Course of Study Guide 2015 - 2016

Nansemond-Suffolk Academy Upper School

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2014-2015

Head of School

Deborah B. Russell

Administration

Kim H. Aston ’88, Interim Head of Upper School Michelle J. Horton ’89, Head of Middle School

Nancy B. Webb, Head of Lower School Jean Mauck, Director of Early School

T.W. Johnson, Jr. ’92, Director of Boys’ Athletics Betty Jean Riddick ’72, Director of Girls’ Athletics

Kenda Goldberg Council ’91, Director of Advancement Rebecca H. Steigenga, Director of Admissions

Angela Knight Thompson ’01, Director of Finance and Accounting Karen Schompert, Director of Communications and Public Relations

Edie Higinbotham ’85, Director of Auxiliary Services

Board of Trustees

Rob J. Gies, Chairman G. Robert Aston, Jr., Vice Chair

Charles R. Birdsong ’88, Treasurer and Finance Committee Chair Patricia P. Hartman, Advancement Committee Chair

Brian T. Rowe, Buildings and Grounds Committee Chair Deborah M. McHorney, Secretary and Governance Committee Chair

Dr. I. A. “Dimi” Barot ’93

Stephanie C. Bergeron R. Scott Carr

Harry L. Cross III Donald Z. Goldberg William W. Hannah J. Carney Hawks ’92 Crystal H. Jackson Robert W. Jones

George J. Knierbein Warren D. Kozak

Kathleen “Katie” E. Mallas Dr. Anne E. Morgan ’90

George Edwards Morgan, Sr. Roy “Chip” Runyon III Kenneth W. Wren, Jr.

Susan L. Yeatts ’86

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MISSION The mission of Nansemond-Suffolk Academy is to provide an academically rigorous college preparatory education in an atmosphere fostering moral character, respect, responsibility and compassion. With a commitment to honor above all, the school seeks to develop and inspire leaders who value diversity, creativity, scholastic excellence and community service. Nansemond-Suffolk Academy admits qualified students without regard to race, color, ethnic background, national origin, handicapped status or religion.

TABLE OF CONTENTS

Introduction: A Letter from the Head of Upper School page 4

Graduation Requirements page 5

Curriculum Policies page 6

Summer Assignments page 8

Schedule Changes page 8

Textbook and Fees page 8

College Counseling Perspective: Course Selection page 9

College Counseling Perspective: Top Tips for Course Registration page 12

English page 13

History and Social Sciences page 17

Mathematics page 20

Science page 23

World Language page 27

The Visual and Performing Arts page 32

Physical Fitness page 36

Study Hall/Free Bell page 37

Course Sequences page 38

Four-year Academic Plan page 44

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Dear Upper School Families, Preparations are underway for the 2015-2016 school year! After Spring Break, your child and his/her advisor will meet to discuss teacher recommendations for the upcoming year. Together, your child and his/her advisor will formulate a schedule that will take into consideration your child’s current academic progress, work ethic, attendance, strengths and weaknesses. As a matter of record, teacher recommendations have accurately predicted a student’s success in a future course;therefore, advisors and administration rely heavily upon them. The Upper School administration, school counselor and college counselors stand ready to assist, should any questions arise concerning your child’s schedule. Students are encouraged to register for six courses and one study hall;however, they attend only six classes each day, with one class dropping daily. All courses are year-long. In the event that fewer than 10 students register for a particular course, it is possible that the course will not be offered. We maintain our commitment to provide small, balanced classes;therefore, requests for specific teachers or sections of a course cannot be accommodated. Please keep in mind that students do not need to take all Honors or AP courses to be accepted into a good college or university. I encourage you to contact the college counselors if you have questions about the impact of course selection on college acceptance. As you read over the pages that follow, please pay close attention to the information regarding curriculum policies and schedule changes. Of particular interest might be the sequencing charts on pp. 38-43 and a four-year planning chart on p. 44. The school counselor’s goal is to communicate your child’s final course requests with you before the end of the school year. Administration will review student course requests and will register students into course sections throughout the summer. Please make a conscious effort to log into your NSA email account periodically for correspondence regarding your child’s schedule. Be advised, we will make every effort to fulfill your child’s requests;however, enrollment into requested courses relies on several factors: final grades, class size, available sections and course conflicts. I encourage you to speak with your child’s advisor, teachers and/or college counselor with specific course questions. Please feel free to contact me with further questions or concerns. We look forward to guiding your child on his/her academic journey. Sincerely, Kim Aston ’88 Head of Upper School

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GRADUATION REQUIREMENTS

A minimum of 22 credits must be earned in grades 9-12. Successful completion of a course earns one credit.

Requirements are listed below: ENGLISH

Four credits to be taken one course per year. HISTORY AND SOCIAL SCIENCES

Four credits, to include Modern World History or AP European History, U.S. History, American Government and an additional history or social sciences course, are required for graduation. MATHEMATICS

Three credits to include an Algebra II-level course. SCIENCE

Three credits of laboratory science. WORLD LANGUAGE

Three credits of one language or two credits of two languages. THE VISUAL and PERFORMING ARTS

One credit to include a course in the visual or performing arts.

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CURRICULUM POLICIES 1. Students are required to take a minimum of five academic courses, yet are encouraged to take six courses and a study hall. Any student wishing to take either seven courses or five courses and two study halls must obtain permission of the administration. 2. Any student desiring to sign up for two courses in the same year in the area of math, science or world language must first obtain permission of the respective department chair. 3. It is recommended that students sign up for no more than three Advanced Placement courses in one year. With permission of the Upper School administration, an additional Advanced Placement course may be scheduled. 4. AP and honors course selection is determined by the student’s completion of the prerequisites for the course, a teacher recommendation and a 90 average in his/her current subject area. Department chairs and the AP teachers will review all student requests to determine AP and honors eligibility. 5. Grade Weighting: For the Classes of 2016 and 2017, Advanced Placement courses carry a weight of three points and honors courses, two points. These additional points are appended to the rounded average grade at the conclusion of each semester. All honors and Advanced Placement courses are labeled and noted as “accelerated course/weighted grade” on the student’s transcript. The yearly average for honors and Advanced Placement courses is computed by averaging the two weighted semester averages together equally, 50/50. Beginning with the Class of 2018, the grade weighting system will be changed. Advanced Placement courses will no longer carry a weight of three points and honors courses will no longer carry the weight of two points added to the rounded average grade at the conclusion of each semester. Instead, Advanced Placement courses will carry the weight of 0.15 points and honors courses, 0.05 points. These additional points will be added to the cumulative GPA at the conclusion of each academic year. 6. All students in AP courses are required to take the College Board AP Exam for that course. AP courses are exempt from second semester exams, with the second semester coursework comprising 100% of the second semester grade. Students may choose to take an AP exam of a class not offered. They should contact the AP coordinator before October 1 for further information. Students will not be provided NSA class credit for these exams, nor will the work be calculated in their GPA. 7. All courses in the Physical Fitness Department are non-academic, which means that grades earned during the school year are included when determining Academic Probation, Honors List and High Honors List, but final averages are not included in the yearly GPA calculations. Final averages in all academic courses, are included in yearly GPA calculations, which are sent to colleges. 8. Every student who earns a cumulative grade point average of 92 without rounding (in academic courses) will be eligible for academic distinction at graduation. 9. Whenever a student repeats an NSA course in the Upper School due to failure (60 or below) or poor performance (60-69), final averages for both courses appear on the permanent record and are included in the respective yearly GPA calculation, yet the student will receive only one credit when the course is successfully completed.

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10. Failure of English 9, 10 or 11 will result in retention in the grade. Advancement to the next level may only be accomplished by passing English in summer school at NSA or in a program approved by the administration. English 12 must be completed at NSA to earn an NSA diploma. 11. Students who fail two or more academic classes will not be promoted regardless of their final grade in English. In addition, such students may not be permitted to return to NSA for the ensuing year. 12. Any student who leaves NSA because of failure of two or more classes and wishes to be reinstated must have earned a minimum grade of C in every academic subject for a full academic year at an accredited school. A student will be considered for readmission on the basis of the regular admission policy. Readmission is not guaranteed. 13. Students entering NSA after their freshman year with no world language credits will be required to complete, at most, two years of a world language.

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SUMMER ASSIGNMENTS NSA requires summer assignments for some courses. Upon completion of the registration process, summer assignments will be posted to the NSA website within the Upper School section. In addition, we will notify parents and students that the summer assignments are available. Students returning to NSA will be responsible for completing all summer assignments for their courses regardless of the dates their enrollment contracts are returned. Students new to NSA who enroll after July 31 may receive special consideration depending upon the full extent of their assignments. Summer assignments include a reading assignment for each English course. During the first weeks of school, English classes will discuss the story as it pertains to the themes of the course. Many AP courses will have their own summer assignment to help students prepare for the course. Students enrolled in an AP course should contact the teacher for the assignment. AP summer assignments typically require 8-12 hours to complete, with the exception of AP Studio Art. Because of the nature of this course, AP Studio Art follows separate guidelines.

SCHEDULE CHANGES A student may request a schedule change no later than September 10th without penalty. Any request for schedule change after this time will be determined by consultation with the classroom teacher and Upper School administration. If the schedule change is approved, the student is responsible for making up all designated work according to a timetable established by the teacher. Beyond this timeframe, a student may not add a course in a subject area different from that of the dropped course. Such schedule changes require approval of the Upper School administration. A student who drops after the drop/add date may have the withdrawal and the grade at the time of withdrawal reflected on the transcript. All schedule changes are contingent upon available space.

TEXTBOOK and FEES Please note that textbooks for the Upper School may be purchased online through MBSDirect at www.mbsdirect.net. Students are not required to purchase their textbooks from MBS, but they are advised to order books by the 13-digit ISBN number to ensure they purchase the correct edition. A fee is required for certain courses, including an exam fee for the Advanced Placement courses, as listed in the Schedule of Charges in the Admissions Contract. These fees will be billed through the Business Office.

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COURSE SELECTION ADVICE FROM

A COLLEGE COUNSELING PERSPECTIVE

From the NSA Office of College Counseling To guide students, advisors and parents in the course selection process, we base the information below on feedback from the 40 plus college representatives who visit Nansemond-Suffolk Academy each fall, along with information we receive from college admissions officers during the reading season as they review our students’ applications. A key point is that course selection decisions should always rely on the needs and interests of the student. Within NSA, students should choose the courses that interest and appropriately challenge them, and in which they will find academic success, instead of trying to choose what they think colleges may want them to take. NSA graduation

requirements meet general college admissions requirements. However, students should also be aware of the

minimum requirements needed for specific programs such as engineering, architecture, nursing, and studio and

performing arts. If you meet NSA graduation requirements, you are well prepared for college. Colleges prefer to see four years of the five “core” courses (English, History, Science, World Language, Math). Generally, colleges prioritize focusing on these courses instead of Art or Music. However, if art and/or music is your passion, or you know you will apply to art school or art programs, then you must take as many art courses as possible. Conversely, if you want to be pre-med or study engineering or science, you should definitely take four years of both math and science, to the most advanced levels possible. If you don’t plan on doing this, then you do not need to take certain courses, such as physics. Work with your advisor and a college counselor to come up with the best plan for you. The most important factor in college admissions, as you will hear if you attend a college counseling presentation

or visit a college, is the student’s transcript - both the courses students take and the grades they earn. Colleges want to see, and students should take, a selection of appropriately challenging courses in which students can earn strong grades. “Appropriately challenging” means that a student is learning and growing in the class, while being required to think and struggle a bit - but not being left to drown. “Good grades” generally mean B range or higher. Most colleges, especially the

University of Virginia, Virginia Tech and James Madison University, strongly disapprove of C grades in the junior year;

students should avoid receiving C’s as a junior and senior! These three colleges, and many other selective schools, also expect at least three lab sciences, four years of English, completion of at least Calculus, and four years of a World Language. While some students can be admitted to the most selective colleges without pursuing AP courses, this is the best path to admission to a selective college or university. All colleges expect students to do the following in high school:

1. build the broadest and strongest possible academic foundation 2. take the most challenging courses in their area(s) of strength and interest 3. address (not avoid) areas of weakness

TO TAKE THE APs OR NOT TO TAKE THE APs: THAT IS THE QUESTION Here are some common concerns from advisors, students and parents about taking AP courses, followed by our responses:

Will taking AP courses strengthen my college application? Yes, assuming you get good grades (B or higher); colleges like to see you take the most challenging curriculum that is appropriate for you. "Appropriate" means that you are challenged in a good way and can complete work well and on time, not that you are run ragged and are having a nervous breakdown!

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Are there other ways to pursue a rigorous curriculum besides taking AP courses? Yes, you can take Honors courses, which are challenging courses in individual subjects. You can also take the standard NSA courses, all of which are designed to prepare students for college and engage you in a stimulating learning process. Students can also consider ways to enrich the learning experience (or to pursue a particular passion) outside of the classroom through an independent project, research program or summer course here at NSA, at colleges nationwide or abroad.

Are there students who should not take AP courses? If you are a three-sport athlete, or are committed to an

activity that requires considerable time outside of school year-round (horseback riding, dancing, ice hockey, working, etc.), or generally struggle with time management, or don't enjoy learning for the sake of learning, taking AP courses might be especially challenging or unfulfilling for you. If you fit one of these scenarios, consider whether you should reduce your commitment to your extracurricular activities, or whether you could change your study habits, or whether taking Honors courses instead of AP courses would be a better choice. This is an individual process--some students can continue all commitments and pick up the additional work of AP courses with no problem, but for most students there is some adjustment. Knowing yourself is the most important part of making this decision!

Do colleges like AP course X better than AP course Y? No, colleges don’t prefer AP Biology over AP

Chemistry or AP US History over AP Environmental Science. However, if you apply to an engineering program, that college will want you to have taken one of the AP science classes offered and/or AP Calculus. If you apply to an art program at a college or to an art college, you should plan to take AP Studio Art.

ADDITIONAL COURSE SELECTION INFORMATION Students should nearly always plan to take five core courses for all four years. But exceptions can happen.

Important note on exceptions: The exception is students who really struggle to maintain their grades within the NSA curriculum, students with a significant, documented learning difference, or students with a focused passion for a specific subject area. If you drop a major course like Math or World Language, you should double up on a different core academic subject, like Science or History. It is often hard for students to make choices within the curriculum, but there is no "bad" choice. Students should choose a challenging, interesting curriculum, and the college counseling staff will work to find colleges that are the best fit for the student -- students shouldn't contort themselves to fit a prospective college's requirements as this may often lead to poor performance in certain classes. Should I take six core academic classes?

Most NSA students take five core academic courses plus an elective and a study hall. If you are a driven student with many specific interests, talk with your advisor about an extra core academic class. However, please note that it is a rare student who can successfully and sanely manage six core academic courses. Generally, it's more manageable to take five core academic courses. Students should be encouraged to make their own choices and pursue challenges where they are both appropriate

and inspiring to the individual student. This is a good time and a safe place for students to experiment with their courses, perhaps making and learning from both good and bad decisions, before going on to higher education. Colleges appreciate the risk taking, but students need to take ownership of their choices and rise to the challenge. One more note about scheduling logistics: within the NSA curriculum, students may need to make choices. There might be times when, due to a scheduling conflict or availability of a course, students are unable to take their first choice of a class. When this happens, please note the issue, and remind your college counselor to mention it in your counselor college

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recommendation if it had a significant impact on your transcript. Rest assured that colleges know that these conflicts happen, especially in small private schools like ours.

SOME POTENTIAL CONCERNS AND FACTORS IN EACH ACADEMIC AREA ENGLISH and HISTORY

Students who plan to major in the humanities, or who have a strong interest in the subjects, (history, English, sociology, politics, international relations, philosophy, communications, etc.) should plan on taking the highest level courses offered to them in their specific area of interest- for example, Honors or AP English, Honors or AP Government. WORLD LANGUAGES

No world language after tenth grade (even if year 3 has been completed) This choice is especially problematic if the student is expressing an interest in studying the humanities or social sciences in college.

Exemptions must document a language-based learning difference. Students who drop world language should be sure to take challenging courses in other subjects, perhaps adding

Music Theory, Economics, or doubling up in Math, History or Science. Many colleges (such as UVA, Virginia Tech and James Madison, for example) want no fewer than three

(preferably four plus) years of the same language. Starting a new world language in the senior year

Seniors should not take the first year of a world language unless it is in addition to the study of another language;colleges prefer to see a sustained commitment to a world language. MATH

No math in the senior year

Generally, college-bound students should plan to take four years of math. Though NSA only requires 3 years of math for graduation, many colleges prefer to see four years of math on a student’s transcript. For weaker math students, not taking math senior year could be an option but it is an issue to examine carefully with your advisor, considering the recommendation of the math department. Colleges expect that capable math students complete Calculus, especially those expressing an interest in analytical fields of study (math, science, psychology, ecology, environmental science, engineering, computer science, architecture, pre-med). Students who plan to major in a science-related field or who have a strong interest in science should plan to take biology, chemistry and physics. Prospective engineers should plan to take advanced chemistry and physics, along with the most challenging math curriculum available (ideally AP Calculus). SCIENCE

Colleges expect that students have taken at least three years of laboratory science during high school. Not all science courses at NSA are considered a laboratory science. See science course descriptions. Students are encouraged to take biology, chemistry and an additional lab science as their three science courses. If a student wants to be on the pre-med track or study engineering or science in college, then a student should definitely take four years of both math and science, including calculus and physics, to the most advanced levels possible. If you do not plan on pursuing the areas of study mentioned above, then you may not need to take certain courses, such as physics or calculus. Work with your advisor and a college counselor to come up with the best plan for you.

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VISUAL and PERFORMING ARTS

Students considering a studio art and/or performing arts program in college, should plan to take the highest level course offered in their specific area of interest. If the student plans to apply to a BFA or other professional arts/performance programs, which include BA and BS degrees in a wide variety of subjects, Studio Art and Performing Arts courses should be a priority.

THE TOP TEN TIPS FOR COURSE REGISTRATION FROM

THE LENS OF COLLEGE COUNSELING

We recommend that students take five “core” academic courses, an elective and a study hall each year. The

“Core” academic subject areas are English, History, Math, Science and World Languages. Students with a talent and interest in studio art, music and/or theatre are recommended to take a class in those areas each year. If you drop a “core” subject, we recommend that you double up in another “core” subject area.

If possible, students should attempt to take at least one AP course by senior year.

Students cannot take more than three AP courses per year without special permission.

Certain AP classes may be pursued after taking the introductory course in that discipline, whereas with other

courses students should choose between the standard level, honors level and the AP level. For example, students may take Honors Chemistry one year and AP Chemistry the next;in contrast, students may not take Honors US History one year and AP US History the next.

We recommend that students reach the fourth level in world language and math.

Students must be ready to ask two teachers for a letter of recommendation at the end of junior year. With few

exceptions, colleges require that letter-writers be: from “core” academic disciplines (such as English, History and Social Science, Math, Science, World

Languages) Please note: students interested in studying studio or performing arts in college should

have (and in some cases will be required to have) a recommendation from a teacher

within those disciplines.

from a student’s junior or senior year

Students who are considering competing as a Division I or Division II Varsity athlete will “clear” all NCAA course requirements if they follow the NSA graduation requirements.

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ENGLISH

An acceptable research paper must be completed each year as a condition for promotion. All English classes prepare students for the PSAT, SAT and ACT.

ENGLISH 9 Grade 9 English 9 continues formal grammar study and its integration with composition skills. Through composition instruction, students will be able to demonstrate competence in the construction of five-paragraph expositions on various topics and of literary essays involving reading comprehension and analysis. Literature studies expose the student to a genre study of the epic, the play, the short story, poetry and the novel. Students will take part in two Great Books projects encouraging reading of canon and popular works. Creative writing allows the student to explore self-expression in poetry and prose, to participate in peer sharing, and to submit their polished works to contests, to the school’s literary magazine and to other publications. Vocabulary enhancement includes study in a sequenced SAT-based vocabulary workbook and examination of diction in literary context. A major part of the year’s study is the entire research process from topic selection through citation with emphasis on the avoidance of plagiarism as spelled out by the school’s Honor Code. To reinforce the practice of the research process, three guided research assignments will be completed throughout the year. Strategies for developing public speaking skills are interwoven throughout the course. ENGLISH 10 Grade 10 English 10 stresses applied grammar and composition skills, reading comprehension and problem-solving/critical thinking skills for strategy applications on the SAT, and practice in writing various types of essays. The course also focuses on an international genre study of the major literary types: drama, the novel, the short story and poetry. Literary analysis and critical thinking skills are reinforced, and various short papers are assigned to provide exposure to sophisticated elements of style. Students continue to build public speaking skills through relevant activities. Several mini-research projects/papers will be assigned throughout the year in order to reinforce the scholarly research process. Students will continue to master MLA format and will utilize strategies to avoid plagiarism. HONORS ENGLISH 10 Grade 10 Prerequisite: Teacher recommendation based on English 9 achievement This advanced world literature and composition course offers a challenging curriculum that requires advanced reading comprehension, presentation skills, and writing ability. It will focus on skills necessary for the analysis of poetry, drama and fiction. In its study of genres, this course parallels English 10;however, both selections and assignments are more numerous, sophisticated and demanding. This course emphasizes the recognition of archetypal characters and themes in contemporary literature and society. Students in this course should demonstrate effective written expression to write essays with a minimum of grammar and mechanics errors, independent reading comprehension skills, research literacy skills and the potential to develop advanced writing skills needed for the Advanced Placement course of study. Sophomore English class includes a thorough review of research skills using databases and electronic resources, MLA format, and strategies to avoid plagiarism. Students will engage in activities designed to build effective public speaking skills. ENGLISH 11 Grade 11 The goal of English 11 is to further develop students’ reading and writing skills using expository, narrative, formal argument, and literary analysis in relation to the study of American literature. A special emphasis is placed on personal writing in preparation for the college application essays. The course focuses on recognizing common errors, improving syntax through effective transitions, and honing SAT/ACT skills. Vocabulary words gleaned from SAT lists and literary

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readings are reviewed throughout the year. This class includes a thorough review of research skills using databases and electronic resources, MLA format, and strategies to avoid plagiarism, as juniors are now held accountable for all forms of plagiarism as outlined in the Student Handbook. In order to develop effective communication skills, students will participate in class discussions and oral presentations. HONORS ENGLISH 11 Grade 11 Prerequisite: Teacher recommendation based on English 10/ Honors English 10 achievement. This course is designed for the junior English student who has proven competency in reading, analytical thinking, composition, and grammar. Course content consists of a survey of American literature from the 17th through the 21st centuries. Students will study the development of American literature over time, in direct relation to historical events and the literary periods that influenced an author’s body of work. Students will develop composition skills to prepare them for advanced writing in either Honors English 12 or AP English Literature. To that effect, students will write a variety of essays, including expository, narrative, formal argument, and literary analysis; in addition to their writing of a persuasive research paper. In order to develop effective communication skills, students will participate in class discussions and oral presentations. Additionally, vocabulary instruction, grammar practice, and critical thinking skills will be emphasized. ADVANCED PLACEMENT ENGLISH LANGUAGE AND COMPOSITION Grade 11 Prerequisite: Teacher recommendation based on Honors English 10 achievement This course emphasizes the analysis and writing of rhetoric by examining an author’s purpose, audience, and tone. Stylistic techniques, as well as critical reading strategies and the the development of effective arguments, will be the focus throughout the year. Students will read and analyze numerous essays, including narrative, descriptive, process, cause and effect, comparison contrast, classification and division, definition, and argumentation. Students will also write each of these types of essay during the course. Students will read and examine a variety of nonfiction literature - including editorials, print media, and TED talks - in addition to canonized American literature selections. The ultimate goal of the course is to develop critical thinkers with excellent time management and argumentation skills. In order to refine communication skills, students will participate in class discussions and Socratic seminars regularly. As preparation for the AP examination in May, students will practice timed writing exercises and multiple choice passages using previously released College Board examination materials. ENGLISH 12 Grade 12

English 12 engages the student in a guided workshop atmosphere to focus on annotation strategies that strengthen their critical skills in reading, thinking, writing, collaborating, and speaking. Students study model essays that cover the following types of college writing requirements: narrative, report, formal argument, evaluation, causal analysis, formal proposal, literary analysis, rhetorical analysis, the essay exam, and the position paper. These essays and other selected readings serve as material for critical reading and for critical writing and evaluation. All papers require MLA parenthetical documentation, a Works Cited, and a Bibliography (if needed). Revision workshops require students to improve their proofreading and composition skills. Beyond the essay reading and writing focus, students engage in critical and creative thinking, and collaborative work through special projects and short exploratory units in the study of logic and philosophy. To refine communication skills, students learn the craft of competition debate and collaborate as a member of a four-man team to prepare a debate on a controversial topic. The literature curriculum (based on British literature) offers a study of critical strategies for understanding the text and for preparing a student to participate in a Socratic Seminar.

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HONORS ENGLISH 12 Grade 12 Prerequisite: Teacher recommendation based on English 11/ Honors English 11 achievement This course challenges the student to engage critical skills (reading, thinking, writing, collaborating, and speaking) in an intellectually provocative environment. The reading curriculum includes models of professional essays, selections from British literature, and college-level readings in logic and philosophical perspectives. These essays and selected readings serve as material for critical reading and for critical writing and evaluation. The professional essays cover the scope of college writing requirements: narrative, report, formal argument, evaluation, causal analysis, formal proposal, literary analysis, rhetorical analysis, the essay exam, and the position paper. Once a week, students write a critical analysis (documented) paper based on the professional reading that week. In this class, every paper is a research paper. All essays require parenthetical documentation, a Works Cited, and a Bibliography (if needed) using MLA style. Beyond the essay reading and writing focus, students engage in critical thinking, collaborating and speaking through special study units in logic and philosophical perspectives, and in group projects requiring media production. They refine their communication skills through their collaborative work on a four-man competition debate team. The literature curriculum offers a study of literary analysis, critical analysis, and readings that launch the students into a study of logic and philosophy as well as participation in Socratic Seminars. ADVANCED PLACEMENT ENGLISH LITERATURE AND COMPOSITION Grade 12 Prerequisite: Teacher recommendation based on Honors English 11 or AP English Language Composition achievement This college-level course is offered to a select group of advanced readers and writers. These students will take a nationwide examination at the end of the course that may qualify them for as many as six hours of college credit. Through intensive reading, class study, presentations, seminars, and discussions, students will develop analytical reading and writing skills while exploring a wide variety of important pieces of prose and poetry from British, American, and world literature. Students will frequently write analytical and research-based essays both in and out of class, with an emphasis on close textual analysis and advanced research skills. Students will also be required to read six additional books outside of assigned class reading with the goal of exposing students to a wide variety of literature, honing close reading skills, and sharpening writing , discussion, and presentation skills. YEARBOOK PRODUCTION

Grades 10, 11, 12

This course offers an intensive study of yearbook production using Josten’s web-based design program. In this course, students design and publish the school yearbook, The Scroll. The course offers instruction in layout and design, copy writing, advanced page design, ethical and legal guidelines, and beginning photography, including digital camera use. Some students may be chosen to be editors of each section of the yearbook, sharpening his or her leadership skills. Event photography is required of all students during after-school hours and some weekends. After the book for the current year is sent to print, students will begin working on design, theme and content for the following year. Quality work, time management, maintaining confidentiality, and the ability to self-manage and meet deadlines are skills that are essential for this course. CREATIVE WRITING: PROSE, POETRY, PLAYWRITING AND CREATIVE NON-FICTION Grades 10, 11, 12 This cross-genre, creative writing course will give students the opportunity to develop an authentic voice that reflects the individuality of the student’s style through a process-centered course. Using a portfolio approach in a workshop environment, students will analyze model essays, poems and short stories;practice creative-thinking strategies;compose original stories, poems and plays; and practice peer editing and reflective revision strategies. Visiting writers will work with

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students periodically to share their work and provide professional revision strategies. Students will have the opportunity to submit work to contests and literary journals. Projects may include creating an original short story, writing a memoir and compiling a theme-based poetry chapter book. With the permission of the instructor, this course may be taken for three years. SPEECH AND PUBLIC SPEAKING

Grade 9, 10, 11, 12

This course offers students a non-threatening, collaborative environment where they can explore different approaches to becoming a confident speaker. Activities will help the student develop the skills needed to speak before a familiar audience, in front of special interest groups, as part of a collaborative special presentation like seminars, or for a wide variety of presentations like news reporting and analysis of current events to sports analysis.

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HISTORY AND SOCIAL SCIENCES

Four credits, to include Modern World History or AP European History, U.S. History, American Government and an additional history or

social sciences course, are required for graduation. ANCIENT WORLD HISTORY: EARLIEST BEGINNINGS TO THE EARLY MIDDLE AGES

Grade 9 This course presents a study of the important people, events and trends of the ancient world beginning with prehistoric man and concluding with a study of the early Middle Ages. Emphasis will be placed on gaining an in-depth understanding of major trends and circumstances that impacted lives in both ancient and modern times. Particular attention will be given to the major economic, religious and cultural systems that defined man’s existence both then and now. Skill development will focus on library research, critical thinking skills and writing skills necessary for interpretation and synthesis. MODERN WORLD HISTORY Grades 10, 11, 12 The culture, religion, economics, politics and society of the Global Community from 1400s to the present will be examined. The course emphasizes the use of primary sources, extensive daily discussion, and the development of research, critical thinking and writing skills. In addition to the tests, quizzes and homework assignments requiring a sophisticated level of interpretation, all students will complete oral presentations and thorough research projects. ADVANCED PLACEMENT EUROPEAN HISTORY

Grades 10, 11, 12

Prerequisites: English and history teacher recommendations based on classroom performance Advanced Placement European History is a highly challenging course taught on the college level covering trends in Western Civilization from 1400 to the present. Students will complete summer reading assignments, analyze primary sources, complete extensive essay assignments, and work on test-taking strategies including multiple choice and timed essay writing. Emphasis will be given to understanding the major historical trends from a cultural, political, religious, social and economic perspective. UNITED STATES HISTORY

Grade 11 Designed to provide students with a chronological and thematic view of American history, this course begins with the Native American migration throughout the Americas and concludes with the present. The course content focuses on major historical events and their effect on United States history, major themes throughout United States history, and the analysis and interpretation of history. In addition, skill development will focus on critical thinking, writing and research. Finally, the course will attempt to link events of the past with contemporary American issues. HONORS UNITED STATES HISTORY

Grade 11

Prerequisite: History teacher recommendation based on classroom performance A more rigorous version of U.S. History, this course will require more primary source reading, historical research and written analysis. Solid reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed. The focus will be the American Revolution to the 20th century. Students will investigate the various social and political factors that have shaped American democracy, the emergence of the United States as a world power, the economic problems caused by changing conditions and the various social forces and movements that have reshaped the basic fabric of American society.

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ADVANCED PLACEMENT UNITED STATES HISTORY

Grade 11

Prerequisite: English and history teacher recommendation based on classroom performance Advanced Placement U.S. History is designed to give students a foundation in the chronology of American history and in major interpretative questions formulated from the study of selected themes. To prepare students for the Advanced Placement exam in U.S. History, as prepared by the College Board, special emphasis is placed on analysis of primary sources, reading comprehension and essay writing. AMERICAN GOVERNMENT

Grade 12

This course provides students the opportunity to take an in-depth look at American political institutions at all three levels of operation: local, state and federal. The course focuses on making connections between the theoretical and the practical by building upon the basic introduction to American political philosophy offered in U.S. History. Special emphasis is placed on gaining an understanding of the workings of each of the three branches of government and on the citizen’s role and obligation within the democratic framework. Use of primary sources, contemporary media and technological sources will enhance the learning experience. Skill development will focus on sophisticated interpretation and synthesis, making value judgments from informed positions, research and writing. HONORS UNITED STATES GOVERNMENT & POLITICS

Grade 12

Prerequisite: Teacher recommendation based on U.S. History/ Honors U.S. History classroom performance This course is designed for the senior government student who wants the challenge of longer and more advanced reading and writing assignments than in American Government. Course content will include the constitutional underpinnings of United States government, political beliefs and behaviors, political parties, interest groups, mass media, state and local government, the three branches of government, civil rights and liberties, and institutional and policy processes. Instruction will be provided in advanced research skills and critical analysis of political readings and current events. Students will be expected to develop competency in these areas. ADVANCED PLACEMENT UNITED STATES GOVERNMENT & POLITICS

Grade 12 Prerequisite: Teacher recommendation based on U.S. History/ Honors U.S. History classroom performance Advanced Placement United States Government and Politics is a fast-paced course that will cover the following major content areas: constitutional underpinnings of United States government, political beliefs and behaviors, political parties, interest groups, mass media, Congress, the presidency, bureaucracy, federal judicial system, institutional and policy processes, civil rights and civil liberties. In addition, emphasis will be placed on the analysis of current events throughout the year as they relate to the material. Students are expected to conduct most of their work individually in preparation for the AP exam at the end of the year. PSYCHOLOGY

Grades 10 (with teacher’s permission), 11, 12

This course offers students an opportunity to explore practical applications of psychology as a means of better understanding themselves and others. Emphasis will be placed on studying the practical aspects of the discipline of psychology, as well as gaining an understanding of how knowledge of psychology can benefit one in daily life. ADVANCED PLACEMENT PSYCHOLOGY

Grades 10 (with teacher’s permission), 11, 12

Equivalent to a one-semester introductory college course, Advanced Placement Psychology is designed to introduce students to the scientific study of the behavior and mental processes of human beings and animals. Students are exposed to

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the psychological facts, principles and phenomena associated with each of the major subfields within psychology and treatment of psychological disorders. Students also learn about the ethics and methods psychologists use in their science and practice. Thinking about how and why people perceive, feel, think and behave the way they do is the focus of this course. The course is fast-paced and the students are expected to do individual preparation to succeed in the required Advance Placement exam at the end of the year. PRINCIPLES OF ECONOMICS

Grades 11, 12 Presenting a broad overview of economic theory, history, development and application, this course introduces terms, definitions, policies and philosophies of market economies. It not only provides some comparison with other economic systems but also includes research and discussions related to microeconomic and macroeconomic concepts, as well as personal finance. In addition to discussing and writing about these topics, students will complete individual and group projects, presenting their research before the class.

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MATHEMATICS

Three credits to include an Algebra II-level course are required for graduation. A grade of 70 is the minimum average to be promoted to the next level for sequential courses

ALGEBRA I

Grades 9

Prerequisite: Successful completion of Introduction to Algebra I A study of elementary algebra making frequent use of authentic data in real-life applications, this course includes traditional topics such as linear, exponential, quadratic and rational functions as well as the more contemporary topics of probability and statistics. Rigorous and challenging, it demands daily preparation. The graphing calculator is used regularly in a controlled fashion for efficiency and exploration. GEOMETRY

Grades 9, 10

Prerequisite: Successful completion of Algebra I This course content connects the physical and visual world with concepts learned in Algebra I. Emphasis is placed on activities designed to strengthen spatial skills and logical reasoning ability. These activities cover a wide range of topics from points, lines, angles, planes, circles and polygons to similarity, transformations, and area and volume where formulas are developed and applied in real-world situations. Proofs are interspersed throughout the textbook and trigonometry is introduced to give students a foundation for future study. HONORS GEOMETRY

Grades 9, 10

Prerequisite: Teacher recommendation based on Algebra I achievement This is an accelerated geometry course that requires motivated work at a fast pace. Course content includes all topics in the Geometry course with the addition of solid geometry, transformations and exploration of nontraditional topics. It also includes an extended study of trigonometry to better prepare students for Honors Algebra II/Trig. Greater attention is given to writing proofs and using algebraic techniques to develop geometric concepts. ALGEBRA II

Grades 10, 11

Prerequisites: Successful completion of Algebra I and Geometry or Honors Geometry In this course, students have the opportunity to develop a greater understanding of topics covered in Algebra I through a thorough review of algebra skills. From this point forward, familiar topics are expanded and new topics presented. Included among new topics are matrix algebra, probability and transformations of functions. Throughout the course, emphasis is placed on problem solving with appropriate use of the graphing calculator. ALGEBRA II/TRIGONOMETRY

Grades 10, 11

Prerequisite: Teacher recommendation based on Geometry/ Honors Geometry achievement and Algebra I performance In this course, students will study in greater depth basic algebraic topics and also learn the fundamentals of new material, such as higher order polynomials, probability, transformations, imaginary numbers, logarithms, sequences and series, and trigonometry. These expanded and new topics will be applied to model and solve real-life situations through algebraic techniques and appropriate use of graphing calculators. Rigorous and challenging, this course demands consistent and focused daily preparation.

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HONORS ALGEBRA II/TRIGONOMETRY

Grades 10, 11

Prerequisite: Teacher recommendation based on Geometry/ Honors Geometry achievement and Algebra I performance This is a challenging and rapid-paced course that expands the depth and difficulty of standard Algebra II/Trig to include additional topics of conics and matrix algebra. Intended to stretch beyond the introduction of fundamental advanced algebra, this course will challenge students to apply and discover further and more complex applications. Students are expected to have a solid mastery of Algebra I concepts, recall of geometry rules and formulas, and graphing calculator facility. TRIGONOMETRY/ALGEBRA III

Grades 11, 12

Prerequisite: Successful completion of Algebra II or Algebra II/Trig, with teacher recommendation. This course expands upon previous algebra material and includes a broad range of intermediate level topics. The curriculum focus is on the development of mathematical models tailored to real-world situations that demonstrate an application of the material learned. The graphing calculator is used to evaluate complex computations and assist in the graphical analysis of functions. After a review of algebra skills, basic trigonometry is introduced with the focus expanded to periodic functions and angle/distance measurements. Algebra topics include linear, exponential, logarithmic, quadratic, rational and higher degree functions, as well as probability and statistics. PRECALCULUS

Grades 11, 12

Prerequisite: Successful completion of Algebra II/Trig or Trig/Algebra III, with teacher recommendation This course is designed to prepare students for a college-level calculus course. A thorough study of the functions needed for calculus is provided: specifically trigonometric, logarithmic, exponential and polynomial functions. Although the graphing calculator is used extensively, the focus of the course is on algebraic problem-solving techniques and modeling real-world situations with math functions. HONORS PRECALCULUS

Grades 11, 12

Prerequisite: Successful completion of Algebra II/Trig or Honors Algebra II/Trig, with teacher recommendation This is a challenging and rapid-paced course that builds on the topics presented in Honors Algebra II/Trig. It also extends the depth and difficulty of the standard Precalculus course to include a six-week introduction to the calculus topics of limit and differentiation. To develop the requisite analytical facility for Advanced Placement Calculus BC, relationships among topics are emphasized throughout the course. HONORS CALCULUS

Grade 12

Prerequisite: Successful completion of Precalculus or Honors Precalculus, with teacher recommendation While not intended to adhere to the Advanced Placement Calculus AB syllabus, this course is equivalent to a one-semester college course. Topics include analysis of functions, limits, differentiation and integration of algebraic and transcendental functions with particular attention given to the use of calculus in problem solving. ADVANCED PLACEMENT CALCULUS AB

Grade 12

Prerequisite: Teacher recommendation based on Precalculus or Honors Precalculus achievement This college-level course in calculus and analytic geometry prepares students for the Calculus AB Advanced Placement exam. Calculus students study functions of real variables, limits, continuity, differentiation and integration of algebraic and transcendental functions. Applications of these topics are emphasized.

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ADVANCED PLACEMENT CALCULUS BC

Grade 12

Prerequisite: Teacher recommendation based on Honors Precalculus achievement In addition to the topics covered in the AB level course, students study parametric, polar and vector functions, and improper integrals. Polynomial approximations and series are studied including tests for convergence or divergence and the use of technology to explore these concepts. Taylor series and Maclaurin series are formally manipulated. Differential equations and logistic models are introduced at the AB level but studied more thoroughly in the BC course. Students will take the BC level exam, which includes an AB subscore. INTRODUCTION TO STATISTICS

Grades: 10, 11, 12

Prerequisite: Math teacher recommendation based on analytical skills and work habits. Corequisites: Algebra II/Trig, Honors Algebra II/Trig or higher math. The purpose of Introduction to Statistics is to introduce students to the major concepts and tools for collecting, organizing, analyzing and drawing conclusions from data. Topics include design of observational studies and experiments, probability, random variables, sampling distributions and statistical inference with lessons presented using the SMART board. Students also use the TI-84 Plus graphing calculator, Fathom™statistical software and Web-based Java applets to investigate statistical concepts. Students are not required to memorize formulas, but they are expected to use them proficiently. ADVANCED PLACEMENT STATISTICS

Grades 10, 11, 12

Prerequisite: Math teacher recommendation based on analytical skills and work habits Corequisites: Algebra II/Trig, Honors Algebra II/Trig or higher math

Advanced Placement Statistics is equivalent to a one-semester, introductory college statistics course. Its purpose is to introduce students to the major concepts and tools for collecting, organizing, analyzing and drawing conclusions from data. Topics include design of observational studies and experiments, random variables, distributions, hypothesis testing confidence intervals, chi-square goodness of fit tests and regression analysis with lessons presented using the SMART Board. Students also use the TI-84 Plus graphing calculator, Fathom™statistical software, and web-based Java applets to investigate statistical concepts. Although they are not required to memorize formulas, they are expected to use them proficiently. This course should be of particular interest to students planning a career in biological science, business, medicine, political science, education or the social sciences. While preference will be given to juniors and seniors, sophomores taking Honors Algebra II/Trig will be considered on a case-by-case basis.

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SCIENCE

Three credits of laboratory science are required for graduation. BIOLOGY

Grade 9 This lecture/laboratory course provides a strong background in the fundamentals of biology. The subjects are taught in biological order according to complexity with references to the current evolutionary theories. Topics include cell biology, genetics and biotechnology, and a comparison of various life forms. HONORS BIOLOGY

Grade 9

Prerequisite: Science teacher recommendation based on classroom performance This lecture/laboratory course covers molecular biology, cell biology, genetics and evolution. Major topics include organic molecules, cell structure and function, photosynthesis and cellular respiration, basic inheritance concepts, as well as genetic technologies such as DNA fingerprinting and gel electrophoresis. The student must be willing to assume responsibility for keeping up with the work as assigned because of the depth and pace of the class. It is required that a student planning to take AP Biology take this course. ADVANCED PLACEMENT BIOLOGY

Grades 11, 12

Prerequisites: Honors Biology and Chemistry, with science teacher recommendation based on classroom performance. AP Biology is a lecture/laboratory course that emphasizes biochemistry (including molecular and cell biology), genetics, biotechnology, human biology, ecology and evolution. Throughout all topics, the engineering of living systems and their efficiency is emphasized, as is statistical analysis. Students must be prepared to do extensive independent review, practice and take responsibility for their own learning. Critical thinking and problem solving are essential to success. CHEMISTRY

Grades 10, 11, 12

Prerequisite: Biology or Honors Biology This lecture/laboratory science course provides a general background in chemistry with emphasis on laboratory experience to reinforce key concepts and to develop lab safety and good laboratory techniques. Chemistry is the study of matter, its composition, its structure and the changes it undergoes. Topics range from atomic structure (which forms the basis for understanding chemical bonding, composition, formulas and equations) to stoichiometry to phases of matter and the laws which govern them. HONORS CHEMISTRY

Grades 10, 11, 12

Prerequisites: Biology or Honors Biology, with science teacher recommendation based on classroom performance This laboratory/lecture science course provides an extensive background in chemical theory with emphasis on the mathematical computations and problem solving that pertain to chemistry. This course covers the same topics as general chemistry but in greater depth with emphasis on laboratory experience to develop an investigative style of thinking as well as good laboratory technique. In order to adhere to the pace of the course, students are required to develop independent study skills that will prepare them for advanced levels of study. Recommended for students planning to take Advanced Placement Chemistry, this course curriculum includes atomic theory, stoichiometry, physical and chemical properties, periodic relationships, thermochemistry, bonding, gas laws, solution chemistry, kinetics, equilibrium, acid/base chemistry and electrochemistry. Throughout the course, emphasis is placed on mathematics and problem solving, theoretical concepts, practical applications and laboratory techniques.

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ADVANCED PLACEMENT CHEMISTRY

Grades 11, 12

Prerequisites: Chemistry (Honors Chemistry suggested), with Chemistry teacher recommendation based on classroom performance Corequisite: Precalculus, Honors Precalculus or higher math Advanced Placement Chemistry is a college-level lecture/laboratory course, which includes an in-depth analysis of the basic topics covered in introductory chemistry with advanced problem solving techniques in stoichiometry, kinetics, equilibrium, qualitative and quantitative analysis, acid/base and buffer chemistry, electrochemistry, thermodynamics, gas laws, nuclear and organic chemistry and oxidation/reduction reactions. Students must be prepared to do extensive independent practice and take responsibility for their own learning. Critical thinking and problem solving are essential to success. MARINE BIOLOGY

Grades: 10 (with teacher’s permission), 11, 12

Prerequisites: Biology or Honors Biology and concurrent enrollment in or successful completion of Chemistry or Honors Chemistry This lecture/ laboratory course is designed for students interested in furthering their knowledge in marine biology, oceanography and marine ecology. This course will provide a background for students who are interested in understanding ocean organisms from bacteria to marine mammals, and how those organisms impact and are impacted by biotic and abiotic factors in marine ecosystems. Major concepts include physical and chemical oceanography, marine organisms, marine ecosystems, and historical and current human impacts on marine environments. Laboratory studies will explore zoology, ecology and current environmental issues and will include dissections.

ENVIRONMENTAL SCIENCE

Grades: 11, 12

Prerequisites: Biology or Honors Biology and concurrent enrollment in or successful completion of Chemistry or Honors Chemistry This lecture/laboratory course is designed to help students develop an appreciation for the environment, its growing problems and possible solutions to those problems. Topics include general ecology, pollution, conservation, resource depletion and extinction. ADVANCED PLACEMENT ENVIRONMENTAL SCIENCE

Grades Grades 10 (with teacher’s permission), 11, 12

Prerequisites: Biology or Honors Biology and concurrent enrollment in or successful completion of Chemistry or Honors Chemistry , with science teacher recommendation based on classroom performance This is a college-level lecture/laboratory course designed to provide students with the scientific principles, concepts and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. Students must be prepared to do extensive independent practice and take responsibility for their own learning. Critical thinking and problem solving are essential to success. While preference will be given to juniors and seniors, sophomores taking Honors Chemistry will be considered if space is available. ANATOMY & PHYSIOLOGY

Grades 11, 12

This lecture/laboratory science course is an introduction to human anatomy and physiology focusing on the structure and function of the human body. The course follows a systematic approach to the study of the human body and includes examinations of cell, tissue, and organ structure and function. Students will explore the pathology of aging and diseases. The pace and depth are suitable for those students whose scientific interest and background are basic but who wish to pursue greater knowledge in the area. Tools utilized for this course include required dissections, anatomical models, case studies and microscopic study.

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SPORTS MEDICINE

Grades 11, 12

Prerequisites: Teacher recommendation based on classroom performance This course is designed to create an awareness of career possibilities in health care and inform students of the educational options available for health science and health technology programs. The purpose of this course is to provide an overview of prevention, management and rehabilitation of athletic-related injuries. Students will study basic anatomy as it applies to athletic injuries, protective taping and bracing, and different theories of evaluation and rehabilitation techniques as they apply to athletic injuries. Other topics such as nutrition, physical examination, wound care, environmental conditions and therapeutic modalities will be discussed throughout the year. Students will have supervised access to NSA’s athletic training facilities during the course of the year to work on projects. This course is designed for a mature junior or senior interested in health care. This course is not considered a laboratory science in terms of graduation requirements.

PHYSICS

Grades 11, 12

Prerequisites: Algebra II/Trig, Honors Algebra II/Trig. This lecture/laboratory science course is intended to provide a comprehensive, practical base of concepts. Calculations will require strong algebra skills. Major physics topics covered include mechanics of movement, wave motion, electricity, light and optics. Throughout the course, emphasis will be placed on conceptual understanding, problem solving and "real-world" applications. Group projects and laboratory experiences will reinforce these concepts. HONORS PHYSICS

Grades 11, 12

Prerequisites: Concurrent enrollment in or successful completion of Honors Precalculus, with science teacher recommendation based on classroom performance This is a college-level, algebra-based lecture/laboratory science course. Major topics include kinematics, optics, fluids, waves and electricity. Throughout the course, emphasis is placed on mathematics and problem solving, theoretical concepts, practical applications and laboratory techniques. ADVANCED PLACEMENT PHYSICS C

Grade 12

Prerequisites: Honors Physics, concurrent enrollment in or successful completion of Advanced Placement Calculus BC, with science teacher recommendation based on classroom performance In accordance with The College Board, this calculus-based lecture/laboratory science course is designed to be a student’s second physics course, taken after Honors Physics. Comparable to a one-semester sequence course required of physical science, math and engineering students at the university level, AP Physics C is intended for qualified seniors who expect to pursue further study in these areas. Major topics include mechanics, electricity and magnetism. Throughout the course, emphasis is placed on theoretical concepts, problem solving and practical applications, with about 20% of time spent on lab projects. Although mechanics topics will be covered, the AP Physics C Mechanics exam is optional;however, all students must take the AP Physics C Electricity and Magnetism exam. ADVANCED PLACEMENT COMPUTER SCIENCE A Grades 10, 11, 12

Prerequisite: At the Honors Geometry or higher math level during sophomore year with science teacher recommendation based on facility with mathematical reasoning, comfort with algebraic functions and function notation and the ability to communicate thoughts clearly in written form To be successful in this difficult, fast-paced course, a student must be a disciplined and independent learner. Designed to serve as a first course in computer science for students with no prior computing experience, Advanced Placement Computer Science is equivalent to a one-semester college-level course. Because the development of computer programs to solve problems is a skill fundamental to the study of computer science, a large part of the course is built around the

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development of computer programs or parts of programs that correctly solve a given problem. The course also emphasizes design issues that make programs understandable, adaptable, and, when appropriate, reusable. In addition, an understanding of the basic hardware and software components of computer systems and the responsible use of these systems are integral parts of the course. Students taking this course will take the AP Computer Science A exam. This course is not considered a laboratory science in terms of graduation requirements. INTRODUCTION TO DESIGN

Grades 9, 10, 11, 12

Prerequisite: Concurrent enrollment in or successful completion of Algebra I, with science teacher recommendation based on classroom performance This hands-on science course is developed to teach students about the basics of engineering design and advanced manufacturing technologies. By engaging in iterative design process, prototype development and testing, students will collaboratively brainstorm ideas, and through critical and informed thinking, choose an idea that will result in a final product. Through this experience students will utilize scientific and advanced manufacturing equipment, such as 3D printers, CNC (Computer Numerical Control) Machines and CAD (Computer Aided Design). This course is not considered a laboratory science in terms of graduation requirements.

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WORLD LANGUAGE

Three credits of one language or two credits of two languages are required for graduation. A grade of 70 is the minimum average to be promoted to the next level for sequential courses

FRENCH I

Grades 9, 10, 11, 12

Through a variety of materials, French I students begin acquiring proficiency in reading, writing, speaking and listening to French while developing cultural sensitivity to the everyday activities of French-speaking people throughout the world. Students communicate in the target language with their peers in paired or cooperative learning groups on a regular basis. The textbook series offers online listening activities to help students gain confidence in understanding native speakers from various regions in France and from many different francophone countries. In a video series created for use with the textbook, students follow a continuous story line, which reinforces and expands on the vocabulary themes and grammatical structures they learn in the book. Students also practice grammar usage and vocabulary through student-centered activities and games in class. FRENCH II

Grades 9, 10, 11, 12

Prerequisite: Completion of French I, with teacher recommendation

In French 2, students continue acquiring proficiency in reading, writing, speaking and listening to French while further developing an understanding of the culture of French-speaking people throughout the world. French 2 offers a more in-depth study of grammar while expanding vocabulary in the target language. Students enjoy continuing the video series begun in French 1. They also continue to develop their communication skills through paired and group work. Students are expected to begin using the target language whenever possible in class. FRENCH III

Grades 10, 11, 12

Prerequisite: Completion of French II, with teacher recommendation Building upon the skills learned in French 1 and 2, French 3 students continue to work towards proficiency in reading, writing, speaking and listening to French. They have a strong understanding of the culture and geography of the French-speaking world. More emphasis is placed upon the details of vocabulary and grammar usage and the application of those rules through readings, composition and conversation in the target language. Students watch the final episodes of the video series they have been watching since French 1 and enjoy finding out what happens to the characters they have gotten to know so well. The teacher and students make an effort to use the target language as much as possible. To finish the year, students read a mystery novel written in French. HONORS FRENCH IV

Grades 11, 12

Prerequisite: Completion of French III, with teacher recommendation In Honors French 4, students are expected to have acquired a proficiency in French allowing them to communicate in the target language. A review of basic and more advanced grammar and vocabulary is continued, with an emphasis on creative expression through composition and conversation. Various videos, news clips and other online sources are used to further the students understanding of native speakers. The year ends with an in-depth study of Le Petit Prince.

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HONORS FRENCH V

Grade 12

Prerequisite: Completion of Honors French IV, with teacher recommendation

Conducted mainly in the target language, this course provides an advanced study of French language through the synthesis and analysis of literature and film from a variety of cultures from the francophone world. Students will learn advanced grammatical structures and complex nuances of the language through the study of short films by contemporary filmmakers. During each unit, students will write several essays and engage in lively conversations and debates relating to the theme of the lesson. Students will further their own listening and speaking proficiency through exposure to authentic texts taken from various media sources such as radio, television and the Internet. Students are expected to speak only in the target language when in the classroom. ADVANCED PLACEMENT FRENCH LANGUAGE

Grade 12

Prerequisite: Completion of Honors French IV, with teacher recommendation This course is designed for the advanced French student. Advanced grammatical structures, in-depth literary studies and advanced composition are included to prepare students for the Advanced Placement French Language exam in May. A variety of authentic audio texts including interviews, podcasts, public service announcements, conversations and brief presentations are used to trigger creative oral responses to improve fluency in the recorded part of the AP exam. LATIN I

Grades 9, 10, 11, 12

Using the Cambridge Latin Course, Unit One and Two textbooks, students learn the inflection of Latin forms and the fundamentals of grammar. Included in these grammatical topics are the cases of nouns and their basic uses, simple verb forms such as present, imperfect, perfect and pluperfect indicatives and the imperatives. Also taught are the comparison of adjectives and adverbs and all pronouns. In Unit I, students translate simple stories that present a continuous narrative about a Roman family, living in Pompeii in the latter half of the first century A.D. In Unit II, the main character arrives in Britain and flashes back to the time he spent in Egypt. Lessons include material on Roman civilization such as the makeup of a Roman family, the geography of the Roman Empire, and the mythological founding of Rome, as well as the practical appreciation and usefulness of Latin, especially word study, derivatives and Latin phrases, abbreviations and mottoes occurring often in English. LATIN II

Grades 9, 10, 11, 12

Prerequisite: Completion of Latin I, with teacher recommendation Students move into the Unit Three book, where they encounter more advanced Latin forms and grammar, word derivations and uses of prefixes and suffixes in the formation of both Latin and English words. Among the grammatical topics covered are an introduction to the subjunctive mood, gerundives and additional uses of nouns. Students continue to read the narrative of the Cambridge Latin Course, picking up in Britain where Unit II left off, and to learn about Roman history and civilization. The main character of the text visits Aquae Sulis (modern day Bath) and encounters the Roman military in their campaign to conquer the island, teaching students about how the Romans interacted with their subjects and providing further insight into everyday life in the provinces. Towards the end of the book, the narrative moves to Rome where students are introduced to the eternal city and what life was like in a place where patronage meant everything. LATIN III

Grades 10, 11, 12

Prerequisite: Completion of Latin II, with teacher recommendation

Students complete the Unit Three textbook, moving to more complex sentence structures and grammatical forms, and begin the Unit 4 textbook. They continue to translate the narrative begun in the Unit One book and to study Roman

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history and civilization, as well as Latin connections with English. With the addition of the present and perfect subjunctive and supines, the students will round out their knowledge of verb forms. They will begin to read authentic Latin, first interspersed in the story as though it is being recited by the characters, and later by itself in chapters devoted to authors or topics, such as a chapter on poetry and others containing excerpts from authors like Virgil, Catullus, Cicero and Livy. Students will learn about the social and political climates in which the authors wrote and how those influenced their writing. HONORS LATIN IV Grades 11, 12

Prerequisite: Completion of Latin III, with teacher recommendation

Students complete the Unit Four textbook, learning to translate selected passages from Roman writers such as Vergil, Catullus, Ovid, Pliny, Martial and Cicero. They are encouraged to put themselves in the shoes of various Roman authors to react to others’ writings or to historical events discussed in class. Upon successful completion of the fourth year, students are prepared to undertake the challenge of Advanced Placement Latin. HONORS LATIN V

Grade 12

Prerequisite: Completion of Honors Latin IV, with teacher recommendation

Students continue to study classical Latin literature and to hone their skills in reading, translating, interpreting and analyzing passages. Course content includes works of Horace, Ovid, Cicero, Livy and Vergil. This course will be offered only with adequate enrollment and will be tailored to the students’ interest. ADVANCED PLACEMENT LATIN: VERGIL

Grade 12

Prerequisite: Completion of Honors Latin IV, with teacher recommendation Students complete the AP syllabus, reading Vergil’s Aeneid and Caesar’s De Bello Gallico. They examine literary devices and meter, render literal translations, and write interpretative essays. The students will draw on their prior knowledge of Roman history and customs to aid in their analysis of the selections being read and will analyze the passages as they relate to the themes of leadership, human beings and the gods, Roman values, war and empire, history and memory, and views of non-Romans. This course will be offered only with adequate enrollment. SPANISH I

Grades 9, 10, 11, 12

This introductory course places an emphasis on basic vocabulary and fundamental grammar skills of Spanish. Grammar topics include: subject pronouns, present tense conjugations of regular and irregular verbs, adjective/noun agreement, ser vs. estar and the present progressive. The first-year student gains an insight to the culture of Spanish-speaking countries and begins to learn basic conversational skills in the target language. SPANISH II

Grades 9, 10, 11, 12

Prerequisites: Completion of Spanish I, with teacher recommendation The second year of Spanish is a continuation of the grammar and vocabulary building experienced in the first year. More emphasis, however, is placed upon the details of grammar and usage. Grammar topics include: object pronouns, reflexive verb conjugations, preterit tense conjugations of regular and irregular verbs, and imperfect tense conjugations of regular and irregular verbs. In the second year of Spanish, the student examines cultural differences and begins to concentrate on speaking and listening skills.

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SPANISH III

Grades 10, 11, 12

Prerequisites: Completion of Spanish II, with teacher recommendation

Spanish III deals with advanced grammar and conversation as well as reading and interpreting short stories. The students are introduced to writing skills, which enable them to express their thoughts clearly and concisely in the Spanish language. Hispanic culture is also studied. In addition, practical conversation skills are reinforced using relative vocabulary and grammar concepts. HONORS SPANISH III

Grades 10, 11, 12

Prerequisite: Completion of Spanish II, with teacher recommendation This advanced language course allows students to practice the major grammar structures previously studied, as well as more complex grammar concepts. Considerable emphasis will be given to enriching the students’ active vocabulary and increasing their ability to comprehend and express themselves in spoken and written Spanish. Students will be required to speak in Spanish in a variety of situations ranging from class discussion to oral presentations. In addition, students will read and interpret authentic cultural stories written by Spanish-speaking authors. SPANISH IV CONVERSATION

Grades 11, 12

Prerequisite: Completion of Spanish III or Honors Spanish III, with teacher recommendation Spanish IV Conversation offers students a chance to continue their Spanish study with emphasis on oral practice and review of material covered in Spanish I, II and III. Students refine what they learned in previous years, while they improve their speaking ability and practical language use. This course focuses on oral proficiency and applied use of grammatical concepts and vocabulary. HONORS SPANISH IV

Grades 11, 12

Prerequisite: Completion of Honors Spanish III, with teacher recommendation This advanced language course is designed for the student who wishes to become fairly proficient in Spanish. The course will often be conducted in Spanish and will focus on more complex grammar and expanded vocabulary. To further develop grammar and language accuracy in speaking and writing, students will read, evaluate and comment on great works by Hispanic authors, films from Hispanic culture, and current event newspaper and magazine articles. Oral participation by the student is mandatory. HONORS SPANISH V

Grades 12

Prerequisite: Honors Spanish IV achievement, with teacher recommendation Conducted primarily in the target language, this course will provide an advanced study of Spanish language through the analysis of literature and film from Hispanic culture. The course develops the student’s proficiency in the target language and insight into Hispanic culture through exposure to literary selections and the use of authentic texts, taken from different media (radio, television, the internet). Review of grammatical structures and vocabulary practice are integrated into the course.

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ADVANCED PLACEMENT SPANISH LANGUAGE

Grade 12

Prerequisite: Honors Spanish IV achievement, with teacher recommendation This course is designed for the advanced Spanish language student. Advanced grammatical structures and composition are included to prepare students for the Advanced Placement language exam in May. There will also be cultural information that covers a breadth of topics for the AP exam.

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THE VISUAL and PERFORMING ARTS

One Arts credit is required for graduation. Students new to NSA are encouraged to present a portfolio for Visual Art courses

and audition for Performing Art program.

VISUAL ARTS

ART I: Elements of Art/ Principles of Design

Grades 9, 10, 11, 12

This course is an introduction to the principles and elements of design. Students will apply these principles and elements to two and three-dimensional projects. Students will learn several techniques and use a variety of media with an emphasis on graphite, paint, pastel, clay, collage and printmaking. Art history is regularly integrated into projects. Weekly sketchbook assignments are assigned reiterating the element of art and/or technique being studied. Participation in the NSA student art and photography show, Portfolio, is required. ART II: Exploration of Media

Grades 10, 11, 12

Prerequisite: Art I, with teacher recommendation Students expand and build upon their Art I knowledge. Critiquing skills are developed and utilized. Drawing skills, design, watercolor, acrylic painting, portraiture and clay are studied. Art history and/or current events in Art are discussed in every area of exploration. Participation in the NSA student art and photography show, Portfolio, and participation in regional art shows are required. ADVANCED ART: Introduction to Studio Art

Grades 11, 12

Prerequisite: Art II, with teacher recommendation Based on art history, aesthetics and production, new activities are explored annually. Periods of inquiry will include drawing, painting, pastels, printmaking, collage construction and three-dimensional design. In addition, students are encouraged to pursue personal interests. Students are introduced to contemporary living artists and to independent study of past masters. Student critiques are consistently utilized. Submission to certain art competitions is required. This course can be taken twice and noted as Advanced Art and Advanced Art II on the transcript. ADVANCED ART II: Studio Art Exploration

Grades 11, 12

Prerequisite: Advanced Art, with teacher recommendation This course allows students who are not ready for the independence of AP Studio Art a continuing in-depth exploration of art history, aesthetics and production. New activities are explored annually in a studio setting, allowing students to advance and refine their skills in drawing, pastels, printmaking, collage construction and three-dimensional design. Student critiques continue on a regular basis. Submission to certain art competitions is required. ADVANCED PLACEMENT STUDIO ART

Grade 12

Prerequisite: Advanced Art, with teacher recommendation Offered to seniors who have completed at least three years of art and/or photography or by special permission of the instructor, this course consists of work in observational drawing, design, color, three-dimensional forms and a personal concentration based on a particular idea or theme. The culmination of the course is the submission of a portfolio to the College Board consisting of five original works;12 digital images of the student’s work exhibiting a breadth of

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understanding in drawing, two-dimensional design or three-dimensional design;and 12 digital images of the student’s personal artistic pursuit as a concentration. Students are expected to enter regional art competitions. Work will be necessary and expected beyond regular class time. PHOTOGRAPHY Grades 11, 12

Class size is limited to 8, seniors have priority. A fee will be assessed for materials needed for digital and darkroom processing, printing, developing and presentation. This course introduces students to both digital and 35 mm black & white photographic processes. The year is divided equally between the two methods and students will learn how to use their cameras, explore various photographic techniques and learn how to take successful photographs. Students will be introduced to Photoshop and learn how to digitally manipulate their photographs. Assignments will be focused on a particular genre and students will photograph using the specified style to complete the requirements and using Photoshop to adjust the image file size and type. Darkroom techniques will be learned and implemented during the developing and printing of black & white film. Experimental methods in photography will be investigated with the focus placed on composition and the formal properties of design. Students will be taught the history of photography and will participate in area photography shows. Participation in the NSA student art and photography show, Portfolio, is required. At the completion of this course, each student will have a completed portfolio or work expressing his/her own personal style and artistic vision. Independent Study Photography

Grades 12

Prerequisite: Photography, teacher recommendation required A fee will be assessed for materials needed for digital and darkroom processing, printing, developing and presentation. This course is designed to allow students the opportunity to continue developing their individual artistic style and interest in a specific photographic subject. Students will be encouraged to use more complex experimental methods involving digital, darkroom and mixed media photographic processes. Students will learn matting skills and proper presentation of printed photographic work. Reading materials and video tutorials will be assigned as needed. Individual and group critiques will be mandated for the assessment of artistic progress. Dedication, work ethic and an understanding of a “studio practice” are essential to this course, as students will be required to work outside of class on a weekly basis. With the completion of an advanced portfolio, students will have been exposed to the use of professional tools for optimum results. Participation in the NSA annual art and photography exhibition, Portfolio, and other yearly exhibitions is required.

PERFORMING ARTS

BAND

Grades 9, 10, 11, 12

Prerequisite: Audition with the Band Director required of new students and Director’s recommendation Students are exposed to various types of wind band literature in preparation for public performance and adjudication in which all efforts come together in a final product. Throughout rehearsals, the students are instructed in proper methods of performance, musicianship and self-discipline, with the ultimate goal of using these skills to express themselves through music. In addition, music theory and history are incorporated in the classroom instruction. These areas combine to form the knowledge needed for continuation in music whether for one’s own pleasure or for advanced study in college. Students participating in Concert Band automatically participate in Marching Band. The band program also offers several other performance opportunities. The Jazz Band is open by audition to students who play saxophone, trumpet, trombone, percussion (drum set), piano, guitar or bass. The Pep Band is open to all band students throughout the girls’ and boys’ basketball seasons. Small ensembles such as flute choir and brass choir are also offered to interested students.

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INTERMEDIATE CHORAL MUSIC-NoteWorthy

Grades 9, 10, 11, 12

Intermediate Choral Music is designed as a study in vocal production, music fundamentals and music appreciation. Students will experience opportunities to sing for personal enjoyment and to perform a variety of choral literature through which knowledge of form and historical context is acquired. One of the goals of instruction is the development of correct vocal technique including proper posture, breathing, diction, a free and clear tone, accurate intonation, and singing in unison and harmony. Music reading skills are encouraged through theory and sight singing, enhancing the student’s ability to understand the mechanics of a music score. Students will also learn to demonstrate the expressive qualities of music, to evaluate music performances and to contribute to the quality of the ensemble. ADVANCED CHORAL MUSIC- VocalPoint

Grades 11, 12

Prerequisite: Audition with teacher Advanced Choral Music is designed as a study in vocal production, music fundamentals and music appreciation. Auditioned students will experience opportunities to sing for personal enjoyment and to perform a variety of choral literature through which knowledge of form and historical context is acquired. One of the goals of instruction is the development of proficiency in ensemble singing and competency in individual performance. Music reading skills are encouraged through increased levels of difficulty of theory and sight singing. Students will also learn to demonstrate refined expressive qualities of music, to evaluate more complex music performances and to contribute to the quality of the ensemble. THEATRE ARTS- Performance Theatre

Grades 9, 10, 11, 12

Required: Participation in the three theatre performances: 1)the Fall/Independent School Theatre Festival (ISTF) competition performance, 2) the Winter/musical production, and 3) the Spring showcase performance The theatre arts class introduces the first-year, curious student to the art of acting, and prepares the college-bound, serious acting student for rigorous competition required for auditioning into advanced acting programs. Participating in monologue, scene study and improvisation workshops, students will develop skills in: critical thinking, creative thinking, collaborative and ensemble work, memorization, movement and dance, vocalization and enunciation, and singing. Because theatre is a combined-level course, students who repeat the class participate in more advanced experiences in theatre studies to include independent study of the great acting teachers who have influenced American theatre. Senior students who have been a part of the program for some years are encouraged to become leaders and to manage some of the components of each production. The Fall competition performance requires one week of evening dress techs. The Winter musical production rehearses after school (3:15-5:15) mid-November through mid-February up to dress techs. Dress techs run the Saturday through Thursday the week prior to the production. The Spring showcase performance requires one week of evening dress techs. STAGE CRAFTS AND TECHNICAL PRODUCTION

Grades 9, 10, 11, 12

Required: Participation backstage during the three theatre performances: 1) the Fall/ISTF competition performance, 2) the Winter/musical production, and 3) the Spring showcase performance. Students in this class create all the behind-the-scenes components that make theatre a spectacle of sight and sound. There are three different components to stage crafts: 1) Stage crew - students design scenery ideas and sets, build the set pieces and props, finish the pieces either through paint finishes or material applications, and organize and run the backstage set changes during the performances. 2) Costume, makeup, hair, and backstage crew - students are responsible for organizing the dressing room, finding or helping to make costumes for characters, preparing and applying makeup and assisting as dressers during the production. 3) Technical lighting and sound crew - interested students can work with members of the technical production crew to learn about sound and lighting and can then help during the productions. Students may explore all three components during the course of the school year, or they may choose to focus on one area specifically.

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Students will be experimenting with craft and technical ideas in mini-workshops to help them develop their creative skills. Students in this class are required to attend all dress rehearsals and performances to do their jobs for the production. Assessment for your grade is based on fulfillment of this obligation. Stage Crafts and Technical Production make up 2/3 of the components needed to stage a theatrical production. There would be no show without these components.

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PHYSICAL FITNESS All physical fitness classes are non-academic.

Grades earned during the school year will be included when determining Academic Probation, Honors List and High Honors List,but final averages will not be included when calculating the yearly grade point average.

Only academic courses will be included when determining final grade point average and academic distinction. ALTERNATIVE SPORTS

Grades 10, 11, 12

This course is offered for both male and female students. The course is designed to offer students an opportunity to expand their horizons and step out of their comfort zones by participating in activities of a non-traditional nature. Sports will be selected by the department and may include biking, hiking, frisbee, angling, indo-boarding, rollerblading, skateboarding, kite flying, horseshoes, cornhole and a variety of indoor games. Emphasis will be placed on developing basic skills, rules, playing strategy and etiquette involved in these games. All safety procedures must be adhered to and all safety equipment for each activity must be worn. Students can expect to take occasional field trips to participate in sports at local venues. Students wishing to take the course for two consecutive years must have the instructor’s permission prior to enrolling in the class. STRENGTH TRAINING

Grades 10, 11, 12

Strength training is designed for both males and females who wish to increase their physical strength or just stay physically fit. As for the weekly routine, the group will train four days a week most weeks and the total body is targeted. Typically, the class will train with a particular workout for roughly eight weeks and then change workouts. For the duration of the academic year, the class will perform four different workouts. A certified Strength & Conditioning coach designs the workouts and each workout is constructed to focus on the entire body. Usually, two days a week are dedicated to the upper body and two days to the lower body. All workouts will include core exercises. Each student will keep a daily record to show strength gains over the course of each workout. The activities and exercises in this course will be performed while demonstrating form and safety standards. Students wishing to take the course for two consecutive years must have the instructor’s permission prior to enrolling in the class.

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STUDY HALL/ FREE BELL Study Hall/ Free Bell is a non-academic course.

No grade or credit is received for study hall/ free bell. Additionally, it is not indicated on the transcript.

STUDY HALL

Grades 9, 10, 11

A study hall is available to every student in grades 9, 10 and 11. Time spent in study hall can be used for studying, conducting research or acquiring extra help from teachers. Any student who wishes to take an additional study hall must have permission of the Administration. FREE BELL

Grade 12

Students in Grade 12 may include a free bell in their schedule as one of their seven courses. This is the equivalent of a study hall, yet the student is not assigned to a study hall class;the student determines how to manage and use his or her time. It is recommended that it be used for studying, conducting research or acquiring extra help from teachers. Students in grade 12 may leave campus with parental and administrative permission during their free bell up to three days a week;however, they must sign out in the front office. Students may lose their free bell privilege as a result of academic probation or disciplinary consequence. STUDY SKILLS

Grades 9, 10, 11, 12

Prerequisite: Administration recommendation This study hall emphasizes effective learning strategies and techniques necessary to accomplish the objectives of a rigorous academic curriculum, including self management skills, goal setting and problem solving strategies.

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ENGLISH SEQUENCE Graduation Requirement: Four credits to be taken one course per year.

Additional Courses Available in the English Department: YEARBOOK- Grade 10, 11, 12

CREATIVE WRITING- Grade 10, 11, 12 SPEECH AND PUBLIC SPEAKING- Grade 9, 10, 11, 12

An asterisk (*) indicates courses requiring teacher recommendation.

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HISTORY AND SOCIAL SCIENCES SEQUENCE Graduation Requirement: Four credits, to include Modern World History or

AP European History, U.S. History, American Government and an additional history or social sciences course, are required for graduation.

Additional Courses Available in the History and Social Sciences Department: PSYCHOLOGY- Grade 10*, 11, 12

AP PSYCHOLOGY- Grade 10*, 11, 12

ECONOMICS- Grade 11, 12

AP EUROPEAN HISTORY*- Grade 11, 12

An asterisk (*) indicates courses requiring teacher recommendation.

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MATHEMATICS SEQUENCE Graduation Requirement: Three credits to include an Algebra II-level course.

Additional Courses Available in the Mathematics Department:

INTRODUCTION TO STATISTICS*- Grade 10, 11, 12

AP STATISTICS*- Grade 10, 11, 12

An asterisk (*) indicates courses requiring teacher recommendation.

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SCIENCE SEQUENCE Graduation Requirement: Three credits of laboratory science.

Additional Courses Available through the Science Department:

AP COMPUTER SCIENCE A*- Grade 10, 11, 12 INTRODUCTION TO DESIGN*- Grade 9, 10, 11, 12 SPORTS MEDICINE- Grade 11, 12

An asterisk (*) indicates courses requiring teacher recommendation.

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WORLD LANGUAGE SEQUENCE Graduation Requirement: Three credits of one language or two credits of two languages.

An asterisk (*) indicates courses requiring teacher recommendation.

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VISUAL and PERFORMING ARTS SEQUENCE Graduation Requirement: One Arts credit is required for graduation.

BAND*- Grade 9, 10, 11, 12 THEATRE ARTS- Grade 9, 10, 11, 12 STAGE CRAFT and TECHNICAL PRODUCTION- Grade 9, 10, 11, 12

An asterisk (*) indicates courses requiring teacher recommendation.

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NANSEMOND-SUFFOLK ACADEMY: Upper School 4-Year Plan

Student Name: _____________________________ Advisor: _________________ Year of Graduation: _______

Department 9th Grade 10th Grade 11th Grade 12th Grade

Course Name Course Name Course Name Course Name

English 4 credits

History & Social Sciences 4 credits to include MWH or AP MEH, US Hist, Gov’t and

1 additional course

Mathematics 3 credits to include an Algebra II level course

Science

3 laboratory science credits

World Language 3 credits of 1 language or 2 credits of 2 languages

Visual & Performing Arts

1 credit

Electives -

Study Hall

Course Credits

Note: Students must earn 22 credits for graduation. All students must complete at least 5 academic courses each year.

One year-long course = 1 credit.

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