Woodland Hills School District Secondary Curriculum Planning Guide

2018-2019 School Year Woodland Hills Junior/Senior High School 2550 Greensburg Pike Pittsburgh, PA 15221 412-244-1100 www.whsd.net

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TABLE OF CONTENTS

PROMOTION ...... 5 GRADUATION REQUIREMENTS ...... 5 KEYSTONE EXAMS ...... 6 CAREER PATHWAYS ...... 7 NINE WEEK GRADES ...... 10 HONOR ROLL ...... 10 CLASS RANK ...... 10 WEIGHTED/AP COURSES...... 11 GPA CALCULATION ...... 11 CREDIT RECOVERY ...... 12 SCHEDULE CHANGES/SUMMER SCHOOL ...... 12 NCAA REQUIREMENTS ...... 13 FORBES ROAD ...... 14 WOODLAND HILLS ONLINE ACADEMY ...... 14 UNIV. OF PITTSBURGH COLLEGE IN HIGH SCHOOL ...... 15 DUAL ENROLLMENT ...... 15 COURSE DESCRIPTIONS ...... 16 CAREER PATHWAY PLANNING GUIDE ...... 65 APPENDIX A –NATIONAL TESTING DATES ...... 68 APPENDIX B – POLICIES ...... 69 APPENDIX C – NCAA REFERENCES...... 72

The Woodland Hills School District is an equal opportunity education employer and will not discriminate on the basis of race, color, national origin, sex, age, or handicap in its activities program, or employment practices as required by Title VI, Title IX and section 504. For information regarding civil rights or grievance procedures, contact the Assistant Superintendent, Title IX Coordinator, or Section 504 Coordinator of Special Education, at 2430 Greensburg Pike, Pittsburgh, PA 15221, 412-731-1300. For information regarding services, activities, and facilities that are accessible and useable by handicapped persons, contact the Director of Facilities, 412-731-1300, ext. 0191.

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WOODLAND HILLS SCHOOL DISTRICT

BOARD OF SCHOOL DIRECTORS

Ms. Jamie Glasser President Mr. Mike Belmonte Vice-President Mr. David Graves Member Mr. Jeffrey Hanchett Member Ms. Chardae Seligsohn Member Ms. Ava Johnson Member Ms. Paige Strasbaugh Member Dr. Jeffrey Hildebrand Member  Member

CENTRAL OFFICE ADMINISTRATION Mr. Alan Johnson Superintendent Ms. Licia Lentz Assistant Superintendent Ms. Jennifer Johnson Director of Special Education Ms. Dawn Golden Director of Pupil Personnel Mr. James Clawson Director of Curriculum Ms. Angel Boyd Director of Human Resources Mr. Michael Gigliotti Business Manager Mr. Steve Muiter Director of Technology Mr. Robert Finny Director of Facilities Ms. Siobahn Nicklow Director of Transportation/Food Service

SECONDARY CAMPUS ADMINISTRATION

Ms. Candee Nagy Acting Principal Ms. Vanessa Jackson Assistant Principal Ms. Sarah Kielar Assistant Principal Ms. Charmayne Gather Assistant Principal Mr. Terrance Smith Assistant Principal Mr. Ron Coursey Athletic Director

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WOODLAND HILLS SECONDARAY CAMPUS Department Chairs

Department Chairs are teachers who serve as the instructional leaders within their department and may be contacted with general questions or concerns.

Department Chair(s) Email Art Ms. Michelle Hutterer [email protected]

Business, Computers, and Mr. Anthony Morinello [email protected] Information Technology English Language Arts Mr. John Danchisko [email protected]

Family & Consumer Science Ms. Melissa Bostard [email protected]

Health & Physical Education Mr. Jack Neff [email protected]

Mathematics Ms. Irene Runco [email protected]

Performing Arts Mr. Thomas Crone [email protected]

Science Mr. Jeffrey Vranka [email protected]

Social Studies Mr. Brad Zolnak [email protected]

Technology Education Mr. Paul Beard [email protected]

World Languages Ms. Erin Tiboni [email protected]

Guidance Counselors

Counselor Grade Level Email Ms. Tracy Weaver 7-8 [email protected] Ms. Stacey Kim 9 [email protected] Mr. Mark Arnold 10 [email protected] Mr. Jeff Brand 11 [email protected] Mr. Colin O’Grady 12 [email protected]

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The purpose of this guide is to provide information to facilitate planning and course selection. Parents/guardians are encouraged to review this guide with their student(s) during the planning and course selection process. It is important to consider course selections carefully in order to select a career pathway, fulfill graduation requirements, and take advantage of the electives available to all students. Please keep in mind that if enrollment is too low, the District reserves the right not to offer courses listed. Other factors may also make it impossible for a course to be offered. In any case, if a course is canceled, the student will be assigned to his/her alternate choice. Students and parents/guardians are encouraged to gather information from this guide and discuss course selections for the upcoming school year with current teachers and guidance counselors.

PROMOTION

In order for a 7th or 8th grade student to move to the next grade level at the high school, the student must successfully pass the current grade level curriculum or have an administrative recommendation. It should be understood by parents and students that promotion at the high school level is not a guarantee of graduation and a diploma. Promotion allows a student to be considered as a member of a particular group of students who entered high school at the beginning of a particular year. Being promoted to the 12th grade does not necessarily imply that a student will be eligible to graduate from high school at the end of his/her 12th grade year. Graduation is determined by a student’s completing the graduation requirements as set forth in Board policy and the state of Pennsylvania. The principal or his/her designee has the authority to adjust a student’s course sequence in order to help assure that the student will be able to graduate in four years.

The promotion guidelines below are meant to represent a typical student:

Sophomore: 1 full completed year (typically) 5 credits Junior: 2 full completed years (typically) 12 credits Senior: 3 full completed years (typically) 19 credits

GRADUATION REQUIREMENTS

The Woodland Hills School District Board of School Directors will award a high school diploma to every student who meets the graduation requirements listed (course completion and grades, attendance requirements, Keystones/Local Assessment, senior project). A student CANNOT participate in graduation if the student has financial, time (suspensions and/or detentions), and/or academic (failed courses needed for graduation) obligations. Students must earn a minimum of 26 credits for graduation as outlined below:

Subject Credits English (4 courses) 4.0 Social Studies (4 courses) 4.0 Mathematics (4 courses) 4.0 Science (4 courses) 4.0 Physical Education 1.0 *Class of 2020 and beyond (Class of 2017 – 2019, 2.0 Credits) Health 0.5 Arts and Humanities 1.0 World Language 1.0 Computer Literacy 1.0 Electives 5.5 *Class of 2020 and beyond (Class of 2017 – 2019, 4.5 Credits) TOTAL CREDITS REQUIRED 26.0

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In accordance with 22 PA Code, Chapter 4, section 4.24, Demonstration of proficiency as determined by the school district, charter school (including a online charter school) or AVTS, if applicable, in each of the state academic standards not assessed by a state assessment under § 4.51, § 4.51a or § 4.51b (relating to state assessment system; Pennsylvania System of School Assessment; and Keystone Exams).

The Senior Project is a major research project that focuses on a career field in which students are interested. Students will create a graduation portfolio that represents career exploration through research and real-world experiences. Students will have written assignments that include but are not limited to a resume, research reflection and various field experiences related to their topic. Students will also give a presentation on their research and any field work they completed as part of an exit interview. The graduation portfolio is mandatory for each senior and will be completed through their English class with the assistance of the College and Career Center.

For Classes 2019 and Beyond: Effective with the graduating Class of 2019, graduation requirements include the following: 1) Course completion and grades; 2) Demonstration of proficiency as determined by the school district, charter or online school or AVTS if applicable in each of the state academic standards not assessed by a state assessment; and 3) Require proficiency in the Algebra I, Biology and Literature Keystone Exams or project-based assessment if applicable.

KEYSTONE EXAMS

All graduating seniors who have not passed the Keystone exams by the end of 11th grade must satisfactorily pass the Pennsylvania Department of Education requirement for a local assessment.

Keystone Literature, Algebra and Science Workshop Classes These are required courses for all underclassmen that do not score at the proficient level or above on the Keystone Exam. The Pennsylvania Chapter 4 regulations mandate that:

“Students who did not score proficient on a Keystone Exam must participate in supplemental instruction prior to re-taking the Keystone/module. The supplemental instructional support must be consistent with the student's educational program. The school must continue providing supplemental instruction either until the student demonstrates proficiency in the subject area or until the student begins participating in a project-based assessment.”

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CAREER PATHWAYS A career pathway is an organized approach to career planning. Creating a career pathway means plotting a course for identifying occupational interests, determining education and training needs and establishing an action plan for reaching career goals.

 A Pathway is a sequence of courses within your area of interest.  A Pathway will connect your career interests from high school to college and/or career.  A Pathway is your educational road map guiding you to the high school courses and post-secondary options most relevant to your chosen career destination.  A Pathway will help you acquire the depth of knowledge and skill linked with specific post-secondary programs that will lead to a certificate or degree and/or career.  You choose, you decide what Pathway is right for you.

Career Pathways at Woodland Hills:

Arts and Communications Business, Finance and Information Technology Industry Technology Human Services Health Services STEM

In order to decide which Career Pathway is an appropriate option, students should consider the Pathway Clusters that are listed below:

Arts/Communications Human Services  Performing Arts  Education  Visual Arts  Law, Public Safety, Government  Publishing Arts  Hospitality and Tourism  Personal Care/Counseling Business, Finance & Information Technology  Marketing, Sales, Service Health Services  Finance/Economics  Nursing  Business Management  Medical Assistance  Information Technology  EMT/Support Services

Industry Technology STEM  Construction/Skilled Technology  Science  Manufacturing/Transportation  Technology  Apprenticeship  Math/Architecture  Professional Services  Engineering  Health Sciences

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Elective courses are focused into the following Career Pathways:

Arts/Communications Business, Finance & IT Industry Technology Art 8 Software Applications 8 Technology Exposition Software Applications 8 Basic Software Apps Comp Science 1 Orchestra 8 Software Concepts/Apps Comp Science 2 Music 8 Multimedia/Web Design 1 Comp Science 3 Chorus 8 Multimedia/Web Design II AP Computer Science Band 8 Video Game Design Work/Study Seminar Band / Percussion Comp Science 1 Work/Study Intro to Art Comp Science 2 Construction Technology Ceramics & Jewelry Comp Science 3 Design and Modeling/Drafting Adv. Ceramics & Jewelry II AP Computer Science Engineering & Robotics 1 Drawing & Painting Entrepreneurship Engineering & Robotics 2 Multimedia/Web Design 1 Business Law Materials - 1 Multimedia/Web Design II Fundamentals of Accounting Materials - 2 Video Game Design AP Economics Photo/Graphic Tech Work/Study Seminar Work/Study Seminar STEM Education/Applied Tech Work/Study Work/Study Transportation Technologies Interior Design Adult Roles Transportation Technologies 2 Photo/Graphic Tech African American Literature Video Production Video Production Journalism I AP Statistics Journalism I Journalism II Public Speaking Probability Statistics Public Speaking SAT Preparation Math Tech Data/Probability Creative Writing I Introduction to Calculus AP Physics 1 Creative Writing II AP Calculus-BC AP Physics 2 Performing Arts AP Calculus-AB Honors Physics Orchestra Wind&Percusion AP Statistics Engineering Physics Orchestra Strings Probability Statistics College Physics Chamber Choir Math Tech Data/Probability Astronomy Ninth Grade Concert Band Honors Mathematical Finan Current Issues/Global World Concert Band Honors Humanities Intermediate Choir Student Leadership Advanced Choir Anthropology Jazz Band Sociology Calligraphy Psychology- Printmaking Legal Issues- Adv. Art AP Comparative Govt/Pol Art Portfolio US Military History Western PA and WHSD 2Dimemsional Design History Current Issues in a Global World 3 Dimensional Design

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Human Services Health Services STEM Entrepreneurship Work/Study Seminar Software Applications 8 Business Law Work/Study Technology Exposition Fundamentals of Accounting Conf. Resolution/Mediation Comp Science 1 AP Economics Pre-Lifeguarding/Frist Aid Comp Science 2 Work/Study Seminar Advanced Fitness Education Comp Science 3 Work/Study Strength Trng & Nutrition AP Computer Science Strength Trng & Nutrition Advanced Strength Training Work/Study Seminar Advanced Strength Training Aquatics for Life/Success Work/Study Aquatics for Life/Success Intro to Family & Cons Science Construction Technology Pre-Lifeguarding/ First Aid Interior Design Design and Modeling/Drafting Conf.Resolution/Mediation Adult Roles Engineering & Robotics 1 Intro to FCS Parenting & Child Develop Engineering & Robotics 2 Interior Design Exceptional Child Develop- STEM/Applied Tech Adult Roles Foods & Nutrition Transportation Technologies Parenting & Child Develop Public Speaking Transportation Technologies 2 Exceptional Child Develop- SAT Preparation Video Production Foods & Nutrition Introduction to Calculus SAT Preparation African American Literature AP Calculus-BC Introduction to Calculus Journalism I AP Calculus-AB AP Calculus-BC Journalism II AP Chemistry AP Calculus-AB Public Speaking Human Anatomy Physiology AP Statistics Creative Writing I Organic Chemistry/Chemistry 2 Probability Statistics Creative Writing II Student Leadership Math Tech Data/Probability SAT Preparation Psychology- AP Chemistry Introduction to Calculus Current Issues in a Global World AP Physics 1 AP Calculus-BC Zoology AP Physics 2 AP Calculus-AB Honors Physics Honors Mathematical Finan Human Anatomy Physiology Honors Humanities Engineering Physics Student Leadership Organic Chemistry/Chem 2 Anthropology College Physics Sociology AP Environmental Science Psychology Ecology Legal Issue- Zoology AP Comparative Govt/Polit Astronomy US Military History Psychology Western PA and WHSD Histo Current Issues/Global World Current Issues/Global World

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Students will work closely with guidance counselors to determine which Career Pathway meets their interests. Students will be exposed to all areas of the curriculum through interest level learning beginning in the 8th grade. Students will complete a self-assessment using the Holland Code which is a theoretical framework developed by psychologist John L. Holland. Each letter or code stands for a particular "type": Realistic (Doers), Investigative (Thinkers), Artistic (Creators), Social (Helpers), Enterprising (Persuaders), and Conventional (Organizers). Students can access the code at www.pacareerzone.org.

Students will have the ability to change Career Pathways if their interests change; however, it is recommended that all Career Pathways are chosen by their sophomore year.

NINE WEEK GRADES

Every course in which students are enrolled will yield a number of points, which will be used to determine their Quality Point Average (QPA). All subjects are included. The number of points earned for a course is based upon the following formula:

90-100% 80-89% 70-79% 60-69% 50-59% Regular Course A = 4 B = 3 C = 2 D = 1 F = 0 Weighted Course A = 5 B = 4 C = 2 D = 1 F = 0

HONOR ROLL

The Honor Roll is calculated at the end of each nine-week grading period. Only the grades from that nine- week’s grading period are used in the calculation. Weighted courses have 10 points added to percentage grades and 1 point added to the numerical value of letter grades of A and B. Criteria for the honor roll are listed below.

Distinguished Scholar: 4.00 and above High Honors: 3.50-3.99 Honors: 3.00-3.49

Students cannot be on the Honor Roll if they:

1. Have incomplete grades 2. Received any grade below 70% 3. Are in violation of the District's attendance policy

CLASS RANK

All subjects are included when calculating class rank. Rank is based on letter grades earned in grades 9, 10, 11, and 12. Final percentage grades are converted to letter grades and the letter grades are used to arrive at a quality point average based on a 4.0+ scale for rank. All students with a 4.0 or better QPA will be ranked number one in their respective class. There will be no valedictorian or salutatorian.

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WEIGHTED COURSES and AP COURSES

Weighted credit shall be given only to the highest level of a course taught by any department that currently has weighted courses, or to any course taught at Woodland Hills High School for which an option is provided to obtain college credit, or to any course which is structured on concepts which will enable a student to be placed in college courses above the introductory level. Those courses are:

AP Biology AP U.S. History Weighted credit is not AP Calculus AB/BC AP Statistics given for a grade less AP Chemistry AP Physics than B (80%). AP Economics AP Computer Science AP English/Language and Composition AP Environmental Science AP English/Literature and Composition AP Comparative Government and Politics AP U.S. Government and Politics AP European History Spanish V French V Honors Humanities and Cultural Roots College Physics

While there are no set eligibility criteria for these classes, students need to consult with their current teachers and guidance counselors before selecting an AP level course. A solid GPA and excellent attendance are two indicators of possible success. Students who fail to achieve a 70% or better during the first marking period may be reassigned to another course at the appropriate grade level.

WOODLAND HILLS CLASS RANK/GPA CALCULATION

Below is the formula that will be used in determining the GPA’s for students. The new GPA calculation will now include each and every nine week grade a student receives throughout the school year. The new calculation will be calculated using ‘pro-rated’ quality points and credit values. The AVERAGE grade will ONLY be used to determine if credit is awarded upon completion of the course. Below you will find a simple example of how grades, quality points, and credits will be used throughout the year to determine the GPA.

Every percentage grade in the system has a specific quality point value assigned to it:

(100-90=A, 80-89=B, 70-79=C, 60-69=D, and 59-0=F)

Level 1 courses have the following values: A=4.0, B=3.0, C=2.0, D=1.0, and F=0.0 Level 2 courses (weighted course) have the following values: A=5.0, B=4.0, C=2.0, D=1.0, and F=0.0

Pro-rated credit values are determined by taking the full credit value of the course and dividing it by the number of terms the course is offered. (Ex. Full credit =1.0, terms=1234, 1.0/4=.25) You will take the pro-rated credit value and multiply it by the Grade quality points to determine the calculated quality points used in the GPA calculation.

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CREDIT RECOVERY

In order to assist students in earning all of their required academic credits, Woodland Hills Junior/Senior High School has a credit recovery program. Credit recovery is available to all students who need to make up a course that has been failed. The credit recovery program utilizes Edgenuity, a curriculum software program that is aligned with the Woodland Hills curriculum. In general, credit recovery is limited to required core academic courses (i.e. Mathematics, English, Social Studies and Science). Students taking a credit recovery course will take a mid-term and final exam that is proctored by a teacher certified in that area. There will also be other regular interaction between the student and the teacher during the term of the credit recovery course. The Guidance office can provide additional details on the credit recovery program.

POLICY GOVERNING SCHEDULE CHANGES AND SUMMER SCHOOL

Students are responsible for verifying their course selections and for informing the counselor of any changes prior to the end of the previous school year. Any other changes that are the result of errors or summer school courses need to be brought to the counselor’s attention by the second week of school. Changes will be made to correct errors or account for passing summer school courses. The counseling office should be notified two weeks prior to the beginning of school regarding any necessary changes. Students must document all work successfully completed in an approved summer school program and submit an official transcript of grades.

Schedule changes during the first two weeks of school will be limited to those students who need to eliminate schedule conflicts or to adjust a schedule upward to meet graduation or period-per-week requirements. NO CONVENIENCE CHANGES WILL BE MADE. Final approval for changes will be made by the building principal.

In selecting a course, a student is making a commitment to the entire length of the school year or semester, if applicable. A student will receive two nine week grades, a mid-term and a final exam in a one-semester course. A full-year course includes four nine week grades, a mid-term exam and a final exam grade.

NOTE: It is the student’s responsibility to see that the Withdrawal Form is completed and signed by all four required persons in the proper sequence. (Parent, Teacher of class being dropped, Counselor, and Principal)

No students may enroll in any course during the regular school year outside of the District without prior approval of the Principal or designee in order to receive credit.

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NCAA RULES AND REGULATIONS See Appendix C

NCAA approved classes for Woodland Hills:

CREATIVE WRITING CALCULUS B/C ENGLISH 10 GEOM/ HON ENGLISH 10/ HON GEOMETRY ENGLISH 11 INTRO TO CALCULUS ENGLISH 11/ HON MATH TECH DATA/PROBABILITY ENGLISH 12 MATH TECH I (.5 MAX UNITS/YR) ENGLISH 12/ HON MATH TECH II (.5 MAX UNITS/YR) ENGLISH 12/AP PROBABILITY & STATISTICS ENGLISH 9 STATISTICS/AP ENGLISH 9/ HON TRIGONOMETRY/ADVANCED MATH ENGLISH/AP LANGUAGE & COMP ENGLISH/AP LITERATURE & COMP AP PHYSICS I ETYMOLOGY AP PHYSICS II HONORS HUMANITIES ASTRONOMY PUBLIC SPEAKING BIOLOGY BIOLOGY/ HON ANTHROPOLOGY/SOCIOLOGY BIOLOGY/AP AP COMPARATIVE CHEMISTRY GOVERNMENT/POLITICS CHEMISTRY/ HON CIVICS CHEMISTRY/AP CIVICS/ HON COLLEGE PHYSICS AFRICAN-AMER HIST ECOLOGY ECONOMICS/ AP ENVIRONMENTAL SCIENCE ECONOMICS/SOCIOLOGY HUMAN ANAT./PHYSIOLOGY ECONOMICS/US GOVERNMENT PHYSICS EUROPEAN HISTORY/AP ZOOLOGY LEGAL ISSUES PSYCHOLOGY FRENCH 1/ HONORS U.S. GOVT. /CURRENT ISSUES FRENCH 2/ HONORS UNITED STATES HISTORY FRENCH I UNITED STATES HISTORY/ HONORS FRENCH II UNITED STATES HISTORY/AP FRENCH III WORLD CULTURES FRENCH IV WORLD CULTURES/ HON FRENCH V WORLD GEO./EUROPEAN HISTORY SPANISH I SPANISH 1/ HONORS ALG 1/ HON SPANISH 2/ HONORS ALG 2/ HON SPANISH II ALGEBRA I SPANISH III ALGEBRA II SPANISH IV ALGEBRA III SPANISH V CALCULUS A/B

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FORBES ROAD CAREER & TECHNICAL CENTER (2000/3000) grades 10-12 / 3 credits / 1 year

Forbes Road Career and Technology Center, located in Monroeville, is operated and supported by nine (9) school districts in the eastern section of Allegheny County, one of which is the Woodland Hills School District. Forbes Road Career and Technology Center offers high school students an opportunity to train for immediate employment or advanced placement in many colleges and technical schools. Students attend Forbes Road Career and Technology Center part of the day for their technical training and attend Woodland Hills Junior/Senior High School the remainder of the day for their academic classes and school activities.

Full programs at Forbes Road Career and Technology Center are two-years in length. Students choosing a three- year program will attend Forbes Road Career and Technology Center 1/2 day in 11th and 12th grades and receive three career and technology credits each year. Students are not required to attend Forbes Road Career and Technology Center during their 9th /10th grade year in order to enroll in a full program.

In order for students to participate in a Forbes Road Apprenticeship Program, the students’ guidance counselor MUST be notified in the student’s 10th grade year. This allows the counselor to make the necessary course adjustments to enable the student to take specific required courses at Woodland Hills Junior/Senior High School.

Students must be able to meet all graduation course and credit requirements to enter or continue participation in the Forbes Road Career and Technology Center.

WOODLAND HILLS ONLINE ACADEMY

Woodland Hills defines the goal of a blended learning approach as the ability to join the best aspects of both face to face and online instruction. In addition to flexibility and convenience for students, according to research, there is early evidence that a blended instructional approach can result in learning outcome gains for certain students.

Students expressing interest in the Woodland Hills Online Academy are expected to have basic computer skills and be willing to follow all Academy guidelines. Students must be able to manage their time and to work productively in a less restrictive learning environment. The Woodland Hills Online Academy, as part of its registration process, will review current transcripts and complete a diploma audit. A student may be declined enrollment if the District Staff determine that enrollment in the Woodland Hills Online Academy will not afford the student an opportunity to gain required credits and/or to meet graduation requirements in a timely fashion. Enrollment may be declined also if the District Staff determine Academy course options do not allow a student to continue his/her studies in a particular content area or course options do not match a student’s career focus and/or special interests. Enrollment may be declined also for students who have pending disciplinary matters and/or for students who entered into legally binding agreements with the district in lieu of formal expulsion.

Interested students and their parents/guardians must complete all district enrollment forms as a means of confirming residency and program eligibility. Upon receipt of registration forms and an academic transcript, a representative of the Woodland Hills Online Academy Program will review all documents and confirm program eligibility based on progress made toward Woodland Hills School District graduation requirements and current online course options. Once eligibility has been confirmed, the District Facilitator will contact each student to arrange an interview to discuss program expectations and guidelines and to discuss each student’s online scheduling option. Each student should investigate the specific subject requirements needed for admission to

Page 14 Woodland Hills School District Curriculum Planning Guide post -secondary schools of his/her choice and/or course requirements specific to his/her area of career interest.

An orientation will be scheduled for those students/families who wish to finalize their enrollment in the Woodland Hills Online Academy. The orientation will cover topics relevant to login procedures, academic and technology support options, tips for online success, etc.

While students are not required to meet face-to-face with their teachers, it is highly recommended that they meet either in person or through video: Facetime, Skype, etc. If students must report to school to complete state standardized testing, the district will provide transportation on the arranged day/days. Students are expected to log into the course work each day for a minimum amount of time and work. Students are subject to all Woodland Hills School District policies and procedures. Please see your guidance counselor for more information.

UNIVERSITY OF PITTSBURGH DUAL ENROLLMENT PROGRAM

Woodland Hills participates in the University of Pittsburgh’s College in High School Program. Students taking courses in the College in High School Program are eligible to earn three or four college credits from the University of Pittsburgh. Students will be issued a University of Pittsburgh transcript with the course and course grade. Students must pay a fee to the University to obtain college credit. The teacher of the course will explain enrollment information. College in High School courses includes:

WHJSHS course name and number Equivalent course at the University of Pittsburgh AP Calculus (course 250) Calculus 0220 College Physics (course 376) Physics 0174 Multimedia Web Design II (course 921) CS 0134 Computer Science II (course 932) CS 0007 Computer Science III (course 933) C0401

DUAL ENROLLMENT

The Dual Enrollment Program provides high school students with the opportunity to take college courses while still in high school. Students wishing to take advantage of the Dual Enrollment Program must have the approval of their high school and their parents. The number of courses, as well as the type of courses taken, will be determined through a joint approval process. In some cases, students may be required to take the placement tests before being approved to take certain courses at the college.

Requirements:

 Student is a high school junior or senior  Student is making satisfactory progress toward fulfilling applicable secondary graduation requirements  Student has scored proficient or advanced on the Keystone Exams  Student shall have an un-weighted GPA of 3.0 as a junior or senior

Please contact the Guidance Office for additional information.

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2018-2019 Course Descriptions

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ART

Art Education is not intended to make career artists out of all students; it is to enable them to be whole persons. Art is an important part of the lives of all people of all cultures. Without Art there would be no visual record of history. Art speaks to every person in different ways – emotionally and intellectually. Art is a living “language” that touches all people’s lives (i.e., styles of buildings, car design, furniture design, public sculpture, paintings, jewelry, etc.) Art 7 (607) Big Ideas: grade 7 / quarter The objectives in this course develop skill areas  People have expressed experiences and ideas in a wide variety of materials and art making through the arts throughout time and across techniques. A variety of art forms are explored cultures. including 2-dimentional design, drawing,  There are formal and informal processes used painting, printmaking, calligraphy, ceramics to assess the quality of works in the arts. and sculpture. Students experience the four  People use both aesthetic and critical disciplines of art education; studio, art history, processes to assess quality, interpret meaning and determine value. criticism and aesthetics. Through their studies  The skills, techniques, elements and of art, students develop vocabulary and principles of the arts can be learned, studied, techniques necessary to explore creativity and refined and practiced. self-expression. Length of course subject to  Artists use tools and resources as well as their change. own experiences and skills to create art.  Artists use tools and resources as well as their own experiences and skills to create art. Art 8 (608) grade 8 / semester The objectives in this course develop skill areas in a The courses for each grade are as follows: wide variety of materials and art making techniques. A variety of art forms are explored including 2- Grade 7 – Art 7 dimensional design, drawing, painting, printmaking, calligraphy, ceramics and sculpture. Students Grade 8 - Art 8 experience the four disciplines of art education; Grades 9-12 Intro to Art studio, art history, criticism and aesthetics. Through their studies of art, students develop vocabulary and Grade 10-12 – Ceramics & Jewelry, Adv. Ceramics techniques necessary to explore creativity and self- & Jewelry II, Drawing & Painting, Calligraphy, expression. Printmaking, Adv. Art, Art Portfolio, 2 Dimensional Design, 3 Dimensional Design.

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INTRODUCTION TO ART (610) DRAWING & PAINTING (625) grades 8, 9 & 10/ .5 credit/ Semester grades 10, 11, 12 / 1.0 credit / 1 year Students in this course develop skill areas as well as Prerequisite: Introduction to Art or Instructor have an opportunity for personal growth in the areas Approval of creativity and self-expression. Students work in The students in this intermediate level course will the areas of two-dimensional design including build on the basics they have developed during the drawing, painting, printmaking and calligraphy Introduction to Art course. Students will explore using a variety of materials. The three dimensional light and shadow, color theory and different experience introduces students to clay and metals. approaches to painting techniques and mediums. Introduction to Art is the department recommended This course is interrelated and sequential. The beginning course for ninth and tenth graders students begin the first half of the year drawing and interested in the arts. mastering those concepts and skills in a consistent manner which will benefit and lead the students up CERAMICS & JEWELRY I 615) to having a great deal of success in the second half grades 10, 11, 12/ 1.0 credit / 1 year of the semester of the course. The second semester Prerequisite: Introduction to Art or Instructor is more devoted to working with different painting Approval techniques exploring more in depth concepts and Students will spend a semester studying jewelry medium. where the main emphasis is on the design and fabrication of jewelry but may include work in CALLIGRAPHY (630) copper tooling, glass etching or a special grades 10, 11, 12 / .5 credit / Semester introduction to a cultural component of art or genre Calligraphy is the art of making beautiful letters and unit. In the semester devoted to ceramics the composing them well within a given area. The students will work on both hand-built forms and students in this course are introduced to calligraphic wheel-thrown pottery. Their work will include styles of history including Uncial, Black letter, design, construction techniques, proper handling of Chancery Cursive and Gothic. Students will be tools and glazing techniques and procedures. exposed to the multi cultural nature of writing Students will have experience in both the creation of systems. The students will combine and update functional and sculptural clay pieces. these design elements in calligraphy incorporating

verse including contemporary lyric and poetry. ADVANCED CERAMICS & JEWELRY II (620) grades 11, 12/ 1.0 credit/ 1 year Prerequisite: Ceramics/Jewelry I or Instructor PRINTMAKING (635) Approval grades 10, 11, 12 / .5 credit/ Semester This course is a continuation of Ceramics/Jewelry I. Prerequisite: Introduction to Art or Instructor Students will master the techniques of hand building Approval and have required time on the potter’s wheel. In this intermediate level course the students will Students will further explore metal fabrication, stone build upon the drawing and printmaking skills of setting, and casting metal jewelry pieces. Students Introduction to Art. Their drawings will develop are required to have at least seven portfolio pieces their skills in the use of contour line and tonal for the year; those works will include both ceramic techniques. Students will use these skills to develop and metal works. prints in the appropriate media. Students will experience the techniques of etching, woodblock,

linoleum block, lithograph, or silkscreen.

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ADVANCED ART (640) shape, color, form, value, texture and space. grades 11, 12/ 1.0 credit / 1 year Emphasis will be on creative design and thinking a Prerequisite: Drawing/Painting variety of materials appropriate for two dimensional Advanced art is a sequential course offering. The works will be used and implemented by the course builds upon the concepts and techniques students. mastered previously. Students are recommended to have taken both Introduction to Art and Drawing 3 DIMENSIONAL DESIGN (660) and Painting. Students will explore in depth .5 credit/ Semester drawing and painting as well as the historical value Prerequisite: INTRODUCTION TO ART associated with genres and styles of artist and their Students will study form in space, and explore three- work. Students will work in different mediums dimensional processes using various materials in throughout the year. Emphasis is placed upon two- traditional and nontraditional construction dimensional work, specifically drawing and techniques such as; mosaic glass, ceramic tiles, painting. sculptural aspects of wire, wood, clay, and the incorporation of “green” or recycled materials will ART PORTFOLIO (645) also be introduced. grade 12/ 1.0 credit /1 year Prerequisite: Drawing/Painting & Advanced Art This is an advanced course for students who plan to pursue an art-related career. Various media will be explored in the two-dimensional and printmaking areas. A portfolio will be produced with a minimum of eight pieces of artwork. The work in this class will be done both in the classroom and independently. Creative independent thinking is emphasized. Assessments, evaluations, and critiques will be held at the end of each six-week grading period and at the end of each semester. These evaluations will prepare the student’s portfolio for competitions well as college entrance requirements. Evaluations will be multi-faceted and will include self-assessment, student-teacher consultation and department evaluation. Senior students are also involved in a class mural project that is a part of this courses offering. Murals are done throughout the school and are cooperatively decided upon regarding subject matter.

2 DIMENSIONAL DESIGN (650) .5 credit/ Semester Prerequisite: INTRODUCTION TO ART The main goal of this course is to develop the students’ awareness of the presence of design in all aspects of our environment and to recognize that design is the basic structure of all art. Students will study various elements of design including; line,

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BUSINESS, COMPUTERS &  All economic systems must answer what, and how, goods and services will be produced, INFORMATION TECHNOLOGY and who will consume those goods and The BCIT Department offers courses for students services. interested in learning more about software- applications such as: Microsoft Office, programming, The courses for each grade are as follows: web design, photo editing, and business theory for Grade 7 – Software Application 7 their own use, for employment, and/or for advanced preparation for college. Students planning to major in Grade 8 - Software Application 8 any business related field in college should take as many courses listed below as their schedule permits. Grade 9- Basic Software Applications I, Software Some courses offer University of Pittsburgh’s Concepts and Applications, Multimedia/Web Design College in High School Program, which allows I, Computer Science I students to earn college credit with successful completion of the course. Grade 10- Basic Software Applications I, Software Concepts and Applications, Multimedia/Web Design I, Multimedia/Web Design II, Video Game Design, The courses in the BCIT department cover the Computer Science I, Computer Science II, following big ideas: Entrepreneurship, Business Law, Fundamentals of Accounting  Computer technology is a data management Grade 11- Basic Software Applications I, Software and communication tool essential for business Concepts and Applications, Multimedia/Web Design and personal productivity, problem solving, I, Multimedia/Web Design II, Video Game Design, and decision making in the global world. Computer Science I, Computer Science II, Computer  Entrepreneurship integrates creativity, Science III, AP Computer Science, Entrepreneurship, motivation, and business principles to Business Law, Fundamentals of Accounting, AP establish and maintain a business venture to Economics, Work Study Seminar, Work & Career meet a need. Option Program  Marketing is the process of creating, communicating, delivering, and exchanging Grade 12 - Basic Software Applications I, Software products or services that have value for Concepts and Applications, Multimedia/Web Design customers, clients, and society. I, Multimedia/Web Design II, Video Game Design,  Management is the process of effectively Computer Science I, Computer Science II, Computer using resources to plan, organize, control, and Science III, AP Computer Science, Entrepreneurship, lead. Business Law, Fundamentals of Accounting, AP  Accounting is a process for recording, Economics, Work Study Seminar, Work & Career analyzing, and reporting financial Option Program transactions that has a significant impact on the quality and integrity of business and SOFTWARE APPLICATIONS 7 (900) personal decisions. grade 7 / quarter  Individuals and entities endeavor to obtain Software Applications 7 is a required semester goods and services and to accumulate wealth. course for all seventh grade students. In this course,  Economic decision-making by entities and students will work in a variety of computer individuals impact others locally, regionally, applications, such as Microsoft Word, PowerPoint, and around the globe. Excel, and Publisher. The skills learned throughout

Page 20 Woodland Hills School District Curriculum Planning Guide the course include formatting/editing documents, documents such as tables, memos, and letters will aid creating student web pages, advanced Internet in developing keyboarding skills. Students will be research, internet safety, business Web quests, and introduced to basic presentation and other essential keyboarding skills. Cross-curricular assignments in skills. Students are evaluated on speed, accuracy, and conjunction with the History, Math, and English efficient completion of correctly formatted Language Arts departments will also be used to documents. ensure the proper research and computer skills are learned for future courses. Length of course subject SOFTWARE CONCEPTS AND to change. APPLICATIONS (911) grades 9 – 12 / 1.0 credit / 1 year This is a course designed to further develop student software application knowledge in the following areas: (1) word processing (2) spreadsheets and (3) presentations. Students will gain a solid understanding of the current trends in technology and concepts associated with interactive information sharing and new web applications. Students will gain knowledge of web-based communities, social networking, video and file sharing sites, as well as Google’s web-based office suite.

MULTIMEDIA (920) grades 9, 10, 11, 12 / 1.0 credit / 1 year This course is designed to introduce students to the SOFTWARE APPLICATIONS 8 (901) basic concepts of image editing and website grade 8 / semester development. Students will use various softwares in The Software Applications 8 course will focus on the Adobe Suite to accomplish these tasks. The building a strong working knowledge of word majority of the course will focus on image editing and processing, spreadsheet, presentation and creation of various types of media using Photoshop communication software packages. During the first and Illustrator. The course will also introduce nine weeks, the course will utilize Microsoft Office concepts related to the development of websites using (Word, Excel, PowerPoint). In the second nine basic HTML, CSS, and Web Design Software, such weeks, students will use those concepts to work in as Dreamweaver. Google’s web-based Office suite (Docs, Sheets, Presentations, Drive). They will also work on a wide WEB DESIGN (921) variety of different Internet and digital media grades 10, 11, 12 / 1.0 credit / 1 year centered topics. These topics may include, but not Note: College in High School Option -- CS 0134: limited to, programming in Scratch, movie editing in Web Site Design and Development & CS 0334: iMovie, and producing music in Garageband. This is Intermediate Web Site Design & Development a required semester course for all 8th grade students. This is an elective course designed to introduce basic to intermediate web design and development skills. BASIC SOFTWARE APPLICATIONS I (910) This course is part of the University of Pittsburgh’s grades 9, 10, 11, 12 / 1.0 credit / 1 year College in High School Program. With successful This course focuses on mastery of the keyboard. completion of the program, the student will receive Emphasis is placed on proper keyboarding up to 6 college credits. The purpose of this course is techniques, speed, and accuracy. Creating simple to teach students the fundamental building blocks of

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Web Design. Advanced techniques used to design AP COMPUTER SCIENCE PRINCIPLES (932) dynamic websites will be the focal point of the second grades 10, 11, 12 / 1.0 credit / 1 year semester. Prerequisite: Grade of B or higher in Computer Science 1 (931) VIDEO GAME DESIGN (930) Computer science skills are in high demand and are grades 10 , 11, 12 / 1.0 credit / 1 year valued by colleges and employers throughout the This course covers an introduction to the basic world. The AP Computer Science Principles (AP concepts of video game design. The course material CSP) course introduces students to the essential ideas focuses on using multiple, up-to-date software and of computer science and shows how computing and programming languages to expose students to a technology can influence the world around them. variety of tools that can be used to create a Students can pursue interests in digital projects – like game. These may include, but not limited to, apps, films, games or music – that showcase GameMaker, Blender, Scratch, App Inventor, Java, creativity, and use creations to make a difference in Python, Unreal Engine, Unity, Game Salad, Stencyl, their community. and HTML/JavaScript. The content of the course will Throughout this course, students will use App focus on design elements of different video game Inventor to build socially types, as well as the basics for how to program them. useful mobile apps. In The projects students create throughout the course are addition to programming intended to build upon each other to provide students and computer science with a basic understanding of the logical thinking principles, the course is process. project-based and emphasizes writing, COMPUTER SCIENCE I (931) communication, collaboration, and creativity. grades 9, 10, 11, 12 / 1.0 credit / 1 year Prerequisite: Grade of B or higher in Software Apps 8 and Algebra I AP COMPUTER SCIENCE (935) This is an elective course designed to introduce grades 11, 12 / 1.0 credit / (W) / 1 year students to basic programming constructs, using Prerequisite: Grade of B or higher in Computer multiple standard programming Science 1 (931) languages. Throughout the course, students will be This class is meant to be the equivalent of a first- introduced to basic programming concepts, such as semester college-level course in Computer Science. variables, conditional statements, logical and The course represents college-level achievement for relational operators, loops, and methods. For the 1st which most colleges and universities can be expected 9-weeks, the class will focus on Drag & Drop to grant advanced placement and credit. Institutions, Programming using Scratch and App Inventor. For in accordance with their own policies, not by the the 2nd 9-weeks, students will be introduced to College Board or the AP Program, grant placement JavaScript, the standard language for making and credit. Successful completion of the class may interactive web sites. For the 3rd 9-Weeks, students result in earning 3 college credits. will be using Visual C# to create Windows Form Applications. For the last 9-weeks, students will The Java programming language will be used begin creating simple graphic-based games using the exclusively as the vehicle for implementing concepts learned from throughout the entire year. programming concepts. These concepts will include, but not limited to, conditionals, loops, arrays, methods, and algorithms. Object-Oriented programming is a major component that is practiced throughout the course.

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ENTREPRENEURSHIP (940) mistakes. The class will prepare students that are grades 10, 11, 12 / 1.0 credit / 1 year thinking about starting their own business the An entrepreneur is a person who attempts to earn a accounting process that they will have to know in profit by taking the risk of operating a business. This order to keep all of their financial records. The first course will serve as an introduction to the business semester deals with the theory behind the accounting world, with special focus on writing a business plan. system. The second semester teaches the students As future entrepreneurs, students will be required to how to operate accounting software that is relevant in create and write a comprehensive business plan for today’s business world. their business. Analyzing markets, sales and advertising strategies, obtaining capital, modern AP ECONOMICS (945) management techniques, managing personnel, grades 11, 12 / 1.0 credit / (W) / 1 year personal finances, and much more will be taught in Note: Does not fulfill a Social Studies requirement this course. Students are presented with a solid The purpose of the AP Economics course is to give foundation in characteristics of business ownership students a thorough understanding of the principles of and the legal aspects of proprietorships, partnerships, macroeconomics that apply to the functions of and corporate forms of business ownership. Writing, individual decision makers both consumers and critical thinking, creativity and technology skills will projectors, within the economic system. It places be emphasized throughout this course. primary emphasis on the nature and functions of product markets, and includes the study of factor BUSINESS LAW (941) markets and of the role of governments in promoting grades 10, 11, 12 / 1.0 credit / 1 year greater efficiency and equity in the economy. The Presenting the fundamentals of business law in this study of national income and price-level course equips students to recognize and deal with determination, and also developing students’ legal problems. Students will learn about law familiarity with economic performance measures, the enforcement and the courts, law for the minor, law for financial sector, stabilization policies, economic the consumer and the business firm, contracts, growth, and international economies will be included. negotiable instruments, and product liability. Students will also expand their legal/business It is meant to be the equivalent of the first-semester vocabularies. college-level course in Economics. The course represents college-level achievement for which most The material covered in the Business Law course is colleges and universities can be expected to grant reinforced and enhanced through the use of advanced placement and credit. Institutions in technology, guest speakers, videos and hands-on, accordance with their own policies, not by the project-based activities whenever possible. In College Board or the AP Program, grant placement addition, because experiential learning is an and credit. Successful completion of the class and a important aspect of all business courses, a field trip to score of 4 or higher on the Advanced Placement the Courts or other law-related destination may also Exam may result in earning 3 college credits. be offered. WORK STUDY SEMINAR (950) FUNDAMENTALS OF ACCOUNTING (942) grades 11, 12 / 1.0 credit / 1 year grades 10, 11, 12 / 1.0 credit / 1 year Concurrent registration in Work/Career Option This course will introduce the basics of the Program. accounting system. This class is a lecture/project The worker, whether in a job requiring professional class. All of the activities will be performed with training, or in a skilled or semi-skilled occupation, online software that provides instant feedback on must have an understanding of basic principles their work, which will allow them to learn from their fundamental to success. Topics include: resume

Page 23 Woodland Hills School District Curriculum Planning Guide writing for employment, application preparation, Students will still be given a regular class schedule of interview techniques, employee-employer at least 35 class periods, but their names will be relationships, “fitting in”, fringe benefits, taxes, placed on a Work Study roster. In August, students unions, social security, occupational safety and listed on this roster will be invited to a meeting health, banking services, consumer credit and its cost, wherein information and forms related to Work Study employment, child labor laws. Students are reminded will be distributed. At that time, students will have an they must pass all academic subjects each year to be opportunity to designate courses that are to be eligible for this program and to graduate with their eliminated from their original schedules. Enrollment class. by elective entry into the Work Study program is limited to the first two (2) weeks of the school year. WORK & CAREER OPTION PROGRAM (951) Thereafter, Work Study is closed to elective entry. grades 11, 12 / Variable Credits / 1 year Concurrent registration in Work Study Seminar. The Work/Career Option Program, a cooperative ENGLISH LANGUAGE ARTS venture between the school district and business community, is designed for students who feel they The English Language Arts (ELA) program within should develop, through on-the-job training, skills the Woodland Hills School District fosters that are immediately applicable in an occupation. intellectual engagement and maturation through the This unique structure of community/school-based study of literature and language, with the goal of education provides a forum wherein students may developing critical readers, writers, and thinkers. develop some measure of confidence and self- This is accomplished through student-centered reliance away from the highly familiar regulations of instruction, where students are actively engaged in the school setting while still being supervised and the learning environment. In addition to a core informed of their progress through periodic formal literacy program, students take ownership of content evaluations by the job-site supervisor and the teacher through reading projects and twenty-first century coordinator. One of the most valuable outcomes of authentic media. this experience is learning to conform to the expectations and demands of the business world Summer Reading through the responsibilities inherent to maintaining a The Woodland job. Hills School District fosters an Students attend school for part of the day dependent interest in the habit on individual academic requirements for graduation. and life skill of The work portion is usually variable and may include reading. We afternoons, evenings, weekends, and school encourage students vacations. Students are required to maintain to become lifelong readers and to improve their academic eligibility as for any special program or reading through the practice of reading. For these extracurricular activity of the school. Students reasons, we require all of our students to read over the wishing to use a currently held job for this program summer and complete the accompanying must first secure approval for it from the teacher assignments, which are due on the first day of school coordinator and/or principal. Students requiring of the upcoming school year. Furthermore, a assistance in obtaining a job for this program should comprehensive test and/or essay will be administered see the teacher/coordinator. and/or assigned. The following courses have a summer reading requirement: English 7, Honors NOTE: Students interested in Work Study should English 7, English 8, Honors English 8, English 9, inform their counselor at the time of scheduling. Honors English 9, English 10, Honors English 10,

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English 11, Honors English 11, AP English 11, Grade 10- English 10, Honors English 10, English 12, Honors English 12, and AP English 12. Etymology, Reading, Note: Students may obtain their summer reading information from their current English teachers; Grade 11- English 11, Honors English 11, AP students may be required to obtain novels English 11: Language and Composition, and independently from an outside source. The summer Keystone Literature Workshop* reading information is also available on the Grade 12 - English 12, Honors English 12, AP Woodland Hills School District website. English 12: Literature and Composition,

Big Ideas: *Workshop classes are required for students who have not yet gained proficiency on Keystone Exams ● Purpose, topic and audience guide types of and/or reading achievement tests. writing. ● Writing is a recursive process that conveys Elective courses for each grade level are as follows: ideas, thoughts and feelings. ● Language is used to communicate and to Grade 10- Etymology, Public Speaking, Athletics & deepen understanding. Literature ● Effective use of vocabulary builds social and Grade 11- African American Literature, Creative academic knowledge. Writing, Etymology, Journalism, Public Speaking, ● Spoken language can be represented in print. Athletics & Literature ● Writing is a means of documenting thinking. ● Listening provides the opportunity to learn, Grade 12- African American Literature, Creative Writing, Etymology, Journalism, Public Speaking, reflect and respond. Athletics & Literature ● Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and English 7 (100) grade 7 / 1 year text. From Collins’ The Hunger Games to Keyes’ Flowers ● Effective speaking and listening are essential for Algernon, English 7 focuses on the fundamentals for productive communication. of literacy: reading, writing, speaking, and listening. ● Information to gain or expand knowledge can Students read and create meaning by interacting and be acquired through a variety of sources. developing a relationship with the text. Students write with a purpose and consider an intended audience. The required courses for each grade are as The art of speaking and listening is addressed as follows: students prepare, present, and actively respond to oral and written projects throughout the year. Grade 7 – English 7, Honors English 7, Reading 7, Honors Reading 7, Seminar 7 Honors English 7 (101) grade 7 / 1 year Grade 8 – English 8, Honors English 8, Reading From to Zindel’s The Pigman to Serling’s The Enrichment 8, Seminar 8 Monsters are Due on Maple Street, Honors English 7 focuses on the fundamentals of literacy: reading, Grade 9- English 9, Honors English 9, Reading and writing, speaking, and listening. Students read and Writing Workshop I*, Reading and Writing create meaning by interacting and developing a Workshop II* relationship with the text. Students write with a

Page 25 Woodland Hills School District Curriculum Planning Guide purpose and consider an intended audience. The art of speaking and listening is addressed as students English 8 (105) prepare, present, and actively respond to oral and grade 8 / 1 year written projects throughout the year. By taking From Hinton’s The Outsiders to Goodrich and Honors English 7, students will be expected to Hackett’s The Diary of Anne Frank, English 8 further perform at a more rigorous and higher academic level strengthens the fundamentals of literacy: reading, in preparation for further advanced courses. writing, speaking, and listening. Students continue to read and create meaning with a variety of literary Reading 7 (102) genres. Students write with a purpose and consider an grade 7 / 1 year intended audience. The art of speaking and listening Reading 7 focuses on core literacy skills: is addressed as students prepare, present, and actively comprehension and fluency. This is a highly respond to oral and written projects throughout the structured course using standardized assessments to year. English 8 prepares students to transition to high determine a student’s reading level and growth over school coursework. time. Students enrolled in this course are performing below the Proficient level. Honors English 8 (106) grade 8 / 1 year Honors Reading 7 (103) From Dickens’ A Christmas Carol to Goodrich and grade 7 / 1 year Hackett’s The Diary of Anne Frank, Honors English Honors Reading 7 focuses on core literacy skills: 8 further strengthens the fundamentals of literacy: comprehension and fluency while incorporating the reading, writing, speaking, and listening. Students higher order thinking skills: analyzation, continue to read and create meaning with a variety of synthetization, and evaluation. This is a highly literary genres. Students write with a purpose and structured course using standardized assessments to consider an intended audience. The art of speaking determine a student’s reading level and growth over and listening is addressed as students prepare, time. Students enrolled in this course are performing present, and actively respond to oral and written at or above the Proficient level. By taking Honors projects throughout the year. Honors English 8 Reading 7, students will be expected to perform at a prepares students to transition to high school more rigorous and higher academic level in coursework. By taking Honors English 8, students preparation for further advanced courses will be expected to perform at a more rigorous and higher academic level in preparation for further Seminar 7 (104) advanced courses. grade 7 / 1 year Seminar 7 is a required class for all 7th grade Reading Enrichment 8 (107) students. In the Seminar 7 class, students will learn a grade 8 / 1 year variety of skills that will help prepare them for the Reading Enrichment focuses on core literacy skills: rigorous demands of 7th grade and beyond. Students comprehension and fluency. This is a highly will rotate through different mini-sessions throughout structured course using standardized assessments to the year. Each session will be several weeks long and determine a student’s reading level and growth over will include the focus areas of study skills, note- time. Students enrolled in this course are performing taking, public speaking, behavior expectations, below the Proficient level. etiquette, family and consumer science skills, and other life skills. Additional topics might include stress reduction, organizing for success, financial literacy and building healthy relationships, especially friendships.

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Honors English 9 (111) grade 9 / 1.0 credit / 1 year From Homer’s The Odyssey to Steinbeck’s Of Mice and Men, Honors English 9 further strengthens the fundamentals of literacy: reading, writing, speaking, and listening. Students in Honors English 9 begin the process of analyzing and interpreting literature in a variety of genres. Students communicate and prove mastery of content through written and oral tasks. Students write with a purpose and consider an intended audience. The art of speaking and listening is addressed as students prepare, present, and actively respond to oral and written projects throughout the year. By taking Honors English 9, students will be Seminar 8 (108) expected to perform at a more rigorous and higher grade 8 / semester academic level in preparation for further advanced Seminar 8 is a course during which students will learn courses. a variety of skills that will help to prepare them for the rigorous demands of ninth grade and beyond. The English 10 (120) focus of this class will be on high school expectations grade 10 / 1.0 credit / 1 year including: making good decisions; character From Guy’s The Friends to Shakespeare's Julius development; study skills; organization; time Caesar, English 10 further strengthens the management; stress reduction; building friendships; fundamentals of literacy: reading, writing, speaking, and how to overcome challenges, and if needed where and listening. Students in English 10 continue the to seek help. By the end of the course, students should process of analyzing and interpreting literature in a feel confident in their abilities to start ninth grade variety of genres. Students communicate and prove with a sense of preparedness and a focus on their mastery of content through written and oral tasks. future. Students write with a purpose and consider an intended audience. The art of speaking and listening English 9 (110) is addressed as students prepare, present, and actively grade 9 / 1.0 credit / 1 year respond to oral and written projects throughout the From Orwell’s Animal Farm to Shakespeare’s Romeo year. and Juliet, English 9 further strengthens the fundamentals of literacy: reading, writing, speaking, Honors English 10 (121) and listening. Students in English 9 begin the process grade 10 / 1.0 credit / 1 year of analyzing and interpreting literature in a variety of From Lee’s To Kill a Mockingbird to Sophocles’ genres. Students communicate and prove mastery of Antigone, Honors English 10 further strengthens the content through written and oral tasks. Students write fundamentals of literacy: reading, writing, speaking, with a purpose and consider an intended audience. and listening. Students in Honors English 10 continue The art of speaking and listening is addressed as the process of analyzing and interpreting literature in students prepare, present, and actively respond to oral a variety of genres. Students communicate and prove and written projects throughout the year. mastery of content through written and oral tasks. Students write with a purpose and consider an intended audience. The art of speaking and listening is addressed as students prepare, present, and actively respond to oral and written projects throughout the

Page 27 Woodland Hills School District Curriculum Planning Guide year. By taking Honors English 10, students will be AP English 11: Language and Composition (132) expected to perform at a more rigorous and higher grade 11 / 1.0 credit (W) / 1 year academic level in preparation for further advanced Please see AP eligibility criteria on page 11. courses; students will be expected to perform with the From Hemingway’s Farewell to Arms to Woolf’s A intention of continuing to Honors English 11 or Room of One's Own, AP English 11 is designed to pursuing AP English 11. help students become skilled readers of prose written in a variety of periods, disciplines, and rhetorical English 11 (130) contexts and to become skilled writers who can grade 11 / 1.0 credit /1 year compose for a variety of purposes. Through reading From Miller’s The Crucible to Fitzgerald’s The Great and writing in this course, students should become Gatsby to Dorothy Height’s Open Wide The Freedom aware of the interactions among a writer’s purpose, Gates, English 11 further strengthens the audience expectations, and subjects, as well as the fundamentals of literacy: reading, writing, speaking, way generic conventions of the language contribute and listening. Students in English 11 continue the to effective writing. Students are expected to process, process of analyzing and interpreting literature in a analyze, synthesize and communicate orally and in variety of genres. Students communicate and prove writing. The course focuses on grammar and mastery of content through written and oral tasks. punctuation review, syntactical strategies, literary Students write with a purpose and consider an elements, rhetorical devices and strategies, diction intended audience. The art of speaking and listening and style, paragraph structures and development, is addressed as students prepare, present, and actively literary analysis, and AP exam practice. As students respond to oral and written projects throughout the progress through the course, they will be aware of year. their own composition process through self- assessment and evaluations by peers and the Honors English 11 (131) instructor. These skills will allow students to read grade 11 / 1.0 credit / 1 year critically and effectively in different modes in the From Hawthorne’s The Scarlet Letter to Salinger’s college classroom and beyond. The course prepares Catcher in the Rye, to Dorothy Height’s Open Wide students to take the AP examination in Language and The Freedom Gates, Honors English 11 further Composition in May of Grade 11. strengthens the fundamentals of literacy: reading, writing, speaking, and listening. Students in Honors English 12 (140) English 11 continue the process of analyzing and grade 12 / 1.0 credit / 1 year interpreting literature in a variety of genres. Students From Wilson’s Fences to Shakespeare’s Hamlet, communicate and prove mastery of content through English 12 further strengthens the fundamentals of written and oral tasks. Students write with a purpose literacy: reading, writing, speaking, and listening. and consider an intended audience. The art of Students in English 12 continue the process of speaking and listening is addressed as students analyzing and interpreting literature in a variety of prepare, present, and actively respond to oral and genres. Students communicate and prove mastery of written projects throughout the year. By taking content through written and oral tasks. Students write Honors English 11, students will be expected to with a purpose and consider an intended audience. perform at a more rigorous and higher academic level The art of speaking and listening is addressed as in preparation for further advanced courses; students students prepare, present, and actively respond to oral will be expected to perform with the intention of and written projects throughout the year. English 12 continuing to Honors English 12 or pursuing AP is a capstone experience for students at Woodland English 12. Hills with a focus on writing for the workforce as well as academia.

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Honors English 12 (141) Creative Writing (151) grade 12 / 1.0 credit / 1 year grades 11, 12 / 1.0 credit / 1 year From Chaucer’s The Canterbury Tales to Creative Writing I is designed for students who wish Shakespeare’s Macbeth, Honors English 12 further to develop their writing skills further. Students will strengthens the fundamentals of literacy: reading, study genre history, read a variety of material across writing, speaking, and listening. Students in Honors genres, and write their own short stories, essays, English 12 continue the process of analyzing and poetry, and plays; students will develop a writing interpreting literature in a variety of genres. Students portfolio. communicate and prove mastery of content through written and oral tasks. Students write with a purpose Etymology (153) and consider an intended audience. The art of grades 10, 11, 12 / 0.5 credit / semester speaking and listening is addressed as students Etymology is designed for students who wish to prepare, present, and actively respond to oral and improve their vocabulary skills through an intense written projects throughout the year. By taking study of Greek and Latin roots and affixes. Honors English 12, students will be expected to perform at a more rigorous and higher academic level Journalism I (154) in preparation for further advanced courses. grades 11, 12 / 0.5 credit / semester Journalism I is designed for students who wish to AP English 12: Literature and Composition (142) develop their journalistic and communications skills. grade 12 / 1.0 credit (W) / 1 year. Students will learn all aspects of student publications From Beowulf to Shakespeare’s Othello, AP English including print and online media; they will explore 12 students are engaged in the careful reading and current events and media coverage; and students will critical analysis of imaginative literature. Through publish The Woodlander yearbook. close reading of selected literary works, they will develop critical standards for interpreting the effects Journalism II (155) writers create by means of the artful manipulation of grades 11, 12 / 0.5 credit / semester language. To achieve these goals, students study Journalism II is designed for students who wish to individual works and their characters, action, develop their journalistic and communications skills structure, and language. They consider large-scale further. Students will continue to learn all aspects of literary elements such as form and theme, and student publications including print and online smaller-scale elements such as figurative language, media; students will publish The Woodlander imagery, symbolism, and tone. The writing yearbook; and students will complete the course with assignments focus on the critical analysis of literature a portfolio that includes reviews, editorials, and include expository, analytical, and argumentative obituaries, advice columns, and sports coverage. essays. The course prepares students to take the AP examination in Literature and Composition in May of Public Speaking (156) Grade 12. grades 10, 11, 12 / 0.5 credit / semester Public Speaking is designed for students who wish to African American Literature (150) develop their communication and rhetoric skills by grades 11, 12 / 0.5 credit / semester acknowledging that these are essential for success in From Langston Hughes to Maya Angelou to Dorothy any career path. Students will prepare, research, and Height, African American Literature is designed for present informative, persuasive, demonstrative, and students who wish to broaden their knowledge and entertaining speeches; students will analyze and perspective regarding both African American authors evaluate historic speeches as well as works from the and artists over the duration of American history. present.

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Keystone Literature Workshop (162)  Health and wellness grade 11 / 0.5 credit / semester  Diverse families in a global society Keystone Literature Workshop focuses on core literacy skills: comprehension and fluency. This is a The courses for each grade are as follows: highly structured course using standardized assessments to determine a student’s reading level Grade 7 – Family & Consumer Science 7 and growth over time. Students enrolled in this course are in Grade 11 and are performing below the Grade 8 - Family & Consumer Science 8 Proficient level on the Keystone Literature Exam. Grade 9- Introduction to Family & Consumer Science Athletics and Literature (164) grades 10, 11, 12 / 0.5 credit / semester Grade 10- Introduction to Family & Consumer Athletics and Literature is a course that Science, Foods and Nutrition, Parenting and Child acknowledges that the world of sports is vast and ever Development, Interior Design, Adult Roles changing and that athletics are a major source of culture and entertainment in America. Students will Grade 11- Foods and Nutrition, Parenting and Child read and write about a variety of sports related Development, Interior Design, Adult Roles, material ranging from print and online resources Exceptional Child Development including novels, nonfiction books like Friday Night Grade 12 - Foods and Nutrition, Parenting and Child Lights, periodicals, poetry, and memoirs. In addition, Development, Interior Design, Adult Roles, students will also explore issues that surface in the Exceptional Child Development sports world, ranging from overall culture and fandom, to college athletes and pay, to the use of FAMILY & CONSUMER SCIENCE 7 (1000) performance enhancing substances. grade 7 / semester

The focus of the Family and Consumer Sciences will

help students develop responsible and positive attitudes toward their societal roles. Through lab experiences and simulated activities with peers, students will develop basic skills in sewing, clothing care, food management, care of others, and management of space and self. Length of course subject to change.

FAMILY & CONSUMER SCIENCE 8 (1001) FAMILY & CONSUMER grade 8 / semester SCIENCE This introductory class covers the following topics: child development, communication, consumer skills, The Family and Consumer Science department food preparation skills and nutrition. promotes student inquiry, critical thinking, and assists in lifelong learning. INTRODUCTION TO FAMILY & CONSUMER Big Ideas: SCIENCE (1005) grades 9, 10 / 0.5 credit / semester  Resource management Experiences in Family and Consumer Science  Responsible consumerism prepare students to understand wants, needs, goals  Individuals, family, and community goals and resources to make responsible decisions as

Page 30 Woodland Hills School District Curriculum Planning Guide adolescents. This introductory course will focus on: INTERIOR DESIGN (1020) home safety, elements and principles of design, grades 10, 11, 12 / 0.5 credit / semester textiles, simple hand and machine sewing techniques The focus of this course will be to apply the elements with an emphasis on personal goals and choices. and principles of design to space planning. This will be a project-based course in basic design principles FOODS AND NUTRITION (1010) (color, shape, texture, line, space, balance, emphasis, grades 10, 11, 12 / 1.0 credit / 1 year proportion, and rhythm), aesthetics and the This course is designed to provide students with up- psychology of color and space. Activities will include to-date information on nutrition topics including the the development of floor plans, analysis of traffic Dietary Guidelines, nutrients, My Pyramid and My patterns and organization of space to suit personal Plate.org. In addition, reading food labels, current style and needs. diet trends, eating disorders and the nutritional needs of people in each stage of the life cycle will be ADULT ROLES (1025) studied. Students will study foods by food group grades 10, 11, 12 / 1.0 credit / 1 year classification. Class activities may include This course will assist students in becoming discussions, journals, making posters, research and confident and self-sufficient young adults. Course group presentations, notes, outside readings and food materials cover practical skills related to topics such lab experiences. as interpersonal and family relationships, money management, nutrition and food preparation, and life decisions. Included are activities that will develop critical thinking and problem-solving skills as they relate to consumer decision-making. Consumer education is stressed in each phase of learning so that wise use of available money is of prime consideration.

EXCEPTIONAL CHILD DEVELOPMENT (1030) grades 11, 12 / 0.5 credit / semester This course concentrates on information essential to those students who have an interest in children and

prospective childcare professions. The goals of this PARENTING AND CHILD DEVELOPMENT course are three-fold. First, it exposes students to a (1015) grades 10, 11, 12 / 1.0 credit / 1 year historical perspective and overview of exceptional This course is designed for mature high school children. Second, it enables students to become students with a desire to understand children from familiar with specific exceptionalities of children. conception to adolescence and the parenting Third, it helps students understand the impact that an responsibilities that come with each age. The exceptional child has on the ever-changing family students will examine important issues related to unit. Students will explore course objectives through raising healthy children, understanding the four areas simulations, journals, debates, class projects, career of development, and ways of building positive exploration, and enrichment activities. parent/child relationships. In this course, students will participate in activities involving role plays, individual and group projects, as well as a practical experience in working with children age 3 to 5 through a preschool program. Decision making skills and critical thinking will be emphasized throughout the course.

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HEALTH & PHYSICAL  Participation in physical activity impacts wellness throughout a lifetime. EDUCATION Health and Physical Education concepts are essential The courses are as follows: for wellness and a health-enhancing lifestyle. It is Grade 7 – Physical Education 7, Health 7 important to embrace some concept of physical activity because this has an impact on wellness Grade 8- Physical Education 8 throughout a lifetime. Participating in movement allows young people to feel confident and competent Grade 9- Physical Education I, Aquatics for Life enough to choose to be involved in physical activity throughout their lives; it is integral to the well-being Grade 10- Health (required) of self, others, and society. Also, communities are Grade 10- Physical Education II, Aquatics for Life, dependent upon a balance of personal well-being, Pre-Life Guarding/First Aid CPR safety, and social responsibility. How does practicing, and actively participating involve Grades 11 and 12- Basic Fitness Education and challenge, extend, and test students physical, mental, Advanced Fitness, Aquatics for Life, Pre-Life and emotional limits both individually and as part of Guarding, First Aid CPR, Strength Training & a group? Leadership, teamwork, and interpersonal Nutrition or Advanced Strength Training. skills are developed when students are engaged in movement. PHYSICAL EDUCATION 7 (1170) grade 7 / quarter Uniforms: Proper dress requires students to change Aquatics/Physical Education is a required class for into a white t-shirt, athletic/basketball shorts, and all 7th grade students. Students will be able to tennis shoes. A sweatshirt and/or sweatpants are determining an appropriate physical activity plan will appropriate for outdoor classes only. All courses, support life-long personal health and fitness goals. required and elective, with the exception of Health, Concepts of how regular physical activity impacts an will do the complete battery of FITNESSGRAM individual physiologically, socially, and assessments at the beginning and end of the semester. psychologically throughout a lifetime, will be A swimsuit and towel are required for PE 8, PE I, PE demonstrated throughout the course. The swimming II, and Basic and Advanced Fitness Education segment of the course is designed to teach swimming Students are required to take two credits of skills. Students will learn basic rescues, rescue Physical Education in order to graduate. Students are breathing ratios, swim strokes readiness, stroke also required to take Health Education during their development, stroke refinement, equipment sophomore year. *Please note that PE I, PE II, Basic operation, and games. Length of course subject to and Advanced Fitness Education will include a change. rotation in the pool. HEALTH EUCATION 7 (1171) Big Ideas: grade 7 / quarter Students will be introduced to the following areas:  Heath concepts are essential for wellness and goal setting, decision making, mental health, a health-enhancing lifestyle. wellness, stress management, mental disorders, drugs  Safety impacts individual and community as medicines, tobacco products, alcohol and other well-being. illegal drugs, drug abuse, male and female  Quality lifelong movement is based on reproductive systems, birth control methods and scientific concepts/principles. communicable and non-communicable diseases, including sexually transmitted diseases and AIDS.

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This course is designed to prepare students to apply fitness. Students will participate in aquatics aerobics, preventive behaviors and strategies for a successful progressive water-works program, cardiovascular transition from adolescence to adulthood. fitness, water activities, games and other water related recreational lifetime activities. Students will HEALTH/PHYSICAL EDUCATION 8 (1103) gain an appreciation for lifelong learning and factors grade 8 / semester that affect physical activity and exercise preferences Students will be able to demonstrate an appropriate in adulthood. physical activity plan that will support life-long personal health and fitness goals. Concepts of how PRE-LIFE GUARDING (1110) regular physical activity impacts an individual grades 10, 11, 12 / 0.5 credit / semester physiologically, socially, and psychologically Prerequisite: Students must be 15 years of age. throughout a lifetime, will be demonstrated This course is open to all students who are strong throughout the course. The swimming segment of the swimmers and have the desire to be a lifeguard. This course is designed to teach swimming skills. is a program designed to prepare students with all the Students will learn basic rescues, rescue breathing skills and knowledge necessary to pass the American ratios, swim strokes readiness, stroke development, Red Cross Life Guarding course. It will also prepare stroke refinement, equipment operation, and games. students with the skills and knowledge to prevent and respond to aquatic emergencies. Students will PHYSICAL EDUCATION I (1102) become certified in CPR and First-Aid for the grades 9, 10 / 0.5 credit / 1 year Professional Rescuer, AED, and the prevention of Based upon the Pennsylvania Academic Standards disease transmission. (This course can be used as a for Health, Safety, and Physical Education, students PE CREDIT and/or an ELECTIVE). will analyze the role of individual responsibility for safe practices, injury prevention in the home, school FIRST AID AND CPR (1115) and community. Students will engage in physical grades 10, 11, 12 / 0.5 credit / semester activities that are developmentally appropriate and In this course individuals will gain the knowledge and support achievement of personal fitness and activity skills necessary to prevent, recognize and provide goals: Physical Best/FITNESSGRAM, Soccer, basic care for injuries and sudden illnesses until Tennis/Racquet Sports, Walking, Digiwalkers, Cross advanced medical personnel arrive and take over. Country Course, Stability Training, Midterm Exam, Students will be able to analyze and apply strategies Floor Hockey, Muscular Fitness and Flexibility, for the management of injuries. After successfully Volleyball, Obstacle Course, Aerobic Dance, Jump completing the course, students should be able to Rope, Course Evaluation and FITNESSGRAM receive certification in First-Aid, Adult CPR/AED, results, Final exam. Students will complete a six- and Infant and Child CPR. Students will become week rotation in the pool as part of this course. certified at the discretion of the instructor. (This Bathing suit and towel will be required. course can be used as an ELECTIVE, but not as a PE CREDIT). AQUATICS FOR LIFE/SUCCESS (1105) grades 9, 10, 11, 12 / 0.5 credit / semester or year This course offers something for EVERYONE! Students do not NEED to be able to swim in deep water to participate in this course. Students will experience the benefits and factors associated with self-selected life-long physical activities. The student will engage in an individualized physical activity plan that will support achievement of personal

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PHYSICAL EDUCATION II (1120) grades 10, 11 / 0.5 credit / 1 year Physical Education II is designed to foster each student’s personal health, fitness, and safety. The student will incorporate an appreciation and understanding of the value of physical education and its relationship to a healthy, balanced lifestyle; an interest in the promotion of health and fitness. Students will participate in a variety of physical activities in order to obtain a lifelong interest in and enjoyment of physical activities as a participant. Students will engage in activities that are developmentally appropriate and support ADVANCED FITNESS EDUCATION (1135) achievement of personal fitness and activity goals. grades 11, 12 / 0.5 credit / semester Students will complete a six-week rotation in the pool This course is designed to give students the as part of this course. Bathing suit and towel are opportunity to learn fitness concepts and conditioning required. techniques. Students will benefit from comprehensive weight training and cardio- HEALTH EDUCATION (1125) respiratory endurance activities. Students will learn grade 10 / 0.5 credit / semester the basic fundamentals of strength training, aerobic Students will analyze the impact of the following training, and overall fitness training and conditioning. areas: goal setting, decision making, mental health, Students will be empowered to make wise choices, wellness, stress management, mental disorders, drugs meet challenges, and develop positive behaviors in as medicines, tobacco products, alcohol and other fitness, wellness, and movement activity for a illegal drugs, drug abuse, male and female lifetime. Students will be exposed to a wide variety reproductive systems, birth control methods and of physical activities in which the student may communicable and non-communicable diseases, participate throughout their life. Students will including sexually transmitted diseases and AIDS. develop self-confidence and promote positive self- The thrust of this course is to prepare a health-literate image, while gaining useful physical skills. Since person in order to apply preventive behaviors and swimming is a lifetime activity this course will have strategies for a successful transition from adolescence a rotation in the pool at the discretion of the to adulthood. instructor.

BASIC FITNESS EDUCATION (1130) STRENGTH TRAINING & NUTRITION (1140) grades 11, 12 / 0.5 credit / semester or year grades 11, 12 / 0.5 credit / semester This course is a comprehensive experience in In this course students will evaluate and engage in physical fitness at a personalized level. It provides individualized physical activity plan that supports students with the knowledge, tools, and resources to achievement of personal fitness and activity goals incorporate awareness of the health-related that promote life-long participation. Students will components of fitness into their personal lifestyles. recognize benefits associated with physical fitness These components are body composition, and nutrition. Through practice strategies, students cardiovascular fitness, flexibility, muscular strength, will become familiar with various weight lifting and muscular endurance. Students will complete a techniques, general strength and explosive power three-week rotation in the pool as part of this course. programs. Students will incorporate the basic rules of Bathing suit and towel will be required. etiquette in a weight room, and become proficient in exercises for all body sections. Students will become

Page 34 Woodland Hills School District Curriculum Planning Guide familiar with periodization and its principles. Students will evaluate information about nutrients and apply guidelines to meet nutritional needs at various stages of life. Students will design a program MATHEMATICS that includes a variety of exercises for the entire body. Woodland Hills provides a cohesive, balanced, ADVANCED STRENGTH TRAINING (1145) standards-aligned Mathematics program from grades 11, 12 / 0.5 credit / semester seventh through twelfth grade. Throughout the Students will engage in an individualized physical program, students are engaged in an approach to activity plan that supports achievement of personal learning mathematics content in five strands (number fitness and activity goals and promotes life-long and operations, geometry, algebraic concepts, data participation. This course will be a combination of and probability). The program of learning balances strength and conditioning and will at times be intense. inquiry and discovery through investigative The exercises will be geared to combination lifts experiences with skill development and procedural incorporated with Olympic-style lifting, high level mastery. Students are given opportunities to anaerobic/aerobic training and plyometrics. investigate, hypothesize, and discover mathematical phenomena while seeing connections to real world CONFLICT RESOLUTION & MEDIATION content. The program includes core and elective (1150) grades 9, 10, 11, 12 / 0.5 credit / semester courses at either academic or honors levels and also In this course students will analyze their response to offers three Advanced Placement courses. conflict and the role of an individual’s responsibility for safe practices to avoid and manage conflict and Big Ideas: violence prevention by mastering effective negotiation skills through approved mediation  Bivariate data can be modeled with techniques. This will include experiential learning mathematical functions that approximate the through lecture, discussion, role-playing, and data well and help us make predictions based participatory exercises. (This course can be used as on the data. an ELECTIVE ONLY, and not as a PE credit!)  Spatial reasoning and visualization are ways to orient thinking about the physical world. ADAPTIVE PHYSICAL EDUCATION (1155)  Families of functions exhibit properties and grades 9, 10, 11, 12 / 0.5 credit / semester behaviors that can be recognized across This course is offered to students, identified by a representations. physician, unable to participate in a regular physical  Functions can be transformed, combined, and education activity course. A health-related, criterion- composed to create new functions in referenced physical fitness test will be used to assess mathematical and real world situations. functional health of the student. The student will  There are some mathematical relationships participate in a variety of activities related to the that are always true and these relationships attainment of the health-related components of are used as the rules of arithmetic and algebra fitness/body composition, cardiovascular fitness, and are useful for writing equivalent forms of flexibility, muscular endurance, and muscular expressions and solving equations and strength. inequalities.

The courses for each grade are as follows: Grade 7 – Math 7, Intro to Algebra, Algebra I,

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Grade 8 – Math 8, Intro to Algebra, Algebra I, Algebra II, Geometry INTRO TO ALGEBRA (202) Grade 7 / 1 year Grade 9- Intro to Algebra, Algebra I, Honors Intro to Algebra will primarily focus on preparing Algebra I, Algebra II, Honors Algebra II, Geometry, students for two major themes. The first theme will Honors Geometry, Trigonometry & Advanced Math make sure that that students continue to build the foundation and necessary skills that will be required Grade 10- Algebra I, Algebra II , Honors Algebra II, to succeed in Algebra 1, Algebra 2, and Geometry. Algebra III, Geometry, Honors Geometry, Instructional time will focus on three critical areas: 1) Mathematics Data & Probability Exploration, formulating and reasoning about expressions and Trigonometry & Advanced Math , Algebraic equations, including modeling an association in Concepts* bivariate data with a linear equation, and solving Grade 11- Algebra II , Honors Algebra II , Algebra linear equations and systems of linear equations; 2) III , Geometry, Honors Geometry, Mathematics Data grasping the concept of a function and using & Probability Exploration, Trigonometry & functions to describe quantitative relationships; and Advanced Math, Probability &Statistics, AP 3) analyzing two- and three-dimensional space and Statistics, Introduction to Calculus, AP Calculus AB, figures using distance, angle, similarity, and Honors Mathematical Finance, SAT Preparation, congruence, and understanding and applying the Algebraic Concepts* Pythagorean Theorem. We will take a problem solving approach that will require students to be able Grade 12 – Algebra II, Honors Algebra II , Algebra to explain their reasoning and thinking process. Each III , Geometry, Honors Geometry, Mathematics Data lesson developed for class will address these & Probability Exploration, Trigonometry & important themes as well as keep each student Advanced Math, Probability & Statistics, AP actively engaged. Appropriate pacing will occur to Statistics, Introduction to Calculus, AP Calculus AB, ensure that no student is left behind and challenges AP Calculus BC, Honors Mathematical Finance, will be available to those students who are able to SAT Preparation, Algebraic Concepts* excel in the area of mathematics. Students DO NOT receive High School credit for this course. *Workshop classes are for students who have not gained proficiency on the Keystone Exam. ALGEBRA 1 (203) grade 7 / 1 year MATH 7 (201) Prerequisite: Must have scored in the 80th percentile Grade 7 / 1 year or higher on the Orleans-Hanna Prognosis Test. Math 7 will primarily focus on preparing students for Algebra I is a one-year course in algebraic reasoning. two major themes. The first involves making sure Students completing this course will demonstrate the students are learning the necessary skills in order to ability to apply the laws and properties of real proceed to the next course level, Intro to Algebra or numbers, solve first and second-degree equations, Algebra. The second involves making sure students identify and graph functions, solve systems of are learning the necessary skills and concepts in order equations, factor polynomials, and use algebraic to score proficient or better on the PSSA. Each lesson concepts to solve problems. This course serves as a developed will address both of these important foundation for Algebra II, Geometry and further themes and, at the same time, try to relieve any math mathematics courses. This course focuses on anxiety that plagues many students. Appropriate meeting the PA Core standards. Students DO NOT pacing and differentiated instruction will occur to receive High School credit for this course. ensure that no students are left behind and challenges *Students who take this course in 7th grade must will be made available to those students who wish to take the Keystone Exam at the end of the course. excel in the area of mathematics.

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MATH 8 (204) ALGEBRA I (206) Grade 8 / 1 year grade 8 / 1 year Math 8 will primarily focus on preparing students for Algebra I is a one-year course in algebraic reasoning. two major themes. The first involves making sure Students completing this course will demonstrate the students are learning the necessary skills in order to ability to apply the laws and properties of real proceed to the next course level, Intro to Algebra or numbers, solve first and second-degree equations, Algebra. The second involves making sure students identify and graph functions, solve systems of are learning the necessary skills and concepts in order equations, factor polynomials, and use algebraic to score proficient or better on the PSSA. Each lesson concepts to solve problems. This course serves as a developed will address both of these important foundation for Algebra II, Geometry and further themes and, at the same time, try to relieve any math mathematics courses. This course focuses on anxiety that plagues many students. Appropriate meeting the PA Core standards. Students DO NOT pacing and differentiated instruction will occur to receive High School credit for this course. ensure that no students are left behind and challenges *Students who take this course in 8th grade must will be made available to those students who wish to take the Keystone Exam at the end of the course. excel in the area of mathematics. ALGEBRA II (207) INTRO TO ALGEBRA (205) grade 8 / 1 year Grade 8 / 1 year Algebra II is a one-year course designed as an in- Intro to Algebra will primarily focus on preparing depth continuation of algebraic and geometric students for two major themes. The first theme will concepts. The scope of this course takes students make sure that that students continue to build the from algebraic concepts to pre-trigonometric ideas. foundation and necessary skills that will be required After successfully completing this course, students to succeed in Algebra 1, Algebra 2, and Geometry. will demonstrate an ability to perform advanced Instructional time will focus on three critical areas: 1) algebraic operations and procedures, as well as solve formulating and reasoning about expressions and a variety of algebraic equations. Students will be able equations, including modeling an association in to apply the laws and properties of real and complex bivariate data with a linear equation, and solving numbers. Students will work with variable linear equations and systems of linear equations; 2) expressions, conic sections, sequences and series, grasping the concept of a function and using inequalities, matrices, algebraic, exponential and functions to describe quantitative relationships; and logarithmic functions, and will form functions from 3) analyzing two- and three-dimensional space and verbal or written descriptions. Students DO NOT figures using distance, angle, similarity, and receive High School credit for this course. congruence, and understanding and applying the

Pythagorean Theorem. We will take a problem GEOMETRY (208) solving approach that will require students to be able grade 8 / 1 year to explain their reasoning and thinking process. Each This course formalizes, deepens, and extends lesson developed for class will address these students’ understanding of and experiences with two- important themes as well as keep each student dimensional and three-dimensional actively engaged. Appropriate pacing will occur to geometry. Students will use deduction to develop ensure that no student is left behind and challenges logical conclusions and an understanding of will be available to those students who are able to congruence and similarity. They will use algebraic excel in the area of mathematics. Students DO NOT reasoning with geometric definitions and concepts to receive High School credit for this course. develop relationships among lines, angles, planes, polygons, and circles. Included is a study of right

Page 37 Woodland Hills School District Curriculum Planning Guide triangle trigonometry using ratios of sine, cosine, and ALGEBRA I (210) tangent. Also, students will enhance their abilities to grades 9, 10 / 1.0 credit / 1 year reason mathematically, develop logical conclusions Algebra I is a one-year course in algebraic reasoning. and generalizations, and understand the connection Students completing this course will demonstrate the between geometry, algebra and ability to apply the laws and properties of real trigonometry. Students DO NOT receive High numbers, solve first and second-degree equations, School credit for this course. identify and graph functions, solve systems of equations, factor polynomials, and use algebraic concepts to solve problems. This course serves as a foundation for Algebra II, Geometry and further mathematics courses. This course focuses on the PA Core standards. Students must take the Algebra Keystone Exam at the completion of the course.

HONORS ALGEBRA I (215) grade 9 / 1.0 credit / 1 year This is a one-year course designed for extremely capable students who have completed Intro to Algebra with at least an 80%. All topics taught in Algebra I will be addressed in more detail and the INTRO TO ALGEBRA (209) pace of the course will be accelerated. Students must grade 9 / 1.0 credit / 1 year take the Algebra Keystone Exam at the completion Intro to Algebra will primarily focus on preparing of the course. students for two major themes. The first theme will make sure that that students continue to build the GEOMETRY (230) foundation and necessary skills that will be required grades 9, 10, 11, 12 / 1.0 credit / 1 year to succeed in Algebra 1, Algebra 2, and Geometry. This course formalizes, deepens, and extends Instructional time will focus on three critical areas: 1) students’ understanding of and experiences with two- formulating and reasoning about expressions and dimensional and three-dimensional equations, including modeling an association in geometry. Students will use deduction to develop bivariate data with a linear equation, and solving logical conclusions and an understanding of linear equations and systems of linear equations; 2) congruence and similarity. They will use algebraic grasping the concept of a function and using reasoning with geometric definitions and concepts to functions to describe quantitative relationships; and develop relationships among lines, angles, planes, 3) analyzing two- and three-dimensional space and polygons, and circles. Included is a study of right figures using distance, angle, similarity, and triangle trigonometry using ratios of sine, cosine, and congruence, and understanding and applying the tangent. Also, students will enhance their abilities to Pythagorean Theorem. We will take a problem reason mathematically, develop logical conclusions solving approach that will require students to be able and generalizations, and understand the connection to explain their reasoning and thinking process. Each between geometry, algebra and trigonometry. lesson developed for class will address these important themes as well as keep each student HONORS GEOMETRY (235) actively engaged. Appropriate pacing will occur to grades 9, 10, 11, 12 / 1.0 credit / 1 year ensure that no student is left behind and challenges This course in provides an introduction to two- will be available to those students who are able to dimensional and three- dimensional geometry. In this excel in the area of mathematics. course, students will use deduction to develop logical

Page 38 Woodland Hills School District Curriculum Planning Guide conclusions, develop an understanding of congruence ALGEBRA III (221) and similarity, and use algebraic reasoning and grades 10, 11, 12 / 1.0 credits / 1 year geometric definitions and concepts to develop This course is designed to aid the student who has relationships among lines, angles, planes, polygons, taken Algebra II or Honors Algebra II and wishes to and circles. Included is a study of right triangle math enhance and solidify their knowledge of Algebra using trigonometric ratios of sine, cosine, and prior to taking Trigonometry/Advanced Math. tangent. Also, students will enhance their abilities to Topics will include but not be limited to functions, reason mathematically, develop logical conclusions radical and rational expressions, conic sections, and generalizations, and understand the connections exponential and logarithmic relations, and sequences between geometry, algebra, and trigonometry. and series, as well as an introduction to Topics taught in Honors Geometry will be addressed Trigonometry. This course will be paced to meet the in more detail and the pace of the course will be needs of the students in order to develop the deep accelerated. understanding of the topics covered.

ALGEBRA II (220) KEYSTONE ALGEBRA WORKSHOP (222) grades 9, 10, 11, 12 / 1.0 credit / 1 year grades 10, 11 / 0.5 credit / Semester Algebra II is a one-year course designed as an in- This course will be required for all students who did depth continuation of algebraic and geometric not score proficient or above on the Algebra concepts. The scope of this course takes students Keystone Exam but successfully completed Algebra from algebraic concepts to pre-trigonometric ideas. I. This course will focus on raising the skill level of After successfully completing this course, students the student based on the PA Keystone Algebra will demonstrate an ability to perform advanced Anchors and Eligible Content. algebraic operations and procedures, as well as solve a variety of algebraic equations. Students will be able MATHEMATICS DATA & PROBABILITY to apply the laws and properties of real and complex EXPLORATION (246) numbers. Students will work with variable grades 11, 12 / 1.0 credit / 1 year expressions, conic sections, sequences and series, Mathematical Data Analysis & Probability is a full- inequalities, matrices, algebraic, exponential and year course that further develops students’ abilities to logarithmic functions, and will form functions from interpret data and analyze patterns. After completing verbal or written descriptions. this course, students will demonstrate an ability to use probabilities and odds to analyze and predict the HONORS ALGEBRA II (225) frequency of events, interpret and analyze linear grades 9, 10, 11, 12 / 1.0 credit / 1 year patterns through scatter plots and functions, and find Algebra II begins with a review of the basic appropriate methods for displaying data that is terminology, notation, concepts, skills and collected. This course may not be taken after, or application of elementary algebra. The students will concurrent with, Probability & Statistics. gain experience in applying these principles to the solution of problems in more advanced topics. After TRIGONOMETRY & ADVANCED MATH completing the course, students will be able to (240) / grades 9, 10, 11, 12 / 1.0 credit / 1 year demonstrate an ability to perform advanced algebraic Trigonometry & Advanced Mathematics begins with operations and procedures, and will be able to solve a review of the skills, concepts and applications of a variety of algebraic equations. Students will use a algebra, geometry, trigonometry, analytic geometry, TI-30 scientific calculator throughout the course to and elementary functions. These functions include solve problems. linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, and piecewise- defined functions. In particular, before studying

Page 39 Woodland Hills School District Curriculum Planning Guide calculus, students must be familiar with the properties AP CALCULUS-AB (250) of functions, the algebra of functions, and the graphs grades 11, 12 / 1.0 credit/ (W) / 1 year of functions. Students must also understand the Please see AP eligibility criteria on page 11. language of functions (domain and range, odd and In this course, students will be introduced to even, periodic, symmetry, zeros, intercepts, and so differential calculus, integral calculus, and analytical on) and know the values of the trigonometric geometry with an emphasis on practical applications. functions at various numbers. This is an important Topics include functions, limits, derivatives, course for students planning to pursue a career in derivative formulas, motion, vectors, integrals, area science, engineering, or any related mathematical and volume of solids of revolution. Topics include discipline. functions, limits, derivatives, derivative formulas, motion and vectors, and integrals. After successfully PROBABILITY & STATISTICS (260) completing the course, students will be able to grades 11, 12 / 1.0 credit / 1 year understand the necessity and relevance of This course provides an introduction to the concepts mathematics in everyday living and realize the of probability and statistics through a hands-on importance of Calculus in many of the professional exploration of actual data that will be both provided fields of the present-day workplace. Students may and, at times, collected by students. The approach to elect to take this course for college credit as part of this course asks students to be active learners in the University of Pittsburgh’s College in High School analyzing situations that involve uncertainty and program for a fee that is a fraction of the cost of an chance as well as collecting, organizing, and actual college course. Please see page 11 regarding interpreting data. The course will be valuable for the College in High School Program. students planning a career or further study in biology, business, computer science, economics, medicine, AP CALCULUS-BC (251) nursing, psychology, or sociology. grade 12 / 1.0 credit / (W) / 1 year Please see AP eligibility criteria on page 11. AP STATISTICS (261) This course is designed for students who are grades 11, 12 / 1.0 credit / (W) / 1 year interested in furthering their understanding of the Please see AP eligibility criteria on page 11. fundamental knowledge of Calculus. It is designed This course is a non-calculus based introduction to to introduce and develop fundamental functional statistics exposing students to broad conceptual behavior of the following topics: differentiation, themes: exploring and interpreting data, observing integration, infinite sequences and series, 3- patterns and departure from patterns, planning a dimensional space, vectors, conic sections, polar study, analyzing situations that involve uncertainty coordinates, and parametric equations. AP Calculus- and chance, simulation, confirming models for BC is an opportunity to further expand and perfect the explanations of patterns, making predictions, and skills attained in AP Calculus-AB. This course also statistical inference. Students will complete a project prepares students to take the AP Calculus (BC) during the second semester that involves designing a Exam. study, collecting data, and analyzing the results. HONORS MATHEMATICAL FINANCE (245) INTRODUCTION TO CALCULUS (241) grades 11, 12 / 0.5 credit / semester grades 11, 12 / 1.0 credit / 1 year Prerequisite: Trigonometry & Advanced Math. This course is designed for students who completed This course is designed for students who are Trigonometry & Advanced Math and would like to interested in financial planning for both the enhance and solidify their mathematical knowledge immediate and long-term future and the mathematics prior to taking Calculus AB or Calculus I in college. behind all financial decisions. This course will take mathematical concepts and apply them in very real,

Page 40 Woodland Hills School District Curriculum Planning Guide concrete examples from life. Topics to be studied PERFORMING ARTS will include compound interest, sequences and series, infinite series, limiting factors, annuity formulas, The skills, techniques, elements and principles of the interest-rate and APR, investment vehicles and tax Arts can be learned, studied, refined and to savings, true cost analysis of car loans and home understand and exchange ideas. mortgages, retirement planning, the rate of inflation and college loans. Big Ideas:

SAT PREPARATION (247)  People have expressed experiences and ideas grades 11, 12 / 0.5 credit / semester through the arts throughout time and across The foundation of a student's preparation for the SAT cultures. and college is a rigorous curriculum of English,  There are formal and informal processes to mathematics, science, history, and other academic assess quality, interpret meaning and subjects. The SAT Preparation course enables determine value. students to review concepts learned in school, apply  The skills, techniques, elements and these concepts by taking practice SATs, and allow principals of the arts can be learned, studied, students to become familiar with test directions and refined and practiced. question types. This course will be taught by Math  The arts provide a medium to understand and and Language Arts teachers. exchange ideas.

SUBJECTIVE INVESTMENT MATHEMATICS The courses for each grade are as follows: (271) Grades 11, 12 / 1.0 credit/ 1 year Grade 7 – Seventh Grade Orchestra, Seventh Grade Chorus, Seventh Grade Music, Seventh Grade Band This course is designed for juniors and seniors to connect algebra skills to everyday life. Students will Grade 8- Eighth Grade Band, Eighth Grade learn basic principles and best practices for managing Orchestra, Eighth Grade Chorus, Eighth Grade their own finances through earning, spending, saving, Music, Percussion Class and investing. Students will learn core skills in Grade 9- Ninth Grade Concert Band, Orchestra creating budgets, developing long-term financial Strings, Advanced Choir, Intermediate Choir plans to meet their goals, and making responsible choices about income and expenses. Some of these Grade 10- Band/Orchestra Winds and Percussion, connections include following popular stock market Concert Band, Jazz Band, Orchestra Strings, trends, researching banking options, analyzing credit Chamber Choir, Advanced Choir, Intermediate scores, and completing various tax forms. This Choir, Performing Arts course is built around a comprehensive, academically rigorous curriculum, with project-based learning and Grade 11- Band/Orchestra Winds and Percussion, real-world connections. Students will be provided Concert Band, Jazz Band, Orchestra Strings, information about 21st century skills and how these Chamber Choir, Advanced Choir, Intermediate skills will help in college, the workplace, and in real- Choir, Performing Arts world interactions. Grade 12 - Band/Orchestra Winds and Percussion, Concert Band, Jazz Band, Orchestra Strings, Chamber Choir, Advanced Choir, Intermediate Choir, Performing Arts

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When registering for performance courses (all SEVENTH GRADE BAND (760) Choirs, Orchestra, Bands, Jazz Band, and Performing grade 7 / 1 year Arts) it should be understood that attendance is This course concentrates on performing on an required at all rehearsals and performances which instrument, alone and with others. A varied may occur beyond the school day, including repertoire of music of different styles and periods will evenings. Students may be expected to provide their be used. Focus on improving technique, notation own transportation to and from these after school reading and ensemble playing will utilized. The sessions. students will learn proper rehearsal and performance etiquette. This class is performance oriented with SEVENTH GRADE ORCHESTRA (762) two mandatory performances and possibly grade 7 / 1 year community functions. This course will concentrate on performing with an instrument, alone and with others. A varied EIGHTH GRADE BAND (750) repertoire of orchestral music of different styles and grade 8 / 1 year periods will be introduced. The focus will be on This course will concentrate on performing with an improving technique, notation, reading and ensemble instrument, alone and with others. A more advanced playing. The students will learn proper performance repertoire than Seventh Grade Band of different etiquette. This class is performance oriented with styles and periods will be introduced. The focus will two mandatory concerts per year. be on increasing technique ability, music vocabulary, style and ensemble playing. The class is performance oriented with two mandatory concerts per year and SEVENTH GRADE CHORUS (764) possibly community functions. grade 7 / 1 year Students will study correct choral techniques and PERCUSSION CLASS (752) music notation. Students will be introduced to proper grade 8 / 1 year ensemble rehearsal etiquette. The class will be This course is designed to provide students with expected to perform in unison and introduced to 2 and fundamental instruction in the percussive arts. Class 3 part harmony singing. Two public performances members are considered a part of the band program are mandatory throughout the year. and will be required to perform on all band concerts. They are held to the same standards and requirements SEVENTH GRADE MUSIC (766) as students enrolled in the instrumental music grade 7 / quarter program. For students to be in the percussion class This course offers a rigorous curriculum that explores they must have been part of the elementary band various aspects of music. The primary method of programs in their previous schools or receive director learning music is through performance. It is divided approval. The goal of the class is to provide each into four main Centers. The Music Technology student with a comprehensive music education, while Center will help students learn to compose music teaching the skills and attitudes necessary to be a through a program called Garage Band. The Guitar successful young musician and young adult. Center will help students learn how to perform and apply music theory. The Digital Instrument Station EIGHTH GRADE ORCHESTRA (754) will introduce the students to the concept of “digital grade 8 / 1 year instruments.” Lastly, the Drum Center will help This course will concentrate on performing on an students to learn to perform various rhythmic patterns instrument alone and with others. A more advanced on world drums. *Length of course subject to repertoire than Seventh Grade Orchestra of orchestral change. music and styles will be introduced. The focus will be on improving technique, music vocabulary, style

Page 42 Woodland Hills School District Curriculum Planning Guide and ensemble playing. Orchestra is performance Before registering for the course, students must oriented with two mandatory concerts per year and demonstrate for the instructor their ability on their possibly community functions. own individual instrument. A recommendation for registration will then be made. EIGHTH GRADE CHORUS (756) grade 8 / 1 year CONCERT BAND (703) Students in this course will study correct choral grades 10, 11, 12 / 1.0 credit / 1 year techniques along with rhythmic and music notation. This course is designed to develop the musician’s The choral group is expected to perform unison and technical ability and mental and self-discipline. In two- to three- part harmony songs. Two public this course, students will study representative band performances will be held and attendance is literature of many styles and types and perform those mandatory. works in concerts. Students should be able to demonstrate above average proficiency on their EIGHTH GRADE MUSIC (758) instrument and knowledge of band music literature. grade 8 / semester This course offers a more specialized curriculum that MUSIC TECHNOLOGY (705) explores various aspects of music technology. The Grades 9, 10, 11, 12 / 0.5 credit/ semester primary method of learning music is through Music Technology is designed to improve students’ performance. Eighth Grade Music is divided into listening, reading, performing and creative skills. three main centers. The Music Technology Center Students will learn introductory concepts used in will permit students to compose their own music. music sequencing, notation and recording. Real The Guitar Center will help students learn how to world applications of music technology are discussed perform and apply music theory. The Digital and 21st century technology skills are applied to the Instrument Center will further the students concept of music curriculum. No prior musical experience is “digital instruments.” needed. Students will be expected to create original music projects using various music software programs. Throughout the course students will explore topics such as music theory, electronic performance, music business and music production. This course is intended for students who do not have an instrumental music background and would like to explore more in depth technology concepts that were part of the curriculum in 7th and 8th grade general BAND/ORCHESTRA WINDS & PERCUSSION music courses. (701) grades 10, 11, 12 / 1.0 credit / 1 year NINTH GRADE CONCERT BAND (707) Prerequisite: Student demonstration. grade 9 / 1.0 credit / 1 year This course forms the wind and percussion section of This course is designed to serve as a vital part of the orchestra and functions also as part of the Concert students’ high school musical experience. Various Band. Students will be exposed to high quality types of music and literature are rehearsed and orchestral and band literature. Much of the performed. Emphasis on note reading, rhythmic responsibility for practice and developments is put on understanding and instrument technique and general the students and there are many opportunities for musicianship is stressed. In additions to these public performances. Students should be able to musical skills, band offers an opportunity for demonstrate advanced playing on their instrument personal growth through experiences in cooperation and knowledge of band and orchestral literature.

Page 43 Woodland Hills School District Curriculum Planning Guide and self-discipline. Many opportunities exist for ADVANCED CHOIR (722) performances. grades 9, 10, 11, 12 / 1.0 credit / 1 year Prerequisite: Instructor approval. JAZZ BAND (709) Specific requirements for approval include pit grades 10, 11, 12 / 1.0 credit / 1 year matching, blend, diction, vocal techniques, etc. This Prerequisite: Student demonstration. is a transitional course for students who have an This course includes study of various musical styles interest in advancing their knowledge of choral relating to the Jazz Band idiom, including blues, literature and vocal techniques. They will be swing, rock and jazz. Students will study playing expected to develop music-reading skills, vocal styles, improvisation, jazz techniques and perform proficiency and learn to function in a more several concerts in and out of school. Students should sophisticated choral ensemble. Attendance at two be able to demonstrate above average proficiency on concerts is mandatory. Students will be able to their instrument and knowledge of jazz style playing. demonstrate above average vocal abilities and basic Before registering for the course, students must knowledge of choral literature. demonstrate for the instructor their ability on their own individual instrument. A recommendation for INTERMEDIATE CHOIR (724) registration will then be made. grades 9, 10, 11, 12 / 1.0 credit / 1 year This is a beginning choir class for students who have ORCHESTRA STRINGS (711) little or no choral/vocal experience. Student will be grades 9, 10, 11, 12 / 1.0 credit / 1 year introduced to vocal techniques and choral literature. This course becomes the string section of the Additionally, music-reading and ensemble skills will orchestra and also functions as a separate string be stressed. Attendance at two concerts is mandatory. ensemble. In this course, students will develop Students will be required to demonstrate orchestral playing techniques and styles, while proficiencies in the areas of pitch matching, blend, working towards a high level of performance. diction, vocal techniques, etc. in order to move on to Students should be able to demonstrate above more advanced choral ensembles. average proficiency on their instrument and knowledge of orchestral and string music literature. PERFORMING ARTS (730) grades 10, 11, 12 / 1.0 credit / 1 year CHAMBER CHOIR (720) Prerequisite: student demonstration or instructor grades 10, 11, 12 / 1.0 credit / 1 year approval. Prerequisite: Student demonstration. This course is designed to encourage active This is an advanced choral ensemble designed for participation in the arts. Throughout the year, those students interested in studying various styles of students will combine performance, technical and different choral literature. There are many management skills to create group productions. One opportunities for public performances. Students or the semesters will be devoted to theater production should be able to demonstrate advanced vocal with basic instruction in drama, music and proficiency and knowledge of advanced choral movement. A public performance will be presented literature. Before registering for the course, students by all members of the class. Attendance is this must demonstrate for the instructor a proficiency in performance is mandatory. The other semester will sight singing and music reading skills, advanced devoted to planning, selection and technical aspects vocal techniques and ensemble singing. Though not of a production and other theatre arts skills. The required, it is highly recommended that the student interdisciplinary team teaching approach provides participate in another vocal ensemble (Advanced or opportunities for the students to work individual or to Intermediate Choir) for at least one year. meet in small or large groups. Additional activities may include visitation by guest artists, participation

Page 44 Woodland Hills School District Curriculum Planning Guide in field trips to professional venues. Before ● DNA segments contain information for the registering for the course, students must demonstrate production of proteins necessary for growth for an instructor their abilities with dialogue skills, and function of cells. voice or dance, along with a recommendation from a ● Organisms on Earth interact and depend in a language arts or music teacher. A recommendation for registration will then be made. variety of ways on other living and nonliving things in their environments. INTRODUCTION TO THEATRE ARTS (731) ● Organisms obtain and use energy to carry out grade 9 / 0.5 credit / semester their life processes. This course is designed as an introduction class to ● Hereditary information in genes is inherited Theatre and to encourage active participation in the and expressed. Performing Arts. Throughout the year, students will ● Evolution is the result of many random be introduced to performance, technical and management skills. During the semester students will processes selecting for the survival and create short performances in a classroom setting. reproduction of a population. Audition techniques will be taught and demonstrated, including monologues, singing and movement. Vocabulary most commonly used in theatre will be Big Ideas for Physical Sciences introduced and demonstrated. Additional activities may include visitation by guest artists, participation ● Chemical bonding occurs as a result of in field trips to professional venues. Students will attractive forces between particles. have the opportunity to assist with the Jr. High ● Chemical reactions are predictable. Musical, Performing Arts Workshop and Spring ● Chemistry is the study of matter and the Musical. Students do not have to have previous changes it undergoes. experience in theatre to participate in this class. Students who successfully complete this course can ● Atomic theory is the foundation for the study be recommended by the instructor for Performing of chemistry. Arts course (730) offered in grades 10-12. ● All motion can be explained using the laws of the conservation of energy, the conservation of momentum, and/or the conservation of SCIENCE angular momentum. ● All forces arise from the interactions between Students are required to have a minimum of 4 credits in Science in order to meet graduation requirements. different objects. These credits can be obtained from a combination of ● All changes in translational motion are due to required classes and elective science classes. forces.

Big Ideas for Life Sciences The courses for each grade are as follows:

● Through a variety of mechanisms, organisms Grade 7 – Science 7, Honors Science 7 seek to maintain a biological balance between Grade 8- Science 8, Honors Science 8 their internal and external environments. ● Structure is related to function at all Grade 9- Biology, Honors Biology, Life Science biological levels of organization.

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Grade 10- Chemistry, Honors Chemistry, AP SCIENCE 8 (305) Environmental Science, Keystone Science grade 8 / 1 year Workshop* Science classes will focus on three major themes: Nature of Science, Ecology and Evolution and Grade 11- Honors Physics, Ecology, Astronomy, Biology. The essential questions to be answered Zoology, Organic Chemistry/Chemistry II, Human throughout this course are as follows: 1) How can one Anatomy & Physiology, AP Biology, AP Chemistry, cell function as an organism?, 2) What allows some AP Physics, AP Environmental Science, Keystone populations of organisms to change and survive Science Workshop* while others cannot?, and 3) How has Science and Technology shaped our world? Science 8 will Grade 12 - Honors Physics, Ecology, Astronomy, include a variety of activities including projects, labs, Zoology, Organic Chemistry/Chemistry II, Human notes and demonstrations. Students are expected to Anatomy & Physiology, Engineering Physics, AP maintain a safe working environment at all times and Biology, AP Chemistry, AP Physics, AP Physics II, enter the classroom prepared to learn. Throughout AP Environmental Science, College Physics the course of the year, students should strive to * Science Workshop is required for students who are improve science skills and knowledge as well as not proficient on the Keystone Exam. critical thinking skills.

HONORS SCIENCE 8 (306) SCIENCE 7 (300) grade 8 / 1 year grade 7 / 1 year Honors science classes will focus on the same three Science classes will focus on three major themes: major themes as Science 8. Honors Science 8 will Nature of Science, Earth Science and Physical include more labs and in depth analysis of lab data Science. The essential questions to be answered and material. Students will be responsible for throughout this course are as follows: independent research on a variety of topics, as well 1) What causes the great variation at Earth surface? as, designing their own lab activities. 2) How do energy transformations explain that energy is neither created nor destroyed? LIFE SCIENCE (308) 3) What causes objects to move? grade 9 / 1 year Science 7 will include a variety of activities including The course stresses three themes: the nature of life, projects, labs, notes and demonstrations. Students the continuity of life and the diversity of life through are expected to maintain a safe working environment the study of cellular biology, genetics, evolution, at all times and enter the classroom prepared to micro-organisms, plants and animals. This course is learn. Throughout the course of the year, students designed to act as a bridge for students who may need should strive to improve science skills and extra assistance prior to Biology. Life Science will knowledge as well as critical thinking skills. allow students to develop an understanding of major biological concepts. Students will be expected to HONORS SCIENCE 7 (301) actively participate in inquiry based activities and grade 7 / 1 year laboratories. Honors science classes will focus on the same three major themes as Science 7. Students in Honors KEYSTONE SCIENCE WORKSHOP (310) Science 7 will focus on interpretation of lab data and grades 10, 11 / 0.5 credit / Semester analysis. Students will perform a variety of lab This course will be required for all students who did activities as well as cover each topic in more depth. not score proficient or above on the Biology Students will be expected to complete independent Keystone Exam. This course will focus on raising the research and projects. skill level of the student based on the PA Keystone

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Biology Anchors and Eligible Content. Topics CHEMISTRY (321) included: Basic Biological Principals, Chemical grade 10 / 1.4 credits / 1 year Basis of Life, Bioenergetics, Homeostasis and Chemistry is the study of the patterns, properties, and Transport, Cell Growth and Reproduction, Genetics, structure of matter. Major topics include matter Theory of Evolution, Ecology. classification, atomic theory and bonding, periodicity, nomenclature, formula stoichiometry, BIOLOGY (311) chemical reactions, phases of matter, acids, bases and grade 9 / 1.4 credits / 1 year solutions. Laboratory experiments are an integral The course stresses three themes: the nature of life, part of the course and the mathematical aspects of the continuity of life, and the diversity of life through Chemistry are emphasized throughout the course. the study of cellular biology, genetics, evolution, This course meets seven periods per week in order to micro-organisms, plants, and animals. The focus is provide extra time for in-depth laboratory on the application of scientific skills and general explorations. biology concepts through inquiry based activities. Students use scientific research techniques HONORS CHEMISTRY (325) throughout the course. Students should be self- grade 10 / 1.4 credits / 1 year motivated. Competent writing and reading Chemistry is the study of the patterns, properties, and comprehension skills will be expected. This course structure of matter. It is a survey course covering meets 7 periods per week in order to provide extra such topics as: matter classification, atomic theory time for in-depth laboratory explorations. This and bonding, periodicity, nomenclature, formula course is a good match for students with a general stoichiometry, chemical reactions, phases of matter, interest in the Science, are active learners with an acids, bases and solutions. Laboratory experiments interest and desire to learn, and have satisfactory are an integral part of the course and the mathematical critical thinking and problem solving skills. aspects of Chemistry are emphasized throughout the course. Since the topics are addressed in more detail HONORS BIOLOGY (315) and at an accelerated pace, greater initiative and grade 9 / 1.4 credits / 1 year independence are required of students. This course The course stresses 3 themes: the nature of life, the meets seven periods per week in order to provide continuity of life, and the diversity of life through the extra time for in-depth laboratory explorations. study of cellular biology, genetics, evolution, micro- organisms, plants, and animals. The focus is on the HONORS PHYSICS (335) application of scientific skills and general biology grades 11, 12 / 1.4 credits / 1 year concepts through inquiry based activities. Students This course deals with the study of laws and are expected to develop solid scientific research principles that govern the physical world, and teaches techniques throughout the course. Students must be students to describe those principles using words, self-motivated. Competent writing and reading diagrams, numbers, graphs and equations. Students comprehension skills will be expected. Since the will also learn how to read science-related material topics taught are addressed in more detail and at an for comprehension and write in a scientific manner to accelerated pace, greater initiative and independence communicate ideas. Topics include: equations of is required of the students in both the lecture and lab motion, graphical analysis, vectors, Newton’s laws, portions of the course. This course meets seven simple machines, projectile and circular motion, periods per week in order to provide extra time for in- universal gravitation, momentum, work and energy, depth laboratory explorations. and power. Laboratory work matches course content to provide concrete experiences in the collection and analysis of data. Students will be able to use the basic

Page 47 Woodland Hills School District Curriculum Planning Guide tools and thought processes of physics which this class is unique to other sciences, and thus includes formal write-up of laboratory reports. presents an opportunity for the hard working student to achieve success. Topics discussed include ECOLOGY (352) classification of animals, internal and external grades 11, 12 / 1.0 credit / 1 year anatomy of representative members from each animal Ecology is designed for students who want to know phyla, development, interactions within their more about the wildlife and environmental concerns environment, and adaptations for survival. Zoology of Pennsylvania and of the world. Students will is designed to guide its students to become better explore the impact humans have on wildlife and the learners, more responsible students, and more environment, both locally and globally. Major topics conscience of higher expectations and deadlines. The include watersheds, renewable and nonrenewable course is set up to challenge students in order to resources, environmental health, agriculture, provide them with a better way to learn, therefore ecosystems and more. This course raises the helping them to becoming better and more productive awareness of local and global environmental issues students. Numerous dissections and laboratory and encourages students to become more exercises will occur throughout this course. These environmentally-conscious citizens. may include, but are not limited to, the following animals: sponges, tapeworms, liver flukes, leeches, ASTRONOMY (354) earthworms, parasitic worms, crayfish, fetal pigs, grades 11, 12 / 1.0 credit / 1 year turtles, sea anemones, perch, dogfish sharks, Astronomy a course designed for students with an planarian, hydra, starfish, clams, insects, and snakes. interest in learning about basic astronomical Please note: Due to the vast amount of specimens principles, theories, and observational techniques. considered “sea foods,” students with allergies to This course will connect the historical and modern such foods should strongly consider the implications scientific theories and mathematical techniques of of these specimens on their allergies. astronomy with the spectacular sights that students can see in their own backyards. Topics covered range ORGANIC CHEMISTRY/CHEMISTRY II (362) from astronomical coordinates and constellations to grades 11, 12 / 1.0 credit / 1 year planetary astronomy. Solar systems beyond our own Organic Chemistry/Chemistry II is a yearlong course and solar system formation will also be discussed. which provides the student with the necessary Students will be introduced to stellar properties and background to understand the chemistry of carbon- life cycles, H-R Diagrams, as well as galaxy containing compounds. Topics include structure, formation and evolution models. Students will gain nomenclature, synthesis, and properties of organic an appreciation of the history as well as the future of compounds. It is a higher level thinking course space exploration. By using the 25.4 cm refractor in designed for the student interested in medical careers the WHHS observatory, students will learn about and/or the study of chemistry in college. Students are light and optics, observational techniques, and will also introduced to some of the more sophisticated apply astronomical formulas and theories. Students aspects of chemistry, such as acids and bases, are required to attend night viewing sessions titration, thermo chemistry, kinetics, equilibrium, throughout the year. STUDENTS MUST PROVIDE reduction-oxidation reactions, electrochemistry, and THEIR OWN TRANSPORTATION TO AND the accompanying laboratory experiences. This FROM THESE NIGHT SESSIONS. course emphasizes active learning and critical thinking, and requires the highest level of student ZOOLOGY (356) responsibility, initiative, and independence. This grades 11, 12 / 1.0 credit / 1 year course is a good match for a student expressing an Zoology is designed for students wanting to peruse an interest in the sciences (especially chemistry), who is academic path, especially in the sciences. Material in

Page 48 Woodland Hills School District Curriculum Planning Guide an active learner, and has strong critical thinking and circuits, LED display controllers, microprocessor problem solving skills. control, AM/FM signal generators, and fiber optic transmissions. HUMAN ANATOMY & PHYSIOLOGY (366) grades 11, 12 / 1.4 credits / 1 year AP BIOLOGY (371) Human Anatomy & Physiology is an elective course grades 11, 12 / 1.4 credits / (W) / 1 year that integrates class work, dissections, and other Please see AP eligibility criteria on page 11. laboratory experiences to present the human as a Advanced Placement Biology examines the marvel of biological engineering. The topics fundamental principles of biology from both discussed will be tissue studies and a systematic study macroscopic (descriptive and quantitative) and of the human form (bones, muscles, nerves, microscopic viewpoints. The four Big Ideas are as circulation, digestion, respiration, endocrinology, follows: 1) The process of evolution drives the reproduction and excretion). Students will possess a diversity and unity of life; 2) Biological systems variety of dissection skills and be able to use them to utilize free energy and molecular building blocks to explore body systems. Students will understand in grow, to reproduce, and to maintain dynamic modern terms the functions of a variety of body homeostasis; 3) Living systems store, retrieve, systems and organs. This course is set up as an transmit, and respond to information essential to life introduction to students heading into various processes; 4) Biological systems interact, and these health care related fields. It is intended to expose systems and their interactions possess complex those students to the terminology and techniques properties. AP Biology is designed to be the that they will be using in their advanced equivalent of a two-semester college introductory education. This is a rigorous course that requires biology course usually taken by biology majors the student to devote significant time outside of the during their first year. Students enrolling in the classroom to independent study. Therefore, the course should be responsible, well organized, student should be highly motivated. This disciplined, focused academically, and have good introduction will be invaluable as students begin their time-management skills. Inquiry based college courses in Anatomy / Physiology. investigations are used throughout the course.

ENGINEERING PHYSICS (368) grade 12 / 1.0 credit / 1 year Prerequisite: Physics This STEM-based course serves as an introduction to the physics of engineering, and is designed for those interested in pursuing a career in engineering or science. The course focuses on topics and projects a student would be exposed to in a first or second year of an engineering program in college. Coursework will focus on materials analysis, iterative design, and AP CHEMISTRY (372) constructive implementation of a variety of grades 11, 12 / 1.4 credits / (W) / 1 year engineered devices. The first half of the curriculum Please see AP eligibility criteria on page 11. will survey statics and dynamics and may include The science of chemistry seeks to understand the projects to design trusses, towers, self-propelled cars, structure and composition of matter and the changes mini rockets, and Rube-Goldberg devices. The that it undergoes. Advanced Placement Chemistry second half of the curriculum will survey examines the fundamental principles of chemistry analog/digital circuit design and signal transmission from both macroscopic (descriptive and quantitative) and may include projects to design oscillating and microscopic viewpoints. Topics include: Matter,

Page 49 Woodland Hills School District Curriculum Planning Guide nomenclature, chemical stoichiometry and reactions, and dynamics, electric fields and potentials, steady- atomic theory and electronic structure, chemical state DC and RC circuits, magnetism and bonding and molecular geometry, kinetic molecular electromagnetic induction, geometric and physical theory, thermo chemistry, thermodynamics, chemical optics, and quantum and nuclear physics. Lab equilibria, acids and bases, kinetics, and experiments which spotlight the application of the electrochemistry. Laboratory experiments provide concepts learned in class are designed to apply experience in conducting quantitative chemical physical theory to engineering practice. measurements and illustrate the principles discussed in class. The subject matter, laboratory skills, and AP ENVIRONMENTAL SCIENCE (375) expected level of understanding are designed to be grades 10, 11, 12 / 1.4 credits / (W) / 1 year roughly equivalent to those in the initial two Please see AP eligibility criteria on page 11. introductory chemistry courses taken by chemistry or Advanced Placement Environmental Science is an science majors in college. Students enrolling in the interdisciplinary course involving earth, physical, course should be responsible, well organized, biological and social Science. Students should be able disciplined, focused academically, and have good to perform basic problem-solving skills using Internet time-management skills. Mathematics is used research and mathematics (Algebra 1, scientific extensively throughout the course. notation, fractions, and decimals). Major topics include an introduction to the structure and function AP PHYSICS I (373) of natural ecosystems, the effects of human activity grades 11, 12 / 1.4 credits / (W) / 1 year on the operation of these natural ecosystems, and the Please see AP eligibility criteria on page 11. exploration of possible solutions to the problems of AP Physics I is taught at the college level of general maintaining a healthy environment. Students will Physics. This course deals with the study of laws and also participate in at least one local environmental principles that govern the physical world with a competition. strong focus on algebraic solutions, graphical analysis, and scientific reasoning skills. Topics COLLEGE PHYSICS (376) include: kinematics & dynamics, Newton’s laws, grade 12 / 1.4 credit / (W) / 1 year circular motion and universal gravitation, simple Prerequisite: AP Calculus or is currently enrolled harmonic motion, impulse, linear momentum and in AP Calculus. conservation, torque, rotational dynamics, This Physics course is equivalent to the first term of electrostatics, DC circuits with resistors, mechanical a 3-term calculus-based college-level Physics course. waves and sound. Lab experiments which spotlight Topics include units and unit checking, vectors and the application of the concepts learned in class are their operations in one, two, and three dimensions, designed to apply physical theory to engineering motion in one and two dimensions, Newton’s laws of practice. motion, work and energy, systems of particles, rigid body rotations and angular momentum, equilibrium of rigid bodies, oscillations, and universal AP PHYSICS II (374) gravitation. Students may elect to take this course for grade 12 / 1.4 credits / (W) / 1 year college credit as part of the University of Pittsburgh’s Please see AP eligibility criteria on page 11. College in High School program for a fee that is a AP Physics II is taught at the college level of general fraction of the cost of an actual college course. Physics. This course deals with the study of laws and principles that govern the physical world with a strong focus on algebraic solutions, graphical analysis, and scientific reasoning skills. Areas include Thermodynamics, kinetic theory, fluid statics

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SOCIAL STUDIES Grade 11 – U.S. History II, Honors U.S. History II, AP U.S. History, AP U.S. Government and Politics The social studies courses integrate history, social sciences, humanities, and civic competence to Grade 12 - one of five selections: AP U. S. History, promote a rich understanding of our past and present AP European History, AP Government and Politics, world. Within the social studies courses, students Economics & U.S. Government & African-American will analyze a multitude of perspectives including, History but not limited to, archeology, anthropology, Students in grades 10 through 12 wishing to further economics, geography, history, philosophy, political their studies is Social Studies can do so by taking science, psychology, and sociology. The overall advantage of our variety of electives offered. The focus of the social studies education is to develop following courses count towards elective credits for critical thinking and decision-making skills within the grade levels indicated. the context of history and global citizenship. Elective Courses: Big Ideas Grades 10, 11, and 12 - Honors Humanities and  Historical context is needed to comprehend Cultural Roots, Legal Issues, U.S. Military History, time and space. Western PA and WHSD: A Historical Perspective, Current Issues in a Global World  Historical interpretation involves an analysis of cause and result. Grades 11 and 12 – Anthropology, Sociology, U.S. Military History, Legal Issues  Perspective helps to define the attributes of

historical comprehension. Grade 12 - Psychology, Politics, Anthropology,  The history of the Commonwealth continues Sociology, Legal Issues, Student Leadership to influence Pennsylvanians today, and has impacted the United States and the rest of the world. WORLD HISTORY (401) grade 7 / 1 year  The history of the United States continues to World History is a comprehensive survey influence its citizens, and has impacted the course. This class is designed using an rest of the world. interdisciplinary approach, drawing on history, geography, sociology, economics, government,  World history continues to influence religion, philosophy, and the arts. Students will Pennsylvanians, citizens of the United States, learn to appreciate events and the accomplishments and individuals throughout the world today. of past peoples. Students will also gain an understanding as how past events affect the world today. Areas of study may include: World Required Courses Geography, Ancient Greece, Ancient Rome, Middle Ages, Renaissance, Enlightenment, and Exploration. Grade 7 - World History, Honors World History HONORS WORLD HISTORY (402) Grade 8 – U.S. History I, Honors U.S. History I grade 7 / 1 year World History is a comprehensive survey Grade 9 – Civics, Honors Civics course. This class is designed using an Grade 10 - World Cultures, Honors World Cultures interdisciplinary approach, drawing on history, geography, sociology, economics, government,

Page 51 Woodland Hills School District Curriculum Planning Guide religion, philosophy, and the arts. Students will CIVICS (410) learn to appreciate events and the accomplishments grade 9 / 1.0 credit / 1 year of past peoples. Students will also gain an The ninth grade civics program is formulated to help understanding as how past events affect the world students acquire skills and knowledge essential to today. Areas of study include: World Geography, good citizenship in a democracy. The course should Ancient Greece, Ancient Rome, Middle Ages, enable students to obtain the necessary information to Renaissance, Enlightenment, and Exploration. This become alert, upstanding, and participating citizens course places an emphasis on student initiated and of our nation. In addition to the concentration on centered research, projects, studies, and federal, state, and local government, emphasis will be presentations. There will also be a heavy emphasis placed on geography and a career awareness unit. on researching and discussion. Honors World Students participating in this course will be expected History requires higher-level student discussion, to complete one service based activity under the consistent student accountability, and genuine effort supervision of those taking Student Leadership. At in order to be successful in the course. the conclusion of this activity, students will discuss their contributions and describe and experiences. U.S. HISTORY 8 (403) grade 8 / 1 year HONORS CIVICS (411) U.S. History I will focus on building strong grade 9 / 1.0 credit / 1 year understanding of United States History from the mid Honors Civics challenges students to enhance their 1700s until 1869---including The French and Indian prior knowledge of what it means to be a good citizen War, The American Revolution, Creation of a new in a democracy. Students will advance their Government, Building a Nation and the Civil War. knowledge of being an alert, upstanding, and Throughout the year, students will work to develop a participating citizen of our nation by applying their variety of essential higher-level skills including: knowledge to student initiated and centered research, literacy, critical thinking, research, writing, and projects, studies, and presentations. In addition to the technology. This is a required year long course for concentration on federal, state, and local government, all 8th grade students. emphasis will be placed on geography and a career awareness unit. Students will also work in HONORS U.S. HISTORY 8 (404) conjunction with Student Leadership to carry out two grade 8 / 1 year service based activities. The first activity will be U.S. History I will focus on building strong carried out during the first semester under the direct understanding of United States History from the Mid supervision of students in Student Leadership. The 1700’s until 1869---including The French and Indian second activity will be designed and implemented by War, The American Revolution, Creation of a new the students taking Honors Civics. At the conclusion Government, Building a Nation and the Civil War. of each service based activity, students will complete Throughout the year, students will work to develop a a reflection paper that states their contribution, variety of essential higher-level skills including: description of the activity and their experience. literacy, critical thinking, research, writing, and Honors Civics progresses considerably faster through technology. This course places an emphasis on the curriculum than the Civics course, and consistent student initiated and centered research, projects, student accountability and effort are vital to success studies, and presentations. Honors U.S. History in the course. requires higher-level student discussion, consistent student accountability, and genuine effort in order to WORLD CULTURES (420) be successful in the course. grade 10 / 1.0 credit / 1 year The World Cultures course will focus on a study of the background and development of the various

Page 52 Woodland Hills School District Curriculum Planning Guide cultures of the world. The course is designed for an the Cold War era, the Civil Rights Movement, the interdisciplinary approach, drawing on history, Vietnam era, and the War on Terror. geography, sociology, anthropology, economics, government, religion, and philosophy, as well as the HONORS U.S. HISTORY (431) arts. During the course students will learn to grade 11 / 1.0 credit / 1 year appreciate the accomplishments of people within the Students will have an opportunity to examine cultures of the world. Students will be exposed to the United States twentieth century history in relation unique cultures of the world. Areas of study may to cultural, political, economic issues. During the include: Russia, Latin America, Africa, the Middle course students will learn to appreciate the Colonial East, East Asia, South Asia, and Europe. Age through Modern United States History using their higher-order cognitive skills to critically HONORS WORLD CULTURES (421) analyze the topics of Colonialism, Creation of grade 10 / 1.0 credit / 1 year Government, The Age of Jackson, The Gilded Age, Honors World Cultures challenges students to The Progressive Era, Roaring Twenties, World enhance their prior knowledge of the background and War I era, the Great Depression, World War II era, development of the various cultures of the world. the Cold War era, the Civil Rights Movement, the Students taking Honors World Cultures should have Vietnam era, and the War on Terror. core knowledge of history, geography, sociology, anthropology, economics, government, religion, AP U.S. HISTORY (432) philosophy, as well as the Arts. Honors World grades 11, 12 / 1.0 credit / (W) / 1 year Cultures will differ from the standard survey course Please see AP eligibility criteria on page 11. because the traditional topics covered will be This course is taught at a college level and focuses on discussed in greater detail and at a faster pace. During developing students’ understanding of American the course students will learn to appreciate the history from approximately 1491 to the present. This accomplishments of man within the cultures of the course is broken into nine historical time periods and world. Students will be expected to use their higher- will encompass seven themes: American and national order cognitive skills to critically analyze the unique identity; migration and settlement; politics and cultures of: Southwest Asia, East Asia, South Asia, power; work, exchange, and technology; America in Africa, Eastern Europe, Western Europe, and Latin the World; geography and the environment; culture America through student initiated and centered and society). Students will investigate and interpret research, projects, studies, and presentations. There a variety f primary and secondary documents that will will also be a heavy emphasis on researching and enhance their understanding of the past and allow discussing. them to strengthen their skills in historical comparison, chronological reasoning, and U.S. HISTORY (430) argumentation. This course will be reading and grade 11 / 1.0 credit / 1 year writing intensive. There is a summer homework Students will have an opportunity to examine United assignment. Additionally, the last day that students States twentieth century history in relation to are permitted to withdraw from the course is the final cultural, political, economic issues. The program day of the first grading period. will emphasize the development of our system of government. Current events will be an integral part AP COMPARATIVE GOVERNMENT AND of the course. Students should be able to appreciate POLITICS (455) the history of the United States in the twentieth grade 12 / 1.0 credit / (W) / 1 year century in terms of domestic issues, foreign policy, Prerequisites: successful AP United States and culture. Topics of discussion will include World Government and Politics, or AP U.S. History. War I era, the Great Depression, World War II era, Please see AP eligibility criteria on page 11.

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This course will explore governments, politics, economic, political, educational, and religious and societies from countries around the world themes. The students will have an awareness of (Great Britain, China, Russia, Nigeria, Mexico the geographical patterns as well as the and Iran). Students will also develop a contemporary events that impact on African framework to compare modern political systems American History. and understand their interaction in a global environment. This course will be broken down ECONOMICS & U.S. GOVERNMENT into six units: Introduction to comparative politics (440) and systems; sovereignty; authority and power; grade 12 / 1.0 credit / 1 year political institutions; citizens, society and the Economics – This course is designed to help state; political and economic change; public students acquire a practical understanding of basic policy. This course will also require a summer economic principles, the role of government in homework assignment. the economy, and current issues in consumer economics. The topics studied include economic AP United States Government and Politics scarcity, supply and demand, competition, (461) government regulations, big business, the stock grades 11, 12 / 1.0 credit / (W) / 1 year market, banking, taxes, inflation, consumer credit, Please see AP eligibility criteria on page 11. insurance, and consumer protection. This course involves the study of democratic United States Government – This course is ideas, balance of powers, and tension between designed to help students acquire a practical the practical and ideal in national understanding of the purpose, structure, and policymaking. Students analyze and discuss current issues in U.S. Government. The topics the importance of various constitutional studied include the purpose of government, the principles, rights and procedures, institutions, U.S. Constitution, civil rights and liberties, and political processes that impact citizens. political parties, current political issues, the Students will focus on six units: Constitutional powers of the legislative, executive, and judicial Underpinnings; Political Beliefs and branches, foreign policy and federalism. Behaviors; Interest Groups and Mass Media; Institutions of the Federal Government; Civil HONORS HUMANITIES & Rights and Civil Liberties; Public Policy. CULTURAL ROOTS (450) Students taking this course will prepare for the grades 10, 11, 12 /1.0 credit/(W)/1year Advance Placement Exam and to take Honors Humanities & Cultural Roots provides a Comparative Government and Politics. This truly interdisciplinary introduction to the Western course will also require a summer assignment. Humanities through the concept of “cultural roots.” The student’s personal growth should take place on three levels – historical, aesthetic, AFRICAN AMERICAN HISTORY (441) and philosophical. In our examination of these grade 12/ 1.0 credit/ 1 year “cultural roots,” we will focus on certain periods This course is designed to provide an and monuments rather than to survey western understanding of the cultural and historical civilization. For example, the focus for the influences of African American people on Greco- Roman roots is on Athens during the fifth American society. The students will approach the century B.C.E. Similarly, in our treatment of various periods of African American History West Africa, we will focus on the culture of the chronologically. Students will develop an Yoruba people, rather than to survey all of the understanding of the comprehensive impact of cultures from this part of the world. While we diaspora as well as the coverage of social, study the “roots” of the Judeo-Christian tradition

Page 54 Woodland Hills School District Curriculum Planning Guide in the Bible, with selections from the Old and New Testaments, we will focus on the relations of art and thought in the Gothic cathedral, with specific examples such as Chartres, during the European Middle Ages. The chapter on Byzantium and Islam will help to clarify the context of this focal culture. The course offers students training in reading college-level texts, classical philosophy, Green dramatists, art history, and classical opera including Verdi’s Aida. Students will be given a breadth of knowledge valuable for college preparation as well as for future personal pleasure and enrichment. SOCIOLOGY (459) grades 11, 12 / 0.5 credit / semester AP EUROPEAN HISTORY (442) This course is designed to be a comprehensive and grade 12 / 1.0 credit / (W) / 1 year flexible study of social interactions and social Please see AP eligibility criteria on page 11. patterns. It is a study of topical issues as well as The Advanced Placement European History course sociological research. The course content includes of study is designed as a college level history the basic principles of sociology with the emphasis course. Students are expected to demonstrate a on social structure, groups, culture, socialization, knowledge of basic chronology and of major social institutions, and collective behavior. events and trends from approximately 1450 to 1970; that is, from the High Renaissance to the LEGAL ISSUES (454) recent past. The focus of its content is the grades 10, 11, 12 / 0.5 credit / semester intellectual-cultural, political-diplomatic, and This course is designed to acquaint students with social-economic history of the above period. various areas of the law and the operation of our Students’ independent study and research skills are court system. Students will study criminal law, tort developed and utilized in this course law, family law, consumer/contract law, housing law, and the guarantees in the Bill of Rights. ANTROPOLOGY (452) Classroom activities include lecture, discussion, grades 11, 12 / 0.5 credit / semester case studies, video based discussions, Internet This course is designed to acquaint students with research, writing exercises, slideshow the essentials of physical and cultural presentations, and a mock trial. Anthropology. It is an overview course dealing with origins of life, evolution, and primatology, the U.S. MILITARY HISTORY (456) development of man, folk culture, Ethnology, and grades 10, 11, 12 / 0.5 credit / semester Archeology. The course is designed to explain This course is designed to show how the growth the physical and cultural development of man and changes of the United States Military over is based on contemporary biological and 200 plus years of existence were conditioned by anthropological theories. and related to the changes in American society. Topics include the theory, practice, and principles of war, the creation of national armies, American colonial warfare, The Revolutionary War, The War of 1812, The Mexican War, The Civil War, World War I, World War II, The Cold War, The Korean

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War, The War in Vietnam, The Persian Gulf War, STUDENT LEADERSHIP & SERVICE and the War on Terror. Students will study not only LEARNING (451) the history of American wars, but will also study grade 12 / 1.0 credit / 1 year the nature and causes of each war, the impact of Students will read, research, discuss, and become new weapons, strategies, and tactics, as well as the involved in activities that apply and illustrate value of military history as it relates to being an leadership skills, such as ethics, group dynamics, informed United States citizen. Students will also conflict resolution, time management, leadership study how society’s expectations regarding the styles, and both oral and written communication. military have changed over time. Research and discussions will involve the leadership styles of a wide range of leaders, both WESTERN PENNSYLVANIA AND past and present. The course requirements THE WOODLAND HILLS SCHOOL i nclude in-depth written research on leaders, DISTRICT: A HISTORICAL interviews of leaders, directing leadership projects, PERSPECTIVE (457) and service learning projects. This course will also grade 12 / 0.5 credit / semester include a mentoring component. Students taking This course is designed for 12th grade students who this course are expected to work with ninth grade want to gain further insight into the history of Civics classes to develop and carryout service Western Pennsylvania region. An important focus learning projects. will be on the significant individuals and the various industrial, scientific, artistic, cultural, education, PSYCHOLOGY (453) medical, architectural and social contributions Grades 11 and 12 / 1.0 credit/ 1 year Western Pennsylvanian individuals and institutions This course of study is designed as an introductory have made to the United States and the world. A level psychology course. Students are expected to special emphasis of this course will focus on the demonstrate a general knowledge of human individual histories of the communities that make-up behavior and thought processes. Topics may the Woodland Hills School District. In addition, the include the history of psychology, psychological case, climate and events that led to the creation of the methods and approaches, the biological bases of school district in 1981, a very important, watershed behavior, sensation and perception, states of moment in educational policy, will be addressed. consciousness, learning, cognition, motivation and emotion, developmental psychology, CURRENT ISSUES IN A GLOBAL personality, testing and individual differences, WORLD (458) abnormal psychology, the treatment of grades 10, 11, 12 / 0.5 credit / semester psychological disorders, and social psychology. This semester interdisciplinary course This course is a year-long course. provides students the opportunity to explore current global issues and analyze possible The Holocaust: Background, Tragedy, and consequences. Students will explore global Aftermath (462) issues from local, regional, national, and grade 11, 12 / 0.5 credit / semester international perspectives. Students will study Prerequisites: a grade of 80% or above in current events including, but not limited to previous years Social Studies course or globalization, economic systems, government, recommendation by 10th or 11th grade Social conflict, and culture. The format of the course Studies teacher. is current topics that fit students’ interests. This course will study Jewish history and culture, the rise of the Nazi Party in Germany prior to WWII, the attempted genocide of the Jews and other social undesirables by the Nazis, and the resulting postwar

Page 56 Woodland Hills School District Curriculum Planning Guide consequences. Throughout the duration of this Students learn the core concepts of technology and course, students will be expected to read at least one practice various approaches to solving problems. novel based on these events, complete various They participate in engineering design activities to quizzes, tests, reading assignments, long-term understand how criteria, constraints, and processes projects, and participate in classroom discussions. affect designs. Students also develop skills in This course will be emotionally and intellectually researching and communicating design information challenging – though it is a course that students will and reporting results. Length of course subject to find unique and insightful. change.

TECHNOLOGY EXPOSITION (801) TECHNOLOGY EDUCATION grade 8 / semester This activity based course explores technology Technology is defined as the branch of knowledge systems. Student’s foster problem solving skills that deals with the creation and use of technical through design briefs while integrating math and means and their interrelation with life, society, and science. Unit topic and possible projects include; the environment, drawing upon such subjects as communications – 3-D modeling, manufacturing – manufacturing, communication, transportation, assembly line projects, transportation – gravity racer energy and power, construction, video production, and rockets, construction – toothpick bridge design, engineering, applied sciences and pure sciences. and energy and power – balloon sled. Many individuals think that technology in education is mostly the teachers’ tools for instruction, especially S.T.E.M. EDUCATION/APPLIED computers. While the computer is a technological TECHNOLOGY & ENGINEEERING (804) tool, technology is much more. It is about how to grades 9, 10, 11, 12 / 0.5 credit / semester apply technological solutions to the problems facing This course focuses on hands-on investigations society. The aim is to solve problems and create integrated with engineering design activities. It opportunities within a realistic context. Students use emphasizes algebraic thinking skills through the their ingenuity with tools, materials, processes and collection and analysis of data to solve real problems. resources to create solutions and opportunities for Students develop abilities to apply math knowledge themselves and others. and concepts to their investigations and the use of the engineering design process. Students will be Big Ideas introduced to the main areas of technology, such as, energy, transportation, construction, and  Problem Solving manufacturing. Students will also discover the  Technological Design integration between math, science and technology.  Inventions Through this integration, the students will engage in  Modifying Technologies an array of hands-on activities with a concentration  Engineering of engineering, design, safety, systems, problem-  Manufacturing solving, tools, and machine usage. This course will also trace how science has affected technology throughout history. Students learn about the

mechanics of motion, the conversion of energy, and INVENTION AND INNOVATION (800) the use of science to improve communication. This grade 7 / quarter Students apply the design process in the invention or course is available with sufficient student demand. innovation of a new product, process, or system. Students study the history of inventions and innovations, including their impacts on society.

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DESIGN AND MODELING/DRAFTING (811) grades 9, 10, 11, 12 / 0.5 credit / semester This course will introduce students to the design process. Utilizing this design approach, students understand how solid modeling has influenced their lives. Students also learn sketching techniques, and use descriptive geometry as a component of design, measurement, and computer modeling. Using design briefs or abstracts, students create models and documentation to solve problems. The students are also introduced to the language of the industry of drafting. The course accentuates mechanical drawing and design and is recommended for students VIDEO PRODUCTION I (821) interested in engineering, architecture and technology grades 9, 10, 11, 12 / 1.0 credit / 1 year related fields. Design problems will help students Video Production I involves the filming, editing and become acquainted with methods used to describe broadcasting of original programming, sporting objects through conventional drawing practices and events and newscasts. This course introduces computer aided drafting, SolidWorks. The course students to the basic principles, procedures, and also teaches how to create engineering drawings of techniques of television production. The course parts and assemblies using SolidWorks mechanical includes video control, special effects, operation of design automation software. Learn to set up part and cameras and editing machines, composition, lighting, assembly views for later use in drawings, set the staging, and directing, on-camera announcing and tangent edge display, create driven dimensions in interviewing. A study of basic television production standard, ordinate and baseline form, create as it applies to live studio programming. Beginning additional drawing sheets, create linked notes to instruction is offered in areas of studio camera standard and custom properties, understand the operation, audio for television, and television system options and document properties that affect directing, with an emphasis on underlying principles detailing, create eDrawings and much more. of video technology.

CONSTRUCTION TECHNOLOGY (816) VIDEO PRODUCTION II (822) grades 10, 11, 12 / 1.0 credit / 1 year grades 10, 11, 12 / 1.0 credit / 1 year Construction Technology is a course designed for Video Production II is for the student who students wanting to learn more about the construction successfully passed Video Production I and wishes to field. Also, it is designed for the future homeowner further their studies and practice in the field of and emphasizes the maintenance, remodeling and creating digital video media. Students' skills will be upkeep of a home. Hands-on activities will allow enhanced through advanced hands-on activities and students to demonstrate knowledge of various projects that will cover topics which includes various construction systems by building or interpreting media formats and programming. The students in models, reading or creating blueprints or drawings. this project-based class will explore topics, such as, Students will identify and describe the uses of tools, editing computer software, script writing, music materials, information, human resources, money, videos, documentaries, special effects, motion energy and time that meet specific criteria. pictures, themes, and much more. The scope of this class will be captured by student’s thorough individual and cooperative problem solving skills and activities.

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TRANSPORTATION TECHNOLOGIES I (826) manufacturing processes, and finishing procedures grades 10, 11, 12 / 1.0 credit / 1 year related to various materials will be included. Careers Students will develop a basic understanding of to which this study could lead include all types of transportation technology. Students will develop, manufacturing, engineering, construction, materials produce, use and assess transportation vehicles and design, cabinetmaking, and carpentry. systems. They will study the technical subsystems of transportation and examine the economic, PHOTOGRAPHY AND GRAPHIC environmental, and societal impacts that each mode COMMUNICATIONS TECHNOLOGY (846) creates. Students will design, produce, test and assess grades 10, 11, 12 / 1.0 credit / 1 year various models including a solid fuel rocket, boat This course is an introduction to the fundamental, hull, and CO2 dragster. Students will use Autodesk technical, and aesthetic issues of photography and Inventor and Rocket Simulator to create a solid model Graphic Communications. This includes thorough on a computer. Models will then be created using instruction in camera operation, digital camera advanced automated CNC equipment. *Students operation, computer/digital imaging and alternative should have a strong background in measurement, processes. Student projects will include the following fractions, and 3D visualization of mechanical shapes. processes: digital desktop publishing, layout and design, basic light concepts, composition/creativity, TRANSPORTATION TECHNOLOGIES II and scanning procedures. Students will also work (827) with various computer programs that relate to grades 10, 11, 12 / 1.0 credit / 1 year Photography and Graphic Communications. This course is for the student who successfully Photography and Graphic Communications is a completed Transportation Technologies I and wishes project-structured course with lectures, to further their studies in the field of demonstration, project assignments (design and transportation. Students will focus on advanced Layout pages for the Yearbook), discussions, concepts of aerodynamics, hydrodynamics, quizzes/exams and a daily log. The three main engineering design, math and scientific integration, printing processes the students will work with are and data analysis. These theories will be applied and digital print production, photo-offset lithography, and tested through the use of hands-on projects, for photo screen printing. Student projects will include example, advanced CO2 car design, boat hull the following processes: digital desktop publishing, construction and airfoils used in aircraft. layout and design, scanning procedures, process camera, film developing and darkroom procedures, MATERIALS – WOODWORKING I (836) offset plate making. grades 10, 11, 12 / 1.0 credit / 1 year Prerequisite: Introduction to Applied Engineering ENGINEERING & ROBOTICS I (851) and Technology. grades 10, 11, 12 / 1.0 credit / 1 year This full-year course provides an opportunity to This is an introductory course to help students improve and advance knowledge and skills in using a become familiar with SolidWorks and its use as a variety of materials and processes. Although wood is design tool for engineering. Students will use hands- the primary material for the course, plastic and metal on labs to create three dimensional solid models are explored and can be utilized in the student together with their orthographic views and convert engineered projects. Students will design, produce, them to computer design files. Students will learn the and test products that will improve their skills, basics of building parts, dimensioning, tolerances, understanding, and knowledge of material processes manufacturing drawings, assemblies, assembly and systems related to solving problems applying drawings, and bills of material. They learn best Math and Science principles. More advanced practices, essential parametric sketching techniques, techniques in the use of machines, tools,

Page 59 Woodland Hills School District Curriculum Planning Guide and time-saving shortcuts for making three  Communities dimensional parts and assemblies.  Connections ENGINEERING & ROBOTICS II (852) grades 10, 11, 12 / 1.0 credit / 1 year Engineering & Robotics II is for the student who The courses for each grade are as follows: successfully passed Engineering & Robotics I; it teaches problem-solving skills using a design Grade 7 – Exploratory French, Exploratory Spanish development process. Students will begin by learning how to measure with precision, Grade 8 – French I, Spanish I communicate with technical sketching, and properly Grade 9- French I, Honors French I, French II, document design ideas in an engineer’s notebook. Honors French II, Spanish I, Honors Spanish I, They will then develop their graphic communication Spanish II, Honors Spanish II, German I skills using 3D parametric modeling software to create mechanical shapes and learn the importance of Grade 10- French I, Honors French I, French II, applying clear and accurate annotations. Next, Honors French II, French III, Spanish I, Honors models of product solutions are created, analyzed, Spanish I, Spanish II, Honors Spanish II, Spanish III, and communicated; using solid modeling computer German I design software. They will then learn how to analyze and describe structural, functional, and visual Grade 11- French I, Honors French I, French II, qualities of common products. Finally, students will Honors French II, French III, French IV, Spanish I, use the process of reverse engineering to redesign and Honors Spanish I, Spanish II, Honors Spanish II, improve a currently existing Robot. Spanish III, Spanish IV, German I

Grade 12 - French I, Honors French I, French II, WORLD LANGUAGES Honors French II, French III, French IV, French V, Learning a world language helps students to become Spanish I, Honors Spanish I, Spanish II, Honors more globally competitive through the development Spanish II, Spanish III, Spanish IV, Spanish V, of strong communication skills and cross-cultural German I understanding. Studying a world language helps students to better understand their own language and become better readers, writers, listeners, and, EXPLORATORY FRENCH (501) speakers across a variety of media. Through the Grade 7 / quarter study of another language, students are able to make Students will study the aspects of the French culture multi-disciplinary and cross-curricular connections. through thematic units that include vocabulary, grammar, art, music, and daily activities. The Big Ideas: students will learn to compare their native culture with the French culture. The French language will be  Presentational Communication used throughout the course, students will be encouraged to use the target language to  Interpersonal Communication communicate with their teacher and peers. Students  Comparisons will develop skills in written and oral communication.  Interpretive Communication

 Cultures

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EXPLORATORY Spanish (502) FRENCH I (511) grade 7 / quarter grades 9, 10, 11, 12 / 1.0 credit / 1 year Students will study the aspects of the Spanish culture The purpose of this course is to acquaint students with through thematic units that include vocabulary, the basic structures and sound system of the French grammar, art, music, and daily activities. The language. The four skill areas of listening, reading, students will learn to compare their native culture speaking, and writing are emphasized. Culture and with the Spanish culture. The Spanish language will geography of the French-speaking world are also be used throughout the course, students will be addressed. Emphasis is on expressions that might be encouraged to use the target language to used by a tourist during a brief visit to a French- communicate with their teacher and peers. Students speaking country. Students interact with authentic will develop skills in written and oral materials, video, music, projects and readings. Topics communication. include, but are not limited to: school, food and shopping, home and family, dining out, sports and FRENCH I (503) travel abroad. grade 8 / 1 year The purpose of this course is to acquaint students with HONORS FRENCH I (516) the basic structures and sound system of the French grades 9, 10, 11, 12 / 1.0 credit / 1 year language. The four skill areas of listening, reading, Honors French I is an enriched first year World speaking, and writing are emphasized. Culture and Language course which progresses at an accelerated geography of the French-speaking world are also pace. Honors French I begins by stressing the use of addressed. Emphasis is on expressions that might be French in real-life situations, but with additional used by a tourist during a brief visit to a French- vocabulary and more detailed information. Emphasis speaking country. Students interact with authentic is on expressions and structures that might be used by materials, video, music, projects and readings. Topics a teen in typical daily conversation and tourist include, but are not limited to: school, food and situations while visiting a French-speaking country. shopping, home and family, dining out, sports and The four skill areas are practiced. Study of the travel abroad. Students who successfully complete geography and culture of the French-speaking world French I and plan to go to college should continue is continued and is presented in the dialogue with French II or Honors French II (based on teacher scenarios, videos, readings, projects, and with recommendation) the following year. authentic materials.

SPANISH I (504) FRENCH II (521) grade 8 / 1 year grades 9, 10, 11, 12 / 1.0 credit / 1 year An introductory course designed to develop the French II continues to stress the speaking, listening, knowledge and understanding of the basic skills in reading and writing skills of French via audio, video, understanding, speaking, reading and writing the readings, and with authentic materials, but with a Spanish language. This course covers the moderate rise in difficulty. The geography and development of the fundamental skills involved in the cultures of various French-speaking countries are learning of the language. Topics addressed will studied to develop an understanding of others. include greetings, school, family, home, leisure Students will frequently role play realistic life activities, shopping, and sports. Also included will be situations in order to develop their communication the study of the culture and geography of the Hispanic skills. Topics include, but are not limited to: clothes world. Students who successfully complete Spanish I and shopping, daily routine, sports, health, travel and plan to go to college should continue with abroad, driving, leisure time activities. Spanish II or Honors Spanish II (based on teacher recommendation) the following year.

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HONORS FRENCH II (526) FRENCH V (551) grades 9, 10, 11, 12 / 1.0 credit / 1 year grade 12 / 1.0 credit / (W) / 1 year Honors French II is an expanded second year Upon completion of this course, students should be at language experience. This course continues to stress ease conversing with native speakers on a one-to-one the speaking, listening, reading and writing skills of basis about familiar and historical topics pertaining to French, but each theme studied is intensified with France. Students should read original French novels supplemental vocabulary and grammatical structures. with limited dictionary use, and should have an Emphasis is on written and oral communication in appreciation of the customs of the French people. real life situations. Activities are performance-based Students will involve themselves in the reading of and students will be expected to discuss and respond French plays and novels, as well as historical texts, to reading selections and video in the language. The the study of advanced grammar, the discussion of focus on language and culture is more in-depth and is French customs, culture, art, geography and history, presented at a more accelerated pace than that offered the frequent writing of essays, compositions, frequent in the standard version of the course. presentations, and exposure to many authentic materials in the classroom, including, but not limited FRENCH III (531) to film and video, cuisine and music. grades 10, 11, 12 / 1.0 credit / 1 year French III concentrates on developing the skills of listening, speaking, reading and writing further. French and Francophone culture are also studied. Students will read and write short stories in French and participate in role-plays. Topics include, but are not limited to: telecommunications, home and family, daily routines, travel abroad, hairstyles, emergency medical services, and getting around town. The geography and culture of the French-speaking world is presented in the dialogue scenarios, videos, readings (nonfiction and modified French literature), and with authentic materials.

FRENCH IV (541) grades 11, 12 / 1.0 credit / 1 year French IV concentrates on developing the skills of SPANISH I (510) listening, speaking, reading and writing further. grades 9, 10, 11, 12 / 1.0 credit / 1 year French and Francophone culture are also studied. An introductory course designed to develop the Students will read and write short stories in French knowledge and understanding of the basic skills in and participate in role-plays. Topics include, but are understanding, speaking, reading and writing the not limited to: telecommunications, home and family, Spanish language. This course covers the daily routines, travel abroad, hairstyles, emergency development of the fundamental skills involved in the medical services, and getting around town. The learning of the language. Topics addressed will geography and culture of the French-speaking world include greetings, school, family, home, leisure is presented in the dialogue scenarios, videos, activities, shopping, and sports. Also included will be readings (nonfiction and modified French literature), the study of the culture and geography of the Hispanic and with authentic materials. world. Students who successfully complete Spanish I and plan to go to college should continue with Spanish II the following year.

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HONORS SPANISH I (515) vocabulary lessons. A variety of ancillary materials grades 9, 10, 11, 12 / 1.0 credit / 1 year may be used by the instructor to enrich the course. An introductory course designed for the student who Oral and written proficiency are stressed. Topics will desires to move at an accelerated pace. The include travel abroad (restaurants, hotels, planes and curriculum is identical to that of Spanish I; however, trains), cuisine and gastronomy, leisure fun, a faster pace will provide time for extra enrichment telecommunications, medical emergencies, city and activities and increased speaking opportunities. This country living and shopping. course will provide a strong foundation for the student who wishes to continue the study of Spanish SPANISH IV (540) beyond the first year. It is expected that students who grades 11, 12 / 1.0 credit / 1 year successfully complete Honors Spanish I will continue At this level students will continue to gain confidence the following year with Honors Spanish II. in using the language that will become a most useful lifelong asset. Students will feel more at ease with SPANISH II (520) expressing themselves totally in Spanish in a more in- grades 9, 10, 11, 12 / 1.0 credit / 1 year depth way. Primary emphasis will be on oral/aural In Spanish II students can expect to build and expand proficiency and reading comprehension. Lessons are upon the communication skills they mastered in thematic, focusing on the geography, history, and Spanish I, thus improving conversational skills, culture of various regions of the Hispanic world. Also expanding vocabulary and interacting with others included are conversations focused on real life using the language. Topics discussed will include situations, which might occur during one’s travels in health, sports, leisure activities, daily routines, travel Hispanic countries. Students will read authentic abroad, Hispanic culture and literature. We will not newspaper articles as well as selections of literature only describe what we do in our own lives, we will from the countries studied. Vocabulary gained in also examine how life is lived in the Hispanic world. Spanish IV will be higher level and up-to date, enabling the student to communicate and function in HONORS SPANISH II (525) today’s world. There will be intensive grammar grades 9, 10, 11, 12 / 1.0 credit / 1 year review from previous levels as well as introduction of As with Honors Spanish I, this course will move at a advanced grammar topics. Our primary focus is to faster pace with increased emphasis on speaking increase the student’s ability to communicate in Spanish. The curriculum will be identical to that of Spanish with ease and confidence. Spanish II, but the day to day class work will be much more intense. There will be more opportunities for SPANISH V (550) the students to engage in conversation in Spanish. grade 12/ 1.0 credit / (W) /1 year They will be expected to offer information and In Spanish V students continue to build upon and personal opinions on a variety of topics relating to the enhance the skills acquired in previous levels of curriculum. Because most of the course will be Spanish. Primary emphasis will be on oral/aural conducted in Spanish students will find that their proficiency and reading comprehension. Students are fluency with both spoken and written language now very comfortable with conversation and improves rapidly. This course will be ideal for the discussion in the language. Classes will focus on student who plans to continue with Spanish 3. many topics of personal interest to the students, as well as the study of the geography, history, culture SPANISH III (530) and literature of the Hispanic World. In Spanish V we grades 10, 11, 12 / 1.0 credit / 1 year focus on Mexico, the Islands of the Caribbean, the Spanish communication skills are further developed countries of northern South America and the United at this level. Students become acquainted with States. Our knowledge and understanding of these advanced grammar structures and enhanced countries will be enhanced as we read and discuss

Page 63 Woodland Hills School District Curriculum Planning Guide authentic newspaper articles and literary works of German language. This course covers the some of the major writers of the Spanish-speaking development of the fundamental skills involved in world. At all times our primary focus will be to learning of the language. Topics addressed will increase the students’ ability to communicate in include greetings, school, family, home, leisure Spanish with ease and confidence. activities, shopping, and sports. Also included will be the study of the culture and geography of the GERMAN I (560) Germanic world. Students who successfully grades 9, 10, 11, 12 / 1.0 credit / 1 year complete German I and plan to go to college should An introductory course designed to develop the continue with German II the following year. knowledge and understanding of the basic skills in understanding, speaking, reading and writing the

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PATHWAYS TO THE FUTURE PLANNING GUIDE GRADES 9 AND 10

Name______Grade:______

Pathway:  Arts/Communications  Business and Finance  Health Services  Human Services  Industry Technology  STEM

CORE COURSES GRADE 9 CREDITS GRADE 10 CREDITS ENGLISH (4) MATH (4) SCIENCE (4) SOCIAL STUDIES (4) PE/HEALTH (2.5) COMPUTER (1) WORLD LANGUAGE (1) ART/HUMANITY (1) ELECTIVES (4.5) Total Total ELECTIVES ELECTIVES

Total Total Grade 9 Accumulative Grade 10 Accumulative Credits Credits

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PATHWAYS TO THE FUTURE PLANNING GUIDE GRADES 11 AND 12

Name:______Grade:______

Pathway:  Arts/Communications  Business and Finance  Health Services  Human Services  Industry Technology  STEM

CORE COURSES GRADE 11 CREDITS GRADE 12 CREDITS ENGLISH (4) MATH (4) SCIENCE (4) SOCIAL STUDIES (4) PE/HEALTH (2.5) COMPUTER (1) WORLD LANGUAGE (1) ART/HUMANITY (1) ELECTIVES (4.5) Total Total

PATHWAY ELECTIVES CREDITS PATHWAY ELECTIVES CREDITS

Total Total Grade 11 Accumulative Grade 12 Accumulative Credits Credits GRADUATION CREDITS

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PATHWAYS TO THE FUTURE PLANNING GUIDE GRADE 8

Name:______Grade:______

CORE COURSES GRADE 8

ENGLISH READING MATH

SCIENCE

SOCIAL STUDIES PE/HEALTH INTEREST LEVEL

*At the completion of 8th grade, students will determine their Pathway for 9th grade and beyond.

Pathway:  Arts/Communications  Business and Finance  Health Services  Human Services  Industry Technology  STEM

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Current Class Final Grade Should Schedule At least a 60% Algebra 1 Intro to Algebra Below a 60% Intro to Algebra At least an 80% Honors Geometry And Proficient on Keystone Exam Between a 60% and 80% Geometry And Proficient on Keystone Exam Algebra 1 At least a 60% Geometry and Keystone and not Proficient on Keystone Exam Algebra 1 WS Below a 60% Algebra 1 At least an 85% Honors Geometry Honors Algebra 2 Between a 60% and 85% Geometry Below a 60% Algebra 2 At least 85% Honors Geometry Algebra 2 Between a 60% and 85% Geometry Below a 60% Algebra 2 At least 60% Trigonometry Honors Geometry Below 60% Geometry At least 70% Trigonometry Geometry Between 60% and 70% Algebra 3 Below 60% Geometry At least a 70% Trigonometry Algebra III At least a 60% Probability and Statistics Below a 60% Algebra III At least 70% AP Calculus AB At least 70% AP Statistics Trigonometry Between a 60% and 70% Intro to Calculus Between a 60% and 70% Probability and Statistics Below 60% Trigonometry At least a 70% AP Calculus BC At least a 70% AP Statistics AP Calculus AB Between a 60% and 70% Probability and Statistics Below 60% AP Calculus AB

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At least a 70% AP Calculus AB AP Statistics Between 60% and 70% Intro to Calculus Below 60% Probability and Statistics At least 70% AP Calculus AB At least 70% AP Statistics Intro to Calculus Between 60% and 70% Probability and Statistics Below 60% Intro to Calculus At least 70% AP Statistics At least 70% AP Calculus AB Probability and Statistics Between a 60% and 70% Intro to Calculus Between a 60% and 70% Trigonometry Below 60% Probability and Statistics At least 70% AP Statistics AP Calculus BC Between a 60% and 70% Probability and Statistics Below 60% AP Calculus AB Subjective Investment ONLY JUNIORS AND SENIORS Mathematics Mathematics Data and ONLY SENIORS IN NEED OF A 4th MATH CREDIT Probability Exploration Honors Mathematical At least 80% or higher in ELECTIVE Finance Trigonometry SAT Preparation Junior or Senior ELECTIVE

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APPENDIX A

2018-2019 COLLEGE TEST DATES

*** NOTE: All testing dates and deadlines are TENTATIVE. These are subject to change by the testing services.

Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test (PSAT)

Saturday, October 14, 2017 - Woodland Hills High School

Scholastic Aptitude Test (SAT)

The dates listed below are tentative: August 26, 2017 October 7, 2017 November 4, 2017 December 2, 2017 March 10, 2018 May 5, 2018 June 2, 2018

SAT I and II are given on each testing date unless indicated otherwise. SAT I and II dates are subject to change by the testing agency.

*Some tests may be administered at Woodland Hills High School.

American College Testing Program (ACT)

Test Date September 9, 2017 October 28, 2017 Deadlines are currently not available-please see the December 9, 2017 guidance office February 10, 2018 April 14, 2018 June 9, 2018

Advanced Placement (AP) Examinations

Testing dates will be: May 1-5, 2017 and May 8-17, 2017.

If an AP exam is scheduled on a date when Woodland Hills students do not have school, those students taking the exam(s) must still report to school at the specified time. All morning exams will begin at 8:00 AM and all afternoon exams will begin at 12:00 PM. NO EXCEPTIONS!

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APPENDIX B

WOODLAND HILLS SCHOOL DISTRICT POLICY

105.1. CURRICULUM REVIEW BY PARENTS AND STUDENTS

The Purpose The Woodland Hills School District is required by the State Board of Education to assure that parents have access to information about the curriculum. The district shall adopt policies to assure that parents have access to information about the approved curriculum, including student learning, outcomes as stated in the district's Strategic Plan (effective beginning 1997-98 school term), books and instructional materials, and assessment techniques. The district will make available existing information about the curriculum utilizing the following procedural steps:

1. The parent/guardian must submit a request, in writing, to the respective building principal stating the specific curriculum and/or material being sought for review.

2. The building principal will respond, in writing, within ten (10) school days by providing the time, date, and location of the review.

3. The respective building's guidance counselor, or another professional staff member designated by the building principal, will oversee the review of the requested materials.

4. Requested materials to be reviewed are not to be removed from the building, but photocopying is allowable and will be permitted in accordance with Photocopy Policy #711, adopted March 13, 1996.

105.2. EXEMPTION FROM INSTRUCTION

The Purpose The Woodland Hills School District is comprised of a population with a diversity of religious, ethnic, and cultural beliefs. This diversity is expressed in the belief statements of the district's Strategic Plan (effective beginning of 1997-98 school term). The Board assures parents/guardians the right to have their children excused from specific instruction which conflicts with their religious, ethnic, and cultural beliefs. The district shall adopt policies to assure that parents/guardians have their children excused from specific instruction which conflicts with their religious beliefs. The Woodland Hills School District shall excuse any student from specific instruction which conflicts with their religious, ethnic, and cultural beliefs subject to the following guidelines:

1. A request must be made by the parent/guardian, in writing, to the respective building principal, clarifying the specific instruction from which the student is to be excused. As used in this policy, the phrase specific instruction is defined as elements of instruction by the teacher. It does not include required learning outcomes as stated in the district's Strategic Plan.

2. The written request to be excused shall be sent by the qualifying parent/guardian or student to the building principal, in quadruplicate. One (1) copy shall be retained in the student's permanent school records. One (1) copy shall be kept by the school principal, and one (1) copy shall be submitted to the teacher from whose instruction the student is to be excused. One (1) copy shall be kept in the possession of the Superintendent or his/her designee.

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3. It shall be the responsibility of the student to request permission to leave class when the specific instruction objected to is being presented or is about to be presented. When the student seeks to be excused, the teacher shall excuse the student if the teacher or principal has a copy of the written request and the written request adequately describes the specific instruction.

4. The written request must contain a statement that the specific instruction described conflicts with the religious beliefs of the student or the parents/ guardians.

5. The parent/guardian and/or student may request suggested replacement educational activities. The only permissible educational activity for this purpose shall be in the nature of replacement instruction that is consistent with the goals set for the course and does not require the provision of any extra resources by the district.

6. The building principal shall determine where the student shall report during the time the student is excused.

7. All students excused from specific instruction shall be required to achieve the learning outcomes established by the district in its Strategic Plan and are necessary for graduation.

130. HOMEWORK

Woodland Hills School District supports the role of homework as a pivotal factor in the educational process. Homework encourages development of self-discipline and associated good work habits, which, in turn, will improve academic skills and knowledge. This homework policy is intended to guide good educational practice, but not hamper the creativity and flexibility of individual teachers. Homework can motivate students and promote learning; but if improperly planned and not appropriate for individual students, it can be counterproductive. Homework can increase learning time, provide practice for classroom learning, and develop independence, initiative, and responsibility. Homework is neither punishment nor busywork, and it should not be assigned for disciplinary reasons. Finally, the purpose of this policy is to assure that a district-wide approach be used when utilizing homework in the instructional process. This policy, along with supporting administrative guidelines, is intended to focus on responsibilities of students, teachers, and parents in the appropriate use of homework at various levels and for various disciplines throughout the system.

Homework is defined as work that is planned or approved by the teacher for completion by students outside of the regular classroom, without immediate and direct supervision by the teacher. Woodland Hills School District endorses the concept, which promotes four types of homework:

1. Practice assignments provide opportunities for students to continue what has been presented and practiced in class.

For example, a math teacher may assign additional problems for homework after a math concept has been presented and practiced in class. Such assignments can be effective when a skill needs practice, but become dull and counterproductive if used extensively with students who have the skill well in hand.

2. Preparation assignments have the purpose of preparing students for the next lesson. For example, a science teacher may assign the reading or study of textbook material in order to prepare students

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for a forthcoming class discussion. Preparation assignments serve their purpose best when students understand what is to be accomplished by completion of the assignment.

3. Extension assignments have the purpose of extending a previously learned skill or body of knowledge. For example, a social studies teacher may assign the reading of library reference material in order for students to gain additional insight into concepts being studied. Extension assignments are also long-term; but, more importantly, they focus on student production, not merely reproduction.

4. Creativity assignments provide opportunities for students to apply previously learned knowledge. For example, the English teacher may provide opportunities for students to respond to a piece of literature through written, artistic, or dramatic expression.

Finally, the following limitations are believed reasonable for each grade level.

Grade Total time at night 8 20 min/subject 1-2 hours/night 9 30 min/subject 1-2 hours/night 10-12 2-3 hours/night

Implementation of this policy is primarily the responsibility of classroom teachers. The superintendent will develop procedures and guidelines to provide direction for the staff.

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APPENDIX C NCAA REQUIREMENTS

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