Year | 10 | None | x | x | x | x | x | x | The purpose of World History is to provide the student with the basic intellectual skills and knowledge necessary for a better understanding of an increasingly complex and interdependent world. This course satisfies the world history graduation requirement. |
305 | AP - WORLD HISTORY | 857 | Social Science | "g" | Year | 10, 11, 12 | Department/Counselor Recommendation | x | AP-World History satisfies the World History requirement for graduation. AP-World History is more advanced than the regular World History or Honors World History courses. The purpose of this course is to provide the student with intellectual skills and knowledge necessary for a clearer understanding of an increasingly complex and interdependent world. The course is designed to assist the student in preparing for the Advanced Placement Examination in World History offered by the College Board. | |||||
306 | HISTORY OF THE AMERICAS IB HL 2 | 862 | Social Science | "g" | Semester/Year | 12 | AP United States History and/or Department/Counselor Recommendation | x | x | x | x | History of the Americas IB HL 2 course focuses on the development of major political, economic, social and intellectual themes and concepts from 1750 to the present in the Americas, with special emphasis upon the 20th Century. Historical methodology, cognitive knowledge, and critical thinking skills are emphasized in the areas of primary source analysis, oral presentation, research skills, and essay writing. | ||
307 | AP - MACROECONOMICS | 821A | Social Science | "a"/"g" | Semester | 12 | Department/Counselor Recommendation | x | x | AP-Macroeconomics fulfills one semester of the two-year sequence requirement in history for the International Baccalaureate program. AP-Economics-IB is designed to provide the student with a working understanding of the major economic problems confronting society. An effort is made to help the student master a set of concepts to coherently and consistently think about the wide range of individual and social problems that economic theory illuminates. | ||||
308 | PHILOSOPHY IB HL 2 | 825B | Social Science | "g" | Year | 11, 12 | Department/Counselor Recommendation/IB Program admission | x | Philosophy IB HL 2 provides a rigorous study of major philosophical questions and systems. The student is required to read representative selections written by major philosophers, participate in class discussions, prepare required IB projects, and write extensively on philosophical problems in preparation for the International Baccalaureate HL examination. | |||||
309 | AP - EUROPEAN HISTORY | 828A | Social Science | "a"/"g" | Semester | 10, 11, 12 | Department/Counselor Recommendation | x | x | AP-European History focuses on the development of major political, economic, social, and intellectual themes and concepts from 1450 to the present with a special emphasis upon the 20th Century. Historical methodology, cognitive knowledge, and critical thinking skills are emphasized in the areas of primary source analysis, verbal evaluation, research skills, and essay writing. The student may earn college credit by passing the Advanced Placement European History examination given each May. | ||||
310 | THEATRE 1 | 180 | Theatre | "f" | Year | 9, 10, 11, 12 | None | x | x | x | x | x | x | Theatre 1 provides an introduction to theatre arts with an emphasis in the skills of acting and basic fundamentals of directing. |
311 | THEATRE 2 | 181 | Theatre | "f" | Year | 10, 11, 12 | Theatre 1 and/or Teacher Recommendation | x | x | x | x | x | x | In Theatre 2, the student continues to refine his/her skills in acting and directing. He/she will also explore acting styles, play analysis, and technical theatre. This course meets the UC entrance requirement. |
312 | THEATRE 3 | 182 | Theatre | "f" | Year | 10, 11, 12 | Theatre 2 and/or Teacher Recommendation | x | x | x | x | x | x | In Theatre 3, the student further refines his/her skills in acting, directing, and performance. Technical aspects of theatre production are also explored. The student will be required to rehearse and perform for audiences outside of class time. This course meets the UC entrance requirement and may be repeated for credit. |
313 | TECHNICAL THEATRE | 185 | Theatre | "f" | Year | 10, 11, 12 | Theatre 1 and/or Teacher Recommendation | x | x | x | x | Technical Theatre is a specialized course to develop the technical and managerial skills of the theatre. The class may be repeated for credit, and is for visual & performing arts or elective credit. | ||
314 | PERFORMING ARTS - PRODUCTION MANAGEMENT | 187 | Theatre | Year | 10, 11, 12 | Teacher Recommendation | x | Performing Arts Production Management is a specialized course to develop the technical and managerial skills of the theater. This class may be repeated for credit. | ||||||
315 | THEATRE 3 H | 188 | Theatre | "f" | Year | 10, 11, 12 | Theatre 2 and/or Teacher Recommendation | x | Theatre 3-H gives the student practical experience in the creation, development, and production of theatre. It also trains the student in the thinking skills needed to appraise critically and solve theatrical problems. The student will have the opportunity to create and present characters from an already published work and to write and/or produce original scripts. The student will document the projects thoroughly in a portfolio and will be assessed individually. | |||||
316 | THEATRE ARTS IB HL 1 | 189 | Theatre | "f" | Year | 10, 11, 12 | Theatre 2 and/or Teacher Recommendation | x | Theatre Arts IB HL 1 gives the student practical experience in the creation, development, and production of theatre. It also trains the student in the thinking skills needed to appraise critically and solve theatrical problems. The student will have the opportunity to create and present characters from an already published work and to write and/or produce original scripts. The student will document the projects thoroughly in a portfolio and will be assessed individually. | |||||
317 | THEATRE ARTS IB HL 2 | 190 | Theatre | "f" | Year | 10, 11, 12 | Theatre Arts IB HL 1 and/or Teacher Recommendation | x | Theatre Arts 4-IB gives the student practical experience in the creation, development, and production of theatre. It also trains the student in the thinking skills needed to appraise critically and solve theatrical problems. The student will have the opportunity to create and present characters from an already published work and to write and/or produce original scripts. The student will document the projects thoroughly in a portfolio and will be assessed individually. | |||||
318 | GERMAN 2 H | 443 | World Languages | Year | 9, 10, 11, 12 | Grade of B or higher in German 1 and/or Teacher Recommendation | x | German 2 Honors is designed to meet the needs of students who have shown above average mastery of skills taught in level 1. It offers capable and highly motivated students enrolled in German program the opportunity to continue their language studies with a more rigorous curriculum and thus provides an enriched experience for these students. The overall goal is to foster linguistic confidence and an understanding of the cultures of German-speaking countries. | ||||||
319 | GERMAN 3 H | 452 | World Languages | Year | 9, 10, 11, 12 | Grade of B or higher in German 2/2 H and/or Teacher Recommendation | x | German 3 H is designed to meet the needs of students who have shown above average mastery of skills taught in Level 2. It offers capable and highly motivated students enrolled in the German program the opportunity to continue their language studies with a more rigorous curriculum and thus provides an enriched experience for these students. | ||||||
320 | SPANISH 4 | 488 | World Languages | "e"/"g" | Year | 10, 11, 12 | Grade of C or higher in Spanish 3 and/or Teacher Recommendation | x | x | Spanish 4 concentrates on refining the skills of understanding, speaking, reading, and writing Spanish. Primary emphasis is on helping the student achieve the ability to communicate in Spanish. The course includes a review of fundamental grammar, vocabulary acquisition, and the study of Spanish literary works. | ||||
321 | SPANISH 2 FOR SPANISH SPEAKERS | 489 | World Languages | "e"/"g" | Year | 9, 10, 11, 12 | Spanish Proficiency Assessment and/or Teacher Recommendation | x | x | x | x | x | The major emphasis in Spanish 2 for Spanish Speakers is on formal instruction for literacy in Spanish. The goals of the course include the development of writing, speaking, and vocabulary; knowledge of grammatical structures; and accuracy of mechanics, spelling, usage, and syntax. The student will also learn aspects of the Hispanic culture, history, religion, customs, and traditions. | |
322 | CHINESE 2 (MANDARIN) | 492 | World Languages | Year | 9, 10, 11, 12 | Grade of C or higher in Chinese 1 and/or Teacher Recommendation | x | x | x | Chinese 2 continues to build on the communication skills and cultural knowledge learned in Chinese 1. The student continues to develop vocabulary skills and studies more advanced sentence structure. An emphasis is placed on learning about the culture of China through reading selected short stories. | ||||
323 | CHINESE 3 (MANDARIN) | 493 | World Languages | Year | 9, 10, 11, 12 | Grade of C or higher in Chinese 2 and/or Teacher Recommendation | x | x | Chinese 3 laces a greater emphasis on advanced communication skills. The student continues to expand his/her vocabulary and studies essential concepts of grammar in depth. Listening and speaking skills are emphasized while reading and writing skills are further developed. The student also continues the exploration of the cultures and history of Chinese-speaking countries through a variety of literature and media. | |||||
324 | JAPANESE 2 | 494 | World Languages | "e"/"g" | Year | 9, 10, 11, 12 | Grade of C or higher in Japanese 1; knowledge of Hiragana and Katakana | Japanese 2 includes study of more advanced sentence structures. The student's vocabulary is broadened to facilitate understanding and increase conversational ability. An emphasis is placed on learning about the culture of Japan through the reading of selected short stories. | ||||||
325 | KOREAN 1 | 496 | World Languages | "e"/"g" | Year | 9, 10, 11, 12 | None | x | Korean 1 is designed to provide the student a solid foundation of pronunciation, essential vocabulary, basic grammar and spelling. The course includes an introduction to the cultural and social environment in which the Korean language functions. | |||||
326 | KOREAN 3 | 497 | World Languages | "e"/"g" | Year | 10, 11, 12 | Grade of C or higher in Korean 2 and/or Teacher Recommendation | x | The major emphasis in Korean 3 is placed on listening and speaking the Korean language. The student studies vocabulary and additional essential points of grammar in depth. There is an increased emphasis on cultural heritage through exploration of literature and the arts. | |||||
327 | KOREAN 2 | 499 | World Languages | "e"/"g" | Year | 9, 10, 11, 12 | Grade of C or higher in Korean 1 and/or Teacher Recommendation | x | Korean 2 continues to build on the communication skills learned in Korean 1. The student continues to develop vocabulary skills and uses more advanced language structures in listening, speaking, reading and writing activities. The course continues to promote cultural understanding. | |||||
328 | FRENCH 1 | 501 | World Languages | "e"/"g" | Year | 9, 10, 11, 12 | None | x | x | x | x | x | French 1 provides a solid foundation of essential vocabulary, grammar, and pronunciation. This course focuses on listening, speaking, reading and writing. The student is also introduced to the culture of French-speaking countries. | |
329 | FRENCH 2 | 502 | World Languages | "e"/"g" | Year | 9, 10, 11, 12 | Grade of C or higher in French 1 and/or Teacher Recommendation | x | x | x | x | x | French 2 continues to build on the communication skills and cultural knowledge learned in French 1. The student continues to develop vocabulary skills and uses increasingly complex language structures in listening, speaking, reading, and writing activities. The exploration of the cultures of French-speaking countries continues. | |
330 | FRENCH 3 | 503 | World Languages | "e"/"g" | Year | 9, 10, 11, 12 | Grade of C or higher in French 2 and/or Teacher Recommendation | x | x | x | French 3 is designed to increase comprehension of the language and improve communication, conversation and discussion in a wider range of situations. Greater emphasis is placed on reading and writing skills in the French language. The presentation of essential grammar is completed, and there is an increased exploration of culture and literature. | |||
331 | AP - FRENCH LANGUAGE AND CULTURE | 505 | World Languages | "e"/"g" | Year | 10, 11, 12 | Teacher Recommendation | x | x | x | AP-French Language and Culture is offered to qualified students who wish to continue advancement of proficiency in interpretive, interpersonal and presentational communication. The thematically based course will integrate language skills using sources, materials, and tools that are authentic in nature. Extensive readings and listening of authentic resources will enhance the student's comprehension of history, culture and current events of French speaking countries. | |||
332 | GERMAN 1 | 508 | World Languages | "e"/"g" | Year | 9, 10, 11, 12 | None | x | German 1 places an emphasis on listening and speaking, and provides a solid foundation of proper pronunciation, contextual grammar, and vocabulary. The goal at this level is for the student to achieve a basic level of oral competency, reading, and writing. An introduction is given to Germanic cultures, customs, food, and music. | |||||
333 | GERMAN 2 | 509 | World Languages | "e"/"g" | Year | 9, 10, 11, 12 | Grade of C or higher in German 1 and/or Teacher Recommendation | x | German 2 continues to build on the communication skills learned in German 1. The student continues to develop vocabulary skills and uses increasingly complex language structures in listening, speaking, reading, and writing activities. The exploration of the cultures and history of German-speaking countries continues. | |||||
334 | SPANISH 3 H | 510 | World Languages | "e"/"g" | Year | 10, 11, 12 | Grade of B or higher in Spanish 2 and/or Teacher Recommendation | x | x | Spanish 3- Honors is designed for the student committed to advancing to AP or IB Spanish 4. In this class, the student will work at a more accelerated pace than a regular Spanish 3 class. In this course, the student will cover the entire level 3 textbook. By the end of this more intense training, the student should be able to read, comprehend, and discuss excerpts of Spanish literature, as well as Spanish news and magazine articles, give oral reports of 2-5 minute duration, write compositions | ||||
335 | GERMAN 3 | 511 | World Languages | "e"/"g" | Year | 9, 10, 11, 12 | Grade of C or higher in German 2 and/or Teacher Recommendation | x | x | German 3 places a greater emphasis on advanced communication skills. Conversation on a variety of topics is stressed, and reading and writing skills are enhanced. The student furthers his/her development of language acquisition skills through a variety of literature and media. | ||||
336 | AP - GERMAN LANGUAGE | 513 | World Languages | "e"/"g" | Year | 10, 11, 12 | Teacher Recommendation | x | x | AP-German Language provides the student with an opportunity to read and converse extensively in German. The student reads and discusses selections from a variety of literature and media. Oral reports and written compositions are prepared, and there is also a review of essential grammatical concepts. Copies of previous Advanced Placement tests are examined and discussed. The student will be prepared to take the Advanced Placement examination. | ||||
337 | SPANISH 1 | 521 | World Languages | "e"/"g" | Year | 9, 10, 11, 12 | None | x | x | x | x | x | x | Spanish 1 provides a solid foundation of proper pronunciation, grammar, and essential vocabulary by first placing an emphasis on listening and speaking, followed by an emphasis on reading and writing. The course includes an introduction to the culture of Spanish-speaking countries, including food, customs, and music. This course is intended for the student who neither speaks nor understands Spanish. |
338 | SPANISH 2 | 522 | World Languages | "e"/"g" | Year | 9, 10, 11, 12 | Grade of C or higher in Spanish 1 and/or Teacher Recommendation | x | x | x | x | x | x | Spanish 2 continues to build on the communication skills learned in Spanish 1. The student continues to develop vocabulary skills and uses increasingly complex language structures in listening, speaking, reading, and writing activities. The exploration of the cultures and history of Spanish-speaking countries continues. |
339 | SPANISH 3 | 523 | World Languages | "e"/"g" | Year | 9, 10, 11, 12 | Grade of C or higher in Spanish 2 and/or Teacher Recommendation | x | x | x | x | x | x | The major emphasis in Spanish 3 is placed on listening and speaking the Spanish language. Writing and reading skills are further developed. The students vocabulary is increased and the essential concepts of grammar are studied in depth. There is an increased emphasis on cultural heritage through the exploration of literature and the arts. |
340 | SPANISH 2 H | 524 | World Languages | "e"/"g" | Year | 9, 10, 11, 12 | Grade of B or higher in Spanish 1 | x | Spanish 2- Honors continues to build on the communication skills learned in Spanish 1 with an emphasis on higher-level thinking and advanced projects and assignments. The student continues to develop vocabulary skills and uses increasingly complex language structures in listening, speaking, reading, and writing activities. The exploration of the cultures and history of Spanish-speaking countries continues. | |||||
341 | AP - SPANISH LANGUAGE AND CULTURE | 525 | World Languages | "e"/"g" | Year | 10, 11, 12 | Teacher Recommendation | x | x | x | x | x | AP Spanish Language and Culture is offered to qualified students who wish to continue advancement of proficiency in interpretive, interpersonal and presentational communication. The thematically based course will integrate language skills using sources, materials and tools that are authentic in nature. Extensive readings and listening of authentic resources will enhance the student's comprehension of history, culture and current events of Spanish speaking countries. | |
342 | SPANISH IB SL | 526 | World Languages | "e"/"g" | Year | 10, 11, 12 | Teacher Recommendation | x | x | x | x | Spanish IB SL is designed for qualified students who demonstrate reasonable proficiency in listening comprehension, speaking, reading, grammar and writing. The course is designed to refine and expand vocabulary, idioms, and essential points of grammar. The course will provide students with ample opportunity to work toward mastery of the Spanish language. | ||
343 | AP - SPANISH LITERATURE AND CULTURE | 527 | World Languages | "e"/"g" | Year | 11, 12 | Teacher Recommendation | x | x | x | x | AP-Spanish Literature is intended for the student who is fluent in the language. The student is expected to do a detailed analysis of major short stories, essays, novels, plays, and poems and to express analysis in clean expository writing. Copies of previous Advanced Placement tests are examined and discussed. The student will read and analyze literature specified in the Advanced Placement examination, and will be prepared to take the Advanced Placement examination. | ||
344 | FRENCH IB SL | 528 | World Languages | Year | 10, 11, 12 | Teacher Recommendation | x | x | x | x | French IB SL is designed for qualified students who demonstrate reasonable proficiency in listening comprehension, speaking, reading, grammar, and writing. The course is designed to refine and expand vocabulary, idioms, and essential points of grammar. The course will provide students with ample opportunity to work toward mastery of the French language. Extensive readings and listening of authentic resources will enhance the students comprehension of history, culture and current events of France. | |||
345 | MANDARIN IB SL | 534 | World Languages | "e" | Semester | 11, 12 | Teacher Recommendation | x | ||||||
346 | CHINESE 1 (MANDARIN) | 538 | World Languages | Year | 9, 10, 11, 12 | None | x | x | Chinese 1 provides a solid foundation of proper pronunciation, grammar, and essential vocabulary by first placing an emphasis on listening and speaking, followed by an emphasis on reading and writing. The course includes an introduction to the culture of Chinese-speaking countries, including food, customs and music. This course is intended for the student who neither speaks nor understands Chinese. | |||||
347 | SPANISH 3 FOR SPANISH SPEAKERS | 545 | World Languages | "e"/"g" | Year | 9, 10, 11, 12 | Spanish Proficiency Assessment and/or Teacher Recommendation | x | x | x | Spanish 3 for Spanish Speakers is the third course of a three-year program designed to meet the needs of the student who speaks Spanish but requires additional formal instruction to develop his/her literacy in Spanish to an optimum level. The course will target the linguistic needs of the native speaker and will enhance his/her ability to speak and write linguistically, syntactically, and grammatically correct Spanish. | |||
348 | SPANISH 1 FOR SPANISH SPEAKERS | 546 | World Languages | "e"/"g" | Year | 9, 10, 11, 12 | Spanish Proficiency Assessment | x | x | x | x | x | The curriculum of Spanish 1 for Spanish Speakers provides native speakers of Spanish with the opportunity to develop and enhance the integrated skills of listening, speaking, reading, and writing in Spanish. Course content emphasizes the transition from colloquial to a more formal command of Spanish, a high level of communication proficiency and an appreciation for the culture and social heritage of the language. | |
349 | AP - SPANISH 3 FOR SPANISH SPEAKERS | 549 | World Languages | "e"/"g" | Year | 9, 10, 11, 12 | Spanish Proficiency Assessment and/or Teacher Recommendation | x | x | x | AP Spanish for Spanish Speakers is the third course of a three-year program designed to meet the needs of the student who speaks Spanish but requires formal instruction to refine his/her literacy in the language. The course will target the linguistic needs of the native speaker and will enhance his/her ability to read academic texts, speak and write about Hispanic culture, history, religion, customs, traditions, and numerous literary works of Hispanic authors. | |||
350 | KOREAN IB HL 2 | 471B | World Languages | "e" | Year | 9, 10, 11, 12 | Korean IB HL 1 | x | The major emphasis in Korean IB HL 2 is on further refining the skills of speaking, reading, writing and understanding the language and culture. Oral reports and written compositions are prepared, and there is a research project on Korean culture and history. Continued use of literary genres, magazines and newspapers provides the student with deeper understanding of the culture. | |||||
351 | KOREAN IB HL 1 | 472B | World Languages | "e"/"g" | Year | 11, 12 | Teacher Recommendation | x | The major emphasis in Korean IB HL 1 is on further refining the skills of speaking, reading, writing and understanding the language and culture. Oral reports and written compositions are prepared, and there is a research project on Korean culture and history. Continued use of literary genres, magazines and newspapers provides the student with deeper understanding of the culture. | |||||
352 | AP - JAPANESE LANGUAGE AND CULTURE | 473A | World Languages | "e"/"g" | Year | 11, 12 | Commitment to take Japanese Proficiency Examination or IB Examination and/or Teacher Recommendation | AP-Japanese Language & Culture is designed to further refine the skills of speaking, reading, writing, and understanding the language and people of Japan. Fundamental language skills will be further developed and mastered with an emphasis on oral communication and the proficiency indicators as described in the Standards for Japanese Language Learning by the Japanese National Standards Task Force (1998). | ||||||
353 | JAPANESE IB SL | 473B | World Languages | "e"/"g" | Year | 9, 10, 11, 12 | Grade of C or higher in Japanese 2 and/or Teacher Recommendation | Japanese IB SL is designed for the student who completes Japanese 2 or its equivalent. In this course, the student will continue to learn basic Japanese sentence structures and new vocabulary. Two hundred Kanji (Chinese characters) will be introduced. Oral drills and exercises will continue to be emphasized to build familiarity and fluency with new sentence patterns. An emphasis is placed on learning about the culture of Japan by means of videotapes, television shows, periodicals and literature. | ||||||
354 | KOREAN IB SL | 491B | World Languages | "e"/"g" | Year | 11, 12 | Teacher Recommendation | x | The major emphasis in Korean IB SL is on further refining the skills of speaking, reading, writing, and understanding the language culture. Oral reports and written compositions are prepared, and there is a review of essential grammatical concepts. Continued use of literary genres, magazines and newspapers provides the student with deeper understanding of the culture. | |||||
355 | AP - CHINESE LANGUAGE AND CULTURE | 512A | World Languages | "e" | Year | 10, 11, 12 | Grade of C or higher in Chinese 3 and/or Teacher Recommendation | x | x | AP Chinese Language and Culture is offered to qualified students who wish to continue advancement of proficiency in interpretive, interpersonal and presentational communication. The thematically based course will integrate language skills using sources, materials, and tools that are authentic in nature. Extensive readings and listening of authentic resources will enhance the student's comprehension of history, culture and current events of Chinese speaking countries. | ||||
356 | FRENCH IB HL 1 | 530B | World Languages | "e"/"g" | Year | 11, 12 | Teacher Recommendation | x | In French IB HL 1, the student continues to refine his/her language skills and to work toward mastery of the French language. Contemporary and classical French authors and sources are read and discussed. Advanced grammar is thoroughly reviewed, and composition is emphasized. Some work may be done independently at this level. The study of the culture of French-speaking countries is continued. The student will be prepared to take an International Baccalaureate and/or an Advanced Placement exam. | |||||
357 | SPANISH IB HL 1 | 531B | World Languages | "e"/"g" | Year | 10, 11, 12 | Teacher Recommendation | x | Spanish IB HL 1 covers the content described in AP-Spanish Language and Culture. In addition, the course prepares the student for the International Baccalaureate or Advanced Placement examination in May or upon completion of AP-Spanish Language and Culture. | |||||
358 | SPANISH IB HL 2 | 532B | World Languages | "e"/"g" | Year | 10, 11, 12 | Teacher Recommendation | x | Spanish IB HL 2 covers the content described in AP-Spanish Literature and Culture. In addition, the course prepares the student for the International Baccalaureate or Advanced Placement examination in May or upon completion of AP-Spanish Literature and Culture. | |||||
359 | GERMAN IB HL 2 | 536B | World Languages | "e" | Semester | 9, 10, 11, 12 | German IB HL 1 | x | ||||||
360 | GERMAN IB SL | 539B | World Languages | "e"/"g" | Year | 10, 11, 12 | Teacher Recommendation | x | German IB SL provides the student with an opportunity to read and converse extensively in German. The student reads and discusses selections from a variety of literature and media. Oral reports and written compositions are prepared, and there is also a review of essential grammatical concepts. Copies of previous International Baccalaureate and/or Advanced Placement tests are examined and discussed. The student will be prepared to take the IB and/or Advanced Placement exam. |