PROGRAM

OF STUDIES

2016-2017

New Britain High School

110 Mill Street

New Britain, CT 06051

860-225-6300

Name: _______________________________

I.D. No. ____________ House: ___________

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Core Values ............................................................................................................................................ 2

Graduation Requirements ....................................................................................................................... 4

Tips for Selecting Courses ...................................................................................................................... 7

Levels of Instruction ................................................................................................................................ 8

Advanced Placement Courses ................................................................................................................ 8

University of Connecticut Early College Experience Courses ................................................................. 8

Rank in Class ......................................................................................................................................... 9

English Department .............................................................................................................................. 10

English Language Development (ELD) Department ............................................................................. 15

Social Studies Department ................................................................................................................... 19

World Languages Department .............................................................................................................. 22

Mathematics Department ...................................................................................................................... 26

Science Department ............................................................................................................................. 30

Career and Technical Education Department ....................................................................................... 35

Academy of Finance ......................................................................................................................... 37

Family and Consumer Sciences ....................................................................................................... 41

Health Academy Medical Careers ....................................................................................................... 44

Stem in Math and Science .................................................................................................................. 49

Stem in Technology Education ........................................................................................................... 51

Project Lead the Way (PLTW) .......................................................................................................... 51

Technology Education ...................................................................................................................... 53

Fine Arts Department ............................................................................................................................ 56

Art Program ...................................................................................................................................... 56

Music Program ................................................................................................................................. 58

Physical Education and Health Department .......................................................................................... 61

Junior ROTC Program .......................................................................................................................... 63

Additional Programs ............................................................................................................................. 64

Greater Hartford Academy ................................................................................................................. 64

College Career Pathways .................................................................................................................. 64

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CONSOLIDATED SCHOOL DISTRICT

OF NEW BRITAIN 2016-2017

The contents of this Program of Studies are rooted in the following core values: CORE VALUES

The New Britain High School learning community is guided by five 21st century core values that provide the foundation for our curricula, and the teaching and learning that occurs in our classrooms. Our core values are: Collaboration, Communication, Creativity, Critical Thinking, and Civic and Social Responsibility. COLLABORATION

As a 21st century learning community we demonstrate our ability to work effectively and respectfully. Our collaborative work exhibits our willingness to value each other’s views and contributions and the ability to compromise in order to achieve common goals. COMMUNICATION

At New Britain High School we value the ability to articulate our thoughts through a variety of oral, written, and non-verbal forms. We also value the use of a variety of media and technology to disseminate our ideas, beliefs, and values. Finally, as a 21st century learning community, we use our communication skills to inform, instruct, plan, persuade, and motivate. CREATIVITY

Our learning community appreciates creativity. We promote the use of a wide range of thinking techniques that display originality, innovation, inventiveness, and inclusion of multiple perspectives in order to be successful and productive 21st century community members. CRITICAL THINKING

The New Britain High School learning community recognizes the ability to reason as a fundamental skill for all. Developing and perfecting the ability to analyze and evaluate evidence effectively, think critically, and to construct well-founded arguments based on developed claims and beliefs are essential skills for the 21st century. SOCIAL AND CIVIC RESPONSIBILITY

The New Britain High School learning community is deeply rooted in a sense of civic and social responsibility to one another, the nation, and the global community. We use our interpersonal skills and our leadership skills to promote ethical decision-making in order to achieve common goals and advance the democratic process.

LEARNING EXPECTATIONS

Academically, the NBHS student: 1. Reads and responds critically for a variety of purposes. 2. Utilizes listening, speaking, and writing skills to communicate effectively for a variety of

purposes and audiences. 3. Thinks critically in order to deduce, analyze, and solve abstract and real-world problems

across disciplines. 4. Selects and employs a variety of resources-including media and technology-in order to find,

organize, and communicate ideas effectively.

Socially and civically, the NBHS student:

1. Takes responsibility for his/her education and demonstrates the ability to be an independent, reflective, and creative learner, who is capable of generating his/her own ideas and willing to learn from mistakes.

2. Respects cultural and linguistic diversity; 3. Learns to work collaboratively and creatively with others to achieve common objectives; and 4. Understands and demonstrates a sense of community, democracy, and constitutional

principles.

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NEW BRITAIN BOARD OF EDUCATION

Ms. Sharon Beloin-Saavedra, President Mr. Merrill Gay

Mr. Nicholas Mercier, Vice-President Ms. Miriam Geraci

Ms. Elaine Zottola, Secretary Ms. Judith Greco

Ms. Grisselle Aponte Ms. Nicole Rodriguez

Ms. Gayle Connoly-Sanders Ms. Daisy Sanchez

DISTRICT ADMINISTRATION

Mr. Kelt Cooper, Superintendent of Schools

Dr. Ann Carabillo, Chief Academic Officer

Mr. Paul Salina, Chief Operations Officer

HIGH SCHOOL ADMINISTRATION

Mr. David L. Chambers, High School Principal

Mrs. Elizabeth Crooks, Vice Principal

Mrs. Kerri-Lynn Major, Associate Principal – Gold House

Mr. Joe Pinchera, Associate Principal – Red House

Mr. Mark Fernandes, Associate Principal – Freshman Academy

Ms. Taina Amaro, District Supervisor of Special Education

NON-DISCRIMINATION POLICY

The New Britain Board of Education is committed to the elimination of discrimination and racial imbalance and to the provision of equal educational opportunity for all students regardless of race, color, religious creed, age, sex, marital status, national origin, sexual orientation, ancestry, present or past history of mental disorder, mental retardation, learning disability, including, but not limited to, blindness in accordance with all applicable federal and state law.

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GRADUATION REQUIREMENTS

Students are responsible for meeting all graduation requirements and all course requirements outlined in this Program of Studies. Guidance counselors are available for explanation and clarification of the graduation requirements.

New Britain High School graduation Requirements, beginning with the freshman class entering NBHS in 2012-13, scheduled to graduate in 2016 through 2019

I. Credit Distribution Requirements

The Board Of Education credit requirements meet state regulations: English 4 credits (one credit American Literature, one credit World

Literature and two English elective credits) Mathematics 3 credits (one credit in Algebra I, one credit in Geometry and

one credit in Math elective/Algebra II) Science 3 credits (1 Physical Science, 1 Life Science and 1 Science

elective) Social Studies 3 credits (one credit in U.S. History, one credit in

World/International Studies, .5 credit in American Government and .5 credit in Social Studies elective)

Physical Education 1 credit Fine Arts 1 credit Health .5 credit Electives 6.5 credits Capstone Experience 1 credit Total 23 credits

Students are assigned to grades 9-12 based on the number of credits earned. Students need to earn five credits to progress to grade 10, 10 credits to progress to grade 11, and 15 credits to progress to grade 12. Graduation eligibility of students classified as seniors (grade 12) can be found in the Connecticut General Statutes Section 10-221a and the New Britain High School Student Handbook

II. District Performance Standards The New Britain High School graduate:

A. Is literate, as demonstrated by reading presented text and responding to a posted question in writing that is focused, organized, elaborated and edited for standard English conventions. The standard may be met by:

1. Achieving a minimum score of 475 on the critical reading section of the SAT I and a score equivalent to the national average on the SAT II composition test

OR 2. Achieving a score of 20 or better on the English and Reading sections of the ACT

OR 3. Producing an essay that responds to presented text, is focused, organized,

elaborated and edited for standard English conventions, recorded in the SSP

B. Is proficient in mathematical problem solving in the areas of number and quantity, geometry and measurement, statistics and probability, and algebra and functions. The standard may be met by:

1. Achieving a minimum score of 475 on the mathematics component of the SAT OR

2. Achieving a score of 20 or better on the mathematics section of the ACT OR

3. Achieving an acceptable score on a multi-response, assessment that demonstrates proficiency in mathematical problem solving recorded in the SSP.

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C. Is a responsible and contributing member of both the school and New Britain city communities. The standard may be met by:

1. Completing all sections of the state approved SAT with demonstrated serious intent as defined in the New Britain High School Handbook

AND 2. Demonstrating the ability to work in a team environment by successfully

participating in at least one club, sports team or school activity or community activity that involves working collaboratively to accomplish a task or complete a project as documented by the advisor, coordinator or coach. The activity must be pre-approved by the student’s guidance counselor.

D. Maintains a Student Success Plan (SSP) that demonstrates the competencies

associated with College and Career Readiness (CCR) built around three core components: academic development; career development; social , emotional development and physical development:

1. Complete one of the following:

a. Complete a career interest survey (hard copy or web-based) using resources identified by the Guidance Career Center (GCC)

OR b. Research, develop, organize and apply – within the framework of the

individualized Student Success Plan (SSP) – correlation between interest survey outcomes and post-+6secondary planning, including financial planning

AND 2. Complete at least one application

a. Job b. Scholarship c. Financial aid d. ASFAB (military)

AND 3. Prepare a formal cover letter and resume, including a list of appropriate references

(maintained within the SSP) AND 4. Complete at least one of the following: (must be pre-approved)

a. Job shadow experience b. School to career work-study program c. Internship d. Accredited off-site college course/program e. Hold a job for a minimum of 150 hours

Reflection on this experience is presented in the SSP. AND 5. Take at least one of the following

a. PSAT b. SAT c. ACT

AND

6. Complete an application for an accredited post-secondary program.

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III. Implementation

Students will have the opportunity to meet performance standards (for section A and B) through the. SBAC or district performance standard. Students not meeting the performance standard in reading/writing or mathematics through the SBAC or other standardized tests specified will have other opportunities to demonstrate proficiency as determined by the BOE.

IV. Options if Requirements Are Not Met

A. Students who have not met the District’s performance standard in reading and writing

may enroll in a designated writing course the summer following their junior or senior years. A rubric scored performance assessment will be administered at the conclusion of the summer course. Students meeting the standard in the summer following their senior year may meet requirements for an August graduation.

B. Students who have not met the District’s performance standard in mathematics may enroll in a designated mathematics course the summer following their junior or senior years. A rubric scored performance assessment will be administered at the conclusion of the summer course. Students meeting the standard in the summer following their senior year may meet requirements for an August graduation.

C. Other options may be made available dependent on District resources.

V. Exemptions

A. Special Needs: Students with special needs may be exempt from the District

performance standards for graduation described in this policy if so indicated in their Individual Education Plans.

B. English Language Learners: students enroll in a bilingual or English as a Second Language program for less than 30 months may be exempt from the District performance standards for graduation described in this policy if so recommended by the Bilingual/ESL/Foreign Language department chairperson in collaboration with the District Coordinator of Bilingual Education, ESL and World Languages at the student’s annual review.

C. Transfers: if a student transfers into New Britain High School after completing at least three years in a high school in another state or country, he/she may be exempted from the District performance standard. If a student transfers into New Britain High School from another Connecticut district, NBHS will accept completion of reading/writing and mathematics performance standards from that district as demonstrated through SBAC scores or the District’s locally designed performance assessment. If the student has not met these standards in his/her previous district, he/she must successfully complete a NBHS assessment in these areas.

Legal References Connecticut General Statutes

10-16 (1) Graduation Exercises (as amended by Public Act 96-26, An Act Concerning Graduation Requirements and Readmission and Placement of Older Students and Public Act 96-108, an act concerning student use of telecommunication devices and the establishment of graduation dates) 10-221a High School Graduation Requirements (as amended by Public Act 00-156, an act requiring a Civics course for high school graduation) 10-221a High School Graduation Requirements (as amended by Public Act 01-166, an act concerning high school graduation and the Connecticut Academic Performance Test Public Act 11-135 An Act requiring each local Board of Education to create a student success plan for each student enrolled in a public school, beginning in grade six.

State Reference: The Connecticut Plan

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HOW TO EARN CREDIT

Students earn ½ credit each semester in every single-period class that students pass (D- or better) with the exception of advanced placement classes that earn one credit at the end of the year. Double-period classes are noted in the Program of Studies.

TIPS FOR SELECTING COURSES

This course selection guide outlines all the academic opportunities open to students at NBHS. The selection might, at first, seem overwhelming. However, here are some guidelines for students and parents/guardians to consider:

Take the most challenging classes available, not the ones that require the least effort. Colleges and employers put greater emphasis on the difficulty of the courses students take, rather than on the grades earned.

Take courses at the highest level that will challenge you. If a student has been misplaced, the student will be able to move down one level or drop a course after the first quarter grade report, as long as the student is doing the work and demonstrating effort, and the teacher can attest to that effort. Moving down a level from an Advanced Placement course is contingent on the above conditions, and the student must meet with the Advanced Placement Committee. Students may move up a level at any time.

Take courses that keep your options open to pursue any goal you choose after high school. Looking for the easiest classes or avoiding certain subject areas might close a door later.

Carefully consider the courses chosen since students will not be able to change or drop them at the beginning of the school year in the fall. Students may, of course, make changes during the summer, except for Advanced Placement, but the later students wait to finalize their choices, the greater the chance that the class desired will be closed.

When unsure about a course description, talk with counselors, teachers, or students who are taking the class now; they can provide insight regarding what the class entails.

THE MEANING OF PREREQUISITES

In some courses, students need to have certain prior knowledge or skills in order to be successful. When such requirements or special approvals are necessary in order to sign up for a class, students will find them listed under the course title as a “Prerequisite.”

RECOMMENDED COURSES FOR CONNECTICUT STATE UNIVERSITIES Catalogs of the five Connecticut State Universities have recommended course work in high school as follows:

English - 4 years Science - 3 years (Emphasis on writing as well as literature) (Including two years of lab science)

Mathematics - 3-4 years Social Studies - 3-4 years (Algebra 1, Geometry, and Algebra 2) (Including US History and Government)

World Language - 2-3 years Courses in fine arts and computer science are also encouraged.

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LEVELS OF INSTRUCTION

There are four levels of instruction at New Britain High School. All levels are open to all students.

AP/College Level: These classes are for students who are capable of doing college level work and have met the necessary prerequisites. Advanced Placement and UConn Early College Experience courses are offered at this level. Students may receive college credit as well as high school credit.

Honors Level: These college preparatory classes are available to academically talented students who desire to work in greater depth and breadth than is offered in Accelerated classes.

Accelerated Level: These classes are offered to students who plan to attend college, a technical school, or seek employment, and who want to work at a more challenging pace than the Standard level.

Standard Level: These classes are appropriate for students who aspire to attend college, a technical school, or seek employment, but who might need additional support in literacy and math skills.

ADVANCED PLACEMENT COURSES

New Britain High School offers 16 Advanced Placement Courses (AP Language, AP Literature, AP Psychology, AP US History, AP World History, AP Spanish, AP Statistics, AP Calculus AB, AP Computer Science, AP Environmental Science, AP Biology, AP Chemistry, AP Physics B, AP Music Theory, AP Macro-Economics, and AP Studio Art). Students have the opportunity to prepare for the Advanced Placement exam and perhaps receive college credit. AP courses are full year courses; in order to receive any credit, a student MUST complete and pass the full year course. AP courses can be dropped after first quarter grade reports, provided the student has given his/her best effort, and the teacher can attest to that effort. Students must meet with the Advanced Placement Committee and have met the above criteria in order to drop from an Advanced Placement course.

The Advancement Placement exam policy is as follows:

All students must take the AP exam for each class. All students will be required to pay for each exam. The current cost of an AP exam is $53 for students with free/reduced lunch and $81 for

students who do not qualify for free/reduced lunch. This cost varies from year to year depending on support the federal government provides. Some years the cost is as low at $13 per test for students who qualify for free/reduced lunch

Students who will be taking multiple exams and are concerned about the cost should see the AP coordinators, Ms. Aponte-Garcia in gold guidance and Mr. Tabellione in room 305 or 330.

UNIVERSITY OF CONNECTICUT EARLY COLLEGE EXPERIENCE COURSES

New Britain High School offers several courses in the Early College Experience Program with the University of Connecticut. These classes (AP Language, AP Literature, Introduction to Individual and Family Development, AP World History, AP Macroeconomics, Italian IV, French IV, and Spanish IV, and AP Statistics) offer students an opportunity to receive University of Connecticut credit while obtaining high school credit at NBHS. Each course is diverse in its requirements for UConn credit. Some require a minimum grade, while others require a minimum grade on UConn’s final exam. UConn awards three to six credits depending on the course. All UConn courses require that students submit an application to UConn, and some may require a nominal fee based on ability to pay, billed by and payable to UConn. All of the UConn courses, with the exception of Introduction to Individual and Family Development, Italian IV, Spanish IV, and French IV, are also Advanced Placement courses. This offers students the opportunity to obtain college credit in two ways; by meeting UConn’s criteria, and/or by passing the Advanced Placement exam. Both credit types are transferrable to other universities depending on individual university criteria. All students enrolling in the ECE program must also take the Advanced Placement exam. There is a per-credit fee for students who are not eligible for free/reduced lunch.

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COURSE LEVEL CODES

When the last digit is "0" - the course is College level. When the last digit is "1" - the course is Honors level. When the last digit is even (other than "0") the course is Accelerated level. All other courses whose last digit is odd (other than "1") are Standard level.

CHANGES IN COURSE OFFERINGS

The courses presented and described in this booklet will be offered subject to budgetary considerations, enrollment, and scheduling factors. Certain courses might not be offered if the number of students selecting them is too low. Some courses are offered alternate years.

RANK IN CLASS Many colleges request a student’s standing or rank in the graduating class. Some scholarships are awarded according to class rank based upon student performance during the first three years. Details

regarding class rank are found in the NBHS Student Handbook.

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ENGLISH DEPARTMENT

The study of English includes the development and application of: speaking and listening, reading and writing, viewing and communicating skills. The primary purpose of the English program is to develop students who demonstrate high levels of proficiency and fluency in these interdependent components. Moreover, the English program provides meaningful and challenging opportunities for students to become reflective, critical, and analytical thinkers. Four credits in English are required. All students must complete one credit in American Experience (note that College Prep English meets the American Experience requirement) and one credit in World Literature (note that British Literature and Advanced Placement English meet the World Literature requirement). The course selections prepare students to enter college, pursue other formal education, or seek employment directly after high school. Levels of courses differ in pace, manner of presentation, and some content. Additional credits towards graduation may be taken in electives. Grade 9: 131 Foundations of English – Honors 132 Foundations of English – Accelerated 133 Foundations of English – Standard Grade 10: 151 American Experience Honors/Pre-AP 152 American Experience -Accelerated 153 American Experience -Standard Grade 11/12: All students must select at least one of the following OR Advanced Placement

English: please note that the honors level is only available to juniors and those seniors who are taking an honors English course for the first time. Students who have received credit in honors English should take either Advanced Placement English course as seniors. 121 World Literature – Honors 122 World Literature – Accelerated 123 World Literature – Standard 150 AP English Language – College 162 A/B British Literature – Accelerated 142 Introduction to College English — Accelerated (Grade 12)

*placement in this class is determined by test results 170 AP English Literature – College (Grade 12)

Grades 11/12: Electives 164 Mystery and Suspense – Accelerated 165 Mystery and Suspense – Standard

174 Silenced Voices – Accelerated 175 Silenced Voices – Standard 186 Creative Writing – Accelerated 166 Psychology in Literature – Accelerated 167 Psychology in Literature – Standard

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GRADE 9 ENGLISH

FOUNDATIONS OF ENGLISH

This course focuses on developing and refining the skills necessary to read and respond critically and to write well for a variety of purposes and audiences. The class uses individual and collaborative learning experiences to introduce freshmen to the characteristics of poetry, drama, nonfiction, the novel, and the short story. Students will demonstrate their creative and critical thinking skills through oral and written expression that includes journals, narrative, explanatory, and argumentative essays. 131 FOUNDATIONS of ENGLISH Honors 1 Credit 132 FOUNDATIONS of ENGLISH Accelerated 1 Credit 133 FOUNDATIONS of ENGLISH Standard 1 Credit

GRADE 10 ENGLISH

AMERICAN EXPERIENCE American Experience offers students an in-depth study of American literature from post-Civil War to contemporary American literature. This course continues the focus on developing and refining the skills necessary to write well for a variety of purposes and audiences. In addition, there is a focus on the development of the ability to read and respond critically to a range of genres: novels, poetry, short stories, and plays. Texts have been selected on the basis of how they are “American” texts and how they address the notion and pursuit of the “American Dream”. Students will demonstrate their creative and critical thinking through collaborative and independent activities culminating in oral and written expression that includes journals, narrative, explanatory, and argumentative essays. 151 AMERICAN EXPERIENCE Honors /Pre-AP 1 Credit 152 AMERICAN EXPERIENCE Accelerated 1 Credit 153 AMERICAN EXPERIENCE Standard 1 Credit

GRADE 11 & 12 ENGLISH 150 ADVANCED PLACEMENT ENGLISH LANGUAGE /UConn ECE College 1 Credit

This course will prepare students for the Advanced Placement English Language and Composition examination and is also a part of the Early College Experience program at the University of Connecticut. The expectation of the university is that students in ECE are mature and capable of doing university-quality work while still in high school. Students who meet UConn's requirements will receive four credit hours. Students will receive instruction in academic writing through close reading and analysis of writing from a variety of time periods and disciplines. Special attention will be given to the work of Nobel Prize winning authors. Written assignments will emphasize interpretation, argumentation, and reflection. In completing these assignments, students will hone their own writing processes through extensive revision and with instruction featuring grammar, mechanics, and style. The criteria for completing this course is the compilation of personal writings into a portfolio totaling a minimum of 30 publishable pages, the composition of a research paper, and the completion of an in-class final essay examination. Students may enroll in the class for high school credit only, or for high school and college credit at the University of Connecticut. Students who elect to register for the class at UConn may incur a small fee payable to the university. Students who meet the university’s requirements at the end of the course will earn college credit.

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WORLD LITERATURE To meet graduation requirements, students must have one credit in either: World Literature, British Literature, or Advanced Placement English. The honors sections of this course are only available to juniors and seniors taking an honors level English course for the first time.

In the World Literature courses students study read and respond critically to literature from Europe,

Asia, Africa, and/or Latin America that reflects universal ideas. Through the lens of world writers students will examine multiple perspectives on a variety of issues in order to develop their own understanding of themselves and their relationship to the world. Students will write well for a variety of purposes and audiences with emphasis on modes required in college: argumentative, expository, research. The class uses individual and collaborative experiences, allowing students to build these skills. 121 WORLD LITERATURE Honors/Pre-AP 1 Credit

122 WORLD LITERATURE Accelerated 1 Credit

123 WORLD LITERATURE Standard 1 Credit

162A/B BRITISH LITERATURE Accelerated ½ or 1 Credit

(A) Semester 1 This course includes a chronological study of British Literature from the Anglo-Saxon period through the Elizabethan period with an emphasis on poetry and prose. In addition, students will write well for a variety of purposes and audiences with emphasis on modes required in college: argumentative, expository, research. The class uses individual and collaborative experiences allowing students to build these skills. (B) Semester 2 This course includes a chronological study of British Literature from the Elizabethan period to the present. It incorporates the reading of plays, short stories, novels, and poetry. In addition, students will write well for a variety of purposes and audiences with emphasis on modes required in college: argumentative, expository, research. The class uses individual and collaborative experiences, allowing students to build these skills. British Literature will satisfy the World Literature requirement. 142 INTRODUCTION TO COLLEGE ENGLISH Accelerated 1 credit

Seniors are assigned to this course based on the results of the test taken in the spring of their junior year.

This course is designed to prepare students for the academic rigor of college courses. Students will strengthen their critical reading and writing skills that are required across the disciplines. Students will focus on the understanding of, reporting on, reacting to, and analyzing the ideas of others. Texts will serve as models and sources for students to refine their skills in exposition, interpretation, and argumentation. Students will read texts critically, write thesis-based essays, and use reflection as a bridge to academic self-improvement. Students will read a variety of fictional and nonfictional texts. They will write papers and present their findings through class seminars and formal presentations. The class uses individual and collaborative experiences, allowing students to build these skills. This course has been developed through a partnership with instructors from Tunxis Community College (TxCC) and Central Connecticut State University (CCSU). Successful completion of this course, including written samples and reflections that demonstrate grade-level expectations, may result in exemption from developmental, non-credit courses at both TCC and CCSU. There will be NO exemptions for either exam. Introduction to College English will satisfy the American Experience requirement.

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170 ADVANCED PLACEMENT ENGLISH LITERATURE/UCONN ECE College 1 Credit This class prepares students for the Advanced Placement Literature and Composition Examination offered in the spring and is also a part of the Early College Experience program of the University of Connecticut. The expectation of the university is that students in ECE are mature and capable of doing university-quality work while still in high school. Students who meet UConn's requirements will receive four credit hours. The course focuses on expository writing with an emphasis on critical thought and interpretation. Writing assignments relate to poetic and prose works of literary merit and include a major research paper and other writings totaling a minimum of 30 publishable pages. Mid-term and final examinations are required of all students. Students may enroll in the class for high school credit only, or for high school and college credit at the University of Connecticut. Students who elect to register for the class at UConn may incur a small fee payable to the university. Students who meet the university’s requirements at the end of the course will earn college credit.

ELECTIVES

166 PSYCHOLOGY IN LITERATURE Accelerated ½ Credit 167 PSYCHOLOGY IN LITERATURE Standard ½ Credit This course will explore the connection between psychological theory and literature and will focus on developing and refining the skills necessary to read and respond critically and to write well for a variety of purposes and audiences with emphasis on modes required in college: argumentative, expository, research. Additionally, the course will focus on works in which characters confront the need to integrate self and deepen their relationship with society. A range of psychological issues that are found in literature will be explored: depression, fear, delusion, self-actualization, memory, social processes, and other. Students will read a variety of literary texts along with texts from the fields of psychology. The class uses individual and collaborative experiences, allowing students to build these skills.

164 MYSTERY AND SUSPENSE Accelerated ½ Credit 165 MYSTERY AND SUSPENSE Standard ½ Credit

Everyone likes to be baffled or frightened occasionally. In this class, students explore classic and contemporary mystery and suspense works, dating from Poe’s invention of the “detective story” in the early 1840s to the present. As students read stories and view films, they will examine the storytelling techniques that create suspense effectively and understand how the genre has developed over the last 150 years. The course will use this lens to help students develop the skills necessary to read and respond critically. In addition, students will write well for a variety of purposes and audiences with emphasis on modes required in college: argumentative, expository, research. The class uses individual and collaborative experiences, allowing students to build these skills. 174 SILENCED VOICES Accelerated ½ Credit

175 SILENCED VOICES Standard ½ Credit

Through research and analysis of challenged/banned books, students will explore the ethical, legal, and cultural implications of censorship. The course will use this lens to help students develop the skills necessary to read and respond critically. In addition, students will write well for a variety of purposes and audiences with emphasis on modes required in college: argumentative, expository, research. The class uses individual and collaborative experiences, allowing students to build these skills.

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186 CREATIVE WRITING Accelerated ½ Credit Through both reading and writing, students study the craft and process of writing. In a workshop setting, students compose short stories, poetry, plays, and narrative essays as they create personal portfolios. 188 SAT PREPARATION – EVIDENCE BASED READING AND WRITING ½ Credit

This course is strongly recommended for college-bound juniors and seniors. The new sat (redesigned for 2016) asks students to demonstrate reading and critical thinking skills they will rely on in many situations. Questions in the evidenced-based reading and writing test are designed to mirror the critical thinking and reading required in college history, social science, science, English courses, the jobs they will hold, and their personal lives. This course will teach students how to read, analyze, and respond to evidenced-based reading and writing questions in preparation for the SAT. This course will also help students navigate the through the College Board website and help them in their college search and SAT registration. The class uses individual and collaborative experiences, allowing students to build the skills they will use on the SAT.

182 PUBLIC SPEAKING Accelerated ½ Credit Fall Semester Grades 9, 10, 11, and 12 Elective credit only Using a workshop setting, students examine the two main aspects of public speaking: the composition of speeches and the techniques for their effective delivery. Students learn organizational strategies to apply when writing autobiographical, informational, instructional, and persuasive pieces. To provide the foundation for these speeches, students research information using print and non-print resources. In addition, students practice effective presentation skills, incorporating the use of technology.

196A PUBLICATIONS 1 Accelerated ½ Credit Grades 10, 11, and 12 Elective credit only Students in this class plan, design, and produce the Beehive, the school yearbook. Students learn about photojournalism and use their previous training in graphic design to create the yearbook. The production of the yearbook begins in the fall semester. Activities include: developing a theme, planning the essential coverage of the school, selecting a photography studio, organizing the senior portrait sessions, scheduling the underclass portraits, and developing a rough ladder diagram. 196B PUBLICATIONS 2 Accelerated ½ Credit Grades 10, 11, and 12 Elective credit only During the spring term production includes: laying out pages on the computer, planning and taking photographs, writing copy, proofreading, recruiting next year’s Publications staff, and communicating with staff and students to create a book that captures the school year in a positive and creative light.

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SUPPLEMENTAL PROGRAMS Students do not choose supplemental courses. Students are place in the supplemental courses

based on assessment results, teacher recommendations, and need.

R180S READ 180 Standard 1 Credit Grades 9, 10

Elective credit only READ 180 is an intensive reading program. The program assesses and addresses individual needs through adaptive instructional software, high-interest texts, and direct instruction in reading and writing skills.

137A CLINICAL READING INTERVENTIONS Standard ½ or 1 Credit

135A READING INTERVENTIONS Standard ½ or 1 Credit

Grade 10 Elective credit only

This course will provide students with the opportunity to improve their reading skills through a variety of activities. Students will read a range of texts in varying levels of complexity in order to increase their reading comprehension skills.

English Language Development Department

The English Language Development is the systematic and explicit teaching of English phonology, morphology, syntax, lexicon, and semantics. The purpose of ELD is to provide students with English Language skills necessary for reading comprehension and academic writing. The English Development Language Program (ELD) at New Britain High School offers a sequence of courses to enable new to the District non-English speaking students to become proficient in reading, writing, and speaking English. Students will be placed in this program by the staff according to their proficiency in English at the time of entry and will be moved through the program based on the results of the English Language Skills Placement Test, or recent ELD periodic eight-week benchmark assessment. ELD Development courses develop all four language skills with a focus on grammar development. ELD explicit instruction further develops English reading comprehension and academic writing. Students will transfer into regular English classes as adequate language skills have been developed. ELD students must fulfill the graduation requirements of four English credits. The district’s English Language Development Program is not remedial in nature.

The transitional Bilingual Sheltered English Program is designed to meet the needs of students who do not have written and oral English language proficiency. These courses provide the opportunity to master the content of subject areas - Social Studies, Science and Math. Bilingual classes in the academic subject areas are taught using texts in the English language supplemented by materials in the native tongue. The program staff monitors the progress of students who are exited from the bilingual classes. ---------------------------------------

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El desarrollo del idioma inglés es la enseñanza explícita y sistemática de fonología, morfología, sintaxis, léxico y semántica de inglés. El propósito de ELD es proveer a los estudiantes con conocimientos necesarios del idioma inglés para la comprensión de lectura y escritura académica. El programa se desarrolló de lenguaje inglés (ELD) en la escuela Superior de New Britain ofrece una secuencia de cursos para permitir a los estudiantes de habla no-inglesa del distrito a ser competentes en lectura, escritura y habla inglés. Los estudiantes se colocarán en este programa por parte del personal según sus competencias lingüísticas en inglés a la hora de entrada y se moverán a través del programa basado en los resultados de la prueba de ubicación idioma inglés o reciente evaluación ELD periódica referente de ocho semanas y según su progreso de un nivel a otro. Cursos de desarrollo ELD, desarrollan todas las cuatro habilidades del lenguaje con enfoque en el desarrollo de la gramática. Instrucción explícita ELD desarrolla más comprensión de lectura inglés y lengua de la escritura académica. Los estudiantes transferirán a clases regulares de inglés dependiendo como se vayan desarrollando adecuadamente sus habilidades lingüísticas. Los estudiantes de ELD deben cumplir con el requisito de graduación de cuatro créditos en inglés. Aun después de salir del programa de ELD, se requiere que el estudiante continúe clases de inglés cada semestre. . Por naturaleza el Programa de Desarrollo de Lenguaje Inglés del Distrito no es remediador. El programa de transición bilingüe (español y polaco) / de inglés protegido está diseñado para satisfacer las necesidades de los estudiantes que no tienen dominio del idioma inglés oral o escrito. Estos cursos ofrecen la oportunidad de dominar el contenido de áreas temáticas - estudios sociales, Ciencias y matemáticas. Se imparten clases bilingües en las materias académicas utilizando textos en lengua inglesa complementando con materiales en la lengua nativa (español o polaco). El personal del programa monitorea el progreso de los estudiantes que salieron de las clases bilingües ---------------------------------------

Program Nauczania Jezyka Angielskiego (ELD) jest systematycznym sposobem uczenia fonologii, morfologii, składni, słownictwa i semantyki.Celem ELD jest dostarczenie studentom umiejętności języka angielskiego niezbędnych do czytania ze zrozumieniem i pisania akademickiego. Program Nauczania Jẹzyka Angielskiego (ELD) w New Britain High School oferuje szeroki zakres kursỏw z jẹzyka angielskiego w celu nauki i doskonalenia umiejẹtnosci w zakresie czytania, pisania i mỏwienia po angielsku. Uczniowie sạ umieszczeni w odpowiednich klasach w zależnosci od ich znajomości języka angielskiego i są przenoszeni do innych klas w ramach programu na podstawie wynikỏw testu ELD. Uczniowie są testowani co osiem tygodni. Kursy ELD rozwijają wszystkie cztery umiejętności językowe, z naciskiem na rozwỏj gramatyki, czytania ze zrozumieniem i akademickiego języka. Uczniowie będą przenoszeni na regularne kursy języka angielskiego jak opanują odpowiednie umiejętności językowe. Każdy uczeń potrzebuje cztery kredyty z języka angielskiego aby ukończyć szkołę. Po wyjściu z programu ELD, uczniowie są zobowiazani do uczestniczenia w klasach regularnego języka angielskiego w każdym semestrze. W ten sposob poznając nowe fakty, studenci uczą się równocześnie języka angielskiego. Dwujęzykowy Program Polsko-Angielski przeznaczony jest dla uczniów, których językiem ojczystym jest język polski i którzy dopiero uczą się języka angielskiego. Program zapewnia ciagłość edukacji, przedmioty wykładane są w dwóch językach z systematycznym wprowadzaniem słownictwa i tekstu angielskiego.

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342 CONVERSATIONAL CONTENT VOCABULARY Accelerated 1 World Language Credit CCV1 This course is designed to provide students new to English with basic oral and aural competence in a wide variety of English language settings. Students will develop English receptive and productive skills as they master basic elements of the sound system and alphabet. Most coursework is centered on helping students to develop oral English skills that are immediately useful in school, classroom and community settings. An emphasis is placed on introducing a wide range of relevant content vocabulary words.

This course is an introduction to pronunciation, structure, vocabulary, and sentence patterns of oral English, and development of basic language skills necessary to read and write English. This course is designed for ELD level 1 and 2 students who are in need of developing basic reading skills that will prepare them for the higher ELD reading levels.

CCV II This course is designed to continue to provide students with English oral and aural competence in a variety of English language settings. Students continue to develop English receptive and productive skills as they master the sound system and alphabet. An emphasis is placed on a wide range of grade level relevant content vocabulary words. This course is designed for ELD level 2 and 3 students who are in need of developing intermediate reading skills that will prepare them for the higher ELD reading levels.

CCV III Students in this course study advanced aspects of oral and aural competence in English. Students continue to develop English receptive and productive skills. An emphasis is placed on a wide range of grade level relevant content vocabulary words. This course is designed for ELD level 3, 4 and 5 students who are need of developing advanced reading skills or for students that have not met the required state exit criteria. This course will prepare students to succeed in the mainstream.

113 ELD READING Standard 1 Elective Credit READING I This is a beginning English reading course for students whose first language is not English. Students will develop reading skills in four areas: world analysis, fluency and vocabulary, comprehension, and basic literacy analysis and response. Students use sequential reading instructional materials at their level to establish a base for further content area and narrative reading tasks. Students develop a sight word vocabulary as well as receive explicit phonics and decoding skills instruction.

This course is designed for ELD level 1 and 2 students who are in need of developing basic essential reading skills that will prepare them for the higher ELD Reading levels.

READING II This course provides the intermediate stage of developing speaking, reading, writing and listening skills in English. This course is designed for ELD level 2 and 3 students who are in need of developing more complex essential reading skills that will prepare them for the higher ELD Reading levels.

READING III This course provides the advanced stage of developing speaking, reading, writing and listening skills in English. This course is designed for ELD level 3, 4 and 5 students who are in need of developing advanced reading skills or for students that have not met the required state exit criteria. This course will prepare students to succeed in mainstream classes.

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184 ELD INTRODUCTION TO GRAMMAR AND WRITING SKILLS (FOUNDATIONAL) Accelerated 1 English Credit FOUNDATIONAL LEVELS I, II, AND III This course introduces students to foundational English language grammar and structure. Students will study basic syntactic elements of English (nouns, verbs, modifiers, etc.) along with phonemic and semantic aspects of the language. Word construction is also taught, as well as how to produce the four kinds of sentences in English (declarative, imperative, interrogative, and exclamatory). Students are expected to study and be able to identify all eight parts of speech. Writing skills that are taught include sentence expansion and writing forms (paragraph, essay, descriptive, narrative, and first person). Students will learn specific grammar-based approaches for organizing English writing. This course is designed for ELD level 1 and 2 students who are in need of developing basic essential writing skills that will prepare them for the higher ELD levels (and introduce them to the process of writing in English). This course provides ELD students who are conversationally fluent in English but need more practice in written skills to facilitate their future work in mainstream classes.

144 ELD ADVANCED GRAMMAR AND WRITING SKILLS (ACADEMIC) Accelerated 1 English Credit ACADEMIC LEVELS 4A, 4B, AND 4C Students in this course study advanced aspects of English language structure and writing with a focus on high-level grammar elements that students encounter in expository school texts. The link between English grammar and reading comprehension is emphasized, as is the nature and grammatical structure of academic writing. This is a stand-alone course that is usually taken simultaneously with grade-level language arts and other content area courses.

This course is designed for ELD level 3, 4, and 5 students who are in need of developing advanced grammar and writing skills or for students that have not met the required state exit criteria. This course will prepare students to succeed in mainstream classes.

BILINGUAL Programming

Please note that several bilingual classes are offered alternating years. COURSES FOR BILINGUAL STUDENTS NEEDING ADDITIONAL SUPPORT IN YEAR ONE AND

YEAR TWO OF ENGLISH LANGUAGE DEVELOPMENT. PLEASE SEE SPECIFIC PLACEMENT

CRITERIA 212SH World History Accelerated 1 Credit 232SH United States History Accelerated 1 Credit 292SH American Government & Patterns of Geography Accelerated 1 Credit 415SP Pre-Algebra Standard 1 Credit 452SP Geometry Accelerated 1 Credit 462SP Algebra 2 Accelerated 1 Credit 434SP Algebra 1 Accelerated 1 Credit 522SH Biology Accelerated 1 Credit 592SH Physical Science Accelerated 1 Credit 543SH Chemistry and the Community Standard 1 Credit

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SOCIAL STUDIES DEPARTMENT

The NBHS social studies courses offer an opportunity for students to engage in historical study of domestic and foreign affairs, as well as to explore the behavioral sciences. Areas of emphasis include the development of social and academic skills, particularly in the areas of human relationships, research, argumentative writing, and interpretive reading.

The enduring focus is to guide students to value human dignity and to improve critical thinking skills through analysis and historical thinking.

GRADE 9 SOCIAL STUDIES AMERICAN GOVERNMENT AND PATTERNS OF GEOGRAPHY

In this highly interactive course, students will examine the rights and responsibilities of American citizenry within our national boundaries and as key members of the global community. Students will gain an appreciation for democratic principles and their impact on both a national and international level relating to human growth and expansion through the use of simulations, critical thinking activities, debates and guest speakers. Students will use geographic tools and technology to investigate the cost of human interaction upon the environment while in pursuit of economic resources, and finally, determine the consequences of those interactions.

GRADE 10 SOCIAL STUDIES UNITED STATES HISTORY

In US History, students will study domestic and world events that led to the formation of present-day American society. Beginning with westward expansion and continuing through to contemporary times, students will examine the political, economic and social aspects of the United States through the interpretation of primary resources, including maps, charts, essays, and political cartoons. Students will develop college and career readiness skills as they work collaboratively with their peers and utilize technology strategically and effectively to learn and convey ideas. (At the A.P. level, the span of study reaches back to the Age of Exploration in preparation for the national Advanced Placement examination administered in the spring.) 230 A.P. UNITED STATES HISTORY College 1 Credit 231 UNITED STATES HISTORY Honors 1 Credit 232 UNITED STATES HISTORY Accelerated 1 Credit

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GRADE 11 SOCIAL STUDIES

WORLD HISTORY

In World History, students will study a variety of cultural and historical developments that have impacted the world community beginning in the 1800s to the present day. Geographic areas of study will include: Western and Eastern Europe, Central and South America, the Middle East, Africa, and Asia. These regions will explored through critical analysis of primary resource materials and in collaborative discussions and debates. Through the creative utilization of technology, students will work independently and collaboratively to communicate historical thinking and complete performance assessments.

210 AP WORLD HISTORY/UConn ECE College 1 Credit

Students may enroll in the class for high school credit only, or for high school and college credit at the University of Connecticut. Students who elect to register for the class at UConn may incur a small fee payable to the university. Students who meet the university’s requirements at the end of the course will earn college credits.

211 WORLD HISTORY Honors 1 Credit 212 WORLD HISTORY Accelerated 1 Credit

ELECTIVES

220 ADVANCED PLACEMENT PSYCHOLOGY College 1 Credit

The purpose of this course is to introduce students to the systematic and scientific study of the behavior and mental processes of human beings. Students are exposed to the psychological facts and principles associated with each of the major subfields within psychology. Students also learn about the methods psychologists use in their science and practice. Oral presentations and research papers are required. A major objective of this course is to prepare students for the Advanced Placement examination that will be administered in the spring.

218 PSYCHOLOGY Accelerated ½ Credit

This course focuses on psychology for the individual. General psychological concepts, personality theories, and practical applications of psychology are introduced. This course focuses on finding, integrating and synthesizing information. Students will create new solutions, learn to think on their own and work cooperatively.

228 SOCIOLOGY Accelerated ½ Credit

Sociology is the study of society, culture, social groups, which include the major social institutions, and the basic process of human interaction. The chief concern of sociology is human relationships; man’s behavior in relation to the interaction of groups including the family, peers, and the community. A topical format is employed. Projects and research papers are required for this class.

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244 LATIN AMERICAN CIVILIZATIONS Accelerated ½ Credit

An in-depth study of the development of Latin American civilizations from the pre-Columbian era to contemporary times will be studied. Geographic, political, and socioeconomic issues will be studied within the framework of a multicultural approach.

246 AFRICAN-AMERICAN HISTORY Accelerated ½ Credit

Students will analyze the role of African-Americans in the history of the United States. Special emphasis is aimed at African-American achievements and contributions to the broader American culture. Students will investigate important political, economic, and social events from the African-American perspective that reflect upon our society today.

248 CONTEMPORARY ISSUES Accelerated ½ Credit Students will examine the most current newsworthy events while making historical connections (where applicable). This course offers the opportunity to observe the debate of issues by people living in the present and to observe how and why decisions are made. A high level of student interaction is required.

225 CIVICS Standard ½ Credit

In this course, students will examine the rights and responsibilities of American citizenry. Students will gain an appreciation for democratic principles and their impact on the national level. Students will investigate the subject matter through critical thinking activities, debates and guest speakers. This course is only open to upper classmen who have not earned the required ½ credit for American government. 250 AP MACROECONOMICS/UConn ECE College 1 Credit

Students will examine the principles of economics that apply to an economic system as a whole. There will be particular emphasis pertaining to the study of national income and price-level determination; students will also develop familiarity with economic performance measures, the financial sector, stabilization policies, economic growth, and international economics. Students may enroll in the class for high school credit only, or for high school and college credit at the University of Connecticut. Students who elect to register for the class at UConn may incur a small fee payable to the university. Students who meet the university’s requirements at the end of the course will earn college credits.

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WORLD LANGUAGES DEPARTMENT

Increased global awareness has drawn a great deal of attention to the study of world languages. Through the study of world languages and collaborating with students from cultures that differ from his/her own, the student develops insights to and understanding of the people of other nations. A secondary benefit of world language learning is that the student inevitably compares the world language and culture to his/her own. This process leads to an enhanced understanding and appreciation of the language and culture of the United States. Thus, the primary goals of the World Languages Department are as follows: 1. to develop effective communication skills. 2. to develop an understanding of cultural differences and similarities. 3. to increase students’ sense of global awareness. 4. to develop effective reading and writing skills. 5. to develop a greater understanding of the English language.

The study of a world language can be an enjoyable and enriching experience. It also offers career advantages to the student for whom a world language is an adjunct skill.

Please note that students who are proficient in a given language are not eligible to enroll in year one or year two of that language. Students' proficiency will be established at the discretion of the high school world language teachers

Students may earn world language credit based on the results of a placement test.

312 FRENCH 1 Accelerated 1 Credit Grades 9 - 12

Students will use the language in oral and written communication to express their opinions on everyday topics such as school and family life, foods, and clothing. Reading and listening activities will be designed and used to enable students to function in authentic situations. In addition, students will be introduced to the varied cultures of the Francophone world.

314 FRENCH 2 Accelerated 1 Credit Grades 10 - 12 Prerequisite: French 1

After a brief review of topics mastered in French 1, students will continue to expand their use of the language in situations related to shopping, vacation and traveling in town. Particular attention will be placed on the ability to relate information in the past, present, and future tenses.

316 FRENCH 3 Accelerated 1 Credit Grades 11, 12 Prerequisite: French 2

Emphasis will be placed on students' ability to relate ideas, feelings and opinions on current events and world issues. Students will expand their knowledge of cultures throughout the Francophone world.

311 FRENCH 4/UCONN ECE Honors 1 Credit Grade 12 Prerequisite: French 3

French 4 provides the opportunity to extend the skills of French 3. Much time is devoted to writing with major emphasis on reading, listening, and speaking skills. Reading material stresses and encourages awareness of cultural and human values. Literary studies are attempted, when skills are far enough advanced to make a study rewarding.

Students may enroll in the class for high school credit only, or for high school and college credit at the University of Connecticut. Students who elect to register for the class at UConn may incur a small fee payable to the university. Students who meet the university’s requirements at the end of the course will earn college credit.

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362 ITALIAN 1 Accelerated 1 Credit

Grades 9 - 12

Students will use the language in oral and written communication to express their opinions on everyday topics such as school and family life, foods, and clothing. Reading and listening activities will be designed and used to enable students to function in authentic situations. In addition, students will be introduced to the culture of Italy. 364 ITALIAN 2 Accelerated 1 Credit Grades 10 - 12 Prerequisite: Italian 1

After a brief review of topics mastered in Italian 1, students will continue to expand their use of the language in situations related to shopping, vacation and traveling in town. Particular attention will be placed on the ability to relate information in the past, present and future tenses. 366 ITALIAN 3 Accelerated 1 Credit Grades 11 - 12 Prerequisite: Italian 2

Constant practice in listening comprehension is given through introductory remarks on topics that are both familiar and unfamiliar to the students, using vocabulary that invites attention. Reading is emphasized and attention is given to building the receptive vocabulary essential to the extension of this skill. Writing skill serves as reinforcement but freedom of expression is encouraged at this stage of study. 361 ITALIAN 4/UCONN ECE Honors 1 Credit Grade 12 Prerequisite: Italian 3

More time is devoted to writing than in previous levels. The major emphasis is on reading, but extensive provisions are made for extending the listening comprehension and speaking skills. The reading material stresses and encourages awareness of cultural and human values. Literary studies are attempted, when basic skills are far enough advanced to make such a study rewarding.

Students may enroll in the class for high school credit only, or for high school and college credit at the University of Connecticut. Students who elect to register for the class at UConn may incur a small fee payable to the university. Students who meet the university’s requirements at the end of the course will earn college credit.

352 POLISH 1 Accelerated 1 Credit Grades 9 -12

(Not open to native speakers)

Students will use the language in oral and written communication to express their opinions on everyday topics such as school and family life, school and foods. Reading and listening activities will be designed and used to enable students to function in authentic situations. In addition, students will be introduced to the culture of Poland.

354 POLISH 2 Accelerated 1 Credit Grades 10 - 12 Prerequisite: Polish 1 (Not open to native speakers)

After a brief review of topics mastered in Polish 1, students will continue to expand their use of the language in situations related to professions, sports, cities, and traveling. Particular attention will be placed on the ability to relate information in the past, present and future tenses.

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356 POLISH 3 Accelerated 1 Credit Grades 11, 12 Prerequisite: Polish 2

Constant practice in listening comprehension is given through introductory remarks on topics that are both familiar and unfamiliar to the students using vocabulary that invites attention. Reading is emphasized and attention is given to building the receptive vocabulary essential to the extension of this skill. Writing skill serves as reinforcement but freedom of expression is encouraged at this stage of study. Research studies focus on finding relations between Polish and American cultures. 351 POLISH 4 Honors 1 Credit Grade 12 Prerequisite: Polish 3

A course for students who have already acquired some degree of proficiency in the Polish language. It is particularly intended for students who have come from Poland and who wish to maintain and extend their knowledge of their native tongue. Emphasis is on literature for cultural enrichment and essay writing. 322 SPANISH 1 Accelerated 1 Credit Grades 9 - 12

(Not open to native speakers)

The development of listening, speaking, reading, and writing skills combined with vocabulary acquisition are emphasized. Performance-based assessment focusing on communication is stressed. The integration of culture, history, politics, and geography with language skills serves to round out student comprehension in a present tense format. 324 SPANISH 2 Accelerated 1 Credit

Grades 9 - 12 Prerequisite: Spanish 1 or equivalent (Not open to native speakers) The development of oral comprehension with a focus on the four language skills - listening, speaking, reading, and writing - continues with a systematic review of Spanish 1. Emphasis is then placed on the acquisition of new grammatical structures which are practiced in reading, writing, and speaking activities. Relating information in present, past, and future tenses is also practiced. The cultural components continue to serve as themes in lessons. 326 SPANISH 3 Accelerated 1 Credit Grades 9 - 12 Prerequisite: Spanish 2

Students expand grammar and vocabulary with an emphasis on relating information, ideas, feelings, and opinions. Writing practice reinforces skills and expression. Additional verb tenses are practiced. Cultural awareness continues to be integrated into lessons. Available to Dual Language students from middle school.

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321 SPANISH 4/UCONN ECE Honors 1 Credit Grades 10, 11, 12 Prerequisite: Spanish 3

Spanish 4 provides the opportunity to extend the skills of Spanish 3. More time is devoted to writing than in previous levels. The major emphasis is on reading, but extensive provisions are made for extending the listening comprehension and speaking skills. The reading material stresses and encourages awareness of cultural and human values. Literary studies are attempted when basic skills advance enough to make such a study rewarding.

Students may enroll in the class for high school credit only, or for high school and college credit at the University of Connecticut. Students who elect to register for the class at UConn may incur a small fee payable to the university. Students who meet the university’s requirements at the end of the course will earn college credit. 320 ADVANCED PLACEMENT SPANISH LANGUAGE College 1 Credit Grades 10, 11, 12 Prerequisite: Permission of department chairperson This course follows the core curriculum determined by the College Board. It is designed to give students the equivalent of the third year college course in advanced composition and conversation. Students will receive intense practice in comprehending formal and informal spoken Spanish, composing expository passages, and expressing ideas orally with accuracy and fluency. Reading selections come from Spanish literature. A major objective of this course is to prepare students for the rigorous Advanced Placement examination that will be administered in the spring.

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MATHEMATICS DEPARTMENT

The mathematics curriculum places emphasis on developing: 1) accuracy and facility in performing fundamental mathematical operations, 2) ability to analyze and solve problems of a variety of types and varying degrees of difficulty and 3) an understanding of the nature and structure of mathematics so that students will be able to apply basic principles to entirely new areas. The courses are designed for students to develop competence in common core standards and demonstrate they are college and career ready through collaboration with peers and teachers, written and oral communication, and in analyzing and solving complex, real world problems using standard and creative means. The levels of courses will differ in pace, manner of presentation, and selection of materials.

* With the exception of sophomores who elect to enroll in both Honors Geometry and Algebra II, ONLY seniors are allowed to take TWO math courses—provided they already have one math credit.

Students graduating in 2018, in preparation for college and state requirements are strongly encouraged to complete four credits in math, including Algebra I, Geometry, Algebra 2 or Probability and Statistics. 415 PRE-ALGEBRA Standard 1 Credit

Grades 9, 10, 11 This course is designed to prepare the student for Algebra 1. Topics include positive and negative numbers, pattern representation, exponents, expressions and solving of equations. The second half of the course will explore rate of change, slope, relationships with linear functions and non-linear functions. Problem Solving and real life application of these topics will be constantly used throughout this course. 420 ADVANCED PLACEMENT STATISTICS/UConn ECE College 1 Credit Grades 11, 12 The topics in the course are divided into four major themes: exploratory analysis, planning a study, probability, and statistical inference. Students receive preparation for the Advanced Placement examination in the spring. Students may enroll in the class for high school credit only, or for high school and college credit at the University of Connecticut. Students who elect to register for the class at UConn may incur a small fee payable to the university. Students who meet the university’s requirements (a grade of C, 73 or higher) at the end of the course will earn college credits. 422 PROBABILITY AND STATISTICS Accelerated 1 Credit

Grades 10, 11, 12 Prerequisite: 2 math credits

This course deals with the fundamental concepts involved in collecting, analyzing, and presenting data. Classical probability involving cards, dice, and coins will be explored. Descriptive statistics such as mean, mode, median, range, and standard deviation will be analyzed using authentic and relevant data. 422 TRANSITION TO COLLEGE MATHEMATICS AND STATISTICS Accelerated 1/2 Credit Grades 11, 12 Transition to College Mathematics and Statistics is a Common Core State Standards (CCSS)-

grounded problem – based, inquiry-oriented, and technology rich fourth year high school mathematics

course. The course is developed to help ensure student success in college and careers in an

increasingly technological, information laden, and data driven global society. TCMS was specifically

designed for the large number of students whose undergraduate programs of study do not require

calculus-such as business; management; economics; life, health, and social sciences, and many

teacher preparation programs. Topics in the course will include: Interpreting Categorical Data,

Counting Methods, Mathematics of Financial Decision Making, Informatics, Binomial Distributions and

Statistical Inference, Functions modeling change, spatial visualization and representations, and

mathematics of democratic decision-making.

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427 BUSINESS MATHEMATICS Standard 1 Credit Grades 11, 12 Prerequisite: Must have at least 1 math credit This course is designed to develop skills in performing the fundamental processes involved in mathematics and to develop the ability to apply mathematical knowledge to solve problems. The heart of the course is the real world application of computation skills. Students will apply mathematical fundamentals to realistic situations in a simulated business setting. Spreadsheet and data base applications are used. 431A ALGEBRA 1 Honors 1 Credit Grades 10 This course is designed for students who took 451F (Honors Geometry) in 9th grade and received a grade of D+ or lower. The course covers the same content as the 434 course, but in greater depth. 434 ALGEBRA 1 Accelerated 1 Credit Grades 10, 11, 12 This course is a comprehensive Algebra 1 course. Topics include positive and negative numbers; dependent and independent variables in equations and formulas; fractions, and fractional equations; special products and factoring; powers, roots and radicals; and solving and graphing equations, inequalities and systems of equations. It includes an introduction to quadratic equations, proportions and variation. 451A GEOMETRY Honors 1 Credit Grade: 10 Prerequisite: Algebra 1 This advanced course includes the study of inductive and deductive reasoning, angle measurement and angle relations, parallel lines and planes, congruence of triangles, similarity of polygons, coordinate geometry and area and volume of solids. It provides the necessary background for the study of honors level Algebra 2. 452 GEOMETRY Accelerated 1 Credit Grades 10, 11, 12 Prerequisite: Algebra 1 This course is designed to present a logical development, with emphasis on basic concepts and understanding of geometry. It deals with measurements and relationships of lines, angles, triangles, circles, polygons, and solid figures. Although emphasis is placed on methods of proof, numerical problems are constantly used throughout the course. 453 GEOMETRY Standard 1 Credit Grades 10, 11, 12 Prerequisite: Algebra 1 This course is similar to Geometry 452 but with less emphasis on geometric proofs. 461 ALGEBRA 2 Honors 1 Credit Grades 10, 11 Prerequisite: Geometry (Honors or Accelerated level) This accelerated course is a rigorous study of the real number system, relations and functions. The complex number system, sequences, series, circular functions, matrices and probability are also presented. The graphing calculator is used when appropriate.

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462 ALGEBRA 2 Accelerated 1 Credit Grades 10, 11, 12 Prerequisite: Geometry This course deals with sequences leading to the study of functions. The structure of the number system is developed. A careful treatment of both analytic aspects and practical applications of graphs, equations and trigonometry is presented. This course will expose students to many topics they will encounter on college placement exams. May qualify for college credit (see College Career Pathways section) 463 ALGEBRA 2 Standard 1 Credit

Grades 11, 12 This course is designed to prepare the student for advanced courses in mathematics. Topics include linear functions and inequalities, factoring, complex number operations, logarithms, quadratic functions, and an introduction to trigonometry. 464 ELEMENTARY ALGEBRA Accelerated 1 Credit Grade 12 Prerequisite: Algebra 2 This course is a review of fundamental algorithms of whole numbers, integers, rational numbers, percent, radicals, and numbers with exponents. It will also include writing and simplifying algebraic expressions, creating and graphing linear functions, solving simple equations, solving and graphing systems of linear equations, proportions, and factoring quadratic and cubic expressions. This course is aligned with Central Connecticut State University's Math 099 course. Students who meet specific levels of proficiency will be exempt from the non-credit math class at CCSU or Tunxis. Students will have access to CCSU online vista blackboard and must complete independent computer assignments and take practice assessments. *Students are placed in this course based on prior success in math classes and teacher recommendation. 466/468 SAT PREPARATION – MATHEMATICS Accelerated .5 Credit Fall Semester – Grades 12 (468) Spring Semester – Grade 11 (466) This course is strongly recommended for college-bound students. The new SAT asks you to use the math that you’ll rely on most in all sorts of situations. Questions on the Math test are designed to mirror the problem solving and modeling you’ll do in college math, science, and social science courses, the jobs you hold, and your personal life. This course will teach you how to solve those types of math questions, which are in multiple choice and grid-in form. The new Math test focuses on three areas: (Heart of Algebra-mastery of linear equations and systems, Problem solving and data analysis, and passport to advanced math, which features questions that require the manipulation of complex equations. We will focus on these three key areas plus geometry and trigonometry problems to prepare the student for the SAT. This course will also help the student navigate through the College Board website and help them in their college search and SAT registration. 472 ALGEBRA 3 Accelerated 1 Credit Grades 11, 12 Prerequisite: Geometry and Algebra 2 This course is designed to strengthen and extend algebraic skills for those students who have completed Algebra 2 but do not meet the prerequisite grade requirement to be eligible for Pre-calculus. Topics included in this course are quadratic, polynomial, exponential, logarithmic, and trigonometric functions.

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471 PRE-CALCULUS Honors 1 Credit Grades 11, 12 Prerequisite: Algebra 2 This pre-calculus course includes not only all standard topics, but also integrates the use of technology via the graphing calculator. The wide variety of types and multiple levels of exercises meet many different learning styles. Communication exercises including reading, writing, discussion and visual thinking are presented within applications. 480 ADVANCED PLACEMENT CALCULUS AB College 1 Credit Grade 12 Prerequisite: Pre-calculus This course deals with coordinate systems, algebraic functions and graphs, limits, derivatives and anti-derivatives. The second half of the course includes the definite integral and applications, transcendental functions and formal integration. Students enrolled will be prepared to take the AP exam. 490 ADVANCED PLACEMENT COMPUTER SCIENCE A College 1 Credit Elective credit only AP Computer Science is a course which emphasizes object oriented programming methodology with a concentration on problem solving and algorithm development. The course uses the JAVA programming language to study data structures and program design.

SUPPLEMENTAL PROGRAMS

435A MATH INTERVENTIONS 10 Standard 1 Credit Grade 10 Elective credit only This class is specifically designed for 10th grade students to improve their math skills as measured by the NWEA computer-adaptive test. Focus areas will be algebra and operations and real and complex numbers.

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SCIENCE DEPARTMENT

The Science Education Program in grades 9-12 will:

1. Help students to understand and apply basic concepts, principles and theories of biology, chemistry, physics, and earth and space sciences and their interrelationships.

2. Provide the means for students to explore natural phenomena and understand the natural environment through an inquiry-based approach.

3. Train students to select and properly use appropriate laboratory equipment, materials, and technology, including measuring and sensing devices.

4. Provide students with varied opportunities to identify and solve problems through scientific exploration, including the formulation of hypotheses, design of experiments, use of technology, analysis of data and drawing of conclusions.

5. Develop the students’ understanding of the relevance of science in other academic disciplines and to various career opportunities.

6. Prepare students to apply scientific knowledge in their lives and assist them in becoming active participants in an increasingly technological world.

7. Read and respond critically for a variety of purposes.

8. Utilize listening, speaking and writing skills to communicate effectively for a variety of purposes and audiences.

9. Think critically in order to deduce, analyze, and solve abstract and real world problems across disciplines.

10. Select and employ a variety of resources-including media and technology-in order to find, organize and communicate ideas effectively.

11. Learn to work collaboratively and creatively with others to achieve common objectives.

The level of courses will differ in pace, manner of presentation and selection of materials. The options of course sequences based on student performance and career goals are:

As part of the 3-credit graduation requirement for science, the student must earn at least one credit in a life science and at least one credit in a physical science. These courses must be taken in the science department and are marked with a (P) or (L) beside the course title.

Grade 9: 591 Physical Science – Honors 592 Physical Science – Accelerated 593 Physical Science – Standard Grade 10: 520 Biology – Advanced Placement 521 Biology – Honors 522 Biology – Accelerated 535 Biology – Standard Grade 11/12 Core Electives 540 Chemistry – Advanced Placement 541 Pre-AP Chemistry – Honors 542 Chemistry – Accelerated 543 Chemistry and the Community – Standard 560 Physics – UCONN Early College Experience 561 Physics – Honors 562 Physics – Accelerated 563 Physics – Standard

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Grade 11/12 Additional Electives 510 Environmental Science – Advanced Placement 507 SEPUP – Standard 516 Meteorology – Accelerated 518 Astronomy – Accelerated 524 Forensic Science – Accelerated 533 Botany – Standard 572 Human Biology – Accelerated 587 Zoology – Standard 586 Oceanology – Accelerated *PLEASE SEE OFFERINGS UNDER STEM ACADEMY AND HEALTH ACADEMY FOR ADDITIONAL SCIENCE ELECTIVE COURSES.

GRADE 9 SCIENCE PHYSICAL SCIENCE Physical Science is an integrated study of energy transfers, the chemical structure and properties of matter, how materials cycle through the Earth's system, and how science and technology affect the quality of our lives. Scientific inquiry, literacy, and numeracy skills are developed through hands-on laboratory activities.

GRADE 10 SCIENCE BIOLOGY 520 ADVANCED PLACEMENT BIOLOGY (L) College 1 Credit Meets seven periods per week. This course helps the student prepare for the Advanced Placement Examination that will be given in the spring. Detailed laboratory procedures are an integral part of this course. Principles such as cellular biology, molecular biology, genetics, unicellular and multicellular organisms, comparative anatomy, and plants are covered throughout the year. 521 BIOLOGY (L) Honors 1 Credit Topics covered are ecology, cell energy, evolution, protein synthesis, genetics and cell reproduction. Individual and group lab work is stressed. 522 BIOLOGY (L) Accelerated 1 Credit Topics covered are ecology, cell energy, evolution, protein synthesis, genetics and cell reproduction. Individual and group lab work is stressed. 535 BIOLOGY (L) Standard 1 Credit Topics covered are ecology, cell energy, evolution, protein synthesis, genetics and cell reproduction. Individual and group lab work is stressed.

GRADES 11 AND 12 - CORE ELECTIVES

540 ADVANCED PLACEMENT CHEMISTRY (P) College 1 Credit Grade 12

Prerequisites: Chemistry; completion or concurrent enrollment in pre-calculus recommended Meets seven periods per week. A major objective of this course is to prepare the student for the Advanced Placement Examination that will be given in the spring. Students who plan to major in healthcare, chemical engineering, pharmacy, chemistry or physics, will be adequately prepared by this course. There will be a brief review of first year chemistry and in-depth discussion of chemical kinetics and equilibrium, bonding, thermodynamics, electrochemistry and periodic trends.

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541 PRE-AP CHEMISTRY (P) Honors 1 Credit Grades 11, 12

Prerequisite: Algebra 1; strong math background recommended Meets seven periods per week. This course is designed for the student who plans to continue their studies in the field of science. Emphasis is placed on proper lab techniques, graphing, periodicity, atomic theory, atomic and molecular structure, chemical bonding, principles of reaction, ionic equilibrium and stoichiometric relationships. Laboratory content includes wet analytical techniques (involving precipitation), acid-base concepts, and some instrumental methods where possible. 542 CHEMISTRY (P) Accelerated 1 Credit Grades 11, 12 Prerequisite: Algebra 1 Meets seven periods per week. Course work includes the concepts of a scientific model, chemical calculations, reactions and energy rates, atomic and molecular theories, and bonding. Emphasis is placed on quantitative chemistry and graphical analysis 543 CHEMISTRY AND THE COMMUNITY (P) Standard 1 Credit Grades 11, 12 Meets five periods per week. Chemistry and the Community (ChemCom) satisfies the laboratory science entrance requirement for some colleges. It meets the minimum requirements of individuals who plan to be LP nurses, hospital technicians, or medical secretaries. It is not recommended for students who plan careers in science or engineering. The course is designed to emphasize societal problems whose solutions require some knowledge of chemistry. As part of their search for solutions, students are expected to do laboratory work and written assignments, and participate in decision-making activities. Several topic areas of a traditional chemistry course are covered. 5411 LABORATORY ASSISTANT Honors ½ Credit Grades 11-12 Prerequisite: Chemistry or taking Chemistry concurrently. Permission of Science Dept. Head required. Meets three periods per week, during non-lab days. This course teaches students advanced techniques for working in a laboratory. Students will learn skills such as solution preparation, sample preparation, and organization of both lab equipment and supplies. Students may be involved in ongoing projects in the science department such as the use of hardware and software for microcomputer based laboratory experiments. Students may be required to assist during lab demonstrations and/or lab classes.

560 AP PHYSICS/UCONN ECE (P) College 1 Credit Grade 12 Prerequisite: Algebra 1 and Geometry. Algebra 2 must be completed or taken concurrently.

Although the UCONN Physics includes basic use of trigonometric functions, this understanding can be gained in the UCONN physics course itself.

Meets seven periods per week Students who plan to major in engineering, electronics, chemistry or physics will be adequately prepared by this course. Semester 1 covers Newtonian mechanics (including rotational dynamics and angular momentum); work, energy, and power; fluid mechanics, and mechanical waves and sound. Semester 2 covers Electricity and Magnetism, Optics, Atomic and Nuclear Physics, and Modern Physics Students may enroll in the class for high school credit only, or for high school and college credit at the University of Connecticut. Students who elect to register for the class at UConn may incur a small fee payable to the university. Students who meet the university’s requirements (a grade of C, 73 or higher) at the end of the course will earn college credits.

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561 PHYSICS (P) Honors 1 Credit Grades 11, 12 Prerequisite: Algebra 1 and Geometry. Algebra 2 must be completed or taken concurrently. Meets seven periods per week. This course is intended for those who need a technical background in studies they pursue after graduation. The topics covered are generally the same as in the advanced placement physics course but at a less rigorous level. Students who plan to major in pre-med, nursing, biology, pre-law, etc. will be adequately prepared by this course. Students who plan to major in engineering, electronics, chemistry or physics should take advanced placement physics. Topics covered include mechanics, waves, sound, light, electricity and magnetism. 562 PHYSICS (P) Accelerated 1 Credit Grades 11, 12 Prerequisite: Algebra 1 Meets five periods per week. This is an introductory course where physics is treated conceptually. This course is a path for continued studies in physical science using basic algebra for computations. Topics covered include: mechanics, waves, sound, heat, electricity and light. This course involves laboratory activities as well as teacher demonstrations to ensure student understanding. Physics concepts are introduced by exploring issues in sports, medicine, energy use and communication. This is a practical course in physics that includes many laboratory experiences to develop conceptual understanding. 563 PHYSICS (P) Standard 1 Credit Grades 11, 12 Meets five periods per week. This is an introductory course where physics is treated conceptually more than algebraically. Physics concepts are learned and taught using logic and reasoning more than equations. This course is a path for continued studies in physical science without an emphasis on computations. Topics covered include mechanics, waves, sound, electricity and light. This course involves laboratory activities as well as teacher demonstrations to ensure student understanding. GRADES 11 AND 12 - ADDITIONAL ELECTIVES 510 ADVANCED PLACEMENT ENVIRONMENTAL SCIENCE (L)(P) College 1 Credit Grade 11, 12 Meets seven periods per week. AP Environmental Science is designed to be the equivalent of a one-semester college course in environmental studies. The course provides students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world. Analysis of natural and man-made environmental problems will be conducted both in class and in the field. The relative risks associated with these problems and alternative solutions for resolving and/or preventing them will be evaluated. Field trips may be conducted. 507 SEPUP SCIENCE (L)(P) Standard 1 Credit Grade 11, 12 SEPUP (Science Education for Public Understanding Program) is an issues-oriented approach to current topics in environmental science. The general focus of the course revolves around water related topics. The students develop a basic evidence supported, scientific literacy while exploring important issues related to water resources in the community. Students will also explore current issues in materials science. An intensive laboratory program provides a strong performance-based assessment program throughout the course.

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516 METEOROLOGY (P) Accelerated ½ Credit Grade 11, 12 Prerequisite: Algebra 1 The concepts of temperature, pressure, humidity, and wind, and how these factors are measured will be covered. Physical processes of the atmosphere including such areas as heat transfer, condensation, precipitation, and stability-instability are investigated. Weather changes and forecasting are an integral part of the course.

518 ASTRONOMY (P) Accelerated ½ Credit Grade 11, 12 Prerequisite: Algebra 1 This course covers the nature, origin and evolution of the solar system including the sun, planets, asteroids, comets and meteorites. The origin of the universe, evolution of stars, galaxies, neutron stars and black holes will be discussed. Optional field trip to planetarium.

524 FORENSIC SCIENCE (L) Accelerated ½ Credit Grades 11, 12 Prerequisite: Algebra 1, Biology, Chemistry (or concurrently taking) This course deals with the study of physical evidence left at a crime scene. Topics will include processing the crime scene, fingerprinting, serology, hair, DNA, biotechnology, and anthropology. Lab activities are an essential part of this course.

533 BOTANY (L) Standard ½ Credit Grades 11, 12 This course focuses on plant classification, uses, structure, reproduction, and growth regulators. Plants are cultivated. Course requirements include projects, lab and hands-on activities.

552 HUMAN BIOLOGY (L) Accelerated 1 Credit Grade 12

Successful completion of Chemistry is recommended. Meets five periods per week. It is designed for the student who wishes an in-depth study of the human body. It is very highly recommended for the student interested in a career in nursing, physical education, physical therapy, or other health sciences. Emphasis is placed on the study of the human organism as integrated organs and systems in the role of maintaining homeostatic conditions. The anatomy and physiology of most major systems will be covered in depth. Lab work will include microscope study of various cells and tissue types and mammalian dissections will be required.

587 ZOOLOGY (L) Standard ½ Credit Grades 11, 12 This course is a survey of the animal kingdom to include: animal structures and functions, adaptations to land/sea, and animal diversity. Organisms studied will include sponges, mollusks, echinoderms, arthropods, amphibians, reptiles, fish, birds, and mammals. Laboratory exercises will be included and actual or virtual dissections will be required.

586 OCEANOLOGY (L) (P) Accelerated ½ Credit Grades 11, 12 This course will explore the biological, chemical and physical aspects of marine ecosystems. Biological topics will include species diversity, evolutionary adaptations, and ecological preservation. Physical topics will include marine chemistry, wave properties, temperature distribution, acoustics, and geological features. Laboratory exercises will be included.

PRINCIPLES OF THE BIOMEDICAL SCIENCES IS RECOMMENDED, BUT NOT REQUIRED, FOR STUDENTS WHO PLAN TO TAKE AP BIOLOGY

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CAREER AND TECHNICAL EDUCATION DEPARTMENT Career and Technical Education consists of all courses listed under business education, family and consumer sciences, technology education, Certified Nurse Assistance, STEM courses, and Academy of Finance (AOF).

BUSINESS EDUCATION PROGRAM Students will be prepared to make informed career choices. Students will also gain the skills, knowledge, and competence required for success in meaningful employment, or be qualified to enter post-secondary education. The major goals of business education are to (1) provide curricular in effective leadership and decision-making (2) provide opportunities for students to master skills in career and technological competencies for college and career readiness; (3) to emphasize basic skills in all areas of instruction; (4) to demonstrate the interdependence of academic and business administration (5) to prepare for gainful life employment or to gain necessary competencies for entry to post-secondary schools. The Business Education program will:

1. Provide varied and on-going opportunities for students to develop and apply skills in problem solving, communication, computation, critical thinking and decision-making.

2. Help students to understand and apply economic and personal finance concepts.

3. Prepare students to understand and apply technology in the workplace.

4. Develop the students’ appreciation for the role of business in a global society.

5. Help students to understand the responsibility of each worker in the business and finance

enterprise.

6. Help students to understand the legal and ethical aspects of business.

7. Prepare students to make informed career choices.

College Credits Through College Career Pathways via Tunxis Community College Students who apply through this program and are accepted by Tunxis Community College, may earn college credits if they complete the following Business courses: Computer Applications, Microsoft Office Specialist, Accounting (AOF), Principles of Finance/Money, Business Management. These credits will be issued by Tunxis Community College and may be transferable to other colleges. In addition to earning college credits in Business Education, students may be issued college credits for their high school Algebra II and Chemistry I classes, as well. For further details, contact the department chairperson or Career Center for other articulation agreements.

Student participation in FBLA (Future Business Leaders of America) is recommended to all Business students. The level of courses will differ in pace, manner of presentation and selection of materials. The options of course sequence is recommended based on The Connecticut Career Pathways Initiative for Career & Technical Education. Course sequence/options are not required but merely a recommendation:

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Pathway 1 (Honors*)

Grade Accounting/Finance (AOF)

Marketing/Entrepreneurship Management (business/ sports/hotel)

9 658 Microsoft Excel 636 Principles of Money (AOF)

658 Microsoft Excel 636 Principles of Money (AOF)

658 Microsoft Excel 636 Principles of Money (AOF)

10 601 Career Planning(H) 642 Global Business (AOF)

682 Marketing 1 642 Global Business (AOF)

601 Career Planning(H) 642 Global Business (AOF)

11 628 Accounting (AOF) *Dual Credit Tunxis 631 Financial Accounting (AOF)

684 Marketing 2 611 Business Management *Dual Credit Tunxis

12 688 Entrepreneurship (AOF) 638 Applied Finance (AOF) online *Dual Credit Tunxis

688 Entrepreneurship (AOF) 628 Accounting (AOF)

* Online and Articulated courses are leveled honors. Pathway 2 (Accelerated)

Grade Accounting/Finance (AOF)

Marketing/Entrepreneurship Management (business/ sports/hotel)

9 618 Computer Applications 602 Career Planning

618 Computer Applications 602 Career Planning

618 Computer Applications 615 Introduction to Business

10 636 Principles of Money (AOF) 642 Global Business (AOF)

682 Marketing 1 642 Global Business (AOF)

636 Principles of Money (AOF) 642 Global Business (AOF)

11 628 Accounting (AOF) *Dual Credit Tunxis

684 Marketing 2 616 Business Management

12 688 Entrepreneurship (AOF)

688 Entrepreneurship (AOF) 628 Accounting (AOF)

* Online and Articulated courses are leveled honors.

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“The National Academy Foundation’s (NAF) Academies of Finance (AOF) connect high school students with the world of financial services, offering a curriculum that covers entrepreneurship, banking and credit, financial planning, international finance, securities, insurance, accounting and economics, among many other topics.” These courses introduce students to a wide array of careers. AOF graduates benefit from learning the critical concepts of business management, accounting, and ethics. Academy students must complete four courses by graduation. Courses that satisfy the AOF requirements are identified (AOF)*. NAF TRACK eligibility exists for students completing all requirements in four AOF courses. “NAF’s student certification assessment system validates successful course completion, projects, and internships. By receiving a passing score on End-of-Course exams and satisfactory scores on project and internship assessments, students earn a NAF credential signifying to post-secondary institutions and employers that they are both college and career ready.” www.naf.org AOF Internship Credit is awarded upon completion of two AOF credits and successful completion of an internship. Successful internship is determined by the Work Based Learning Coordinator. NAF education can help you get into college, and even help you get ahead. Some universities award credit for NAF AOF coursework; some restrictions apply. 606 CAREER PLANNING 2 Accelerated ½ Credit Grades 10, 11, 12

Prerequisite: Successful completion of Career Planning 1 is recommended This course is a continuation of Career Planning 1 and addresses NBHS Graduation Requirements beginning with the Class of 2015. The course is designed for the student interested in exploring future career and college options. Career Competencies addressed will include basic skills, customer service, computer literacy, problem solving and decision making, interpersonal communication, personal qualities, and job seeking skills. The employment process is explored through completing a job seeking portfolio, developing interviewing techniques, and acquiring higher level job skills. 602 CAREER PLANNING 1 Accelerated ½ Credit Grades 9, 10 This course addresses NBHS Graduation Requirements beginning with the Class of 2015. The course is designed for the student interested in exploring future career and college options. Career Competencies addressed will include basic skills, customer service, computer literacy, problem solving and decision making, interpersonal communication, personal qualities, and job seeking skills. The employment process is explored through researching career opportunities, completing a career interest inventory, developing a Personal Learning & Career Plan, developing resumes, and acquiring job skills.

Academy of

Finance

AOF

At New Britain

High School

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611 BUSINESS MANAGEMENT Honors 1 Credit

Grades 11, 12 This course introduces the principles and practices of business management. Topics include: Informational and legal foundations for business management, economics, regulatory, and societal environment of business, entrepreneurship, finance and marketing; planning, organizing leading and controlling a business organization. Students will experience a rigorous study and learning experience using technology that integrates various academic disciplines to develop critical thinking skills. Emphasis is placed on enhancing application of math, reading, writing, and communication in a way that has business relevance for each student. Simulations and case studies are explored to develop collaborative analytical skills for lifelong learning. Dual Credit Articulation – College Credit 615 INTRODUCTION TO BUSINESS Standard 1 Credit Grades 9, 10 This course introduces students to the world of business and the dynamics of the business industry while enhancing 21st century skills. Students will explore the range of business industry related to accounting/finance, marketing/entrepreneurship, economics and business law. The course will introduce them to the Volunteer Income Tax Assistance (VITA), Future Business Leaders of America (FBLA) and various industry programs throughout the state. 616 BUSINESS MANAGEMENT Accelerated 1 Credit Grades 10, 11, 12 This course is designed for students who wish to learn how businesses function. Students will develop critical thinking skills needed to operate and manage a business. Topics include a study of the business environment, decision making, communication, human relations, and ethics. In addition, students use 21st century skills to collaborate on research and inquiry skills regarding management theories and application in the workplace. 618 COMPUTER APPLICATIONS Accelerated ½ Credit

Grades 9, 10, 11, 12 This course introduces students to 21st Century technology applications needed to be successful in society. Students will learn various Google applications and Microsoft applications as needed in a technology advancing society. This course addresses NBHS graduation requirements regarding technology and student success plans. The course is designed for students to use proper keyboarding techniques while gaining knowledge in word processing, spreadsheets, and presentation applications with a focus on appropriate internet while incorporating strong communication and language skills needed in all careers. This course is recommended for all students. 628 ACCOUNTING 1 (AOF) Accelerated 1 Credit

Grades 11, 12 This course is an introduction to basic accounting concepts and principles, with an emphasis on their practical application to recording, classifying, and summarizing financial information that flows within a business enterprise. The accounting cycle is examined: along with such areas as sales, purchases, cash receivables, and payroll. This course also incorporates Volunteer Income Tax Assistance (VITA). Students will be trained to become basic tax preparers. Dual Credit Articulation – College Credit. This course is recommended prior to industry work based learning experience in AOF. 631 FINANCIAL ACCOUNTING (AOF) Honors 1 Credit

Grades 11, 12 Financial Accounting is taught as the management tool of modern business with emphasis on the use and interpretation of financial accounting information. The course includes a review of Introductory Accounting principles, advanced accounting theory and analysis of financial reports. This course is designed as a college level course and is recommended for students who are planning to major in accounting, business management, finance or marketing. Computer applications, guest speakers, Business simulations and participation in the Volunteer Income Tax Assistance (VITA) are used to make the curriculum come alive.

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634 ACCOUNTING 2 (AOF) Accelerated 1 Credit

Grade 11, 12 Prerequisite: Accounting 1 Students will learn advanced accounting principles for corporation and partnership accounting. Departmentalized accounting, inventories, payroll procedures (manual and automated), and investing will be learned to provide a solid understanding of accounting. Emphasis is placed on computerized accounting. Careers in the accounting profession are explored. 636 PRINCIPLES OF FINANCE/MONEY (AOF) Accelerated 1 Credit Grade 10, 11, 12 Do you want to learn how to manage your money responsibly? This is the first course students take in the Academy of Finance and introduces students to the financial world. Students develop financial literacy as they learn about the function of finance in society. They study income and wealth; examine financial institutions; lean how businesses raise capital; and study key investment-related terms and concepts. Students also research how innovations have changed the financial services field. Finally, students explore careers that exist in finance today.

638 APPLIED FINANCE (AOF) Accelerated ½ Credit

Grade 11, 12 Prerequisite Student of AOF and Principles of Finance/Money Applied Finance delves into the financial concepts introduced in Principles of Finance/Money. Students learn to identify the legal forms of business organizations and continue to develop an understanding of profit. They learn about various financial analysis strategies and the methods by which businesses raise capital. Students also have the chance to explore, in depth, topics of high interest in the field of finance, and explore the types of careers that exist in finance today. Dual Credit Articulation – College Credit. Possible online option, see your counselor for more information. 642 GLOBAL BUSINESS (AOF) Accelerated ½ Credit Grades 10, 11, 12 This course exposes students to the unique challenges facing firms doing business internationally and to the potential opportunities available to those businesses. Building on concepts introduced in Principles of Finance/Money, Global Business broadens students’ understanding of how businesses operate, grow, and thrive in our ever-changing world.

MOS (Microsoft Office Specialist) Certification Courses 652 MICROSOFT WORD Accelerated ½ Credit Grades 10, 11, 1 Students will learn all the features and functions within Microsoft 2013 necessary to successfully pass the core level MOS certification test. Skills learned will include: creating headers and footers, bullets, section breaks, mail merge, labels, reports, and various menus and toolbars. These certification tests are given independently by Microsoft and are highly valued by potential employers. 658 MICROSOFT EXCEL Accelerated ½ Credit

Grades 10, 11, 12 Students will learn the features and functions of Microsoft Excel 2013 necessary to successfully pass the specialist and expert level MOS Excel tests. Skills learned will include: creating worksheets, using templates, formulas, cell referencing, linking worksheets, data management, and exploring use with other Microsoft applications. These certification tests are given independently by Microsoft and are highly valued by potential employers.

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682 MARKETING 1 Accelerated 1 Credit Grades 10, 11, 12 Students will learn market research, merchandising, distribution, advertising and selling techniques. Students will explore wholesale, retail and service careers. They will learn merchandising, management, advertising, promotion and selling techniques by doing class projects and gaining real world experience through the operation of the school store (Canes Corner). 684 MARKETING 2 Accelerated 1 Credit

Grades 11, 12 Prerequisite: Marketing 1 Students will become more familiar with each area of marketing. They will implement strategies to build brand awareness. They will learn how to assess market segments, understand customer and consumer needs. Product selecting, pricing and creative selling strategies will be used to develop a marketing plan. The marketing plan will include customer profiles and market research.

688 ENTREPRENEURSHIP – Small Business Management (AOF) Accelerated 1 Credit Grades: 11, 12 Recommendations: Student of AOF

Entrepreneurship introduces students to the critical role entrepreneurs play in the national and global economy. Students learn the skills, attitudes, characteristics, and techniques necessary to become successful entrepreneurs. They explore starting a business and learn about the operational issues and financial risks that new businesses face by analyzing a student run business, Canes Customs. Students examine ethical issues and develop a framework for managing them. Finally, students identify the risks, returns, and other aspects of entrepreneurship as a potential career. 699 COOPERATIVE WORK PROGRAM Standard 1 Credit

Grades 11, 12 Recommendation of guidance counselor

This course develops entry level job skills for those students who have entered the world of work, and will continue when they finish high school or continue in their career preparation. In addition to receiving pay for work, students will receive one credit per year and be graded by their employer and CWE coordinator.

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FAMILY / CONSUMER SCIENCES PROGRAM Family and Consumer Sciences Education (FACS) helps prepare students for family life, work life, college and careers by providing opportunities to develop the knowledge, skills, attitudes, and behaviors needed through character development, creative and critical thinking, interpersonal communication, practical knowledge, and Career and Technology preparation. The mission of the family and consumer sciences program is:

1. To develop knowledge and skills that support healthy, functioning individuals in family and work roles.

2. To develop the knowledge, skills, and ethical behaviors needed for employment success. 3. To develop and apply critical thinking skills. 4. To enhance self-esteem and the appreciation of self-worth. 5. To provide career exposure in learning lab environments

Our courses are separated into two distinct pathways. Culinary Pathway: Grade 9/10 713 – Introduction to Culinary Arts Grade 10/11 724 – ProStart Culinary Arts 1 Grade 11/12 728 – ProStart Culinary Arts 2 Child/Education Pathway Grade 10/11/12 748 – Child Development 1 Grade 11/12 752 – Child Development 2 751 – Teacher Cadet 750 – Introduction to Teaching 638 – Kindergarten Classroom Assistant Grade 12 741 – Introduction to Individual and Family Development 754 – Nursery School Aide NON-TRADITIONAL ENROLLMENTS: The Career & Technical Education staff at New Britain High School encourages male students to enroll in Family / Consumer Science classes. Family / Consumer Sciences classes at New Britain High School provide equitable and inclusive opportunities for all students. 638 A/B KINDERGARTEN CLASSROOM EXPERIENCE Accelerated 1½ Credit Grades 11, 12 This course is designed for students interested in pursuing a career in early childhood education or child related field. The volunteer will go by bus at 1:30 to the assigned school and assist in the Kindergarten classroom. A list of possible activities include: reading to the children, playing games, preparing bulletin boards, distributing mail into students’ work folders, assisting with art projects, accompanying children to art classes, etc. The student will never be left alone with a class or group of children. The Kindergarten staff at the school will determine the classroom schedule for the volunteer. A weekly journal of observations and activities will be kept by the high school student and a daily attendance sheet will be signed by the cooperating teacher. Orientation for the volunteers will be held at the high school during the first two weeks of school. Students are dismissed with the elementary students and are provided bussing home.

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713 INTRODUCTION TO CULINARY ARTS Standard ½ Credit Grades 9, 10 Students will be given an introduction to the National Restaurant Association’s ProStart curriculum which prepares students for careers in the restaurant and foodservice industry. The course will explore career opportunities, the history of food preparation and the foodservice industry. Students will also explore food and workplace safety and sanitation practices in the industry, and the elements of customer service. 724 PROSTART CULINARY ARTS 1 Accelerated* 1 Credit Grades 10, 11 Prerequisite: Algebra 1, Part 1 *Students may receive Honors quality points for receiving at least an 80% average in the course and 70% or above on the National Restaurant Association Educational Foundation’s (NRAEF) ProStart 1 competency exam. The ProStart® Program is a two-year industry-based national program that prepares students for careers in the restaurant and foodservice industry. Students gain valuable restaurant and foodservice skills through their academic and workplace experiences. Year 1 covers the topics of Successful Customer Relations, Preparing and Serving Safe Food, Preventing Accidents and Injuries, Kitchen Basics, Foodservice Equipment, Nutrition, Controlling Foodservice Costs, Working with People, Business Math, Breakfast Foods and Sandwiches, Salads and Garnishes, and Fruits and Vegetables. 728 PROSTART CULINARY ARTS 2 Accelerated* 1 Credit Grades 11, 12 Prerequisite: ProStart Culinary Arts 1 *Students may receive Honors quality points for receiving at least an 80% average in the course and 70% or above on the National Restaurant Association Educational Foundation’s (NRAEF) ProStart 2 competency exam. This second year course allows students to continue the work they began in year one. Year 2 topics include Preparing for a Successful Career, The History of Foodservice, Potatoes and Grains, the Lodging Industry, The Art of Service, Desserts and Baked Goods, Marketing and the Menu, Purchasing and Inventory Control, Meat, Poultry and Seafood, Standard Accounting Practices, Stocks, Soups and Sauces, Tourism and the Retail Industry, and Communicating with Customers. Students will be encouraged to arrange and complete a mentored worksite experience. Students who successfully complete the NRAEF Prostart 1 & 2 competency exams may be eligible to receive 3 credits at Manchester Community College. In addition, students’ completing the worksite experience, will receive NRAEF certification. 740 INTRO TO INDIVIDUAL AND FAMILY DEVELOPMENT/UConn ECE College 1 Credit Grades 11, 12 This course is designed as an introduction to the field of Human Development and Family Science. The course provides students with an understanding of individual and family development over the life span, from pre-natal development to old age. The course will focus on the developing individual in the context of the family system and the changes that occur in the family system over time. Students will have the opportunity to apply for UCONN college credit for this course (HDFS 1070) in the Early College Experience program (ECE). Students may be eligible for 3 UCONN credits provided the students achieve a minimum grade of C for the course work and they complete 40 internship hours.

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748 CHILD DEVELOPMENT 1 Accelerated 1 Credit

Grades 10, 11, 12 This is a two-semester course designed for students interested in learning about and working with children. Academic classes are alternated with practical experience in the Little Cane’s Academy. Students will use critical thinking skills to plan appropriate activities and communicate effectively with preschoolers. .Academic topics will include physical, intellectual, social and emotional development, reproduction, genetics, prenatal development, and the birth process. Nursery school opportunities will include observing and interacting with pre-school age children, planning and presenting learning activities. 752 CHILD DEVELOPMENT 2 Accelerated 1 Credit Grades 11, 12

Prerequisite: Child Development 1 This course is designed to acquaint students with the field of early care and education and continue their study of children upon completion of Child Development 1. Foundations of early childhood education, curriculum content and significant aspects of child growth and development will be presented. Students will work collaboratively with preschoolers and instructors in NBHS’s Little Cane’s Academy while they delve into various areas of study. Upon successful completion of the course students can receive 3 college credits from Tunxis Community College. 754 NURSERY SCHOOL AIDE Accelerated 1 Credit Grade 12 Prerequisite: Two years of Child Development Courses and Teacher Recommendation Limited to two students per period; scheduled along with students in Child Development 1. This course is for students with a keen interest in children and who plan to pursue a career in the field of child development. Responsibilities include setting up the nursery school as well as participating in the daily operation of the nursery school as well as completing individual assignments and projects relating to children's emotional, social and intellectual growth. 751 TEACHER CADET Honors 1/2 Credit

Grades 11, 12 This course is offered to all students interested in pursuing a career in education or working with children. It is a study of the history, development, organization and practices of preschool, elementary, and secondary education. Class instructional design consists of lecture, discussions, and field experiences. Students will work to express through various forms of written and oral communication. The primary goal of the course is to encourage academically able students who possess exemplary interpersonal and leadership skills to consider teaching as a career. A secondary goal of the course is to provide these talented future community leaders with insights about teachers and schools so that they will be civic advocates of education. Students will spend the first semester at New Britain High School and receive .5 credit. Those who receive an 80% or above will be granted the opportunity to take the Introduction to Teaching Course offered by Central Connecticut State University at New Britain High School. 750 INTRODUCTION TO TEACHING/CCSU COURSE CREDIT College 1/2 Credit Grades 11, 12 This course will be offered during the spring semester and will explore the issues related to teaching, schools, learning, and cultural and academic diversity in education. This inquiry-based course includes observation, case analysis, examination of students’ beliefs, and research on learning and teaching. Students will work on individual and collaborative learning experiences. This course is offered to students interested in possible careers in teaching or related fields. Field work in the elementary schools is an integral part of this course. Upon successful completion students will receive 3 college credits from Central Connecticut State University.

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THE NEW BRITAIN ACADEMY FOR HEALTH PROFESSIONS

MEDICAL CAREERS PROGRAM

The objectives of the Medical Careers Program are:

1. To have students develop an understanding of the theory, concepts, technical knowledge and analytical abilities that will enable them to deliver healthcare in hospitals, nursing homes, clinics, and in the home where sick, injured, and disabled people are treated and cared for.

2. To acquire the psychomotor and competency skills needed to successfully deliver healthcare.

3. To stimulate the student to seek further education and knowledge in the field of healthcare.

Please note that health academy courses may fulfill the graduation requirement for STEM. Pathway 1 (Honors) - PLTW Grade 9/10 581 – BMS 1: Principals of the Biomedical Sciences Grade 10/11 551 – BMS 2: Human Body Systems *Note: Students completing PBS 581 have

priority enrolling in HBS. Grade 11/12 501 – BMS 3: Medical Interventions Grade 12 5101 – BMS 4: Biomedical Innovation Pathway 2 (Accelerated) – HealthCare Science (HCS) - Career Exploration Grade 9 768 – HCS 1: Discover Healthcare Grade 10 782 – HCS 2: Principles of Healthcare Science Grade 11 784 – HCS 3: Advanced Healthcare Career Exploration Grade 12 792 – HCS 4: Practicum in Healthcare – Clinical Rotations Additional Courses Grade 11/12 786 Exploration of Allied Health Programs Grade 12 (11) 764 Nursing Assistant Grade 12 (11) 766 Hospital Training Grade 12 758 Emergency Medical Technician

Pathway 1 (Honors) – Project Lead The Way Biomedical Science (BMS) Program The PLTW Biomedical Sciences (BMS) Program is a sequence of courses, all aligned with appropriate national learning standards, which follow a proven hands-on, real-world problem-solving approach to learning. Students explore the concepts of human medicine and are introduced to topics such as physiology, genetics, microbiology and public health. Through activities, like dissecting a heart, students examine the processes, structures and interactions of the human body – often playing the role of biomedical professionals. They also explore the prevention, diagnosis and treatment of disease, working collaboratively to investigate and design innovative solutions to the health challenges of the 21st century such as fighting cancer with nanotechnology.

Throughout BMS, students acquire strong teamwork and communication practices, and develop organizational, critical-thinking, and problem-solving skills. Along the way students investigate a variety of careers in biomedical sciences.

The program is designed to prepare students to pursue a post-secondary education and career in the biomedical sciences. Taking all four BMS courses may qualify a student for up to 12 college credits.

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581 BMS 1 – PRINCIPLES OF BIOMEDICAL SCIENCES Honors* 1 Credit

Grade 9 &10 Students investigate the human body systems and various health conditions including heart disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases. They determine the factors that led to the death of a fictional person, and investigate lifestyle choices and medical treatments that might have prolonged the person’s life. The activities and projects introduce students to human physiology, medicine, research processes and bioinformatics. This course is designed to provide an overview of all the courses in the Biomedical Sciences program and lay the scientific foundation for subsequent courses.

Students may receive college quality points for receiving at least an 80% average in the course and a 6 or higher on the PLTW End of Course. Principles of The Biomedical Sciences qualifies for one honors credit as part of the 3-credit graduation requirement for a life science course. 551 BMS 2 - HUMAN BODY SYSTEMS Honors* 1 Credit

Students completing PBS 581 have priority enrollment in HBS Grade 10, 11

Students examine the interactions of body systems as they explore identity, communication, power, movement, protection, and homeostasis. Students design experiments, investigate the structures and functions of the human body, and use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration. Exploring science in action, students build organs and tissues on a skeletal manikin, work through interesting real world cases and often play the role of biomedical professionals to solve medical mysteries.

Students may receive college quality points for receiving at least an 80% average in the course and a 6 or higher on the PLTW End of Course. Human Body Systems qualifies for one honors credit as part of the 3-credit graduation requirement for a life science course. 501 BMS 3 - MEDICAL INTERVENTIONS Honors* 1 Credit Grade 11 and 12 Prerequisite BMS 1 or BMS 2 Students investigate the variety of interventions involved in the prevention, diagnosis and treatment of disease as they follow the lives of a fictitious family. The course is a “How-To” manual for maintaining overall health and homeostasis in the body as students explore: how to prevent and fight infection; how to screen and evaluate the code in human DNA; how to prevent, diagnose and treat cancer; and how to prevail when the organs of the body begin to fail. Through these scenarios, students are exposed to the wide range of interventions related to immunology, surgery, genetics, pharmacology, medical devices, and diagnostics. Lifestyle choices and preventive measures are emphasized throughout the course as well as the important roles scientific thinking and engineering design play in the development of interventions of the future.

Students may receive college quality points for receiving at least an 80% average in the course and a 6 or higher on the PLTW End of Course. Medical Interventions qualifies for one honors credit as part of the 3-credit graduation requirement for a life science course.

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5101 BMS 4 - BIOMEDICAL INNOVATION Honors* 1 Credit

Grade 12 Prerequisite BMS 2 and BMS 3

In this capstone course, students apply their knowledge and skills to answer questions or solve problems related to the biomedical sciences. Students design innovative solutions for the health challenges of the 21st century as they work through progressively challenging open-ended problems, addressing topics such as clinical medicine, physiology, biomedical engineering and public health. They have the opportunity to work on an independent project and may work with a mentor or advisor from a university, hospital, physician’s office, or industry. Students will be expected to present the results of their work to an adult audience, which may include representatives from the local healthcare or business community or the school’s PLTW® partnership team.

Students may receive college quality points for receiving at least an 80% average in the course and a 6 or higher on the PLTW End of Course. Medical Interventions qualifies for one honors credit as part of the 3-credit graduation requirement for a life science course.

Pathway 2 (Accelerated) – HealthCare Science (HCS) - Career Exploration Recommended for students interested in healthcare careers that require less than four years of education after High School.

Students in this pathway of study may earn up to 13 college credits at Tunxis Community College (TCC) providing the following requirements are met: There are 4 courses that must be taken during the junior and senior year. These courses are:

1. HCS 2: Can be taken in 10th grade and HCS 3: Must be taken in 11th or 12th grade. Students must take both courses; together these courses are equal to HTL 103 – Health Careers Investigation, the healthcare concentration course at TCC;

2. Algebra 2 3. Chemistry with lab 4. Teen Leadership

Students must also:

Complete a Career and Technical Education application – Career Center and Guidance Department staff Guidance will assist you

Pass TCC exams related to these courses These credits are accepted at all 12 Community Colleges in Connecticut and are transferrable to CCSU and UConn.

768 HCS 1- DISCOVER HEALTHCARE Accelerated ½ Credit

Grade 9 This course teaches students about the evolution of the healthcare industry and helps them to develop leadership skills. Through the course, students will build a foundation of medical terminology and basic anatomy, as well as wellness and health promotion concepts. They will explore the range of healthcare professions, develop life skills and have the opportunity to engage in career planning. Students will learn to view healthcare from the perspective of both the consumer and as future healthcare professionals. The course will introduce them to the Central Connecticut Area Health Education Center (Central AHEC) and its healthcare programs for youth and to the Health Occupation Students of America (HOSA) organization.

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782 HCS 2: PRINCIPLES OF HEALTHCARE SCIENCES Accelerated* 1 Credit Grade 10 Students who have taken HCS1 have priority enrollment in HCS2 This course is designed to introduce students to the various aspects of and career opportunities in healthcare. Healthcare is a large and growing employment sector and requires a workforce with diverse talents. Topics to be covered in this course include, but are not limited to, the terminology of healthcare; an overview of the varied healthcare occupations; basic principles and dimensions of healthcare. Experiences such as site visits, job shadows, hands-on and E-learning will be integrated as appropriate. Students will be introduced to professional organizations that represent the various healthcare professions and are encouraged to join the Health Occupations Students of America (HOSA). Students will be involved in any or all of the following activities: career exploration, field trips to healthcare organizations, laboratory experiences, job shadowing, service learning and speak with healthcare professions role models. Students will participate in a health themed team project that will be presented at the spring NBAHP Health Fair. 784 HCS 3: ADVANCED HEALTHCARE CAREER EXPLORATIONS Accelerated 1 Credit Grade 11 - Prerequisite: HCS 2 (Recommended) This specialized course is designed to prepare potential health care workers, preferably juniors and seniors, for performance in an advanced technical or professional health career. Emphasis is placed on professional development, communications, safety, bioethical/legal practices, healthcare delivery systems, assessment and diagnostic practices, health maintenance practices, and problem-solving and decision-making. Students will explore in-depth the critical job categories/occupations identified by our primary healthcare partners, Hospital for Special Care and The Hospital of Central Connecticut. Careers and occupations currently in greatest demand, those that will meet anticipated future needs, and those that are difficult to fill when openings occur such as nursing, physical therapy, respiratory therapy, pharmacy, radiology and nuclear medicine technicians and others will be explored. In addition, students will have the opportunity to learn more about certificate programs that can be achieved while in high school or soon after graduation. Skills in mathematics, science, and communications are reinforced in this course. Work-based learning strategies include the development of individualized clinical skills specifically related to a selected mentorship with an exemplary health professional. HOSA activities support networking with health care agencies and professionals through the development of clinical expertise and volunteerism 792 HCS 4: PRACTICUM IN HEALTHCARE – CLINICAL ROTATIONS Accelerated 1 Credit

Grade 12 - Prerequisite: HCS 2 and HCS 3 Required This multidisciplinary senior level health science course exposes students to 9 weeks of stimulating, challenging, and dynamic experiences in a variety of healthcare settings. The course includes didactic and practical experience. Based on career interests, students will participate in unpaid internships at selected healthcare facilities, such as Hospital for Special Care, The Hospital of Central Connecticut, the University of Connecticut Health Center, Community Health Center, Inc., and other practice settings. Students are responsible for their own transportation to facilities. They will assist in the selection of clinical sites and will observe healthcare professionals in a minimum of three specialties, one of which will be the focus of their capstone project. They will be able to assist in delivery of patient care to the extent allowed by law. Students will identify a mentor - a healthcare professional or a teacher - to guide them in their capstone project research which will culminate in a research paper, a poster presentation and PowerPoint slides.

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Additional Healthcare Courses

786 EXPLORATION OF ALLIED HEALTH PROGRAMS Grade 11 (Grade 12, if space is available) Accelerated ½ Credit This course is designed to introduce students to the various allied health programs that lead to job opportunities in healthcare. Some of these programs can be started while in high school and be completed upon graduation. Others can actually be completed in the senior year. Some of the programs require an internship component, others do not. All programs will have a practical component. In this course students will explore all the programs offered through the Connecticut Community Colleges’ Health Career Academy. This virtual model is designed to develop and disseminate health career information across all 12 community colleges and partner agencies, promote professional development and help students make informed educational and training decisions.

758 EMERGENCY MEDICAL TECHNICIAN (EMT) Accelerated 1 Credit

Grade 12 Prerequisite: Application required (available in the Guidance Office) Program will be offered through the New Britain EMT office during evening and summer hours. There is a student fee for this course that will be partially reimbursed upon successful completion of the course. Basic training is an entry-level program designed for individuals interested in beginning a career in pre-hospital care. The EMT-Basic course will be taught under the auspices of a State of Connecticut Certified Emergency Medical Services Instructor (EMSI). The EMT-Basic curriculum requires a minimum of 120 hours be spent in didactic lectures and skill labs, ten hours of observation in an emergency department and ten hours of observation with an emergency ambulance crew. Upon completion of the course, the student must successfully pass a written and practical board certification examination requiring up to an additional 8 hours in order to become certified. Students under the age of 18 must have parental permission.

764 NURSING ASSISTANT (OCCUPATIONAL) Accelerated 1 Credit Prerequisite: Application required (available in room 117) 766 HOSPITAL TRAINING Accelerated ½ Credit Grade 11 & 12

Prerequisite: Application required (available in room 117) 764/766 is a combined two-semester course designed for all students who want to learn the medical principles, terminology, and competency skills of basic hospital patient care. It is highly recommended for the student interested in pursuing a medically oriented career such as a doctor, nurse, nursing assistant, physical or occupational therapist, X-ray technician or lab technician. The course focuses on learning the skills of a Nursing Assistant and participates in hospital based training at Hospital for Special Care, The Hospital of Central Connecticut, and local nursing homes under the direct supervision of a Registered Nurse instructor. You will learn how to deliver patient care, techniques used in CPR, the Heimlich maneuver, how to use thermometers, the Hoyer lift, and sphygmomanometers. The successful completion of academic work, and clinical training allows you to take the skills and computerized certification test, which is done through Prometric at New Britain High School, in the spring.

LAW, PUBLIC SAFETY AND SECURITY 788 FIREFIGHTING Accelerated 1 Credit Grades 11, 12 Meets five periods per week. This is a fundamental course in firefighting technology. The program will enable students to gain insight and understanding relative to career path preparation needed for firefighting and other related areas of public service. This includes the job of a paid or volunteer firefighter in cooperation with police and emergency medical technicians. A variety of instructional approaches including demonstrations, hands-on lab work, guest speakers, and research will be included. Students will apply math and science skills and will discuss social, political and environmental impacts relative to the field of firefighting. The Firefighting course will be taught under the auspices of a City of New Britain firefighter instructor and will also involve New Britain Emergency Medical Services personnel.

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Students who have an interest in exploring the STEM (Science, Technology, Engineering, and Mathematics) professions can choose to follow one of two STEM Pathways; Pathway 1- STEM careers in math and computer science or Pathway 2 – STEM careers in environmental science. Students involved in the NBHS STEM Math & Science Academy will be involved in any or all of the following activities: Career exploration Field trips to STEM facilities Laboratory experiences Job shadowing Service learning Other as identified by students, teachers, mentors and related stakeholders

Recommended sequence of courses: Grade 9 or 10 Introduction to STEM Math and Science Careers Grade 10 Vex Robotics Grade 11 Introduction to Computer Science or Environmental Science Grade 12 AP Computer Science or AP Environmental Science

804 INTRODUCTION TO STEM MATH & SCIENCE CAREERS Accelerated 1 Credit Grade 9, 10 This foundation course introduces students to career opportunities in STEM, mathematics and science. The need for skilled workers trained in the different science, technology, engineering, and mathematics (STEM) fields is increasing dramatically. Topics to be covered in this course include, but are not limited to, basic concepts, processes and skills in technology and engineering; an overview of the varied STEM occupations; robotics, computer systems, publishing applications, and environmental management. This course is recommended for students who have an interest in computers, math, problem solving, and environmental issues.

806 PROBLEM SOLVING IN ENGINEERING/VEX ROBOTICS Accelerated 1 Credit Grade 9, 10 Students will begin by learning about engineering and engineering problem solving. They will be given introductions to VEX EDR robots and Autodesk® Inventor®. In Unit 5 students will be presented with an engineering challenge; they will need to build a robot to play a sport-like game. After this, the rest of the curriculum walks students through the design of their robot while presenting them with relevant STEM and Robotics principles. At the end of the course, students compete head-to-head with their robots.

The New Britain High School

STEM in Math & Science Education

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TECHNOLOGY EDUCATION The Technology Education program in the New Britain Public Schools is intended to help students to become technologically literate citizens. Through the use of systems and processes students will explore the world of technology and assist in developing solutions to society’s technological problems. The knowledge and skills acquired through these experiences will enable students to actively participate in shaping their future and prepare them for the 21st century. Program goals are:

1. Evaluate the effects of existing and emerging technologies on people and the environment over time.

2. Recognize the scope of technology and evaluate the impact and influence technology has on society, culture and the environment – past, present and future.

3. Develop and use strategies for adjusting to new technologies and changing interactions among science, technology and society.

4. Develop cognitive and psychomotor problem-solving skills through applied research, design, production, operation and analysis of technological systems (informational, physical and biological).

5. Safely and effectively use resources, processes, concepts and tools of technology. 6. Create devices for solving problems, using creativity and concepts of design and technology. 7. Understand the influences of technology on consumer and career choices.

*Technology here is defined as the use of knowledge and resources to modify the natural environment, satisfy human needs, solve problems and extend human capabilities which improve the quality of life on earth.

NON-TRADITIONAL ENROLLMENTS: The Career & Technical Education staff at New Britain High School encourages female students to enroll in Technical Education classes. Technical Education classes at New Britain High School provide equitable and inclusive opportunities for all students.

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Students who have an interest in exploring the STEM (Science, Technology, Engineering, and Mathematics) professions can choose to follow one of two STEM Pathways; Pathway 1- Project Lead The Way Pre-Engineering Curriculum, or Pathway 2- which begins with Explorations in STEM Careers and is one of several offerings which will include additional courses that may lead to certification. Students involved in the NBHS STEM Technology Academy will be involved in any or all of the following activities: Career exploration Field trips to STEM facilities Laboratory experiences Job shadowing Service learning Other as identified by students, teachers, mentors and related stakeholders 802 EXPLORATIONS IN STEM CAREERS Accelerated 1 Credit Grade 9, 10 This foundation course introduces students to career opportunities in STEM, technology and engineering. The need for skilled workers trained in the different science, technology, engineering, and mathematics (STEM) fields is increasing dramatically. Topics to be covered in this course include, but are not limited to, basic concepts, processes and skills of technology and engineering; an overview of the varied STEM occupations; engineering design and modeling and engineering systems; and desktop publishing applications. This course is recommended for students who have an interest in technology but need more exploration to choose a pathway such as engineering, manufacturing, graphics.

HIGH SCHOOL PRE-ENGINEERING CURRICULUM: PROJECT LEAD THE WAY (PLTW)

This is a four-year sequence of courses which, when combined with traditional mathematics and science courses in high school, introduces students to the scope, rigor and discipline of engineering prior to entering college. In addition, students will benefit greatly from the knowledge and logical thought processes that result from taking some or all of the courses provided in the curriculum.

PLTW's flexible course sequences and our introduction of new courses recognize the importance of recruiting and retaining all students in our program, students' math and science sequences, and their career goals by dividing our courses into three groups: Foundation, Specialization, and Capstone. PLTW courses provide equitable and inclusive opportunities for all academically qualified students without regard to gender or ethnic origin.

RECOMMENDED SEQUENCE OF COURSES

PROJECT LEAD THE WAY PROGRAM (PLTW):

Grade 9: or 10 Principles of Engineering Grade 9 or10 Introduction To Engineering Design Grade 11 or 12 Select any one: Digital Electronics (Foundation)

Computer Integrated Manufacturing (Specialization) Civil Engineering and Architecture (Specialization)

The New Britain High School

STEM in Technology Education

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821 INTRODUCTION TO ENGINEERING DESIGN (PLTW) Honors* 1 Credit Grades 9, 10, 11, 12

Prerequisites: Concurrent enrollment in accelerated or higher science and math (see College Career Pathways section)

*Students may receive college quality points for receiving at least an 80% average in the course and 70 or above on the college credit exam This is a foundation course that teaches problem-solving skills using a design development process. Models of product solutions are created, analyzed, and communicated using 3D solid modeling computer design software.

831 DIGITAL ELECTRONICS (PLTW) Honors* 1 Credit Grades 10, 11, 12

Prerequisites: Concurrent enrollment in accelerated or higher science and math Digital Electronics qualifies for one-half honors credit as part of the 3-credit graduation requirement for a physical science course. *Students may receive college quality points for receiving at least an 80% average in the course and 70 or above on the college credit exam. This is a foundation course in applied logic that encompasses the application of electronic circuits and devices. Computer simulation software is used to design and test digital circuitry prior to the actual construction of circuits and devices.

841 PRINCIPLES OF ENGINEERING (PLTW) Honors* 1 Credit Grades 9, 10, 11, 12 Prerequisites: Concurrent enrollment in accelerated or higher science and math

Principles of Engineering qualifies for one-half honors credit as part of the 3-credit graduation requirement for a physical science course. *Students may receive college quality points for receiving at least an 80% average in the course and 70 or above on the college credit exam. This course helps students understand the field of engineering/engineering technology. Exploring various technology systems and manufacturing processes assists students in learning how engineers and technicians use math, science, and technology in an engineering problem-solving process to benefit people.

851 COMPUTER INTEGRATED MANUFACTURING (PLTW) Honors* 1 Credit Grades 11, 12 Prerequisites: Concurrent enrollment in accelerated or higher science and math.

Introduction to Engineering Design (PLTW) and Metals 2 is recommended. *Students may receive college quality points for receiving at least an 80% average in the course and 70 or above on the college credit exam. CIM is a specialization course that applies principles of prototyping, robotics, and automation. It builds on the solid modeling skills developed in Introduction to Engineering Design. Students use computer-controlled equipment to solve problems by constructing models of their three-dimensional designs. Students are also introduced to the fundamentals of robotics and to how this equipment is used in an automated environment. Students evaluate their design solutions using various techniques and modifications before they produce the prototype. 861 CIVIL ENGINEERING AND ARCHITECTURE (PLTW) Honors* 1 Credit

Grades 11, 12 Prerequisites: Concurrent enrollment in accelerated or higher science and math.

Introduction to Engineering Design or CADD 2 (see College Career Pathways section)

*Students may receive college quality points for receiving at least an 80% average in the course and 70 or above on the college credit exam. Students will use Rivet which is a state of the art 3D design software package form Autodesk to solve real world problems and communicate solutions to hands-on projects and activities. This specialization course covers topics such as the roles of civil engineers and architects, project planning, site planning, building design, project documentation and presentation.

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816 AUTOMOTIVE TECHNOLOGY 1 Accelerated 1 Credit Grades 9, 10, 11, 12 This class offers students the opportunity to learn how to solve problems with tools. Lab safety will be emphasized, and hand tool skills will be focused on, with some power tool skills as well. The class will be centered around a year-long small-engine project (i.e., lawnmower engine). Students will disassemble, clean, sandblast, paint, reassemble, and run their engine project. Worn or broken parts will be replaced, and students will need to purchase a gasket set ($5--$20) to run their engine. Students can then take their running engine home, or sell it, as they wish. Students are strongly encouraged to find a used small engine for this class, running or not. This is a great class for any career, as the ability to repair broken items will benefit students throughout their lives, regardless of their vocation. 817 AUTOMOTIVE TECHNOLOGY 2 Accelerated 1 Credit Grades 10, 11, 12 Prerequisite Automotive Technology 1 This class offers students the opportunity to further develop their mechanical problem-solving skills. Lab safety will be emphasized, and both hand and power tool skills will be developed. The class will be centered around automotive theory, and automotive repair, though students may work on any mechanical project, including Senior Capstone Projects, with the Instructor’s permission. Students are strongly encouraged to bring projects to class that they can work on, for extra credit. This is a great class for any career, as the ability to repair broken items will benefit students throughout their lives, regardless of their vocation.

843 METALS PROCESSING 1 Standard 1 Credit Grades 10, 11, 12 This course is a comprehensive study and exploration of the processes and operations related to the manufacturing of metal products. Emphasis will be placed in the fundamentals of working with metals using both hand and power tools. Experiences will expose students but not limit to sheet metal processing, foundry, precision measuring and machine operations. The metals processing course provides students with a general introduction to the material processing and management components of a manufacturing enterprise. The content and activities reflect the Connecticut Career Clusters of Construction: Technologies and Design and Technologies: Manufacturing, Communications, and Repair. 846 METALS PROCESSING 2 Accelerated 1 Credit Grades 10, 11, 12

Metals Processing 2 is a continuation of Metals Processing 1 with greater complexity. Emphasis will be placed on expanding existing skills and acquiring new processes of working with metals. Experiences will build upon previous concepts with relation to career planning and technological awareness in the manufacturing field. Development of a conceptual understanding of the mechanical processes of separating, forming and combining through hands-on activities. The student uses the managed sequence of manufacturing processes to convert a designer's conceptualization into a product that is manufactured.

853 GRAPHIC COMMUNICATIONS 1 Standard 1 Credit Grades 10, 11, 12 Communications is a major industry in our world. More than half of the American population is involved with the generation, manipulation, storage, transmission, or marketing of information. Students will be introduced to the world of desktop publishing and the field of computer generated art. Adobe Photoshop and Adobe Illustrator are used to prepare the students for a career within this profession. The students learn terminology, technical systems, and processes used by the industry and with the graphics school run business Canes Customs.

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856 GRAPHIC COMMUNICATIONS 2 Accelerated 1 Credit Grades 11, 12 This is a continuation of Graphic Communication 1 with more advanced levels of work in the printing industry. Including running school based graphics business Canes Customs. Emphasis on advanced desktop publishing techniques, advanced digital artwork introduction to Adobe Photoshop and

introduction to Internet web design using Macromedia MX and animation using Macromedia Flash. 873 CONTRUCTION 1 Standard ½ Credits

Grades 9, 10, 11, 12 Students will be introduced to computer aided drawing in 3D Kitbuilder and Google Sketch Up. They will use West Point Bridge Builder to create blueprints then create model bridges. Courses to take following Construction 1 include but not limited to Construction 2 or Principles of Engineering offered in STEM. 876 CONSTRUCTION 2 Accelerated 1 Credit Grades 10, 11, 12 Construction 2 course provides students with a working understanding of the key elements associated with designing, planning, and constructing a structure on-site. Students learn major concepts through hands-on activities, using contemporary construction tools and materials. Activities involve a variety of types of construction, such as utility sheds, outdoor furniture, and other wood-based projects. Emphasis is placed on student understanding of the major concepts of construction technology as well as the interrelationship of management and production. The content and activities reflect the Connecticut Career Pathway of Design/Pre-Construction. 884 GRAPHIC ARTS Accelerated ½ Credit Grades 9, 10, 11, 12 Students will learn terminology, technical systems, and processes used by the graphics industry with sample activities that support those understandings. The main programs used will be Adobe Illustrator, along with Adobe Indesign and Adobe Photoshop programs. Students will complete a portfolio using digital photography and the Internet. 886 WEB SITE DESIGN 1 Accelerated ½ Credit

Grades 9,10, 11, 12 Web Design provides a hands-on introduction to designing, building, and launching websites. First students learn how the World Wide Web works, and they examine successful websites. Then they learn the basics of HTML coding and create their own web pages. From there, students explore various web development tools, the principles of design, usability and accessibility issues, and web-based publishing tools. Finally, students get a chance to discover what types of web design careers exist today. 888 WEB SITE DESIGN 2 Accelerated ½ Credit Grades 10, 11, 12 Prerequisite: Web Site Design 1 This course continues the work begun in Web Site Design 1 and introduces more sophisticated software programs used in web site creation.

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894 DIGITAL VIDEO PRODUCTION SCHOOL NEWS Accelerated ½ Credit Grades 10, 11, 12 Digital Video Production provides a hands-on introduction to digital video. The course guides students through all phases of digital video production, including pre-production and planning, executing and managing a video shoot, and editing and post-production techniques. Students focus on script writing and interviewing techniques to create stories for Hurricane Happenings, the school newscast. Finally, students have a chance to discover the types of careers that exist in digital media and design today.

896 DIGITAL VIDEO PRODUCTION DOCUMENTARY Accelerated ½ Credit Grades 10, 11, 12 Digital Video Production provides a hands-on introduction to digital video. The course guides students through all phases of digital video production, including pre-production and planning, executing and managing a video shoot, and editing and post-production techniques. Students focus on the creation of documentary type video. They will have the opportunity to enter contests and publish to You Tube. Finally, students have a chance to discover the types of careers that exist in digital media and design today.

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FINE ARTS DEPARTMENT

“There is no business in the United States that is not, in some way, dependent on the arts” (Sterling, Carol). Pyramids, cathedrals and rockets exist not because of geometry, theories of structures or thermodynamics, but because they were first a picture-literally a vision-in the minds of those who built them. Arts experiences and aesthetic decisions are a part of daily life. Many experiences are overtly artistic, such as listening to music or enjoying the architecture of a building. An even greater number of experiences are less overtly artistic but involve making aesthetic choices. The Fine Arts provide a window into the heart and mind of humankind and its cultures. The Arts foster creativity, self-exploration, and self-expression, allowing them to become an integral part of one’s daily life. Enriching as well as incorporating all disciplines, the Fine Arts offer ample opportunity for problem solving and abstract reasoning, and profoundly affect one’s perception and awareness of the surrounding world.

THE ART PROGRAM

“The true sign of intelligence is not knowledge but imagination” (Einstein, Albert). The city of New Britain has a rich tradition in the visual arts. The New Britain Museum, CCSU, The Art League of New Britain and The Children's Museum all contribute to this fine heritage. NBHS’s art department offers our students a curriculum that supports and develops their artistic, observational and aesthetic skills. Through a variety of courses students are stimulated intellectually, creatively and culturally. Students enrolled in art courses gain a broadened awareness of self when they are able to create a piece of art that they have developed from inception to the final product. New Britain High’s art department fosters right brain thinking through artistry, empathy and inventiveness and helps our students become visually literate. Data supports that in our global economy it is the right brain critical thinkers that are able to adapt and develop ideas critical in our ever-changing world. The courses offered in the art department are designed to help students reach their artistic potential and provide a foundation for a life-long involvement with art. 904A ELEMENTS OF ART Accelerated ½ Credit Grades 9, 10, 11, 12 This is a one semester course that is the prerequisite for all upper level art classes. It is for students interested in an artistic experience as part of their course of study. Students will gain an understanding of what makes an artwork a masterpiece. Students will learn to use the elements of art-line, shape, form, color, value, texture, and space effectively in a variety of art projects using the whole range of art materials available. Homework involving art making and research will be assigned. Art history will be brought into classroom discussions regularly. Journal keeping is an important part of the course. Students are required to have an enduring interest in art and a love of working with their hands. 904B ELEMENTS OF ART Accelerated ½ Credit Grades 9, 10, 11, 12 Prerequisite: 904A Elements of Art This course is a continuation of 904A ELEMENTS OF ART. Students will further explore the Elements and principles of art with concentration on putting these to work in their artwork. Students will be able to make aesthetic decisions independently about their work and the works of master artists.

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912A/B DRAWING 1 Accelerated .5/1 Credit Grades 10, 11, 12 Prerequisite: 904A & 904B Elements of Art This is a one- or two-semester course for those students who wish to concentrate on the discipline of drawing. Drawing is a form of communication, much like a language. The students will learn to draw better and “speak” through line, tone, color, and shape. The major emphasis will be on drawing from life verses photographs and illustrations. Still life, landscape, and figure drawing will be touched upon. Originality is stressed. All traditional aspects of drawing will be featured, as well as those that are nontraditional and experimental. Homework and outside projects are required. Journals will be kept. Midterm and final exams will assess knowledge of artists, art styles, and art terms discussed in class. Students are required to come to class with a desire to draw and willingness to follow through on ideas. . 914 DRAWING 2 Accelerated 1 Credit

Grades 11, 12 Prerequisite: Drawing 1

Advanced techniques in drawing will be explored in this class. Students will enhance skills learned in Drawing 1. Students will be required to complete a group of finished drawings and to build a portfolio of their drawings. Students will photograph their work as a record of their accomplishment. 918A/B CERAMICS 1 Accelerated .5/1 Credit Grades 10, 11, 12 Prerequisite: ½ credit of Elements of Art This is a one-or two-semester course that explores techniques and develops skills in ceramics and finishing taught with an appreciation of the rich history and well-known artists in this particular form of art expression. Students will learn a variety of hand building techniques. Finishing will include experimentation with under glazes and glazes plus alternative ways of decorating earthenware pieces. Students must take part A before Part B. 922 CERAMICS 2 Accelerated 1 Credit

Grades 11, 12 Prerequisite: Ceramics 1

This course focuses on advanced hand building techniques in ceramics, pot making, and decorating. Students will enhance skills learned in the initial ceramics course. Students will be required to complete a group of finished pieces. 926A/B PAINTING 1 Accelerated .5 /1 Credit Grades 10, 11, 12 Prerequisite: ½ credit of Elements of Art This is a one- or two-semester course designed to introduce the student to the media and techniques of painting. Basic ideas and skills will be introduced using such media as watercolor, tempera, and acrylic paint will be covered. Various themes such as landscape, still life and portraiture will be discussed. Development of individual style is will be explored in this class. Students must take part A before entering Part B. 928 PAINTING 2 Accelerated 1 Credit

Grades 11, 12 Prerequisite: Painting 1

In depth exploration of individual techniques learned in Painting 1. Second year students will create and paint school murals.

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971 ART MAKING Honors 1 Credit

Grades 10, 11, 12 Prerequisite: Parts A and B of Elements of Art and ½ credit in either Drawing 1 or Painting 1

This course is for the serious and self-motivated student who enjoys making art in a variety of media. Students will be required to supplement their studio experience with research on artists and ideas that relate to the students’ work. Independent work will be explored as each student develops their personal style and voice. Contemporary art will be presented via internet, print, and video. 930 ADVANCED PLACEMENT STUDIO ART College 1 Credit Grade: 11, 12 Prerequisite: Permission of the instructor. AP Studio Art is for highly motivated students who are seriously interested in the study of art. This course demands a significant commitment. AP Studio Art involves purposeful decision making about how to use the elements and principles of art in an integrative way. Students will work with different mediums addressing two-dimensional design issues. Exploration of a personal theme will be central to this course. Students will prepare and submit a Portfolio for assessment by the College Board. The portfolio may also be used as entrance into an art school or submitted for review to a college or university art program.

THE MUSIC PROGRAM The Music Program at New Britain High School will help the student become aware of the aesthetic values to be found in music through a broad and comprehensive program that includes vocal and instrumental performance as well as instruction and exploration of a variety of musical areas. Students will have the opportunity to realize, discover, expand, and enjoy their own unique talents in music and to appreciate those of fellow students. The Music program offers a variety of courses for students. Courses in non-performance include World Multicultural Music, Keyboarding, Guitar, Handbells, Composition, and Theory. Choral activities include a daily mixed chorus, chamber choir/music theater ensemble as well as a select vocal ensemble; The Madrigal Singers/Show Choir. Performances include the Madrigal Feast, an On Stage revue and concerts throughout the year. The instrumental program offers Orchestra for string and wind players, and Band for woodwind, brass and percussionists. During the fall, the Marching Band performs at all NBHS football games and at various parades and ceremonies throughout the area. The remainder of the year is spent rehearsing and performing concert literature. Additional instrumental groups include Pep Band, Tropical Storm, Ninth Grade Instrumental Ensemble and Jazz Ensemble. Students in music may also be involved in a variety of musical stage productions sponsored by the school including a production of a full Broadway musical. Lighting, audio, and scenery-design are part of the stage craft class available to students. For musicians who wish to expand their knowledge of music, and prepare themselves for possible entry to a music college, an Advanced Placement course in Theory is offered. 952 ORCHESTRA/STRING ENSEMBLE Accelerated 1 Credit Grades 9, 10, 11, 12 This is a one- or two-semester course. All middle school string players should schedule Orchestra as part of their high school program. Select number of brass, woodwind and percussion players will also be accepted. Orchestral technique is stressed and symphonic literature is performed. Participation in public performances is required.

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954 BAND Accelerated 1 Credit Grades 9, 10, 11, 12 This is a one- or two-semester course. The high school band meets each day. All middle school instrumentalists (brass, woodwind, and percussion players) should schedule Band as part of their high school program. The course may not be taken "after school" only. Students selecting Band must arrange to participate in all public performances. Emphasis from September through November is on the marching band, while the concentration for the remainder of the year is on a wide variety of symphonic wind ensemble and concert band literature.

954C BAND Accelerated 1/2 Credit Grades 10, 11, 12 Course description same as 954A/B Band, but only meets three days a week. Students interested in both vocal and instrumental music can choose to take both band and chorus scheduled at the same time on two day, three day rotating basis.

956 CONCERT CHOIR Accelerated 1 Credit Grades 9, 10, 11, 12 956C CONCERT CHOIR (Meets only 3 days per week) Accelerated 1/2 Credit This is a one- or two-semester course. This course in choral singing emphasizes the development and application of basic vocal techniques. The study of various styles and periods of music are covered. The students are expected to participate in various concerts and programs as an outgrowth of this course..

958 STAGECRAFT Accelerated 1 Credit Grades 10, 11, 12 This is a laboratory course dealing with stage lighting, instrumentation and controls, principles of sound systems, principles used in construction, rigging and handling of scenery and platforms. This course meets daily. Students must also meet a few hours a week after school or evenings when an auditorium production is in progress. 961 MADRIGAL SINGERS/SHOW CHOIR Honors 1 Credit Grades 10, 11, 12 Prerequisite: By audition only An advanced choral ensemble studying and performing music of all periods and styles. First semester emphasis on music of the Renaissance Period, with preparation for the annual Elizabethan Madrigal Feaste. Second semester emphasis on Show Choir music including choreography. Mandatory rehearsals and performances are required and are part of the student’s grade. 968 SELECT TREBLE ENSEMBLE Accelerated 1 Credit Grades 9, 10, 11, 12 Prerequisite: By audition only During the first half of the year, the Chamber Choir focuses on classical music and performs in the Madrigal Feaste. During the second half of the year, the emphasis is on show music. Students in the Chamber Choir/Musical Theater Ensemble will learn vocal repertoire of the Musical Theater. They will learn dramatic interpretation of both spoken and sung material. Students will learn the history of musical theater as well as stage deportment and terminology. Rehearsals and performances will be included. Mandatory rehearsals and performances are required and are part of the student’s grade. 976 THE MUSICAL KEYBOARD Accelerated 1 Credit Grades 9, 10, 11, 12 This is a beginning course that teaches students to read and play music via the piano keyboard. Students will learn on electronic keyboards in the music technology lab.

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966 BASIC MUSIC THEORY Accelerated 1 Credit Grades 10, 11, 12 This course is the prerequisite for AP Music Theory. Students will learn the basics of reading, writing, creating, and performing in the language of music. Topics covered include notation, pitch, meter, rhythm, mode, scales, keys, intervals and triads. Students will also develop dictation skills and the skills to accurately sight sing a previously unseen piece of music.

970 ADVANCED PLACEMENT MUSIC THEORY College 1 Credit Grades 11, 12 Prerequisite: Permission of department designee This course is the equivalent of a year of freshman music theory at the college level. The material covered in this class includes harmony, form, 4-part writing, modulation, cadences, and compositional techniques. Students will also develop aural skills such as melodic and harmonic dictation, and further enhance their sight-singing skills. The curriculum for this class is based on requirements set forth for Advanced Placement Music Theory by the college board. Students will take the AP exam in the spring.

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PHYSICAL EDUCATION AND HEALTH DEPARTMENT

Our integrated curriculum provides a blueprint for how students can live an active and healthy life. Our primary goal is to illustrate and demonstrate the linkages between the components of comprehensive school health education and comprehensive physical education that lead to a healthy and balanced life. Our students will be able to make connections and apply skills for a lifetime of health and well-being. There is substantial evidence that poor health affects educational outcomes, behaviors and attitudes, and that the attainment of educational goals is dependent on the achievement of good health. This curriculum will address the health and energy balance of students and guide them toward becoming well-informed, health literate individuals, as well as competent, confident and joyful movers. Upon completion of our program we anticipate the following curricular outcomes: A New Britain High School graduate will:

Lead a healthy and balanced lifestyle

Evaluate and use information from various sources to achieve overall health and well-being.

Comprehend concepts related to health and fitness and implement realistic plans for lifelong healthy and balanced living.

Make plans and take actions that lead to healthy and balanced living for themselves and the world around them.

We will equip our students to live actively and fully in a state of personal, interpersonal and environmental well-being; by developing the skills, literacy, concepts and plans, and advocacy that will lead to a healthy and balanced lifestyle. Our physical education and health program plays a unique role in a comprehensive and quality educational system. Our goal is to develop health-related fitness, physical competence and a cognitive understanding about physical activity for all students so that they can adopt healthy and physically active lifestyles. Today’s quality wellness programs are important because they provide learning experiences that meet the developmental, social and emotional needs of youngsters, which help improve a child’s mental alertness, academic performance, readiness to learn and enthusiasm for learning. All students are required to take physical education and health in grade 9. Each course meets five days a week for one semester. Grade 10 students will participate in physical education that will be meet five days a week for the full year. Due to space constraints, all failures may be made up ONLY by attending summer school. 775 PHYSICAL EDUCATION 9 Standard ½ Credit Grade 9 This one-semester course emphasizes exposure to a wide variety of activities, learning basic skill development in these areas, plus the knowledge of rules and an appreciation of all activities. Each class will rotate to a different unit according to weeks scheduled. The program for freshmen will be a core curriculum that will include an introduction to aerobics, adventure education, fitness, weightlifting, circuit training, team sports and individual sports. Classes meet five days per week.

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779 PHYSICAL EDUCATION 10 Standard ½ Credit Grade 10 This semester course emphasizes participation in a variety of activities that motivate students towards acceptance and participation in physical activities as a way of life. Students will be given choices in the following areas: fitness, aerobics, weight training, adventure and recreational activities, team sports, individual sports, outdoor education and lifetime activities. **The Connecticut Physical Fitness Test is administered to all tenth grade students during the fall and spring. 777 ADAPTED PHYSICAL EDUCATION Standard ½ Credit Grades 9,10,11,12 A specialized individual program is available to any student who is unable to participate in the regular physical education program as directed in the student’s individual educational plan. 778 UNIFIED PHYSICAL EDUCATION Standard ½ Credit Grades 9,10,11,12 This course provides an opportunity for regular education students and students with physical disabilities to participate in group activities fostering relationships among the students. Regular education students must be approved by both the physical education department head and guidance chairperson. 7339 HEALTH AND WELLNESS Standard ½ Credit Grade 9 This comprehensive one-semester course is designed to enable students to take responsibility for their actions regarding health. Our curriculum stresses healthy choices and decision making. The program teaches students the skills necessary to weigh options, make responsible decisions and to develop behaviors that promote healthy and balanced lifestyles. Instructional units include mental and social health, CollegeEd (A College Board program), human growth and development, nutrition and fitness, violence prevention, suicide, safety and first aid and disease prevention. Substance abuse prevention is included. 733 HEALTH AND WELLNESS Standard ½ Credit Grade 11, 12 This comprehensive one-semester course is designed to enable students to take responsibility for their actions regarding health. Our curriculum stresses healthy choices and decision making. The program teaches students the skills necessary to weigh options, make responsible decisions and to develop behaviors that promote healthy and balanced lifestyles. Instructional units include mental and social health, College Ed (A College Board program), human growth and development, nutrition and fitness, violence prevention, suicide, safety and first aid and disease prevention. Substance abuse prevention is included.

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JUNIOR ROTC PROGRAM The Junior Reserve Officer Training Corps (JROTC) program is designed to teach high school students the value of citizenship, leadership, service to the community, responsibility and a sense of accomplishment, while instilling self-esteem, teamwork, and self-discipline. Its focus is to provide a stimulus for promoting graduation from high school, success in the community and promoting the mission statement “To motivate young people to be better citizens”. To accomplish this goal, the course combines instruction and extracurricular activities oriented to attain an awareness of the rights, responsibilities and privileges of citizenship, developing the students’ sense of personal responsibility, building life skills, and providing leadership opportunities. No JROTC student is under any obligation to join the military. 8R1 JUNIOR ROTC 1 Accelerated 1 Credit Grades 9, 10, 11, 12 8R2 JUNIOR ROTC 2 Accelerated 1 Credit Grades 10, 11, 12 Prerequisite: JROTC 1 8R3 JUNIOR ROTC 3 Honors 1 Credit Grades 11, 12 Prerequisite: JROTC 2 8R4 JUNIOR ROTC 4 Honors 1 Credit Grade 12 Prerequisite: JROTC 3

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Additional Programs Students should meet with their guidance counselor for registration and additional information.

GREATER HARTFORD ACADEMY OF MATH AND SCIENCE

ACAM – PERIODS 1-4 ACPM – PERIODS 6-8

This is a half-day program five days a week. The curriculum reflects the mission of the school in providing strong foundations integrating science, mathematics, and technology. All coursework emphasizes problem solving and creative thinking by using many different resources. Courses, at minimum, meet each school district's curriculum requirements. Unless otherwise determined by the local school district, all courses at the Academy are rated at the Honors or Advanced Placement levels.

Grades 9 and 10: Morning Session / Grades 11 and 12: Afternoon Session Location: The Learning Corridor (a 16-acre campus adjacent to Trinity College and Hartford

Hospital)

GREATER HARTFORD ACADEMY OF THE ARTS

HPA – 1:00 PM-4:15 PM MON-THURS

The Greater Hartford Academy of the Arts, a program of the Capitol Region Education Council (CREC), is an integrated magnet arts high school that is open through audition to high school students in the Greater Hartford area. Academy students attend their sending school in the morning and the Academy from 1:00 pm to 4:15 pm, Monday through Thursday. The students spend 13 intensive hours per week pursuing artistic excellence under the guidance of practicing arts professionals, mentors, and educators who are the core faculty at the Academy. Academy students earn high school credits for their participation. These credits meet the state's high school graduation requirement in the areas of physical education, social studies, and the arts. The arts training program is designed to prepare gifted and talented students to pursue post-secondary studies and professional careers in dance, music, theater, creative writing, visual arts, theater design & production and film & TV. The curriculum is professionally oriented, highly structured, and academically rigorous. A visiting artist program brings outstanding artists to the Academy for master classes and presentations. These professional contacts enrich the curriculum as well as provide a realistic perspective on artistic careers.