Table of ConTenTs - CSDNB€¦ · Successful completion of 4 Academy Courses in a career theme can lead to NAFTrack Certification ** New Britain High School Academies New Britain

Table of ConTenTs

Core Values ...................................................................................................................................................................................................1

Board of Education and School Administration Members ..........................................................................................................2

Graduation Requirements .......................................................................................................................................................................3

School Counseling Department ...........................................................................................................................................................6

Course Selection/Schedule Changes, Credit Grid ..................................................................................................................7

GPA and Class Rank, Graduating on Time/Opportunities to Gain Credits.....................................................................7

NCAA Eligibility Center/Core-Course GPA Program ......................................................................................................................8

AP Course/UConn ECE Courses, Icon Key ..........................................................................................................................................9

NBHS Course List .....................................................................................................................................................................................10

English Department ...............................................................................................................................................................................11

English Language Development (ELD) Department ..................................................................................................................14

Social Studies Department ..................................................................................................................................................................17

World Languages Department ...........................................................................................................................................................20

Mathematics Department ....................................................................................................................................................................23

Science Department ..............................................................................................................................................................................26

Career and Technical Education Department ...............................................................................................................................30

Academy of Finance .......................................................................................................................................................................31

Family/Consumer Sciences Program .......................................................................................................................................35

New Britain Academy for Health Professionals and Medical Careers Program.................................................................38

Technology Education ...........................................................................................................................................................................42

STEM in Technology Education ..................................................................................................................................................42

Fine Arts Department ............................................................................................................................................................................46

Art Program .......................................................................................................................................................................................46

Music Program .................................................................................................................................................................................48

Physical Education and Health Department .................................................................................................................................52

Junior ROTC Program .............................................................................................................................................................................53

Additional Programs ..............................................................................................................................................................................52

NBHS Clubs ................................................................................................................................................................................................55

NBHS Sports ..............................................................................................................................................................................................56

Graduation Worksheet ..........................................................................................................................................................................57

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ConsolIDaTeD sCHool DIsTRICT of neW bRITaIn2018-2019

THe ConTenTs of THIs PRogRam of sTuDIes aRe RooTeD In THe folloWIng CoRe values:

CoRe valuesThe 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.

CollaboRaTIonAs 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.

CommunICaTIonAt 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.

CReaTIvITYOur 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 THInKIngThe 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 ResPonsIbIlITYThe 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 eDuCaTIonMs. Nicole Rodriguez, President

Mr. Nicholas Mercier, Vice-President

Ms. Gayle Sanders-Connolly, Secretary

Ms. Grisselle Aponte

Ms. Catherine Cheney

Mr. Merrill Gay

Ms. Yvonne Muniz

Ms. Violet Jiménez Sims

Ms. Annie Parker

Ms. Nancy Rodriguez

DIsTRICT aDmInIsTRaTIonMs. Nancy Sarra, Superintendent of Schools

Mr. Paul Salina, Chief Operations Officer

Ms. Lara Bohlke, District Coordinator of Curriculum Grades 6-12

HIgH sCHool aDmInIsTRaTIonMr. Joseph Pinchera, High School Principal

Mr. Antoine Billy, Associate Principal

Mr. James Brasile, Associate Principal

Mrs. Kerri-Lynn Major, Associate Principal

Ms. Margaret Shea, Associate Principal

Mrs. Sondra Sanford, Assistant Coordinator

Mr. William Bannish, District Supervisor of Special Education

non-DIsCRImInaTIon PolICYIt is the policy of the Board of Education that students shall be provided an equal opportunity to participate in and benefit from the activities, programs, and courses of study offered by the school district without discrimination on the basis of race, color, national origin, sex, disability, religion, sexual orientation, alienage or any other basis prohibited by law. Additionally, pursuant to Title IX and relevant state law, no individual shall, on the basis of sex (which includes marital status, parenthood, and pregnancy), be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance.

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neW bRITaIn HIgH sCHool gRaDuaTIon RequIRemenTsI. 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.

englIsHRequired:

maTHRequired:

sCIenCeRequired:

soCIal sTuDIesRequired:

sTem eleCTIveCTe/lIfe sKIllsfIne aRTsWoRlD language

ComPReHensIveClass of 2019 - 2020

ComPReHensIveClass of 2021 & beYonD

aCaDemY**ReCommenDaTIon

Class of 2018 - 2021

CReDITReCommenDaTIon

foR Colleges

1 American Lit. 1 World Lit. 2 English Electives

1 Algebra 1 Geometry 1 Math Elective

1 Earth/Space Science 1 Life Science 1 Science Elective

1 U.S. History 1 World/International .5 American Government .5 Social Studies Elective

Required: 2-3 Years Same Language

WellnessRequired: 1 Physical Education .5 Health

fRee eleCTIvesRequIReD eleCTIves *CaPsTone PRoJeCTInTeRnsHIPToTals

4

3

3

3

4

3

3

3

4

3

3

3

4

4

3

3

1

121

10.51

2

121

2

1.5 1.5 1.5 1.5

6.5 3.5 24 0.5

1 1 1 11

23 23 25 25

* Required Electives are specific to Academy Career Theme; 1 of the courses satisfies STEM credit.Successful completion of 4 Academy Courses in a career theme can lead to NAFTrack Certification

** New Britain High School AcademiesNew Britain Academy for Health Professionals (NBAHP)

Academy of Finance (AOF)Academy of Information Technology/Engineering (AOITE)

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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

OR3. 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

OR2. Achieving a score of 20 or better on the mathematics section of the ACT

AND3. Achieving an acceptable score on a multi-response, assessment that demonstrates proficiency in mathematical

problem solving recorded in the SSP.

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 -+6 secondary planning, including financial planning

AND

continued>

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2. Complete at least one application a. Job b. Scholarship c. Financial aid d. ASFAB (military)

AND3. Prepare a formal cover letter and resume, including a list of appropriate references (maintained within the SSP)

AND4. 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 f. Community Service (20 hrs in same school year) (pending)

Reflection on this experience is presented in the SSP.

AND5. Take at least one of the following a. PSAT b. SAT (Not State in-school SAT) c. ACTAND6. Complete an application for an accredited post-secondary program.

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.

oPTIons If RequIRemenTs aRe noT meTA. 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.

eXemPTIonsA. 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 enrolled 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.

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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

sCHool CounselIng DePaRTmenTThe Program of Studies is provided to enable you to:• UnderstandtheNewBritainHighSchoolcourseofferings• SelectcoursestomeetNewBritainHighSchool’sgraduationrequirementsandprepareyouforpost-secondaryeducation

and/or work

In planning your program, you should involve your parent(s)/guardian(s), school counselor, and teachers to help you select courses that are challenging and of interest to you as well as meet graduation requirements. Your future college and career plans are also important to consider during course selection.

College aDmIssIon:Grades, difficulty of courses taken, counselors’ and teachers’ recommendations, activities (athletics, clubs, community service), and national standardized testing such as the SAT or ACT are the most important factors a college admissions office considers in determining student acceptance. Students are urged to meet with their school counselor and visit colleges with their parents in order to gain more detailed information. Success in a full, challenging academic program, including senior year, is the best preparation for college admission and eventual college success.

CouRse levels: aP (aDvanCeD PlaCemenT), HonoRs, aCCeleRaTeD, sTanDaRD

HonoRs level

Course Level Code:Last digit ends with “1”

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

Course Level Code:Last digit ends with ”2” , “4”, “6”, or “8”

These college preparatory classes are offered for 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

Course Level Code: Last digit ends with “3”, “5”, “7”, or “9”

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.

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.

CouRse level CoDes:

aP (aDvanCeD PlaCemenT)

Course Level Code: Last digit ends with “0”

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CouRse seleCTIonAfter the second semester begins, students will receive teacher recommendations in Advisory. Parents and students are asked to discuss course selections and recommendations together. Students will enter course selections into PowerSchool during advisory. In late spring, school counselors will then meet with students individually to make sure appropriate courses were chosen to ensure alignment for graduation and student needs.

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.

sCHeDule CHanges: aDD DRoPs/level CHanges1. Students may not drop courses once the semester has begun unless the drop is approved by either the principal or

Administrator/Department chair. Counselors are available two weeks prior to the first day of classes for schedule changes, such as add/drops (except for Advanced Placement). Changes are made to correct errors and to adjust for failed prerequisites or summer school completions.

2. If a student had 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 per policy procedures.

CReDIT gRID foR boTH nbHs anD TRansfeR sTuDenTs anD THe CReDIT THaT THeY sHoulD Have eaRneD aT THe enD of eaCH gRaDe level

All New Britain High School students starting from 9th grade are required to achieve 23 (22 academic+1 Capstone) credits to graduate. Students can be considered on target for graduating in four years by achieving the following credit totals:

aT THe enD of: nbHs sTuDenTs sHoulD Have a mInImum of:

9TH gRaDe

10TH gRaDe

11TH gRaDe

12TH gRaDe

6 CReDITs

12 CReDITs

18 CReDITs

23 CReDITs

gPa WeIgHTeD/unWeIgHTeD•Anunweighted GPA on a 4 point scale will be listed on the student’s transcripts. A=4.0, B=3.0, C=2.0, D=1.0•Aweighted GPA is used only to determine class rank. More points are given for higher level classes taken.•Pass/FailcoursesarenotcomputedinGPAandneitherarecoursestakenincollege.

RanK In ClassMany 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 New Britain High School Student Handbook.

gRaDuaTIng on TIme /summeR sCHool/CReDIT ReCoveRYIn order for students to graduate with their cohort in 4 years, courses that a student fails which are required for graduation must be taken over. Summer school is offered for credit make up. Credit recovery for failed classes is also offered during the school year and in summer school. A letter will go home at the end of each school year to those students who are below the recommended credit totals. Promotion to the next grade will not be granted unless the required credits have been accumulated.

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nCaa elIgIbIlITY CenTeR foR aTHleTes foCusIng on DIvIsIon I anD II• CoursesatNewBritainHighSchoolthatareapprovedbytheNCAAEligibilityCenteraremarkedwiththeNCAAlogoin

the Program of Studies• OnlycorecoursesthatappearinthehighschoolslistofNCAAcoursesontheNCAAEligibilityCenterwebsite (www.eligibilitycenter.org) will be used to calculate your core-course GPA• DivisionIandDivisionIIcore-courserequirementsandqualificationrequirementsarealsolistedontheNCAAEligibility

Center Website

CoRe-CouRse gPa PRogRamThe Core-Course GPA Program can be used as an unofficial calculator to determine core NCAA GPA and will enable students to self-monitor academic progress throughout their high school tenure.

To use Core-Course GPA Program: 1. Go to www.corecoursegpa.com 2. Click on “Free New Member Account” in the upper left corner 3. Enter School ID: 070455 4. Enter School Code: 712781153 5. Click “Continue” 6. Fill in appropriate fields in the Create New Student Account form 7. Click “Submit”

The Core-Course GPA Calculator is not limited to student athletes. All students can use this calculator to determine their core GPA.

DIvIsIon I – 16 CoRe-CouRses DIvIsIon II – 16 CoRe-CouRses

nCaa aCaDemIC elIgIbIlITY RequIRemenTs

• GraduatefromHighSchool• 4yearsEnglish• 3yearsmath(AlgebraIorhigher)• 2yearsnaturalorphysicalscience• 2yearssocialstudies• 4yearsofextracore-courses• 1yearofenglish,math,ornatural/physicalscience• SlidingscaleAwillbeusedtodetermineeligibilitytoreceive

athletic aid, practice, and competition during the first year

• GraduatefromHS• 3yearsEnglish• 2yearsmath(AlgebraIorhigher)• 2yearsnaturalorphysicalscience• 3additionalyearsofenglish,math,ornatural/physicalscience• 2yearssocialscience• 4yearsofadditionalcore-courses• Earna2.0GPAincore-courses• EarnacombinedSATof820orACTof68

oTHeR eDuCaTIonal oPPoRTunITIes To gaIn CReDITs:1. College Level Courses: You can receive high school and college credit for courses completed at several area colleges including Tunxis Community

College, CCSU and other local colleges. Enrollment must be approved by Guidance Department/Administration prior to attending.

2. Independent Study: A student may apply for a credited independent study program with a teacher/sponsor. In order to participate a student

must find a teacher/sponsor who will with you develop and activity. They are undertaken in addition to all courses required and may not replace courses in the regular program. Approval is required by an administrator.

3. Other programs such as TRIO, CONCAP, OIC, YWCA(Health/PE) provide for additional credit attainment but are subject to availability on a year to year basis.

NCAA Division I will require 10 core-courses to be completed prior to the seventh semester of high school (seven of the 10 must be a combination of English, math, or natural/physical science under the distribution requirements). These 10 courses will be “locked in” at the seventh semester of high school and cannot be retaken for grade improvement

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aDvanCeD PlaCemenT CouRsesNew 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:• AllstudentsmusttaketheAPexamforeachclass.• Allstudentswillberequiredtopayforeachexam.• ThecurrentcostofanAPexamis$53forstudentswithfree/reducedlunchand$81forstudentswhodonotqualifyfor

free/reduced lunch. This cost varies from year to year depending on support the federal government provides.• Someyearsthecostisaslowat$13pertestforstudentswhoqualifyforfree/reducedlunch• StudentswhowillbetakingmultipleexamsandareconcernedaboutthecostshouldseetheAPcoordinators,

Ms. Aponte-Garcia in gold guidance and Mr. Tabellione in room 305 or 330.

unIveRsITY of ConneCTICuT eaRlY College eXPeRIenCe CouRsesNew 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 transferable 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.

maTH

englIsH

soCIal sTuDIes

sCIenCe

HealTH/PHYs eD

fIne aRTs

busIness/fInanCe

CTe sTem

nCaa aPPRoveD

naf

ICon KeY

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englIsHEnglish 1English 2English 3English 4Introduction to College English (Gr. 12) AP English Language/UCONNAP English Lit/UCONNPublic Speaking

soCIal sTuDIesAmerican Government & Patterns of GeographyAP U.S. HistoryU.S. History AP World History UCONNWorld HistoryAP Psychology PsychologyCivics (11 & 12 only)SociologyLatin American CivilizationsAfrican American HistoryContemporary IssuesAP Macroeconomics

WoRlD languagesFrench 1, 2, 3, 4AP Spanish LanguageSpanish 1, 2, 3, 4Polish 3, 4 Italian 1, 2, 3, 4Chinese 1

maTHemaTICsAP StatisticsProbability & StatisticsBusiness MathematicsAlgebra 1Applied Problem Solving in StemGeometryAlgebra 2Pre-CalculusAlgebra 3Elementaty AlgebraAP Calculus ABAP Computer Science A

sCIenCeEarth/Space Science (Old Physical)AP BiologyBiologySEPUP ScienceAP Environmental ScienceAstronomyForensic ScienceBotanyAP Chemistry (Gr. 12)Pre-AP ChemistryChemistryChemistry & The CommunityAP Physics (Gr. 12)PhysicsZoology

busInessCareer Planning 2Career PlanningIntroduction to BusinessMarketing 1

neW bRITaIn HIgH sCHool CouRses

famIlY & ConsumeR sCIenCeKindergarten Classroom Assistant (Gr. 11 & 12 )Intro to Culinary Arts 1Prostart Culinary Arts 1Prostart Culinary Arts 2 (Gr. 11 & 12 )Intro to Individual & Family Devel. (Gr. 11 & 12 )Teaching As A ProfessionChild Development 1Teacher CadetIntroduction to EducationChild Development 2Nursery School Aide

TeCHnologY eDuCaTIonAuto TechnologyAuto Technology 2Metals Processing 1Metals Processing 2 Graphic Communications 1Graphic Communications 2Construction 1Construction 2Graphic ArtsWebsite Design 1Website Design 2Digital Video Production - School NewsDigital Video Production - Documentary

WellnessHealth & WellnessAdaptive PEUnified PEPE 9PE 10,11,12

laW, PublIC safeTYanD seCuRITYFirefighting (Gr. 11 & 12)

JunIoR RoTC8R1 - Year 18R2 - Year 28R3 - Year 38R4 - Year 4

fIne aRTsElements of Art2D Art3D ArtDrawing 2Ceramics 2Painting 2AP Studio ArtOrchestra/String EnsembleBandConcert ChoirStagecraftMadrigal Singers/Show Choir (audition)Basic Music TheorySelect Treble Ensemble (audition)AP Music TheoryThe Musical KeyboardAdvanced Music TechnologyBasic Music TheoryJazz EnsembleIntro to Music TechnologyPercussion Ensemble

aCaDemIes CaReeR THemes

nbHs HealTH aCaDemYDiscover Healthcare Science 1Nursing Assistant CNA (Application)Hospital Training CNA (Gr. 11 & 12)Human Body SystemsPrinciples of Biomedical SciencesMedical Interventions Biomedical InnovationPrinciples of Information TechnologyHealthcare Science 2, 3, 4Exploration of Allied Health Cert. Program

aCaDemY of fInanCeBusiness ManagementPrinciples of Information TechnologyAccounting 1Principals of FinanceApplied FinanceGlobal Business Microsoft ExcelMarketing 2Entertainment and Sports MarketingEntrepreneurshipMobile App Development

aCaDemY of InfoRmaTIonTeCHnologYengIneeRIng/sTemApplied Problem Solving in STEM (MA)Principals of Information TechnologyMobile App DevelopmentExploring Computer ScienceMobile Computer Science Principle (ECS Prerequisite)Exploration of STEMIntro to Engineering Design (PLTW)Principles of Engineering (PLTW)Computer Integrated Mfg. (PLTW) (Gr. 11 & 12)

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englIsH DePaRTmenTThe 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 Introduction to College 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: 191 English 1 – Honors 192 English 1 – Accelerated 193 English 1 – Standard

gRaDe 10: 141 English 2 – Honors/Pre-AP 146 English 2 – Accelerated 143 English 2 – StandardAll 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.gRaDe 11:

171 English 3 – Honors172 English 3 – Accelerated173 English 3 – Standard150 AP English Language – College142 Introduction to College English – Accelerated (Grade 12) *placement in this class is determined by test results170 AP English Literature – College (Grade 12)182 Public Speaking – Accelerated

gRaDe 12:111 English 4 – Accelerated114 English 4 – Accelerated115 English 4 – Standard182 Public Speaking – Accelerated

gRaDe 9 englIsHENGLISH 1 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.

191 ENGLISH 1 Honors 1 Credit192 ENGLISH 1 Accelerated 1 Credit193 ENGLISH 1 Standard 1 Credit

gRaDe 10 englIsH ENGLISH 2 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 ENGLISH 2 Honors /Pre-AP 1 Credit 152 ENGLISH 2 Accelerated 1 Credit153 ENGLISH 2 Standard 1 Credit

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gRaDe 11 englIsHENGLISH 3 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.’’

171 ENGLISH 3 Honors/Pre-AP 1 Credit 172 ENGLISH 3 Accelerated 1 Credit 173 ENGLISH 3 Standard 1 Credit

150 ADVANCED PLACEMENT ENGLISH LANGUAGE/UConn ECE College 1 CreditThis 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.

182 PUBLIC SPEAKING Accelerated 1/2 creditGrades 11 and 12Using 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 fo these speeches, students research information using print and non-print resources. In addition, students practive effective presentation skills, incorporating the use of technnology.

gRaDe 12 englIsHENGLISH 4 Accelerated 1 CreditThis course includes a study of a range of texts 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: narrative, argumentative, expository, research. The class uses individuals and collaborative experiences, allowing students to build these skills.

111 ENGLISH 3 Honors 1 Credit 114 ENGLISH 3 Accelerated 1 Credit 115 ENGLISH 3 Standard 1 Credit

170 ENGLISH 3 ADVANCED PLACEMENT ENGLISH LITERATURE/UCONN ECE College 1 CreditThis 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. (Meets World Lit Requirement)

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142 INTRODUCTION TO COLLEGE ENGLISH Accelerated 1 creditSeniors 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.

182 PUBLIC SPEAKING Accelerated 1/2 creditGrades 11 and 12Using 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 fo these speeches, students research information using print and non-print resources. In addition, students practive effective presentation skills, incorporating the use of technnology.

suPPlemenTal PRogRamsStudents 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 CreditElective credit only, Grades 9, 10READ 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 1 CreditElective credit only

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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.

DePaRTamenTo De lengua InglesaEl 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.

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DePaRTamenT JezYK angIelsKIProgram 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 CreditCCV1This 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 IIThis 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 IIIStudents 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 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 the mainstream.

113 ELD READING Standard 1 Elective CreditREADING 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 IIThis 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 IIIThis 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. 184 ELD INTRODUCTION TO GRAMMAR AND WRITING SKILLS Accelerated 1 English CreditFOUNDATIONAL LEVELS I, II, AND IIIThis 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.

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144 ELD ADVANCED GRAMMAR AND WRITING SKILLS Accelerated 1 English CreditACADEMIC LEVELS 4A, 4B, 4C, 4DStudents 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.

sHelTeReD CouRsesPlease note that several sheltered classes are offered to ELD students needing additional support in year one and year two of English Language Development.

Please see specific placement criteria.

212SH World History Accelerated 1 Credit232SH United States History Accelerated 1 Credit282SH American Government & Patterns of Geography Accelerated 1 Credit225SH Civics Standard 1/2 Credit415SH Pre-Algebra Standard 1 Credit452SH Geometry Accelerated 1 Credit462SH Algebra 2 Accelerated 1 Credit434SH Algebra 1 Accelerated 1 Credit522SH Biology Accelerated 1 Credit592SH Physical Science Accelerated 1 Credit543SH Chemistry and the Community Standard 1 Credit

PaTHWaY 1 (College/Honors)

gRaDe 9 281 American Government and Patterns of Geography (Honors)

gRaDe 10 230 AP United States History (APUSH) (College)231 United States History (Honors)

gRaDe 11 210 AP World History (College)211 World History (Honors)

gRaDe 12 220 AP Psychology250 AP Macroeconomics/UConn ECE

PaTHWaY 2 (Accelerated)

gRaDe 9 282 American Government and Patterns of Geography

gRaDe 10 232 United States History

gRaDe 11212 World History

gRaDe 12 218 Psychology228 Sociology244 Latin American Civilizations248 Contemporary Issues

soCIal sTuDIes DePaRTmenTThe 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.

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gRaDe 9 soCIal sTuDIesAMERICAN GOVERNMENT AND PATTERNS OF GEOGRAPHYIn 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.

281 AMERICAN GOVERNMENT AND PATTERNS OF GEOGRAPHY Honors 1 Credit282 AMERICAN GOVERNMENT AND PATTERNS OF GEOGRAPHY Accelerated 1 Credit282SH SHELTERED AMERICAN GOVERNMENT AND PATTERNS OF GEOGRAPHY Accelerated 1 Credit

gRaDe 10 soCIal sTuDIesUNITED STATES HISTORYIn 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 ADVANCED PLACEMENT UNITED STATES HISTORY (APUSH) College 1 Credit231 UNITED STATES HISTORY Honors 1 Credit232 UNITED STATES HISTORY Accelerated 1 Credit232SH SHELTERED UNITED STATES HISTORY Accelerated 1 Credit

gRaDe 11 soCIal sTuDIesWORLD HISTORYIn 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 ADVANCED PLACEMENT WORLD HISTORY/UConn ECE College 1 CreditStudents 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 Credit232SH SHELTERED WORLD HISTORY Accelerated 1 Credit

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soCIal sTuDIes eleCTIves220 ADVANCED PLACEMENT PSYCHOLOGY College 1 CreditThe 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 CreditThis 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 CreditSociology 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.

244 LATIN AMERICAN CIVILIZATIONS Accelerated ½ CreditAn 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 CreditStudents 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 Credit225SH SHELTERED CIVICS Standard ½ CreditIn 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 ADVANCED PLACEMENT MACROECONOMICS/UConn ECE College 1 CreditStudents 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 DePaRTmenTIncreased 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 - 12Students 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 CreditGrades 10 - 12Prerequisite: 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, 12Prerequisite: French 2Emphasis 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 College 1 Credit Grade 12Prerequisite: 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.

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.

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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 2Constant 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 College 1 Credit Grade 12 Prerequisite: Italian 3More 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.


372 CHINESE 1 Accelerated 1 Credit Grades 9 - 12This course introduces the basic structures of Mandarin Chinese. Emphasis is placed on pronouncing Chinese sounds, developing listening comprehension, learning Chinese characters and mastering the fundamentals of Chinese grammar, along with an introduction to Chinese culture.

322 POLISH 3 Accelerated 1 CreditGrades 11, 12 Prerequisite: Polish 2Constant practice in listening comprehension is given through introductory remarks on topics that are both familiar and unfamiliar to the students using voabulary that invites attention. Reading is emphasized and attention is given to building the reeptive 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.

322 POLISH 4 Accelerated 1 CreditGrade 12 Prerequisite: Polish 3A 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 CreditGrades 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.

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324 SPANISH 2 Accelerated 1 Credit Grades 9 - 12 (Not open to native speakers)Prerequisite: Spanish 1The 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 CreditGrades 9 - 12Prerequisite: 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.

321 SPANISH 4 College 1 CreditGrades 10, 11, 12 Prerequisite: Spanish 3Spanish 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.


320 ADVANCED PLACEMENT SPANISH LANGUAGE College 1 CreditGrades 10, 11, 12Prerequisite: Spanish 3 or Spanish 4This 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 DePaRTmenTThe 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 Algebra 2 and Geometry, 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, and Algebra 2 or Probability and Statistics.

420 ADVANCED PLACEMENT STATISTICS/UConn ECE College 1 CreditGrades 11, 12The 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 CreditGrades 10, 11, 12Prerequisite: 2 math creditsThis 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.

427 BUSINESS MATHEMATICS Standard 1 Credit Grades 11, 12Prerequisite: Must have at least 1 math creditThis 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.

431 ALGEBRA 1 Honors 1 CreditGrades 9, 10This is a comprehensive course with a strong emphasis on the real world application of Algebric concepts. Topics include, and are limited to, arithmetic and geometric sequences; relations and functions; solving equations and inequalities under real numbers; multiple representations of data; linear and on linear modeling; systems of equations; quadratics and exponential functions; while using technology for problem solving.

433 ALGEBRA 1 Standard 1 CreditGrades 10, 11, 12This course is designed to develop a strong foundation of thinking skills necessary for students to succeed in future mathematics courses. Units of study are aligned to the Connecticut Standards. Topics include linear equations and inequalities, graphing and writing linear funtions, systems of linear equations, and working with radicals and polynomials.

433F ALGEBRA 1 Standard 1 CreditFirst year 9th graders only. This course is designed to develop a strong foundation of thinking skills necessary for students to succeed in future mathematics courses. Units of study are aligned to the Connecticut Standards. Topics include linear equations and inequalities, graphing and writing linear functions, systems of linear equations, and working with radicals and polynomials.

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411 ALGEBRA 1 (LAB) Standard 1 CreditElective Credit Only. First year 9th graders only. This class is designed specifically for first year freshmen students enrolled in Algebra 1 to improve their mathematical skills and number sense. Emphasis will be plae on problem solving, use of manipulatives and individualized skill and practice.

434 ALGEBRA 1 Standard 1 CreditGrades 10,11,12 This course develops the algebric thinking skills necessary for students to succeed in advanced mathematics courses through a strong emphasis on real world application. Units of study are aligned to the Connecticut Standards. 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. The course includes an introductio to quadratiequations, proportions and variation.

442 Applied Problem Solving in STEM Accelerated 1 Credit This class focuses on applied mathematics through RC cars and Vex technology. The students will focus on problem solving and other mathematics based concepts. This course is recommended for people who are interested in hands-on learning with math.

451 GEOMETRY Honors 1 CreditGrade: 10, 11Prerequisite: Algebra 1This course examines two and three dimensional geometric figures and their properties. Connections between algebra and geometry are enhanced so that students are able to make sense of the world around them. This course is aligned to the Connecticut Standards and 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, 12Prerequisite: Algebra 1 This course examines two and three dimensional geometric figures and their properties. Connections between algebra and geometry are enhanced so that students are able to make sense of the world around them. This course is designed to present a logical development, with emphasis on basic concepts and understanding of geometry. This course is aligned to the Connecticut Standards and its topics include 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, 12Prerequisite: 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. This course is aligned to the Connecticut Standards and is similar to Geometry 452 but with less emphasis on geometric proofs.

461 ALGEBRA 2 Honors 1 Credit Grades 9, 10, 11Prerequisite: Algebra 1This 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. The course is aligned to the Connecticut Standards and qualify for college credit (see College Career Pathways section).

462 ALGEBRA 2 Accelerated 1 CreditGrades 10, 11, 12Prerequisite: Algebra 1This 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. The course is aligned to the Connecticut Standards and may qualify for college credit (see College Career Pathways section).

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463 ALGEBRA 2 Standard 1 CreditGrades 10, 11, 12Prerequisite: Algebra 1This course is designed to prepare the student for more advanced courses in mathematics. Topics include linear functions and inequalities, factoring, complex number operations, logarithms, quadratic functions, and an introduction to trigonometry. May qualify for college credit (see College Career Pathways section).

464 ELEMENTARY ALGEBRA Accelerated 1 CreditGrade 12Prerequisite: Algebra 2This 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 are placed in this course based on prior success in math classes and teacher recommendation.

472 ALGEBRA 3 Accelerated 1 CreditGrades 11, 12Prerequisite: Geometry and Algebra 2This 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.

471 PRE-CALCULUS Honors 1 Credit Grades 11, 12Prerequisite: Algebra 2 Pre-Calculus is a prerequisite for taking AP Calculus AB and provides an excellent background for students needing to take a calculus course in college. The 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 CreditElective credit onlyAP 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.

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sCIenCe DePaRTmenTThe 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 Earth Space Science – Honors 592 Earth Space Science – Accelerated 593 Earth Space 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

gRaDe 11/12 aDDITIonal eleCTIves: 510 Environmental Science – UCONN Early College Experience 507 SEPUP – Standard 524 Forensic Science – Accelerated 533 Botany – Standard 587 Zoology – Standard *PLEASE SEE OFFERINGS UNDER STEM ACADEMY AND HEALTH ACADEMY FOR ADDITIONAL SCIENCE ELECTIVE COURSES.

gRaDe 9 sCIenCe

592 EARTH SPACE SCIENCE (P)This course core ideas include: Earth’s place in the universe (describing the universe as a whole and addressing its grand continual evolution) and Earth and human activity (addressing society’s interactions with the planet).

gRaDe 10 sCIenCe

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 Credit522 BIOLOGY (L) Accelerated 1 Credit535 BIOLOGY (L) Standard 1 CreditThis course focuses on four core ideas: 1. How individual organisms are configured and how those structures function to support life, growth, behavior and reproduction 2. Organisms’ interactions with each other and their physical environment 3. The flow of genetic information between generations 4. The changes in the traits of populations of organisms over time.

gRaDes 11 anD 12 - CoRe eleCTIves

540 ADVANCED PLACEMENT CHEMISTRY (P) College 1 CreditGrade 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.

541 PRE-AP CHEMISTRY (P) Honors 1 CreditGrades 11, 12Prerequisite: Algebra 1; strong math background recommended Meets seven periods per week. The course core idea includes: Matter and its interactions: the structure, properties and interactions of matter, how particles combine to form the variety of matter one observes and how substances combine or change (react) to make new substances.

542 CHEMISTRY (P) Accelerated 1 CreditGrades 11, 12Prerequisite: Algebra 1Meets seven periods per week. The course core idea includes: Matter and its interactions: the structure, properties and interactions of matter, how particles combine to form the variety of matter one observes and how substances combine or change (react) to make new substances.

543 CHEMISTRY AND THE COMMUNITY (P) Standard 1 CreditGrades 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.

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5411 LABORATORY ASSISTANT Honors ½ CreditGrades 11-12Prerequisite: 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 CreditGrade 12Prerequisite: 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.

561 PHYSICS (P) Honors 1 CreditGrades 11, 12Prerequisite: 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 CreditGrades 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, 12Meets 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 sCIenCe eleCTIves

510 ENVIRONMENTAL SCIENCE/UCONN ECE (L)(P) 1 CreditGrade 11, 12Meets 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.

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507 SEPUP SCIENCE (L)(P) Standard 1 CreditGrade 11, 12SEPUP (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.

524 FORENSIC SCIENCE (L) Accelerated ½ CreditGrades 11, 12Prerequisite: 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 CreditGrades 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.

587 ZOOLOGY (L) Standard ½ CreditGrades 11, 12This 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.

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 DePaRTmenTCareer 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 PRogRamStudents 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 CollegeStudents 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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THe aCaDemY of fInanCe (aof) The Academy of Finance (AOF), a prestigious model academy designated by the National Academy Foundation (NAF), offers students the ability to learn and directly apply business and financial content and concepts through a hands on, project-based, and collaborative approach. With the help of local and national partners from educational institutions and business organizations, including for-profit and non-profit entities, students are poised to obtain the knowledge and essential skills needed to be college, career, and future ready.

The AOF offers a curriculum that covers entrepreneurship, banking and credit, financial planning, global business, securities, insurance, accounting and economics, among many other topics.

Additionally, these courses introduce students to a wide array business and financial careers. AOF graduates benefit from learning the critical concepts of business management, accounting, and ethics along with the essential skill sets needed to be successful in any workplace. Academy students must complete four AOF courses by graduation, identified as (AOF) in the pathways below. Upon successful completion of 4 courses, requiring receiving a passing score on End-of-Course exams and satisfactory scores on project and internship assessments, students earn NAFTrack certification credentials signifying to post-secondary institutions and employers that they are both college and career ready.

AOF Internship Credit is awarded upon completion of two AOF courses. Successful internship completion is determined by the Work Based Learning Coordinator and includes completion of a total of 120 working hours a satisfactory evaluation by the internship supervisor, and completed student reflection.

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.

602 CAREER PLANNING 1 Accelerated ½ CreditGrades 9, 10This 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.

PaTHWaY 1 (Honors/College Dual Articulation*) All courses qualify for NAFTrack Certification

gRaDe 9/10 618 Principles of IT (AOF) (.5 cr.)658 Microsoft Excel (AOF) (.5 cr.)636 Principles of Finance/Money (AOF) (.5 cr.)642 Global Business (AOF) (.5 cr.)

gRaDe 11 628 Accounting (AOF)*688 Entrepreneurship (AOF)611 Business Management (AOF)*

gRaDe 12 638 Applied Finance online (AOF)(.5 cr.)631 Financial Accounting (AOF)*

* Online and Articulated courses are leveled honors.

PaTHWaY 2 (Accelerated)AOF qualify for NAFTrack Certification

gRaDe 9/10 618 Principles of IT (AOF) (.5 cr.)602 Career Planning (.5 cr.)615 Introduction to Business658 Microsoft Excel (.5 cr.)

gRaDe 10/11 636 Principles of Money (AOF) (.5 cr.)642 Global Business (AOF) (.5 cr.)682 Marketing 1608 Entertainment and Sports Marketing688 Entrepreneurship (AOF)

gRaDe 11/12 628 Accounting (AOF) *Dual Credit Tunxis684 Marketing 2

gRaDe 11/12 aDDITIonal CouRses: 601 Career Planning699 Cooperative Work Program

* Online and Articulated courses are leveled honors.

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611 BUSINESS MANAGEMENT (AOF) College 1 CreditGrades 11, 12This 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 CreditGrades 9, 10This 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.

618 PRINCIPLES OF INFORMATION TECHNOLOGY (AOF/AOITE/NBAHP/PIT) Accelerated ½ CreditGrades 9, 10, 11, 12This course is recommended for all Academies of NBHS.Principles of Information Technology (PIT) provides an overview of information technology (IT) today and introduces students to the basics of hardware and software. Students examine hardware components including peripherals, connectors, and memory. Students explore common operating systems, software applications, and programming languages. Students learn about types of networks and network topology, and they setup an e-mail client/server connection. Students also consider contemporary issues such as security, privacy, and technological inequality. Finally, students explore career opportunities in IT.

628 ACCOUNTING 1 (AOF) Accelerated 1 CreditGrades 11, 12This 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.

This course is recommended prior to industry work based learning experience in AOF.

631 FINANCIAL ACCOUNTING (AOF) College 1 CreditGrades 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.

Dual Credit Articulation – College Credit.

636 PRINCIPLES OF FINANCE/MONEY (AOF) Accelerated ½ CreditGrade 10, 11, 12Do 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.

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638 APPLIED FINANCE ONLINE (AOF) Accelerated ½ CreditGrade 11, 12Prerequisite Student of AOF and Principles of Finance/MoneyApplied 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. Pending Dual Credit Articulation – College Credit. Possible online option, see your counselor for more information. 642 GLOBAL BUSINESS (AOF) Accelerated ½ Credit Grades 10, 11, 12This 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.

682 MARKETING 1 Accelerated 1 Credit Grades 10, 11, 12Students 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 – Hospitality Marketing Accelerated 1 CreditGrades 11, 12Prerequisite: Marketing 1 Hospitality Marketing introduces students to the objectives, strategies and tools that are important to marketing. Students will beome familiar with each phase of marketing channels, brand equity, customer and consumer needs and basic market research. Students will develop a marketing campaign for the hospitality venue.

688 ENTREPRENEURSHIP – Small Business Management (AOF) Accelerated 1 CreditGrades: 10, 11, 12Prerequisite: Introduction to Business 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 CreditGrades 11, 12Recommendation of Work-based Learning Coordinator (For Academy Students Only)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 WBL coordinator.

608 Entertainment Sports Marketing Accelerated ½ CreditGrades 10, 11, 12Entertainment Sports Marketing introduces students to the skills and knowledge required in the Entertainment Sports Marketing Profession. Topics include aligning events with client tools, budgeting and bidding, sustainable practices, venue selections and management, personnel considerations, marketing and sports sponsorship. Students learn about Entertainment and Sports events as well as special and professional events. Student to consider the role of eventsin a larger context of communities and society.

622 Mobile App Development Accelerated ½ CreditGrade 9,10, 11, 12 Prerequisite: Prinicples of IT (PIT)It is time to develop an APP. Students taking this course can expect to learn about hardware and software in Andriod-based smartphones. Students will use MIT App Inventor 2 to create apps which are both fun and socially useful. Students will use pre-made apps to guide the relearning and then develop their very own.

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651 Exploring Computer Science/ECS (AIOTE) Honors 1 CreditGrade 9, 10, 11, 12 Exploring Computer Science is a year long course consisting of six units, human computer interaction, problem solving, web design, programming, computing and data analysis, and robotics. The course was developed around a framework of both computer science content and computational practice. Assignments are designed to be socially relevant and meaningful. Ethical and social issues in computing, and careers and computing, are woven throughout the six units. Emphasis is placed on how computing enables innovation in a variety of fields and the impacts that those innovations have on society.

658 MICROSOFT EXCEL Accelerated ½ CreditGrades 10, 11, 12Students 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. MOS (Microsoft Office Specialist) Certification Course.

661 Mobile Computer Science Principles (AOITE) Honors 1 CreditGrades 10, 11, 12 Prerequisite: Mobile Apps 622, ECS, AP Quality points possible.This course provides an introduction to basic principles of computer science (CS), including programming in App Inventor, a graphical programming language for Android mobile devices. This is a projects-based course. Students will learn CS principles by building socially useful mobile apps and reflecting on the impacts of their work. This course involves a strong writing component. Students will maintain a portfolio of their work, which will include several performance tasks in the areas of programming, data analysis, and the impact of computing technology.

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famIlY / ConsumeR sCIenCes PRogRamFamily 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 ArtsGrade 10/11 724 – ProStart Culinary Arts 1Grade 11/12 728 – ProStart Culinary Arts 2

Education and Teaching PathwayGrade 9 746 – Teaching as a Profession

Grade 10/11/12 748 – Child Development 1Grade 11/12 752 – Child Development 2 751 – Teacher Cadet 750 – Introduction to Teaching 742 – Kindergarten Classroom Assistant 741 – Introduction to Individual and Family DevelopmentGrade 12 754 – 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.

746 TEACHING AS A PROFESSION Accelerated 1/2 Credit Grade 9 Students will explore various career opportunities within the educational field. In addition to becoming teachers at various instructional levels, they may become experts in early childhood, elementary education, secondary education, special education, art, music, physical education, math, science, social studies, language arts, technology, or engineering. Exploring the Education Pathway will allow students to research potential career paths that will provide the foundation for employment and higher education. During the course, students will participate in a minimum of 20 hours of guided observations and field experienes in multiple settings to help assess their personal interest in pursuing careers in this field and to identify effective learning environments. By learning about professions in our Education Pathway, students will achieve their professional goals.

742 KINDERGARTEN ASSISTANT Accelerated 1 Credit Grades 11, 12This 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 special 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 required to provide their own transportation home.

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713 INTRODUCTION TO CULINARY ARTS Standard 1/2 Credit Grades 9, 10Students will be given an introduction to the National Restaurant Association’s ProStart curriculum which prepares students for careers in the restaurant and food service industry. The course will explore career opportunities, the history of food preparation and the food service 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 CreditGrades 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 food service industry. Students gain valuable restaurant and food service 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, Food service Equipment, Nutrition, Controlling Food service Costs, Working with People, Business Math, Breakfast Foods and Sandwiches, Salads and Garnishes, and Fruits and Vegetables.

728 PROSTART CULINARY ARTS 2 Accelerated* 2 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 Food service, 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.

741 INTRO TO INDIVIDUAL AND FAMILY DEVELOPMENT/UConn ECE College 1 CreditGrades 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.

748 CHILD DEVELOPMENT 1 Accelerated 1 CreditGrades 10, 11, 12This is a full year 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.

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752 CHILD DEVELOPMENT 2 Accelerated 1 CreditGrades 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 CreditGrade 12 Prerequisite: Two years of Education and Training Pathway courses and Application required This course is limited to grade 12 senior students who have an interest in working with children in a professional setting. Responsibilities include: setting up Little Cane’s Academy, assisting the teahers in the daily operation, and completing monthly projects that ensure the productive atmosphere for this work related environment. Applications are distrubuted spring semester junior year.

751 TEACHER CADET/LEADERS Honors 1 CreditGrades 11, 12 Teacher Cadet is an honors level course for juniors and seniors who are interested in delving further into a career in teaching. The class will explore different learning styles, learning theories, and methods of instruction. Students will be required to complete many hands-on projects as well as observations and field experience with an elementary or middle school class. Academic classes are currently alternated with practical experience in the NBHS’s Little Cane’s Academy.

761 INTRODUCTION TO TEACHING/CCSU COURSE CREDIT College 1/2 CreditGrades 11, 12This 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 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 2 seminar college credits from Central Connecticut State University.

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neW bRITaIn HIgH sCHool HealTH aCaDemY 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 psycho motor 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 - must have taken BMS 1 or 2

Grade 12 511 – BMS 4: Biomedical Innovation - must have taken 2 BMS classes prior

Pathway 2 (Accelerated) – HealthCare Science (HCS) - Career ExplorationGrade 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

PaTHWaY 1 (HonoRs) – PRoJeCT leaD THe WaY bIomeDICal sCIenCe (bms) PRogRamThe 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 CreditGrade 9 &10Students 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 exam. 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 CreditStudents completing PBS 581 have priority enrollment in HBSGrade 10, 11Students 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 qualify for AP quality points for receiving at least an 80% average in the course and a 6 or higher on the PLTW End of Course exam. 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 qualify for AP quality points for receiving at least an 80% average in the course and a 6 or higher on the PLTW End of Course exam.

Medical Interventions qualifies for one honors credit as part of the 3-credit graduation requirement for a life science course.

511 BMS 4 - BIOMEDICAL INNOVATION Honors* 1 CreditGrade 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 qualify for AP quality points for receiving at least an 80% average in the course and a 6 or higher on the PLTW End of Course exam. Medical Interventions qualifies for one honors credit as part of the 3-credit graduation requirement for a life science course.

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768 Healthcare Science 1 (9th grade) Accelerated ½ CreditPrerequisite: Application required (available in room 317)Grade 9This 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 students to the Health Occupation Students of America (HOSA) organization.

782 Healthcare Science 2 (10th grade) Accelerated* 1 CreditPrerequisite: Application required (available in room 317)Grade 10Students who have taken HCS1 have priority enrollment in HCS2This 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 Healthcare Science 3 (11th Grade) Accelerated 1 Credit Grade 11Prerequisite: 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 Healthcare Science 4 (12th Grade) Accelerated 1 Credit Grade 12Prerequisite: HCS 2 and HCS 3 RequiredThis 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 Accelerated ½ Credit Grade 11 (Grade 12, if space is available) 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.

764 NURSING ASSISTANT (OCCUPATIONAL) Accelerated 1 CreditPrerequisite: 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 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 CreditGrades 11, 12Meets 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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TeCHnologY eDuCaTIonThe 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.

THe neW bRITaIn HIgH sCHool sTem In TeCHnologY eDuCaTIonStudents 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:• Careerexploration• FieldtripstoSTEMfacilities• Laboratoryexperiences• Jobshadowing• Servicelearning• Otherasidentifiedbystudents,teachers,mentorsandrelatedstakeholders

The Academy of Information Technology & Engineering (AOITE) prepares students for career opportunities in programming, database administration, web design and administration, digital networks, and other areas in the expanding digital workplace. In addition, Juniper Networks has agreed upon a program of study, linked to NAF assessments, that will qualify students for its professional training program and earn a Juniper certificate. This Academy also answers an acute need for engineers in this country by educating high school students in the principles of engineering, and providing content in the fields of electronics, biotech, aerospace, civil engineering, and architecture. Academies use curriculum from Project Lead The Way, Inc. (PLTW), They also benefit from support provided by National Action Council for Minorities in Engineering (NACME).

802 EXPLORATIONS IN STEM CAREERS Accelerated 1 CreditGrade 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.

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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 COURSESPROJECT LEAD THE WAY PROGRAM (PLTW):Grade 9: or 10 Principles of Engineering Grade 9 or10 Introduction To Engineering Design Grade 11 or 12 Select one: Computer Integrated Manufacturing (Specialization) Civil Engineering and Architecture (Specialization)

841 PRINCIPLES OF ENGINEERING (PLTW) Honors* 1 CreditGrades 9, 10, 11, 12Prerequisites: 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. Models of product solutions are created, analyzed, and communicated using 3D solid modeling computer design software.

851 COMPUTER INTEGRATED MANUFACTURING (PLTW) Honors* 1 CreditGrades 11, 12Prerequisites: 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.

818 AUTOMOTIVE TECHNOLOGY 1 (SMALL ENGINES) Accelerated 1 Credit Grades 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 purchaseagasketset($5--$20)toruntheirengine.Studentscanthentaketheirrunningenginehome,orsellit,astheywish.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.

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816 AUTOMOTIVE TECHNOLOGY 2 Accelerated 2 Credits Grades 11, 12 Prerequisite Automotive Technology 1This 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 CreditGrades 9, 10, 11, 12This 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 CreditGrades 10, 11, 12Prerequisite Metals Processing 1Metals 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 CreditGrades 10, 11, 12Communications 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.

856 GRAPHIC COMMUNICATIONS 2 Accelerated 1 CreditGrades 11, 12This 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 CONSTRUCTION Standard ½ CreditGrades 9, 10, 11, 12Students 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 CreditGrades 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.

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884 GRAPHIC ARTS (AOITE) Accelerated ½ CreditGrades 9, 10, 11, 12Students 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 (AOITE) Accelerated ½ Credit Grades 9,10, 11, 12Prerequisite: Graphic Arts 884 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 CreditGrades 10, 11, 12Prerequisite: Web Site Design 1This course continues the work begun in Web Site Design 1 and introduces more sophisticated software programs used in web site creation.

894 DIGITAL VIDEO PRODUCTION SCHOOL NEWS (AOITE) Accelerated ½ Credit Grades 10, 11, 12Digital Video Production provides a hands-on introduction to digital video. The course guides students through all phases of digital video production, including pre-production, managing a video shoot, TV studio equipment usage, editing and post-production techniques. Students will work on running the ‘behind-the-scenes’ NBHS TV Studio for daily morning announcements. They may also have the opportunity to work on video projects around the school. 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, 12Digital Video Production provides a hands-on introduction to digital video. The course guides students through all phases of digital video production,including pre-production, managing a video shoot, TV studio equipment usage, editing and post-production techniques. Students will work on running the ‘behind-the-scenes’ NBHS TV Studio for daily morning announcements. In addition, students will focus on the creation of documentary type video. They will have the opportunity to enter contests, create videos for the school, and create a digital video portfolio. 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 CreditGrades 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 CreditGrades 9, 10, 11, 12Prerequisite: 904A Elements of Art This course the second half of 904A ELEMENTS OF ART. The Principles Design are concepts used to organize or arrange the structural elements of Art. The way in which these Principles; Balance, Contrast, Emphasis, Movement, Pattern, Rhythm, and Unity are applied. Students will organize the Elements of Art using the Principles of Design: to effectively communicate their ideas, thoughts and meanings in various artworks using a range of art media, techniques, and subject matter. Students will utilize technology using a variety of digital art software within the course work to further develop and understand the basic terminology, composition principles, and technical skills of art, composition and design. Journal keeping, sketching and homework involving art making and research will be assigned and are important parts of this course. 942 2D ART (Drawing/Painting 1) Accelerated 1 Credit Grades 10, 11, 12Prerequisite: 904A & 904B Elements of ArtThis is a full year course for those students who wish to concentrate on the discipline of drawing and painting. Drawing is a form of communication, much like a language. The students will learn techniques in a variety of media to “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 these media techniques will be featured, as well as those that are nontraditional and experimental. Some media used will be graphite, colored pencil, pastels, ink, watercolor, and acrylic. 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.

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914 DRAWING 2 Accelerated 1 Credit Grades 10, 11, 12Prerequisite: 942 2D ArtThis one semester course is designed for those students who wish to advance in the visual arts. Basic drawing skills and techniques will be reviewed and practiced. Students will focus on advancing their drawing skills and developing a voice and originality in their work. Students will utilize the Mac lab to incorporate technology using a variety of digital art within the course work. Sketchbooks and journals will be kept and requires practices both in class and homework.

982 3D ART (Ceramics 1/ Sculptures 1) Accelerated 1 CreditGrades 10, 11, 12Prerequisite: 904A & 904B Elements of ArtThis is a full year course that explores techniques and develops skills in both ceramics and sculpture, 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. The second half of the year, students will focus on using a variety of materials in hands on construction using sculpture techniques.

922 CERAMICS 2 Accelerated 1 CreditGrades 10, 11, 12Prerequisite: 918 3D ArtIn this full year course, students will build upon the skills, techniques and processes learned in 918A 3D Art and will be required to complete a group of finished pieces. This course will focus on advanced hand building and glazing techniques. Students will also have the opportunity to experiment with the pottery wheel and other finishing techniques such as use of underglazes plus alternative ways of decorating earthenware pieces.

928 PAINTING 2 Accelerated 1 CreditGrades 10, 11, 12Prerequisite: 942 2D ArtThis full year course is a continuation of 942 2D Art and will focus on an expanding the exploration of individual techniques learned and will be further developed. Various themes, artist styles and movements will be discussed and students will be able focus on their own individual painting style in this class. Students will utilize technology in a variety of digital art within the course work. Students will utilize their own style to communicate their themes, ideas and feelings through art making.

930 ADVANCED PLACEMENT STUDIO ART College 1 CreditGrade: 11, 12Prerequisite: Permission of the instructor.The AP Studio Art program allows for highly motivated students with a serious interest in the visual arts to take college-level work at the high school level. Students must have prior art knowledge and skills as well as a basic understanding of the Elements and Design. Students will need 2D Art. Students will utilize technology in a variety of digital art within the course work. Critiques, artist research, sketching, and working outside of class are important parts of this course. Students are required to submit a 3 section portfolio to the College Board, consisting of twenty-four quality artworks, in place of a final exam. Students will be evaluated on their personal theme, style, and/or concept (Concentration Section), their ability to demonstrate their understanding of a variety of media, technique, and processes (Breadth Section), and the quality of their work (Quality Section). Works from other courses in 10th, 11th, and 12th grade may be used.

The summer assignment packet for the following year must be picked up by the end of May (see AP Instructor).

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THe musIC PRogRamThe Music Program at New Britain High School will help students 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 non-performance instruction and exploration of a variety of musical areas. By being enrolled in the music program, students will have the opportunity to realize, discover, expand, and enjoy their own unique talents in music; while at the same time learning to appreciate those of their fellow students.

Non-performance courses are structured for students with little to extensive musical backgrounds. They are designed to engage students in facets of music that most interest them; provide them with tools to understand and create music of their own design; and ultimately prepare them for a career and/or further study in the field of music.

Performance ensembles in the band, choral, and orchestral programs focus on creating 21st century musicians. Students routinely perform at school concerts and events, as well as throughout the Greater New Britain Community, and serve as cultural ambassadors for our City and State both here and abroad.

non-PeRfoRmanCe musIC PRogRam984 INTRODUCTION TO MUSIC TECHNOLOGY Accelerated 1/2 CreditGrades 9, 10, 11, 12 This course will study the techniques of modern computer-based music. Topics will include introductions to Digital Audio Workstations (DAWs), Musical Instrument Digital Interface (MIDI) controllers, and music notation software, composition, electronic music in multiple genres and styles, and music for film. Students do not need a musical background in-order-to enroll for this course. This course will take place during the first semester of the school year.

964 ADVANCED MUSIC TEHNOLOGY Accelerated 1/2 CreditGrades 9, 10, 11, 12 Prerequisite: Successful Completion of Introduction to Music TechnologyThis course will continue to study the techniques of modern computer-based music. Topics will include samples, automation, composition, mash ups, the Foley Effect, and scoring for film. Students need to complete Music Technology 1 in-order-to enroll for this course. This course will take place during the second semester of the school year.

966 INTRODUCTION TO MUSIC THEORY Accelerated 1/2 CreditGrades 9, 10, 11, 12Students 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. No prior musical experience is needed in order to take this class. 974 ADVANCED MUSIC THEORY Accelerated 1/2 CreditGrades 9, 10, 11, 12 Prerequisite: Successful Completion of Introduction to Music Theory; or Permission of the InstructorThis course is a continuation of the Introduction to Music Theory. Students will learn more advanced skills in reading, writing, creating, and performing in the language of music. Topics covered include scales, keys, intervals, triads, tetrachords, musical forms, and chorale writing. Students will also refine dictation and sight singing skills of previously unseen music.

970 AP UCONN/ECE MUSIC THEORY College 1 CreditGrades 10, 11, 12Prerequisite: Introduction to Music Theory, Advanced Music Theory, and Permission of the InstructorThis 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, as well as by the ECE program from UCONN. Students will take the AP exam in the spring.

978 INTRODUCTION TO MUSIC COMPOSITION Accelerated 1/2 Credit Grades 10, 11, 12 Prerequisite: Introduction to Music Theory, or Permission of the InstructorThis course begins to explore different compositional methods and forms. The first half of the course will begin with traditional composition with writing basic melodies, simple counterpoint, and rounds. The second half of the course will explore harmony and layering.

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986 ADVANCED MUSIC COMPOSITION Accelerated 1/2 CreditGrades 9, 10, 11, 12 Prerequisite: Advanced Music Theory, and Introduction to Music CompositionThis course continues to explore different compositional methods, forms, and techniques from where Introduction to Composition left off. The first half of the course will return to traditional composition with writing more complex melodies, counterpoint, cannons, and basic fugues. The second half of the course will focus on advanced harmonizing and arranging.

976A MUSICAL KEYBOARD Accelerated 1/2 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 and be expected to play short examples—hands apart and beginning to play with hands together—for the class and/or instructor to demonstrate their knowledge and progress.

976B MUSICAL KEYBOARD Accelerated 1/2 Credit Grades 9, 10, 11, 12Prerequisite: Successful Completion of Musical Keyboard A; or Permission of the InstructorThis course continues where Introduction to Piano leaves off. It reinforces concepts learned to help students read and play music via the piano keyboard. Greater emphasis will be placed on independence between the left and right hands. Students will learn on electronic keyboards in the music technology lab.

banD PRogRam954F BEGINNING/FRESHMAN BAND Accelerated 1 Credit Grades 9, 10, 11, 12All middle shool brass and woodwind instrumentalists should shedule Freshmen Band as part of their high school music program. This full year course continues to work on instrumental and ensemble techniques, as well as concert literature (grades 2-3). All students in Freshmen Band are part of the New Britain High School Golden Hurriane Marching Band which requires a high level of ommitment for what is one of the most rewarding experiences in a student’s life. Members of the Golden Hurricane Marching Band develop a deep sense of pride, positive attitude, and musicianship that they frequently display to the community, state, and even national events. The Band performs at all home and away football games, as well as several parades throughout the year. Class time for this ensemble includes twice-a-week after-school rehearsals, as well as all performances. Attendance at all rehearsals and performance is mandatory. Additionally, students are required to attend a ten-day band camp in August, prior to the start of the school year, during which the season’s music and visual design are introduced. Second half of the shool year’s focus is on The Concert Band. Students in Freshmen Band are required to participate in all public performances. All rehearsals and performances are part of the student’s grade.

954 CONCERT BAND Accelerated 1 Credit Grades 10, 11, 12Prerequisite: Freshman Band; or Permission of the InstructorAll 10th-12th grade brass and woodwind instrumentalists should schedule Concert Band as part of their high school program. The Concert Band is a full year ensemble that focuses on standard band literature (grades 3-4), as well as sight-reading, theory, and ensemble techniques. All students in Concert Band are part of the New Britain High School Golden Hurricane Marching Band, which requires a high level of comittment for what is one of the most rewarding experiences in a student’s life. The Band performs at all home and away football games, as well as several parades throughout the year. Class time for this ensemble includes twice-a-week after-school rehearsals, as well as performances. Students selecting Concert Band are required to participate in all public performances. All rehearsals and performances are part of the student’s grade. Concert Band members are encouraged to participate in Regional and All-State auditions. Students are required to attend a ten-day band camp in August, prior to the start of the school year, during which the season’s music and visual design are introduced.

991 WIND ENSEMBLE Honors 1 Credit Grades 10, 11, 12Prerequisite: By Audition Only and Permission of the InstructorAll 10th-12th grade brass and woodwind instrumentalists may audition to join the Wind Ensemble; auditions will occur in spring. The Wind Ensemble is a full year course that focuses on advanced band literature (grades 4-6), as well as sight-reading, theory, and ensemble techniques. All students in Wind Ensemble are part of the New Britain High School Golden Hurricane Marching Band, which requires a high level of comittment for what is one of the most rewarding experiences in a student’s life. The Band performs at all home and away football games, as well as several parades throughout the year. Class time for this ensemble includes twice-a-week after-school rehearsals, as well as performances. Students selecting Wind Ensemble are required to participate in all public performances. All rehearsals and performances are part of the student’s grade. Concert Band members are encouraged to participate in Regional and All-State auditions. Students are required to attend a ten-day band camp in August, prior to the start of the school year, during which the season’s music and visual design are introduced.

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981 JAZZ ENSEMBLE Honors 1 Credit Grades 10, 11, 12Prerequisite: By Audition Only and Permission of the InstructorAll brass, woodwind, and percussion instrumentalists may audition to join the Jazz Ensemble; auditions will occur in the spring. The Jazz Ensemble is a full year course that focuses on advanced jazz literature from swing to bee-bop; emphasis will be placed on improvisation, sight-reading, theory, and ensemble techniques. All students in Jazz Ensemble are part of the New Britain High School Golden Hurricane Marching Band, which requires a high level of comittment for what is one of the most rewarding experiences in a student’s life. The Band performs at all home and away football games, as well as several parades throughout the year. Class time for this ensemble includes twice-a-weel after-school rehearsals, as well as performances. Students selecting Jazz Ensemble are required to participate in all public performances. All rehearsals and performances are part of the student’s grade. Jazz Ensemble members are encouraged to participate in Regional and All-State auditions. Students are required to attend a ten-day band camp in August, prior to the start of the school year, during which the season’s music and visual design are introduced.

988 PERCUSSION ENSEMBLE Accelerated 1 Credit Grades 9, 10, 11, 12This course is open to all students who play or wish to learn how to play percussion instruments. Fall emphasis will be placed on rehearsing drumline music for the marching band, as well as for the concert ensembles. After the marching season, students will work on percussion ensemble features and music for performance in concert, as well as continuing to work on music for the concert ensembles. Participation in fall and winter drumline competitions may occur; participation in these competitions is mandatory. Students in this course will perform with the Freshman Band, Concert Band, and Wind Ensemble in concert. All students in Percussion Ensemble are required to also be in Marching Band. Students are required to attend a ten-day band camp in August, prior to the start of the school year, during which the season’s music and visual design are introduced.

CHoRal PRogRam956F FRESHMAN CONCERT CHOIR Accelerated 1 Credit Grades 9Open to all Freshmen students. 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. Several mandatory after school and evening rehearsals and performances are required and are part of the student’s overall grade.

956 CONCERT CHOIR Accelerated 1 CreditGrades 10, 11, 12Open to all 10th-12th grade students. 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. Several mandatory after school and evening rehearsals and performances are required and are part of the student’s overall grade.

968 SELECT TREBLE ENSEMBLE Accelerated 1 Credit Grades 9, 10, 11, 12Prerequisite: By audition onlyThis class is by audition only and is designed to expose students to a wide variety of choral music from various cultures and genres. Attendance and participation at concerts/rehearsals outside of the regular school day, including the Madrigal Feaste, Musical, Music Maynia and various community performances, are required of all students enrolled in this course.

961 MADRIGAL SINGERS/SHOW CHOIR Honors 1 Credit Grades 10, 11, 12Prerequisite: By Audition OnlyAn 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. Attendance and participation at concerts/rehearsals outside of the regular school day, including the Madrigal Feaste, Musical, Music Maynia and various community performances, are required of all students enrolled in this course.

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oRCHesTRal PRogRam952 STRING ORCHESTRA Accelerated 1/2 or 1 Credit Grades 9, 10, 11, 12Prerequisite: Students Must Have at Least 1-to-2 Years Previous Instruction on Their String InstrumentAll freshman string players, and those with less than 4 years of playing experience, should schedule Orchestra as part of their high school program. A select number of brass, woodwind and percussion players may also be accepted. Orchestral and ensemble technique are stressed through the rehearsal and performance of various forms of the orchestral repertoire. Participation in public performances outside of the school day is required.

951 ADVANCED ORCHESTRA Honors 1 CreditGrades 9, 10, 11, 12All 10th-12th grade string players, and those with more than 4 years of playing experience, should schedule Advanced Orchestra as part of their high school program. A select number of brass, woodwind and percussion players may also be accepted. Advanced orchestral and ensemble technique are stressed through the rehearsal and performance of more advanced literature from the orchestral repertoire. Participation in public performances outside of the school day is required.

THe THeaTeR PRogRamThe Theater Program at New Britain High School strives to create a wide range of performance opportunities via its spring musical theater production. Students may participate in the Drama Club, as well as audition for a role in the spring musical. Currently, the theater department offers a course in stagecraft. It is designed to provide students with a real-world experience of working in and on the various backstage roles of putting on a show, as well as other various concerts and events in the New Britain High School Auditorium.their high school program. A select number of brass, woodwind and percussion players may also be accepted. Orchestral and ensemble technique are stressed through the rehearsal and performance of various forms of the orchestral repertoire. Participation in public performances outside of the school day is required.

958A STAGECRAFT Accelerated 1 CreditGrades 10, 11, 12Prerequisite: Approval of the InstructorThis “Hands-On” course deals with various elements of staging principals including lighting, sound, rigging, roping, construction, design, properties and management. In addition to regular class time, students are expected to meet after school and/or evenings when an auditorium production is in progress.

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PHYsICal eDuCaTIon anD HealTH DePaRTmenTOur 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 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 one semester. All students must take PE1 and PE2 and/or two physical education classes to meet requirements for graduation.

775 PHYSICAL EDUCATION 1 Standard ½ CreditGrade 9This 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, weight lifting, circuit training, team sports and individual sports. Classes meet five days per week.

779 PHYSICAL EDUCATION 2 Standard ½ CreditGrades 10, 11, 12 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 CreditGrades 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 CreditGrades 9, 10, 11, 12This course provides an opportunity for regular education students and students with physical disabilities to participate in group activities fostering relationships among the students.

7339 HEALTH AND WELLNESS Standard ½ CreditGrade 9This 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.

733 HEALTH AND WELLNESS Standard ½ CreditGrade 10, 11, 12Same as 7339 above, however offered to transfer and upper class students.

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JunIoR RoTC PRogRamThe 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 CreditGrades 9, 10, 11, 12

8R2 JUNIOR ROTC 2 Accelerated 1 Credit Grades 10, 11, 12Prerequisite: JROTC 1

8R3 JUNIOR ROTC 3 Honors 1 Credit Grades 11, 12 Prerequisite: JROTC 2

8R4 JUNIOR ROTC 4 Honors 1 Credit Grade 12Prerequisite: 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 1-4ACPM – PERIODS 6-8This 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.

•Grades9and10:MorningSession/Grades11and12:AfternoonSession

LOCATION: THE LEARNING CORRIDOR (A 16-ACRE CAMPUS ADJACENT TO TRINITY COLLEGE AND HARTFORD HOSPITAL)

gReaTeR HaRTfoRD aCaDemY of THe aRTsHPA – 1:00 PM-4:15 PM MON-THURSThe 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.

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neW bRITaIn HIgH sCHool Clubs2018-2019

afRICan-ameRICan ClubasIan-ameRICan Club

ballRoom DanCe booK Club

J-CReW bIble ClubCane-eTTes

CHoRalaIRes/TReble CHoIRDebaTe Club

DeCa – DIsTRIbuTIve eDuCaTIon Club of ameRICaDRama Club

fResHman Class aDvIsoRfbla – fuTuRe busIness leaDeRs of ameRICa

fCCla – famIlY, CaReeR anD CommunITY leaDeRs of ameRICagaY/sTRaIgHT allIanCe - DIveRsITY

HealTH oCCuPaTIons sTuDenTs of ameRICaInTeRaCT ClubITalIan Club

JunIoR Class aDvIseRslaTIn HuRRICanes

maDRIgals/sHoW CHoIRman uP - leaDeRsHIP PRogRam

maTH TeammaTH naTIonal HonoR soCIeTYmusIC naTIonal HonoR soCIeTY

naTIonal aRT HonoR soCIeTYnaTIonal HonoR soCIeTY

naTIonal HIsToRY CluboRCHesTRaPolIsH Club

RoboTICs Club (sTem)sCIenCe Club

sCIenCe naTIonal HonoR soCIeTYsenIoR Class aDvIsoR

soCIeTY of Young sCHolaRssoPHomoRe Class aDvIsoR

sTuDenT goveRnmenTWRITIng Club

YeaRbooKYes Club

YouTH anD goveRnmenT

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neW bRITaIn HIgH sCHool sPoRTs2018-2019

boYsboYs’ baseball

boYs’ baseball – JvboYs’ baseball – fResHman

boYs’ basKeTballboYs’ basKeTball – Jv

boYs’ basKeTball – fResHmanboYs’ fooTball

boYs’ fooTball – JvboYs’ fooTball – fResHman

boYs’ TRaCKboYs’ WResTlIng

boYs’ golfboYs’ soCCeR

boYs’ soCCeR – JvboYs’ soCCeR – fResHman

boYs’ TennIs

gIRlsgIRls’ basKeTball

gIRls’ basKeTball – JvgIRls’ basKeTball – fResHman

gIRls’ golfgIRls’ soCCeR

gIRls’ soCCeR JvgIRls’ sofTball

gIRls’ TennIsgIRls’ TRaCK – sPRIng

gIRls’ volleYballgIRls’ volleYball – Jv

gIRls’ volleYball – fResHmanunIfIeD sPoRTs

Co-eDCo-eD CHeeRleaDIng

Co-eD CRoss CounTRYCo-eD WInTeR TRaCK

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gRaDuaTIon WoRK sHeeT

Student Name:______________________________________________ Grade:______ Counselor:________________

Grade 9 Grade 10 Grade 11 Grade 12 AdditionalEnglish-4 Credits1 American Lit, 1 World Lit, 1 English Elective

Social Studies-3 Credits(1 US His, 1 World His, .5 Am Gov/Civics, 5 Soc Elective)

Math- 3 Credits(1 Algebra 1, 1 Geometry, 1 Math Elective)

Health- 0.5 Credits

Science- 3 Credits(1 Life Science, 1 Physical Science,1 Science Elective)

Physical Ed- 1 Credit

Fine Arts- 1 Credit

Elective- 6.5 Credits

Elective

Elective

Capstone- 1 Credit

Total Credits Earned(23 Required)

Other Graduation Requirements:

• SSP Completion - www.taskstream.com

•CompletedApplication(Job,Scholarship,FinancialAid,orASVAB)_____Date

•CompletedApplicationforacollege,post-secondaryinstitutionorprogram______Date

•ParticipationinaTeamEnvironmentActivity(schoolactivity/club,sportorcommunityactivity)_____Date

•JobShadow,or career work-study program, or internship, college course/program, or150hoursofemployment______Date

•CompletionofPSAT_____Date

•Capstone

•Completionofstaterequiredin-schoolSAT______Date

Career Interests:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Student’s Signature:_____________________________________________________ Date:_________________________

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neW bRITaIn HIgH sCHool110MillStreet•NewBritain,CT06051

Documents

Table of ConTenTs - CSDNB€¦ · Successful completion of 4 Academy Courses in a career theme can lead to NAFTrack Certification ** New Britain High School Academies New Britain