 |
CURRICULUM
BY GRADE
|
BY SUBJECT AREA
Early Childhood
Overview | | | Pre-K | | | Preschool | | The preschool Early Childhood curriculum includes long-range goals for children in all learning domains:
• Approaches to Learning and Social and Emotional: High Scope’s Key Developmental indicators in social-emotional development include: taking care of one’s own needs, expressing feelings in words, building relationships with children and adults, creating and experiencing collaborative play, and dealing with social conflict. Every child develops at his/her own pace – this includes the social/emotional domain of a child. Teachers play a critical role in supporting a student’s social and emotional development. Most importantly, teachers must build a positive relationship with the children and their families. Teachers must support children’s attempts to take care of their emotional as well as their physical needs. Teachers must establish a supportive emotional climate where children can take risks and encourage one another. Teachers must help children label their feelings and solve social conflict. Teachers must provide opportunities for children to build relationships with one another.
• Health, Physical Education and Safety: Childhood obesity is at an all-time high. It is more important now, than ever before, for today’s children to exercise regularly, learn basic safety procedures, and to learn healthy food habits. By learning these skills in preschool, the students of the St. Joseph School District are setting the stage to be healthy adults.
• Language, Literacy and Communication: “Early literacy is often cited as the most important academic skill in school readiness because most school learning depends on knowing how to read. Knowing how to read, in turn, is highly dependent of language skills, particularly vocabulary.” (Epstein, Ann. 2007). A balanced literacy program is vital to early childhood education. Children need to be immersed in rich texts and meaningful language experiences. Not only do children learn from listening and talking, but these experiences directly affect their success in their reading and writing abilities.
• Mathematics: Math is all around us! To best understand mathematical concepts, children need to be provided with multiple opportunities to work with a variety of materials that can strengthen and build on those concepts. The NAEYC and the National Council of Teachers of Mathematics have outlined the following as particularly important to the early development of math skills; numbers, geometry and spatial relations, measurement, patterns and analyzing data. In the Saint Joseph School District, we will be using this curriculum to offer experiences that will meet the mathematical needs of our early childhood students.
• Creative Arts: The creative arts provide a means for children to express themselves through art, music, movement, and pretend play. Children express what they observe, think, imagine, and feel. The children’s work increases in complexity over time and their work becomes very purposeful. Children begin by imitating what they know and move towards constructing their own ideas. These ideas lead to mental images and imagination. Children are also taught to appreciate the artwork that other people have created. This can be accomplished through field trips to museums, listening to various styles of music, watching different types of dance, and displays of artwork.
• Science and Technology: Science and technology builds on children’s natural sense of curiosity. “Children are naturally curious about the world and want to find out as much as they can. But they don’t want adults to give them the answers… They don’t want science to be something that is imparted to them; they want it to be something they do.” (Wilson, 2002.) Children use an inquiry process to gain knowledge. They make observations, ask questions, make predictions, experiment with objects, classify, communicate ideas, and draw conclusions to construct knowledge about their world. Science is happening throughout the day in the preschool classroom. Children are constantly trying to make sense of their world through their explorations. Technology is increasingly present in our lives. Preschoolers need to have a basic understanding of technology as part of preparing for school. “Contrary to initial fears, computers do not isolate children. Rather they serve as potential catalysts for social interaction.” (Clements, 1999.)
• Social Studies: Children need to learn about the world around them, as well as how to be a steward of the planet they live on. Students need to be good decision makers, responsible citizens, and active participants in their community. By participating in activities that encompass diversity, unite communities, and encourage active decision-making, the students of the St. Joseph School District will be able to use their knowledge to make decisions affecting the world in which they live. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
Elem - Communication Arts
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | Communication Arts K | | The elementary Communication Arts curriculum includes Reading, Writing, Listening, Speaking and Information Literacy. These strands are developmental in nature and each grade level builds on the grade level before it. Instruction is provided in whole class, small group and/or individual settings and reflects the needs of each learner who progresses at his/her own rate within their grade level. Each unit integrates all the components of Communication Arts. The goal of instruction is to guide and support students as they grow as readers and writers who think critically and communicate effectively for a variety of purposes. | | Grade 01 | | | Communication Arts 1 | | The elementary Communication Arts curriculum includes Reading, Writing, Listening, Speaking and Information Literacy. These strands are developmental in nature and each grade level builds on the grade level before it. Instruction is provided in whole class, small group and/or individual settings and reflects the needs of each learner who progresses at his/her own rate within their grade level. Each unit integrates all the components of Communication Arts. The goal of instruction is to guide and support students as they grow as readers and writers who think critically and communicate effectively for a variety of purposes. | | Spelling 1 | | Grade 02 | | | Communication Arts 2 | | The elementary Communication Arts curriculum includes Reading, Writing, Listening, Speaking and Information Literacy. These strands are developmental in nature and each grade level builds on the grade level before it. Instruction is provided in whole class, small group and/or individual settings and reflects the needs of each learner who progresses at his/her own rate within their grade level. Each unit integrates all the components of Communication Arts. The goal of instruction is to guide and support students as they grow as readers and writers who think critically and communicate effectively for a variety of purposes. | | Spelling 2 | | Grade 03 | | | Communication Arts 3 | | The elementary Communication Arts curriculum includes Reading, Writing, Listening, Speaking and Information Literacy. These strands are developmental in nature and each grade level builds on the grade level before it. Instruction is provided in whole class, small group and/or individual settings and reflects the needs of each learner who progresses at his/her own rate within their grade level. Each unit integrates all the components of Communication Arts. The goal of instruction is to guide and support students as they grow as readers and writers who think critically and communicate effectively for a variety of purposes. | | Spelling 3 | | Grade 04 | | | Communication Arts 4 | | The elementary Communication Arts curriculum includes Reading, Writing, Listening, Speaking and Information Literacy. These strands are developmental in nature and each grade level builds on the grade level before it. Instruction is provided in whole class, small group and/or individual settings and reflects the needs of each learner who progresses at his/her own rate within their grade level. Each unit integrates all the components of Communication Arts. The goal of instruction is to guide and support students as they grow as readers and writers who think critically and communicate effectively for a variety of purposes. | | Spelling 4 | | Grade 05 | | | Communication Arts 5 | | The elementary Communication Arts curriculum includes Reading, Writing, Listening, Speaking and Information Literacy. These strands are developmental in nature and each grade level builds on the grade level before it. Instruction is provided in whole class, small group and/or individual settings and reflects the needs of each learner who progresses at his/her own rate within their grade level. Each unit integrates all the components of Communication Arts. The goal of instruction is to guide and support students as they grow as readers and writers who think critically and communicate effectively for a variety of purposes. | | Spelling 5 | | Grade 06 | | | Communication Arts 6 | | The elementary Communication Arts curriculum includes Reading, Writing, Listening, Speaking and Information Literacy. These strands are developmental in nature and each grade level builds on the grade level before it. Instruction is provided in whole class, small group and/or individual settings and reflects the needs of each learner who progresses at his/her own rate within their grade level. Each unit integrates all the components of Communication Arts. The goal of instruction is to guide and support students as they grow as readers and writers who think critically and communicate effectively for a variety of purposes. | | Spelling 6 | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
Elem - Forgein Language
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
Elem - Gifted Programs
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | GT-Rainbows 3-5 | | The Rainbow program is designed for academically gifted students in grades three, four, five, and six. To qualify for this program students must meet the St. Joseph School District Board approved standards as set forth by the Missouri Department of Elementary and Secondary Education.
The SJSD promotes the interaction of intellectually gifted peers through a 20% pullout program which equals one full day of instruction in a gifted center. The remaining 80% of the students instructional time is spent within their regular classroom setting. The Rainbow Centers are housed at Coleman, Eugene Field, and Skaith Elementary Schools. Students are assigned to a center based on their home school location and center enrollment totals. All instructors are certified in gifted education from the Missouri Department of Elementary and Secondary Education.
Curriculum in the SJSD Rainbow Program is developed to meet the specific learning needs of gifted children. Students are exposed to enriching, accelerating, experiences based upon a multiple intelligence perspective, relying upon creative and critical thinking, high level decision-making, group problem solving and leadership skills. Students' cognitive and affective needs are nurtured in an atmosphere conducive to sharing diverse perspectives. | | Grade 04 | | | GT-Rainbows 3-5 | | The Rainbow program is designed for academically gifted students in grades three, four, five, and six. To qualify for this program students must meet the St. Joseph School District Board approved standards as set forth by the Missouri Department of Elementary and Secondary Education.
The SJSD promotes the interaction of intellectually gifted peers through a 20% pullout program which equals one full day of instruction in a gifted center. The remaining 80% of the students instructional time is spent within their regular classroom setting. The Rainbow Centers are housed at Coleman, Eugene Field, and Skaith Elementary Schools. Students are assigned to a center based on their home school location and center enrollment totals. All instructors are certified in gifted education from the Missouri Department of Elementary and Secondary Education.
Curriculum in the SJSD Rainbow Program is developed to meet the specific learning needs of gifted children. Students are exposed to enriching, accelerating, experiences based upon a multiple intelligence perspective, relying upon creative and critical thinking, high level decision-making, group problem solving and leadership skills. Students' cognitive and affective needs are nurtured in an atmosphere conducive to sharing diverse perspectives. | | Grade 05 | | | GT-Rainbows 3-5 | | The Rainbow program is designed for academically gifted students in grades three, four, five, and six. To qualify for this program students must meet the St. Joseph School District Board approved standards as set forth by the Missouri Department of Elementary and Secondary Education.
The SJSD promotes the interaction of intellectually gifted peers through a 20% pullout program which equals one full day of instruction in a gifted center. The remaining 80% of the students instructional time is spent within their regular classroom setting. The Rainbow Centers are housed at Coleman, Eugene Field, and Skaith Elementary Schools. Students are assigned to a center based on their home school location and center enrollment totals. All instructors are certified in gifted education from the Missouri Department of Elementary and Secondary Education.
Curriculum in the SJSD Rainbow Program is developed to meet the specific learning needs of gifted children. Students are exposed to enriching, accelerating, experiences based upon a multiple intelligence perspective, relying upon creative and critical thinking, high level decision-making, group problem solving and leadership skills. Students' cognitive and affective needs are nurtured in an atmosphere conducive to sharing diverse perspectives. | | Grade 06 | | | GT-Rainbows 3-5 | | The Rainbow program is designed for academically gifted students in grades three, four, five, and six. To qualify for this program students must meet the St. Joseph School District Board approved standards as set forth by the Missouri Department of Elementary and Secondary Education.
The SJSD promotes the interaction of intellectually gifted peers through a 20% pullout program which equals one full day of instruction in a gifted center. The remaining 80% of the students instructional time is spent within their regular classroom setting. The Rainbow Centers are housed at Coleman, Eugene Field, and Skaith Elementary Schools. Students are assigned to a center based on their home school location and center enrollment totals. All instructors are certified in gifted education from the Missouri Department of Elementary and Secondary Education.
Curriculum in the SJSD Rainbow Program is developed to meet the specific learning needs of gifted children. Students are exposed to enriching, accelerating, experiences based upon a multiple intelligence perspective, relying upon creative and critical thinking, high level decision-making, group problem solving and leadership skills. Students' cognitive and affective needs are nurtured in an atmosphere conducive to sharing diverse perspectives. | | GT-Rainbows 6 | | The Rainbow program is designed for academically gifted students in grades three, four, five, and six. To qualify for this program students must meet the St. Joseph School District Board approved standards as set forth by the Missouri Department of Elementary and Secondary Education.
The SJSD promotes the interaction of intellectually gifted peers through a 20% pullout program which equals one full day of instruction in a gifted center. The remaining 80% of the students instructional time is spent within their regular classroom setting. The Rainbow Centers are housed at Coleman, Eugene Field, and Skaith Elementary Schools. Students are assigned to a center based on their home school location and center enrollment totals. All instructors are certified in gifted education from the Missouri Department of Elementary and Secondary Education.
Curriculum in the SJSD Rainbow Program is developed to meet the specific learning needs of gifted children. Students are exposed to enriching, accelerating, experiences based upon a multiple intelligence perspective, relying upon creative and critical thinking, high level decision-making, group problem solving and leadership skills. Students' cognitive and affective needs are nurtured in an atmosphere conducive to sharing diverse perspectives. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
Elem - Health
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
Elem - Mathematics
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | Math K | | In mathematics, kindergarten through sixth grade, students will apply number sense, estimation and reasoning. Students will utilize strategies for problem solving, while implementing number operations, geometry, measurement, probability and statistics. Through algebraic relationships students will study patterns, relations and functions as well as be able to communicate mathematically as they make connections. | | Grade 01 | | | Math 1 | | In mathematics, kindergarten through sixth grade, students will apply number sense, estimation and reasoning. Students will utilize strategies for problem solving, while implementing number operations, geometry, measurement, probability and statistics. Through algebraic relationships students will study patterns, relations and functions as well as be able to communicate mathematically as they make connections. | | Grade 02 | | | Math 2 | | In mathematics, kindergarten through sixth grade, students will apply number sense, estimation and reasoning. Students will utilize strategies for problem solving, while implementing number operations, geometry, measurement, probability and statistics. Through algebraic relationships students will study patterns, relations and functions as well as be able to communicate mathematically as they make connections. | | Grade 03 | | | Math 3 | | In mathematics, kindergarten through sixth grade, students will apply number sense, estimation and reasoning. Students will utilize strategies for problem solving, while implementing number operations, geometry, measurement, probability and statistics. Through algebraic relationships students will study patterns, relations and functions as well as be able to communicate mathematically as they make connections. | | Grade 04 | | | Math 4 | | In mathematics, kindergarten through sixth grade, students will apply number sense, estimation and reasoning. Students will learn and be able to use strategies for problem solving, number operations, geometry, measurement, probability and statistics. Through algebraic relationships students will study patterns, relations and functions as well as be able to communicate mathematically as they make connections. | | Grade 05 | | | Math 5 | | In mathematics, kindergarten through sixth grade, students will apply number sense, estimation and reasoning. Students will utilize strategies for problem solving, while implementing number operations, geometry, measurement, probability and statistics. Through algebraic relationships students will study patterns, relations and functions as well as be able to communicate mathematically as they make connections. | | Grade 06 | | | Math 6 | | In mathematics, kindergarten through sixth grade, students will apply number sense, estimation and reasoning. Students will utilize strategies for problem solving, while implementing number operations, geometry, measurement, probability and statistics. Through algebraic relationships students will study patterns, relations and functions as well as be able to communicate mathematically as they make connections. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
Elem - Music
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | Music K | | K-6 General Music emphasizes the tools with which to make music happen. Along with perfecting the use of "every ones' natural instrument," - the voice, students gain thorough knowledge of reading, writing and creating at his or her age-appropriate level using both vocal and insrumental genres. In addition, the studies of tyles of music, composers of music, art in music, and the pure love of music are all stressed. | | Grade 01 | | | Music 1 | | K-6 General Music emphasizes the tools with which to make music happen. Along with perfecting the use of "every ones' natural instrument," - the voice, students gain thorough knowledge of reading, writing and creating at his or her age-appropriate level using both vocal and insrumental genres. In addition, the studies of tyles of music, composers of music, art in music, and the pure love of music are all stressed. | | Grade 02 | | | Music 2 | | K-6 General Music emphasizes the tools with which to make music happen. Along with perfecting the use of "every ones' natural instrument," - the voice, students gain thorough knowledge of reading, writing and creating at his or her age-appropriate level using both vocal and insrumental genres. In addition, the studies of tyles of music, composers of music, art in music, and the pure love of music are all stressed. | | Grade 03 | | | Music 3 | | K-6 General Music emphasizes the tools with which to make music happen. Along with perfecting the use of "every ones' natural instrument," - the voice, students gain thorough knowledge of reading, writing and creating at his or her age-appropriate level using both vocal and insrumental genres. In addition, the studies of tyles of music, composers of music, art in music, and the pure love of music are all stressed. | | Grade 04 | | | Music 4 | | Grade 05 | | | Music 5 | | K-6 General Music emphasizes the tools with which to make music happen. Along with perfecting the use of "every ones' natural instrument," - the voice, students gain thorough knowledge of reading, writing and creating at his or her age-appropriate level using both vocal and insrumental genres. In addition, the studies of tyles of music, composers of music, art in music, and the pure love of music are all stressed. | | Grade 06 | | | Band 6 | | This course will focus on teaching the basic fundamentals necessary to play a wind or percussion instrument. In this course, students will play one of the following instruments; flute, clarinet, trumpet, French horn, trombone, baritone, or percussion (mallets & drums). At the beginning of the year, students will be tested on various instruments and then assigned a specific instrument. After an instrument is assigned, the student should acquire the instrument through purchase or rental. This course is designed to meet for a minimum of thirty minutes, twice each week. As students learn basic fundamentals, opportunities for performance will be made available. | | Music 6 | | K-6 General Music emphasizes the tools with which to make music happen. Along with perfecting the use of "every ones' natural instrument," - the voice, students gain thorough knowledge of reading, writing and creating at his or her age-appropriate level using both vocal and insrumental genres. In addition, the studies of tyles of music, composers of music, art in music, and the pure love of music are all stressed. | | Strings 6 | | This course is a 6th Grade performance class. The students will perform various music styles from baroque through contemporary. Students will also perform in an ensemble and as a soloist. There will be at least two evening performances and possibly a solo and small ensemble evening performance. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
Elem - Physical Education
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | Physical Education K | | The elementary physical education course is designed to be a systematic program of sequential learning experiences and developmentally appropriate activities designed to impact the psychomotor, cognitive and affective learning domains, all of which will enhance student's knowledge, skills and attitudes necessary for healthy, active living and overall health and wellness, now and in the future. Students in elementary physical education in the St. Joseph School District will participate in a variety of activities designed to develop competence in locomotor and non-locomotor skills, fundamental and manipulative skills, sport-specific skills, tumbling skills, dance skills, and cooperative and team building skills. In addition, all students will participate in a variety of activities designed to promote physical fitness and the learning of fitness, health and wellness concepts. Students in grades 4-6 will be formally assessed in the health-related physical fitness components. Technological tools will be used in various ways to promote learning and understanding in elementary physical education.
| | Grade 01 | | | Physical Education 1 | | The elementary physical education course is designed to be a systematic program of sequential learning experiences and developmentally appropriate activities designed to impact the psychomotor, cognitive and affective learning domains, all of which will enhance student's knowledge, skills and attitudes necessary for healthy, active living and overall health and wellness, now and in the future. Students in elementary physical education in the St. Joseph School District will participate in a variety of activities designed to develop competence in locomotor and non-locomotor skills, fundamental and manipulative skills, sport-specific skills, tumbling skills, dance skills, and cooperative and team building skills. In addition, all students will participate in a variety of activities designed to promote physical fitness and the learning of fitness, health and wellness concepts. Students in grades 4-6 will be formally assessed in the health-related physical fitness components. Technological tools will be used in various ways to promote learning and understanding in elementary physical education.
| | Grade 02 | | | Physical Education 2 | | The elementary physical education course is designed to be a systematic program of sequential learning experiences and developmentally appropriate activities designed to impact the psychomotor, cognitive and affective learning domains, all of which will enhance student's knowledge, skills and attitudes necessary for healthy, active living and overall health and wellness, now and in the future. Students in elementary physical education in the St. Joseph School District will participate in a variety of activities designed to develop competence in locomotor and non-locomotor skills, fundamental and manipulative skills, sport-specific skills, tumbling skills, dance skills, and cooperative and team building skills. In addition, all students will participate in a variety of activities designed to promote physical fitness and the learning of fitness, health and wellness concepts. Students in grades 4-6 will be formally assessed in the health-related physical fitness components. Technological tools will be used in various ways to promote learning and understanding in elementary physical education.
| | Grade 03 | | | Physical Education 3 | | The elementary physical education course is designed to be a systematic program of sequential learning experiences and developmentally appropriate activities designed to impact the psychomotor, cognitive and affective learning domains, all of which will enhance student's knowledge, skills and attitudes necessary for healthy, active living and overall health and wellness, now and in the future. Students in elementary physical education in the St. Joseph School District will participate in a variety of activities designed to develop competence in locomotor and non-locomotor skills, fundamental and manipulative skills, sport-specific skills, tumbling skills, dance skills, and cooperative and team building skills. In addition, all students will participate in a variety of activities designed to promote physical fitness and the learning of fitness, health and wellness concepts. Students in grades 4-6 will be formally assessed in the health-related physical fitness components. Technological tools will be used in various ways to promote learning and understanding in elementary physical education.
| | Grade 04 | | | Physical Education 4 | | The elementary physical education course is designed to be a systematic program of sequential learning experiences and developmentally appropriate activities designed to impact the psychomotor, cognitive and affective learning domains, all of which will enhance student's knowledge, skills and attitudes necessary for healthy, active living and overall health and wellness, now and in the future. Students in elementary physical education in the St. Joseph School District will participate in a variety of activities designed to develop competence in locomotor and non-locomotor skills, fundamental and manipulative skills, sport-specific skills, tumbling skills, dance skills, and cooperative and team building skills. In addition, all students will participate in a variety of activities designed to promote physical fitness and the learning of fitness, health and wellness concepts. Students in grades 4-6 will be formally assessed in the health-related physical fitness components. Technological tools will be used in various ways to promote learning and understanding in elementary physical education.
| | Grade 05 | | | Physical Education 5 | | The elementary physical education course is designed to be a systematic program of sequential learning experiences and developmentally appropriate activities designed to impact the psychomotor, cognitive and affective learning domains, all of which will enhance student's knowledge, skills and attitudes necessary for healthy, active living and overall health and wellness, now and in the future. Students in elementary physical education in the St. Joseph School District will participate in a variety of activities designed to develop competence in locomotor and non-locomotor skills, fundamental and manipulative skills, sport-specific skills, tumbling skills, dance skills, and cooperative and team building skills. In addition, all students will participate in a variety of activities designed to promote physical fitness and the learning of fitness, health and wellness concepts. Students in grades 4-6 will be formally assessed in the health-related physical fitness components. Technological tools will be used in various ways to promote learning and understanding in elementary physical education.
| | Grade 06 | | | Physical Education 6 | | The elementary physical education course is designed to be a systematic program of sequential learning experiences and developmentally appropriate activities designed to impact the psychomotor, cognitive and affective learning domains, all of which will enhance student's knowledge, skills and attitudes necessary for healthy, active living and overall health and wellness, now and in the future. Students in elementary physical education in the St. Joseph School District will participate in a variety of activities designed to develop competence in locomotor and non-locomotor skills, fundamental and manipulative skills, sport-specific skills, tumbling skills, dance skills, and cooperative and team building skills. In addition, all students will participate in a variety of activities designed to promote physical fitness and the learning of fitness, health and wellness concepts. Students in grades 4-6 will be formally assessed in the health-related physical fitness components. Technological tools will be used in various ways to promote learning and understanding in elementary physical education. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
Elem - Science
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | Science K | | Elementary science is firmly embedded in the idea that science must be taught in a hands-on/minds-on format. Just as science cannot be taught by only reading, neither can it be taught by only doing. There must be a connection between the two. This curriculum engages students in both by using the Inquiry Method, the 5-E Learning Cycle, and Technology. Students construct an understanding of science concepts through conducting their own investigations, using inquiry and interacting with technology. Students exercise logical thinking and decision-making skills appropriate to their age level. Teachers guide the lessons using the five components of the Learning cycle: Engage, Explore, Explain, Elaborate, and Evaluate.
There is an ongoing loop where questions lead to answers and then to more questions. Both a predetermined lesson design and the inquiry process drive elementary science instruction in the Saint Joseph School District to foster a deeper understanding of science concepts for our students. Our curriculum creates depth and breadth that keep students and learning at the core.
Eight strands taught throughout the elementary grades are:
• Matter and Energy K,1,2,3,4,6
• Force and Motion K,1,2,4,5
• Living Organisms K,1,3,5
• Ecology K,4,6
• Earth Systems K,1,2,3,4,5,6
• Universe K,3,5
• Processes of Scientific Inquiry K,1,2,3,4,5,6
• Impact of Science, Technology and Human Activity K,1,2,3,4,5,6
| | Grade 01 | | | Science 1 | | Elementary science is firmly embedded in the idea that science must be taught in a hands-on/minds-on format. Just as science cannot be taught by only reading, neither can it be taught by only doing. There must be a connection between the two. This curriculum engages students in both by using the Inquiry Method, the 5-E Learning Cycle, and Technology. Students construct an understanding of science concepts through conducting their own investigations, using inquiry and interacting with technology. Students exercise logical thinking and decision-making skills appropriate to their age level. Teachers guide the lessons using the five components of the Learning cycle: Engage, Explore, Explain, Elaborate, and Evaluate.
There is an ongoing loop where questions lead to answers and then to more questions. Both a predetermined lesson design and the inquiry process drive elementary science instruction in the Saint Joseph School District to foster a deeper understanding of science concepts for our students. Our curriculum creates depth and breadth that keep students and learning at the core.
Eight strands taught throughout the elementary grades are:
• Matter and Energy K,1,2,3,4,6
• Force and Motion K,1,2,4,5
• Living Organisms K,1,3,5
• Ecology K,4,6
• Earth Systems K,1,2,3,4,5,6
• Universe K,3,5
• Processes of Scientific Inquiry K,1,2,3,4,5,6
• Impact of Science, Technology and Human Activity K,1,2,3,4,5,6
| | Grade 02 | | | Science 2 | | Elementary science is firmly embedded in the idea that science must be taught in a hands-on/minds-on format. Just as science cannot be taught by only reading, neither can it be taught by only doing. There must be a connection between the two. This curriculum engages students in both by using the Inquiry Method, the 5-E Learning Cycle, and Technology. Students construct an understanding of science concepts through conducting their own investigations, using inquiry and interacting with technology. Students exercise logical thinking and decision-making skills appropriate to their age level. Teachers guide the lessons using the five components of the Learning cycle: Engage, Explore, Explain, Elaborate, and Evaluate.
There is an ongoing loop where questions lead to answers and then to more questions. Both a predetermined lesson design and the inquiry process drive elementary science instruction in the Saint Joseph School District to foster a deeper understanding of science concepts for our students. Our curriculum creates depth and breadth that keep students and learning at the core.
Eight strands taught throughout the elementary grades are:
• Matter and Energy K,1,2,3,4,6
• Force and Motion K,1,2,4,5
• Living Organisms K,1,3,5
• Ecology K,4,6
• Earth Systems K,1,2,3,4,5,6
• Universe K,3,5
• Processes of Scientific Inquiry K,1,2,3,4,5,6
• Impact of Science, Technology and Human Activity K,1,2,3,4,5,6
| | Grade 03 | | | Science 3 | | Elementary science is firmly embedded in the idea that science must be taught in a hands-on/minds-on format. Just as science cannot be taught by only reading, neither can it be taught by only doing. There must be a connection between the two. This curriculum engages students in both by using the Inquiry Method, the 5-E Learning Cycle, and Technology. Students construct an understanding of science concepts through conducting their own investigations, using inquiry and interacting with technology. Students exercise logical thinking and decision-making skills appropriate to their age level. Teachers guide the lessons using the five components of the Learning cycle: Engage, Explore, Explain, Elaborate, and Evaluate.
There is an ongoing loop where questions lead to answers and then to more questions. Both a predetermined lesson design and the inquiry process drive elementary science instruction in the Saint Joseph School District to foster a deeper understanding of science concepts for our students. Our curriculum creates depth and breadth that keep students and learning at the core.
Eight strands taught throughout the elementary grades are:
• Matter and Energy K,1,2,3,4,6
• Force and Motion K,1,2,4,5
• Living Organisms K,1,3,5
• Ecology K,4,6
• Earth Systems K,1,2,3,4,5,6
• Universe K,3,5
• Processes of Scientific Inquiry K,1,2,3,4,5,6
• Impact of Science, Technology and Human Activity K,1,2,3,4,5,6
| | Grade 04 | | | Science 4 | | Elementary science is firmly embedded in the idea that science must be taught in a hands-on/minds-on format. Just as science cannot be taught by only reading, neither can it be taught by only doing. There must be a connection between the two. This curriculum engages students in both by using the Inquiry Method, the 5-E Learning Cycle, and Technology. Students construct an understanding of science concepts through conducting their own investigations, using inquiry and interacting with technology. Students exercise logical thinking and decision-making skills appropriate to their age level. Teachers guide the lessons using the five components of the Learning cycle: Engage, Explore, Explain, Elaborate, and Evaluate.
There is an ongoing loop where questions lead to answers and then to more questions. Both a predetermined lesson design and the inquiry process drive elementary science instruction in the Saint Joseph School District to foster a deeper understanding of science concepts for our students. Our curriculum creates depth and breadth that keep students and learning at the core.
Eight strands taught throughout the elementary grades are:
• Matter and Energy K,1,2,3,4,6
• Force and Motion K,1,2,4,5
• Living Organisms K,1,3,5
• Ecology K,4,6
• Earth Systems K,1,2,3,4,5,6
• Universe K,3,5
• Processes of Scientific Inquiry K,1,2,3,4,5,6
• Impact of Science, Technology and Human Activity K,1,2,3,4,5,6
| | Grade 05 | | | Science 5 | | Elementary science is firmly embedded in the idea that science must be taught in a hands-on/minds-on format. Just as science cannot be taught by only reading, neither can it be taught by only doing. There must be a connection between the two. This curriculum engages students in both by using the Inquiry Method, the 5-E Learning Cycle, and Technology. Students construct an understanding of science concepts through conducting their own investigations, using inquiry and interacting with technology. Students exercise logical thinking and decision-making skills appropriate to their age level. Teachers guide the lessons using the five components of the Learning cycle: Engage, Explore, Explain, Elaborate, and Evaluate.
There is an ongoing loop where questions lead to answers and then to more questions. Both a predetermined lesson design and the inquiry process drive elementary science instruction in the Saint Joseph School District to foster a deeper understanding of science concepts for our students. Our curriculum creates depth and breadth that keep students and learning at the core.
Eight strands taught throughout the elementary grades are:
• Matter and Energy K,1,2,3,4,6
• Force and Motion K,1,2,4,5
• Living Organisms K,1,3,5
• Ecology K,4,6
• Earth Systems K,1,2,3,4,5,6
• Universe K,3,5
• Processes of Scientific Inquiry K,1,2,3,4,5,6
• Impact of Science, Technology and Human Activity K,1,2,3,4,5,6
| | Grade 06 | | | Science 6 | | Elementary science is firmly embedded in the idea that science must be taught in a hands-on/minds-on format. Just as science cannot be taught by only reading, neither can it be taught by only doing. There must be a connection between the two. This curriculum engages students in both by using the Inquiry Method, the 5-E Learning Cycle, and Technology. Students construct an understanding of science concepts through conducting their own investigations, using inquiry and interacting with technology. Students exercise logical thinking and decision-making skills appropriate to their age level. Teachers guide the lessons using the five components of the Learning cycle: Engage, Explore, Explain, Elaborate, and Evaluate.
There is an ongoing loop where questions lead to answers and then to more questions. Both a predetermined lesson design and the inquiry process drive elementary science instruction in the Saint Joseph School District to foster a deeper understanding of science concepts for our students. Our curriculum creates depth and breadth that keep students and learning at the core.
Eight strands taught throughout the elementary grades are:
• Matter and Energy K,1,2,3,4,6
• Force and Motion K,1,2,4,5
• Living Organisms K,1,3,5
• Ecology K,4,6
• Earth Systems K,1,2,3,4,5,6
• Universe K,3,5
• Processes of Scientific Inquiry K,1,2,3,4,5,6
• Impact of Science, Technology and Human Activity K,1,2,3,4,5,6
| | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
Elem - Social Studies
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | Social Studies K | | In Social Studies, the students kindergarten through sixth grade, using the tools of social science inquiry will apply the principles expressed in the documents shaping constitutional democracy in the United States; economic concepts and principles; and the major elements of geographical study and analysis and their relationships to change in society and environment. The students will also explore the relationships of the individual and groups to institutions and cultural traditions as well as the continuity and change in the history of Missouri, the United States and the world. | | Grade 01 | | | Social Studies 1 | | In Social Studies, the students kindergarten through sixth grade, using the tools of social science inquiry will apply the principles expressed in the documents shaping constitutional democracy in the United States; the principles and processes of governance systems; economic concepts and principles; and the major elements of geographical study and analysis and their relationships to changes in society and environment. The students will also explore the relationships of the individual and groups to institutions and cultural traditions as well as the continuity and change in the history of Missouri, the United States and the world. | | Grade 02 | | | Social Studies 2 | | In Social Studies, the students kindergarten through sixth grade, using the tools of social science inquiry will apply the principles expressed in the documents shaping constitutional democracy in the United States; the principles and processes of governance systems; economic concepts and principles; and the major elements of geographical study and analysis and their relationships to changes in society and environment. The students will also explore the relationships of the individual and groups to institutions and cultural traditions as well as the continuity and change in the history of Missouri, the United States and the world. | | Grade 03 | | | Social Studies 3 | | In Social Studies, the students kindergarten through sixth grade, using the tools of social science inquiry will apply the principles expressed in the documents shaping constitutional democracy in the United States; the principles and processes of governance systems; economic concepts and principles; and the major elements of geographical study and analysis and their relationships to changes in society and environment. The students will also explore the relationships of the individual and groups to institutions and cultural traditions as well as the continuity and change in the history of Missouri, the United States and the world. | | Grade 04 | | | Social Studies 4 | | In Social Studies, the students kindergarten through sixth grade, using the tools of social science inquiry will apply the principles expressed in the documents shaping constitutional democracy in the United States; the principles and processes of governance systems; economic concepts and principles; and the major elements of geographical study and analysis and their relationships to changes in society and environment. The students will also explore the relationships of the individual and groups to institutions and cultural traditions as well as the continuity and change in the history of Missouri, the United States and the world. | | Grade 05 | | | Social Studies 5 | | In Social Studies, the students kindergarten through sixth grade, using the tools of social science inquiry will apply the principles expressed in the documents shaping constitutional democracy in the United States; the principles and processes of governance systems; economic concepts and principles; and the major elements of geographical study and analysis and their relationships to changes in society and environment. The students will also explore the relationships of the individual and groups to institutions and cultural traditions as well as the continuity and change in the history of Missouri, the United States and the world. | | Grade 06 | | | Social Studies 6 | | In Social Studies, the students kindergarten through sixth grade, using the tools of social science inquiry will apply the principles expressed in the documents shaping constitutional democracy in the United States; the principles and processes of governance systems; economic concepts and principles; and the major elements of geographical study and analysis and their relationships to changes in society and environment. The students will also explore the relationships of the individual and groups to institutions and cultural traditions as well as the continuity and change in the history of Missouri, the United States and the world. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
Elem - Visual Arts
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | Visual Art - K | | K-6 Visual Arts classes enable students to explore the many areas of the visual arts. Students will explore “Art as Communication” through: Subject Matter and Theme; Historical and Cultural Contexts; Using Knowledge of Structures and Functions; Understanding and Applying Media Techniques and Processes; and Evaluating merits of Personal and shared artwork. Using these techniques focused on higher level thinking skills will give elementary age students a solid foundation of art techniques and processes and will foster a life long appreciation for art. | | Grade 01 | | | Visual Art - 1 | | K-6 Visual Arts classes enable students to explore the many areas of the visual arts. Students will explore “Art as Communication” through: Subject Matter and Theme; Historical and Cultural Contexts; Using Knowledge of Structures and Functions; Understanding and Applying Media Techniques and Processes; and Evaluating merits of Personal and shared artwork. Using these techniques focused on higher level thinking skills will give elementary age students a solid foundation of art techniques and processes and will foster a life long appreciation for art. | | Grade 02 | | | Visual Art - 2 | | K-6 Visual Arts classes enable students to explore the many areas of the visual arts. Students will explore “Art as Communication” through: Subject Matter and Theme; Historical and Cultural Contexts; Using Knowledge of Structures and Functions; Understanding and Applying Media Techniques and Processes; and Evaluating merits of Personal and shared artwork. Using these techniques focused on higher level thinking skills will give elementary age students a solid foundation of art techniques and processes and will foster a life long appreciation for art. | | Grade 03 | | | Visual Art -3 | | K-6 Visual Arts classes enable students to explore the many areas of the visual arts. Students will explore “Art as Communication” through: Subject Matter and Theme; Historical and Cultural Contexts; Using Knowledge of Structures and Functions; Understanding and Applying Media Techniques and Processes; and Evaluating merits of Personal and shared artwork. Using these techniques focused on higher level thinking skills will give elementary age students a solid foundation of art techniques and processes and will foster a life long appreciation for art. | | Grade 04 | | | Visual Art - 4 | | K-6 Visual Arts classes enable students to explore the many areas of the visual arts. Students will explore “Art as Communication” through: Subject Matter and Theme; Historical and Cultural Contexts; Using Knowledge of Structures and Functions; Understanding and Applying Media Techniques and Processes; and Evaluating merits of Personal and shared artwork. Using these techniques focused on higher level thinking skills will give elementary age students a solid foundation of art techniques and processes and will foster a life long appreciation for art. | | Grade 05 | | | Visual Art -5 | | K-6 Visual Arts classes enable students to explore the many areas of the visual arts. Students will explore “Art as Communication” through: Subject Matter and Theme; Historical and Cultural Contexts; Using Knowledge of Structures and Functions; Understanding and Applying Media Techniques and Processes; and Evaluating merits of Personal and shared artwork. Using these techniques focused on higher level thinking skills will give elementary age students a solid foundation of art techniques and processes and will foster a life long appreciation for art. | | Grade 06 | | | Visual Art - 6 | | K-6 Visual Arts classes enable students to explore the many areas of the visual arts. Students will explore “Art as Communication” through: Subject Matter and Theme; Historical and Cultural Contexts; Using Knowledge of Structures and Functions; Understanding and Applying Media Techniques and Processes; and Evaluating merits of Personal and shared artwork. Using these techniques focused on higher level thinking skills will give elementary age students a solid foundation of art techniques and processes and will foster a life long appreciation for art. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
HS - ACT Prep
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | ACT Prep | | The ACT assessment is based on the belief that school achievement is not just what students know in a subject area but how well they can apply knowledge to new situations. Most of the ACT questions emphasize application of the knowledge itself. The ACT Assessment represents a singular intellectual challenge. A background of strong academic courses combined with a worthwhile review will enable students to meet this challenge successfully.
This course will provide the student with a review of the skills in reading, mathematics, English, and science that ACT has specifically identified as expectations. The course will help students apply this knowledge to new situations and will also provide students with various strategies to use in preparation for the ACT Assessment.
It is recommended that a student be enrolled in or has completed language arts 9, algebra 2, and has completed two years of science and two years of social studies.
Note to the Instructor
This course should be individualized to meet the student’s needs. The expectations listed in this guide cannot all be addressed in one semester or one year. They represent a culmination of the skills a student should have obtained during their educational career.
It is suggested that you use an ACT pre-test to identify which expectations the student has mastered and which expectations still need further work. The course should then be geared to helping students improve their understanding of the expectations.
Another important aspect of this course is to provide the student with various strategies to use during the test. The ultimate goal of this course is to help each student improve his or her ACT score.
Short Course Description
The purpose of this course is to provide students with a review of the skills in reading, mathematics, English, and science that ACT has specifically identified as expectations. The course will help students apply knowledge to new situations. An important aspect of this course is to provide the student with various strategies to use during the test. The ultimate goal of this course is to help each student improve his or her ACT score. It is recommended that a student be enrolled in or have completed CA 10 and Algebra 2 and have completed two years of science and two years of social studies.
| | Grade 12 | | | ACT Prep | | The ACT assessment is based on the belief that school achievement is not just what students know in a subject area but how well they can apply knowledge to new situations. Most of the ACT questions emphasize application of the knowledge itself. The ACT Assessment represents a singular intellectual challenge. A background of strong academic courses combined with a worthwhile review will enable students to meet this challenge successfully.
This course will provide the student with a review of the skills in reading, mathematics, English, and science that ACT has specifically identified as expectations. The course will help students apply this knowledge to new situations and will also provide students with various strategies to use in preparation for the ACT Assessment.
It is recommended that a student be enrolled in or has completed language arts 9, algebra 2, and has completed two years of science and two years of social studies.
Note to the Instructor
This course should be individualized to meet the student’s needs. The expectations listed in this guide cannot all be addressed in one semester or one year. They represent a culmination of the skills a student should have obtained during their educational career.
It is suggested that you use an ACT pre-test to identify which expectations the student has mastered and which expectations still need further work. The course should then be geared to helping students improve their understanding of the expectations.
Another important aspect of this course is to provide the student with various strategies to use during the test. The ultimate goal of this course is to help each student improve his or her ACT score.
Short Course Description
The purpose of this course is to provide students with a review of the skills in reading, mathematics, English, and science that ACT has specifically identified as expectations. The course will help students apply knowledge to new situations. An important aspect of this course is to provide the student with various strategies to use during the test. The ultimate goal of this course is to help each student improve his or her ACT score. It is recommended that a student be enrolled in or have completed CA 10 and Algebra 2 and have completed two years of science and two years of social studies.
|
HS - Business and Marketing
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | Career Pathways | | Computer Applications II | | Computer Applications II is a semester course that offers advanced-level training for students in word processing, presentation, spreadsheet, and database software applications. Students will also demonstrate Internet research skills. Workplace projects will help develop critical thinking skills. | | Computer Programing | | Computer Technology Application (5045) | | A full-year course for students who are interested in building speed and accuracy on the computer keyboard. The student will work on improving speed and accuracy when keyboarding, as well as formatting and integrating word processing documents with other programs.
| | Digital Communications | | E-Business | | Introduction to Business (5000) | | A full year course designed to increase knowledge of the American business, industry and government. This course will help the student manage personal and business affairs including using checking and savings accounts, credt cards, and various kinds of insurance. This course includes a unit on career education. | | Marketing Internship I | | Web Design | | Grade 10 | | | Accounting I | | Accounting I is a full year course that introduces basic accounting principles necessary for a business and an individual. Activities include the accounting equation, the accounting cycle, entering transactions in journals, posting to ledger, end-or-period statements and reports, payroll systems, banking activities, taxes, etc. Students who are interested in business related fields such as accounting, management, economics, or marketing, as well as law or computer science, should take this course. | | Career Pathways | | Computer Applications II | | Computer Applications II is a semester course that offers advanced-level training for students in word processing, presentation, spreadsheet, and database software applications. Students will also demonstrate Internet research skills. Workplace projects will help develop critical thinking skills. | | Computer Programing | | Computer Technology Application (5045) | | A full-year course for students who are interested in building speed and accuracy on the computer keyboard. The student will work on improving speed and accuracy when keyboarding, as well as formatting and integrating word processing documents with other programs.
| | Digital Communications | | E-Business | | Introduction to Business (5000) | | A full year course designed to increase knowledge of the American business, industry and government. This course will help the student manage personal and business affairs including using checking and savings accounts, credt cards, and various kinds of insurance. This course includes a unit on career education. | | Marketing Internship I | | Marketing Internship II | | Web Design | | Grade 11 | | | *Accounting II / Financial Management | | Accounting II is a full year course that expands upon basic accounting principles and introduces departmental, corporate, cost and managerial accounting concepts. Students who are interested in majoring in any business field or interested in office occupations should take this course. | | Accounting I | | Accounting I is a full year course that introduces basic accounting principles necessary for a business and an individual. Activities include the accounting equation, the accounting cycle, entering transactions in journals, posting to ledger, end-or-period statements and reports, payroll systems, banking activities, taxes, etc. Students who are interested in business related fields such as accounting, management, economics, or marketing, as well as law or computer science, should take this course. | | Business Economics | | This course is designed to help students understand economic concepts necessary for their participation in a capitalist system as wage earners, business owners, producers, and investors. Basic economic concepts like supply and demand, competition, growth, and stability are emphasized. Topics include the government’s role in the economy, the sharing of economic risks, and the effect of inflation and monetary policies on national and international economics. | | Business Law | | Computer Applications II | | Computer Applications II is a semester course that offers advanced-level training for students in word processing, presentation, spreadsheet, and database software applications. Students will also demonstrate Internet research skills. Workplace projects will help develop critical thinking skills. | | Computer Programing | | Computer Technology Application (5045) | | A full-year course for students who are interested in building speed and accuracy on the computer keyboard. The student will work on improving speed and accuracy when keyboarding, as well as formatting and integrating word processing documents with other programs.
| | Digital Communications | | E-Business | | IB Economics HL* - Year 1 | | This two year course is designed to help students understand economic concepts necessary for their participation in a capitalist system as wage earners, business owners, producers, and investors. Basic economic concepts like supply and demand, competition, growth, and stability are emphasized. Topics include the government’s role in the economy, the sharing of economic risks, and the effect of inflation and monetary policies on national and international economics.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a portfolio of four commentaries. The first external assessment is Paper 1 consisting of extended-response question based on all five sections of the syllabus. Paper 2 is three short-answer questions based on all five sections of the syllabus. Paper 3 is three structured data-response questions based on all five sections of the syllabus.
| | IB Economics SL* | | This one year course is designed to help students understand economic concepts necessary for their participation in a capitalist system as wage earners, business owners, producers, and investors. Basic economic concepts like supply and demand, competition, growth, and stability are emphasized. Topics include the government’s role in the economy, the sharing of economic risks, and the effect of inflation and monetary policies on national and international economics.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a portfolio of four commentaries. The first external assessment is Paper 1 consisting of extended-response question based on all five sections of the syllabus. Paper 2 is three short-answer questions based on all five sections of the syllabus.
| | IB Information Technology in a Global Society (ITGS) SL* | | This one year course offers students the chance to expand their technology interests. The widespread use of technology raises questions about social and ethical issues that shape the world today. The goal of the course is for students to acquire a working knowledge of computers, computer programs and evaluate the social impact of technology on individuals and society considering the ethical issues raised by this impact in both advantages and disadvantages.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a project that requires an IT solution to a problem set in a social context. Students must produce: a product developed through the integration of IT skills; a written report (2,000–2,500 words); and a log book. The external assessments are Paper 1 four compulsory short-answer questions that assess in an integrated way social and ethical issues and IT systems in a social context and Paper 2 is divided into two parts. Part A: one compulsory question on business and employment. Part B: answer two questions, each one on a different area of impact.
| | Marketing I (9673) | | Marketing I is a full-year, cooperative vocational education course that includes instruction in the four foundations (Business, Management, and Entrepreneurship; Communication and Interpersonal Skills; Economics; Professional Development) and the seven functions (Distribution, Financing, Marketing-Information Management, Pricing, Product/Service Management, Promotion and Selling) of marketing.
Students enrolled in ME courses are encouraged (but not required) to have/seek employment of which they may receive additional programs that help to apply the in-class knowledge to the on-the-job training. | | Marketing Internship I | | Marketing Internship II | | Personal Finance (5160) | | The student will learn procedures of economics, advertising, credit, budgeting, and insurance. The course presents a realistic and practical approach to money management, and it provides related experiences necessary for becoming a capable employee and an efficient consumer. | | Web Design | | Grade 12 | | | *Accounting II / Financial Management | | Accounting II is a full year course that expands upon basic accounting principles and introduces departmental, corporate, cost and managerial accounting concepts. Students who are interested in majoring in any business field or interested in office occupations should take this course. | | *International Business & Marketing | | Accounting I | | Accounting I is a full year course that introduces basic accounting principles necessary for a business and an individual. Activities include the accounting equation, the accounting cycle, entering transactions in journals, posting to ledger, end-or-period statements and reports, payroll systems, banking activities, taxes, etc. Students who are interested in business related fields such as accounting, management, economics, or marketing, as well as law or computer science, should take this course. | | Business Economics | | This course is designed to help students understand economic concepts necessary for their participation in a capitalist system as wage earners, business owners, producers, and investors. Basic economic concepts like supply and demand, competition, growth, and stability are emphasized. Topics include the government’s role in the economy, the sharing of economic risks, and the effect of inflation and monetary policies on national and international economics. | | Business Law | | Cadet Training | | This course is designed to allow students to explore career opportunities with actual work site experience (unpaid). Students will be required to complete a portfolio which will include a resume, letter of application, readings from professional journals, visual presentations, essay covering issues of the career, a list of activities completed and journal writings. | | Computer Applications II | | Computer Applications II is a semester course that offers advanced-level training for students in word processing, presentation, spreadsheet, and database software applications. Students will also demonstrate Internet research skills. Workplace projects will help develop critical thinking skills. | | Computer Programing | | Computer Technology Application (5045) | | A full-year course for students who are interested in building speed and accuracy on the computer keyboard. The student will work on improving speed and accuracy when keyboarding, as well as formatting and integrating word processing documents with other programs.
| | Digital Communications | | E-Business | | IB Economics HL* - Year 2 | | This two year course is designed to help students understand economic concepts necessary for their participation in a capitalist system as wage earners, business owners, producers, and investors. Basic economic concepts like supply and demand, competition, growth, and stability are emphasized. Topics include the government’s role in the economy, the sharing of economic risks, and the effect of inflation and monetary policies on national and international economics.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a portfolio of four commentaries. The first external assessment is Paper 1 consisting of extended-response question based on all five sections of the syllabus. Paper 2 is three short-answer questions based on all five sections of the syllabus. Paper 3 is three structured data-response questions based on all five sections of the syllabus.
| | IB Economics SL* | | This one year course is designed to help students understand economic concepts necessary for their participation in a capitalist system as wage earners, business owners, producers, and investors. Basic economic concepts like supply and demand, competition, growth, and stability are emphasized. Topics include the government’s role in the economy, the sharing of economic risks, and the effect of inflation and monetary policies on national and international economics.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a portfolio of four commentaries. The first external assessment is Paper 1 consisting of extended-response question based on all five sections of the syllabus. Paper 2 is three short-answer questions based on all five sections of the syllabus.
| | IB Information Technology in a Global Society (ITGS) SL* | | This one year course offers students the chance to expand their technology interests. The widespread use of technology raises questions about social and ethical issues that shape the world today. The goal of the course is for students to acquire a working knowledge of computers, computer programs and evaluate the social impact of technology on individuals and society considering the ethical issues raised by this impact in both advantages and disadvantages.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a project that requires an IT solution to a problem set in a social context. Students must produce: a product developed through the integration of IT skills; a written report (2,000–2,500 words); and a log book. The external assessments are Paper 1 four compulsory short-answer questions that assess in an integrated way social and ethical issues and IT systems in a social context and Paper 2 is divided into two parts. Part A: one compulsory question on business and employment. Part B: answer two questions, each one on a different area of impact.
| | Marketing I (9673) | | Marketing I is a full-year, cooperative vocational education course that includes instruction in the four foundations (Business, Management, and Entrepreneurship; Communication and Interpersonal Skills; Economics; Professional Development) and the seven functions (Distribution, Financing, Marketing-Information Management, Pricing, Product/Service Management, Promotion and Selling) of marketing.
Students enrolled in ME courses are encouraged (but not required) to have/seek employment of which they may receive additional programs that help to apply the in-class knowledge to the on-the-job training. | | Marketing II (9677) | | The Purpose of the Marketing Course is to reinforce and extend the study of marketing processes, procedures, strategies, and tactics acquired in Marketing I. as a final marketing course, Marketing II is designed to allow time for classroom projects.
The Marketing II course enables students to understand the dynamic discipline of marketing as it is practiced in small business. Students are given the opportunity to practice the use of technological business tools in performing marketing activities. The course integrates academic skills such as writing, reading, communication, mathematics and research.
| | Marketing Internship I | | Marketing Internship II | | Personal Finance (5160) | | The student will learn procedures of economics, advertising, credit, budgeting, and insurance. The course presents a realistic and practical approach to money management, and it provides related experiences necessary for becoming a capable employee and an efficient consumer. | | Web Design |
HS - Communication Arts
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | CA A | | Communication Arts 9 | | Grade 10 | | | CA B | | Communicaton Arts 10 | | Journalism I | | Journalism I provides students opportunities to examine and deal with the era in which they live and record and interpret it for their readers. In their work students are expected to adhere to high standards of fairness, objectivity, and sensitivity to privacy and community mores.
The study of Journalism I covers the core of knowledge basic to newspaper production. The introduction to the principles of journalistic writing, photography, design and ethics, offers students an opportunity to explore journalism as a career possibility. Journalism I provides students with the opportunity to demonstrate their ability to use computers as tools for producing publications and introduces them to business management aspects of producing publications.
The course also introduces students to the responsibilities of the print media in a free society and provides a basic understanding of how a free press functions as an element of our democratic society. | | School Publications I | | School Publications I allows students to examine, record, and interpret their era for their readers and future generations. In their work students are expected to adhere to high standards of fairness, objectivity, and sensitivity to privacy and community mores.
The study of School Publications I covers that core of knowledge basic to producing a school yearbook. The introduction of the students to the principles of writing, ethics, layout design, and photography skills offers a student an opportunity to explore journalism as a possible career.
This course also introduces students to the responsibilities of the print media in a free society and provides a basic understanding of how a free press functions as an element of our democratic society.
| | Grade 11 | | | CA C | | Communication Arts 11 | | Communication Arts 11 AP: Language and Composition | | IB Theory of Knowledge I (TOK)* | | This one year course is the capstone of the IB curriculum, helping students reflect critically on their academic experiences inside and outside the traditional classroom, gain an appreciation for the problems of knowledge and the diverse ways of knowing, evaluate the experiences of knowledge, and develop personal thoughts based on the examination of evidentiary proof and argument. The fundamental purpose of this course is advance students’ ideas on the role of knowledge in a global society to help them grow and become aware of themselves as thinkers. Students will synthesize the approaches to understanding gained over the course of IB study, focus on analytical and critical thought processes and to raise questions about the epistemological validity of knowledge to seek how a learner learns and, ultimately, knows. Students will explore the origins and limitations of what they have learned in other IB courses, combining literature, history, science, mathematics, fine arts, psychology, and philosophy, among other areas.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a presentation 10 minutes in length focusing on a real life situation and the student’s knowledge. The external assessment is to write a Prescribed Title Essay of 1,200-1,600 words. Successful completion of this course is required to receive the IB Diploma. Enrollment is limited to students who are IB Diploma Candidates.
| | IB World Literature HL* - Year 1 | | This two-year course allows students to explore the complexities of humanity, and how we are formed through our conceptions, interpretations, and experiences of the world. The fundamental purpose of this course is for students to study world literature. In addition, this is a writing course encouraging independent, original, critical, and clear thinking. The course is designed to provide students with extensive experience and training in the study, interpretation and analysis of cross-cultural works from Africa, Asia, the Caribbean, France, Chile, and Italy developing tolerance, empathy, a respect for other perspectives, and an appreciation for the life experiences that are common to all humanity. Students will read and discuss concepts, issues, and life philosophies that may be different from their own. Works are chosen from IB’s Book List and cannot be substituted.
To receive IB recognition, students must pass the IB internal and external exams for the course. The oral commentary and presentation are the internal assessments. The external assessments are a written analytical essay; Paper 1, a written commentary; and Paper 2, a genre essay.
| | Journalism I | | Journalism I provides students opportunities to examine and deal with the era in which they live and record and interpret it for their readers. In their work students are expected to adhere to high standards of fairness, objectivity, and sensitivity to privacy and community mores.
The study of Journalism I covers the core of knowledge basic to newspaper production. The introduction to the principles of journalistic writing, photography, design and ethics, offers students an opportunity to explore journalism as a career possibility. Journalism I provides students with the opportunity to demonstrate their ability to use computers as tools for producing publications and introduces them to business management aspects of producing publications.
The course also introduces students to the responsibilities of the print media in a free society and provides a basic understanding of how a free press functions as an element of our democratic society. | | Journalism II | | The study of Journalism II allows students to practice the basic journalism skills they learned in Journalism I while producing regular issues of the school newspaper. The application of the principles of journalistic writing, newspaper design, photojournalism, marketing advertising, and ethics offers students the opportunity to explore journalism as a career possibility and to understand how a free press functions as an element of our democratic society.
This course is designed to provide opportunities for students to practice a variety of journalistic writing, including news and sports stories, features, and editorials as well as headlines and captions. They use design principles they've learned to create and select photographs and to create newspaper pages. The curriculum provides students with further opportunity to demonstrate their ability to use computers, various software programs and other technology as tools for producing publications. In addition, students learn the business management aspects of producing a publication. | | Journalism III* | | This is a capstone course, the culmination of a student's scholastic newspaper career. This course includes the same objectives as the Journalism II curriculum, but calls for a greater degree of mastery of those and places significant leadership responsibility on the experienced students taking it. Students in this course are required to submit multiple samples of their journalistic work to various competitions for critique. The substantial rigor and responsibility expected of students in Journalism III cause the course to be worthy of the honors designation. | | School Publications I | | School Publications I allows students to examine, record, and interpret their era for their readers and future generations. In their work students are expected to adhere to high standards of fairness, objectivity, and sensitivity to privacy and community mores.
The study of School Publications I covers that core of knowledge basic to producing a school yearbook. The introduction of the students to the principles of writing, ethics, layout design, and photography skills offers a student an opportunity to explore journalism as a possible career.
This course also introduces students to the responsibilities of the print media in a free society and provides a basic understanding of how a free press functions as an element of our democratic society.
| | School Publications II* | | The study of School Publications II allows students to practice the basic skills they learned in School Publications I while learning peer editing, mentoring, and increasing responsibility for the publication and production of the yearbook.
School Publications II provides students with the opportunity to demonstrate and learn leadership skills through mentoring and acquiring business skills. Students will also explore journalism as a career possibility and understand how a free press functions as an element of our democratic society.
| | Grade 12 | | | Communication Arts 12 | | Communication Arts 12 AP: Literature and Composition | | Communication Arts 12 Dual Credit | | IB Theory of Knowledge II (TOK)* | | This one year course is the capstone of the IB curriculum, helping students reflect critically on their academic experiences inside and outside the traditional classroom, gain an appreciation for the problems of knowledge and the diverse ways of knowing, evaluate the experiences of knowledge, and develop personal thoughts based on the examination of evidentiary proof and argument. The fundamental purpose of this course is advance students’ ideas on the role of knowledge in a global society to help them grow and become aware of themselves as thinkers. Students will synthesize the approaches to understanding gained over the course of IB study, focus on analytical and critical thought processes and to raise questions about the epistemological validity of knowledge to seek how a learner learns and, ultimately, knows. Students will explore the origins and limitations of what they have learned in other IB courses, combining literature, history, science, mathematics, fine arts, psychology, and philosophy, among other areas.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a presentation 10 minutes in length focusing on a real life situation and the student’s knowledge. The external assessment is to write a Prescribed Title Essay of 1,200-1,600 words. Successful completion of this course is required to receive the IB Diploma. Enrollment is limited to students who are IB Diploma Candidates.
| | IB World Literature HL* - Year 2 | | This two-year course allows students to explore the complexities of humanity, and how we are formed through our conceptions, interpretations, and experiences of the world. The fundamental purpose of this course is for students to study world literature. In addition, this is a writing course encouraging independent, original, critical, and clear thinking. The course is designed to provide students with extensive experience and training in the study, interpretation and analysis of cross-cultural works from Africa, Asia, the Caribbean, France, Chile, and Italy developing tolerance, empathy, a respect for other perspectives, and an appreciation for the life experiences that are common to all humanity. Students will read and discuss concepts, issues, and life philosophies that may be different from their own. Works are chosen from IB’s Book List and cannot be substituted.
To receive IB recognition, students must pass the IB internal and external exams for the course. The oral commentary and presentation are the internal assessments. The external assessments are a written analytical essay; Paper 1, a written commentary; and Paper 2, a genre essay.
| | Journalism I | | Journalism I provides students opportunities to examine and deal with the era in which they live and record and interpret it for their readers. In their work students are expected to adhere to high standards of fairness, objectivity, and sensitivity to privacy and community mores.
The study of Journalism I covers the core of knowledge basic to newspaper production. The introduction to the principles of journalistic writing, photography, design and ethics, offers students an opportunity to explore journalism as a career possibility. Journalism I provides students with the opportunity to demonstrate their ability to use computers as tools for producing publications and introduces them to business management aspects of producing publications.
The course also introduces students to the responsibilities of the print media in a free society and provides a basic understanding of how a free press functions as an element of our democratic society. | | Journalism II | | The study of Journalism II allows students to practice the basic journalism skills they learned in Journalism I while producing regular issues of the school newspaper. The application of the principles of journalistic writing, newspaper design, photojournalism, marketing advertising, and ethics offers students the opportunity to explore journalism as a career possibility and to understand how a free press functions as an element of our democratic society.
This course is designed to provide opportunities for students to practice a variety of journalistic writing, including news and sports stories, features, and editorials as well as headlines and captions. They use design principles they've learned to create and select photographs and to create newspaper pages. The curriculum provides students with further opportunity to demonstrate their ability to use computers, various software programs and other technology as tools for producing publications. In addition, students learn the business management aspects of producing a publication. | | Journalism III* | | This is a capstone course, the culmination of a student's scholastic newspaper career. This course includes the same objectives as the Journalism II curriculum, but calls for a greater degree of mastery of those and places significant leadership responsibility on the experienced students taking it. Students in this course are required to submit multiple samples of their journalistic work to various competitions for critique. The substantial rigor and responsibility expected of students in Journalism III cause the course to be worthy of the honors designation. | | School Publications I | | School Publications I allows students to examine, record, and interpret their era for their readers and future generations. In their work students are expected to adhere to high standards of fairness, objectivity, and sensitivity to privacy and community mores.
The study of School Publications I covers that core of knowledge basic to producing a school yearbook. The introduction of the students to the principles of writing, ethics, layout design, and photography skills offers a student an opportunity to explore journalism as a possible career.
This course also introduces students to the responsibilities of the print media in a free society and provides a basic understanding of how a free press functions as an element of our democratic society.
| | School Publications II* | | The study of School Publications II allows students to practice the basic skills they learned in School Publications I while learning peer editing, mentoring, and increasing responsibility for the publication and production of the yearbook.
School Publications II provides students with the opportunity to demonstrate and learn leadership skills through mentoring and acquiring business skills. Students will also explore journalism as a career possibility and understand how a free press functions as an element of our democratic society.
|
HS - FACS
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | Career & Family Leadership | | Career and Family Leadership is a comprehensive semester course that introduces the general study of Family and Consumer Sciences. Students will explore how individuals develop and function in family, work and community settings. FCCLA (Family Career and Community Leaders of America) is a career and technical student organization for students enrolled in Family and Consumer Sciences. FCCLA gives students the opportunity to work on career and leadership skills. | | Child Development and Parenting I | | Child Development I is a semester course covering prenatal care, birth, and development through the first year. | | Consumerism | | Consumerism is a semester course designed to prepare individuals with an essential knowledge and skills to enable a person to make informed decisions about real world financial issues. Students learn how choices they make influence occupational options and future earning potential. Students learn to apply decision-making skills to evaluate career choices and set personal goals for future education and preparing for life in the years ahead. The course is designed to help the student make wise spending, saving, and credit decisions and to make effective use of income to achieve personal financial success.
| | Family Foods | | Family Foods and Nutrition is a semester course in nutrition and food preparation. It covers the significance of food, food science and technology, making wise nutritional choices, the demonstration of sanitation, safety and cooperation in the lab setting while, planning, preparing and serving foods, and provides goal setting opportunities related to the food industry. | | Family Living (5840) | | An instructional course that prepares individuals to understand the nature, function and significance of human relationships with family/individuals. Units include instruction in the concepts and principles related to various family living conditions. The units include the establishement and maintenance of relationships, mate selection, common characteristics of a strong family, changing women's role and how that impacts the family. | | Fashion & Fabric I | | This semester course is designed to prepare individuals to understand the social, psychological, and physiological aspects of clothing and textiles. Selection, constructions and care of clothing and textiles are included. Completion of a minimum of two projects are required. Students must purchase their own materials. | | Fashion & Fabric II | | This is a course designed for the advanced student interested in more practical application skills. The course builds on previous knowledge acquired in Fashion and Fabrics I. | | Housing & Interior Design (5820) | | Housing and Interior Design is a course designed to help students be aware of the elements and principles of design in living environments by observing and investigating furniture and housing styles and researching careers in the housing industry. Upon completion of this course, students will be able to utilize the elements of design and make decisions for securing and maintaining a living environment. | | Prostart | | The two year Prostart program earns students the Prostart National Certificate of Achievement. This certificate puts students on the road to management in the restuarant and food service industry-the cornerstone of career and employment opportunities.
Hard work and dedication earn students this certificate. Students are required to take Prostart Year 1 & 2, successfully pass the exams and also complete a minimum of 400 hours of work in a restaurant or food service establishment. This blended approach allows students to apply classroom learnings to actual on-the-job situations.
Another benefit of achieving the Prostart National Certificate of Achievement is to gain college credit. Colleges across the country recognize the standard of excellence that the Prostart program provides and offers college credit as a reward for their dedication to the industry. | | World Foods | | World Foods and Nutrition is a course designed to prepare individuals to understand the principles of nutrition: the relationship of nutrition to health and wellness; the selection, preparation and care of food: meal management to meet individual and family food needs and patterns of living; food economics and ecology; optimal use of the food dollar; understanding and promoting nutritional knowledge; and application of related math and science skills. This knowledge will be related to a variety of cultures in Europe, Asia, Africa and the Americas so that individuals will be more culturally aware and be better prepared for a global society. | | Grade 10 | | | Career & Family Leadership | | Career and Family Leadership is a comprehensive semester course that introduces the general study of Family and Consumer Sciences. Students will explore how individuals develop and function in family, work and community settings. FCCLA (Family Career and Community Leaders of America) is a career and technical student organization for students enrolled in Family and Consumer Sciences. FCCLA gives students the opportunity to work on career and leadership skills. | | Child Adult Teen Development | | This course is designed as a year- long course in which students will study the physical, social, emotional and intellectual development of the preschooler to school-age child. A lab experience with school-age children will be a part of the course. Students will work in an elementary or preschool classroom in one-on-one and group settings. A "C" must be obtained in the classroom portion before students can participate in the lab experience. Child Development is recommended as a prerequisite. | | Child Development and Parenting I | | Child Development I is a semester course covering prenatal care, birth, and development through the first year. | | Child Development and Parenting II | | Child Development II is a semester course covering the physical, emotional, social and intellectual development of a child from one year to school age. A variety of activities provided for students will help develop parenting and child care skills. | | Consumerism | | Consumerism is a semester course designed to prepare individuals with an essential knowledge and skills to enable a person to make informed decisions about real world financial issues. Students learn how choices they make influence occupational options and future earning potential. Students learn to apply decision-making skills to evaluate career choices and set personal goals for future education and preparing for life in the years ahead. The course is designed to help the student make wise spending, saving, and credit decisions and to make effective use of income to achieve personal financial success.
| | Family Foods | | Family Foods and Nutrition is a semester course in nutrition and food preparation. It covers the significance of food, food science and technology, making wise nutritional choices, the demonstration of sanitation, safety and cooperation in the lab setting while, planning, preparing and serving foods, and provides goal setting opportunities related to the food industry. | | Family Living (5840) | | An instructional course that prepares individuals to understand the nature, function and significance of human relationships with family/individuals. Units include instruction in the concepts and principles related to various family living conditions. The units include the establishement and maintenance of relationships, mate selection, common characteristics of a strong family, changing women's role and how that impacts the family. | | Fashion & Fabric I | | This semester course is designed to prepare individuals to understand the social, psychological, and physiological aspects of clothing and textiles. Selection, constructions and care of clothing and textiles are included. Completion of a minimum of two projects are required. Students must purchase their own materials. | | Fashion & Fabric II | | This is a course designed for the advanced student interested in more practical application skills. The course builds on previous knowledge acquired in Fashion and Fabrics I. | | Housing & Interior Design (5820) | | Housing and Interior Design is a course designed to help students be aware of the elements and principles of design in living environments by observing and investigating furniture and housing styles and researching careers in the housing industry. Upon completion of this course, students will be able to utilize the elements of design and make decisions for securing and maintaining a living environment. | | Prostart | | The two year Prostart program earns students the Prostart National Certificate of Achievement. This certificate puts students on the road to management in the restuarant and food service industry-the cornerstone of career and employment opportunities.
Hard work and dedication earn students this certificate. Students are required to take Prostart Year 1 & 2, successfully pass the exams and also complete a minimum of 400 hours of work in a restaurant or food service establishment. This blended approach allows students to apply classroom learnings to actual on-the-job situations.
Another benefit of achieving the Prostart National Certificate of Achievement is to gain college credit. Colleges across the country recognize the standard of excellence that the Prostart program provides and offers college credit as a reward for their dedication to the industry. | | World Foods | | World Foods and Nutrition is a course designed to prepare individuals to understand the principles of nutrition: the relationship of nutrition to health and wellness; the selection, preparation and care of food: meal management to meet individual and family food needs and patterns of living; food economics and ecology; optimal use of the food dollar; understanding and promoting nutritional knowledge; and application of related math and science skills. This knowledge will be related to a variety of cultures in Europe, Asia, Africa and the Americas so that individuals will be more culturally aware and be better prepared for a global society. | | Grade 11 | | | Career & Family Leadership | | Career and Family Leadership is a comprehensive semester course that introduces the general study of Family and Consumer Sciences. Students will explore how individuals develop and function in family, work and community settings. FCCLA (Family Career and Community Leaders of America) is a career and technical student organization for students enrolled in Family and Consumer Sciences. FCCLA gives students the opportunity to work on career and leadership skills. | | Child Adult Teen Development | | This course is designed as a year- long course in which students will study the physical, social, emotional and intellectual development of the preschooler to school-age child. A lab experience with school-age children will be a part of the course. Students will work in an elementary or preschool classroom in one-on-one and group settings. A "C" must be obtained in the classroom portion before students can participate in the lab experience. Child Development is recommended as a prerequisite. | | Child Development and Parenting I | | Child Development I is a semester course covering prenatal care, birth, and development through the first year. | | Child Development and Parenting II | | Child Development II is a semester course covering the physical, emotional, social and intellectual development of a child from one year to school age. A variety of activities provided for students will help develop parenting and child care skills. | | Consumerism | | Consumerism is a semester course designed to prepare individuals with an essential knowledge and skills to enable a person to make informed decisions about real world financial issues. Students learn how choices they make influence occupational options and future earning potential. Students learn to apply decision-making skills to evaluate career choices and set personal goals for future education and preparing for life in the years ahead. The course is designed to help the student make wise spending, saving, and credit decisions and to make effective use of income to achieve personal financial success.
| | Family Foods | | Family Foods and Nutrition is a semester course in nutrition and food preparation. It covers the significance of food, food science and technology, making wise nutritional choices, the demonstration of sanitation, safety and cooperation in the lab setting while, planning, preparing and serving foods, and provides goal setting opportunities related to the food industry. | | Family Living (5840) | | An instructional course that prepares individuals to understand the nature, function and significance of human relationships with family/individuals. Units include instruction in the concepts and principles related to various family living conditions. The units include the establishement and maintenance of relationships, mate selection, common characteristics of a strong family, changing women's role and how that impacts the family. | | Fashion & Fabric I | | This semester course is designed to prepare individuals to understand the social, psychological, and physiological aspects of clothing and textiles. Selection, constructions and care of clothing and textiles are included. Completion of a minimum of two projects are required. Students must purchase their own materials. | | Fashion & Fabric II | | This is a course designed for the advanced student interested in more practical application skills. The course builds on previous knowledge acquired in Fashion and Fabrics I. | | Housing & Interior Design (5820) | | Housing and Interior Design is a course designed to help students be aware of the elements and principles of design in living environments by observing and investigating furniture and housing styles and researching careers in the housing industry. Upon completion of this course, students will be able to utilize the elements of design and make decisions for securing and maintaining a living environment. | | Prostart | | The two year Prostart program earns students the Prostart National Certificate of Achievement. This certificate puts students on the road to management in the restuarant and food service industry-the cornerstone of career and employment opportunities.
Hard work and dedication earn students this certificate. Students are required to take Prostart Year 1 & 2, successfully pass the exams and also complete a minimum of 400 hours of work in a restaurant or food service establishment. This blended approach allows students to apply classroom learnings to actual on-the-job situations.
Another benefit of achieving the Prostart National Certificate of Achievement is to gain college credit. Colleges across the country recognize the standard of excellence that the Prostart program provides and offers college credit as a reward for their dedication to the industry. | | World Foods | | World Foods and Nutrition is a course designed to prepare individuals to understand the principles of nutrition: the relationship of nutrition to health and wellness; the selection, preparation and care of food: meal management to meet individual and family food needs and patterns of living; food economics and ecology; optimal use of the food dollar; understanding and promoting nutritional knowledge; and application of related math and science skills. This knowledge will be related to a variety of cultures in Europe, Asia, Africa and the Americas so that individuals will be more culturally aware and be better prepared for a global society. | | Grade 12 | | | Career & Family Leadership | | Career and Family Leadership is a comprehensive semester course that introduces the general study of Family and Consumer Sciences. Students will explore how individuals develop and function in family, work and community settings. FCCLA (Family Career and Community Leaders of America) is a career and technical student organization for students enrolled in Family and Consumer Sciences. FCCLA gives students the opportunity to work on career and leadership skills. | | Child Adult Teen Development | | This course is designed as a year- long course in which students will study the physical, social, emotional and intellectual development of the preschooler to school-age child. A lab experience with school-age children will be a part of the course. Students will work in an elementary or preschool classroom in one-on-one and group settings. A "C" must be obtained in the classroom portion before students can participate in the lab experience. Child Development is recommended as a prerequisite. | | Child Development and Parenting I | | Child Development I is a semester course covering prenatal care, birth, and development through the first year. | | Child Development and Parenting II | | Child Development II is a semester course covering the physical, emotional, social and intellectual development of a child from one year to school age. A variety of activities provided for students will help develop parenting and child care skills. | | Consumerism | | Consumerism is a semester course designed to prepare individuals with an essential knowledge and skills to enable a person to make informed decisions about real world financial issues. Students learn how choices they make influence occupational options and future earning potential. Students learn to apply decision-making skills to evaluate career choices and set personal goals for future education and preparing for life in the years ahead. The course is designed to help the student make wise spending, saving, and credit decisions and to make effective use of income to achieve personal financial success.
| | Family Foods | | Family Foods and Nutrition is a semester course in nutrition and food preparation. It covers the significance of food, food science and technology, making wise nutritional choices, the demonstration of sanitation, safety and cooperation in the lab setting while, planning, preparing and serving foods, and provides goal setting opportunities related to the food industry. | | Family Living (5840) | | An instructional course that prepares individuals to understand the nature, function and significance of human relationships with family/individuals. Units include instruction in the concepts and principles related to various family living conditions. The units include the establishement and maintenance of relationships, mate selection, common characteristics of a strong family, changing women's role and how that impacts the family. | | Fashion & Fabric I | | This semester course is designed to prepare individuals to understand the social, psychological, and physiological aspects of clothing and textiles. Selection, constructions and care of clothing and textiles are included. Completion of a minimum of two projects are required. Students must purchase their own materials. | | Fashion & Fabric II | | This is a course designed for the advanced student interested in more practical application skills. The course builds on previous knowledge acquired in Fashion and Fabrics I. | | Housing & Interior Design (5820) | | Housing and Interior Design is a course designed to help students be aware of the elements and principles of design in living environments by observing and investigating furniture and housing styles and researching careers in the housing industry. Upon completion of this course, students will be able to utilize the elements of design and make decisions for securing and maintaining a living environment. | | Prostart | | The two year Prostart program earns students the Prostart National Certificate of Achievement. This certificate puts students on the road to management in the restuarant and food service industry-the cornerstone of career and employment opportunities.
Hard work and dedication earn students this certificate. Students are required to take Prostart Year 1 & 2, successfully pass the exams and also complete a minimum of 400 hours of work in a restaurant or food service establishment. This blended approach allows students to apply classroom learnings to actual on-the-job situations.
Another benefit of achieving the Prostart National Certificate of Achievement is to gain college credit. Colleges across the country recognize the standard of excellence that the Prostart program provides and offers college credit as a reward for their dedication to the industry. | | World Foods | | World Foods and Nutrition is a course designed to prepare individuals to understand the principles of nutrition: the relationship of nutrition to health and wellness; the selection, preparation and care of food: meal management to meet individual and family food needs and patterns of living; food economics and ecology; optimal use of the food dollar; understanding and promoting nutritional knowledge; and application of related math and science skills. This knowledge will be related to a variety of cultures in Europe, Asia, Africa and the Americas so that individuals will be more culturally aware and be better prepared for a global society. |
HS - Foreign Language
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | French I | | This beginning study of French will teach students to talk about daily life and learn how the French language works. They will discover cultural similarities and differences within the French-speaking areas of the world. | | German I | | This course will provide an introduction to the German language and culture. Students will be taught basic vocabulary and grammar and discover various cultural aspects of the German-speaking world, while learning to converse about situations in their daily lives. | | Latin I | | Students read simplified Latin stories, study Roman customs and increase their vocabulary through a study of Latin derivatives and phrases. Students will examine grammatical structures for better skills in translation. | | Spanish I | | This is a beginning course for students who have had no previous Spanish or have had one semester in middle school. Students will learn to talk about situations in their daily lives. They will learn basic vocabulary, present tense verbs, and study many aspects of Spanish culture. | | Grade 10 | | | French I | | This beginning study of French will teach students to talk about daily life and learn how the French language works. They will discover cultural similarities and differences within the French-speaking areas of the world. | | French II | | The student will continue study of basic vocabulary and structures, and will be able to describe past events and plans for the future. The history, culture and traditions of French people will be explored. | | German I | | This course will provide an introduction to the German language and culture. Students will be taught basic vocabulary and grammar and discover various cultural aspects of the German-speaking world, while learning to converse about situations in their daily lives. | | German II | | German II is a continuation of the study of the basic vocabulary and grammar of the German language. Students will learn more conversational phrases as they describe past events and plan for the future using the German language. During this year, the history, culture and traditions of the German speaking world will also be explored. | | Latin II | | Students will develop an awareness of Roman culture. The students will translate Latin with confidence, increase their vocabulary, and examine grammatical structures of sentences. | | Spanish I | | This is a beginning course for students who have had no previous Spanish or have had one semester in middle school. Students will learn to talk about situations in their daily lives. They will learn basic vocabulary, present tense verbs, and study many aspects of Spanish culture. | | Spanish II | | The students will continue study of basic vocabulary and structures and will be able to describe past events and plans for the future. The history, culture and traditions of Hispanic people will be explored. | | Grade 11 | | | * French III | | Students will learn to express themselves in French with greater ease and with better pronunciation. Emphasis will be placed on oral and written communication and more complex structures. | | * German III | | * Latin III | | Students will read and understand original Latin authors, increase their knowledge of Roman history and appreciate literary qualities of Latin literature. The Iliad by Homer will be read. | | * Spanish III | | Students will learn to express themselves in Spanish using a more complex structure. Emphasis will be placed on oral and written communication. Short articles and stories will be read in the target language. | | French I | | This beginning study of French will teach students to talk about daily life and learn how the French language works. They will discover cultural similarities and differences within the French-speaking areas of the world. | | French II | | The student will continue study of basic vocabulary and structures, and will be able to describe past events and plans for the future. The history, culture and traditions of French people will be explored. | | German I | | This course will provide an introduction to the German language and culture. Students will be taught basic vocabulary and grammar and discover various cultural aspects of the German-speaking world, while learning to converse about situations in their daily lives. | | German II | | German II is a continuation of the study of the basic vocabulary and grammar of the German language. Students will learn more conversational phrases as they describe past events and plan for the future using the German language. During this year, the history, culture and traditions of the German speaking world will also be explored. | | Latin II | | Students will develop an awareness of Roman culture. The students will translate Latin with confidence, increase their vocabulary, and examine grammatical structures of sentences. | | Spanish I | | This is a beginning course for students who have had no previous Spanish or have had one semester in middle school. Students will learn to talk about situations in their daily lives. They will learn basic vocabulary, present tense verbs, and study many aspects of Spanish culture. | | Spanish II | | The students will continue study of basic vocabulary and structures and will be able to describe past events and plans for the future. The history, culture and traditions of Hispanic people will be explored. | | Grade 12 | | | * French III | | Students will learn to express themselves in French with greater ease and with better pronunciation. Emphasis will be placed on oral and written communication and more complex structures. | | * French IV | | The students will expand their communication and reading skills, learning to express themselves effectively. They will become more familiar with contributions of the French speaking world. | | * German III | | * Latin III | | Students will read and understand original Latin authors, increase their knowledge of Roman history and appreciate literary qualities of Latin literature. The Iliad by Homer will be read. | | * Latin IV | | The students will increase their understanding of original Latin authors. The student's vocabulary base will be broadened and an understanding of all grammatical structures will be achieved. Virgil's Aeneid will be read. | | * Spanish III | | Students will learn to express themselves in Spanish using a more complex structure. Emphasis will be placed on oral and written communication. Short articles and stories will be read in the target language. | | * Spanish IV | | Students will increase their ability to communicate in Spanish through listening, speaking and writing skills. Students will read and interpret authentic literary works. They will continue to explore the culture of the target language. | | Dual Credit Spanish I* | | SPA 102 is a first year introductory course in language and culture. Students will learn basic grammatical structures , vocabulary, and cultural information. The language and grammar will be taught through reading, writing, and speaking assignments from the text and workbook, as well as through participation in pair/small-group role-plays and oral performance execises. | | Dual Credit Spanish II* | | SPA 112 is a first year introductory course in language and culture. Students will continue to learn basic grammatical structures, vocabulary, and cultural information. The language and grammar will be taught through reading, writing, and speaking assignments from the text and workbook, as well as through participation in pair/small-group role-plays and oral performance execises. | | French I | | This beginning study of French will teach students to talk about daily life and learn how the French language works. They will discover cultural similarities and differences within the French-speaking areas of the world. | | French II | | The student will continue study of basic vocabulary and structures, and will be able to describe past events and plans for the future. The history, culture and traditions of French people will be explored. | | German I | | This course will provide an introduction to the German language and culture. Students will be taught basic vocabulary and grammar and discover various cultural aspects of the German-speaking world, while learning to converse about situations in their daily lives. | | German II | | German II is a continuation of the study of the basic vocabulary and grammar of the German language. Students will learn more conversational phrases as they describe past events and plan for the future using the German language. During this year, the history, culture and traditions of the German speaking world will also be explored. | | German IV* | | Students will continue to explore the German language through written, verbal, and audio exercises, literature, and film. They will more extensively develop their reading, writing, listening, and speaking skills. They will also continue to learn more about life and culture of German speaking countries."
| | IB French SL* | | This one year course offers students the opportunity to speak French with clarity and accuracy and explore aspects of the culture of French-speaking countries. The fundamental purpose of this course is for students to further develop their knowledge of the French language and use it at a more advanced level, especially in written and oral forms, to enhance their skills needed to engage in and sustain conversations and discussions, understand and evaluate information, read diverse material and write clearly and effectively. Students will keep a personal dossier, produce and present an independent research project in French and complete a written and oral end-of-course exam.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a 4 minute oral monologue and a 4 minute question/answer format between student and instructor in French. Both assessments are about a student selected topic regarding French culture. Then a 4 minute instructor directed dialogue about the student’s personal interest and/or future plans. The external assessment is a written assessment over a comprehension of three text followed by an hour and a half written assignment on a given prompt.
| | IB German SL* | | This one year course offers students the opportunity to speak German with clarity and accuracy and explore aspects of the culture of German-speaking countries. The fundamental purpose of this course is for students to further develop their knowledge of the German language and use it at a more advanced level, especially in written and oral forms, to enhance their skills needed to engage in and sustain conversations and discussions, understand and evaluate information, read diverse material and write clearly and effectively. Students will keep a personal dossier, produce and present an independent research project in German and complete a written and oral end-of-course exam.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a 4 minute oral monologue and a 4 minute question/answer format between student and instructor in German. Both assessments are about a student selected topic regarding German culture. Then a 4 minute instructor directed dialogue about the student’s personal interest and/or future plans. The external assessment is a written assessment over a comprehension of three text followed by an hour and a half written assignment on a given prompt.
| | IB Latin SL* | | This one year course offers students the opportunity to speak Latin with clarity and accuracy and explore aspects of the culture of Latin-speaking countries. The fundamental purpose of this course is for students to further develop their knowledge of the Latin language and use it at a more advanced level, especially in written and oral forms, to enhance their skills needed to engage in and sustain conversations and discussions, understand and evaluate information, read diverse material and write clearly and effectively. Students will keep a personal dossier, produce and present an independent research project in Latin and complete a written and oral end-of-course exam.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a 4 minute oral monologue and a 4 minute question/answer format between student and instructor in Latin. Both assessments are about a student selected topic regarding Latin culture. Then a 4 minute instructor directed dialogue about the student’s personal interest and/or future plans. The external assessment is a written assessment over a comprehension of three text followed by an hour and a half written assignment on a given prompt.
| | IB Spanish SL* | | This one year course offers students the opportunity to speak Spanish with clarity and accuracy and explore aspects of the culture of Spanish-speaking countries. The fundamental purpose of this course is for students to further develop their knowledge of the Spanish language and use it at a more advanced level, especially in written and oral forms, to enhance their skills needed to engage in and sustain conversations and discussions, understand and evaluate information, read diverse material and write clearly and effectively. Students will keep a personal dossier, produce and present an independent research project in Spanish and complete a written and oral end-of-course exam.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a 4 minute oral monologue and a 4 minute question/answer format between student and instructor in Spanish. Both assessments are about a student selected topic regarding Spanish culture. Then a 4 minute instructor directed dialogue about the student’s personal interest and/or future plans. The external assessment is a written assessment over a comprehension of three text followed by an hour and a half written assignment on a given prompt.
| | Latin II | | Students will develop an awareness of Roman culture. The students will translate Latin with confidence, increase their vocabulary, and examine grammatical structures of sentences. | | Spanish I | | This is a beginning course for students who have had no previous Spanish or have had one semester in middle school. Students will learn to talk about situations in their daily lives. They will learn basic vocabulary, present tense verbs, and study many aspects of Spanish culture. | | Spanish II | | The students will continue study of basic vocabulary and structures and will be able to describe past events and plans for the future. The history, culture and traditions of Hispanic people will be explored. |
HS - Gifted Program
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | Science Investigations (TAG)* | | This is a full-year honors course. It allows students to investigate any area of science they select. Students develop a background in the foundational sciences of their research, perform planned experiments and write a documented research paper. Units of study include literature search, experimental design, problem solving, analyses of data, scientific writing, presentation of results and individual research. Students must enter at least one science contest for Science Investigations (SCI I) 10 and two science contests for SCI I 11 and 12. | | Talented and Gifted English 10 (TAG) | | Talented and Gifted English 10 is an elective offering that provides the opportunity for gifted students to work outside of the box and to expand their personal, social, and academic horizons. Students enrolled in TAG 10 will work on critical thinking skills, problem solving, research skills, communication, leadership, technology, and creative and affective development through unique intstruction, opportunities, and guidance designed specifically for the needs of gifted students. | | Grade 11 | | | Science Investigations (TAG)* | | This is a full-year honors course. It allows students to investigate any area of science they select. Students develop a background in the foundational sciences of their research, perform planned experiments and write a documented research paper. Units of study include literature search, experimental design, problem solving, analyses of data, scientific writing, presentation of results and individual research. Students must enter at least one science contest for Science Investigations (SCI I) 10 and two science contests for SCI I 11 and 12. | | Talented and Gifted English 11/12 (TAG)* | | Talented and Gifted English 11/12 is a weighted Communication Arts offering that provides the opportunity for gifted students to work outside of the box and to expand their personal, social, and academic horizons. In addition to grade level Communication Arts requirements, students enrolled in TAG English 11/12 will work on critical thinking skills, problem solving, research skills, communication, leadership, technology, and creative and affective development through unique instruction, opportunities, and guidance designed specifically for the needs of gifted students. | | Grade 12 | | | Science Investigations (TAG)* | | This is a full-year honors course. It allows students to investigate any area of science they select. Students develop a background in the foundational sciences of their research, perform planned experiments and write a documented research paper. Units of study include literature search, experimental design, problem solving, analyses of data, scientific writing, presentation of results and individual research. Students must enter at least one science contest for Science Investigations (SCI I) 10 and two science contests for SCI I 11 and 12. | | Talented and Gifted English 11/12 (TAG)* | | Talented and Gifted English 11/12 is a weighted Communication Arts offering that provides the opportunity for gifted students to work outside of the box and to expand their personal, social, and academic horizons. In addition to grade level Communication Arts requirements, students enrolled in TAG English 11/12 will work on critical thinking skills, problem solving, research skills, communication, leadership, technology, and creative and affective development through unique instruction, opportunities, and guidance designed specifically for the needs of gifted students. |
HS - Health
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
HS - Industrial Technology
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | Audio Video Editing | | Audio Video Editing is a semester course that exposes students to the various aspects of digital editing using current software and hardware. | | Drafting Technology (5495) | | Students are introduced to Mechanical Drafting as well as Computer-Aided Drafting (CAD), and will produce drawings utilizing the computer. Drafting should be considered a prerequisite for any high school technology or vocational course. Valuable for those planning careers in engineering, architecture, building trades, and industrial work. | | Home Maintenance | | Course Description:
Students will study the career areas relating to plumbing, electrical work drywall and roofing. Students will learn through hands-on activities, which will provide real-world experiences. Professionals in the various fields may be utilized to supplement the hands-on instruction.
| | Power Mechanics | | This is a hands on exploratory course which includes preparation and training in the areas of power mechanics which includes, four cycle, two cycle, automotive, diesel, and electric engines, and in the areas of alternative fuels and hybrid technologies. Career opportunities in these areas will also be studied. | | Woodworking Technology (5590) | | Woodworking Technology is a one year course designed to provide exploratory experiences for the student in wood science, lumbering, designing, measuring, product production technology and the safe and proper use of the tools, machines and processes of current industry. Project based learning; career levels associated with woodworking, as well as the development of avocational skills and interest will be an integral part of the course. Students will develop leadership and teamwork skills which are essential for success in the work place. | | Grade 10 | | | Advance Metalworking | | The following units are specifically set up for Metals II. The units provide more depth and experiences in a higher order of activities. This is a project oriented course which includes reinforced units in the following: foundry, sheet metal, bench metal, forging, art metal, metal spinning, and machine lathe. With new in depth study of technology in: wire feed welding, TIG welding, machine lathe, vertical mill and CNC mill. Extended problem solving and creative thinking as students explore the many processes of industry and metal working. | | Advanced Woodworking | | Advanced Woodworking is a one year course designed to provide exploratory experiences for the student in wood science, lumbering, designing, measuring and product production technology. Students will also learn the safe and proper use of the tools, machines and processes of current industry. Project based learning; career levels associated with woodworking, as well as the development of avocational skills and interest will be an integral part of the course. Students will develop leadership and teamwork skills which are essential for success in the work place. Emphasis will be placed on helping students understand the importance of equity in the workplace as it relates to gender, disabilities, ethnicity and age. | | Audio Video Editing | | Audio Video Editing is a semester course that exposes students to the various aspects of digital editing using current software and hardware. | | Drafting Technology (5495) | | Students are introduced to Mechanical Drafting as well as Computer-Aided Drafting (CAD), and will produce drawings utilizing the computer. Drafting should be considered a prerequisite for any high school technology or vocational course. Valuable for those planning careers in engineering, architecture, building trades, and industrial work. | | Home Maintenance | | Course Description:
Students will study the career areas relating to plumbing, electrical work drywall and roofing. Students will learn through hands-on activities, which will provide real-world experiences. Professionals in the various fields may be utilized to supplement the hands-on instruction.
| | Metalworking | | This is a project-oriented course which includes preparation and projects in the areas of sheet metal, foundry, bench metal, forging, art metal, machine lathe, machining, metal spinning, oxyacetylene and arc welding. Career opportunities related to these areas will also be studied.
| | Power Mechanics | | This is a hands on exploratory course which includes preparation and training in the areas of power mechanics which includes, four cycle, two cycle, automotive, diesel, and electric engines, and in the areas of alternative fuels and hybrid technologies. Career opportunities in these areas will also be studied. | | Woodworking Technology (5590) | | Woodworking Technology is a one year course designed to provide exploratory experiences for the student in wood science, lumbering, designing, measuring, product production technology and the safe and proper use of the tools, machines and processes of current industry. Project based learning; career levels associated with woodworking, as well as the development of avocational skills and interest will be an integral part of the course. Students will develop leadership and teamwork skills which are essential for success in the work place. | | Grade 11 | | | Advance Metalworking | | The following units are specifically set up for Metals II. The units provide more depth and experiences in a higher order of activities. This is a project oriented course which includes reinforced units in the following: foundry, sheet metal, bench metal, forging, art metal, metal spinning, and machine lathe. With new in depth study of technology in: wire feed welding, TIG welding, machine lathe, vertical mill and CNC mill. Extended problem solving and creative thinking as students explore the many processes of industry and metal working. | | Advanced Woodworking | | Advanced Woodworking is a one year course designed to provide exploratory experiences for the student in wood science, lumbering, designing, measuring and product production technology. Students will also learn the safe and proper use of the tools, machines and processes of current industry. Project based learning; career levels associated with woodworking, as well as the development of avocational skills and interest will be an integral part of the course. Students will develop leadership and teamwork skills which are essential for success in the work place. Emphasis will be placed on helping students understand the importance of equity in the workplace as it relates to gender, disabilities, ethnicity and age. | | Audio Video Editing | | Audio Video Editing is a semester course that exposes students to the various aspects of digital editing using current software and hardware. | | Drafting Technology (5495) | | Students are introduced to Mechanical Drafting as well as Computer-Aided Drafting (CAD), and will produce drawings utilizing the computer. Drafting should be considered a prerequisite for any high school technology or vocational course. Valuable for those planning careers in engineering, architecture, building trades, and industrial work. | | Home Maintenance | | Course Description:
Students will study the career areas relating to plumbing, electrical work drywall and roofing. Students will learn through hands-on activities, which will provide real-world experiences. Professionals in the various fields may be utilized to supplement the hands-on instruction.
| | Metalworking | | This is a project-oriented course which includes preparation and projects in the areas of sheet metal, foundry, bench metal, forging, art metal, machine lathe, machining, metal spinning, oxyacetylene and arc welding. Career opportunities related to these areas will also be studied.
| | Power Mechanics | | This is a hands on exploratory course which includes preparation and training in the areas of power mechanics which includes, four cycle, two cycle, automotive, diesel, and electric engines, and in the areas of alternative fuels and hybrid technologies. Career opportunities in these areas will also be studied. | | Woodworking Technology (5590) | | Woodworking Technology is a one year course designed to provide exploratory experiences for the student in wood science, lumbering, designing, measuring, product production technology and the safe and proper use of the tools, machines and processes of current industry. Project based learning; career levels associated with woodworking, as well as the development of avocational skills and interest will be an integral part of the course. Students will develop leadership and teamwork skills which are essential for success in the work place. | | Grade 12 | | | Advance Metalworking | | The following units are specifically set up for Metals II. The units provide more depth and experiences in a higher order of activities. This is a project oriented course which includes reinforced units in the following: foundry, sheet metal, bench metal, forging, art metal, metal spinning, and machine lathe. With new in depth study of technology in: wire feed welding, TIG welding, machine lathe, vertical mill and CNC mill. Extended problem solving and creative thinking as students explore the many processes of industry and metal working. | | Advanced Woodworking | | Advanced Woodworking is a one year course designed to provide exploratory experiences for the student in wood science, lumbering, designing, measuring and product production technology. Students will also learn the safe and proper use of the tools, machines and processes of current industry. Project based learning; career levels associated with woodworking, as well as the development of avocational skills and interest will be an integral part of the course. Students will develop leadership and teamwork skills which are essential for success in the work place. Emphasis will be placed on helping students understand the importance of equity in the workplace as it relates to gender, disabilities, ethnicity and age. | | Audio Video Editing | | Audio Video Editing is a semester course that exposes students to the various aspects of digital editing using current software and hardware. | | Drafting Technology (5495) | | Students are introduced to Mechanical Drafting as well as Computer-Aided Drafting (CAD), and will produce drawings utilizing the computer. Drafting should be considered a prerequisite for any high school technology or vocational course. Valuable for those planning careers in engineering, architecture, building trades, and industrial work. | | Home Maintenance | | Course Description:
Students will study the career areas relating to plumbing, electrical work drywall and roofing. Students will learn through hands-on activities, which will provide real-world experiences. Professionals in the various fields may be utilized to supplement the hands-on instruction.
| | Metalworking | | This is a project-oriented course which includes preparation and projects in the areas of sheet metal, foundry, bench metal, forging, art metal, machine lathe, machining, metal spinning, oxyacetylene and arc welding. Career opportunities related to these areas will also be studied.
| | Power Mechanics | | This is a hands on exploratory course which includes preparation and training in the areas of power mechanics which includes, four cycle, two cycle, automotive, diesel, and electric engines, and in the areas of alternative fuels and hybrid technologies. Career opportunities in these areas will also be studied. | | Woodworking Technology (5590) | | Woodworking Technology is a one year course designed to provide exploratory experiences for the student in wood science, lumbering, designing, measuring, product production technology and the safe and proper use of the tools, machines and processes of current industry. Project based learning; career levels associated with woodworking, as well as the development of avocational skills and interest will be an integral part of the course. Students will develop leadership and teamwork skills which are essential for success in the work place. |
HS - JROTC
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
HS - Mathematics
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | Algebra I (HS 3065 and 3070 MS 34) | | HONORS ALGEBRA I or ALGEBRA I
Course Description:
This is a full-year course that introduces students to the terminology, symbolism and structure of algebra. Students are taught to solve practical problems using algebraic techniques. Students will use various problem-solving techniques coupled with estimation and computation skills to solve problems. Students will graph linear and nonlinear equations, solve linear and quadratic equations, solve systems of equations and inequalities, perform operations on rational numbers as well as polynomials, and continue patterns involving functions. Students will interpret data using graphs, charts, and tables; work with scale drawings using ratios and proportions; solve equations, use formulas to find area, perimeter, and volume, work with real numbers; and express numbers in different forms including powers, roots, scientific notation, decimal notation, fractional notation, and percents. Students who are planning to attend a four-year college should take four years of mathematics beginning with Algebra 1. | | Grade 09 | | | Algebra A | | This is the first in a series of courses that presents algebra and other selected mathematical topics over a three-year period. This curriculum is designed for the student who needs to prepare himself mathematically for the workplace and/ or for post-secondary education.
In this course students will use various problem-solving techniques coupled with estimation and computation skills to solve real world problems. Students will measure in English and Metric units; interpret data using graphs, charts, and tables; work with ratios and proportions; solve equations, use formulas to find area, perimeter, and volume, work with signed numbers; and express numbers in different forms including powers, roots, scientific notation, decimal notation, fractional notation, and percents.
The Algebra A Course material will be modified for each student as indicated in his/her Individual Education Plan.
| | Algebra and Geometry Topics I 9 | | This is the first in a series of courses that presents algebra, informal geometry, data analysis and other selected mathematical topics over a four-year period. This series of courses allows for mobility in and out of traditional algebra and geometry courses. It does not limit the future options of the student with regards to college. This curriculum is designed for the student who needs to prepare himself mathematically for the workplace, for technical training, or for college.
In this course students will use various problem-solving techniques coupled with estimation and computation skills to solve real world problems. Students will measure in English and Metric units; interpret data using graphs, charts, and tables; work with scale drawings using ratios and proportions; solve equations, use formulas to find area, perimeter, and volume, work with signed numbers; and express numbers in different forms including powers, roots, scientific notation, decimal notation, fractional notation, and percents.
| | Algebra I (HS 3065 and 3070 MS 34) | | HONORS ALGEBRA I or ALGEBRA I
Course Description:
This is a full-year course that introduces students to the terminology, symbolism and structure of algebra. Students are taught to solve practical problems using algebraic techniques. Students will use various problem-solving techniques coupled with estimation and computation skills to solve problems. Students will graph linear and nonlinear equations, solve linear and quadratic equations, solve systems of equations and inequalities, perform operations on rational numbers as well as polynomials, and continue patterns involving functions. Students will interpret data using graphs, charts, and tables; work with scale drawings using ratios and proportions; solve equations, use formulas to find area, perimeter, and volume, work with real numbers; and express numbers in different forms including powers, roots, scientific notation, decimal notation, fractional notation, and percents. Students who are planning to attend a four-year college should take four years of mathematics beginning with Algebra 1. | | Geometry (3090 and 3100) | | This is a full-year course that extends algebra skills to the basic mathematical shapes that lie in a plane and their relationships. The importance of inductive and deductive reasoning patterns is emphasized. In this course students will use various problem-solving techniques coupled with geometry to solve real world problems. This will include working with points, lines, angles, two-dimensional shapes and three-dimensional shapes. Students will solve right triangles using the Pythagorean theorem and trigonometric functions. Students will utilize the concepts of coordinate geometry to find distance and midpoint as well as use the fundamental concepts of logic. Emphasis will also be placed on solving algebraic equations, inequalities, and systems of equations. Students will use counting techniques to solve problems involving sample spaces and determine simple and compound probabilities of events. They will apply characteristics and properties of 2-D and 3-D geometric shapes, use coordinate geometry, apply transformations and symmetry to analyze math situations, and find surface area and volume of geometric figures. Students will use appropriate statistical methods to analyze data and apply basic concepts of probability. Students planning to attend a four-year college should take this course. | | Grade 10 | | | Algebra A | | This is the first in a series of courses that presents algebra and other selected mathematical topics over a three-year period. This curriculum is designed for the student who needs to prepare himself mathematically for the workplace and/ or for post-secondary education.
In this course students will use various problem-solving techniques coupled with estimation and computation skills to solve real world problems. Students will measure in English and Metric units; interpret data using graphs, charts, and tables; work with ratios and proportions; solve equations, use formulas to find area, perimeter, and volume, work with signed numbers; and express numbers in different forms including powers, roots, scientific notation, decimal notation, fractional notation, and percents.
The Algebra A Course material will be modified for each student as indicated in his/her Individual Education Plan.
| | Algebra and Geometry Topics II 10 | | This is the second in a series of courses that presents algebra, informal geometry, data analysis, and other selected mathematical topics over a four-year period. This series of courses allows for mobility in and out of traditional algebra and geometry courses. It does not limit the future options of the student with regards to college. This curriculum is designed for the student who needs to prepare himself mathematically for the workplace, for technical training, or for college.
In this course students will use various problem-solving techniques coupled with algebra and geometry to solve real world problems. Students will graph linear and nonlinear equations, solve linear and quadratic equations, solve systems of equations and inequalities, perform operations on rational numbers as well as polynomials, and continue patterns involving functions. They will apply characteristics and properties of 2-D and 3-D geometric shapes, use coordinate geometry, apply transformations and symmetry to analyze math situations, and find surface area and volume of geometric figures. Students will use appropriate statistical methods to analyze data and apply basic concepts of probability.
| | Algebra B | | This is the second in a series of three courses that introduces students to the terminology, symbolism and structure of algebra. This curriculum is designed for the student who needs to prepare himself mathematically for the workplace and/ or for post-secondary education.
In this course, students are taught to solve practical problems using algebraic techniques. Students will use various problem-solving techniques coupled with estimation and computation skills to solve problems. Students will graph linear and nonlinear equations, solve linear and quadratic equations, solve systems of equations and inequalities, perform operations on rational numbers as well as polynomials, and continue patterns involving functions. Students will interpret data using graphs, charts, and tables; work with scale drawings using ratios and proportions; solve equations, use formulas to find area, perimeter, and volume, work with real numbers; and express numbers in different forms including powers, roots, scientific notation, decimal notation, fractional notation, and percents.
The Algebra B Course material will be modified for each student as indicated in his/her Individual Education Plan.
| | Algebra II (3110 and 3120) | | This is a full-year course that builds on the skills of Algebra I and the deductive methods of geometry and introduces new and more advanced topics that will serve as a foundation for advanced mathematics courses. The primary emphasis of this course is in the structure of algebra and the understanding of mathematical concepts. Emphasis will be placed on solving algebraic equations, inequalities, and systems of equations, including quadratic, exponential, and logarithmic functions. Students will use counting techniques to solve problems involving sample spaces and determine simple and compound probabilities of events.
This course is recommended to students planning a career in science, mathematics or engineering or those pursuing a four-year college degree.
| | Geometry (3090 and 3100) | | This is a full-year course that extends algebra skills to the basic mathematical shapes that lie in a plane and their relationships. The importance of inductive and deductive reasoning patterns is emphasized. In this course students will use various problem-solving techniques coupled with geometry to solve real world problems. This will include working with points, lines, angles, two-dimensional shapes and three-dimensional shapes. Students will solve right triangles using the Pythagorean theorem and trigonometric functions. Students will utilize the concepts of coordinate geometry to find distance and midpoint as well as use the fundamental concepts of logic. Emphasis will also be placed on solving algebraic equations, inequalities, and systems of equations. Students will use counting techniques to solve problems involving sample spaces and determine simple and compound probabilities of events. They will apply characteristics and properties of 2-D and 3-D geometric shapes, use coordinate geometry, apply transformations and symmetry to analyze math situations, and find surface area and volume of geometric figures. Students will use appropriate statistical methods to analyze data and apply basic concepts of probability. Students planning to attend a four-year college should take this course. | | Grade 11 | | | * Finite (3140) | | This course builds on the skills of algebra. Topics covered will include algebraic operations, solving equations, graphing of functions and logarithms, and logic. Students will be introduced to the mathematics of finance, matrix operations, and linear programming. | | * Statistics or AP Statistics (3160) | | This course will introduce students to data analysis and probability. Students will use their problems solving skills while becoming familiar with statistical concepts of measures of central tendency, dispersion, hypothesis testing, regression and correlation. Basic probability concepts will be introduced and used in relation to binomial experiments and normal probability distributions. This course is suggested for college bound students as it applies to a variety of majors.
| | Algebra A | | This is the first in a series of courses that presents algebra and other selected mathematical topics over a three-year period. This curriculum is designed for the student who needs to prepare himself mathematically for the workplace and/ or for post-secondary education.
In this course students will use various problem-solving techniques coupled with estimation and computation skills to solve real world problems. Students will measure in English and Metric units; interpret data using graphs, charts, and tables; work with ratios and proportions; solve equations, use formulas to find area, perimeter, and volume, work with signed numbers; and express numbers in different forms including powers, roots, scientific notation, decimal notation, fractional notation, and percents.
The Algebra A Course material will be modified for each student as indicated in his/her Individual Education Plan.
| | Algebra and Geometry Topics III 11 | | This is the third in a series of courses that presents algebra, informal geometry, data analysis and other selected mathematical topics over a four-year period. This series of courses allows for mobility in and out of traditional algebra and geometry courses. It does not limit the future options of the student with regards to college. This curriculum is designed for the student who needs to prepare himself mathematically for the workplace, for technical training or for college.
In this course students will use various problem-solving techniques coupled with geometry to solve real world problems. This will include working with points, lines, angles, two-dimensional shapes and three-dimensional shapes. Students will solve right triangles using the Pythagorean Theorem and trigonometric functions. Students will utilize the concepts of coordinate geometry to find distance and midpoint as well as use the fundamental concepts of logic.
| | Algebra B | | This is the second in a series of three courses that introduces students to the terminology, symbolism and structure of algebra. This curriculum is designed for the student who needs to prepare himself mathematically for the workplace and/ or for post-secondary education.
In this course, students are taught to solve practical problems using algebraic techniques. Students will use various problem-solving techniques coupled with estimation and computation skills to solve problems. Students will graph linear and nonlinear equations, solve linear and quadratic equations, solve systems of equations and inequalities, perform operations on rational numbers as well as polynomials, and continue patterns involving functions. Students will interpret data using graphs, charts, and tables; work with scale drawings using ratios and proportions; solve equations, use formulas to find area, perimeter, and volume, work with real numbers; and express numbers in different forms including powers, roots, scientific notation, decimal notation, fractional notation, and percents.
The Algebra B Course material will be modified for each student as indicated in his/her Individual Education Plan.
| | Algebra C | | This is the third of a series of three courses that introduces students to the terminology, symbolism and structure of algebra. This curriculum is designed for the student who needs to prepare himself mathematically for the workplace and/ or for post-secondary education.
In this course, students are taught to solve practical problems using algebraic techniques. Students will use various problem-solving techniques coupled with estimation and computation skills to solve problems. Students will graph linear and nonlinear equations, solve linear and quadratic equations, solve systems of equations and inequalities, perform operations on rational numbers as well as polynomials, and continue patterns involving functions. Students will interpret data using graphs, charts, and tables; work with scale drawings using ratios and proportions; solve equations, use formulas to find area, perimeter, and volume, work with real numbers; and express numbers in different forms including powers, roots, scientific notation, decimal notation, fractional notation, and percents.
The Algebra C Course material will be modified for each student as indicated in his/her Individual Education Plan.
| | Algebra II (3110 and 3120) | | This is a full-year course that builds on the skills of Algebra I and the deductive methods of geometry and introduces new and more advanced topics that will serve as a foundation for advanced mathematics courses. The primary emphasis of this course is in the structure of algebra and the understanding of mathematical concepts. Emphasis will be placed on solving algebraic equations, inequalities, and systems of equations, including quadratic, exponential, and logarithmic functions. Students will use counting techniques to solve problems involving sample spaces and determine simple and compound probabilities of events.
This course is recommended to students planning a career in science, mathematics or engineering or those pursuing a four-year college degree.
| | AP/DC/Honors Calculus | | This course is primarily concerned with developing the students’ understanding of the concepts of calculus and providing experience with its methods and applications. The course will emphasize a multi-representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations also are important. Broad concepts and widely applicable methods are emphasized. Technology is used regularly by students and teachers to reinforce the relationships among the multiple representations of functions, to confirm written work, to implement experimentation, and to assist in interpreting results. This course will emphasize problem solving, communicating mathematical concepts and applying mathematics in real-world settings. | | College Algebra | | College Algebra is a course which considers an in-depth study of the structure of the real number system, computational skills, equation solving, and functional analysis including polynomial, rational, algebraic, exponential, and logarithmic functions. A study of graphing techniques will be enhanced through the use of graphing calculators. The course will conclude with a consideration of systems of equations, and matrices. | | IB Math Studies SL* - Year 1 | | This two year course is intended for students who are not seeking a math related degree post high school. The purpose of the math studies standard level course is to give students who already have fundamental skills an overall awareness and appreciation for how mathematics is used throughout the world. The course concentrates on mathematics that can be applied to contexts related to home, work and leisure situations. The syllabus is chosen to provide the students with a wide range of applicable advanced mathematical topics that will serve as a basis for the project. Mathematical topics will include Algebra, Statistics, Geometry, Trigonometry and some Calculus. Graphing calculators are used extensively in this course. This course includes what would be taught in 1/2 Trigonometry, most of College Algebra, semester Calculus, some Statistics and Finite classes at Central.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a project: a piece of written work based on personal research, guided and supervised by the teacher. The external assessments include Paper 1: a 15 question short-answer exam based on topics from the course syllabus; and Paper 2: five extended response questions.
| | IB Mathematics HL* - Year 1 | | This two year course is intended for students who are seeking a career or degree that will require a strong and deep mathematical foundation such as engineering, actuary, computer science and mathematics. The purpose of the mathematics higher level course is to give students who already have strong fundamental skills an in-depth experience to important mathematical concepts and hone their mathematical techniques by solving realistic problems. The syllabus is chosen to provide the students with a wide range of applicable advanced mathematical topics. Mathematical topics from Trigonometry through Calculus II will be reviewed and amplified and students will be introduced to the topics of vectors and advanced probability/statistics.
This course includes what would be taught in Pre-calculus, Trigonometry, College Algebra, AB Calculus and most of Statistics and Finite classes at Central.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a portfolio that gives students the opportunity to individually explore and investigate an area of mathematics by utilizing their prior knowledge, innate logic or thinking skills to model a situation mathematically. Graphing calculators are used extensively in this course. The external assessments consist of Paper 1, with both short and extended responses (no calculator is allowed); Paper 2, with both short and extended responses (requires a Graphic Calculator); and Paper 3, which consists of four sections; students MUST answer the questions on one topic only. There are extended response questions that require the use of a Graphic Calculator for each.
| | IB Mathematics SL* - Year 1 | | This two year course is intended for students who are seeking a career or degree that will require a strong mathematical foundation such as chemistry, physics, business or psychology. The purpose of the mathematics standard level course is to give students who already have fundamental skills an introduction to important mathematical concepts and strengthen their mathematical techniques in solving realistic problems. The syllabus is chosen to provide students with a wide range of applicable advanced mathematical topics. The student will study the statistical concepts of variance, normal distribution and binomial distribution; algebra concepts of exponential equations; absolute values; matrices; transformations and translations; trigonometric concepts of circular and right triangular trigonometry; 2 and 3 space vectors; and calculus concepts equivalent to the AB Calculus Exam. Graphing calculators are used extensively in this course. This course includes what would be taught in Pre-calculus, Trigonometry, College Algebra, AB Calculus and most of Statistics and Finite classes at Central.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a portfolio that gives students the opportunity to individually explore and investigate an area of mathematics by utilizing their prior knowledge, innate logic or thinking skills to model a situation mathematically. The external assessments consist of Paper 1, with both short and extended responses (no calculator is allowed); and Paper 2, with both short and extended responses (requires a Graphic Calculator).
| | Pre-Calculus | | Pre-Calculus is a dual credit course for college-bound students which prepare them to solve numerous "real world" problems, and provides a foundation for the study of calculus. The course includes an in-depth study of the structure of the real number system, computational skills, and solving of equations and systems of equations, and functional analysis including polynomial, rational, algebraic, exponential, and logarithmic functions. An in-depth study of trigonometry will be included. This course is a combination of the college algebra and trigonometry curriculum. | | Grade 12 | | | * Trigonometry (3150) | | Trigonometry is a one semester course that prepares students to solve numerous "real-world" problems, and provides a foundation for the study of calculus. Consideration will be given to triangle measurement, the six trigonometric functions and their inverses with special emphasis on domains, ranges, and graphs. Degree and radian measure will be utilized, identities will be derived and verified, right triangle and general triangle solutions will be studied including the laws of sines, cosines, and Heron's formula. | | Algebra A | | This is the first in a series of courses that presents algebra and other selected mathematical topics over a three-year period. This curriculum is designed for the student who needs to prepare himself mathematically for the workplace and/ or for post-secondary education.
In this course students will use various problem-solving techniques coupled with estimation and computation skills to solve real world problems. Students will measure in English and Metric units; interpret data using graphs, charts, and tables; work with ratios and proportions; solve equations, use formulas to find area, perimeter, and volume, work with signed numbers; and express numbers in different forms including powers, roots, scientific notation, decimal notation, fractional notation, and percents.
The Algebra A Course material will be modified for each student as indicated in his/her Individual Education Plan.
| | Algebra B | | This is the second in a series of three courses that introduces students to the terminology, symbolism and structure of algebra. This curriculum is designed for the student who needs to prepare himself mathematically for the workplace and/ or for post-secondary education.
In this course, students are taught to solve practical problems using algebraic techniques. Students will use various problem-solving techniques coupled with estimation and computation skills to solve problems. Students will graph linear and nonlinear equations, solve linear and quadratic equations, solve systems of equations and inequalities, perform operations on rational numbers as well as polynomials, and continue patterns involving functions. Students will interpret data using graphs, charts, and tables; work with scale drawings using ratios and proportions; solve equations, use formulas to find area, perimeter, and volume, work with real numbers; and express numbers in different forms including powers, roots, scientific notation, decimal notation, fractional notation, and percents.
The Algebra B Course material will be modified for each student as indicated in his/her Individual Education Plan.
| | Algebra C | | This is the third of a series of three courses that introduces students to the terminology, symbolism and structure of algebra. This curriculum is designed for the student who needs to prepare himself mathematically for the workplace and/ or for post-secondary education.
In this course, students are taught to solve practical problems using algebraic techniques. Students will use various problem-solving techniques coupled with estimation and computation skills to solve problems. Students will graph linear and nonlinear equations, solve linear and quadratic equations, solve systems of equations and inequalities, perform operations on rational numbers as well as polynomials, and continue patterns involving functions. Students will interpret data using graphs, charts, and tables; work with scale drawings using ratios and proportions; solve equations, use formulas to find area, perimeter, and volume, work with real numbers; and express numbers in different forms including powers, roots, scientific notation, decimal notation, fractional notation, and percents.
The Algebra C Course material will be modified for each student as indicated in his/her Individual Education Plan.
| | AP/DC/Honors Calculus | | This course is primarily concerned with developing the students’ understanding of the concepts of calculus and providing experience with its methods and applications. The course will emphasize a multi-representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations also are important. Broad concepts and widely applicable methods are emphasized. Technology is used regularly by students and teachers to reinforce the relationships among the multiple representations of functions, to confirm written work, to implement experimentation, and to assist in interpreting results. This course will emphasize problem solving, communicating mathematical concepts and applying mathematics in real-world settings. | | College Algebra | | College Algebra is a course which considers an in-depth study of the structure of the real number system, computational skills, equation solving, and functional analysis including polynomial, rational, algebraic, exponential, and logarithmic functions. A study of graphing techniques will be enhanced through the use of graphing calculators. The course will conclude with a consideration of systems of equations, and matrices. | | Data Analysis Topics 12 | | This is the last in a series of courses that presents algebra, informal geometry, data analysis and other selected mathematical topics. This series of courses allows for mobility in and out of traditional algebra and geometry courses. It does not limit the future options of the student with regards to college. This curriculum is designed for the student who needs to prepare himself mathematically for the workplace, for technical training or for college. In this course the student will collect, organize and interpret data to make informed decisions that will help them as a consumer and a citizen. The students will be able to use measures of central tendencies and dispersions to make predictions and will be able to use counting techniques to determine probability of an event. They will be able to use mathematics to solve problems involving taxes and personal finance. | | IB Math Studies SL* - Year 2 | | This two year course is intended for students who are not seeking a math related degree post high school. The purpose of the math studies standard level course is to give students who already have fundamental skills an overall awareness and appreciation for how mathematics is used throughout the world. The course concentrates on mathematics that can be applied to contexts related to home, work and leisure situations. The syllabus is chosen to provide the students with a wide range of applicable advanced mathematical topics that will serve as a basis for the project. Mathematical topics will include Algebra, Statistics, Geometry, Trigonometry and some Calculus. Graphing calculators are used extensively in this course. This course includes what would be taught in 1/2 Trigonometry, most of College Algebra, semester Calculus, some Statistics and Finite classes at Central.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a project: a piece of written work based on personal research, guided and supervised by the teacher. The external assessments include Paper 1: a 15 question short-answer exam based on topics from the course syllabus; and Paper 2: five extended response questions.
| | IB Mathematics HL* - Year 2 | | This two year course is intended for students who are seeking a career or degree that will require a strong and deep mathematical foundation such as engineering, actuary, computer science and mathematics. The purpose of the mathematics higher level course is to give students who already have strong fundamental skills an in-depth experience to important mathematical concepts and hone their mathematical techniques by solving realistic problems. The syllabus is chosen to provide the students with a wide range of applicable advanced mathematical topics. Mathematical topics from Trigonometry through Calculus II will be reviewed and amplified and students will be introduced to the topics of vectors and advanced probability/statistics.
This course includes what would be taught in Pre-calculus, Trigonometry, College Algebra, AB Calculus and most of Statistics and Finite classes at Central.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a portfolio that gives students the opportunity to individually explore and investigate an area of mathematics by utilizing their prior knowledge, innate logic or thinking skills to model a situation mathematically. Graphing calculators are used extensively in this course. The external assessments consist of Paper 1, with both short and extended responses (no calculator is allowed); Paper 2, with both short and extended responses (requires a Graphic Calculator); and Paper 3, which consists of four sections; students MUST answer the questions on one topic only. There are extended response questions that require the use of a Graphic Calculator for each.
| | IB Mathematics SL* - Year 2 | | This two year course is intended for students who are seeking a career or degree that will require a strong mathematical foundation such as chemistry, physics, business or psychology. The purpose of the mathematics standard level course is to give students who already have fundamental skills an introduction to important mathematical concepts and strengthen their mathematical techniques in solving realistic problems. The syllabus is chosen to provide students with a wide range of applicable advanced mathematical topics. The student will study the statistical concepts of variance, normal distribution and binomial distribution; algebra concepts of exponential equations; absolute values; matrices; transformations and translations; trigonometric concepts of circular and right triangular trigonometry; 2 and 3 space vectors; and calculus concepts equivalent to the AB Calculus Exam. Graphing calculators are used extensively in this course. This course includes what would be taught in Pre-calculus, Trigonometry, College Algebra, AB Calculus and most of Statistics and Finite classes at Central.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a portfolio that gives students the opportunity to individually explore and investigate an area of mathematics by utilizing their prior knowledge, innate logic or thinking skills to model a situation mathematically. The external assessments consist of Paper 1, with both short and extended responses (no calculator is allowed); and Paper 2, with both short and extended responses (requires a Graphic Calculator).
|
HS - Music
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | Bel Canto Womens Chorus (6485) | | This is primarily an introductory course for women interested in singing in a group. Emphasis will be placed on how to work with the changing or recently altered female voice as well as strategies for building effective sight singing skills. A wide variety of music literature will be performed throughout the year. Previous experience is recommended but not needed. Attendance at outside performances is required. A participation fee is required by the school district. The school will provide a black dress. The student is responsible for black pantyhose and black dress shoes. Any entering freshman woman enrolling in choir must take this course. Other women may take this course if their schedules allow. This course will satisfy the Fine Arts Credit required for graduation. | | Concert Band (6435) | | This course is a semester course open to selected students in all grades. The concert band performs many times before the public and serves as a prime public relations group for the school and the district. 1. A student must audition before the director; 2. A student will be required to devote time outside of the classroom for football games, parades, basketball games, concerts, sectionals, extra rehearsals and other special events. 3. Every Tuesday and Thursday afternoon from 5 to 8 pm must be kept open for extra rehearsal time. 4. Each student must provide his/her own accessories, including shoes and gloves. 5. Students are required to pay a $25.00 instrumental rental fee and are financially responsible for any needed repairs on their instrument. May be repeated for credit. This course will satisfy half of the Fine Arts Credit required for graduation. | | Exploring Music (6505) | | This course offers emphasis on learning basic fundamentals of music, the historical progress of music from ancient to modern times, plus the development and refinement of one’s values and attitudes toward music listening. Reading and writing skills are required for evaluative learning in the critical analysis of music. This course may not be repeated. This course will satisfy the Fine Arts Credit required for graduation. | | Girls Choir (6440) | | A full-year course for primarily, but not restricted to freshmen girls. This class is for students who enjoy singing, with emphasis on the fundamentals of singing. Class will participate in the district music contest. Audition unnecessary. Concert attendance is required. May be repeated for credit. This course will satisfy the Fine Arts Credit required for graduation. | | Jazz Band (6410) | | This course is available to anyone in Marching Band and Symphonic Winds or Concert Band (within the jazz ensemble instrumentation) with interest in developing as a jazz musician. All styles of jazz performance are explored, including improvisation. Membership is determined by audition in May of the preceding year. May be repeated for credit. This course will satisfy the Fine Arts Credit required for graduation. | | Marching Band (6430) | | This course is the primary performing group in the fall. Members of the Flag Corps will be auditioned in the spring and are not required to have participated in middle school band. Students will perform at all varsity home football games, along with field and parade competitions in the region. This class is part of the overall program, and must be taken along with Symphonic Winds or Concert Band in the second semester. May be repeated for credit. This course will satisfy half of the Fine Arts Credit required for graduation. | | Mens Choir (6490) | | This is primarily an introductory course for men interested in singing in a group. Emphasis will be placed on how to work with the changing or recently altered male voice as well as strategies for building effective sight singing skills. A wide variety of music literature will be performed throughout the year. Previous experience is recommended but not needed. Attendance at outside performances is required. The student is responsible for assembling a uniform of white dress shirt, black pants, black socks and black dress shoes. A participation fee is required by the school district. Any freshman man enrolling in choir must take this course. Other men may take this course if their schedule allows. This course will satisfy the Fine Arts Credit required for graduation. | | Mixed Choir (6450) | | This course is a choir for those who would like to sing in a choir, but have had little experience singing. It is not a performance choir. There is also paperwork done in this class on basic music theory. May be repeated for credit, with teacher’s approval. This course will satisfy the Fine Arts Credit required for graduation. | | String Orchestra (6420) | | This course is a performance class of students in grades 9-12. The student will perform various music styles from baroque through contemporary. Students will also perform in a chamber ensemble. There will be at least two evening performances and a solo and small ensemble performance. The students may also choose to compete with a solo in the concerto competition where the winner will perform the solo with the orchestra on the spring concert. All students will be required to perform with the school orchestra in District Music Competition in the spring. May be repeated for credit. | | Symphonic Winds (6425) | | In this course, the primary focus of the performing group will be to build and advance the skills learned in the previous years. This group will study quality music from all style periods available to the modern concert band. Students will audition for placement in one of two performing groups, Wind Ensemble or Symphonic Band. There will be two concerts during the year along with participation in the Missouri State Evaluative Festival with the possibility of other performances in the region. May be repeated for credit. This course will satisfy half of the Fine Arts Credit required for graduation. | | Grade 10 | | | Advanced Concert Choir (6475) | | This course is advanced concert choir of auditioned singers. Emphasis is placed on higher levels of musicianship including sight singing, tone production, phrasing, breath control, diction, and music theory. A wide variety of choral literature is performed throughout the year. Attendance at outside performances is required. The school will provide the required uniform. Women are responsible for black pantyhose and black dress shoes. Men are responsible for black socks and black dress shoes. This course will satisfy the Fine Arts Credit required for graduation. | | AP Music Theory (6500) | | AP Music Theory
AP Music Theory is a college preparatory class which focuses on the structure of Western Music and the tools necessary to create music. The study of music will include looking at well-known Western composers’ works for analysis, learning musical intervals and scale formulae, learning how to create simple compositions, ear training, sight singing and creating simple piano accompaniments to melodies at sight. May be repeated for credit. It is strongly suggested that students take the AP Music Theory Exam in the spring of the second semester. This class is offered yearly.
Prerequisite: 2 years of choir/band/orchestra or directors recommendation
Advanced Music Theory I
Advanced Music Theory I is a college preparatory class which is offered for any music student who has successfully completed AP Music Theory. In this class students will further their study of music through analysis, and will strengthen composition skills through composing for variety of instruments and voice combinations. Returning students are required to take the AP Music Theory Exam if they did not do so the previous year.
Prerequisite: Successful completion of AP Music Theory
Advanced Music Theory II
Advanced Music Theory II is a college preparatory class which is offered for any music student who has successfully completed Advanced Music Theory I. In this class students will further their study of music through analysis, and will strengthen composition skills through composing for variety of instruments and voice combinations. Returning students may opt to retake the AP Music Theory Exam if they wish.
Prerequisite: Successful completion of Advanced Music Theory I
Advanced Music Theory III
Advanced Music Theory III is a college preparatory class which is offered for any music student who has successfully completed Advanced Music Theory II. In this class students will further their study of music through analysis, and will strengthen composition skills through composing for variety of instruments and voice combinations. Intense study of the works of Debussy/Ravel and 20th Century Composers will also be studied. Returning students may opt to retake the AP Music Theory Exam if they wish.
Prerequisite: Successful completion of Advanced Music Theory II
| | Beginning Concert Choir (6460) | | This is an introductory course to group vocals. A wide variety of choral literature is performed throughout the year. Sight singing is emphasized. Attendance at outside performances is required. The school will provide the required uniform. Women are responsible for black pantyhose and black dress shoes. Men are responsible for black socks and black dress shoes. This course will satisfy the Fine Arts Credit required for graduation. | | Bel Canto Womens Chorus (6485) | | This is primarily an introductory course for women interested in singing in a group. Emphasis will be placed on how to work with the changing or recently altered female voice as well as strategies for building effective sight singing skills. A wide variety of music literature will be performed throughout the year. Previous experience is recommended but not needed. Attendance at outside performances is required. A participation fee is required by the school district. The school will provide a black dress. The student is responsible for black pantyhose and black dress shoes. Any entering freshman woman enrolling in choir must take this course. Other women may take this course if their schedules allow. This course will satisfy the Fine Arts Credit required for graduation. | | Chamber Choir (6495) | | This is a highly selective chamber choir of auditioned singers. Emphasis is placed on advanced levels of musicianship including sight singing, vocal production, and performance technique. A wide variety of chamber music is performed throughout the year. Attendance at outside performances is required. The school will provide the required uniform. Women are responsible for black pantyhose and black dress shoes. Men are responsible for black socks and black dress shoes. A participation fee is required by the school district. This course will satisfy the Fine Arts Credit required for graduation. | | Concert Band (6435) | | This course is a semester course open to selected students in all grades. The concert band performs many times before the public and serves as a prime public relations group for the school and the district. 1. A student must audition before the director; 2. A student will be required to devote time outside of the classroom for football games, parades, basketball games, concerts, sectionals, extra rehearsals and other special events. 3. Every Tuesday and Thursday afternoon from 5 to 8 pm must be kept open for extra rehearsal time. 4. Each student must provide his/her own accessories, including shoes and gloves. 5. Students are required to pay a $25.00 instrumental rental fee and are financially responsible for any needed repairs on their instrument. May be repeated for credit. This course will satisfy half of the Fine Arts Credit required for graduation. | | Exploring Music (6505) | | This course offers emphasis on learning basic fundamentals of music, the historical progress of music from ancient to modern times, plus the development and refinement of one’s values and attitudes toward music listening. Reading and writing skills are required for evaluative learning in the critical analysis of music. This course may not be repeated. This course will satisfy the Fine Arts Credit required for graduation. | | Girls Choir (6440) | | A full-year course for primarily, but not restricted to freshmen girls. This class is for students who enjoy singing, with emphasis on the fundamentals of singing. Class will participate in the district music contest. Audition unnecessary. Concert attendance is required. May be repeated for credit. This course will satisfy the Fine Arts Credit required for graduation. | | Jazz Band (6410) | | This course is available to anyone in Marching Band and Symphonic Winds or Concert Band (within the jazz ensemble instrumentation) with interest in developing as a jazz musician. All styles of jazz performance are explored, including improvisation. Membership is determined by audition in May of the preceding year. May be repeated for credit. This course will satisfy the Fine Arts Credit required for graduation. | | Marching Band (6430) | | This course is the primary performing group in the fall. Members of the Flag Corps will be auditioned in the spring and are not required to have participated in middle school band. Students will perform at all varsity home football games, along with field and parade competitions in the region. This class is part of the overall program, and must be taken along with Symphonic Winds or Concert Band in the second semester. May be repeated for credit. This course will satisfy half of the Fine Arts Credit required for graduation. | | Mens Choir (6490) | | This is primarily an introductory course for men interested in singing in a group. Emphasis will be placed on how to work with the changing or recently altered male voice as well as strategies for building effective sight singing skills. A wide variety of music literature will be performed throughout the year. Previous experience is recommended but not needed. Attendance at outside performances is required. The student is responsible for assembling a uniform of white dress shirt, black pants, black socks and black dress shoes. A participation fee is required by the school district. Any freshman man enrolling in choir must take this course. Other men may take this course if their schedule allows. This course will satisfy the Fine Arts Credit required for graduation. | | Mixed Choir (6450) | | This course is a choir for those who would like to sing in a choir, but have had little experience singing. It is not a performance choir. There is also paperwork done in this class on basic music theory. May be repeated for credit, with teacher’s approval. This course will satisfy the Fine Arts Credit required for graduation. | | Show Choir (6455) | | This is the most active performance choir. We dance and sing, doing both show choir and jazz choir performances. Auditions are held in the previous spring. May be repeated for credit. The school will provide the required uniform. Students are responsible for buying dance shoes. This course will satisfy the Fine Arts Credit required for graduation. | | String Orchestra (6420) | | This course is a performance class of students in grades 9-12. The student will perform various music styles from baroque through contemporary. Students will also perform in a chamber ensemble. There will be at least two evening performances and a solo and small ensemble performance. The students may also choose to compete with a solo in the concerto competition where the winner will perform the solo with the orchestra on the spring concert. All students will be required to perform with the school orchestra in District Music Competition in the spring. May be repeated for credit. | | Symphonic Winds (6425) | | In this course, the primary focus of the performing group will be to build and advance the skills learned in the previous years. This group will study quality music from all style periods available to the modern concert band. Students will audition for placement in one of two performing groups, Wind Ensemble or Symphonic Band. There will be two concerts during the year along with participation in the Missouri State Evaluative Festival with the possibility of other performances in the region. May be repeated for credit. This course will satisfy half of the Fine Arts Credit required for graduation. | | Grade 11 | | | Advanced Concert Choir (6475) | | This course is advanced concert choir of auditioned singers. Emphasis is placed on higher levels of musicianship including sight singing, tone production, phrasing, breath control, diction, and music theory. A wide variety of choral literature is performed throughout the year. Attendance at outside performances is required. The school will provide the required uniform. Women are responsible for black pantyhose and black dress shoes. Men are responsible for black socks and black dress shoes. This course will satisfy the Fine Arts Credit required for graduation. | | AP Music Theory (6500) | | AP Music Theory
AP Music Theory is a college preparatory class which focuses on the structure of Western Music and the tools necessary to create music. The study of music will include looking at well-known Western composers’ works for analysis, learning musical intervals and scale formulae, learning how to create simple compositions, ear training, sight singing and creating simple piano accompaniments to melodies at sight. May be repeated for credit. It is strongly suggested that students take the AP Music Theory Exam in the spring of the second semester. This class is offered yearly.
Prerequisite: 2 years of choir/band/orchestra or directors recommendation
Advanced Music Theory I
Advanced Music Theory I is a college preparatory class which is offered for any music student who has successfully completed AP Music Theory. In this class students will further their study of music through analysis, and will strengthen composition skills through composing for variety of instruments and voice combinations. Returning students are required to take the AP Music Theory Exam if they did not do so the previous year.
Prerequisite: Successful completion of AP Music Theory
Advanced Music Theory II
Advanced Music Theory II is a college preparatory class which is offered for any music student who has successfully completed Advanced Music Theory I. In this class students will further their study of music through analysis, and will strengthen composition skills through composing for variety of instruments and voice combinations. Returning students may opt to retake the AP Music Theory Exam if they wish.
Prerequisite: Successful completion of Advanced Music Theory I
Advanced Music Theory III
Advanced Music Theory III is a college preparatory class which is offered for any music student who has successfully completed Advanced Music Theory II. In this class students will further their study of music through analysis, and will strengthen composition skills through composing for variety of instruments and voice combinations. Intense study of the works of Debussy/Ravel and 20th Century Composers will also be studied. Returning students may opt to retake the AP Music Theory Exam if they wish.
Prerequisite: Successful completion of Advanced Music Theory II
| | Beginning Concert Choir (6460) | | This is an introductory course to group vocals. A wide variety of choral literature is performed throughout the year. Sight singing is emphasized. Attendance at outside performances is required. The school will provide the required uniform. Women are responsible for black pantyhose and black dress shoes. Men are responsible for black socks and black dress shoes. This course will satisfy the Fine Arts Credit required for graduation. | | Bel Canto Womens Chorus (6485) | | This is primarily an introductory course for women interested in singing in a group. Emphasis will be placed on how to work with the changing or recently altered female voice as well as strategies for building effective sight singing skills. A wide variety of music literature will be performed throughout the year. Previous experience is recommended but not needed. Attendance at outside performances is required. A participation fee is required by the school district. The school will provide a black dress. The student is responsible for black pantyhose and black dress shoes. Any entering freshman woman enrolling in choir must take this course. Other women may take this course if their schedules allow. This course will satisfy the Fine Arts Credit required for graduation. | | Chamber Choir (6495) | | This is a highly selective chamber choir of auditioned singers. Emphasis is placed on advanced levels of musicianship including sight singing, vocal production, and performance technique. A wide variety of chamber music is performed throughout the year. Attendance at outside performances is required. The school will provide the required uniform. Women are responsible for black pantyhose and black dress shoes. Men are responsible for black socks and black dress shoes. A participation fee is required by the school district. This course will satisfy the Fine Arts Credit required for graduation. | | Concert Band (6435) | | This course is a semester course open to selected students in all grades. The concert band performs many times before the public and serves as a prime public relations group for the school and the district. 1. A student must audition before the director; 2. A student will be required to devote time outside of the classroom for football games, parades, basketball games, concerts, sectionals, extra rehearsals and other special events. 3. Every Tuesday and Thursday afternoon from 5 to 8 pm must be kept open for extra rehearsal time. 4. Each student must provide his/her own accessories, including shoes and gloves. 5. Students are required to pay a $25.00 instrumental rental fee and are financially responsible for any needed repairs on their instrument. May be repeated for credit. This course will satisfy half of the Fine Arts Credit required for graduation. | | Exploring Music (6505) | | This course offers emphasis on learning basic fundamentals of music, the historical progress of music from ancient to modern times, plus the development and refinement of one’s values and attitudes toward music listening. Reading and writing skills are required for evaluative learning in the critical analysis of music. This course may not be repeated. This course will satisfy the Fine Arts Credit required for graduation. | | Girls Choir (6440) | | A full-year course for primarily, but not restricted to freshmen girls. This class is for students who enjoy singing, with emphasis on the fundamentals of singing. Class will participate in the district music contest. Audition unnecessary. Concert attendance is required. May be repeated for credit. This course will satisfy the Fine Arts Credit required for graduation. | | Jazz Band (6410) | | This course is available to anyone in Marching Band and Symphonic Winds or Concert Band (within the jazz ensemble instrumentation) with interest in developing as a jazz musician. All styles of jazz performance are explored, including improvisation. Membership is determined by audition in May of the preceding year. May be repeated for credit. This course will satisfy the Fine Arts Credit required for graduation. | | Marching Band (6430) | | This course is the primary performing group in the fall. Members of the Flag Corps will be auditioned in the spring and are not required to have participated in middle school band. Students will perform at all varsity home football games, along with field and parade competitions in the region. This class is part of the overall program, and must be taken along with Symphonic Winds or Concert Band in the second semester. May be repeated for credit. This course will satisfy half of the Fine Arts Credit required for graduation. | | Mens Choir (6490) | | This is primarily an introductory course for men interested in singing in a group. Emphasis will be placed on how to work with the changing or recently altered male voice as well as strategies for building effective sight singing skills. A wide variety of music literature will be performed throughout the year. Previous experience is recommended but not needed. Attendance at outside performances is required. The student is responsible for assembling a uniform of white dress shirt, black pants, black socks and black dress shoes. A participation fee is required by the school district. Any freshman man enrolling in choir must take this course. Other men may take this course if their schedule allows. This course will satisfy the Fine Arts Credit required for graduation. | | Mixed Choir (6450) | | This course is a choir for those who would like to sing in a choir, but have had little experience singing. It is not a performance choir. There is also paperwork done in this class on basic music theory. May be repeated for credit, with teacher’s approval. This course will satisfy the Fine Arts Credit required for graduation. | | Show Choir (6455) | | This is the most active performance choir. We dance and sing, doing both show choir and jazz choir performances. Auditions are held in the previous spring. May be repeated for credit. The school will provide the required uniform. Students are responsible for buying dance shoes. This course will satisfy the Fine Arts Credit required for graduation. | | String Orchestra (6420) | | This course is a performance class of students in grades 9-12. The student will perform various music styles from baroque through contemporary. Students will also perform in a chamber ensemble. There will be at least two evening performances and a solo and small ensemble performance. The students may also choose to compete with a solo in the concerto competition where the winner will perform the solo with the orchestra on the spring concert. All students will be required to perform with the school orchestra in District Music Competition in the spring. May be repeated for credit. | | Symphonic Winds (6425) | | In this course, the primary focus of the performing group will be to build and advance the skills learned in the previous years. This group will study quality music from all style periods available to the modern concert band. Students will audition for placement in one of two performing groups, Wind Ensemble or Symphonic Band. There will be two concerts during the year along with participation in the Missouri State Evaluative Festival with the possibility of other performances in the region. May be repeated for credit. This course will satisfy half of the Fine Arts Credit required for graduation. | | Grade 12 | | | Advanced Concert Choir (6475) | | This course is advanced concert choir of auditioned singers. Emphasis is placed on higher levels of musicianship including sight singing, tone production, phrasing, breath control, diction, and music theory. A wide variety of choral literature is performed throughout the year. Attendance at outside performances is required. The school will provide the required uniform. Women are responsible for black pantyhose and black dress shoes. Men are responsible for black socks and black dress shoes. This course will satisfy the Fine Arts Credit required for graduation. | | AP Music Theory (6500) | | AP Music Theory
AP Music Theory is a college preparatory class which focuses on the structure of Western Music and the tools necessary to create music. The study of music will include looking at well-known Western composers’ works for analysis, learning musical intervals and scale formulae, learning how to create simple compositions, ear training, sight singing and creating simple piano accompaniments to melodies at sight. May be repeated for credit. It is strongly suggested that students take the AP Music Theory Exam in the spring of the second semester. This class is offered yearly.
Prerequisite: 2 years of choir/band/orchestra or directors recommendation
Advanced Music Theory I
Advanced Music Theory I is a college preparatory class which is offered for any music student who has successfully completed AP Music Theory. In this class students will further their study of music through analysis, and will strengthen composition skills through composing for variety of instruments and voice combinations. Returning students are required to take the AP Music Theory Exam if they did not do so the previous year.
Prerequisite: Successful completion of AP Music Theory
Advanced Music Theory II
Advanced Music Theory II is a college preparatory class which is offered for any music student who has successfully completed Advanced Music Theory I. In this class students will further their study of music through analysis, and will strengthen composition skills through composing for variety of instruments and voice combinations. Returning students may opt to retake the AP Music Theory Exam if they wish.
Prerequisite: Successful completion of Advanced Music Theory I
Advanced Music Theory III
Advanced Music Theory III is a college preparatory class which is offered for any music student who has successfully completed Advanced Music Theory II. In this class students will further their study of music through analysis, and will strengthen composition skills through composing for variety of instruments and voice combinations. Intense study of the works of Debussy/Ravel and 20th Century Composers will also be studied. Returning students may opt to retake the AP Music Theory Exam if they wish.
Prerequisite: Successful completion of Advanced Music Theory II
| | Beginning Concert Choir (6460) | | This is an introductory course to group vocals. A wide variety of choral literature is performed throughout the year. Sight singing is emphasized. Attendance at outside performances is required. The school will provide the required uniform. Women are responsible for black pantyhose and black dress shoes. Men are responsible for black socks and black dress shoes. This course will satisfy the Fine Arts Credit required for graduation. | | Bel Canto Womens Chorus (6485) | | This is primarily an introductory course for women interested in singing in a group. Emphasis will be placed on how to work with the changing or recently altered female voice as well as strategies for building effective sight singing skills. A wide variety of music literature will be performed throughout the year. Previous experience is recommended but not needed. Attendance at outside performances is required. A participation fee is required by the school district. The school will provide a black dress. The student is responsible for black pantyhose and black dress shoes. Any entering freshman woman enrolling in choir must take this course. Other women may take this course if their schedules allow. This course will satisfy the Fine Arts Credit required for graduation. | | Chamber Choir (6495) | | This is a highly selective chamber choir of auditioned singers. Emphasis is placed on advanced levels of musicianship including sight singing, vocal production, and performance technique. A wide variety of chamber music is performed throughout the year. Attendance at outside performances is required. The school will provide the required uniform. Women are responsible for black pantyhose and black dress shoes. Men are responsible for black socks and black dress shoes. A participation fee is required by the school district. This course will satisfy the Fine Arts Credit required for graduation. | | Concert Band (6435) | | This course is a semester course open to selected students in all grades. The concert band performs many times before the public and serves as a prime public relations group for the school and the district. 1. A student must audition before the director; 2. A student will be required to devote time outside of the classroom for football games, parades, basketball games, concerts, sectionals, extra rehearsals and other special events. 3. Every Tuesday and Thursday afternoon from 5 to 8 pm must be kept open for extra rehearsal time. 4. Each student must provide his/her own accessories, including shoes and gloves. 5. Students are required to pay a $25.00 instrumental rental fee and are financially responsible for any needed repairs on their instrument. May be repeated for credit. This course will satisfy half of the Fine Arts Credit required for graduation. | | Exploring Music (6505) | | This course offers emphasis on learning basic fundamentals of music, the historical progress of music from ancient to modern times, plus the development and refinement of one’s values and attitudes toward music listening. Reading and writing skills are required for evaluative learning in the critical analysis of music. This course may not be repeated. This course will satisfy the Fine Arts Credit required for graduation. | | Girls Choir (6440) | | A full-year course for primarily, but not restricted to freshmen girls. This class is for students who enjoy singing, with emphasis on the fundamentals of singing. Class will participate in the district music contest. Audition unnecessary. Concert attendance is required. May be repeated for credit. This course will satisfy the Fine Arts Credit required for graduation. | | Jazz Band (6410) | | This course is available to anyone in Marching Band and Symphonic Winds or Concert Band (within the jazz ensemble instrumentation) with interest in developing as a jazz musician. All styles of jazz performance are explored, including improvisation. Membership is determined by audition in May of the preceding year. May be repeated for credit. This course will satisfy the Fine Arts Credit required for graduation. | | Marching Band (6430) | | This course is the primary performing group in the fall. Members of the Flag Corps will be auditioned in the spring and are not required to have participated in middle school band. Students will perform at all varsity home football games, along with field and parade competitions in the region. This class is part of the overall program, and must be taken along with Symphonic Winds or Concert Band in the second semester. May be repeated for credit. This course will satisfy half of the Fine Arts Credit required for graduation. | | Mens Choir (6490) | | This is primarily an introductory course for men interested in singing in a group. Emphasis will be placed on how to work with the changing or recently altered male voice as well as strategies for building effective sight singing skills. A wide variety of music literature will be performed throughout the year. Previous experience is recommended but not needed. Attendance at outside performances is required. The student is responsible for assembling a uniform of white dress shirt, black pants, black socks and black dress shoes. A participation fee is required by the school district. Any freshman man enrolling in choir must take this course. Other men may take this course if their schedule allows. This course will satisfy the Fine Arts Credit required for graduation. | | Mixed Choir (6450) | | This course is a choir for those who would like to sing in a choir, but have had little experience singing. It is not a performance choir. There is also paperwork done in this class on basic music theory. May be repeated for credit, with teacher’s approval. This course will satisfy the Fine Arts Credit required for graduation. | | Show Choir (6455) | | This is the most active performance choir. We dance and sing, doing both show choir and jazz choir performances. Auditions are held in the previous spring. May be repeated for credit. The school will provide the required uniform. Students are responsible for buying dance shoes. This course will satisfy the Fine Arts Credit required for graduation. | | String Orchestra (6420) | | This course is a performance class of students in grades 9-12. The student will perform various music styles from baroque through contemporary. Students will also perform in a chamber ensemble. There will be at least two evening performances and a solo and small ensemble performance. The students may also choose to compete with a solo in the concerto competition where the winner will perform the solo with the orchestra on the spring concert. All students will be required to perform with the school orchestra in District Music Competition in the spring. May be repeated for credit. | | Symphonic Winds (6425) | | In this course, the primary focus of the performing group will be to build and advance the skills learned in the previous years. This group will study quality music from all style periods available to the modern concert band. Students will audition for placement in one of two performing groups, Wind Ensemble or Symphonic Band. There will be two concerts during the year along with participation in the Missouri State Evaluative Festival with the possibility of other performances in the region. May be repeated for credit. This course will satisfy half of the Fine Arts Credit required for graduation. |
HS - Physical Educaiton
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | PE 9 Fitness for Life | | The 9th grade Fitness for Life course is required of all 9th grade students in the St. Joseph School District and serves to fulfill the current state requirement for physical education. Students will learn and apply concepts and principles of physical fitness, health and wellness through lessons and accompanying activities. A key outcome of the Fitness for Life course is to develop a personal fitness plan based on personal physical fitness assessments, fitness goals and interests. Technological tools will be used to monitor and track exercise progress. In addition, students will participate in a variety of initiatives, cooperative activities, and team-building challenges. Mini-units of individual and dual sport activities, team sport activities, and aerobics and dance will complete this year long course.
See Objective 32 for Assessments addressing Common Core.
See Objective 33 for SJSD 21st Century Learner Information. | | Grade 10 | | | Adv Weight Training and Body Conditioning | | This course is an elective course designed for the student athlete or anyone interested in a more intense body conditioning and weight training program. Free weights, racks and other weight training equipment will be used. Students will apply weight training principles to design personal programs to meet individual goals. Students will learn to train safely and effectively. Physical examinations are recommended. Teacher recommendation is required.
See Objective 10 for Assessments addressing Common Core.
See Objective 11 for SJSD 21st Century Learner Information.
| | Aerobics and Dance | | This elective course is designed to provide students with the knowledge and skills necessary to maintain a healthy, active lifestyle now and in the future through participation in a variety of aerobic exercise and dance activities. Students enrolled in this course will participate in the following: step aerobics, floor aerobics, aerobic martial arts, line dance, social dance, folk dance, novelty dance, pilates, yoga, stability ball workouts, Zumba, aerobic fitness development exercises, and walking/hiking programs.
See Objective 22 for Assessments addressing Common Core.
See Objective 23 for SJSD 21st Century Learner Information. | | Beg Weight Training and Body Conditioning | | This course is an elective course designed to provide the student with the knowledge, skills and safety practices necessary to successfully begin and maintain a weight-training program through the use of free weights, racks and other strength training equipment. Students will learn the benefits of a weight training program, develop a personal weight training plan, and set personal weight training goals. This course will involve some strenuous activities. Body conditioning activities will be included.
See Objective 10 for Assessments addressing Common Core.
See Objective 11 for SJSD 21st Century Learner Information.
| | Individual and Dual Sports | | This course is an elective course designed for students who enjoy individual and dual lifetime activities. Students will learn and review fundamental skills and strategies of a variety of individual and dual sport activities through skill drills, modified games and tournament play, as applicable. These include the net sports of badminton, tennis and pickleball, and the recreational activities of ice skating, bowling, beginning golf, walking / hiking activities. Fishing/angling, snow-skiing and wall-ball are optional. Students will learn the relationship between lifetime activity and good health and overall wellness. Some classes will meet off-campus.
See Objective 15 for Assessments Addressing Common Core.
See Objective 16 for SJSD 21st Century Learner Information. | | Team Sports | | The team sports course is an elective course designed for the student who enjoys team sport participation. Students in this course will review fundamental skills and participate in modified games of a variety of team sports. These include basketball, volleyball, team handball, soccer, flag football, softball and hockey. This course will include fitness development activities, tournament play and beginning officiating. Students will use technological tools to monitor and track activity.
See Objective 18 for Assessments addressing Common Core.
See Objective 19 for SJSD 21st Century Learner Information. | | Grade 11 | | | Adv Weight Training and Body Conditioning | | This course is an elective course designed for the student athlete or anyone interested in a more intense body conditioning and weight training program. Free weights, racks and other weight training equipment will be used. Students will apply weight training principles to design personal programs to meet individual goals. Students will learn to train safely and effectively. Physical examinations are recommended. Teacher recommendation is required.
See Objective 10 for Assessments addressing Common Core.
See Objective 11 for SJSD 21st Century Learner Information.
| | Aerobics and Dance | | This elective course is designed to provide students with the knowledge and skills necessary to maintain a healthy, active lifestyle now and in the future through participation in a variety of aerobic exercise and dance activities. Students enrolled in this course will participate in the following: step aerobics, floor aerobics, aerobic martial arts, line dance, social dance, folk dance, novelty dance, pilates, yoga, stability ball workouts, Zumba, aerobic fitness development exercises, and walking/hiking programs.
See Objective 22 for Assessments addressing Common Core.
See Objective 23 for SJSD 21st Century Learner Information. | | Beg Weight Training and Body Conditioning | | This course is an elective course designed to provide the student with the knowledge, skills and safety practices necessary to successfully begin and maintain a weight-training program through the use of free weights, racks and other strength training equipment. Students will learn the benefits of a weight training program, develop a personal weight training plan, and set personal weight training goals. This course will involve some strenuous activities. Body conditioning activities will be included.
See Objective 10 for Assessments addressing Common Core.
See Objective 11 for SJSD 21st Century Learner Information.
| | Elite PE | | This elective course is designed for responsible students interested in their own physical fitness development. This course will meet at the YMCA. Based on personal fitness goals, students will design and participate in their own personal fitness plan using aerobic exercise and weight training machines. Students will use the FitLinxx System to monitor and track progress. Students will participate in seminars which focus on fitness, health and wellness topics. Other YMCA resources may be available for use. A fee is required. Signature of the instructor is required to enroll in this course.
See Objective 12 for Assessments addressing Common Core.
See Objective 13 for SJSD 21st Century Learner Information. | | Individual and Dual Sports | | This course is an elective course designed for students who enjoy individual and dual lifetime activities. Students will learn and review fundamental skills and strategies of a variety of individual and dual sport activities through skill drills, modified games and tournament play, as applicable. These include the net sports of badminton, tennis and pickleball, and the recreational activities of ice skating, bowling, beginning golf, walking / hiking activities. Fishing/angling, snow-skiing and wall-ball are optional. Students will learn the relationship between lifetime activity and good health and overall wellness. Some classes will meet off-campus.
See Objective 15 for Assessments Addressing Common Core.
See Objective 16 for SJSD 21st Century Learner Information. | | Team Sports | | The team sports course is an elective course designed for the student who enjoys team sport participation. Students in this course will review fundamental skills and participate in modified games of a variety of team sports. These include basketball, volleyball, team handball, soccer, flag football, softball and hockey. This course will include fitness development activities, tournament play and beginning officiating. Students will use technological tools to monitor and track activity.
See Objective 18 for Assessments addressing Common Core.
See Objective 19 for SJSD 21st Century Learner Information. | | Grade 12 | | | Adv Weight Training and Body Conditioning | | This course is an elective course designed for the student athlete or anyone interested in a more intense body conditioning and weight training program. Free weights, racks and other weight training equipment will be used. Students will apply weight training principles to design personal programs to meet individual goals. Students will learn to train safely and effectively. Physical examinations are recommended. Teacher recommendation is required.
See Objective 10 for Assessments addressing Common Core.
See Objective 11 for SJSD 21st Century Learner Information.
| | Aerobics and Dance | | This elective course is designed to provide students with the knowledge and skills necessary to maintain a healthy, active lifestyle now and in the future through participation in a variety of aerobic exercise and dance activities. Students enrolled in this course will participate in the following: step aerobics, floor aerobics, aerobic martial arts, line dance, social dance, folk dance, novelty dance, pilates, yoga, stability ball workouts, Zumba, aerobic fitness development exercises, and walking/hiking programs.
See Objective 22 for Assessments addressing Common Core.
See Objective 23 for SJSD 21st Century Learner Information. | | Beg Weight Training and Body Conditioning | | This course is an elective course designed to provide the student with the knowledge, skills and safety practices necessary to successfully begin and maintain a weight-training program through the use of free weights, racks and other strength training equipment. Students will learn the benefits of a weight training program, develop a personal weight training plan, and set personal weight training goals. This course will involve some strenuous activities. Body conditioning activities will be included.
See Objective 10 for Assessments addressing Common Core.
See Objective 11 for SJSD 21st Century Learner Information.
| | Elite PE | | This elective course is designed for responsible students interested in their own physical fitness development. This course will meet at the YMCA. Based on personal fitness goals, students will design and participate in their own personal fitness plan using aerobic exercise and weight training machines. Students will use the FitLinxx System to monitor and track progress. Students will participate in seminars which focus on fitness, health and wellness topics. Other YMCA resources may be available for use. A fee is required. Signature of the instructor is required to enroll in this course.
See Objective 12 for Assessments addressing Common Core.
See Objective 13 for SJSD 21st Century Learner Information. | | Individual and Dual Sports | | This course is an elective course designed for students who enjoy individual and dual lifetime activities. Students will learn and review fundamental skills and strategies of a variety of individual and dual sport activities through skill drills, modified games and tournament play, as applicable. These include the net sports of badminton, tennis and pickleball, and the recreational activities of ice skating, bowling, beginning golf, walking / hiking activities. Fishing/angling, snow-skiing and wall-ball are optional. Students will learn the relationship between lifetime activity and good health and overall wellness. Some classes will meet off-campus.
See Objective 15 for Assessments Addressing Common Core.
See Objective 16 for SJSD 21st Century Learner Information. | | Team Sports | | The team sports course is an elective course designed for the student who enjoys team sport participation. Students in this course will review fundamental skills and participate in modified games of a variety of team sports. These include basketball, volleyball, team handball, soccer, flag football, softball and hockey. This course will include fitness development activities, tournament play and beginning officiating. Students will use technological tools to monitor and track activity.
See Objective 18 for Assessments addressing Common Core.
See Objective 19 for SJSD 21st Century Learner Information. |
HS - Science
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | Biology | | This course introduces the study of living organisms. It is a prerequisite for all other biology electives and is assessed by the State of Missouri in an End of Course (EOC) assessment. It includes all theories relevant to biology, the basic physical and chemical structure and function of cells, reproduction of cells, and genetics. The course focuses on the unifying themes in biology of structure and function, energy transformation, change over time, and will help to establish a solid foundation in inquiry-based scientific exploration.
*: Indicates items appropriate for Honors Biology.
(EOC): Represents Grade Level Expectations (GLE's) for the End of Course (EOC) assessment in Biology | | Biology A | | This course introduces the study of living organisms. It is a prerequisite for all other biology electives and is assessed by the State of Missouri in an End of Course (EOC) assessment. It includes all theories relevant to biology, the basic physical and chemical structure and function of cells, reproduction of cells, and genetics. The course focuses on the unifying themes in biology of structure and function, energy transformation, change over time, and will help to establish a solid foundation in inquiry-based scientific exploration.
| | Science Explorations | | Science Explorations is offered at the ninth grade level. This course offers an integration of science curricula covering life science, earth science, and inquiry. Science Explorations is specifically designed as a hands-on experience with applied connections to relate science to students’ everyday lives. | | Grade 10 | | | Advanced Chemistry* | | This course in chemistry provides an intense study into the fundamentals of matter, the mathematical relationships that exist, and how chemical properties explain everyday practical events. This course is for students interested in preparing for collegiate-level chemistry. Experiments, data analysis and interpretation, and reports are expected. | | Advanced Physics | | This course is designed to continue in-depth studies in physics which studies the relationships between matter and energy. The main topics will include a review of mechanics, electricity, magnetism, and optics. A strong background iin math is recommended. Physics is a prerequisite. | | Biology A | | This course introduces the study of living organisms. It is a prerequisite for all other biology electives and is assessed by the State of Missouri in an End of Course (EOC) assessment. It includes all theories relevant to biology, the basic physical and chemical structure and function of cells, reproduction of cells, and genetics. The course focuses on the unifying themes in biology of structure and function, energy transformation, change over time, and will help to establish a solid foundation in inquiry-based scientific exploration.
| | Biology B | | This course introduces the study of living organisms. This is the second of a two year course. It is a prerequisite for all other biology electives and is assessed by the State of Missouri in an End of Course (EOC) assessment. It includes all theories relevant to biology, the basic physical and chemical structure and function of cells, reproduction of cells, and genetics. The course focuses on the unifying themes in biology of structure and function, energy transformation, change over time, and will help to establish a solid foundation in inquiry-based scientific exploration. | | Botany* | | This course is an in-depth study of the biological processes of plants. Topics include: plant anatomy and physiology, biochemistry, and taxonomy. Inquiry-based experiments, projects, and reports that continue to expand scientific exploration are expected. | | Chemistry* | | This course studies the chemical and physical nature of matter and energy. Topics include scientific measurement, modern atomic theory, periodicity, chemical reactions, mass-mole relationships, and thermodynamics. Many activities involve inquiry-based scientific exploration. An understanding of algebra to solve word problems and the ability to use formulas and exponential notation is necessary. | | Dual Credit Biology* | | This course is the equivalent of introductory college biology course for nonmajors at Missouri Western State University (BIO 101). The course is divided into eleven units. The laboratory component of this course constitutes twenty-five percent of the final grade. Expectations for the students in this class are the same as the course currently being offered at MWSU. At the successful completion of this course and final payment to MWSU, five college credits of Biology (or elective credit, depending on the institution) will be earned. | | Genetics* | | This course is an in-depth study into modern genetics. Topics include: Molecular Genetics, Mendel’s laws, probability, linkage, and biotechnology. Students will be expected to do genetics experiments with suitable organisms (fruit flies, fast plants, yeast, etc.), analyze data statistically, and prepare reports which will help students to continue to expand scientific exploration. | | Microbiology* | | This course is an in-depth study into the world of microbes (viruses, bacteria, fungi, algae, and protozoans). Students will carry out a variety of experiments that focus on the diversity and metabolic activity of microbes and prepare reports of these scientific investigations. | | Physics* | | Physics is a an honors course dealing with intensive studies of the physical nature of matter and energy. These studies include a focus on forces, bodies in motion, and sound. | | Principles of Chemistry and Physics | | This course studies the chemical and physical nature of matter and energy. Additional studies include forces, bodies in motion, waves, modern atomic theory, the relationships within chemical reactions, and will continue to encourage inquiry-based scientific exploration. This course is a prerequisite for other chemistry and physics courses.
*Indicates topics appropriate for Honors | | Principles of Chemistry and Physics A | | This course studies the chemical and physical nature of matter and energy. Additional studies include forces, bodies in motion, waves, modern atomic theory, the relationships within chemical reactions, and will continue to encourage inquiry-based scientific exploration. This course is a prerequisite for other chemistry and physics courses | | Zoology* | | Zoology is a yearlong exploration of the Animal Kingdom. Unifying themes for this course include comparative anatomy, animal life processes, taxonomy and evolution. A heavy emphasis is placed upon hands-on participation in lab activities as well as formal and informal lab reports. Current technology will be utilized in the acquisition of data on animal behavior and other life processes to further build onto a strong inquiry-based background. Comparative anatomy labs will also include dissections of example species of major animal groups from earthworms and crayfish to sharks and fetal pigs. | | Grade 11 | | | Advanced Chemistry* | | This course in chemistry provides an intense study into the fundamentals of matter, the mathematical relationships that exist, and how chemical properties explain everyday practical events. This course is for students interested in preparing for collegiate-level chemistry. Experiments, data analysis and interpretation, and reports are expected. | | Advanced Physics | | This course is designed to continue in-depth studies in physics which studies the relationships between matter and energy. The main topics will include a review of mechanics, electricity, magnetism, and optics. A strong background iin math is recommended. Physics is a prerequisite. | | Advanced Placement (AP) Biology* | | This course is designed prepare students to take the AP Biology exam in May, and to be the equivalent of a college introductory biology course usually taken by biology majors during their first year. Molecules and cells (25%), Heredity and Evolution (25%), and Organisms and Populations (50%) are the three major areas of study. It is the goals of this course to a) help students develop a conceptual framework for modern biology and b) to help students gain an appreciation of science as a process. | | Advanced Placement (AP) Chemistry* | | This course is intended to prepare students to take the AP Chemistry exam in May, and is equivalent to a chemistry course usually taken by majors in Chemistry during the first college year. Students should expect to attain a depth of understanding of fundamentals and a reasonable competence in dealing with chemical problems. Course topics (% coverage) include: Structure of Matter (20%), States of Matter (20%), Reactions (35-40%), and Descriptive Chemistry of Inorganic and Organic Compounds(10-15%). The laboratory portion (5-10%) of the course incorporates observing chemical reactions, recording data, calculating and interpreting results, and communicating these results effectively. | | Advanced Placement (AP) Physics* | | This course is designed to prepare students who will take the AP Physics B exam in May. It is equivalent to an introductory-level college physics course that 1) provides basic knowledge of the discipline of physics, 2) develops abilities to ask physical questions and to obtain solutions using qualitative and quantitative reasoning by experimental investigation, 3) fosters an appreciation of the physical world, and 4) helps to understand connections to other disciplines and societal issues. Course topics (% coverage) include: Newtonian Mechanics (35%), Fluid Mechanics and Thermal Physics (15%), Electricity and Magnetism (25%), Waves and Optics (15%), Atomic and Nuclear Physics (10%). | | Biology A | | This course introduces the study of living organisms. It is a prerequisite for all other biology electives and is assessed by the State of Missouri in an End of Course (EOC) assessment. It includes all theories relevant to biology, the basic physical and chemical structure and function of cells, reproduction of cells, and genetics. The course focuses on the unifying themes in biology of structure and function, energy transformation, change over time, and will help to establish a solid foundation in inquiry-based scientific exploration.
| | Biology B | | This course introduces the study of living organisms. This is the second of a two year course. It is a prerequisite for all other biology electives and is assessed by the State of Missouri in an End of Course (EOC) assessment. It includes all theories relevant to biology, the basic physical and chemical structure and function of cells, reproduction of cells, and genetics. The course focuses on the unifying themes in biology of structure and function, energy transformation, change over time, and will help to establish a solid foundation in inquiry-based scientific exploration. | | Botany* | | This course is an in-depth study of the biological processes of plants. Topics include: plant anatomy and physiology, biochemistry, and taxonomy. Inquiry-based experiments, projects, and reports that continue to expand scientific exploration are expected. | | Chemistry* | | This course studies the chemical and physical nature of matter and energy. Topics include scientific measurement, modern atomic theory, periodicity, chemical reactions, mass-mole relationships, and thermodynamics. Many activities involve inquiry-based scientific exploration. An understanding of algebra to solve word problems and the ability to use formulas and exponential notation is necessary. | | Dual Credit Biology* | | This course is the equivalent of introductory college biology course for nonmajors at Missouri Western State University (BIO 101). The course is divided into eleven units. The laboratory component of this course constitutes twenty-five percent of the final grade. Expectations for the students in this class are the same as the course currently being offered at MWSU. At the successful completion of this course and final payment to MWSU, five college credits of Biology (or elective credit, depending on the institution) will be earned. | | Dual Credit Chemistry* | | A college course in chemistry in which the basic concepts of the science are introduced. Topics include atomic theory and periodic system, chemical calculations, chemical reactions, states of matter, theories of chemical bonding, and atomic structure. Students gain an understanding of the underlying physical concepts in chemistry. Students are provided with an opportunity to gain an understanding of physical and natural phenomena as well as an appreciation for the role of science in society. In taking this course students will exercise and enhance their mathematical, reasoning and analytical skills. Students who successfully complete this course will receive 5 credit hours in chemistry (CHE 111) through Missouri Western State University. | | Environmental Science | | Environmental Science studies the interactions of organisms with their abiotic and biotic environments. Topics addressed include interdependence of earth systems, human population dynamics, renewable and nonrenewable resources, and environmental quality. Human impact on environmental issues will be examined on a local, regional and global scale. Students may elect to take the Advanced Placement Environmental Science exam in May. Activities include laboratory explorations, field studies/simulations, data analysis and graphing which collectively will continue to encourage inquiry-based scientific exploration.
*Includes items appropriate for Honors. | | Genetics* | | This course is an in-depth study into modern genetics. Topics include: Molecular Genetics, Mendel’s laws, probability, linkage, and biotechnology. Students will be expected to do genetics experiments with suitable organisms (fruit flies, fast plants, yeast, etc.), analyze data statistically, and prepare reports which will help students to continue to expand scientific exploration. | | IB Biology HL* - Year 1 | | This two-year course is the study of important biological principles that help to explain how life works. The fundamental purpose of this course to help the learner develop a conceptual framework throughout modern biology content by emphasizing the integration of the content with eight major themes: Science as a Process; Evolution (Change through Time); Energy Transfer; Continuity and Change; Relationship of structure to function; Regulation; Interdependence in nature; Science, technology, and global society. Molecules and Cells, Heredity and Evolution, and Organisms and Populations are the three major areas of study.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is an interdisciplinary project, a mixture of short- and long-term investigations throughout the course combining into at least 50 hours on practical activities and at least 10 hours for the project. The external assessments are Paper 1 which are 40 Multiple Choice Questions, Paper 2 is one data based questions, several short answer questions and two extended response questions, and Paper 3 several short answer and extended response questions.
| | IB Chemistry SL* | | This one-year course is the study is the equivalent to college introductory chemistry courses usually taken by chemistry majors during their first year. The purpose of this course is for students to participate in a rigorous study of important chemical principles that help to explain how the physical world works. Chemistry is one of many sciences from which knowledge is obtained. The methodologies, processes, and interpretations by chemists are diverse and will be utilized by students in these courses, which will link to the Theory of Knowledge course requirement. Major areas to be study through student driven labs include measurement and data processing, atomic structure, periodicity, bonding, quantitative analysis, acids and bases, organic chemistry and medicines.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is an interdisciplinary project, a mixture of short- and long-term investigations throughout the course combining into at least 30 hours on practical activities and at least 10 hours for the project. The external assessments for this course consist of three papers. Paper 1 composes 30 multiple-choice questions on the core. The questions are designed to be short one- or two-stage problems. Paper 2 will have Section A: one data-based question and several short-answer questions that require students to analyze a given set of data. Section B is one extended-response question that may involve writing a number of paragraphs, solving a substantial problem, or carrying out a substantial piece of analysis or evaluation. A calculator is required for this paper. Paper 3 has several short-answer questions in each of the two options studied. A calculator is required for this paper.
| | IB Physics SL* | | This one year course is for students to participate in a rigorous study of important principles of physics that help to explain how the physical world works. Physics is one of many sciences from which knowledge is obtained. The methodologies, processes, and interpretations by physicists are diverse and many will be utilized by students in this course. It is the goal of this course to help the learner develop a conceptual framework of physics by focusing on the following topics: Mechanics; Thermodynamics; Oscillations and Waves, Electric Currents, Magnetism, and Energy Transfer.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is an interdisciplinary project, a mixture of short- and long-term investigations throughout the course combining into at least 30 hours on practical activities and at least 10 hours for the project. The external assessments for this course consist of three papers. Paper 1 composes 30 multiple-choice questions on the core. The questions are designed to be short one- or two-stage problems. Paper 2 will have Section A: one data-based question and several short-answer questions that require students to analyze a given set of data. Section B is one extended-response question that may involve writing a number of paragraphs, solving a substantial problem, or carrying out a substantial piece of analysis or evaluation. A calculator is required for this paper. Paper 3 has several short-answer questions in each of the two options studied. A calculator is required for this paper.
| | Marine Biology* | | Marine Biology is real world approach to the biology of the world’s oceans. A cornerstone of the course is a seven-day field study on Andros Island in The Bahamas. Therefore, the coral reef and other tropical marine ecosystems are a special focus. Data collection, observations and interactions with marine life are accomplished by snorkeling in coral reef ecosystems each day while abroad. The field study aspect of the course provides for an excellent culmination to a student’s high school biology studies. Classes include cooperative work between students of all three high schools. Class sessions take place on 22 Monday nights from 7:00 to 9:00pm to allow optimal participation. The number of students accommodated by the Bahamian field station limits enrollment. Therefore, procedures for enrollment are unique and take place in the spring to enroll for the following school year. | | Microbiology* | | This course is an in-depth study into the world of microbes (viruses, bacteria, fungi, algae, and protozoans). Students will carry out a variety of experiments that focus on the diversity and metabolic activity of microbes and prepare reports of these scientific investigations. | | Physics* | | Physics is a an honors course dealing with intensive studies of the physical nature of matter and energy. These studies include a focus on forces, bodies in motion, and sound. | | Principles of Chemistry and Physics A | | This course studies the chemical and physical nature of matter and energy. Additional studies include forces, bodies in motion, waves, modern atomic theory, the relationships within chemical reactions, and will continue to encourage inquiry-based scientific exploration. This course is a prerequisite for other chemistry and physics courses | | Zoology* | | Zoology is a yearlong exploration of the Animal Kingdom. Unifying themes for this course include comparative anatomy, animal life processes, taxonomy and evolution. A heavy emphasis is placed upon hands-on participation in lab activities as well as formal and informal lab reports. Current technology will be utilized in the acquisition of data on animal behavior and other life processes to further build onto a strong inquiry-based background. Comparative anatomy labs will also include dissections of example species of major animal groups from earthworms and crayfish to sharks and fetal pigs. | | Grade 12 | | | Advanced Chemistry* | | This course in chemistry provides an intense study into the fundamentals of matter, the mathematical relationships that exist, and how chemical properties explain everyday practical events. This course is for students interested in preparing for collegiate-level chemistry. Experiments, data analysis and interpretation, and reports are expected. | | Advanced Physics | | This course is designed to continue in-depth studies in physics which studies the relationships between matter and energy. The main topics will include a review of mechanics, electricity, magnetism, and optics. A strong background iin math is recommended. Physics is a prerequisite. | | Advanced Placement (AP) Biology* | | This course is designed prepare students to take the AP Biology exam in May, and to be the equivalent of a college introductory biology course usually taken by biology majors during their first year. Molecules and cells (25%), Heredity and Evolution (25%), and Organisms and Populations (50%) are the three major areas of study. It is the goals of this course to a) help students develop a conceptual framework for modern biology and b) to help students gain an appreciation of science as a process. | | Advanced Placement (AP) Chemistry* | | This course is intended to prepare students to take the AP Chemistry exam in May, and is equivalent to a chemistry course usually taken by majors in Chemistry during the first college year. Students should expect to attain a depth of understanding of fundamentals and a reasonable competence in dealing with chemical problems. Course topics (% coverage) include: Structure of Matter (20%), States of Matter (20%), Reactions (35-40%), and Descriptive Chemistry of Inorganic and Organic Compounds(10-15%). The laboratory portion (5-10%) of the course incorporates observing chemical reactions, recording data, calculating and interpreting results, and communicating these results effectively. | | Advanced Placement (AP) Physics* | | This course is designed to prepare students who will take the AP Physics B exam in May. It is equivalent to an introductory-level college physics course that 1) provides basic knowledge of the discipline of physics, 2) develops abilities to ask physical questions and to obtain solutions using qualitative and quantitative reasoning by experimental investigation, 3) fosters an appreciation of the physical world, and 4) helps to understand connections to other disciplines and societal issues. Course topics (% coverage) include: Newtonian Mechanics (35%), Fluid Mechanics and Thermal Physics (15%), Electricity and Magnetism (25%), Waves and Optics (15%), Atomic and Nuclear Physics (10%). | | Biology A | | This course introduces the study of living organisms. It is a prerequisite for all other biology electives and is assessed by the State of Missouri in an End of Course (EOC) assessment. It includes all theories relevant to biology, the basic physical and chemical structure and function of cells, reproduction of cells, and genetics. The course focuses on the unifying themes in biology of structure and function, energy transformation, change over time, and will help to establish a solid foundation in inquiry-based scientific exploration.
| | Biology B | | This course introduces the study of living organisms. This is the second of a two year course. It is a prerequisite for all other biology electives and is assessed by the State of Missouri in an End of Course (EOC) assessment. It includes all theories relevant to biology, the basic physical and chemical structure and function of cells, reproduction of cells, and genetics. The course focuses on the unifying themes in biology of structure and function, energy transformation, change over time, and will help to establish a solid foundation in inquiry-based scientific exploration. | | Botany* | | This course is an in-depth study of the biological processes of plants. Topics include: plant anatomy and physiology, biochemistry, and taxonomy. Inquiry-based experiments, projects, and reports that continue to expand scientific exploration are expected. | | Chemistry* | | This course studies the chemical and physical nature of matter and energy. Topics include scientific measurement, modern atomic theory, periodicity, chemical reactions, mass-mole relationships, and thermodynamics. Many activities involve inquiry-based scientific exploration. An understanding of algebra to solve word problems and the ability to use formulas and exponential notation is necessary. | | Dual Credit Biology* | | This course is the equivalent of introductory college biology course for nonmajors at Missouri Western State University (BIO 101). The course is divided into eleven units. The laboratory component of this course constitutes twenty-five percent of the final grade. Expectations for the students in this class are the same as the course currently being offered at MWSU. At the successful completion of this course and final payment to MWSU, five college credits of Biology (or elective credit, depending on the institution) will be earned. | | Dual Credit Chemistry* | | A college course in chemistry in which the basic concepts of the science are introduced. Topics include atomic theory and periodic system, chemical calculations, chemical reactions, states of matter, theories of chemical bonding, and atomic structure. Students gain an understanding of the underlying physical concepts in chemistry. Students are provided with an opportunity to gain an understanding of physical and natural phenomena as well as an appreciation for the role of science in society. In taking this course students will exercise and enhance their mathematical, reasoning and analytical skills. Students who successfully complete this course will receive 5 credit hours in chemistry (CHE 111) through Missouri Western State University. | | Environmental Science | | Environmental Science studies the interactions of organisms with their abiotic and biotic environments. Topics addressed include interdependence of earth systems, human population dynamics, renewable and nonrenewable resources, and environmental quality. Human impact on environmental issues will be examined on a local, regional and global scale. Students may elect to take the Advanced Placement Environmental Science exam in May. Activities include laboratory explorations, field studies/simulations, data analysis and graphing which collectively will continue to encourage inquiry-based scientific exploration.
*Includes items appropriate for Honors. | | Genetics* | | This course is an in-depth study into modern genetics. Topics include: Molecular Genetics, Mendel’s laws, probability, linkage, and biotechnology. Students will be expected to do genetics experiments with suitable organisms (fruit flies, fast plants, yeast, etc.), analyze data statistically, and prepare reports which will help students to continue to expand scientific exploration. | | IB Biology HL* - Year 2 | | This two-year course is the study of important biological principles that help to explain how life works. The fundamental purpose of this course to help the learner develop a conceptual framework throughout modern biology content by emphasizing the integration of the content with eight major themes: Science as a Process; Evolution (Change through Time); Energy Transfer; Continuity and Change; Relationship of structure to function; Regulation; Interdependence in nature; Science, technology, and global society. Molecules and Cells, Heredity and Evolution, and Organisms and Populations are the three major areas of study.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is an interdisciplinary project, a mixture of short- and long-term investigations throughout the course combining into at least 50 hours on practical activities and at least 10 hours for the project. The external assessments are Paper 1 which are 40 Multiple Choice Questions, Paper 2 is one data based questions, several short answer questions and two extended response questions, and Paper 3 several short answer and extended response questions.
| | IB Chemistry SL* | | This one-year course is the study is the equivalent to college introductory chemistry courses usually taken by chemistry majors during their first year. The purpose of this course is for students to participate in a rigorous study of important chemical principles that help to explain how the physical world works. Chemistry is one of many sciences from which knowledge is obtained. The methodologies, processes, and interpretations by chemists are diverse and will be utilized by students in these courses, which will link to the Theory of Knowledge course requirement. Major areas to be study through student driven labs include measurement and data processing, atomic structure, periodicity, bonding, quantitative analysis, acids and bases, organic chemistry and medicines.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is an interdisciplinary project, a mixture of short- and long-term investigations throughout the course combining into at least 30 hours on practical activities and at least 10 hours for the project. The external assessments for this course consist of three papers. Paper 1 composes 30 multiple-choice questions on the core. The questions are designed to be short one- or two-stage problems. Paper 2 will have Section A: one data-based question and several short-answer questions that require students to analyze a given set of data. Section B is one extended-response question that may involve writing a number of paragraphs, solving a substantial problem, or carrying out a substantial piece of analysis or evaluation. A calculator is required for this paper. Paper 3 has several short-answer questions in each of the two options studied. A calculator is required for this paper.
| | IB Physics SL* | | This one year course is for students to participate in a rigorous study of important principles of physics that help to explain how the physical world works. Physics is one of many sciences from which knowledge is obtained. The methodologies, processes, and interpretations by physicists are diverse and many will be utilized by students in this course. It is the goal of this course to help the learner develop a conceptual framework of physics by focusing on the following topics: Mechanics; Thermodynamics; Oscillations and Waves, Electric Currents, Magnetism, and Energy Transfer.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is an interdisciplinary project, a mixture of short- and long-term investigations throughout the course combining into at least 30 hours on practical activities and at least 10 hours for the project. The external assessments for this course consist of three papers. Paper 1 composes 30 multiple-choice questions on the core. The questions are designed to be short one- or two-stage problems. Paper 2 will have Section A: one data-based question and several short-answer questions that require students to analyze a given set of data. Section B is one extended-response question that may involve writing a number of paragraphs, solving a substantial problem, or carrying out a substantial piece of analysis or evaluation. A calculator is required for this paper. Paper 3 has several short-answer questions in each of the two options studied. A calculator is required for this paper.
| | Marine Biology* | | Marine Biology is real world approach to the biology of the world’s oceans. A cornerstone of the course is a seven-day field study on Andros Island in The Bahamas. Therefore, the coral reef and other tropical marine ecosystems are a special focus. Data collection, observations and interactions with marine life are accomplished by snorkeling in coral reef ecosystems each day while abroad. The field study aspect of the course provides for an excellent culmination to a student’s high school biology studies. Classes include cooperative work between students of all three high schools. Class sessions take place on 22 Monday nights from 7:00 to 9:00pm to allow optimal participation. The number of students accommodated by the Bahamian field station limits enrollment. Therefore, procedures for enrollment are unique and take place in the spring to enroll for the following school year. | | Microbiology* | | This course is an in-depth study into the world of microbes (viruses, bacteria, fungi, algae, and protozoans). Students will carry out a variety of experiments that focus on the diversity and metabolic activity of microbes and prepare reports of these scientific investigations. | | Physics* | | Physics is a an honors course dealing with intensive studies of the physical nature of matter and energy. These studies include a focus on forces, bodies in motion, and sound. | | Principles of Chemistry and Physics A | | This course studies the chemical and physical nature of matter and energy. Additional studies include forces, bodies in motion, waves, modern atomic theory, the relationships within chemical reactions, and will continue to encourage inquiry-based scientific exploration. This course is a prerequisite for other chemistry and physics courses | | Zoology* | | Zoology is a yearlong exploration of the Animal Kingdom. Unifying themes for this course include comparative anatomy, animal life processes, taxonomy and evolution. A heavy emphasis is placed upon hands-on participation in lab activities as well as formal and informal lab reports. Current technology will be utilized in the acquisition of data on animal behavior and other life processes to further build onto a strong inquiry-based background. Comparative anatomy labs will also include dissections of example species of major animal groups from earthworms and crayfish to sharks and fetal pigs. |
HS - Social Studies
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | Geography A | | Through the study of geography, students will explore and discover processes that shape the earth, the relationships between people and environments, and the links between people and places. Geography will help students build a global perspective and understand the connections between global and local events.
Geography is a year long course taken at the ninth grade level, and part of, the St. Joseph School District's graduation requirements.
| | Geography and Classical-Medieval History | | Through the study of geography, students will explore and discover processes that shape the earth, the relationships between people and environments, and the links between people and places. Geography will help students build a global perspective and understand the connections between global and local events.
Geography is a semester course taken at the ninth grade level, and part of, the St. Joseph School District's graduation requirements. Geography in conjunction with Classical and Medieval History is designed to provide students with the academic base needed for future social studies courses. | | Grade 10 | | | Contemporary Issues | | Contemporary Issues is an elective course which studies the interconnectedness of citizenship, culture, and the global community. Throughout the course of the semester students will analyze and evaluate ways to be better citizens, understand cultural diversity, and interact with the local, national and global communities. Students will actively use and discover information from mulitple media sources. | | United States History A -- The Modern Era | | The fundamental purpose of U.S. History is to examine the evolution of the United States in relation to social, economical, and political institutions, and the causes and effects of events that contribute to the history of our nation. This course is a study of American history beginning in the late 19th century through modern times. This course will emphasize communication, research, analysis, and writing skills in respect to how they affect American lives today. | | World History -- AP European History | | In accordance with AP College Board’s European History, this course is a study of European history from 1450 that introduces students to cultural, economic, political, and social developments which played an instrumental role in shaping the world in which we live. Without this knowledge, we could lack the context for understanding the development of contemporary institutions, the role of continuity and change in present day society and politics and the evolution of current forms of artistic expression and intellectual discourse.
The objective of AP European History is not only teaching students a basic narrative of events, but to also develop (1) an understanding of some of the principle themes in modern European history, (2) an ability to analyze historical evidence and historical interpretation, and (3) an ability to express historical understanding in writing. | | World History: Renaissance to the Modern Era | | World History is a required course for all tenth grade students that build upon the student’s past social studies experiences. This is a historic survey course of the entire world, with the emphasis placed on the development and history of major cultural areas. It is the purpose of the course to provide an academic base on the cultural, social, economic, and political aspects of our global and interdependent world. The course will emphasize the transition from 1400 to the present. Students will apply social science knowledge and skills that will allow for a successful social studies experience. | | Grade 11 | | | AP/DC United States History | | This is a challenging course taught at COLLEGE level, allowing students the opportunity to earn college credit. The class meets on a block schedule, every other day for 80 minutes. The fundamental purpose of this two-semester course is to examine the evolution of the United States in relation to social, economical, and political institutions, and the causes and effects of events that contribute to its development from European exploration to present day. The philosophy of this course rests on the belief that the changes that have occurred, as a result of events in the past, either construct or destroy society in the future. Whereas, many believe history no longer affects modern time, it is evident in every event today. | | Black History | | The purpose of this course is twofold. First, it is to introduce students to critical epochs of the Black historical experience. Second, it is to introduce a variety of classic texts, writers, and themes that have fundamentally shaped what is called the Black tradition. The course is designed to introduce students to key issues, themes, and methods in Black studies so as to pique interest for further study.
* The goal of Black History is to create an informed perspective on the relationship between America and its Black citizenry.
** Throughout this class, the terms Black and African American will be used interchangeably to refer to the people and their descendants who came to America from Africa beginning in 1619 to the present. | | Contemporary Issues | | Contemporary Issues is an elective course which studies the interconnectedness of citizenship, culture, and the global community. Throughout the course of the semester students will analyze and evaluate ways to be better citizens, understand cultural diversity, and interact with the local, national and global communities. Students will actively use and discover information from mulitple media sources. | | Human Relations | | Human Relations is an elective course designed to encourage the exchange of ideas between students concerning their basic needs, problems, interests and goals. Students will cover a broad range of topics. These topics will vary from year to year. Students should gain an understanding of both sides of controversial issues, study key forces which shape our world and discuss the consequences of positive and negative decision making. | | IB European History HL* - Year 1 | | This two-year course allows students to gain the context for understanding the development of contemporary institutions, the role of continuity and change of present day society and politics, and the evolution of current forms of artistic expression and intellectual discourse. The fundamental purpose of this course is for students to gain and apply knowledge of the History of Europe from the 8th to 16th centuries. In year one, students will examine the Rule and culture of the kingdom of Sicily, Dynasties and rulers of the Carolingian and Holy Roman Empires as well as the Norman, Angevin, and Capetian monarchies of England and France, and Intellectual, cultural and artistic developments in the West during the Middle Ages. In year two, the course will concentrate on Monarchies of England and France 1066 – 1223, Late medieval political crises 1300 – 1485, and Renaissance government and society 1300 – 1500.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a 1,500 – 2000 words independent research paper of the student’s choice, guided and supervised by the teacher. The external assessments consist of Paper One consisting of four document analysis questions on The kingdom of Sicily 1130 – 1302 and Paper Two including an essay on Dynasties and rulers and an essay over the Intellectual, cultural and artistic developments. Paper 3 consists of three essays based on aspects of the history of medieval Europe and the Islamic world. | | IB Twentieth Century U.S. History SL* | | This one year course allows students to realize the world is an interactive community and to evaluate how this interaction influences them, their country and the world. The fundamental purpose of this course is for students to gain and apply knowledge of American and European History from 1900 to the fall of Communism in the early 1990s connecting events today that occur as a result of events in the past. The aim of this course is for students to achieve success in mastering a body of knowledge, including extensive and varied reading assignments and master a high level of analytical thinking and writing while generating an insight into the relation of the United States and Europe in respect to the evolution of Peacemaking, peacekeeping—international relations, the Causes, practices and effects of wars, and the Cold War.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a 1,500 – 2000 words independent research paper of the student’s choice, guided and supervised by the teacher. The external assessments consist of Paper One consisting of four document analysis questions on Peacemaking, peacekeeping—international relation and Paper Two includes an essay on Causes, practices and effects of wars and an essay over the Cold War.
| | Psychology | | United States History B -- The Modern Era | | The fundamental purpose of U.S. History is to examine the evolution of the United States in relation to social, economical, and political institutions, and the causes and effects of events that contribute to the history of our nation. This course is a study of American history beginning in the late 19th century through modern times. This course will emphasize communication, research, analysis, and writing skills in respect to how they affect American lives today. | | United States History: The Modern Era | | The fundamental purpose of U.S. History is to examine the evolution of the United States in relation to social, economical, and political institutions, and the causes and effects of events that contribute to the history of our nation. This course is a study of American history beginning in the late 19th century through modern times. This course will emphasize communication, research, analysis, and writing skills in respect to how they affect American lives today. | | World History -- AP European History | | In accordance with AP College Board’s European History, this course is a study of European history from 1450 that introduces students to cultural, economic, political, and social developments which played an instrumental role in shaping the world in which we live. Without this knowledge, we could lack the context for understanding the development of contemporary institutions, the role of continuity and change in present day society and politics and the evolution of current forms of artistic expression and intellectual discourse.
The objective of AP European History is not only teaching students a basic narrative of events, but to also develop (1) an understanding of some of the principle themes in modern European history, (2) an ability to analyze historical evidence and historical interpretation, and (3) an ability to express historical understanding in writing. | | Grade 12 | | | Advanced Placement -- US Government and Politics | | Advanced Placement Comparative Government | | American Government | | American Government is the study of the American political system and its fundamental principles. Students study the historical significance and provisions of the Constitution; the Bill of Rights; Congress; the Presidency; the Supreme Court and the American electoral process.
An objective of this course is to lay the proper foundation for being an informed citizen.
Students must pass the class, United States Constitution Test, and Missouri Constitution Test in order to receive course credit.
| | American Government A | | American Government is the study of the American political system and its fundamental principles. Students study the historical significance and provisions of the Constitution; the Bill of Rights; Congress; the Presidency; the Supreme Court and the American electoral process.
An objective of this course is to lay the proper foundation for being an informed citizen.
Students must pass the class, United States Constitution Test, and Missouri Constitution Test in order to receive course credit.
| | Black History | | The purpose of this course is twofold. First, it is to introduce students to critical epochs of the Black historical experience. Second, it is to introduce a variety of classic texts, writers, and themes that have fundamentally shaped what is called the Black tradition. The course is designed to introduce students to key issues, themes, and methods in Black studies so as to pique interest for further study.
* The goal of Black History is to create an informed perspective on the relationship between America and its Black citizenry.
** Throughout this class, the terms Black and African American will be used interchangeably to refer to the people and their descendants who came to America from Africa beginning in 1619 to the present. | | Contemporary Issues | | Contemporary Issues is an elective course which studies the interconnectedness of citizenship, culture, and the global community. Throughout the course of the semester students will analyze and evaluate ways to be better citizens, understand cultural diversity, and interact with the local, national and global communities. Students will actively use and discover information from mulitple media sources. | | Human Relations | | Human Relations is an elective course designed to encourage the exchange of ideas between students concerning their basic needs, problems, interests and goals. Students will cover a broad range of topics. These topics will vary from year to year. Students should gain an understanding of both sides of controversial issues, study key forces which shape our world and discuss the consequences of positive and negative decision making. | | IB European History HL* - Year 2 | | This two-year course allows students to gain the context for understanding the development of contemporary institutions, the role of continuity and change of present day society and politics, and the evolution of current forms of artistic expression and intellectual discourse. The fundamental purpose of this course is for students to gain and apply knowledge of the History of Europe from the 8th to 16th centuries. In year one, students will examine the Rule and culture of the kingdom of Sicily, Dynasties and rulers of the Carolingian and Holy Roman Empires as well as the Norman, Angevin, and Capetian monarchies of England and France, and Intellectual, cultural and artistic developments in the West during the Middle Ages. In year two, the course will concentrate on Monarchies of England and France 1066 – 1223, Late medieval political crises 1300 – 1485, and Renaissance government and society 1300 – 1500.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a 1,500 – 2000 words independent research paper of the student’s choice, guided and supervised by the teacher. The external assessments consist of Paper One consisting of four document analysis questions on The kingdom of Sicily 1130 – 1302 and Paper Two including an essay on Dynasties and rulers and an essay over the Intellectual, cultural and artistic developments. Paper 3 consists of three essays based on aspects of the history of medieval Europe and the Islamic world. | | IB Twentieth Century U.S. History SL* | | This one year course allows students to realize the world is an interactive community and to evaluate how this interaction influences them, their country and the world. The fundamental purpose of this course is for students to gain and apply knowledge of American and European History from 1900 to the fall of Communism in the early 1990s connecting events today that occur as a result of events in the past. The aim of this course is for students to achieve success in mastering a body of knowledge, including extensive and varied reading assignments and master a high level of analytical thinking and writing while generating an insight into the relation of the United States and Europe in respect to the evolution of Peacemaking, peacekeeping—international relations, the Causes, practices and effects of wars, and the Cold War.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is a 1,500 – 2000 words independent research paper of the student’s choice, guided and supervised by the teacher. The external assessments consist of Paper One consisting of four document analysis questions on Peacemaking, peacekeeping—international relation and Paper Two includes an essay on Causes, practices and effects of wars and an essay over the Cold War.
| | International Relations* | | International Relations is an elective course that will develop knowledge and skills through self-directed research and exploration of the global world. Students will study classical theoreticians and examine current political problems. | | Psychology | | World History -- AP European History | | In accordance with AP College Board’s European History, this course is a study of European history from 1450 that introduces students to cultural, economic, political, and social developments which played an instrumental role in shaping the world in which we live. Without this knowledge, we could lack the context for understanding the development of contemporary institutions, the role of continuity and change in present day society and politics and the evolution of current forms of artistic expression and intellectual discourse.
The objective of AP European History is not only teaching students a basic narrative of events, but to also develop (1) an understanding of some of the principle themes in modern European history, (2) an ability to analyze historical evidence and historical interpretation, and (3) an ability to express historical understanding in writing. |
HS - Speech/Debate/Theatre
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | Competitive Drama (6330) | | This course is a competitive educational activity. It focuses its attention on oral interpretation, dramatic interpretation, duet acting, poetry reading, and other events in which students can compete. Students enrolled in this class will be expected to participate in extra-curricular speaking contests. Students must pay an activity fee to participate in this class. May be repeated for credit. | | Debate I (6350) | | Debate is a competitive educational activity. The course focuses on the types of formalized Debate: Lincoln/Douglas, Cross examination, Rules for parliamentary procedures for Student Congress and Public Forum Debate. Students enrolled in this class are expected to compete in extra-curricular speaking contests. To enroll in this class, students must pay the activity fee and meet the MSHSAA eligibility standards. This class will not meet fine arts credit for graduation, but will serve as a general elective credit. | | Stagecraft (6320) | | This year-long course focuses on the things that must occur “behind the scenes” to produce a play. The year long course will provide instruction and application in production staffs, design elements of theatre, set construction, painting, advanced lighting, costuming, advanced make-up, sound, publicity, directing and production organization. Students may be asked to purchase some additional materials. This class will not meet fine arts credit for graduation, but will serve as a general elective credit. | | Theatre Arts I (6300) | | Theatre Arts I focuses on the performing art of acting and the art of the theatre. This course will provide instruction and practical application in the areas of acting, directing, stage construction, make-up, costuming, lighting, production organization and careers in theatre. | | Grade 10 | | | Advanced Debate (6360) | | Advanced Debate is primarily designed as an independent study course for the tournament debater. The student will research the national high school debate propositions. This class is designed for the student who wishes to participate in speech contest. May be repeated for credit. This class will not meet fine arts credit for graduation, but will serve as a general elective credit. | | Advanced Theatre Arts (6310) | | Advanced Theatre Arts focuses on the performing art of acting and the art of the theatre with more emphasis placed on the ability of the actor to organize a theatre, direct cuttings/plays, and create original scripts. This course will provide in-depth instruction and practical application in the areas of acting, directing, playwriting, production organization, student directing and careers in theatre. | | Competitive Drama (6330) | | This course is a competitive educational activity. It focuses its attention on oral interpretation, dramatic interpretation, duet acting, poetry reading, and other events in which students can compete. Students enrolled in this class will be expected to participate in extra-curricular speaking contests. Students must pay an activity fee to participate in this class. May be repeated for credit. | | Debate I (6350) | | Debate is a competitive educational activity. The course focuses on the types of formalized Debate: Lincoln/Douglas, Cross examination, Rules for parliamentary procedures for Student Congress and Public Forum Debate. Students enrolled in this class are expected to compete in extra-curricular speaking contests. To enroll in this class, students must pay the activity fee and meet the MSHSAA eligibility standards. This class will not meet fine arts credit for graduation, but will serve as a general elective credit. | | Stagecraft (6320) | | This year-long course focuses on the things that must occur “behind the scenes” to produce a play. The year long course will provide instruction and application in production staffs, design elements of theatre, set construction, painting, advanced lighting, costuming, advanced make-up, sound, publicity, directing and production organization. Students may be asked to purchase some additional materials. This class will not meet fine arts credit for graduation, but will serve as a general elective credit. | | Theatre Arts I (6300) | | Theatre Arts I focuses on the performing art of acting and the art of the theatre. This course will provide instruction and practical application in the areas of acting, directing, stage construction, make-up, costuming, lighting, production organization and careers in theatre. | | Grade 11 | | | Advanced Debate (6360) | | Advanced Debate is primarily designed as an independent study course for the tournament debater. The student will research the national high school debate propositions. This class is designed for the student who wishes to participate in speech contest. May be repeated for credit. This class will not meet fine arts credit for graduation, but will serve as a general elective credit. | | Advanced Theatre Arts (6310) | | Advanced Theatre Arts focuses on the performing art of acting and the art of the theatre with more emphasis placed on the ability of the actor to organize a theatre, direct cuttings/plays, and create original scripts. This course will provide in-depth instruction and practical application in the areas of acting, directing, playwriting, production organization, student directing and careers in theatre. | | Competitive Drama (6330) | | This course is a competitive educational activity. It focuses its attention on oral interpretation, dramatic interpretation, duet acting, poetry reading, and other events in which students can compete. Students enrolled in this class will be expected to participate in extra-curricular speaking contests. Students must pay an activity fee to participate in this class. May be repeated for credit. | | Debate I (6350) | | Debate is a competitive educational activity. The course focuses on the types of formalized Debate: Lincoln/Douglas, Cross examination, Rules for parliamentary procedures for Student Congress and Public Forum Debate. Students enrolled in this class are expected to compete in extra-curricular speaking contests. To enroll in this class, students must pay the activity fee and meet the MSHSAA eligibility standards. This class will not meet fine arts credit for graduation, but will serve as a general elective credit. | | Fundamentals Of Oral Communication (Dual Credit - NWMSU) | | This course is an overview of the theory and guided practice of the skills used in intrapersonal, interpersonal, group, and public communication. The student will conduct an interview, participate in small group discussion, and present both an informative and persuasive speech.
Rationale: (Including Instructional Goals and Key Quality Indicators):
Spoken communication, consisting of receiving (listening) and expressing (speaking) language, is a basic skill for an educated person. This course develops language skills competency and addresses the institutional wide instructional goals of listening, oral communication, reading, writing, analysis and problem solving, and small group/team discussion and addresses the secondary goals of multi-cultural understanding and creativity.
Fundamentals of Oral Communication is what may be called a “hybrid” course (i.e., a blend of public speaking activities and subject matter units such as interpersonal, language, nonverbal, and small group/team communication). The goal behind a hybrid approach is to provide a broad-based exposure to the main communication contexts students will encounter. This rationale is based on the assumption that the fundamentals course is often the only speech communication course students take while in college.
This course is responsible for developing student competencies in several components of Northwest’s general education curriculum. These general education competencies are listed below.
Competency in Communicating:
• Students critique their own and others’ oral performances by assessing content, organization, and delivery.
• Students make formal oral presentations employing correct diction, syntax, usage, grammar, and mechanics.
• Students deliver public speeches, interviews, and group work employing linguistic techniques appropriately and properly.
• Students deliver informative and persuasive public speeches with a specific purpose (e.g., explaining, problem solving, argument) and vary approaches to speaking based on that purpose.
• Students account for and adapt to specific audiences in oral presentations.
• Students communicate effectively in groups by listening, reflecting, and responding appropriately and in context.
Managing Information:
• Students research information from a variety of sources, including the most contemporary technological information.
• Students evaluate the quality of information sources and properly cite information used in all presentations.
• Students present information clearly and concisely.
| | Honors Theatre Arts | | Honors Theatre Arts is an advanced course that further develops and expands theatre concepts and skills outlined in the Theatre Arts I and Advanced Theatre Arts Curricula. This course is designed for the highly motivated 11th or 12th Grade Theatre student who is interested in applying their knowledge by focusing on one of the four core areas of Theatre Production: Acting, Directing, Designing, or Playwriting. Students will research, analyze, design, and produce presentations or live performances. Students will create a portfolio of their work. | | IB Theatre Arts HL* - Year 1 | | This two-year course focuses on students’ growth as artists and their discovery of the world and cultures around them by studying both contemporary and classical theatre styles, techniques, and productions. Students will also explore how their work reflects our contemporary culture and society. The fundamental purpose of this course is to introduce students to a variety of theatrical experiences. Each theatrical practice (Movement, Traditions, Forms, and Production Styles) will focus on one or more of the course components: Theatre in the making, Theatre in performance, and Theatre in the world. Each of these components engages and challenges students to become a well balanced creator and consumer of Theatre. Additionally, Students will also interpret scripts and texts analytically and imaginatively, understand the art of the stage, and nature of theatrical criticism.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessments are the Theatre Performance and Production Presentation and a portfolio of their independent project and its connection to their experiences. For the external assessments students are required to produce a research investigation of 2,000-2,500 words with supporting visual materials for HL, and a Practice Performance Proposal of 250 words with supporting visual materials, and a report of 1,000-1,250 words. | | IB Theatre Arts SL* | | This one year course focuses on students’ growth as artists and their discovery of the world and cultures around them by studying both contemporary and classical theatre styles, techniques, and productions. Students will also explore how their work reflects our contemporary culture and society. The fundamental purpose of this course is to introduce students to a variety of theatrical experiences in three main components: Theatre in the making, Theatre in performance, and Theatre around the world. Each of these components engages and challenges students to become a well balanced creator and consumer of Theatre. Additionally, Students will also interpret scripts and texts analytically and imaginatively, understand the art of the stage, and nature of theatrical criticism.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessments are the Theatre Performance and Production Presentation and a portfolio of their independent project and its connection to their experiences. For the external assessments students are required to produce a research investigation of 1,500-1,750 words with supporting visual materials for SL, and a Practice Performance Proposal of 250 words with supporting visual materials. | | Stagecraft (6320) | | This year-long course focuses on the things that must occur “behind the scenes” to produce a play. The year long course will provide instruction and application in production staffs, design elements of theatre, set construction, painting, advanced lighting, costuming, advanced make-up, sound, publicity, directing and production organization. Students may be asked to purchase some additional materials. This class will not meet fine arts credit for graduation, but will serve as a general elective credit. | | Theatre Arts I (6300) | | Theatre Arts I focuses on the performing art of acting and the art of the theatre. This course will provide instruction and practical application in the areas of acting, directing, stage construction, make-up, costuming, lighting, production organization and careers in theatre. | | Grade 12 | | | Advanced Debate (6360) | | Advanced Debate is primarily designed as an independent study course for the tournament debater. The student will research the national high school debate propositions. This class is designed for the student who wishes to participate in speech contest. May be repeated for credit. This class will not meet fine arts credit for graduation, but will serve as a general elective credit. | | Advanced Theatre Arts (6310) | | Advanced Theatre Arts focuses on the performing art of acting and the art of the theatre with more emphasis placed on the ability of the actor to organize a theatre, direct cuttings/plays, and create original scripts. This course will provide in-depth instruction and practical application in the areas of acting, directing, playwriting, production organization, student directing and careers in theatre. | | Competitive Drama (6330) | | This course is a competitive educational activity. It focuses its attention on oral interpretation, dramatic interpretation, duet acting, poetry reading, and other events in which students can compete. Students enrolled in this class will be expected to participate in extra-curricular speaking contests. Students must pay an activity fee to participate in this class. May be repeated for credit. | | Debate I (6350) | | Debate is a competitive educational activity. The course focuses on the types of formalized Debate: Lincoln/Douglas, Cross examination, Rules for parliamentary procedures for Student Congress and Public Forum Debate. Students enrolled in this class are expected to compete in extra-curricular speaking contests. To enroll in this class, students must pay the activity fee and meet the MSHSAA eligibility standards. This class will not meet fine arts credit for graduation, but will serve as a general elective credit. | | Fundamentals Of Oral Communication (Dual Credit - NWMSU) | | This course is an overview of the theory and guided practice of the skills used in intrapersonal, interpersonal, group, and public communication. The student will conduct an interview, participate in small group discussion, and present both an informative and persuasive speech.
Rationale: (Including Instructional Goals and Key Quality Indicators):
Spoken communication, consisting of receiving (listening) and expressing (speaking) language, is a basic skill for an educated person. This course develops language skills competency and addresses the institutional wide instructional goals of listening, oral communication, reading, writing, analysis and problem solving, and small group/team discussion and addresses the secondary goals of multi-cultural understanding and creativity.
Fundamentals of Oral Communication is what may be called a “hybrid” course (i.e., a blend of public speaking activities and subject matter units such as interpersonal, language, nonverbal, and small group/team communication). The goal behind a hybrid approach is to provide a broad-based exposure to the main communication contexts students will encounter. This rationale is based on the assumption that the fundamentals course is often the only speech communication course students take while in college.
This course is responsible for developing student competencies in several components of Northwest’s general education curriculum. These general education competencies are listed below.
Competency in Communicating:
• Students critique their own and others’ oral performances by assessing content, organization, and delivery.
• Students make formal oral presentations employing correct diction, syntax, usage, grammar, and mechanics.
• Students deliver public speeches, interviews, and group work employing linguistic techniques appropriately and properly.
• Students deliver informative and persuasive public speeches with a specific purpose (e.g., explaining, problem solving, argument) and vary approaches to speaking based on that purpose.
• Students account for and adapt to specific audiences in oral presentations.
• Students communicate effectively in groups by listening, reflecting, and responding appropriately and in context.
Managing Information:
• Students research information from a variety of sources, including the most contemporary technological information.
• Students evaluate the quality of information sources and properly cite information used in all presentations.
• Students present information clearly and concisely.
| | Honors Theatre Arts | | Honors Theatre Arts is an advanced course that further develops and expands theatre concepts and skills outlined in the Theatre Arts I and Advanced Theatre Arts Curricula. This course is designed for the highly motivated 11th or 12th Grade Theatre student who is interested in applying their knowledge by focusing on one of the four core areas of Theatre Production: Acting, Directing, Designing, or Playwriting. Students will research, analyze, design, and produce presentations or live performances. Students will create a portfolio of their work. | | IB Theatre Arts HL* - Year 2 | | This two-year course focuses on students’ growth as artists and their discovery of the world and cultures around them by studying both contemporary and classical theatre styles, techniques, and productions. Students will also explore how their work reflects our contemporary culture and society. The fundamental purpose of this course is to introduce students to a variety of theatrical experiences. Each theatrical practice (Movement, Traditions, Forms, and Production Styles) will focus on one or more of the course components: Theatre in the making, Theatre in performance, and Theatre in the world. Each of these components engages and challenges students to become a well balanced creator and consumer of Theatre. Additionally, Students will also interpret scripts and texts analytically and imaginatively, understand the art of the stage, and nature of theatrical criticism.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessments are the Theatre Performance and Production Presentation and a portfolio of their independent project and its connection to their experiences. For the external assessments students are required to produce a research investigation of 2,000-2,500 words with supporting visual materials for HL, and a Practice Performance Proposal of 250 words with supporting visual materials, and a report of 1,000-1,250 words.
| | IB Theatre Arts SL* | | This one year course focuses on students’ growth as artists and their discovery of the world and cultures around them by studying both contemporary and classical theatre styles, techniques, and productions. Students will also explore how their work reflects our contemporary culture and society. The fundamental purpose of this course is to introduce students to a variety of theatrical experiences in three main components: Theatre in the making, Theatre in performance, and Theatre around the world. Each of these components engages and challenges students to become a well balanced creator and consumer of Theatre. Additionally, Students will also interpret scripts and texts analytically and imaginatively, understand the art of the stage, and nature of theatrical criticism.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessments are the Theatre Performance and Production Presentation and a portfolio of their independent project and its connection to their experiences. For the external assessments students are required to produce a research investigation of 1,500-1,750 words with supporting visual materials for SL, and a Practice Performance Proposal of 250 words with supporting visual materials. | | Stagecraft (6320) | | This year-long course focuses on the things that must occur “behind the scenes” to produce a play. The year long course will provide instruction and application in production staffs, design elements of theatre, set construction, painting, advanced lighting, costuming, advanced make-up, sound, publicity, directing and production organization. Students may be asked to purchase some additional materials. This class will not meet fine arts credit for graduation, but will serve as a general elective credit. | | Theatre Arts I (6300) | | Theatre Arts I focuses on the performing art of acting and the art of the theatre. This course will provide instruction and practical application in the areas of acting, directing, stage construction, make-up, costuming, lighting, production organization and careers in theatre. |
HS - Visual Arts
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | Foundations In Art (6005) | | This is an introductory course exploring many areas of the visual arts. In this course students will survey drawing, painting, sculpture, printmaking, ceramics and art history. This course is a prerequisite for all other art courses. This course satisfies the Fine-Arts credit required for graduation. A supply fee and supplemental purchasing of supplies is required. | | Grade 10 | | | Advanced Ceramics (6030) | | This course is designed to build on the sequential learning experience and expand on previous ceramic techniques while exploring new concepts and ideas. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | Advanced Computer Graphics (6070) | | This course is designed for students to expand on previously learned programs and skills creating multimedia portfolios. Works produced in this course will be of portfolio quality work. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | Advanced Drawing (6150) | | This course is designed for students to build on the sequential learning experience and expand on previous drawing techniques and materials while exploring new concepts and ideas. Works produced in this course will be of portfolio quality work. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | Advanced Painting (6130) | | This course is designed for students to build on the sequential experience and expand on previous painting techniques and material while exploring new concepts and ideas. Emphasis will be placed on production of paintings in an individual style, through the creation of both abstract and realistic works of art. Individual creative expression and problem solving are encouraged. Works produced in the course will be of portfolio quality works. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | Advanced Photography (6090) | | This course is designed for students to continue working on a more advanced level. Individual application of photo techniques and ideas will be stressed. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee is required, along with a 35mm and supplemental purchasing of supplies is required. | | Advanced Printmaking (6145) | | This course expands areas of printmaking and may include intaglio, monoprints, mixed media and lithography. It is designed for the serious art student planning on a career in an art related field. Individual application of printmaking techniques and ideas will be stressed. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | Advanced Sculpture (6110) | | Students will expand on sculpture materials and techniques while exploring, new concepts and ideas. Students will be creating realistic and abstract sculptures with attention to detail and craftsmanship. Students will explore a variety of ideas and problem solving. Works produced will be of portfolio quality work. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | AP Studio Art (2-D Design) (6180) | | In this course students will demonstrate an understanding of design principles as applied to a two-dimensional surface. Any 2-D process or medium may be submitted, including, but not limited to, graphic design, digital imaging, photography, collage, fabric design, weaving, illustration, painting, printmaking, etc. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | AP Studio Art (3-D Design) (6190) | | This course addresses sculptural issues. Students will demonstrate mastery of 3-D design through any three-dimensional approach, including, but not limited to, figurative or nonfigurative sculptures, architectural models, metal works, ceramics, and three-dimensional fibers. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | AP Studio Art (Drawing) (6170) | | This course addresses a broad interpretation of drawing issues and media. Light, shade, line quality, rendering form, composition, surface manipulation, and illusion of depth are a few that will be addressed. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | Ceramics I (6020) | | In this course students will explore clay properties using various hand building techniques. Students will create sculpture, utilitarian and non-utilitarian objects in the class. Historical traditions of pottery will be explored throughout the course. This course will satisfy half of the Fine Arts credit needed for graduation. A supply fee and supplemental purchasing of supplies is required. | | Ceramics II (6025) | | In this course students will explore clay properties using various wheel-throwing techniques and incorporating hand-building techniques. Cultural traditions of pottery will be explored throughout the course. Advanced utilitarian and non-utilitarian objects will be explored and produced will be produced. This course will satisfy half of the Fine Arts credit needed for graduation. A supply fee and supplemental purchasing of supplies is required. | | Computer Graphics I (6060) | | In this course, students will be able to demonstrate an understanding of the general operations of computer graphics. They will execute their knowledge by proficiently creating visual works of art on the computer and create Students will critically asses the characteristics, qualities, processes, and merits of their work and the work of others. They will create visual images for graphic design presentations. This course will satisfy half of the Fine Arts credit required for graduation. A supply fee and supplemental purchasing of supplies is required. | | Computer Graphics II (6065) | | Students will expand on previously learned programs and skills as they create computer images. A supply fee and supplemental purchasing of supplies is required. | | Drawing I (6040) | | In this course students will explore drawing techniques, the study of perspective, anatomy, media, color, composition and subject matter. They will learn about traditional and contemporary resources, artists, critiques, research, portfolios and exhibition presentations. A sketchbook is required for this class. This course will satisfy half of the Fine Arts credit for graduation. A supply fee and supplemental purchasing of supplies is required. | | Drawing II (6045) | | In this course, students will develop technical skills and composition. They will experiment with media and visual ideas, working and exploring beyond traditional ideas and approaches. A sketch book is required for this class. This course will satisfy half of the Fine Arts Credit required for graduation. | | Foundations In Art (6005) | | This is an introductory course exploring many areas of the visual arts. In this course students will survey drawing, painting, sculpture, printmaking, ceramics and art history. This course is a prerequisite for all other art courses. This course satisfies the Fine-Arts credit required for graduation. A supply fee and supplemental purchasing of supplies is required. | | Painting I (6120) | | In this course, students will explore the world of color through the expression of painting with the use of watercolor, acrylic, oil, and other mediums including the theory behind techniques involved. A sketchbook is required. This course will satisfy half of the Fine Arts credit required for graduation. A supply fee and supplemental purchasing of supplies is required. | | Painting II (6125) | | In this course, students will develop painting skills and composition. They will experiment with media and visual ideas, working and exploring beyond traditional and approaches. A sketchbook is required. This course will satisfy half of the Fine Arts credit required for graduation. A supply fee and supplemental purchasing of supplies is required. | | Photography I (6080) | | This is an introductory course in the fundamental process involved in producing black and white images. Students will be using photography as a means of self expression and visual communication. Photography satisfies half of the Fine Arts credit needed for graduation. A supply fee is required, as well as a 35 mm camera and other supplemental supplies. | | Photography II (6085) | | This course explores in greater depth black and white 35mm photography. Students will expand on knowledge gained in Photography I and will expand on basic darkroom techniques and explore photography as applied art and as an art form. A supply fee is required, as well as a 35 mm camera and other supplemental supplies. | | Printmaking I (6135) | | This course introduces students to cultural history, aesthetics, and techniques of printmaking. A wide variety of subject matter, such as portraiture, social commentary and landscapes will be explored. This course introduces students to the production of multiple images from a single design. Emphasis is on design and creative use of the material and techniques. A supply fee and supplemental purchasing of supplies is required. | | Printmaking II (6140) | | Students will explore a variety of subject matter and emphasis will be placed on creative and technical growth. A supply fee and supplemental purchasing of supplies is required. | | Sculpture I (6100) | | In this course, students will study space, color, form, shape and the influence of material and subject matter on form. They will research artists and their techniques, give presentations, plan their projects 2 dimensionally and then execute them 3 dimensionally. This course will satisfy half of the Fine Arts credit required for graduation. A supply fee and supplemental purchasing of supplies is required. | | Sculpture II (6105) | | In this course, students will build on the techniques and material covered in Sculpture I. They will explore different media, plan their projects 2 dimensionally and then execute them 3 dimensionally. This course will satisfy half of the Fine Arts credit required for graduation. A supply fee and supplemental purchasing of supplies is required. | | Grade 11 | | | Advanced Ceramics (6030) | | This course is designed to build on the sequential learning experience and expand on previous ceramic techniques while exploring new concepts and ideas. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | Advanced Computer Graphics (6070) | | This course is designed for students to expand on previously learned programs and skills creating multimedia portfolios. Works produced in this course will be of portfolio quality work. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | Advanced Drawing (6150) | | This course is designed for students to build on the sequential learning experience and expand on previous drawing techniques and materials while exploring new concepts and ideas. Works produced in this course will be of portfolio quality work. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | Advanced Painting (6130) | | This course is designed for students to build on the sequential experience and expand on previous painting techniques and material while exploring new concepts and ideas. Emphasis will be placed on production of paintings in an individual style, through the creation of both abstract and realistic works of art. Individual creative expression and problem solving are encouraged. Works produced in the course will be of portfolio quality works. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | Advanced Photography (6090) | | This course is designed for students to continue working on a more advanced level. Individual application of photo techniques and ideas will be stressed. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee is required, along with a 35mm and supplemental purchasing of supplies is required. | | Advanced Printmaking (6145) | | This course expands areas of printmaking and may include intaglio, monoprints, mixed media and lithography. It is designed for the serious art student planning on a career in an art related field. Individual application of printmaking techniques and ideas will be stressed. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | Advanced Sculpture (6110) | | Students will expand on sculpture materials and techniques while exploring, new concepts and ideas. Students will be creating realistic and abstract sculptures with attention to detail and craftsmanship. Students will explore a variety of ideas and problem solving. Works produced will be of portfolio quality work. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | AP Studio Art (2-D Design) (6180) | | In this course students will demonstrate an understanding of design principles as applied to a two-dimensional surface. Any 2-D process or medium may be submitted, including, but not limited to, graphic design, digital imaging, photography, collage, fabric design, weaving, illustration, painting, printmaking, etc. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | AP Studio Art (3-D Design) (6190) | | This course addresses sculptural issues. Students will demonstrate mastery of 3-D design through any three-dimensional approach, including, but not limited to, figurative or nonfigurative sculptures, architectural models, metal works, ceramics, and three-dimensional fibers. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | AP Studio Art (Drawing) (6170) | | This course addresses a broad interpretation of drawing issues and media. Light, shade, line quality, rendering form, composition, surface manipulation, and illusion of depth are a few that will be addressed. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | Ceramics I (6020) | | In this course students will explore clay properties using various hand building techniques. Students will create sculpture, utilitarian and non-utilitarian objects in the class. Historical traditions of pottery will be explored throughout the course. This course will satisfy half of the Fine Arts credit needed for graduation. A supply fee and supplemental purchasing of supplies is required. | | Ceramics II (6025) | | In this course students will explore clay properties using various wheel-throwing techniques and incorporating hand-building techniques. Cultural traditions of pottery will be explored throughout the course. Advanced utilitarian and non-utilitarian objects will be explored and produced will be produced. This course will satisfy half of the Fine Arts credit needed for graduation. A supply fee and supplemental purchasing of supplies is required. | | Computer Graphics I (6060) | | In this course, students will be able to demonstrate an understanding of the general operations of computer graphics. They will execute their knowledge by proficiently creating visual works of art on the computer and create Students will critically asses the characteristics, qualities, processes, and merits of their work and the work of others. They will create visual images for graphic design presentations. This course will satisfy half of the Fine Arts credit required for graduation. A supply fee and supplemental purchasing of supplies is required. | | Computer Graphics II (6065) | | Students will expand on previously learned programs and skills as they create computer images. A supply fee and supplemental purchasing of supplies is required. | | Drawing I (6040) | | In this course students will explore drawing techniques, the study of perspective, anatomy, media, color, composition and subject matter. They will learn about traditional and contemporary resources, artists, critiques, research, portfolios and exhibition presentations. A sketchbook is required for this class. This course will satisfy half of the Fine Arts credit for graduation. A supply fee and supplemental purchasing of supplies is required. | | Drawing II (6045) | | In this course, students will develop technical skills and composition. They will experiment with media and visual ideas, working and exploring beyond traditional ideas and approaches. A sketch book is required for this class. This course will satisfy half of the Fine Arts Credit required for graduation. | | Foundations In Art (6005) | | This is an introductory course exploring many areas of the visual arts. In this course students will survey drawing, painting, sculpture, printmaking, ceramics and art history. This course is a prerequisite for all other art courses. This course satisfies the Fine-Arts credit required for graduation. A supply fee and supplemental purchasing of supplies is required. | | IB Visual Arts HL* - Year 1 | | This two year course will allow students to investigate and reflect on the complexities of the human condition. The nature of the arts is such that an exploration of the areas of knowledge in general, and knowledge of the different art forms specifically, can combine to help us understand ourselves, our patterns of behavior and our relationship to each other and our wider environment. The fundamental purpose of this course is by exploring a range of materials and technologies, students will develop an understanding of the technical, creative, expressive and communicative aspects of the arts.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is presenting selected pages from the student’s investigation Candidate Record Workbooks that have been produced during the course that demonstrate connections between ideas, practice and themes (social, political, religious and historical commentary through local, domestic, and international cultures and communities) as well as studio work: a selection of the student’s studio work in the form of an exhibition. The external assessment is a selection of studio work in the form of an exhibition. | | IB Visual Arts SL* | | This one year course will allow students to investigate and reflect on the complexities of the human condition. The nature of the arts is such that an exploration of the areas of knowledge in general, and knowledge of the different art forms specifically, can combine to help us understand ourselves, our patterns of behavior and our relationship to each other and our wider environment. The fundamental purpose of this course is by exploring a range of materials and technologies, students will develop an understanding of the technical, creative, expressive and communicative aspects of the arts.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is presenting selected pages from the student’s investigation Candidate Record Workbooks that have been produced during the course that demonstrate connections between ideas, practice and themes (social, political, religious and historical commentary through local, domestic, and international cultures and communities) as well as studio work: a selection of the student’s studio work in the form of an exhibition. The external assessment is a selection of studio work in the form of an exhibition. | | Painting I (6120) | | In this course, students will explore the world of color through the expression of painting with the use of watercolor, acrylic, oil, and other mediums including the theory behind techniques involved. A sketchbook is required. This course will satisfy half of the Fine Arts credit required for graduation. A supply fee and supplemental purchasing of supplies is required. | | Painting II (6125) | | In this course, students will develop painting skills and composition. They will experiment with media and visual ideas, working and exploring beyond traditional and approaches. A sketchbook is required. This course will satisfy half of the Fine Arts credit required for graduation. A supply fee and supplemental purchasing of supplies is required. | | Photography I (6080) | | This is an introductory course in the fundamental process involved in producing black and white images. Students will be using photography as a means of self expression and visual communication. Photography satisfies half of the Fine Arts credit needed for graduation. A supply fee is required, as well as a 35 mm camera and other supplemental supplies. | | Photography II (6085) | | This course explores in greater depth black and white 35mm photography. Students will expand on knowledge gained in Photography I and will expand on basic darkroom techniques and explore photography as applied art and as an art form. A supply fee is required, as well as a 35 mm camera and other supplemental supplies. | | Printmaking I (6135) | | This course introduces students to cultural history, aesthetics, and techniques of printmaking. A wide variety of subject matter, such as portraiture, social commentary and landscapes will be explored. This course introduces students to the production of multiple images from a single design. Emphasis is on design and creative use of the material and techniques. A supply fee and supplemental purchasing of supplies is required. | | Printmaking II (6140) | | Students will explore a variety of subject matter and emphasis will be placed on creative and technical growth. A supply fee and supplemental purchasing of supplies is required. | | Sculpture I (6100) | | In this course, students will study space, color, form, shape and the influence of material and subject matter on form. They will research artists and their techniques, give presentations, plan their projects 2 dimensionally and then execute them 3 dimensionally. This course will satisfy half of the Fine Arts credit required for graduation. A supply fee and supplemental purchasing of supplies is required. | | Sculpture II (6105) | | In this course, students will build on the techniques and material covered in Sculpture I. They will explore different media, plan their projects 2 dimensionally and then execute them 3 dimensionally. This course will satisfy half of the Fine Arts credit required for graduation. A supply fee and supplemental purchasing of supplies is required. | | Sociology | | Sociology is an elective course that seeks to understand the connection between the individual and society and how social forces shape both individual and group behavior. Major topics covered in Sociology include principles of sociology, cultural and cross-cultural examinations, social interaction, crime and deviancy, race/ethnicity, social classes, gender, the family, economics, and career opportunities. | | Grade 12 | | | Advanced Ceramics (6030) | | This course is designed to build on the sequential learning experience and expand on previous ceramic techniques while exploring new concepts and ideas. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | Advanced Computer Graphics (6070) | | This course is designed for students to expand on previously learned programs and skills creating multimedia portfolios. Works produced in this course will be of portfolio quality work. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | Advanced Drawing (6150) | | This course is designed for students to build on the sequential learning experience and expand on previous drawing techniques and materials while exploring new concepts and ideas. Works produced in this course will be of portfolio quality work. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | Advanced Painting (6130) | | This course is designed for students to build on the sequential experience and expand on previous painting techniques and material while exploring new concepts and ideas. Emphasis will be placed on production of paintings in an individual style, through the creation of both abstract and realistic works of art. Individual creative expression and problem solving are encouraged. Works produced in the course will be of portfolio quality works. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | Advanced Photography (6090) | | This course is designed for students to continue working on a more advanced level. Individual application of photo techniques and ideas will be stressed. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee is required, along with a 35mm and supplemental purchasing of supplies is required. | | Advanced Printmaking (6145) | | This course expands areas of printmaking and may include intaglio, monoprints, mixed media and lithography. It is designed for the serious art student planning on a career in an art related field. Individual application of printmaking techniques and ideas will be stressed. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | Advanced Sculpture (6110) | | Students will expand on sculpture materials and techniques while exploring, new concepts and ideas. Students will be creating realistic and abstract sculptures with attention to detail and craftsmanship. Students will explore a variety of ideas and problem solving. Works produced will be of portfolio quality work. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | AP Studio Art (2-D Design) (6180) | | In this course students will demonstrate an understanding of design principles as applied to a two-dimensional surface. Any 2-D process or medium may be submitted, including, but not limited to, graphic design, digital imaging, photography, collage, fabric design, weaving, illustration, painting, printmaking, etc. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | AP Studio Art (3-D Design) (6190) | | This course addresses sculptural issues. Students will demonstrate mastery of 3-D design through any three-dimensional approach, including, but not limited to, figurative or nonfigurative sculptures, architectural models, metal works, ceramics, and three-dimensional fibers. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | AP Studio Art (Drawing) (6170) | | This course addresses a broad interpretation of drawing issues and media. Light, shade, line quality, rendering form, composition, surface manipulation, and illusion of depth are a few that will be addressed. Teacher approval for enrollment is required. Class size is limited. May be repeated for credit. A supply fee and supplemental purchasing of supplies is required. | | Ceramics I (6020) | | In this course students will explore clay properties using various hand building techniques. Students will create sculpture, utilitarian and non-utilitarian objects in the class. Historical traditions of pottery will be explored throughout the course. This course will satisfy half of the Fine Arts credit needed for graduation. A supply fee and supplemental purchasing of supplies is required. | | Ceramics II (6025) | | In this course students will explore clay properties using various wheel-throwing techniques and incorporating hand-building techniques. Cultural traditions of pottery will be explored throughout the course. Advanced utilitarian and non-utilitarian objects will be explored and produced will be produced. This course will satisfy half of the Fine Arts credit needed for graduation. A supply fee and supplemental purchasing of supplies is required. | | Computer Graphics I (6060) | | In this course, students will be able to demonstrate an understanding of the general operations of computer graphics. They will execute their knowledge by proficiently creating visual works of art on the computer and create Students will critically asses the characteristics, qualities, processes, and merits of their work and the work of others. They will create visual images for graphic design presentations. This course will satisfy half of the Fine Arts credit required for graduation. A supply fee and supplemental purchasing of supplies is required. | | Computer Graphics II (6065) | | Students will expand on previously learned programs and skills as they create computer images. A supply fee and supplemental purchasing of supplies is required. | | Drawing I (6040) | | In this course students will explore drawing techniques, the study of perspective, anatomy, media, color, composition and subject matter. They will learn about traditional and contemporary resources, artists, critiques, research, portfolios and exhibition presentations. A sketchbook is required for this class. This course will satisfy half of the Fine Arts credit for graduation. A supply fee and supplemental purchasing of supplies is required. | | Drawing II (6045) | | In this course, students will develop technical skills and composition. They will experiment with media and visual ideas, working and exploring beyond traditional ideas and approaches. A sketch book is required for this class. This course will satisfy half of the Fine Arts Credit required for graduation. | | Foundations In Art (6005) | | This is an introductory course exploring many areas of the visual arts. In this course students will survey drawing, painting, sculpture, printmaking, ceramics and art history. This course is a prerequisite for all other art courses. This course satisfies the Fine-Arts credit required for graduation. A supply fee and supplemental purchasing of supplies is required. | | IB Visual Arts HL* - Year 2 | | This two year course will allow students to investigate and reflect on the complexities of the human condition. The nature of the arts is such that an exploration of the areas of knowledge in general, and knowledge of the different art forms specifically, can combine to help us understand ourselves, our patterns of behavior and our relationship to each other and our wider environment. The fundamental purpose of this course is by exploring a range of materials and technologies, students will develop an understanding of the technical, creative, expressive and communicative aspects of the arts.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is presenting selected pages from the student’s investigation Candidate Record Workbooks that have been produced during the course that demonstrate connections between ideas, practice and themes (social, political, religious and historical commentary through local, domestic, and international cultures and communities) as well as studio work: a selection of the student’s studio work in the form of an exhibition. The external assessment is a selection of studio work in the form of an exhibition. | | IB Visual Arts SL* | | This one year course will allow students to investigate and reflect on the complexities of the human condition. The nature of the arts is such that an exploration of the areas of knowledge in general, and knowledge of the different art forms specifically, can combine to help us understand ourselves, our patterns of behavior and our relationship to each other and our wider environment. The fundamental purpose of this course is by exploring a range of materials and technologies, students will develop an understanding of the technical, creative, expressive and communicative aspects of the arts.
To receive IB recognition, students must pass the IB internal and external exams for the course. The internal assessment is presenting selected pages from the student’s investigation Candidate Record Workbooks that have been produced during the course that demonstrate connections between ideas, practice and themes (social, political, religious and historical commentary through local, domestic, and international cultures and communities) as well as studio work: a selection of the student’s studio work in the form of an exhibition. The external assessment is a selection of studio work in the form of an exhibition. | | Painting I (6120) | | In this course, students will explore the world of color through the expression of painting with the use of watercolor, acrylic, oil, and other mediums including the theory behind techniques involved. A sketchbook is required. This course will satisfy half of the Fine Arts credit required for graduation. A supply fee and supplemental purchasing of supplies is required. | | Painting II (6125) | | In this course, students will develop painting skills and composition. They will experiment with media and visual ideas, working and exploring beyond traditional and approaches. A sketchbook is required. This course will satisfy half of the Fine Arts credit required for graduation. A supply fee and supplemental purchasing of supplies is required. | | Photography I (6080) | | This is an introductory course in the fundamental process involved in producing black and white images. Students will be using photography as a means of self expression and visual communication. Photography satisfies half of the Fine Arts credit needed for graduation. A supply fee is required, as well as a 35 mm camera and other supplemental supplies. | | Photography II (6085) | | This course explores in greater depth black and white 35mm photography. Students will expand on knowledge gained in Photography I and will expand on basic darkroom techniques and explore photography as applied art and as an art form. A supply fee is required, as well as a 35 mm camera and other supplemental supplies. | | Printmaking I (6135) | | This course introduces students to cultural history, aesthetics, and techniques of printmaking. A wide variety of subject matter, such as portraiture, social commentary and landscapes will be explored. This course introduces students to the production of multiple images from a single design. Emphasis is on design and creative use of the material and techniques. A supply fee and supplemental purchasing of supplies is required. | | Printmaking II (6140) | | Students will explore a variety of subject matter and emphasis will be placed on creative and technical growth. A supply fee and supplemental purchasing of supplies is required. | | Sculpture I (6100) | | In this course, students will study space, color, form, shape and the influence of material and subject matter on form. They will research artists and their techniques, give presentations, plan their projects 2 dimensionally and then execute them 3 dimensionally. This course will satisfy half of the Fine Arts credit required for graduation. A supply fee and supplemental purchasing of supplies is required. | | Sculpture II (6105) | | In this course, students will build on the techniques and material covered in Sculpture I. They will explore different media, plan their projects 2 dimensionally and then execute them 3 dimensionally. This course will satisfy half of the Fine Arts credit required for graduation. A supply fee and supplemental purchasing of supplies is required. | | Sociology | | Sociology is an elective course that seeks to understand the connection between the individual and society and how social forces shape both individual and group behavior. Major topics covered in Sociology include principles of sociology, cultural and cross-cultural examinations, social interaction, crime and deviancy, race/ethnicity, social classes, gender, the family, economics, and career opportunities. |
MS - Business and Marketing
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
MS - Communication Arts
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | Communication Arts 7 | | Communication Arts 7 is taught as an integrated class in some buildings, but in other buildings the reading and writing components are addressed in different classes. Regardless of the situation, reader’s and writer’s workshop are used to deliver the district curriculum.
The reader’s workshop model focuses primarily on student development of reading skills and strategies, emphasizing an appreciation and understanding of many different genres and providing opportunities for students to study both fiction and non-fiction works in a variety of reading contexts. Explicit instruction and practice refines students’ use of reading comprehension strategies throughout the reading process. The course reviews literary elements and techniques learned in grades kindergarten through six as well as developing new skills in those areas.
The writer’s workshop focuses primarily on student development of writing skills and strategies with explicit instruction to enhance students’ use of the writing process, writing craft focusing on the six traits of writing, and various forms and types of writing. The course provides students daily opportunities to practice applying those writing skills/strategies in their own writing within the writer’s workshop framework.
Also embedded within the course are explicit instruction and opportunities for students to strengthen their skills and strategies in listening, speaking, inquiry, and media literacy.
| | Grade 08 | | | Communication Arts 8 | | Communication Arts 8 is taught as an integrated class in some buildings, but in other buildings the reading and writing components are addressed in different classes. Regardless of the situation, reader’s and writer’s workshop are used to deliver the district curriculum.
The reader’s workshop focuses on student development of reading skills and strategies, emphasizing an appreciation and understanding of many different genres and providing opportunities for students to study both fiction and non-fiction works in a variety of reading contexts. Explicit instruction enhances students’ use of reading comprehension strategies in the areas of word-solving, fluency, vocabulary development, gathering information, comprehension, extending meaning, and reflecting throughout the reading process. The course reviews literary elements and techniques learned in grades kindergarten through seven as well as developing new skills in those areas.
The writer’s workshop focuses primarily on student development of writing skills and strategies with explicit instruction to enhance students’ use of the writing process, writing craft focusing on the six traits of writing, and various forms and types of writing. The course provides students daily opportunities to practice and apply those writing skills/strategies in their own writing within the writer’s workshop framework.
Also embedded within the course are explicit instruction and opportunities for students to strengthen their skills and strategies in listening, speaking, inquiry, and media literacy.
| | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
MS - Foreign Language
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | Exploratory Spanish | | Students will be exposed to very basic expressions, vocabulary, geography, and culture from the target language. This will be an introductory course offered at each middle school for approximately one quarter (depending on each school's specific schedule). | | Semester French | | Students will learn basic expressions, vocabulary, grammar concepts, geography and culture from the target language. Students who complete this course will enter Level I in the high school foreign language program. | | Semester Spanish | | Students will learn basic expressions, vocabulary, grammar concepts, geography and culture from the target language. Students who complete this course will enter Level I in the high school foreign language program. | | Grade 08 | | | Semester French | | Students will learn basic expressions, vocabulary, grammar concepts, geography and culture from the target language. Students who complete this course will enter Level I in the high school foreign language program. | | Semester Spanish | | Students will learn basic expressions, vocabulary, grammar concepts, geography and culture from the target language. Students who complete this course will enter Level I in the high school foreign language program. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
MS - Gifted Program
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | GT-Odyssey 7-8 | | The Odyssey Program is designed for academically gifted students in grades seven and eight. To qualify for this program students must meet the St. Joseph School District Board approved standards as set forth by the Missouri Department of Elementary and Secondary Education.
Odyssey is a scheduled class period meeting daily in each of the SJSD four middle schools: Bode, Robidoux, Spring Garden, and Truman. This course is designed to allow gifted students the opportunity to interact with peers of similar intellectual levels. Seventh and eigth grade students may be inter-mixed within classes. All Odyssey instructors hold gifted certification from the Missouri Department of Elementary and Secondary Education.
Curriculum in the SJSD Odyssey Program is developed to meet the specific needs of gifted learners. Literature class is supplanted with Odyssey for seventh grade students while this course is an elective to eighth graders. Because Odyssey is offered to seventh grade gifted students as an alternative to literature, a heavy emphasis of the course study is spent on SJSD core curricular objectives for middle school literature. The remaining time spent in Odyssey is used to develop critical and creative thinking, foster high level decision-making skills, to promote group and individual problem solving and leadership, and to foster each students' cognitive and affective needs. | | Grade 08 | | | GT-Odyssey 7-8 | | The Odyssey Program is designed for academically gifted students in grades seven and eight. To qualify for this program students must meet the St. Joseph School District Board approved standards as set forth by the Missouri Department of Elementary and Secondary Education.
Odyssey is a scheduled class period meeting daily in each of the SJSD four middle schools: Bode, Robidoux, Spring Garden, and Truman. This course is designed to allow gifted students the opportunity to interact with peers of similar intellectual levels. Seventh and eigth grade students may be inter-mixed within classes. All Odyssey instructors hold gifted certification from the Missouri Department of Elementary and Secondary Education.
Curriculum in the SJSD Odyssey Program is developed to meet the specific needs of gifted learners. Literature class is supplanted with Odyssey for seventh grade students while this course is an elective to eighth graders. Because Odyssey is offered to seventh grade gifted students as an alternative to literature, a heavy emphasis of the course study is spent on SJSD core curricular objectives for middle school literature. The remaining time spent in Odyssey is used to develop critical and creative thinking, foster high level decision-making skills, to promote group and individual problem solving and leadership, and to foster each students' cognitive and affective needs. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
MS - Health 7
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | Health - 7 | | The 7th grade Health course is required of all seventh grade students in the St. Joseph School District. The course is designed to prepare students in meeting state standards in health education and to provide high quality learning experiences so that students may become health-literate individuals. Healthy behaviors, the most important predictors of current and future health status, are influenced by a variety of factors that include awareness and knowledge of health issues, skills necessary to develop healthy behaviors, and opportunities to practice these behaviors. The 7th grade Health curriculum is comprised of 8 content areas: Health Related Fitness, Nutrition, Drugs/Alcohol, Cardiovascular Fitness, Teen Pregnancy/STD's/HIV/AIDS, Mental/Emotional Health, Tobacco, and Safety Education. Through a well-planned program of health education, students will be able to foster good health habits that will contribute to an enhanced quality of life now and in the future.
See Objective 9 for Assessments addressing Common Core.
See Objective 10 for SJSD 21st Century Learner Information. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
MS - Health 8
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 08 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
MS - Mathematics
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | Math 7 | | Middle School Math 7 is a year long course that will engage students in the study of a variety of topics including number and operations, algebraic relationships, geometry, measurement, and data and probability. The course is designed to stimulate mathematical thinking and promote problem solving while allowing students to communicate and make conceptual connections. | | Grade 08 | | | Math 8 | | Middle School Math 8 is a year long course that builds upon the student's mathematics experiences. The course will engage students in the study of a variety of topics including number and operations, algebraic relationships, geometry, measurement, and data and probability. The course is designed to stimulate mathematical thinking and promote problem solving while allowing students to communicate and make conceptual connections. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
MS - Music
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | Band 7 | | This course continues the development of basic fundamentals necessary to play a wind or percussion instrument. Emphasis will be placed on developing the Eleven Elements of Ensemble Musicianship (1. Right Notes, 2. Right Rhythms, 3. Dynamics, 4. Tempo, 5. Style, 6. Articulation, 7. Intonation, 8. Balance/Blend, 9. Phrasing, 10. Precision, 11. Appearance) Further emphasis is placed on the physical characteristics for playing a wind or percussion instrument. Students will be exposed to a variety of appropriate band literature through performance. This course is designed to meet for a minimum of 42 minutes, daily. Opportunities for Evaluative Festivals and Honor Bands are available to students in this course. As students complete this course, they will be prepared to enter the 8th Grade Band with the proper technical and musical ability to succeed. | | Music Explo 7 | | The Seventh Grade Exploratory Vocal Music Course of The St. Joseph School District is the culmination of the elementary general music experience and the introduction to secondary vocal music expectations. This course is a part of the Seventh Grade Exploratory experience, rotating with other elective course offerings. Course work will include the fundamentals for continuing musical endeavors at the eighth grade level. | | String Orchestra 7 | | This course is a 7th Grade performance class. The students will perform various music styles from baroque through contemporary. Students will also perform in a chamber ensemble and as a soloist. There will be at least two large ensemble evening performances and a solo and small ensemble evening performance. | | Grade 08 | | | Band 8 | | This course continues the development of basic fundamentals necessary to play a wind or percussion instrument. Emphasis will be placed on developing the Eleven Elements of Ensemble Musicianship (1. Right Notes, 2. Right Rhythms, 3. Dynamics, 4. Tempo, 5. Style, 6. Articulation, 7. Intonation, 8. Balance/Blend, 9. Phrasing, 10. Precision, 11. Appearance) Further emphasis is placed on the physical characteristics for playing a wind or percussion instrument. Students will be exposed to a variety of appropriate band literature through performance. This course is designed to meet for a minimum of 42 minutes, daily. Opportunities for Evaluative Festivals and Honor Bands are available to students in this course. As students complete this course, they will be prepared to enter the high school instrumental ensembles with the proper technical and musical ability to succeed. | | Concert Choir 8 | | The Eighth Grade Concert Choir curriculum of the St. Joseph School District is the introduction to vocal music production at the secondary level. Teachers utilize a variety of instructional resources, introducing rehearsal techniques, listening skills, and advanced reading and writing skills that are specific to vocal music. Course offerings are multicultural intensive promoting the highest level of vocal performance at the introductory level. This class will give students tools for life long participation in community performance venues. | | String Orchestra 8 | | This course is an 8th Grade performance class. The students will perform various music styles from baroque through contemporary. Students will also perform in a chamber ensemble and as a soloist. There will be at least two large ensemble evening performances and a solo and small ensemble evening performance. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
MS - Physical Education
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | Physical Education 7 | | The middle school physical education course is designed to be a systematic program of developmentally appropriate activities designed to impact the psychomotor, cognitive and affective learning domains, all of which will enhance student's knowledge, skills and attitudes necessary for healthy, active living and overall health and wellness, now and in the future. Students in middle school physical education in the St. Joseph School District will participate in a variety of activities designed to develop competence in the fundamental skills and strategies of a variety of team, individual and dual, and lifetime sports, as well as dance and rhythmic activities, team building activities, and low-organized games. In addition, students will participate in a variety of activities designed to promote physical fitness and the learning of fitness, health and wellness concepts. Students in grades 7-8 will be formally assessed in the health-related physical fitness components. Technological tools will be used in various ways to promote learning of exercise principles and concepts, and to monitor and track activity.
See Objective 29 for Assessments addressing Common Core.
See Objective 30 for SJSD 21st Century Learner Information. | | Grade 08 | | | Physical Education 8 | | The middle school physical education course is designed to be a systematic program of developmentally appropriate activities designed to impact the psychomotor, cognitive and affective learning domains, all of which will enhance student's knowledge, skills and attitudes necessary for healthy, active living and overall health and wellness, now and in the future. Students in middle school physical education in the St. Joseph School District will participate in a variety of activities designed to develop competence in the fundamental skills and strategies of a variety of team, individual and dual, and lifetime sports, as well as dance and rhythmic activities, team building activities, and low-organized games. In addition, students will participate in a variety of activities designed to promote physical fitness and the learning of fitness, health and wellness concepts. Students in grades 7-8 will be formally assessed in the health-related physical fitness components. Technological tools will be used in various ways to promote learning of exercise principles and concepts, and to monitor and track activity.
See Objective 30 for Assessments addressing Common Core.
See Objective 31 for SJSD 21st Century Learner Information. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
MS - Science
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | Science 7 | | This course is designed to cover the introduction to living systems and the nature of science. This course will engage students in active learning of:
cells, body systems, heredity and interactions within the Earth's biomes.
The course will explore the use of technology in the advancement of science and its benefits to society.
The course relates how scientists and inventors have contributed to the field of science and human technology.
| | Grade 08 | | | Science 8 | | The teaching of eighth grade science in the St. Joseph School District will develop and encourage
curiosity, problem solving skills, and understanding of scientific methods and concepts. The unifying
theme will be the solar system from atomic theory to planetary systems. Specific focus will be on
the nature of science, forces and motion, chemistry, geology, and astronomy. All of our studies will
be rooted in inquiry and include technology with lessons developed according to the learning cycle.
| | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
MS - Social Studies
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | Ancient and Medieval History - 7 | | The seventh grade social studies program will allow students to explore the cultures of ancient-world civilizations. Students will examine ways that geography, economics and government affected the development of those civilizations. They will use expected grade-level skills to discover connections between the ancient and modern worlds. The program focuses on the ancient societies of Mesopotamia, Egypt, Greece, and Rome, as well as civilizations located in the Americas, India, Africa, and Japan.
| | Grade 08 | | | US History 8 - Colonization through Reconstruction | | Eighth Grade United States History’s purpose is to examine the cultural, political, economical, and social elements that affected the early development of the United States. This course is a study of the United States’ history beginning with colonization and proceeding through Reconstruction. The concepts found in this course not only will be studied in a historical context, but will also be studied in respect to how they affect American lives today.
Students will apply social studies knowledge and skills needed to effectively evaluate and solve problems that may exist in our society.
| | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
MS - Speech/Debate/Theatre
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | Speech & Drama - 7 | | This quarter long course is part of the middle school exploratory experience. In this course, the students are introduced to the elements of Communication including the following: Verbal and Nonverbal Communication, The Communication Model, Listening, The Human Voice, Speech Writing and presentation Techniques. | | Grade 08 | | | Speech & Drama - 8 | | This course involves students in a performance based setting. Students will study the theory and techniques of the following presentations: Oral Interpretation, Persuasion, Drama, and Mass Media. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
MS - Visual Arts
Overview | | | Pre-K | | | No electronic curriculum. Refer to hardcopy manual. | | Kindergarten | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 01 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 02 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 03 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 04 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 05 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 06 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 07 | | | Visual Art Explo - 7 | | The Seventh Grade Exploratory Visual Arts Course of The St. Joseph School District is the culmination of the elementary visual arts experience and the introduction to secondary visual arts expectations. This course is a part of the Seventh Grade Exploratory experience, rotating with other elective course offerings. Course work will include the fundamentals for continuing visual arts endeavors at the eighth grade level. | | Grade 08 | | | Visual Arts 8 | | The Eighth Grade Visual Arts curriculum of the St. Joseph School District is the introduction to Visual Arts production at the secondary level. Teachers utilize a variety of instructional resources, refining students ability to compose and assess artwork inspired by investigation, and advanced reading and writing skills that are specific to Visual Arts. Course offerings are multicultural intensive promoting the highest level of Art at the introductory level. This class will give students tools for life long enjoyment of Art. | | Grade 09 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 10 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 11 | | | No electronic curriculum. Refer to hardcopy manual. | | Grade 12 | | | No electronic curriculum. Refer to hardcopy manual. |
|