Tift County High School · 2015-06-29 · plan of study. Beginning in the eighth grade, students are assisted by advisors and counselors in completing a formal plan of study. The

Tift County

High School

Planning Guide and Course

Description Catalog

2014-2015

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Table of Contents

Letter from the Principals ....................................................................................................................... 5

TCHS and Northeast Campus Guidance and Counseling Staff ............................................................... 6

Teachers As Advisors Program ............................................................................................................... 8

Registration and Scheduling of Courses ................................................................................................. 8

Schedule Changes ................................................................................................................................... 9

Staying Informed Tift County High School Guidance and Counseling Website ..................................... 9

Infinite Campus Parent Portal ............................................................................................................ 9

Graduation Requirements .................................................................................................................... 10

Individual Graduation Plan ............................................................................................................... 11

Opportunities for Excellence ................................................................................................................ 12

Advanced Placement ........................................................................................................................ 12

Honors Classes .................................................................................................................................. 12

Georgia Virtual High School .............................................................................................................. 12

EOCT Testing Out Option .................................................................................................................. 13

Dual Enrollment and ACCEL .............................................................................................................. 14

Move On When Ready...................................................................................................................... 14

Governor’s Honors Program ............................................................................................................. 15

Valedictorian/Salutatorian and Honor Graduates ........................................................................... 15

STAR Student .................................................................................................................................... 16

Georgia Scholar Program .................................................................................................................. 16

HOPE Scholarship/Grant Program .................................................................................................... 17

Testing Requirements........................................................................................................................... 21

End of Course Test ............................................................................................................................ 21

Georgia High School Graduation Writing Test ................................................................................. 21

Advanced Placement Exams (AP) ..................................................................................................... 21

Grading Information ............................................................................................................................. 22

Promotion/Retention Policy ............................................................................................................. 22

Grading Scale .................................................................................................................................... 22

Grade Point Average and Class Rank ................................................................................................ 22

Credit Repair ..................................................................................................................................... 22

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Credit Recovery ................................................................................................................................ 23

Programs .............................................................................................................................................. 23

ESOL .................................................................................................................................................. 23

Gifted ................................................................................................................................................ 23

Individualized Education .................................................................................................................. 23

Remedial ........................................................................................................................................... 23

Post Secondary Planning ...................................................................................................................... 24

University System of Georgia Admission Standards ........................................................................ 24

Preparing for College Testing ........................................................................................................... 24

Scholarship Information ................................................................................................................... 25

NCAA Clearinghouse Information .................................................................................................... 25

Practice for College Entrance Exam...................................................................................................... 25

PSAT .................................................................................................................................................. 25

Post Secondary University and College Entrance Exams ..................................................................... 26

SAT Reasoning Test........................................................................................................................... 26

SAT Subject Test ............................................................................................................................... 26

ACT.................................................................................................................................................... 26

Post Secondary Technical College Entrance Exam ............................................................................... 27

Compass ........................................................................................................................................... 27

ASSET ................................................................................................................................................ 27

Military Entrance Exam ........................................................................................................................ 27

ASVAB ............................................................................................................................................... 27

Course Sequences and Descriptions .................................................................................................... 28

English Language Arts ....................................................................................................................... 29

Mathematics ..................................................................................................................................... 35

Science .............................................................................................................................................. 46

Social Studies .................................................................................................................................... 51

Foreign Language ............................................................................................................................. 55

Physical Education ............................................................................................................................ 57

Career and Technology ..................................................................................................................... 59

Fine Arts ............................................................................................................................................ 82

Electives ............................................................................................................................................ 86

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Moultrie Technology College Classes on Campus ............................................................................ 87

Moultrie Technology College Classes (Dual Enrollment) ................................................................. 88

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Letter from the Principals

Dear TCHS Families,

During the high school years, students make important decisions about their futures.

Tift County High School believes that every student should be well-informed so that they

can make the best decisions possible. For that reason, I encourage students and their

parents or guardians to take an active role in planning for high school and beyond. This

Planning Guide and Course Description Catalog is designed to assist students and

parents in planning the high school course of study and preparing for post-secondary

options.

The information contained in the Planning Guide and Course Description Catalog

outlines graduation requirements, explains testing requirements, and provides insight

into post-secondary educational and career planning, as well as providing a complete

listing of courses offered at Tift County High School and Northeast Campus.

Parents/guardians and students are encouraged to use this information while working

closely with school personnel to create a four-year Individual Graduation Plan which will

meet the academic needs and accomplish the career goals of the student. Each year

during BRIDGE conferences, parents, students, and faculty advisors will meet to review

and discuss students’ Individual Graduation Plan and course selections for the

upcoming school year.

It is imperative that every student be equipped with the knowledge and skills

needed to participate fully in today’s highly competitive and global workplace. A high-

quality high school education is the springboard to a successful and rewarding future.

Students are encouraged to take very seriously the choices they make regarding high

school. Every student should strive to achieve their personal best by taking a rigorous

and well-rounded course load. Students and parents are reminded that the high school

transcript is the official record of every course taken in high school and will follow the

student throughout his adult life.

Please become familiar with the information in this Planning Guide and Course

Description Catalog and utilize it to assist in making wise choices concerning high

school. If you need additional assistance, the student’s Blue Devil Block advisor and

school counselor are available to answer your questions.

Sincerely,

Kim Seigler and Scott Haskins

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TCHS and Northeast Campus Guidance and Counseling Staff

Main Campus

Paige Wells, Lead School Counselor

Serves students with last name starting with A-C

Dr. Barbara Bryant, School Counselor

Serves students with last name starting with J-P

Jean Guzman, School Counselor

Serves students with last name starting with D-I

Tara Miller, School Counselor

Serves students with last name starting with Q-Z

Northeast Campus

Traci Hill, School Counselor

Wendy Soles, School Counselor

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Scheduling Administrator

Shae Tucker, TCHS Assistant Principal

Guidance and Counseling Support Staff

Michele Mitchell, TCHS Registrar

Vickie Beale, Northeast Campus Registrar

Vivenne Couch, TCHS Assistant Registrar

Celeste Jackson, TCHS Guidance Secretary

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Teachers As Advisors Program

In the continuing effort to assist students and families in making crucial decisions relative to students’ future endeavors and how academics plays a role in those decisions, the Teacher As Advisors Program begins in 6th grade and continues through 12th grade. Advisement periods are scheduled regularly in middle and high school. During the advisement meeting, teachers/advisors present curriculum centered on four domains: personal/social, academic, career, and character education. These four domains are intended to answer the questions, “Who am I? Where am I going? How am I going to get there?” while providing a grounding in character education.

The TCHS Teachers As Advisors Program is designed to assist students in developing the skills needed to make wise decisions that enable them to take full advantage of the well-balanced curriculum offered at TCHS. Through the presentation of current information concerning career selection, graduation requirements, and course offerings during individual and group advisement sessions, the professional educator becomes a mentor to the student. The following procedures are utilized in Tift County to facilitate this process:

During the 8th grade year, students and their parents/guardians and advisor will develop an Individual Graduation Plan (IGP) to be revised annually.

Annual advisement meetings are provided for the student and his or her parent(s)/guardian(s) in order to review progress, discuss graduation requirements and career objectives, and assist in selecting high school courses for the following year.

Registration and Scheduling of Courses

The academic year at Tift County High School is divided into two semesters, fall and spring semester. Students take four classes each semester for a total of eight classes in an academic year. Students receive new schedules at the beginning of each semester. Students select courses during Registration in the spring of each school year. Prior to Registration, students are advised about course requirements and available course offerings. Teachers and advisors recommend courses for the succeeding year. The parent and advisor will approve the selected schedule during the BRIDGE Parent Conference Day. Selecting Courses One of the most important responsibilities for a student is to choose appropriate courses. Consideration should be given to prerequisites, teacher recommendations, and the need for a variety of programs. Students and parents can utilize course sequences and descriptions included in this guide. Choosing Electives In addition to the required courses that must be successfully completed to graduate from high school, students must choose from a large number of electives to complete their education. It is recommended that students select elective courses closely related to their chosen career

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goals. Students may choose elective courses from areas of career (CTAE), fine arts, physical education and from additional core courses in English, mathematics, science, social studies, and foreign language.

Career Pathways are a series of three specific career classes and are available in areas such as agriscience, healthcare, broadcast video production, marketing, business, family and consumer science, JROTC, cosmetology, early childhood education, metals, welding, construction, and mechatronics. Students are encouraged to complete at least one pathway and can complete multiple pathways.

Fine Arts, Foreign Language, and Advanced Content Pathways are a series of specific courses in a respective subject area. For more information about these pathways, students should contact their school counselor.

Schedule Changes

Much effort is expended each spring to ensure that students are advised and registered for the correct courses needed to complete their high school program of study. Courses cannot be dropped or added after three (3) days have passed in a semester. Schedules may be changed for the following reasons only:

The student has already passed a class on his schedule

The student requires a class for graduation

The student needs placement in a special program

The change is deemed necessary by the principal

Staying Informed

Tift County High School Guidance and Counseling Website

All information concerning HOPE, scholarships, college visits, military visits and events hosted by TCHS Guidance and Counseling Department can be found at www.tiftschools.com/tchs under the guidance link. Additional information for 9th Grade students can be found at www.tiftschools.com/ne.

Infinite Campus Parent Portal

Infinite Campus provides students and parents access to teachers’ gradebooks and attendance. Visit Tift County Schools website ( www.tiftschools.com) and click on the Infinite Campus Parent Portal link. Information concerning how to create a new parent account is located under this link. Students may also create an account but before doing so will need log-in information which is available in the TCHS Guidance and Counseling Department.

http://www.tiftschools.com/tchs

http://www.tiftschools.com/ne

http://www.tiftschools.com/

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Graduation Requirements

GEORGIA HIGH SCHOOL GRADUATION EXAMS

Must pass the Georgia High School Graduation Writing Test

End of Course Test (EOCT) = 20% of final grade

Classes requiring an EOCT : 9th English Lit./Comp American Lit./Comp. Coordinate Algebra Analytic Geometry

Mathematics II Physical Science

Biology United States History

Economics

Participation in Graduation Ceremony: Only students who have met graduation requirements for a diploma as established by Tift County Board policy IHF(6)-R(0), will be allowed to participate in the graduation ceremony. Students will be required to earn a passing score on the appropriate state graduation assessments and attain at least twenty-six (26) credits before participating in the high school graduation ceremony. Special needs students will continue to follow their Individualized Education Program (IEP) to determine graduation status.

SUBJECT CREDITS REQUIRED

English Language Arts 4

Mathematics 4

Science 4

Social Studies 4

CTAE, Foreign Language and/or Fine Art 3

Health and Personal Fitness 1

Introduction to Business Technology 1

Electives 5

TOTAL 26

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Individual Graduation Plan

High school course planning is of major importance in determining the student’s education and preparation for post-secondary education and careers. This process takes into account the student’s career and educational goals, as well as course requirements for the student’s chosen plan of study. Beginning in the eighth grade, students are assisted by advisors and counselors in completing a formal plan of study. The Tift County School System Individual Graduation Plan (IGP) provides an outline of course requirements and allows the student and parents/guardians to chart a plan of study for each year of high school. This plan should be monitored regularly to assure progress toward graduation. The Individual Graduation Plan (IGP):

Includes rigorous academic core subjects

Incorporates IEP where applicable

Aligns educational and broad career goals and a student’s course of study

Is based on the student's selected academic and career focus area as approved by the student’s parent or guardian

Includes experience- based, career- oriented learning experiences which may include, but not be limited to, internships, apprenticeships, mentoring, co-op education, and service learning

Includes opportunities for postsecondary studies through articulation, dual enrollment and joint enrollment

Is flexible and allows changes in the course of study but is sufficiently structured to meet graduation requirements and qualify the student for admission to postsecondary education

Is approved by the student and the student's parent or guardian with guidance from the student's counselor or teacher advisor

Opportunities for Excellence

Advanced Placement

Studies have shown that the rigor of a student’s high school curriculum is the single best predictor of success in college. The College Board Advanced Placement program is a program of college-level courses, offering high school students the opportunity to receive advanced placement high school and college credit through successful completion of an Advanced Placement exam. All Tift County High School students enrolled in AP courses are required to take the AP exam. TCHS offers AP courses in all academic areas. Refer to the course description section of the guide for AP course offerings.

Honors Classes

Honors classes offer the same curriculum as regular classes but enriched, extend, and accelerate to meet the needs of high-achieving students. Refer to the course description section for honors level course offerings. Honors classes may or may not count for HOPE Rigor Courses. The Hope Rigor Course list is available on www.gacollege411.org.

Georgia Virtual High School

Georgia Virtual School offers a wide variety of Internet-based courses to Georgia high school students. The program offers courses in a variety of areas, including core, Advanced Placement, and elective courses. All courses are developed by trained, highly-qualified teachers, and Georgia Virtual School instructors are all highly-qualified teachers who are trained to teach in the online learning environment. The following outlines the typical qualities of successful online learners:

Self-motivated Independent learners Computer literate (not necessarily “high tech”) individuals Successful time managers Effective written communicators Risk takers Committed workers Open communicators (i.e. willing to ask for help, share problems, and/or concerns) Interested online learners Flexible workers (i.e. ability to work with a pre-set schedule of due dates that may not

coincide with the schedule of their regular school day) Courses completed successfully through Georgia Virtual School satisfy graduation requirements. For more information, visit the Georgia Virtual School website at www.gavirtualschool.org and meet with your school counselor.

http://www.gacollege411.org/

http://www.gavirtualschool.org/

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EOCT Testing Out Option

Beginning in school year 2013-2014, a student may demonstrate subject area competency by testing-out of any course that has an associated End of Course Test (EOCT). A unit of course credit is awarded to students who reach the performance level of Exceeds on an EOCT prior to taking a specific EOCT course. Students scoring Exceeds must accept credit for the course. Students have only one opportunity per course to test-out. At this time, a student may only earn up to three credits by testing-out.

Students must meet the following requirements for earning course credit through testing-out:

a) Not currently or previously enrolled in the course; b) Have earned a grade of B or better in a content area course that is the same content

area of the course for which the student is attempting the EOCT; c) Received a teacher recommendation from a teacher in the same content area; d) Received parent/guardian permission if the student is less than 18 years of age.

Students who do not reach the performance level of Exceeds when attempting to test-out must enroll in and complete the associated course and retake the EOCT even if the student makes a passing grade on the EOCT during the testing-out attempt. Students who are currently enrolled, or who have previously been enrolled, in a higher-level course are not allowed to earn credit by later attempting to test-out of a lower level course. For example, a student already taking AP Physics may not earn credit for Physical Science by testing-out.

Course credit for students who test-out of a course is reported in the same way as the course credit earned through completing courses. The score earned as a result of the test-out option will be the score posted to the student’s transcript. That score will also be used in the calculation of the student’s Grade Point Average (GPA). No additional points will be added to the exam score.

Under NCAA requirements, units of credit earned through testing-out using the EOCT will not count as a core course credit for athletic aid for any student seeking NCAA Division I or II athletic scholarships.

The EOCTs will be administered in an online format. Students will be charged a fee of $50.00 per test as established by the Georgia Department of Education. This fee must be paid prior to administration of the EOCT. This fee will be refunded for students who meet the eligibility criteria and achieve the Exceeds performance level.

Students interested in the test-out option must see their counselor to discuss eligibility and to sign-up for testing.

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Dual Enrollment and ACCEL

Dual Enrollment is an opportunity for high school students to earn college credit while still in high school. The credit counts towards both a college or technical diploma and a high school diploma. To be eligible in participate in these programs, a student must:

Be a high school student seeking a high school diploma from a public or private secondary educational institution

Be enrolled in an eligible college, university, or technical college as a dual credit student. (Moultrie Tech or ABAC)

Meet US citizenship requirements

Be a legal resident of Georgia

Be registered with Selective Service (if required)

Not be in default or owe a refund on any student financial aid program

Be in compliance with the Georgia Drug-Free Postsecondary Education Act of 1990

Dual Enrollment Programs Available

ACCEL through ABAC is a non-need based program offered for students that wish to take college-level academic courses for credit toward both high school and college graduation requirements. Students may attend part-time or full-time. Students must take either the SAT or ACT to qualify (each college sets minimum score requirements), be on track to graduate and have at least a 3.0 academic GPA (includes English, Math, Science, Social Studies, and Foreign Language). Students who enroll in ACCEL are mostly juniors and seniors in high school. Sophomores are allowed to participate in ACCEL but must have at least a 3.5 academic GPA.

Dual HOPE Grant through Moultrie Tech is a non-need based grant program for students seeking technical certificates or diplomas from a technical college. Students may attend part-time or full-time. Students must take the Compass test to qualify for classes.

Move On When Ready

Move On When Ready Act (MOWR), House Bill 149, was signed into law April 2009 as a dual enrollment opportunity for students to attend a postsecondary institution full-time during their junior and/or senior year of high school. Students that participate in MOWR will receive high school credit and college credit simultaneously while attending college classes on the college campus, full-time. Approved college on-line courses may also be taken that meet high school graduation requirements. MOWR provides high school students the opportunity to “jump start” postsecondary education during the high school years. Once a student meets the admission requirements and is accepted to a technical college, 2-year college, or 4-year university, the high school student will be free to “move on” earlier to the next educational level. The opportunities within the MOWR legislation provide students an educational alternative other than the traditional high school setting or school day structure. The Move On When

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Ready Act also provides students an option to earn postsecondary credit before graduating high school. Students who earn postsecondary credit while in high school, according to recent research, are more likely to graduate from college or university.

Governor’s Honors Program

The Georgia Governor's Honors Program (GHP) is a four-week, summer residential program designed to provide intellectually gifted and artistically talented high school students challenging and enriching educational opportunities not usually available during the regular school year. Activities provide each participant with opportunities to acquire the skills, knowledge, and attitudes to become independent, life-long learners. The Georgia Governor's Honors Program is fully funded by the Georgia General Assembly and operates at no cost to participants. High School sophomores and juniors in public, private, and home schools are eligible for nomination in one of twenty areas. Students who are interested in GHP can find more information in the Guidance and Counseling Office. Contact your school counselor in early September for more information.

Valedictorian/Salutatorian and Honor Graduates

Valedictorian and Salutatorian

Valedictorian and Salutatorian determinations are based on Tift County School Board Policy IHDA.

Tift County School Board Policy IHDA

The valedictorian shall be the senior with the highest cumulative grade point average (a minimum of 3.7 GPA) earned during a minimum of 7 semesters spent in high school.

The salutatorian shall be the senior with the next highest cumulative grade point average (a minimum of 3.7 GPA) earned during a minimum of 7 semesters spent in high school.

Grades earned in middle school, even if awarded high school credit, will not be included in the grade point calculation. In addition to the required GPA, both candidates must have a SAT score of 1200 (math and verbal) or higher or an ACT composite score of at least 26.

In order to be considered for the honor of valedictorian or salutatorian, a student must be enrolled in the school for a minimum of two semesters prior to the calculation of rank in class.

In the event of a tie, students will be awarded the designation of co-valedictorian and there shall be no salutatorian.

Grades earned in classes that are remedial or developmental shall not be included when computing numerical averages for academic honors. Ninth graders entering 2011-2012 must

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take at least two credits in either advanced math, science, or foreign language, advanced placement classes, or core classes at a University system institution. Ninth graders entering 2012-2013 must take at least three credits in either advanced math, science, or foreign language, advanced placement classes, or core classes at a University system institution. Ninth graders entering 2013-2014 must take at least four credits in either advanced math, science, or foreign language, advanced placement classes, or core classes at a University system institution.

Honor Graduates

Honor Graduate designation is defined by the Tift County School Board Policy IHF(6)-R(0).

Tift County School Board Policy IHF(6)-R(0)

Honor Graduates will be those grade 9-12 students in any program of study who have an overall high school average of 90 or above from accredited schools for a minimum of seven semesters.

Superior Honor Graduates will be those 12th grade students in any program of study who have an overall school average of 95 or above from accredited schools at the conclusion of the first semester.

A senior taking an Advanced Placement or Honors level course, not identified as Honor status with the third nine-week calculation will have his/her GPA recalculated at the close of the fourth nine weeks to determine Honor status.

STAR Student

Each year a top academic senior in each participating Georgia high school is named the STAR student for that high school. To obtain the STAR nomination, students must have the highest score in one sitting on the SAT taken through the November test date of the senior year and be in the top 10 percent of their class. For information regarding this program, please contact the TCHS Guidance and Counseling Office.

Georgia Scholar Program

The Georgia Scholar Program is an effort by the Georgia Department of Education to identify and recognize high school seniors who have achieved excellence in school and community life. This award is recognition only and does not include a monetary scholarship. Former recipients have exhibited the following attributes:

A graduating high school senior who exhibits excellence in all phases of school life, in community activities, and in the home

High scholastic ability, carried an exemplary course load in the four years of high school, performed excellently in all courses

Successfully participated in interscholastic events of the school or community

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Assumed an active role in extracurricular activities sponsored by the school

Exhibited good citizenship Please contact the Guidance and Counseling Office in January if you are a graduating senior and are interested in applying for this opportunity!

HOPE Scholarship/Grant Program

Legislation passed by the Georgia General Assembly and signed by Governor Nathan Deal significantly changed the HOPE Scholarship and Grant programs for students graduating from high school in 2011 and later. The following information summarizes those changes; however, please refer to the Georgia Student Finance Commission website (www.gsfc.org) for changes and the most current information.

HOPE Scholarship

Students graduating from TCHS must have a 3.0 GPA as calculated by GSFC.

Students must maintain a 3.0 GPA in college.

If a student falls below a 3.0 GPA in college, they may only regain the HOPE Scholarship one time.

The HOPE Scholarship will not pay for remedial or developmental courses.

A student may receive the HOPE Scholarship until the first of these events:

o The student has earned a baccalaureate or first professional degree;

o The student has attempted at any postsecondary institution a total of 190 quarter hours or 127 semester hours;

o The student has received a total of combined payment of 127 semester hours or 190 quarter hours from the HOPE Scholarship, HOPE Grant, and Accel program (Accel payments made beginning with Fall 2011 term are excluded from the 127 hour cap); or

o Beginning with those students receiving HOPE for the first time on or after July 1, 2011, seven years from a student’s graduation from high school or the equivalent; provided, however, that for a student that serves on active duty in the military during such seven-year period such active duty service time will be credited back to the seven years.

The HOPE Scholarship will pay: At an eligible public postsecondary institution, for FY2013, a percentage amount of the standard tuition charges from the previous year. In subsequent years, the award amount will be a percentage of the HOPE Award Amount for the preceding year. At an eligible private postsecondary institution, the HOPE award is a specific amount which is set by the state legislature.

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Zell Miller Scholar Program To be eligible for the Zell Miller Scholar Program, student must:

Have graduated from an eligible high school with a grade point average of at least 3.7 as calculated by Georgia Student Finance Commission and have received a score of at least 1200 combined critical reading score and math score on a single administration of the SAT or an ACT score of at least 26 prior to graduation; or

Have graduated from an eligible high school as the valedictorian or salutatorian; or

Have completed a home study program meeting the HOPE eligibility requirements, having received a score of at least 1200 combined critical reading score and math score on a single administration of the SAT or an ACT composite scale score of at least 26, and earning a cumulative grade point average of at least 3.3 at eligible postsecondary institution at the end of the quarter or semester in which the student has attempted 45 quarter hours or 30 semester hours, provided that such student shall be eligible to receive a retroactive scholarship for such student’s freshman year to be paid at the end of the freshman year.

A student must maintain a 3.3 grade point average at the post-secondary institution to maintain the Zell Miller Scholar Program. If the student falls below a 3.3 grade point average, they remain eligible for the regular HOPE Scholarship if the student’s GPA is still a 3.0 or above. A student meeting the requirements to be a Zell Miller Scholar must also meet all the requirements to be a HOPE Scholar. If a student loses eligibility for the Zell Miller Scholar Program for any reason, they may regain that eligibility only once. The Zell Miller Scholar Program will pay:

100% of the standard tuition charges at an eligible public post-secondary institution.

100% of the HOPE award amount for private colleges at an eligible private post-secondary institution.

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HOPE Grant Program

The HOPE Grant is only available for students seeking a certificate or diploma at a branch of the Technical College System of Georgia or a unit of the University System of Georgia.

To be eligible, students must have not previously been awarded a baccalaureate degree and must meet achievement standards by earning a cumulative grade point average of at least 3.0 at the end of the quarter or semester in which the student has attended 30 or 60 semester hours or 45 or 90 quarter hours of courses towards a diploma or certificate for which the student received.

HOPE Grant funds HOPE Grant will pay: A percentage amount of the standard tuition charges from the previous year. The Student Access Loan Program

Low interest loan program targeted to students who experience unmet need or a gap in their college financing.

Students must be able to demonstrate that they have exhausted other financial aid sources including federal grants and loans and must have completed the Free Application for Federal Student Aid for the academic year in which they seek this loan.

Students must be a resident of Georgia and a United States Citizen or eligible non-citizen.

Students must be attending an eligible post-secondary institution in Georgia.

Students may borrow up to $10,000 per year and $40,000 in their lifetime.

Certain students who teach in Science, Technology, Engineering or Mathematics (STEM) fields may be eligible to have all or a portion of their Student Access Loan forgiven.

The annual interest rate is 1% and borrowers will be required to pay interest while they are in school. Students may apply online at www.GAcollege411.org . Online applications will be available. Postsecondary schools will be required to certify the loan and disbursements will be sent to the postsecondary institution. For more information, students should check the GAcollege411 website periodically. In addition to the requirements listed above for all of these aid programs, students must still meet the basic eligibility requirements of:

Be a legal resident of Georgia;

Meet academic achievement standards required by the program or the college;

Be registered with the Selective Service, if required;

Be in compliance with the Georgia Drug-Free Postsecondary Education Act of 1990;

Meet HOPE’s U.S. citizenship or eligible non-citizen requirements;

Be in good standing on all student loans or other financial aid programs;

Not have exceeded the maximum award limits for any HOPE program;

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Meet enrollment requirements; and

Attend an eligible Georgia school.

All information regarding the HOPE and Zell Miller Scholarship and financial aid programs was extracted from Georgia Student Finance Commission website (www.gacollege411.org). Please consult this site regularly for updates.

Testing Requirements

End of Course Test

End of Course Tests are administered in grades nine through twelve for core subjects determined by the State Board. The End-of-Course Tests (EOCT) program is currently comprised of the following content assessments: Ninth Grade Literature and Composition, American Literature and Composition, Mathematics II, Coordinate Algebra, Analytic Geometry, U. S. History, Economics/Business/Free Enterprise, Biology, and Physical Science. Any student enrolled in an EOCT course must take the appropriate EOCT. Students enrolled in Advanced Placement (AP) or “dual enrollment” courses that have a corresponding EOCT must be administered the EOCT if credit is being awarded as a required course. The final grade in the course will be calculated using the course grade as 80% and the EOCT score as 20% of the final grade. Students must earn a 70 or higher as the final grade to pass the course and earn credit towards graduation.

Georgia High School Graduation Writing Test

Students in the eleventh grade participate in the Georgia High School Writing Test (GHSWT) and must pass the GHSWT to earn a Georgia Diploma. Students take the GHSWT for the first time in the fall of their eleventh grade year. Students are asked to produce a response to one on-demand persuasive writing prompt. The writing test requires students to produce a composition of no more than two pages on an assigned topic. Students are allowed 100 minutes to write their essay. The test is administered three times a year so that students have multiple opportunities to take the test before the end of the twelfth grade.

Advanced Placement Exams (AP)

Advanced Placement (AP) program provides college level courses to high school students. Students may receive high school credit and college credit through advanced study and successful completion of an AP exam. AP exams are administered during a two-week window each year in May. The exact date and time of each exam is set by the College Board, and the exam schedule is available on the College Board website (www.collegeboard.org). Individual colleges and universities, not the College Board or AP program, grant course credit for AP courses. Most colleges have an AP policy available to students on their website.

http://www.collegeboard.org/

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Grading Information

Promotion/Retention Policy

Grade placement is determined by the total number of units earned for courses passed with a

grade of at least 70. Graduates must have at least 26 credits and satisfy all graduation

requirements.

CREDIT REQUIREMENTS

Freshman 0 – 5½ credits

Sophomore 6– 11 ½ credits

Junior 12– 17 ½ credits

Seniors 18 or more credits

Graduate 26 or more credits

Grading Scale

All final grades for students are reported as numerical averages according to the following scale: 90-100 = A, 80-89 = B, 70-79 = C, and below 70 = F. Advanced Placement (AP) students receive five (5) points added to their nine-week average.

Grade Point Average and Class Rank

Grade point averages (GPA) are obtained by adding the student’s numerical semester grades for each class and dividing this sum by the total number of qualified classes the student has completed. Valedictorian, Salutatorian, and class rank are determined by end of the third nine weeks of the senior year. GPAs for HOPE scholarship eligibility are determined at the end of the fourth nine weeks of the senior year and from only the following core classes: English Language Arts, Mathematics, Science, Social Studies, and Foreign Language.

Credit Repair

Students who received an average of 66-69 in any subject will be allowed to repair the credit in the semester that follows the one in which the failing grade was received. Students must contact the teacher to discuss the requirements for Credit Repair. Students will have ten days at the beginning of the following semester to complete the assignments.

23

Credit Recovery

A student who previously failed a course during high school with a grade that is no lower than a 60 may be eligible for Credit Recovery. Priority is given to graduating seniors and then juniors and sophomores according to available space and on a first-come, first-serve basis. The student meets with their School Counselor to request Credit Recovery.

Programs

ESOL

The ESOL program assists English Learners in the development of proficiency in the English language through instructional strategies focusing on listening, speaking, writing, and reading so that students from other cultures can experience success in school. All instruction in the ESOL program is given in English to facilitate the acquisition of English language skills for successful academic and social pursuits.

Gifted

Gifted Students are served through Honors and Advanced Placement (AP) courses. Students may enroll in Honors or AP courses to learn a subject in greater depth, to develop analytical reasoning skills, and to develop disciplined study habits appropriate for continued success at the college level. Compared with regular high school courses, Honors and AP courses are more demanding, often requiring more time and more work. The Advanced Placement (AP) program provides college level courses to high school students. Upon successfully completion of the course, students will receive high school credit and may receive college credit depending on the policy of the college the student chooses to attend.

Individualized Education Special education refers to specialized instruction, varied instructional settings, or supplementary aids and services provided to students with disabilities. These services are provided at the direction of a student’s Individualized Education Plan (IEP). Services are reviewed at least annually and modified as necessary. Special education services are often provided in the general education setting through an inclusion model, but may occur in special education classrooms where a lower student to teacher ratio allows for more specialized instruction.

Remedial

Remedial Education (REP) is designed for students who have identified deficiencies in the area of English/language arts and/or mathematics. The program provides instruction in basic skills with focus on individualized needs and learning styles in order to meet the State standards in each of these areas. Students may be recommended for remedial education classes based on

24

any two of the following factors: his/her standardized assessment scores, grades, RTI plan or retention status.

Post Secondary Planning

University System of Georgia Admission Standards

In addition to high school course requirements, freshman applicants to University System of Georgia (USG) institutions are considered for admission based on the “Freshman Index (FI)”. The FI is a formula that uses the applicant’s SAT or ACT score in conjunction with the student’s high school grade point average to help determine a student’s readiness for college work. The Freshman Index is a means of applying several factors to the college/university admissions decision-making process. It provides equity for students who test well on standardized tests as well as those who do not, but who work hard to earn good grades. This enables both criteria to be given appropriate consideration. In addition, different types of institutions (research universities, regional universities, senior colleges, two-year colleges) may require additional academic units. These units may be in the area of Language Arts, Mathematics, Science, Social Studies, Foreign Language, Fine Arts, and specific courses in Computer and Information Technology. Parents/guardians and students should check with the admissions office of colleges and universities about specific requirements in this area as well as minimum required scores on the SAT and/or ACT. Practice activities for both admissions tests are available at www.gacollege411.org. Students applying to “selective” colleges and universities should keep in mind that meeting the USG requirements for admission does not insure that a student will be competitive enough to be admitted. These institutions often rate applicants on factors such as the difficulty of the student’s high school course selections, leadership skills, communication skills, community service experiences and other variables in determining which students are offered the limited number of seats in the freshman class. Additional University System of Georgia information is available at

www.usg.edu/student_affairs.

Preparing for College Testing

An excellent resource when preparing for college-admissions tests is www.gacollege411.org. The state’s free, one-stop site— sponsored by a number of state agencies and community partners— allows students to “plan, apply, and pay” for college. On the site, you’ll find free,


http://www.usg.edu/student_affairs


25

online test preparation resources for the SAT (Tift County High School code is 113005), ACT, and COMPASS, including tutorials, vocabulary help, and more.

The following websites also offer test prep resources. Look for “Test Prep” links on these pages:

www.collegeboard.org www.actstudent.org

www.careersandcolleges.com www.4tests.com

www.number2.com

Scholarship Information

Numerous academic, athletic, memorial, church, civic, and other scholarships are awarded yearly to deserving students. Many of these scholarships require a formal application process. Students should visit the Guidance and Counseling website for the monthly Scholarship Newsletter and meet with your school counselor early in your high school career. Scholarship winners are recognized through various media in the spring. Students and parents must notify and present verification for scholarships to the Guidance department in order to be recognized by TCHS. Check with the Guidance Department for deadlines spring semester.

NCAA Clearinghouse Information

Students, who plan to participate in college athletics at a Division I or Division II school, must register with the NCAA Clearinghouse at www.eligibilitycenter.org. Parents or students who have questions about Clearinghouse should contact their coach or Gloria Beard.

Practice for College Entrance Exam

PSAT

The PSAT/National Merit Scholarship Qualifying Test is a shorter, 130-minute version of the SAT. The PSAT includes critical reading, writing, and mathematics sections. The PSAT is administered in October. Budget permitting, TCHS covers the cost for PSAT for all 10th graders. For a small fee, TCHS 11th graders have the option to take the PSAT in order to qualify for the National Merit Scholarship Program or for the National Achievement Scholarship Program for African American students. Only PSAT scores from the 11th grade administration may be used for these scholarship programs. Students should ask their school counselors for specific test dates or check the College Board website at www.collegeboard.org.

http://owa.tiftschools.com/owa/redir.aspx?C=ab62378677cf4294958643e38f4d1dd4&URL=http%3a%2f%2fwww.eligibilitycenter.org%2f


26

Post Secondary University and College Entrance Exams

SAT Reasoning Test

The SAT Reasoning Test is a national college-admissions test accepted by most institutions, including those in the University System of Georgia. The SAT consists of three parts— Critical Reading, Mathematics, and Writing— and requires approximately three hours and 45 minutes of testing time. The SAT includes several different question types, including a required essay, multiple-choice questions, and student-produced responses. For details regarding content of this test, registration, test preparation, test center locations in the Tifton area, testing dates, and fees, go to the student section of www.collegeboard.org.

SAT Subject Test SAT Subject Tests are one-hour tests that measure the student’s knowledge of a particular subject and his or her ability to apply that knowledge. Subject tests are available in 23 specific subjects. Some colleges and universities require one or more SAT Subject Tests for admission. Some colleges offer credit or allow students to be exempt from certain courses for high scores on SAT subject tests. Be aware of SAT Subject Test requirements and deadlines for the colleges or universities of your choice. Check www.collegeboard.org to learn more about the available subject tests, test center locations in the Tifton area, testing dates, and fees.

ACT

The ACT also is used for college admissions. The ACT consists of four multiple-choice tests in English, Mathematics, Reading, and Science Reasoning. Test-takers have 175 minutes to complete the test. Students also may take the optional 30-minute Writing test for an additional fee. Go to www.actstudent.org to register and to learn more about the test, test preparation, test center locations in the Tifton area, testing dates, and fees.

Special Circumstances Students with an IEP or 504 plan may be eligible for accommodations. Students need to contact the school SSD coordinator to apply. Economic disadvantaged students may be eligible for a fee waiver. Applications are available in the Guidance and Counseling Office.


27

Post Secondary Technical College Entrance Exam

Compass

COMPASS is an untimed, computer-based test that helps colleges evaluate skills and place students in appropriate courses. This test may have a fee for the student, depending on the institution. COMPASS offers tests in Reading, Writing, Math, Writing Essay, and English as a Second Language (ESL). COMPASS is not scored in the traditional sense, but rather provides a report of a student’s academic strengths and weaknesses, allowing for the most appropriate placement in college classes and additional support, if needed. Most colleges administer COMPASS during freshman orientation, before students register for classes. In Georgia, technical colleges (including Moultrie Technical College and Wiregrass Technical College), most two-year colleges, and many four-year colleges and universities use COMPASS in the admissions process. Talk to your counselor or advisor to learn more or go to www.act.org/compass/student/index.html.

ASSET

The ASSET® test is a series of short placement tests developed by ACT and is used by Georgia’s technical colleges. The ASSET helps identify strengths as well as the knowledge and skills needed in order to succeed in specific technical college program areas. ASSET also helps school use this information to guide students toward classes that strengthen and build logically upon their current knowledge and skills. The test consists of four parts, reading, English, math and algebra, and acceptable scores are dependent upon the technical college major that a student selects.

Military Entrance Exam

ASVAB

The Armed Services Vocational Aptitude Battery (ASVAB) test is a multiple-aptitude battery that measures developed abilities and helps predict future academic and occupational success in the military. It helps identify students' skills and abilities, provides career exploration information, links achievement with interest, assists in planning work related courses, does not obligate students to the military, and helps in identifying a potential career path.

28

Course Sequences and Descriptions

This section of the Planning Guide and Course Description Catalog contains information

to assist parents and students in selecting courses for the upcoming school year and to

complete the Individual Graduation Plan. This section contains information about the

course sequences for each subject area and descriptions of the courses. The course

description specifies whether the course is required for graduation, is a core class or is an

elective. Prerequisites are noted in the course descriptions.

The course sequence diagrams included in this section are recommendations based on

graduation requirements and prerequisites but are not absolutes. Students whose courses

do not match one of the sequences for a subject should meet with a school counselor to

assure that the courses selected will satisfy graduation requirements.

Required - a course that a student must take in order to graduate.

Core - optional courses in Language Arts, Mathematics, Social Studies, Science or

Foreign Language that can satisfy graduation requirements in these subject areas.

They can also satisfy elective requirements.

Elective - courses that a student may select beyond the required and core courses to

fulfill the unit requirements for graduation.

29

English Language Arts

Ninth Grade Lit

and

Communication

Skills (year-long)

World Literature

and Reading

Enrichment (year-

long)

American

Literature

&Basic

Reading/Writing

I (year-long)

Fall 2014

British

Literature &

Basic

Reading/Writing

II (year-long)

Fall 2015

Support equence

Regular

Ninth Grade

Literature/

Composition

American

Literature/

Composition

British

Literature/

Composition

Advanced

Honors Ninth

Grade Literature/

Composition

Honors World

Literature/

Composition

Advanced

Placement

English

Language/

Composition

Advanced

Placement English

Literature/

Composition

World Literature/

Composition

30

Course Number

Course Name Grade Course Description EOCT Required/ Core/Elective

Prerequisites Offered

23.06100 23.26100

Ninth Grade Literature/and Composition OR Ninth Grade Literature/and Composition Honors

9th

This course focuses on a study of literary genres; the students develop initial understanding of both the structure and the meaning of a literary work. The students explore the effect of the literary form in regards to interpretation. The students will read across the curriculum to develop academic and personal interests in different subjects. While the focus is technical writing in ninth grade literature, the student will also demonstrate competency in a variety of writing genres: narrative, expository, persuasive, and technical. The students will engage in research, timed writings, and the writing process. Instruction in language conventions will occur within the context of reading, writing, and speaking, rather than in isolation. The students demonstrate an understanding of listening, speaking, and viewing skills for a variety of purposes. THIS COURSE MUST REFLECT THE GEORGIA PERFORMANCE STANDARDS.

The 9

th grade Honors Literature and Composition course involves the study of literary genres.

Literature study is integrated with the study of language, composition, discourse, and research. This course has at its foundation the basic curriculum objectives of the general 9

th

grade Literature course; however, the method of instruction and classroom discussions will differ in regard to rigor or writing and student participation. The aim of this course is to expose students to a variety of information concerning writing, literature, and critical thinking and to prepare students for post-secondary English and literature course work as well as prepare them for functional, technical, and practical use of the standard conventions of English.

Yes Yes

Required No Teacher Approval

Fall and Spring Semester Fall and Spring Semester

23.08100 Communication Skills

9th

This course focuses on reinforcement of Georgia Performance Standards based course. The students receive reinforcement in the following strands: Reading and Literature, Reading Across the Curriculum, Writing, Conventions, and Listening, Speaking, and Viewing. The emphasis is to offer reading skills, vocabulary development, reading opportunities, writing process activities, and conventions study.

No Elective(taken with Ninth Grade Lit)

Teacher Approval

Fall and Spring Semester

31

Course Number



23.06300 23.26300

World Literature and Composition OR World Literature and Composition Honors

10th

This course focuses on a study of World Literature; the students develop an understanding of chronological context and the relevance of period structures in literature within world cultures. A focus is to explore the ways the work’s place of origin affects its structure and how the chronology of a literary work affects its meaning. The students develop an understanding of literature as both a culture’s product and a culture-bearer. An exploration of commonalities and differences among works of literature from different times and places in the world is a major component. The students will read across the curriculum to develop academic and personal interests in different subjects. Depending on which grade level this course is taught, the teacher will follow strands from the Georgia Performance Standards for that grade level for composition, conventions, and listening, speaking, and viewing. In 10

th grade honors literature, students develop and refine their skills in reading and writing

as they encounter a rich selection of literature representing the evolving values and complexities of world culture. Students will encounter an array of literary and artistic works drawn from cultures throughout the world and from various historical periods. Most works are written by modern and contemporary authors. The course will focus on the development of the individual student’s language with an emphasis on writing. Activities include reading and writing in a variety of genres and conducting research using available technologies. The rich material will foster an understanding and acceptance of persons with diverse backgrounds. Students will explore literature and language through text analysis, discussion and writing. Vocabulary is developed through reading and discussion, as well as through structured lessons. Students are encouraged to be independent learners and thinkers through group work, literature circles, and self-directed projects.

No No



23.08200 Reading Enrichment

10th

This course, an extension of the Communication Skills course, focuses on reinforcement of the Georgia Performance Standards based course. The student receives reinforcement in the following strands: Reading and Literature, Reading Across the Curriculum, Writing, Conventions, and Listening, Speaking, and Viewing. The emphasis is to offer reading skills, vocabulary development, reading opportunities, writing process activities, and conventions study. The course enhances reading skills necessary to promote continual development in language arts.

No Elective(taken with World Literature/ Composition as a support class)

Teacher Approval

Fall Semester

32

Course Number



23.05100 23.04300

American Literature/and Composition OR Advanced Placement English Language and Composition

11th

11th

This course focuses on the study of American literature, writing modes and genres, and essential conventions for reading, writing, and speaking. The student develops an understanding of chronological context and the relevance of period structures in American literature. The students develop an understanding of the ways the period of literature affects its structure and how the chronology of a work affects its meaning. The students read a variety of informational and literary texts in all genres and modes of discourse. Reading across the curriculum develops students’ academic and personal interests in different subjects. While expository writing is the focus in American literature, the students will also demonstrate competency in a variety of writing genres: narrative, persuasive, and technical. The student will engage in research, timed writing, and the writing process. Instruction in language conventions will occur within the context of reading, writing, and speaking. The students demonstrate an understanding of listening, speaking, and viewing skills for a variety of purposes.

This course focuses on content, purpose, and audience as the guide for the students’ organization in writing. The course will enable students to become skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts. The students will compose for a variety of purposes with a clear understanding of writer’s purpose, audience expectations, and subjects as well as the way conventions and resources of language contribute to writing effectiveness. Expository, analytical, and argumentative writings support the academic and professional communication required by colleges; personal and reflective writing support the development of writing facility in any context. Students will examine primary and secondary sources to synthesize materials for their writing. An AP syllabus will be submitted and approved by College Board.

Yes Yes


Fall and Spring Semester Year Long

23.08300

Basic Reading / Writing I

11th

This course provides fundamental skills development in the five strands of the GPS courses: Reading and Literature, Reading Across the Curriculum, Writing, Conventions, and Listening, Speaking, and Viewing. The setup is a language lab setting; the class includes drill and practice opportunities in reading comprehension, vocabulary development, reading opportunities, writing (according to the GPS literary and writing genres associated with students’ English course), speaking, and critical thinking.

No Elective Core Elective (taken with American Lit/Comp as a support class)

Fall Semester

33

Course Number



23.05200 23.06500

British Literature/and Composition OR Advanced Placement English Literature and Composition

12th

This course focuses on the study of British literature, writing modes and genres, and essential conventions for reading, writing, and speaking. The students develop an understanding of chronological context and the relevance of period structures in British literature. The students develop an understanding of the ways the period of literature affects its structure and how the chronology of a work affects its meaning. The students encounter a variety of informational and literary texts and read texts in all genres and modes of discourse. Reading across the curriculum develops the students’ academic and personal interests in different subjects. While the continued focus is expository writing in British literature, the student will also demonstrate competency in a variety of writing genres: narrative, persuasive, and technical. The students will engage in research, the impact that technology has on writing, timed writing, and the writing process. Instruction in language conventions will occur within the context of reading, writing, and speaking, rather than in isolation. The students demonstrate an understanding of listening, speaking, and viewing skills for a variety of purposes. The course focuses on an intensive study of representative works from various literary genres and periods. The focus is on the complexity and thorough analysis of literary works. The students will explore the social and historical values that works reflect and embody. The textual detail and historical context provide the foundation for interpretation: the experience of literature, the interpretation of literature, and the evaluation of literature. Writing to evaluate a literary work involves making and explaining judgments about its artistry and exploring its underlying social and cultural values through analysis, interpretation, and argument (e.g. expository, analytical, and argumentative essays). The writers will develop stylistic maturity: strong vocabulary, sentence variety, and effective use of rhetoric to maintain voice. An AP syllabus will be submitted and approved by College Board.

No No

Required

No Teacher Approval

Fall and Spring Semester Year Long Course

23.03200 Journalism I Newspaper or Yearbook

10th

, 11

th ,

12th

This course focuses on journalistic writing through analysis of newspapers, yearbooks, literary magazines, and broadcast journalism publications. A concentration on the following components of journalistic writing is critical: influence, purpose, structure, and diction. Reading, writing, and critical thinking are key components as students explore the power and influence of journalism. Students will participate in news gathering, the study of ethics, and the aspects of copy writing, editing, and revising and will study the ethics of journalism. If a publication is produced, the students will learn the process of publishing.

No Elective No Fall and Spring Semester

23.03300 Journalism II Newspaper or Yearbook

10th

, 11

th ,

12th

The course offers an advanced study of journalistic writing. Skills from Journalism I are continued; the students focus on a more intense analysis of print and broadcast publications. Students read extensively to explore and analyze the influence of good journalistic writing. This course requires more critical thinking and more in-depth writing.

No Elective Journalism I Fall and Spring Semester

34

Course Number



23.03500 Journalism III Newspaper or Yearbook

11th

, 12

th

This course is an extension of Journalism I and II; the students will enhance and hone the skills in journalistic writing, with a main focus in analysis of print and broadcast publications. An in-depth coverage of level-two topics will serve as the main premise. Students will evaluate and apply skills appropriately and efficiently to various publication opportunities and activities.

No Elective Journalism II Fall and Spring Semester

23.03600 Journalism IV Newspaper or Yearbook

11th

, 12

th

This course is designed for students who have mastered skills in Journalism III. The students will publish journalistic articles either in a school newspaper or in the local newspaper. Research and interviews will be required when formulating ideas for writing. The range of opportunities to apply skills will be increased.

No Elective Journalism III Fall and Spring Semester

23.04600 Speech/Forensics I (Yearbook)

9th

This course is a detailed study of forensic speaking including extemporaneous speaking, oration, and interpretation of literature, and debate. There is an emphasis on understanding various forensic speaking formats and the importance of applying reasoning, research and delivery skills. Critical thinking is a major component of this course.

No Elective None Fall Semester

23.04700 Speech/Forensics II (Yearbook)

9th

This course is an extension of Speech/Forensic I. The course provides a review of the skills covered in the first course. The emphasis for this course is classical and contemporary theory. The students will understand the philosophical basis of argumentative theory.

No Elective None Spring Semester

35

Mathematics

Entered 9th

grade - August 2011

Support Regular Advanced

Math 2 Support

And Math 2

(year-long)

Math 3 Support

And Math 3

(year-long)

Math 1

Math 2

Math 1 Support

and Math 1

(year-long)

Math 3

Accelerated Math 1

(taken at ESMS or

NE)

Accelerated Math 2

Accelerated Math 3

AP Calculus AB AP Statistics

AP Calculus BC

OR

AP Statistics

AP Calculus AB

Math 4 AP Statistics

AP Calculus AB

(to be eligible

for AP Calculus

AB, student

must complete

2 math courses

in one school

year) Math 4 or Advanced Mathematical Decision Making

36

Any course sequence changes require a teacher recommendation and/or a signed

parent waiver.

Entered 9th

grade - August 2012


Analytic Geometry Support and Analytic Geometry (year-long)

Advanced Algebra Support and Advanced Algebra (year-long)

Coordinate Algebra

Analytic Geometry

Coordinate Algebra Support and Coordinate Algebra (year-long)

Advanced Algebra

Acc Coordinate

Alg/Analytic Geo A

(taken at ESMS or

NE)

Acc Analytic Geo B/

Advanced Algebra

Acc Pre-Calculus

AP Calculus AB AP Statistics

Pre-Calculus AP Statistics

AP Calculus AB

(to be eligible

for AP Calculus

AB, student

must complete

2 math courses

in one school

year)

Advanced Mathematical Decision Making

37

*For students who took Accelerated Math 1 in the 8th grade, refer to the Advanced sequence on

pg. 38

Any course sequence changes require a teacher recommendation and/or a signed parent

waiver.

Entered 9th

grade - August 2013


AP Calculus BC

OR

AP Statistics

AP Calculus AB

Analytic Geometry Support and Analytic Geometry (year-long)

Advanced Algebra Support and Advanced Algebra

Coordinate Algebra

Analytic Geometry

Coordinate Algebra Support and Coordinate Algebra (year-long)

Advanced Algebra

Acc Coordinate

Alg/Analytic Geo A

(taken at ESMS or

NE)

Acc Analytic Geo B/

Advanced Algebra

Acc Pre-Calculus Pre-Calculus AP Statistics

AP Calculus AB

38

Any course sequence changes require a teacher recommendation and/or a signed

parent waiver.

AP Calculus BC

OR

AP Statistics

AP Calculus AB

Advanced Mathematical Decision Making

39

Course Number



27.08100 27.09100

Mathematics I: Algebra/Geometry/Statistics (for students who entered ninth grade in school years 2008-2009, 2009-2010, 2010-2011, 2011-2012) OR Accelerated Mathematics I-Geometry/Algebra II/Statistics (for students who entered ninth grade in school years 2008-2009, 2009-2010, 2010-2011, 2011-2012 or students entered in 2012-2013 who took course in 8

th

grade)

9th

This is the first in the sequence of secondary mathematics courses designed to ensure that students are college and work ready. This course requires students to: explore the characteristics of basic functions using tables, graphs, and simple algebraic techniques; operate with radical, polynomial, and rational expressions; solve a variety of equations, including quadratic equations with a leading coefficient of one, radical equations, and rational equations; investigate properties of geometric figures in the coordinate plane; use the language of mathematical argument and justification; discover, prove, and apply properties of polygons; utilize counting techniques and determine probability; use summary statistics to compare samples to populations; and explore the variability of data. This is the first in the sequence of mathematics courses designed to ensure that students are prepared to take higher level mathematics courses during their high school career, including Advanced Placement Calculus AB, Advanced Placement Calculus BC, and Advanced Placement Statistics. It requires students to: represent and operate with complex numbers; explore the characteristics of basic functions utilizing tables, graphs, and simple algebraic techniques; operate with radical, polynomial, and rational expressions; solve equations, including quadratic, radical, and rational equations; investigate properties of geometric figures in the coordinate plane; use the language of mathematical argument and justification; discover, prove, and apply properties of polygons, circles and spheres; utilize counting techniques and determine probability; use summary statistics to compare samples to populations; explore variability of data; and fit curves to data and examine the issues related to curve fitting.

No No

Required

None Teacher Approval


27.04400 Mathematics Support I (for students who entered ninth grade in school years 2008-2009, 2009-2010, 2010-2011,2011-2012)

9th

The purpose of the Mathematics Support class is to address the needs of students who have traditionally struggled in mathematics by providing the additional time and attention they need in order to successfully complete their regular grade-level mathematics course without failing. Mathematics Support is an elective class that should be taught concurrently with a student’s regular mathematics class.

No Elective (taken with Mathematics I)

None Fall Semester

40

Course Number



27.08200 27.09200

Mathematics II: Geometry/Algebra II/Statistics (for students who entered ninth grade in school years 2008-2009, 2009-2010, 2010-2011,2011-2012) OR Accelerated Mathematics II-Advanced Algebra/Geometry/Statistics (for students who entered ninth grade in school years 2008-2009, 2009-2010, 2010-2011, 2011-2012 or students entered in 2012-2013 who took course in 8

th

grade)

10th

9

th

10th

This is the second in the sequence of secondary mathematics courses designed to ensure that students are college and work ready. This course requires students to: represent and operate with complex numbers; use numerical, graphical, and algebraic techniques to explore quadratic, exponential, and piecewise functions and to solve quadratic, exponential and absolute value equations and inequalities; use algebraic models to represent and explore real phenomena; explore inverses of functions; use right triangle trigonometry to formulate and solve problems; discover, justify and apply properties of circles and spheres; use sample data to make informal inferences about population means and standard deviations; and fit curves to data and examine the issues related to curve fitting. This is the second in the sequence of mathematics courses designed to ensure that students are prepared to take higher level mathematics courses during their high school career, including Advanced Placement Calculus AB, Advanced Placement Calculus BC, and Advanced Placement Statistics. It requires students to: explore the characteristics of exponential, logarithmic, and higher degree polynomial functions using tables, graphs, and algebraic techniques; explore inverses of functions; use algebraic models to represent and explore real phenomena; solve a variety of equations and inequalities using numerical, graphical, and algebraic techniques with appropriate technology; use matrices to formulate and solve problems; use linear programming to solve problems; use matrices to represent and solve problems involving vertex-edge; use right triangle trigonometry to formulate and solve problems; investigate the relationships between lines and circles; recognize, analyze, and graph the equations of conic sections; investigate planes and spheres; use sample data to make informal inferences about population means and standard deviations; solve problems by interpreting a normal distribution as a probability distribution; and design and conduct experimental and observational studies.

Yes Yes

Required Mathematics I Accelerated Mathematics I


27.04500 Mathematics Support II (for students who entered ninth grade in school years 2008-2009, 2009-2010, 2010-2011,2011-2012)

10th

The purpose of the Mathematics Support class is to address the needs of students who have traditionally struggled in mathematics by providing the additional time and attention they need in order to successfully complete their regular grade-level mathematics course without failing. Mathematics Support is an elective class that should be taught concurrently with a student’s regular mathematics class.

No Elective (Taken with Mathematics II)

Mathematics I Fall Semester

41

Course Number



27.08300 27.09300

Mathematics III: Advanced Algebra/Statistics (for students who entered ninth grade in school years 2008-2009, 2009-2010, 2010-2011,2011-2012) OR Accelerated Mathematics III-Pre-Calculus-Trigonometry/ Statistics (for students who entered ninth grade in school years 2008-2009, 2009-2010, 2010-2011, 2011-2012 or students entered in 2012-2013 who took course in 8

th

grade)

11th

10

th

11th

This is the third in the sequence of secondary mathematics courses designed to ensure that students are college and work ready. It requires students to: analyze polynomial functions of higher degree; explore logarithmic functions as inverses of exponential functions; solve a variety of equations and inequalities numerically, algebraically, and graphically; use matrices and linear programming to represent and solve problems; use matrices to represent and solve problems involving vertex-edge graphs; investigate the relationships between lines and circles; recognize, analyze, and graph the equations of conic sections; investigate planes and spheres; solve problems by interpreting a normal distribution as a probability distribution; and design and conduct experimental and observational studies. This is the third in the sequence of mathematics courses designed to ensure that students are prepared to take higher level mathematics courses during their high school career, including Advanced Placement Calculus AB, Advanced Placement Calculus BC, and Advanced Placement Statistics. It requires students to: investigate and use rational functions; analyze and use trigonometric functions, their graphs, and their inverses; find areas of triangles using trigonometric relationships; use trigonometric identities to solve problems and verify equivalence statements; solve trigonometric equations analytically and with technology; use complex numbers in trigonometric form; understand and use vectors; use sequences and series; explore parametric representations of plane curves; explore polar equations; investigate the Central Limit theorem; and use margins of error and confidence intervals to make inferences from data.

No No

Required Mathematics II Accelerated Mathematics II


27.04600 Mathematics Support III (for students who entered the ninth grade in school years 2008-2009, 2009-2010, 2010-2011,2011-2012

11th

The purpose of the Mathematics Support class is to address the needs of students who have traditionally struggled in mathematics by providing the additional time and attention they need in order to successfully complete their regular grade-level mathematics course without failing. Mathematics Support is an elective class that should be taught in conjunction with a student’s regular mathematics class.

No Elective (taken with Mathematics III)

Mathematics II Fall Semester

42

Course Number



27.08400 Mathematics IV-Pre-Calculus- Trigonometry/ Statistics (for students who entered the ninth grade in school years 2008-2009, 2009-2010, 2010-2011, 2011-2012)

11th

12

th

This is a fourth year mathematics course designed to prepare students for calculus and similar college mathematics courses. It requires students to: investigate and use rational functions; analyze and use trigonometric functions, their graphs, and their inverses; use trigonometric identities to solve problems and verify equivalence statements; solve trigonometric equations analytically and with technology; find areas of triangles using trigonometric relationships; use sequences and series; understand and use vectors; investigate the Central Limit theorem; and use margins of error and confidence intervals to make inferences from data.

No Required Mathematics III or Accelerated Mathematics III


27.09710 27.09750

CCGPS Coordinate Algebra (for student who entered the ninth grade in 2012-2013 and after) OR Accelerated CCGPS Coordinate Algebra/Analytic Geometry A

9th

8th

9th

The fundamental purpose of Coordinate Algebra is to formalize and extend the mathematics that students learned in the middle grades. The critical areas, organized into units, deepen and extend understanding of linear relationships, in part by contrasting them with exponential phenomena, and in part by applying linear models to data that exhibit a linear trend. Coordinate Algebra uses algebra to deepen and extend understanding of geometric knowledge from prior grades. The final unit in the course ties together the algebraic and geometric ideas studied. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. The fundamental purpose of Accelerated CCGPS Coordinate Algebra/Analytic Geometry A is to formalize and extend the mathematics that students learned in the middle grades. The critical areas, organized into units, deepen and extend understanding of linear relationships, in part by contrasting them with exponential phenomena, and in part by applying linear models to data that exhibit a linear trend. Coordinate Algebra uses algebra to deepen and extend understanding of geometric knowledge from prior grades. The next unit in the course ties together the algebraic and geometric ideas studied. Transformations on the coordinate plane provide opportunities for the formal study of congruence and similarity. The study of similarity leads to an understanding of right triangle trigonometry and connects to quadratics through Pythagorean relationships. The study of circles uses similarity and congruence to develop basic theorems relating circles and lines and rounds out the course. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Yes Yes

Required

None Teacher Approval

Fall and Spring Semester Fall and/or Spring Semester

43

Course Number



27.09810 CCGPS Coordinate Algebra Support (for students who entered the ninth grade in 2012-2013 and after)

9th


No Elective (taken with CCGPS Coordinate Algebra)

None Fall Semester

27.09720 27.09760

CCGPS Analytic Geometry (for students who entered ninth grade in 2012-2013 and after) OR Accelerated CCGPS Analytic Geometry B/Advanced Algebra

10th

The focus of Analytic Geometry on the coordinate plane is organized into 6 critical areas. Transformations on the coordinate plane provide opportunities for the formal study of congruence and similarity. The study of similarity leads to an understanding of right triangle trigonometry and connects to quadratics through Pythagorean relationships. The study of circles uses similarity and congruence to develop basic theorems relating circles and lines. The need for extending the set of rational numbers arises and real and complex numbers are introduced so that all quadratic equations can be solved. Quadratic expressions, equations, and functions are developed; comparing their characteristics and behavior to those of linear and exponential relationships from Coordinate Algebra. Circles return with their quadratic algebraic representations on the coordinate plane. The link between probability and data is explored through conditional probability. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. The focus of Accelerated CCGPS Analytic Geometry B / Advanced Algebra is organized into 10 critical areas. The need for extending the set of rational numbers arises and real and complex numbers are introduced so that all quadratic equations can be solved. Quadratic expressions, equations, and functions are developed; comparing their characteristics and behavior to those of linear and exponential relationships from Coordinate Algebra. Circles return with their quadratic algebraic representations on the coordinate plane. The link between probability and data is explored through conditional probability. They apply methods from probability and statistics to draw inferences and conclusions from data. Students expand their repertoire of functions to include polynomial, rational, and radical functions. They expand their study of right triangle trigonometry to model periodic phenomena. And, finally, students bring together all of their experience with functions and geometry to create models and solve contextual problems. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Yes Yes

Required CCGPS Coordinate Algebra Teacher Approval and Acc CCGPS Coordinate Algebra /Analytic Geometry A


44

Course Number



27.09820 CCGPS Analytic Geometry Support (for students who entered ninth grade in 2012-2013 and after)

10th


No Elective (taken with CCGPS Analytic Geometry)

CCGPS Coordinate Algebra

Fall Semester

27.09730 27.09760

CCGPS Advanced Algebra (for students who entered ninth grade in 2012-2013 and after) OR Accelerated CCGPS Pre-Calculus

11th

10

th

11th

It is in Advanced Algebra that students pull together and apply the accumulation of learning that they have from their previous courses, with content grouped into six critical areas, organized into units. They apply methods from probability and statistics to draw inferences and conclusions from data. Students expand their repertoire of functions to include polynomial, rational, and radical functions. They expand their study of right triangle trigonometry to model periodic phenomena. And, finally, students bring together all of their experience with functions and geometry to create models and solve contextual problems. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Pre-Calculus focuses on standards to prepare students for a more intense study of mathematics. The critical areas organized in seven units delve deeper into content from previous courses. The study of circles and parabolas is extended to include other conics such as ellipses and hyperbolas. Trigonometric functions are further developed to include inverses, general triangles and identities. Matrices provide an organizational structure in which to represent and solve complex problems. Students expand the concepts of complex numbers and the coordinate plane to represent and operate upon vectors. Probability rounds out the course using counting methods, including their use in making and evaluating decisions. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

No No

Required

CCGPS Analytic Geometry Accelerated CCGPS Analytic Geometry B/Advanced Algebra


27.09830 CCGPS Advanced Algebra Support (for students entered ninth grade in 2012-2013 and after)

11th


No Elective (taken with CCGPS Advanced Algebra)

CCGPS Analytic Geometry

Fall Semester

45

Course Number



27.09740 CCGPS Pre-Calculus

12th

Pre-Calculus focuses on standards to prepare students for a more intense study of mathematics. The critical areas organized in seven units delve deeper into content from previous courses. The study of circles and parabolas is extended to include other conics such as ellipses and hyperbolas. Trigonometric functions are further developed to include inverses, general triangles and identities. Matrices provide an organizational structure in which to represent and solve complex problems. Students expand the concepts of complex numbers and the coordinate plane to represent and operate upon vectors. Probability rounds out the course using counting methods, including their use in making and evaluating decisions. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

No Required if taken for 4

th

Math

CCGPS Advanced Algebra


27.08500 Advanced Mathematical Decision Making

12th

This is a course designed to follow the completion of Math III with support or Advanced Algebra with support. The course will give students further experiences with statistical information and summaries, methods of designing and conducting statistical studies, an opportunity to analyze various voting processes, modeling of data, basic financial decisions, and use network models for making informed decisions.

No Required if taken for 4

th

Math

Math III with support or Advanced Algebra with support


27.07800 27.07200

Advanced Placement Calculus AB

11th

12

th

Provides a foundation for the study of advanced mathematics. Calculus includes a study of elementary functions, limits and continuity, derivatives, differentiation, applications of derivatives, integration and applications of the integral. Many of the topics taught in Advanced Placement (AP) Calculus are taught in the Calculus course. Follows the College Board syllabus for the Advanced Placement Calculus AB Examination. Includes properties of functions and graphs, limits and continuity, differential and integral calculus.

No Elective (can be taken for 4

th

Math)

Teacher Approval and Accelerated CCGPS Pre-Calculus or CCGPS Pre-Calculus

Year Long

27.07300 Advanced Placement Calculus BC

12th

Conforms to College Board topics for the Advanced Placement Calculus BC Examination. Covers Advanced Placement Calculus AB topics and includes vector functions, parametric equations, conversions, parametrically defined curves, tangent lines, and sequence and series.


th

Math )

Teacher Approval and AP Calculus AB

Spring Semester

27.07400 Advanced Placement Statistics

11th

12

th

Follows the College Board syllabus for the Advanced Placement Statistics Examination. Covers four major themes: exploratory analysis, planning a study, probability, and statistical inference.


th

Math)

Teacher Approval and Accelerated CCGPS Pre-Calculus or CCGPS Advanced Algebra

Spring Semester

46

Science

Regular Advanced

Physical

Science

Biology

Env Sci or

Chemistry

Science

Elective*

Honors

Biology

Honors

Chemistry

Physics

AP Envirn Sc,

AP Biology,

Honors

Anatomy,

Zoology

OR

*Science electives include the following courses:

Anatomy & Physiology Honors Anatomy & Physiology

Introduction to Biotechnology Physics

Application of Biotechnology Zoology

AP Environmental Science (APES) AP Biology

For a list of CTAE courses that meet this requirement, please refer to the CTAE section of this catalog.

47

Course Number



40.01100

Physical Science

9th

The Physical Science curriculum is designed to continue student investigations of the physical sciences that began in grades K-8 and provide students the necessary skills to have a richer knowledge base in physical science. This course is designed as a survey course of chemistry and physics. This curriculum includes the more abstract concepts such as the conceptualization of the structure of atoms, motion and forces, and the conservation of energy and matter, the action/reaction principle, and wave behavior. Students investigate physical science concepts through experience in laboratories and field work using the processes of inquiry.

Yes Required (required if student has not taken Physics I)

None Fall and Spring Semester

26.01200 26.21200

Biology OR Honors Biology

10th

9th

10

th

The Biology curriculum is designed to continue student investigations of the life sciences that began in grades K-8 and provide students the necessary skills to be proficient in biology. This curriculum includes more abstract concepts such as the interdependence of organisms, the relationship of matter, energy, and organization in living systems, the behavior of organisms, and biological evolution. Students will investigate biological concepts through experience in laboratories and field work using the processes of inquiry. The Honors Biology course is designed to promote the cognitive and affective growth of gifted and/or high-ability learners. It is rigorous and demanding. The curriculum enriches, extends and accelerates students’ learning in the area of Biology. Students investigate biology concepts through laboratory experiences and field work using advanced critical thinking and inquiry-based lab skills. In addition to the standards covered in the regular Biology class, the Honors Biology class differs in several ways. Students are required to complete independent research projects (i.e., bug collection, leaf collection) and reading outside of classroom instruction. Students should have strong study and organizational skills to manage the fast pace of this course.

Yes Yes



26.06110

Environmental Science

11th

The Environmental Science curriculum is designed to extend student investigations that began in grades K-8. This curriculum is extensively performance, lab and field based. It integrates the study of many components of our environment, including the human impact on our planet. Instruction should focus on student data collection and analysis. Some concepts are global; in those cases, interpretation of global data sets from scientific sources is strongly recommended. It would be appropriate to utilize resources on the Internet for global data sets and interactive models. Chemistry, physics, mathematical, and technological concepts should be integrated throughout the course. Whenever possible, careers related to environmental science should be emphasized.

No

Required ( if student has not taken Chemistry)

No


48

Course Number



40.05100 40.25100

Chemistry I OR Honors Chemistry I

10th

, 11

th

10th

11

th

The Chemistry curriculum is designed to continue student investigations of the physical sciences that began in grades K-8 and provide students the necessary skills to be proficient in chemistry. This curriculum includes more abstract concepts such as the structure of atoms, structure and properties of matter, characterization of the properties that describe solutions and the nature of acids and bases, and the conservation and interaction of energy and matter. Students investigate chemistry concepts through experience in laboratories and field work using the processes of inquiry. The Honors Chemistry course is designed to promote the cognitive and affective growth of gifted and/or high-ability learners. It is rigorous and demanding. The curriculum enriches, extends and accelerates students’ learning in the area of Chemistry. In addition to the standards covered in the regular Chemistry class, the Honors Chemistry class differs in several ways. Students are required to complete reading assignments, formal lab reports, and independent research outside of classroom instruction. Students should possess strong math skills to successfully perform calculations necessary for this course.

No No

Required if student has not taken Environmental Science

Biology Teacher Approval. (Accelerated Math sequence suggested)


40.08100 Physics I 11th

12th

The Physics curriculum is designed to continue student investigations of the physical sciences that began in grades K-8 and provide students the necessary skills to be proficient in physics. This curriculum includes more abstract concepts such as interactions of matter and energy, velocity, acceleration, force, energy, momentum, and charge. This course introduces the students to the study of the correction to Newtonian physics given by quantum mechanics and relativity. Students investigate physics concepts through experience in laboratories and field work using the processes of inquiry.

No Required if not taken Physical Science in 9

th

grade (course meets fourth science requirement-GA Board of Regents approved)

Chemistry I Fall and Spring Semester

26.06200 Advanced Placement Environmental Science

11th

12

th

AP Environmental Science is designed to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. The following themes provide a foundation for the structure of the AP Environmental Science course: (1) Science is a process, (2) Energy conversions underlie all ecological processes, (3) The Earth itself is one interconnected system, (4) Humans alter natural systems, (5) Environmental problems have a cultural and social context, and (6) Human survival depends on developing practices that will achieve sustainable systems.

No Elective(course meets fourth science requirement-GA Board of Regents approved)

Biology I and Teacher Approval

Spring Semester

49

Course Number



26.01400 Advanced Placement Biology

12th

This course is designed to be the equivalent of a two semester college introductory biology course usually taken by biology majors during their first year. The AP Biology course is designed to be taken by students after the successful completion of a first course in high school biology and on in high school chemistry. It aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology. The topics covered on the course are molecules and cells, heredity and evolution, and organisms and populations.

No Elective(course

meets fourth science requirement-GA Board of Regents approved )

Biology I and Chemistry I/ Teacher Approval

Year Long

26.07100 Zoology 11th

12

th

This is a laboratory based course that will survey the nine major phyla of the Kingdom Animalia. Morphology, taxonomy, anatomy, and physiology of porifera, cnidaria, platyhelminthes, nematode, rotifer, annelid, bryozoa, mollusca, arthropods, echinodemata, hemichordate, chordate, agnatha, chondrichthyes, osteichthyes, amphibian, reptilian, aves, and mammalian will be investigated through comparative studies done during laboratory observations and dissections. Furthermore, students will compare and contrast methods used by organisms from different phyla to accomplish basic life processes.

No Elective(course

meets fourth science requirement-GA Board of Regents approved)

Biology I Spring Semester

26.07300 26.27300

Human Anatomy/ Physiology OR Honors Human Anatomy/ Physiology

The human anatomy and physiology curriculum is designed to continue student investigations that began in grades K-8 and high school biology. This curriculum is extensively performance and laboratory based. It integrates the study of the structures and functions of the human body, however rather than focusing on distinct anatomical and physiological systems (respiratory, nervous, etc.) instruction should focus on the essential requirements for life. Areas of study include organization of the body; protection, support and movement; providing internal coordination and regulation; processing and transporting; and reproduction, growth and development. Chemistry should be integrated throughout anatomy and not necessarily taught as a standalone unit. Whenever possible, careers related to medicine, research, health-care and modern medical technology should be emphasized throughout the curriculum. Case studies concerning diseases, disorders and ailments (i.e. real-life applications) should be emphasized. The Honors Anatomy course is designed to promote the cognitive and affective growth of gifted and/or high-ability learners. It is rigorous and demanding. The curriculum enriches, extends and accelerates students’ learning in the area of Anatomy. Students investigate anatomy concepts through laboratory experiences using advanced critical thinking and inquiry-based lab skills. In addition to the standards covered in the regular Anatomy class, the Honors Anatomy class differs in several ways. Students are required to conduct research projects (i.e., venom, disease, careers, case studies) outside of classroom instruction. Knowledge of fundamental chemistry is required for the physiological study of course topics such as metabolic processes, muscle and nerve function, and respiratory gas exchange.

No No

Elective(course meets fourth science requirement-Board of Regents approved) Elective(course meets fourth science requirement-GA Board of Regents approved)

Biology I Teacher Approval and Biology I


50

Course Number



25.56800 Introduction to Biotechnology

11th

12

th

This course is the second course in the career pathway that introduces students to the fundamentals of biotechnology. Included in this course is a basic overview of current trends and careers in biotechnology. Additionally, emphasis on basic laboratory skills along with the business, regulatory, and ethical aspects of biotechnology is included. The knowledge and skills gained in this course will provide students with a broad understanding of biotechnology and its impact on society and with a set of foundation skills for entry into the career pathway.

No Elective (course meets fourth science requirement-GA Board of Regents approved)

Biology I Fall Semester

25.56900 Applications of Biotechnology

11th

12

th

This course further introduces students to the fundamentals of biotechnology. Included in this course are additional techniques in biotechnology. Additionally, a deeper level of laboratory safety and applications in biotechnology is emphasized. The knowledge and skills gained in this course will provide students with a greater understanding of biotechnology and prepare students for skill application in a workplace setting.

No Elective (course meets fourth science requirement-GA Board of Regents approved)

Introduction to Biotechnology

Spring Semester

51

Social Studies

Regular Advanced

Any course sequence changes require a teacher recommendation and/or a signed parent

waiver.

American

Government/

Civics

Honors

American

Government/

Civics

United States

History

AP United

States History

(year long)

World History

Economics

Advanced

Placement

World History

Advanced

Placement

Microeconomics

52

*AP Economics will be available in the fall of 2014. Until then students will take Regular

Economics

53

Course Number



45.05700 45.25700

American Government/Civics OR Honors American Government/Civics

9th

9th

An in-depth study of the American political system. This course focuses on the foundation, principles and structure of the American system of government, examines the role of political parties, social factors as they relate to the role of the citizen, and analyzes the decision-making process that are a part of the system of American political behavior. This course meets the state’s Citizenship requirement for graduation. This course is designed to promote the cognitive and affective growth of gifted and/or high-ability learners. It is rigorous and demanding. The curriculum enriches, extends and accelerates students learning in the area of American Government. In addition to the standards covered in the regular American Government class, the Honors American Government differs in the following ways: an in-depth study of the Constitution; concentrated lessons on the Constitutional Amendments; outside assignments/projects on the Legislative Branch, Executive branch, and Judicial branch. Local government (city and county) is covered in detail as well.

No No

Required None Teacher Approval


45.08100 45.08200

United States History OR Advanced Placement United States History

10th

10

th

Examines the history of the United States beginning with the British settlement of North America . The course’s main focus is the development of the United States in the 20th and 21st centuries. The course includes topics related to Colonization through the Constitution; New Republic to Reconstruction; Industrialization, Reform, and Imperialism; Establishment as a World Power; and the Modern Era. Conforms to College Board topics for the Advanced Placement United States History Examination. Covers discovery and settlement, Colonial Society, the American Revolution, Constitution and the New Republic, Age of Jefferson, Nationalism, Sectionalism, Territorial Expansion, Civil War, Reconstruction, Industrialization, Progressive Era, World War I, Depression, New Deal, World War II, and the Cold War through modern times.

Yes Yes


Fall and Spring Semester Year Long

54

Course Number



45.08300 45.08110

World History OR Advanced Placement World History

11th

11

th

A survey course beginning with the earliest civilizations and highlighting important developments throughout the world until the early 21st century. The course includes topics related to Early Civilizations and Classical Empires; Growth, Expansion, and the Emergence of the Modern World; Global Interaction and Conflict; and the Contemporary World. Conforms to the five major themes, key concepts, and historical thinking skills as suggested by the College Board. The course is global in perspective with a particular interest in the social, political, cultural, and economic development of Asia and Africa although western civilization in Europe and the Americas are addressed. The time period is ancient times to the early 21st Century.

No No


Fall and Spring Semester Spring Semester

45.06100 45.06300

Economics/ Business/Free Enterprise OR Advanced Placement Microeconomics

12th

12

th

An introductory course into the principles of economics. The course includes topics related to Fundamental Economic Concepts, Microeconomics Concepts, Macroeconomics Concepts, International Economics, and Personal Finance Economics. Conforms to College Board topics for the Advanced Placement Microeconomics Examination. Covers basic economic concepts, the nature and functions of product markets, factor markets and efficiency, equity and the role of government.

Yes Yes


Fall and Spring Semester Spring Semester

55

Foreign Language

Spanish French

Spanish III

*AP Spanish

(year long)

Spanish II

French I

French II

Spanish I

French III

56

Course Number



60.01100 French I 10th

11

th

12th

The Level I language course focuses on the development of communicative competence in the target language and understanding of the culture(s) of the people who speak the language. It focuses on the four levels of language acquisition which include listening, speaking, reading, and writing in an integrated way. It also builds a foundation for the level II language course.


60.01200 French II 10th

11

th

12th

The Level II language course focuses on the continued development of communicative competence in the target language and understanding of the culture(s) of the people who speak the language. It assumes that the students have successfully completed a Level I course or are at a Novice-Mid level of proficiency. Students begin to show a greater level of accuracy when using basic language structures, and they are exposed to more complex features of the language. Students continue to focus on communicating about their immediate world and daily life activities, read material on familiar topics, and write short directed compositions.

No Elective French I Spring Semester

60.01300 French III 11th

12

th

The Level III language course focuses on the continued development of communicative competence in the target language and understanding of the culture(s) of the people who speak the language. It assumes that the students have completed a Level II course or are at a Novice-Mid to Novice-High level of proficiency. Students are exposed to more complex features of the language, moving from concrete to some abstract concepts. The major means of communication between students and instructors is in the target language.

No Elective French II Fall and/or Spring Semester

60.07100 Spanish I 9th

10

th

11th

12

th

The Level I language course focuses on the development of communicative competence in the target language and understanding of the culture(s) of the people who speak the language. It focuses on the four levels of language acquisition which include listening, speaking, reading, and writing in an integrated way. It also builds a foundation for the level II language course.

No Elective None Fall and Spring Semester

60.07200 Spanish II 10th

11

th

12th

The Level II language course focuses on the continued development of communicative competence in the target language and understanding of the culture(s) of the people who speak the language. It assumes that the students have successfully completed a Level I course or are at a Novice-Mid level of proficiency. Students begin to show a greater level of accuracy when using basic language structures, and they are exposed to more complex features of the language. Students continue to focus on communicating about their immediate world and daily life activities, read material on familiar topics, and write short directed compositions.

No Elective Spanish I Fall and Spring Semester

60.07300 Spanish III 10th

11

th

12th

The Level III language course focuses on the continued development of communicative competence in the target language and understanding of the culture(s) of the people who speak the language. It assumes that the students have completed a Level II course or are at a Novice-Mid to Novice-High level of proficiency. Students are exposed to more complex features of the language, moving from concrete to some abstract concepts. The major means of communication between students and instructors is in the target language.

No Elective Spanish II Fall and Spring Semester

60.07700 Advanced Placement Spanish/Language

11th

12

th

The AP Spanish Language and Culture course is a rigorous course taught exclusively in Spanish that requires students to improve their proficiency across the three modes of communication. The course focuses on the integration of authentic resources including online print, audio, and audiovisual resources, as well as traditional print resources that include literature, essays, and magazine and newspaper articles with the goal of providing a rich, diverse learning experience. Students communicate using rich, advanced vocabulary and linguistic structures as they build proficiency in all modes of communication toward the pre-advanced level.

No Elective Spanish III and teacher approval

Spring Semester

57

Physical Education

Course Number



36.05100 Personal Fitness 9th

10

th

11th

12

th

Provides instruction in methods to attain a healthy level of physical fitness. Covers how to develop a lifetime fitness program based on a personal fitness assessment and stresses strength, muscular endurance, flexibility, body composition and cardiovascular endurance. Includes fitness principles, nutrition, fad diets, weight control, stress management, adherence strategies and consumer information; promotes self-awareness and responsibility for fitness.

No Required (paired with Health)


17.01100 Health 9th

10

th

11th

12

th

Explores the mental, physical and social aspects of life and how each contributes to total health and well-being. Emphasizes safety, nutrition, mental health, substance abuse prevention, disease prevention, environmental health, family life education, health careers, consumer health, and community health.

No Required (paired with Personal Fitness)


36.06100 Advanced Personal Fitness

9th

Enhances strength and muscular endurance, flexibility and cardiovascular endurance. Emphasizes self-management and adherence strategies.


36.05400 Weight Training 9th

Introduces weight training; emphasizes strength development training and proper lifting techniques. Includes fitness concepts for developing healthy lifetime habits.


36.06400 Advanced Weight Training

9th

Increases strength and cardiovascular fitness through an individualized weight training program. Emphasizes self-management and adherence strategies.


36.05600 Body Sculpting 10th

Provides methods to redefine body shape through specific exercises. Covers weight training, conditioning exercises and proper nutrition to improve muscle tone, muscle definition, posture, bodily proportions, overall condition of the body and increase energy levels. Based on the American College of Sports Medicine guidelines for fitness and conditioning programs.


36.06600 Advanced Body Sculpting

10th

Provides additional opportunities to redefine body shape through specific exercises. Covers weight training, conditioning exercises and proper nutrition to improve muscle tone, muscle definition, posture, bodily proportions, overall condition of the body and increase energy levels. Based on the American College of Sports Medicine guidelines for fitness and conditioning programs. Promotes healthy means to body sculpting goals.


36.05200 Physical Conditioning

11th

Provides opportunities to participate in a variety of activities to enhance flexibility, muscular strength and endurance, cardiovascular endurance and body composition. Includes fitness concepts for the development of healthy lifetime habits.


36.06200 Advanced Physical Conditioning

11th

Enhances cardiovascular endurance, flexibility, muscular strength and endurance and body composition. Emphasizes self-management and adherence strategies.


58

Course Number



36.05500 Exercise and Weight Control

12th

Provides safe, effective and physiologically sound ways to manage weight and alter metabolism and body composition. Includes consumer information on products, programs and fitness concepts for developing healthy lifetime habits.


36.06500 Advanced Exercise and Weight Control

12th

Provides self-management and adherence strategies to continue weight control through a safe and effective exercise program.


36.02100 Introductory Team Sports

10th

11

th

12th

Introduces fundamental skills, strategies, and rules associated with team sports such as basketball, volleyball, soccer, softball, baseball, field hockey, lacrosse, team handball, and flag football.


36.03100 Intermediate Team Sports

10th

11

th

12th

Enhances skills and strategies in team sports such as basketball, volleyball, soccer, softball, baseball, field hockey, lacrosse, team handball and flag football.

No Elective Intro to Team Sports


36.04100 Advanced Lifetime Sports

10th

11

th

12th

Refines skills and explores the technical aspects of lifetime sports.

No Elective Intermediate Team Sports


59

Career and Technology

Agricultural

Course Number



02.47100 Basic Agricultural Science **Introduction course to all Agricultural Pathways

9th

10

th

11th

12

th

This course is designed as an introduction or support course for the Agriscience Pathway Program of Study. The course introduces the major areas of scientific agricultural production and research; presents problem solving lessons and introductory skills and knowledge in agricultural science and agri-related technologies. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities.


02.42100 Animal Science Technology/ Biotechnology

10th

11

th

12th

As part of the Agriscience pathway program of study, this course is designed to introduce students to the scientific principles that underlie the breeding and husbandry of agricultural animals, and the production, processing, and distribution of agricultural animal products. Introduces scientific principles applied to the animal industry; covers reproduction, production technology, processing, and distribution of agricultural animal products. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities.

No Core or Elective (course meets fourth science requirement-GA Board of Regents approved)


02.44100 Plant Science and Biotechnology

10th

11

th

12th

Plant science is a basic component of the agriscience pathway. This course introduces students to the scientific theories, principles, and practices involved in the production and management of plants for food, feed, fiber, conservation and ornamental use. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities.

No Core or Elective (course meets fourth science requirement-GA Board of Regents approved)


03.45100 Forest Science

10th

11

th

12th

This course provides entry-level skills for employment in the forest industry and for further study. The course covers establishing forests by natural and artificial means, maintaining and surveying forests, identifying and protecting trees, practicing silviculture, measuring trees and land, mapping, preparing for timber sales and harvest, employing multiple-use resource management, keeping records, and figuring taxes. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities.

No Core or Elective (course meets fourth science requirement)

None Spring Semester

60

Course Number



01.41200 Agribusiness Management and Leadership

12th

The Agribusiness Management and Leadership course provides a foundation for students interested in pursuing a degree in agribusiness through post-secondary study or to enter the agribusiness industry upon graduation from high school. The student will demonstrate competence in the application of principles and practices of agribusiness management and leadership. The course will help students build a strong knowledge base of the agribusiness industry as they study agribusiness types, business management, financial analysis, communications, agricultural law, leadership and teamwork, ethics, and agricultural economics. Mastery of these standards through project-based learning and leadership development activities in the FFA and supervised agricultural experience program will help prepare students for post-secondary study or entry into agribusiness.

No Elective Teacher Approval into the Ag Academy

Fall Semester

01.41300 Marketing Agricultural Products & Services

12th

The Marketing Agricultural Products and Services course provides the foundation for students interested in pursuing a degree in agribusiness through post-secondary study or to enter the agribusiness industry upon graduation from high school. The student will demonstrate competence in the application of the principles and practices of marketing in agribusiness. The course will help students build a strong knowledge base of the agribusiness industry as they study methods and strategies of marketing agricultural products and services, principles of salesmanship, customer service, business organization, advertising, event planning, channels of distribution, investment analysis, finance, entrepreneurship, technology, communications, and economics. Mastery of these standards through project-based learning and leadership development activities in the FFA and the supervised agricultural experience program will help prepare students for post-secondary study or entry into agribusiness.

No Elective Teacher Approval into the Ag Academy

Spring Semester

01.46100 General Horticulture and Plant Science

9th

10

th

11th

12

th

This course is designed as an introduction for the Horticulture/Plant Science Pathway Program of Study. The course introduces the major concepts of plant and horticulture science. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities.

No Elective None(course meets fourth science requirement-GA Board of Regents approved)


01.42100 Agricultural Mechanics Technology I

10th

11

th

12th

This laboratory course is designed to provide students with introductory level experiences in selected major areas of agricultural mechanics technology which may include small engine maintenance and repair, metal fabrication, wood working, electrical wiring, and maintenance of agricultural machinery, equipment, and tractors. Learning activities include information, skill development, and problem solving.


01.42200 Agricultural Mechanics Technology II

10th

11

th

12th

The goal of this laboratory course is to offer students intermediate level experiences in selected major areas of agricultural mechanics technology which may include small engine maintenance and repair, metal fabrication, concrete construction, building construction, plumbing, electrical wiring, soil and water conservation, and maintenance of agricultural machinery, equipment and tractors. Learning activities include information, skill development, and problem solving.

No Elective Agricultural Mechanics Technology I


61

Course Number



01.42300 Agricultural Mechanics Technology III

11th

12

th

This laboratory course is designed to prepare students with advanced level experiences in sected major areas of agricultural mechanics technology which may include small engine maintenance and repair, metal fabrication, concrete construction, building construction, plumbing, electrical wiring, soil and water conservation, and maintenance of agricultural machinery, equipment and tractors. Learning activities include information, skill development, and problem solving.

No Elective Agricultural Mechanics Technology II


01.43200 Agricultural Animal Production and Management

11th

12

th

The goal of this course is to provide all students instruction in establishing and managing agricultural animal enterprises; includes instruction in selecting, breeding, feeding, caring for, and marketing beef and dairy cattle, horses, swine, sheep, and poultry. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities.

No Elective Basic Ag and Animal Science Biotechnology

Spring Semester

03.45300 Wildlife Management

10th

11

th

12th

This course introduces students to the principles of wildlife management and conservation and to opportunities for further education and careers in the field of wildlife biology. The course includes instruction in the history of wildlife management, ecological concepts, habitat assessment, habitat management techniques for wildlife, population dynamics, predator-prey relationships, wildlife species biology and identification, human-wildlife conflict resolution, the role of hunting in conservation, game and fish laws and regulations, hunters safety, and the application of scientific principles to managing wildlife habitat and populations. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities.

No Core or Elective(course meets fourth science requirement)

Basic Ag and Forest Science

Fall Semester

01.47000 Nursery and Landscape I

10th

11

th

12th

This course is designed to provide students with the basic skills and knowledge utilized by the green industry in nursery production and management and landscape design and management. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities.

No Elective Basic Ag and General Horticulture

Fall Semester

70.02100 Young Farmer Internship I

12th

A student internship provides a student the opportunity to study an occupational program directly related to his or her career interest and to participate in a workplace setting by performing duties related to the occupational studies. The Young Farmer Internship Program is designed to provide students with an opportunity to gain practical, first-hand knowledge in an agribusiness through a structured intern experience. This internship is designed to give students an opportunity to apply skills learned in an agriculture classroom to actual work situations. To enroll in the internship, a student must have already completed at least one unit of agriculture education, be enrolled in an agriculture class, and be a current FFA Association member.

No Elective Teacher Approval


62

Course Number



70.02200 Young Farmer Internship II

12th




70.02300 Young Framer Internship III

12th




63

Business

Course Number



07.44130 Introduction to Business and Technology

9th

10

th

11th

12th

Introduction to Business & Technology is the foundational course for Business & Technology, Entrepreneurship, and Human Resources Management pathways. The course is designed for high school students as a gateway to the career pathways above, and provides an overview of business and technology skills required for today's business environment. Knowledge of business principles, the impact of financial decisions, and technology proficiencies demanded by business combine to establish the elements of this course. Emphasis is placed on developing proficient fundamental computer skills required for all career pathways. Students will learn essentials for working in a business environment, managing a business, and owning a business. The intention of this course is to prepare students to be successful both personally and professionally in an information-based society. Students will not only understand the concepts, but apply their knowledge to situations and defend their actions/decisions/choices through the knowledge and skills acquired in this course. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the employability skills standards and content standards for this course. Various forms of technologies will be highlighted to expose students to the emerging technologies impacting the business world. Professional communication skills and practices, problem-solving, ethical and legal issues, and the impact of effective presentation skills are taught in this course as a foundational knowledge to prepare students to be college and career ready.

No Required None Fall and Spring Semester

07.44120 Advanced Computer Applications

10th

11

th

12th

The goal of this course is to provide students with opportunities to enhance their computer technology, decision-making, productivity, communications, and problem-solving skills. Areas of instruction include advanced computer applications and integration of word processing, desktop publishing, spreadsheet, database, and presentation software, as well as the use of emerging technologies. In this course, high school students can acquire advanced skills required to create, edit, and publish industry appropriate documents. Areas of study will also include oral and written communications and information research for reporting purposes. Competencies for the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the core employability skills standards and technical skill standards.

No Elective Introduction to Business and Technology


64

Course Number



07.48310 Business Communication and Procedures

10th

11

th

12th

The goal of this course is to provide students with opportunities to enhance their computer technology, decision-making, productivity, communications, and problem-solving skills. Areas of instruction include advanced computer applications and integration of word processing, desktop publishing, spreadsheet, database, and presentation software, as well as the use of emerging technologies. In this course, high school students can acquire advanced skills required to create, edit, and publish industry appropriate documents. Areas of study will also include oral and written communications and information research for reporting purposes. Competencies for the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the core employability skills standards and technical skill standards.

No Elective Introduction to Business and Technology and Advanced Computer Applications

Spring Semester

11.41500 Introduction to Digital Technology

10th

11

th

12th

Introduction to Digital Technology is the foundational course for Web & Digital Communications, Programming, Advanced Programming, Information Support & Services, and Network Systems pathways. This course is designed for high school students to understand, communicate, and adapt to a digital world as it impacts their personal life, society, and the business world. Exposure to foundational knowledge in hardware, software, programming, web design, IT support, and networks are all taught in a computer lab with hands-on activities and project-focused tasks. Students will not only understand the concepts, but apply their knowledge to situations and defend their actions/decisions/choices through the knowledge and skills acquired in this course. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the employability skills standards and content standards for this course. Various forms of technologies will be highlighted to expose students to the emerging technologies impacting the digital world. Professional communication skills and practices, problem-solving, ethical and legal issues, and the impact of effective presentation skills are taught in this course as a foundational knowledge to prepare students to be college and career ready. The knowledge and skills taught in this course build upon each other to form a comprehensive introduction to digital world. Introduction to Digital Technology is a course that is appropriate for all high school students..


65

Course Number



11.45100 Digital Design 10th

11

th

12th

Using web design as the platform for product design and presentation, students will create and learn digital media applications using elements of text, graphics, animation, sound, video and digital imaging for various format. The digital media and interactive media projects developed and published showcase the student skills and ability. Emphasis will be placed on effective use of tools for interactive multimedia production including storyboarding, visual development, project management, digital citizenship, and web processes. Students will create and design web sites that incorporate digital media elements to enhance content of web site. Various forms of technologies will be used to expose students to resources, software, and applications of media. Professional communication skills and practices, problem-solving, ethical and legal issues, and the impact of effective presentation skills are enhanced in this course to prepare students to be college and career ready. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of the employability skills standard for this course.

No Elective Introduction to Digital Technology

TBA

11.45200 Web Design 11th

12

th

Can you think of any company that does not have a web presence? Taking this course will equip students will the ability to plan, design, and create a web site. Students will move past learning how to write code and progress to designing a professional looking web site using graphical authoring tools that contains multimedia elements. Working individually and in teams, students will learn to work with web page layout and graphical elements to create a professional looking web site. Various forms of technologies will be used to expose students to resources, software, and applications of web design. Professional communication skills and practices, problem-solving, ethical and legal issues, and the impact of effective presentation skills are enhanced in this course to prepare students to be college and career ready. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of the employability skills standard for this course.

No Elective Introduction to Digital Technology and Digital Design

TBA

66

Marketing

Course Number



08.47400 Marketing Principles

10th

11

th

12th

Marketing Principles is the foundational course for all pathways in Marketing Education. Marketing Principles addresses all the ways in which marketing satisfies consumer and business needs and wants for products and services. Students develop an understanding of the functions of marketing and how these functional areas affect all businesses. They learn basic marketing concepts and the role of marketing in our economy. Students also develop skills in applying economic concepts to marketing, distribution and logistics, marketing information management, finance in marketing, product/service planning, pricing mixes, promotional strategies, and personal selling. In order to increase the number of application experiences, students should participate in work-based learning activities and the student organization, DECA, An Association of Marketing Students. It is highly advantageous for students to participate in a school–based enterprise where available.


08.47500 Advanced Marketing

10th

11

th

12th

Advanced Marketing builds on the principles and concepts taught in Marketing Principles. Students assume a managerial perspective in applying economic principles in marketing, analyzing operations needs, examining distribution and financial alternatives, managing marketing information, pricing products and services, developing product/service planning strategies, promoting products and services, purchasing, and professional sales. This course also deals with global marketing in that students analyze marketing strategies employed in the U.S. versus those employed in other countries. In order to increase the number of application experiences, students should participate in work-based learning activities and the student organization, DECA, An Association of Marketing Students. It is highly advantageous for students to participate in a school–based enterprise where available.

No Elective Marketing Principles


08.43600 Entrepreneurship: Building a Business

11th

12

th

Competencies for the competitive events offered by the international, co-curriculum student organization, DECA, an Association of Marketing Education Students, are directly aligned to the national and state standards for Marketing Education. Therefore, DECA competitive events provide an excellent avenue for students to apply the technical and core employability skills learned in the classroom. Work-based learning activities, inside and/or outside the classroom, should also be incorporated in this pathway in order to provide another avenue for students to apply the knowledge and skills attained through curriculum and instruction.

No Elective Marketing Principles and Advanced Marketing


67

Early Childhood/Teaching As A Profession

Course Number



13.01100 Examining the Teaching Profession

10th

11

th

12th

Examining the Teaching Profession prepares candidates for future positions in the field of education. Teaching Profession candidates study, apply, and practice the use of current technologies, effective teaching and learning strategies, the creation of an effective learning environment, the creation of instructional opportunities for diverse learners and students with special needs, and plan instruction based on knowledge of subject matter, students, community, and curriculum performance standards. Candidates will be prepared to practice their skills and knowledge at a variety of elementary and secondary education sites. Mastery of standards through project based learning, technical skills practice, and leadership development activities of the career and technical student organizations will provide students with a competitive edge for either entry into the education global marketplace and/or the post-secondary institution of their choice to continue their education and training.


13.01200 Contemporary Issues in Education

10th

11

th

12th

This course engages the candidate in observations, interactions, and analyses of critical and contemporary educational issues. The candidate will investigate issues influencing the social and political contexts of educational settings in Georgia and the United States and actively examines the teaching profession from multiple vantage points both within and outside of the school. Against this backdrop, the candidate will reflect on and interpret the meaning of education and schooling in a diverse culture and examine the moral and ethical responsibilities of teaching in a democracy. (Mastery of standards through project based learning, technical skills practice, and leadership development activities of the career and technical student organization Future Educators of America (FEA) will provide students with a competitive edge for either entry into the education global marketplace and/or the post-secondary institution of their choice to continue their education and training.)

No Elective Examining the Teaching Profession


13.52100 Teaching as a Profession Internship

11th

12

th

The internship offers a candidate in the Teaching as a Profession career pathway a field experience under the direct supervision of a certified teacher (mentor teacher). The internship stresses observing, analyzing, and classifying activities of the mentor teacher and comparing personal traits with those of successful teachers. The candidate intern will develop a portfolio of their skills, plan and teach a lesson or lessons, understand and practice confidentiality as it pertains to the teaching profession, meet the needs of special education students, maintain the safety of the students and practice professionalism and ethical behavior.

No Elective Examining the Teaching Profession and Contemporary Issues in Education


20.52810 Early Childhood Education I

10th

11

th

12th

The Early Childhood Education I course is the foundational course under the Early Childhood Care & Education pathway and prepares the student for employment in early childhood education and services. The course addresses the knowledge, skills, attitudes, and behaviors associated with supporting and promoting optimal growth and development of infants and children. The pre-requisite for this course is advisor approval.


68

Course Number



20.42400 Early Childhood II 10th

11

th

12th

Early Childhood Education II is the second course in the Early Childhood Care and Education pathway and further prepares the student for employment in early childhood care and education services. The course provides a history of education, licensing and accreditation requirements, and foundations of basic observation practices and applications. Early childhood care, education, and development issues are also addressed and include health, safety, and nutrition education; certification in CPR/First Aid/Fire Safety; information about child abuse and neglect; symptoms and prevention of major childhood illnesses and diseases; and prevention and control of communicable illnesses. Mastery of standards through project based learning, laboratory application, technical skills practice, and leadership development activities of the career and technical student organizations will provide students with a competitive edge for either entry into the education global marketplace and/or the post-secondary institution of their choice when continuing their education and training.

No Elective Early Childhood Education I


20.42500 Curriculum & Instruction Or Early Childhood Education Internship

11th

12

th

Early Childhood Education III is the third course in the Early Childhood Care and Education pathway and one option for program completers who may not have the opportunity of participating in the Early Childhood Education Internship. The course provides in-depth study of early brain development and its implications for early learning, appropriate technology integration, and developmentally appropriate parenting and child guidance trends. Also addressed are collaborative parent/teacher/child relationships and guidance, child directed play, the changing dynamics of family culture and diversity, the causes and effects of stress on young children, and infant nutrition. Mastery of standards through project based learning, laboratory application, technical skills practice, and leadership development activities of the career and technical student organizations will provide students with a competitive edge for either entry into the education global marketplace and/or the post-secondary institution of their choice when continuing their education and training.

No Elective Early Childhood Education I & II

TBA

69

Interior Design

Course Number



20.44100 Foundations of Interior Design

10th

11

th

12th

This course introduces the student to the basic fundamentals of design and the interior design profession. The skills taught throughout the course will allow the student to investigate and explore the various careers within the aspects of interior design. Students will gain knowledge of the history of interior furnishings. Basic mathematics, English language arts and science skills will be incorporated throughout the curriculum. Individual work, teamwork and presentation skills will also be incorporated into the curriculum. Upon completion of the interior design curriculum, students will have acquired the basic skills that will allow them to make a well educated move to the postsecondary level.


20.44200 Interior Design Furnishings, Materials, & Components

10th

11

th

12th

The materials and components course is related to interior design and construction and introduces the student to a wide array of building fixtures, furnishings, and equipment used in the industry. Students will learn to read scaled floor plans, estimate quantity, and understand specifications for residential and commercial products. Knowledge of current industry standards, correct product applications, and product resource development are important elements in this course. Students will research career options including educational requirements, salary expectations, and job demands. Projects will involve individual work, team work, verbal presentations, and application of computer technology.

No Elective Foundations of Interior Design


20.44700 Textile Science 11th

12th

The textile science course introduces students to the fascinating world of fabrics, fibers, dyes and fabric construction. Textiles for apparel, interior furnishings, and industrial applications are investigated. Testing methods, labeling laws, trends, applications, and color forecasting are all included. Various career paths will be researched to determine educational levels, salary expectations, and growing industry demand. Projects will involve individual work, team work, verbal presentations, fabric swatches, and computer applications.

No Elective Foundations of Interior Design and Interior Design Furnishings, Materials, & Components


70

Food and Wellness

Course Number



20.41610 Food, Nutrition, and Wellness

10th

11

th

12th

Food, Nutrition and Wellness is an essential course in understanding nutritional needs and food choices for optimal health of individuals across the lifespan. Interrelationships with wellness are explored. This course leads to the advanced nutrition pathway and develops a knowledge base and the skills necessary to select among alternatives in the marketplace, with an emphasis on nutrient content, the development of chronic diseases, and food safety.


20.41400 Food for Life 10th

11

th

12th

Food for Life is an advanced course in food and nutrition that addresses the variation in nutritional needs at specific stages of the human life cycle: lactation, infancy, childhood, adolescence, and adulthood including elderly. The most common nutritional concerns, their relationship to food choices and health status and strategies to enhance well-being at each stage of the lifecycle are emphasized. This course provides knowledge for real life and offers students a pathway into dietetics, consumer foods, and nutrition science careers with additional education at the post-secondary level.

No Core or Elective (course meets fourth science requirement-Board of Regents approved)

Food, Nutrition and Wellness


20.41810 Food Science 10th

11

th

12th

Food science integrates many branches of science and relies on the application of the rapid advances in technology to expand and improve the food supply. Students will evaluate the effects of processing, preparation, and storage on the quality, safety, wholesomeness, and nutritive value of foods. Building on information learned in Nutrition and Wellness and Chemistry, this course illustrates scientific principles in an applied context, exposing students to the wonders of the scientific world. Related careers will be explored.

No Core or Elective (course meets fourth science requirement-Board of Regents approved)

Food, Nutrition, and Wellness and Food for Life


71

Healthcare

Course Number



25.52100 Introduction to Healthcare Science

9th

10

th

11th

12

th

Students wishing to pursue a career in the Healthcare Industry will receive initial exposure to healthcare science skills and attitudes applicable to healthcare including the concepts of health, wellness, and preventive care. The changes in healthcare delivery systems and the subsequent impact on healthcare delivery for individual consumers is explored and evaluated. Medical terminology, microbiology, and basic life support skills are emphasized, as well as, the ethical and legal responsibilities of today’s healthcare provider. Academics and other related sciences are integrated throughout the course. The students are required to meet both national and intrastate professional guidelines as designated by applicable regulatory agencies such as the Occupational Health and Safety Administration (OSHA) and Center for Disease Control (CDC). Students may participate in opportunities for professional networking and the enhancement of their vocational portfolios by receiving recognition for their accomplishments through a variety of venues related to vocational student organizations – Health Occupations Students of America (HOSA), Vocational Industrial Clubs of America (VICA), as well as, other external agencies such as the American Red Cross and the American Heart Association. This course is considered broad-based with high impact and is a prerequisite for all Healthcare Science Technology Education courses.



25.44000 Essentials of Healthcare

10th

11

th

12th

Anatomy and Physiology is a vital part of most healthcare post-secondary education programs. The Essentials of Healthcare is a medical-focused anatomy course addressing the physiology of each body system, along with the investigation of common diseases, disorders and emerging diseases. The prevention of disease and the diagnosis and treatment that might be utilized are addressed, along with medical terminology related to each system. This course provides an opportunity to demonstrate technical skills that enforce the goal of helping students make connections between medical procedures and the pathophysiology of diseases and disorders. The pre-requisite for this course is Introduction to Healthcare

No Elective Introduction to Healthcare Science


72

Engineering and Technology

25.43700 Allied Health and Medicine

10th

11

th

12th

This course is designed to offer students (preferably upper classmen - juniors or seniors) the opportunity to become effective and efficient multi-skilled healthcare providers as they develop a working knowledge of various allied health opportunities. Students focusing on a career path in the healthcare field may apply classroom/lab knowledge and skills in the clinical setting as they participate in direct or simulated client care. The curriculum allows instructors to provide options for classroom/student growth opportunities in area(s) of interest to the student. These options may be determined by community need, available resources, and/or student interest, etc. This course was developed according to a basic 50-minute class time frame, but may be adjusted according to local system schedules. Instructors may select which classroom content standards 1-14 best meet his/her individual classroom needs in addition to

the required clinical/capstone project to equal total class time available for the course.


Introduction to Healthcare Science and Essentials of Healthcare


Course Number



21.42500 Foundations of Engineering and Technology

9th

The introductory course for all Georgia Engineering and Technology Education pathways. This course provides students with opportunities to develop fundamental technological literacy as they learn about the history, systems, and processes of invention and innovation.


73

Construction and Metals

Course Number



46.54500 Industry Fundamentals and Occupational Safety for Metals Industry OR Industry Fundamentals and Occupational Safety for Construction

10th

11

th

12th

This course is the foundational course that prepares students for a pursuit of any career in the field of construction. It prepares the student for the basic knowledge to function safely on or around a construction site and in the industry in general. It provides the student with the option for an Industry Certification in the Construction Core. This course explains the safety obligations of workers, supervisors, and managers to ensure a safe workplace. Course content discusses the causes and results of accidents and the dangers of rationalizing risks. It includes the basic content of OSHA 10-hour safety standards. It also includes the basic knowledge and skills needed in the following areas: construction math, hand and power tools used in the field, general blueprints, and basics of rigging safety.


46.54600 Introduction to Construction

10th

11

th

12th

This course is preceded by the Occupational Safety and Fundamentals course. This course offers an opportunity for students to build on their knowledge and skills developed in Occupational Safety. It introduces them to four construction craft areas and is also the second step towards gaining a Level One Industry Certification in one of the craft areas. The goal of this course is to introduce students to the history and traditions of the carpentry, masonry, plumbing, and electrical craft trades. Students will explore how the various crafts have influenced and been influenced by history. The student will also learn and apply knowledge of the care and safe use of hand and power tools as related to each trade. In addition, students will be introduced to, and develop skills to differentiate between blueprints, as is related to each individual craft area.

No Elective Industry Fundamentals and Occupational Safety


46.55000 Carpentry I 11th

12

th

This course is preceded by Introduction to Construction. This course is the third of four courses that provides the student a solid foundation in carpentry skills and knowledge. It is the third step in gaining a Level One Industry Certification in Carpentry. This course provides an overview of the building materials used in the carpentry craft. It teaches techniques for reading and using blueprints and specifications especially as related to the carpentry craft. It provides specific knowledge and skills in site layout and floor and wall framing systems. It includes the basic industry terminology for a carpentry craftsperson.

No Elective Introduction to Construction


46.55100 Carpentry II 11th

12

th

This course is preceded by Carpentry I and is the fourth of four courses that provides the student a solid foundation in carpentry skills and knowledge. It is the final step in gaining a Level One Industry Certification in Carpentry. This course provides the knowledge of various kinds of roof systems. It provides knowledge and skills for layout and cutting of the various types of roof rafters. It provides knowledge and skills for installing exterior doors, windows, and skylights. It also provides the student with knowledge and skills to layout, cut, and install various types of stairs and the code requirements needed to properly do so. This course is intended only for students who are assessed using the Georgia Alternate Assessment.

No Elective Carpentry I Fall and Spring Semester

74

Course Number



46.56000 Electrical I 11th

12

th

This course is preceded by Introduction to Construction and is the third of four courses that provides the student a solid foundation in electrical skills and knowledge. It is the third step in gaining a Level One Industry Certification in Electrical. This course builds on the concepts of electrical safety introduced in Occupational Safety. It provides knowledge of the hardware and systems used by an electrician and the basic skills to install them. It provides a general knowledge of electrical systems including series, parallel, and series-parallel circuits. It provides the basic skills and knowledge to navigate and use the National Electrical Code. It provides an introduction to the skills and knowledge of conduit bending and installation.



46.56100 Electrical II 11th

12

th

This course is preceded by Electrical I. The course is the fourth of four courses that provides the student a solid foundation in electrical skills and knowledge. It is the final step in gaining a Level One Industry Certification in Electrical. This course focuses on proper selection, inspection, use, and maintenance of common electrical test equipment; introduces the types and applications of raceways, wire-ways, and ducts; focuses on the types and application of conductors and covers proper wiring techniques, electrical prints, drawings and symbols; covers the electrical devices and wiring techniques common to commercial and industrial construction and maintenance, and covers the electrical devices and wiring techniques common to residential construction and maintenance.

No Elective Electrical I Fall and Spring Semester

46.57000 Masonry I 11th

12

th

This course is preceded by Introduction to Construction and is the third of four courses that provides the student a solid foundation in masonry skills and knowledge. It is the third step in gaining a Level One Industry Certification in Masonry. This course provides knowledge and skills needed to operate hand tools, power tools, and equipment used in mixing mortar safely. It provides the knowledge and skills needed for cutting, laying, and finishing masonry units. It provides the math knowledge and skills needed to calculate distances, areas, and volumes common in masonry work. It also provides the knowledge of the types and properties of mortar and materials used in a concrete mixture.



46.57100 Masonry II 11th

12

th

This course is preceded by Masonry I and is the fourth of four courses that provides the student a solid foundation in masonry skills and knowledge. It is the final step in gaining a Level One Industry Certification in Masonry. This course provides the basic knowledge needed for all types of concrete and masonry units and their applications. It provides additional skills needed for cutting, laying, and finishing masonry units. It provides the knowledge and skills to use ties and reinforcing materials while installing masonry units. It also provides knowledge and skills related to the processes used in placing masonry units.

No Elective Masonry I Fall and Spring Semester

75

Course Number



46.58000 Plumbing I 11th

12

th

This course is preceded by Introduction to Construction and is the third of four courses that provides the student a solid foundation in plumbing skills and knowledge. It is the third step in gaining a Level One Industry Certification in Plumbing. This course provides basic skills and knowledge needed to apply OSHA and EPA safety concepts and practices as related specifically to the plumbing trade. It includes the use of plumbing tools and materials. The student is introduced to the basic knowledge and application of plumbing codes. Also included is the basic skills and knowledge required to handle, estimate, and store materials used in the plumbing trade. Involved in this process is the correct interpretation and application of basic information from architectural and construction working drawings, especially as related to plumbing installation.



46.58100 Plumbing II 11th

12

th

This course is preceded by Plumbing I and is the fourth of four courses that provides the student a solid foundation in plumbing skills and knowledge. It is the final step in gaining a Level One Industry Certification in Plumbing. This course provides the basic skills and knowledge to install water supply systems as well as drain, waste, and ventilation systems. This involves basic installation from rough-in through trim out of a variety of fixtures. It involves practice with the skills and knowledge necessary to apply plumbing codes to specific circumstances. This course also builds on the skills and knowledge of the student to be able to read, interpret, and apply information from architectural and construction working drawings, especially as related to plumbing installation.

No Elective Plumbing I Fall and Spring Semester

48.58100 Introduction to Metals

10th

11

th

12th

The metals technology curriculum, Introduction to Metals, is designed to acquaint participants with the three major technical occupations (welding, sheet metal, and machining) that are available in the metal forming, manufacturing, and metals/construction industries. The various activities equip high school students with the skills needed to select a metal industry occupation, enter the work force, and continue to advance in one of these specialized metals occupations. Experiences include an introduction to the basic requirements of each of these fields, exposure to the structure and nature of career opportunities, and an introduction to types of training and skills required and the use of specialized tools, equipment, and materials. Approximately one-third of students’ time is invested in the technical aspects of the occupation with the majority of their time (two-thirds) committed to performance-based, metals-related lab activities. This course is designed to familiarize students with fundamentals of various metal occupations for the purpose of preparing them to select either welding, sheet metal, or machining for more highly specialized training in subsequent courses. Minimum performance requirements for this course are based on successful student completion according to the National Center for Construction Education and Research Center (NCCER) Occupation Standards. Students who successfully complete the course in accordance with NCCER standards are eligible for registration with the NCCER National Craft Worker Registry.

No Elective Metals Occupational and Safety


76

Course Number



48.55100 Welding I 10th

11

th

12th

This course is designed to allow students to master basic welding techniques. Students will identify, rate, select, and use proper weld techniques to produce quality beads. The student will also properly prepare base metal to produce good weld quality. Minimum performance requirements for this course are based on successful student completion according to the National Center for Construction Education and Research Center (NCCER) Occupational Standards. Students who successfully complete the course in accordance with NCCER standards are eligible for registration with the NCCER National Craft Worker Registry.

No Elective Intro to Metals Fall and Spring Semester

48.55200 Welding II 11th

12

th

This course is designed to allow students to master basic welding techniques such as producing quality fillet welds and advanced metal cutting processes. Students will interpret welding symbols and use joint fit-up tools to produce quality fillet welds. Minimum performance requirements for this course are based on successful student completion according to the National Center for Construction Education and Research Center (NCCER) Occupation Standards. Students who successfully complete the course in accordance with NCCER standards are eligible for registration with the NCCER National Craft Worker Registry.

No Elective Welding I Fall and Spring Semester

48.58200 Sheet Metal I 10th

11

th

12th

This course is designed to allow students to master basic sheet metal techniques. This course includes the development of skills in basic trade math. Students will identify, rate, select, and use steel and other metals to develop and fabricate basic sheet metal projects. The course includes the development of skills in basic piping practices by using fasteners, hangers, and other support systems. Minimum performance requirements for this course are based on successful student completion according to the National Center for Construction Education and Research Center (NCCER) Occupation Standards. Students who successfully complete the course in accordance with NCCER standards are eligible for registration with the NCCER Craft Worker Registry.


77

Course Number



48.58300 Sheet Metal II 11th

12

th

This course is designed to allow students to master basic sheet metal techniques by developing and fabricating basic sheet metal projects from blueprints and specifications and parallel line development. Minimum performance requirements for this course are based on successful student completion according to the National Center for Construction Education and Research (NCCER) Occupation Standards. Students who successfully complete the course in accordance with the NCCER standards are eligible for registration with the NCCER National Craft Worker Registry.

No Elective Sheet Metal I Fall and Spring Semester

48.59000 Machining Operations I

10th

11

th

12th

This course will acquaint the students with the history of the machining trade, equipment used in the trade, attributes of successful machinists, industry credentialing, and career opportunities. Course topics include safety, applied mathematics, measuring instruments, blueprint reading, and metallurgy. Practical experience will be gained in the proper use and maintenance of hand tools, the pedestal grinder, the drill press, and band saws. Additional topics address quality control, environmental protection, and housekeeping. Co-curricular activities of SkillsUSA VICA are incorporated in the course. Students who successfully complete the course are eligible to enroll in 48.59100 Benchwork and Drill Press.


48.59100 Machining Operations II

11th

12

th

This course will provide opportunities for students to master benchwork and drill press skills. Course topics include safety, blueprint reading, job planning and management, heat treatment, quality control, and machinery maintenance. Performance standards for this course are based on National Institute for Metalworking Skills (NIMS) national standards for the topics of benchwork, layout, and drill press. Co-curricular activities of SkillsUSA VICA are incorporated in the course. Students who successfully complete the course are eligible to enroll in 48.59200 Basic Machine Tool Operations. They may also apply for the following national credentials: NIMS Benchwork Level I, NIMS Layout Level I, and NIMS Drill Press Level I.

No Elective Machining Operations I


78

JROTC Air Force

Course Number



28.01100 JROTC Air Force I: Aerospace Science: A Journey into Aviation History and Leadership I

9th

This is the recommended first AS course for all new cadets. It is an aviation history course focusing on the development of flight throughout the centuries. It starts with ancient civilizations, then progresses through time to modern day. The emphasis is on civilian and military contributions to aviation; the development, modernization, and transformation of the Air Force; and a brief astronomical and space exploration history. It is interspersed with concise overviews of the principles of flight to include basic aeronautics, aircraft motion and control, flight power, and rockets. Throughout the course, there are readings, videos, hands-on activities, and in-text and student workbook exercises to guide in the reinforcement of the materials. Many of the 72 hours dedicated to leadership studies relate directly to the academic subject matter. The LE-100 textbook introduces cadets to the Air Force Junior Reserve Officer Training Corps (AFJROTC) program providing a basis for progression through the rest of the AFJROTC program while instilling elements of good citizenship. It contains sections on cadet and Air Force organizational structure; uniform wear; customs, courtesies, and other military traditions; health and wellness; fitness; individual self-control; and citizenship.


28.01200 JROTC Air Force II: Aerospace: Science of Flight and Leadership II

9th

The second year is a science course designed to acquaint the student with the aerospace

environment, the human requirements of flight, principles of aircraft flight, and principles of

navigation. The course begins with a discussion of the atmosphere and weather. After

developing an understanding of the environment, how that environment affects flight is

introduced. Discussions include the forces of lift, drag, thrust, and weight. Students also learn

basic navigation including map reading, course plotting, and the effects of wind. The portion on

the Human Requirements of Flight is a survey course on human physiology. Discussed here are

the human circulatory system, the effects of acceleration and deceleration, and protective

equipment. Leadership Education 200 hours stress communications skills and cadet corps

activities. Much information is provided on communicating effectively, understanding groups

and teams, preparing for leadership, solving conflicts and problems, and personal

development. Written reports and speeches compliment the academic materials. Cadet corps

activities include holding positions of greater responsibility in the planning and execution of

corps projects.

No Elective JROTC Air Force I


79

Course Number



28.01300 JROTC Air Force III: Aerospace Science: Global and Cultural Studies I

10th

Global and Cultural Studies is a multidisciplinary course that introduces students to various regions of the world from a geographic, historical and cultural perspective. The course provides increased international awareness and insight into foreign affairs that permits a more educated understanding of other cultures and enhanced knowledge of America’s interests and role in the world. Geopolitical issues such as terrorism, economics, politics, military issues, religion, environmental concerns, human rights, disease, over population, literacy, the migration of peoples and other cultural issues will be examined. The regional areas included in this course are Europe, the Middle East, South Asia, East Asia, Africa, and Latin America. The lessons include excellent videos to provide a window into life and issues within the regions, followed by a variety of hands-on activities created to engage the student. Readings are also available to set the stage for each lesson, along with workbook exercises suitable for in-class or homework assignments.


28.01400 JROTC Air Force IV: Aerospace: Astronomy and /or Leadership III

10th

Explorations: An Introduction to Astronomy explores the history or astronomy to include prehistoric astronomy, the early ideas of the heavens. The size and shape of the earth are discussed as well as the distance and size of the Sun and Moon. Other topics such as astronomy in the renaissance and Isaac Newton and the Birth of Astrophysics and the growth of astrophysics are discussed. We take focus on the Earth as a planet and the Earth’s interior; the age of the Earth and Earth’s magnetic atmosphere and magnetic field. The Moon is discussed in detail including its description, its structure, and its origin and history, as well as its eclipses and tides. An in-depth study of the Solar System, the terrestrial planets and the outer planets is covered as well. The Leadership Education III: Life Skills and Career Opportunities textbook will be helpful to students deciding which path to take after high school. Information on how to apply for admission to college or to a vocational or technical school is included. Information on how to begin the job search is available to students who decide not to go to college or vocational school. Available also is information about financial planning and how to save, invest, and spend money wisely, as well as how not to get caught in the credit trap. Students are informed about real life issues such as understanding contracts, leases, wills, warranties, legal notices, and personal bills. Citizen responsibilities such as registering to vote, jury duty, and draft registration will be helpful to. For those students who may be moving into an apartment of their own, information is presented on apartment shopping and grocery shopping skills. There is information on how to prepare a résumé and the importance of good interviewing skills. If there are students who are interested in a career in the military, with the federal government, or an aerospace career, information is also provided for them.


80

Course Number



28.01500 JROTC Air Force V: Aerospace Science: Exploration of Space and/or Leadership III

11th

The third year is a science course that includes Aerospace Science: The Exploration of Space and Explorations: An Introduction to Astronomy. The Exploration of Space examines our Earth, the Moon and the planets, the latest advances in space technology, and continuing challenges of space and manned spaceflight. Issues that are critical to travel in the upper atmosphere such as orbits and trajectories, unmanned satellites, space probes, guidance and control systems are explained. The manned spaceflight section covers major milestones in the endeavor to land on the Moon, and to safely orbit humans and crafts in space for temporary and prolonged periods. It also covers the development of space stations, the Space Shuttle and its future, and international laws for the use of and travel in space. The Leadership Education III: Life Skills and Career Opportunities textbook will be helpful to students deciding which path to take after high school. Information on how to apply for admission to college or to a vocational or technical school is included. Information on how to begin the job search is available to students who decide not to go to college or vocational school. Available also is information about financial planning and how to save, invest, and spend money wisely, as well as how not to get caught in the credit trap. Students are informed about real life issues such as understanding contracts, leases, wills, warranties, legal notices, and personal bills. Citizen responsibilities such as registering to vote, jury duty, and draft registration will be helpful to. For those students who may be moving into an apartment of their own, information is presented on apartment shopping and grocery shopping skills. There is information on how to prepare a résumé and the importance of good interviewing skills. If there are students who are interested in a career in the military, with the federal government, or an aerospace career, information is also provided for them.


28.01600 JROTC Air Force VI: Aerospace Science: Management of the Cadet Corps and National Endowment for Financial Education and/or Leadership IV

11th

The cadets manage the entire corps during the fourth year. This hands-on experience affords the cadets the opportunity to put the theories of previous leadership courses into practice. All the planning, organizing, coordinating, directing, controlling, and decision-making will be done by the cadets. They practice their communication, decision-making, personal-interaction, managerial, and organizational skills. Leadership IV: Principles of Management textbook is a guide to understanding the fundamentals of management, managing yourself, and others. Emphasis is placed on allowing the student to see himself/herself as a manager. Every organization, regardless of size, faces the challenge of managing operations effectively. No matter how well a manager carries out his or her job, there are always ways of doing at least part of the task more effectively. There are four building blocks of leadership considered in this text from the military and civilian perspective. Attention to these four areas will form a strong foundation for a capability to lead others – something that can be very valuable to you for the rest of your life. The four areas are Management Techniques, Management Decisions, Management Functions, and Managing Self and Others.


81

Course Number



28.01700 JROTC Air Force VII: Aerospace Science: Aerospace Science: Global and Cultural Studies II

12th

Global and Cultural Studies is a multidisciplinary course that introduces students to various regions of the world from a geographic, historical and cultural perspective. The course provides increased international awareness and insight into foreign affairs that permits a more educated understanding of other cultures and enhanced knowledge of America’s interests and role in the world. Geopolitical issues such as terrorism, economics, politics, military issues, religion, environmental concerns, human rights, disease, over population, literacy, the migration of peoples and other cultural issues will be examined. The regional areas included in this course are Europe, the Middle East, South Asia, East Asia, Africa, and Latin America. The lessons include excellent videos to provide a window into life and issues within the regions, followed by a variety of hands-on activities created to engage the student. Readings are also available to set the stage for each lesson, along with workbook exercises suitable for in-class or homework assignments.


28.01800 JROTC Air Force VIII: Aerospace Science: Survival

12th

The Survival text is a synthesis of the basic survival information found in Air Force Regulation 64-4 Survival Training. The survival instruction will provide training in skills, knowledge, and attitudes necessary to successfully perform fundamental tasks needed for survival. Survival also presents “good to know” information that would be useful in any situation. The information is just as useful to an individual lost hunting or stranded in a snowstorm.


28.01900 JROTC Air Force IX: Aerospace Science: Honors Ground School (Optional year 4) and /or Leadership IV (PS-AFHGS)

12th

The material covered is an advanced, more in-depth study of the previous aerospace topics. This course is the foundation for students interested in receiving a private pilot’s license. When the course is completed the students should be prepared to take and pass the Federal Aviation Administration (FAA) written examination. The Private Pilot Manual is the primary source for initial study and review. The text contains complete and concise explanations of the fundamental concepts and ideas that every private pilot needs to know. The subjects are organized in a logical manner to build upon previously introduced topics. Subjects are often expanded upon through the use of Discovery Insets, which are strategically placed throughout the chapters. Periodically, human factors principles are presented in Human Element Insets to help you understand how your mind and body function while you fly. Throughout the manual, concepts that directly relate to FAA test questions are highlighted by FAA Question Insets. Additionally, you can evaluate your understanding of material introduced in a particular section by completing the associated review questions. Leadership IV: Principles of Management textbook is a guide to understanding the fundamentals of management, managing yourself, and others. Emphasis is placed on allowing the student to see himself/herself as a manager. Every organization, regardless of size, faces the challenge of managing operations effectively. No matter how well a manager carries out his or her job, there are always ways of doing at least part of the task more effectively. There are four building blocks of leadership considered in this text from the military and civilian perspective. Attention to these four areas will form a strong foundation for a capability to lead others – something that can be very valuable to you for the rest of your life. The four areas are Management Techniques, Management Decisions, Management Functions, and Managing Self and Others.


82

Fine Arts

Course Number



50.02110 Visual Arts/ Comprehensive I

9th

10

th

11th

12

th

Introduces art history, art criticism, aesthetic judgment and studio production. Emphasizes the ability to understand and use elements and principles of design through a variety of media, processes and visual resources. Explores master artworks for historical and cultural significance.


50.02120 Visual Arts/ Comprehensive II

10th

11

th

12th

Enhances level-one skills in art history, art criticism, aesthetic judgment and studio production. Emphasizes and reinforces knowledge and application of the design elements and their relationship to the principles of design. Explores different two-and three-dimensional art media and processes. Investigates master artworks to increase awareness and to examine the role of art and the artist in past and contemporary societies.

No Elective Visual Arts/Comp II


50.02130 Visual Arts/ Comprehensive III

10th

11

th

12th

Enhances level-two skills in art history, art criticism, aesthetic judgment and studio production. Provides practice in applying design elements and principles of design. Provides focus on different two- and three-dimensional art media and processes and master artworks. Stresses idea development through production and creativity and through the study of master artists.

No Elective Visual Arts/Comp II


50.02140 Visual Arts/ Comprehensive IV

10th

11

th

12th

Enhances level-three skills in art history, art criticism, aesthetic judgment and studio production. Provides opportunities for in-depth application of design elements and principles of design in two-and three-dimensional art media and processes. Stresses creative problem solving through art production and the study of master artists and their works.

No Elective Visual Arts/ Comp IV


53.03610 Beginning Band I 9th

Provides opportunities to develop performance skills on a wind or percussion instrument. Emphasizes performance and production; may include analysis, historical and cultural influences, improvisation and appreciation of music. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and group experiences.


53.03620 Beginning Band II 9th

Provides opportunities to develop performance skills on a wind or percussion instrument.

Emphasizes performance and production; may include analysis, historical and cultural

influences, improvisation and appreciation of music. Organizes objectives for self-paced

progress through all four levels. Stresses individual progress and group experiences.


53.03710 Intermediate Band I

10th

Provides opportunities for intermediate-level performers to increase performance skills and precision on a wind or percussion instrument. Includes performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses individual progress and learning and group experiences; strengthens reading skills.


83

Course Number



53.03720 Intermediate Band II

10th

Enhances level-one skills and provides further opportunities for intermediate-level performers to develop reading techniques and increase performance skills. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses individualized learning and group experiences.


53.03730 Intermediate Band III

11th

Enhances level-two skills and provides further opportunities for intermediate-level performers to build independence and leadership within the ensemble. Covers performance and production, analysis and historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses individualized learning and group experiences.


53.03740 Intermediate Band IV

11th

Enhances level-three skills and provides further opportunities for intermediate-level performers to increase performance skills and precision with increasingly difficult literature. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress, practice strategies and group experiences.


53.03810 Advanced Band I 12th

Provides opportunities for advanced-level performers to increase, develop and refine performance skills and precision on a wind or percussion instrument. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music at advanced levels of understanding. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and learning strategies and ensemble experiences.


53.03820 Advanced Band II 12th

Enhances level-one skills and provides further opportunities for advanced-level performers to develop and refine performance skills and precision on a wind or percussion instrument. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress, individual learning strategies and ensemble experiences.


54.02110 Beginning Chorus I(Mixed)

9th

Provides opportunities to develop performance skills and knowledge in mixed choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and group experiences.


54.02120 Beginning Chorus II (Mixed)

9th

Enhances level-one skills and provides further opportunities to develop performance skills and knowledge in mixed choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences.


84

Course Number



54.02210 Intermediate Chorus I (Mixed)

10th

Provides intermediate-level performers opportunities to increase performance skills and knowledge in mixed choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Organizes objectives for selfpaced progress through all four levels. Stresses individual progress and group experiences.


54.02220 Intermediate Chorus II (Mixed)

10th

Enhances level-one skills and provides intermediate-level performers further opportunities to increase performance skills and knowledge in mixed choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences.


54.02230 Intermediate Chorus III (Mixed)

11th

Enhances level-two skills and provides intermediate-level performers further opportunities to increase performance skills and knowledge in mixed choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences.


54.02240 Intermediate Chorus IV(Mixed)

11th

Enhances level-three skills and provides intermediate-level performers further opportunities to increase performance skills and knowledge in mixed choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences.


54.02310 Advanced Chorus I (Mixed)

12th

Provides advanced-level performers opportunities to increase performance skills and knowledge in mixed choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Organizes objectives for selfpaced progress through all four levels. Stresses individual progress and group experiences.


54.02320 Advanced Mixed Chorus II

12th

Enhances level-one skills and provides advanced-level performers further opportunities to increase performance skills and knowledge in mixed choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences.


54.02410 Beginning Women’s Chorus I(Ladies Choice)

10th

Provides opportunities for young women to develop performance skills and knowledge in all-female chorus singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences.


54.02420 Beginning Women’s Chorus II (Ladies Choice)

10th

Enhances level-one skills and provides further opportunities for young women to develop performance skills and knowledge in all-female choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences.


85

Course Number



54.02510 Intermediate Women’s Chorus I (Ladies Choice)

11th

Provides opportunities for intermediate-level female performers to increase performance skills and knowledge in all-female choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and group experiences.


54.02520 Intermediate Women’s Chorus II(Ladies Choice)

11th

Enhances level-one skills and provides further opportunities for intermediate-level female performers to increase performance skills and knowledge in all-female choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences.


54.02610 Advanced Women’s Chorus I (Ladies Choice)

12th

Provides opportunities for advanced-level female performers to increase performance skills and knowledge in all-female choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences.


54.02620 Advanced Women’s Chorus II (Ladies Choice)

12th

Enhances level-one skills and provides further opportunities for advanced-level female performers to increase performance skills and knowledge in all-female choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences.


53.07110 Beginning Choral Ensemble I (Show Choir)

10th

Provides opportunities to develop performance skills and knowledge in ensemble singing. Limited to 16 to 20 performers and may include any style period. Covers performance and production, analysis and theoretical studies, historical and cultural influences, creative aspects of music and appreciation of music. Stresses balance of individual progress and group success.


53.07120 Beginning Choral Ensemble II (Show Choir)

10th

Enhances level-one skills and provides further opportunities to develop and refine performance skills and knowledge in large group choral singing. Limited to 16 to 20 performers, may include choral literature of all style periods. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences.


53.07210 Intermediate Choral Ensemble I (Show Choir)

11th

Provides opportunities for intermediate-level performers to increase performance skills and knowledge in large group choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses individual progress and group experiences; offers large and small ensemble experiences.


53.07220 Intermediate Choral Ensemble II(Show Choir)

11th

Enhances level-one skills and provides further opportunities for intermediate-level performers to increase performance skills and knowledge in large group choral singing. Limited to 16 to 20 performers and includes madrigal, notes, quartet and solo literature of all style periods. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences; builds skills in reading and vocal performance.


86

Course Number



53.07310 Advanced Choral Ensemble I (Show Choir)

12th

Provides opportunities for advanced-level performers to increase performance skills and

knowledge in large group choral singing. Limited to 16 to 20 performers and includes madrigal,

notes, quartet and solo literature of all style periods. Covers performance and production,

analysis and theoretical studies, historical and cultural contributions and influences, creative

aspects of music and appreciation of music. Organizes objectives for self-paced progress

through all four levels. Stresses individual progress and group experiences and a variety of

styles appropriate to the smaller ensemble.


53.07320 Advanced Choral Ensemble II(Show Choir)

12th

Enhances level-one skills and provides further opportunities for advanced-level performers to increase performance skills and knowledge in large group choral singing. Limited to 16 to 20 performers and includes madrigal, notes, quartet and solo literature of all style periods. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences.


Electives

Course Number



35.06600 Scholastic Assessment Test (SAT) Preparation

10th

11

th

12th

Focuses on preparing students to take the Critical Reading, Mathematics, and Writing portions of the SAT

No Elective None TBA

Work Base Learning Program

12th

Students must completed the application process and be accepted by the Work Base Learning Program coordinator.



87

Moultrie Technology College Classes on Campus

Audio-Video Technology and Film

Audio & Video Technology and Film

Audio & Video Technology and Film II

Audio & Video Technology and Film III

Automobile

Basic Maintenance and Light Repair

Intermediated Maintenance and Light Repair

Advanced Maintenance and Light Repair

Advanced Automobile Service Technology

Intermediate Master Automobile Service Technology

Advanced Master Automobile Service Technology

Cosmetology

Intro to Personal Care Services

Salon II

Salon III

Salon IV

Salon V

Salon VI

88

Mechatronics

Intro to Mechatronics

AC Theory, Electric Motors, and Hydraulic Systems

Semiconductors, Mechanical Systems, and Pump and Piping Systems

Criminal Justice

Moultrie Technology College Classes (Dual Enrollment)

Fire and Emergency –Emergency Medical Responder

Intro to Law, Public Safety, Corrections and Security

Intro to Fire and Emergency

Emergency Medical Responder

Engineering Drafting and Design

Intro to Drafting and Design

Survey of Engineering Drawing

3D Modeling and Analysis

Architectural Drawing & Design

Intro to Drafting & Design

Architectural Drawing & Design I

Architectural Drawing & Design II

Documents

Tift County High School · 2015-06-29 · plan of study. Beginning in the eighth grade, students are assisted by advisors and counselors in completing a formal plan of study. The