HS Course Selection Guide 15-16

2015-16

LONG BEACH UNIFIED SCHOOL DISTRICT

HIGH SCHOOL Course Catalogue

2015-16

This guide contains a listing of most of the regular courses offered in the high schools of the Long Beach Unified School District. A course matrix (grid) begins each section indicating the projected offerings at each high school. A description of the courses follows the grid. All high schools offer all required courses, however electives vary from site to site. It is also possible that a school may offer a course not included in this guide.

Long Beach Unified School District

Christopher J. Steinhauser, Superintendent of Schools

Published by Office of Curriculum, Instruction & Professional Development

Table of

Contents

Section Page

High School Descriptions 1 Graduation Requirements 16 Special Opportunities 21

Course Matrices and Descriptions 24

Career / Technical Education 25 English Language Arts 61 English Language Development 75

General Studies 78

History/Social Science 80 Interdepartmental 89 Mathematics 95

Military Training and Naval Science 103 Physical Education 104 Science 111

Visual and Performing Arts 121

World Language (formerly Foreign Language) 138

Regulations Prohibiting Discrimination 150

Table of Contents 2015-16

High School Planner/Schedule of Courses

Student Name:______Parent Signature:______

Career Interests: 1.______2.______3.______m Undecided ______

Post High School Plans: ° University of California ° Community college, vocational/technical ° Military Service ° California State University ° Attend trade/business school ° Full time homemaker ° Other four-year college or university ° Apprenticeship training program ° Other plans ° Community College, academic ° Work full-time/part time, no school ° Undecided

The University of California and California State University systems have specific subject requirements for freshman admission. In addition, the National Collegiate Athletic Association (NCAA) has initial eligibility requirements for students who wish to participate in post-secondary athletics.

Please consult with your child’s counselor regarding these requirements as you plan your four years of high school.

LBUSD Graduation Requirements and LBUSD Graduation Worksheet Checklist: http://bit.ly/1WOyIeT

High School Planner 2015-16

August 1, 2008. See the chart below for the break-down University of California of this 16 core-course requirement. NCAA Division II requires 14 core courses. See breakdown for core-course & California State requirements below. Please note that Division II will require 16 core courses beginning August 1, 2013.

University Subject Division I* For the Class of 2008 and beyond Area Requirements 16 core courses § 4 years of English § 3 years of mathematics (Algebra 1 or higher) The following sequence of 15 year-long high school courses § 2 years natural/physical science (1 year of lab if offered by is required by the University of California and California the high school) State University systems for high school students to be § 1 year of additional English, mathematics, or natural/ minimally eligible for admission. At least 7 of the 15 courses physical science must be taken in the last two years of high school. These § 2 years social science courses also illustrate the minimum level of academic prep- § 4 years of additional core courses (from any area above, aration students need to achieve in high school to undertake world (foreign) language or nondoctrinal religion/ philosophy) university level work. Division II These college entrance requirements, also referred to as the August 1, 2013 and After “a-g” requirements, can be summarized as follows: 16 Core Courses § 3 years of English A History/Social Science - Two years required, including § 2 years of mathematics (Algebra I or higher) one year of world history, cultures, and geography and one year § 2 years of natural/physical science of U.S. history or one-half year of U.S. history and one-half year § 3 years of additional English, mathematics or of civics or American government. natural/physical science B English - Four years of college preparatory English that § 2 years of social science include frequent and regular writing, and reading of classic § 4 years of additional core courses (from any area above, and modern literature. world l(foreign) language or nondoctrinal religion/ philos- C Mathematics - Three years of college preparatory ophy) mathematics that include the topics covered in * Beginning August 1, 2016, NCAA Division I will require 10 elementary and advanced algebra and two- and core courses to be completed prior to the seventh semester three-dimensional geometry. (seven of the ten courses must be a combination of English, D Laboratory Science - Two years of laboratory science math or natural/physical science that meet the require- providing fundamental knowledge in at least two of these ments). three disciplines: biology (which includes anatomy, physiology, marine biology, etc.), chemistry, and physics or Grade Point Average three years of integrated science. Only core courses are used in the calculation of the grade E Language Other Than English - Two years of the same point average for NCAA Initial Eligibility. Students apply- language other than English. ing for a Division I school, please view the Sliding Scale A F Visual & Performing Arts - One year, including dance, (for students enrolling before August 16th, 2016). If you drama/theater, music, or visual art. are enrolling after August 16th, 2016, a student must have G College-Preparatory Electives - In addition to those a 2.000-2.299 in order to be eligible to receive athletics courses required in "a-f" above, one year (two semesters) of college-preparatory electives are required, beyond those used aid and practice at a Division I school. If a student to satisfy the requirements above, or courses that have been wants to be eligible for competition at a Division I school, approved solely for use as “g” electives. they must have a minimum GPA of 2.3. Please see Sliding Scale B on the NCAA website to determine your GPA eligibility. Students who are interested in applying to a Division II school are required to have a minimum 2.0 NCAA Eligibility GPA. The Sliding Scales can be found at the website ATHLETIC ELIGIBILITY REQUIREMENTS listed below. Be sure to look at your high school’s list of NCAA Initial Eligibility NCAA-approved core courses on the Eligibility Center’s website to make certain that courses being taken have Students who want to pursue athletics at any postsecond- been approved as core courses. The website is ary institution must complete specific requirements. The www.eligibilitycenter.org. Please note that NCAA core National Collegiate Athletic Association (NCAA) is the ath- course eligibility is also indicated after each course de- letic governing body for 1,280 colleges and universities. scription in this guide. Their academic standards include high school graduation, a "core" GPA, a target SAT or ACT score, successful com- It is the responsibility of the student to file for athletic certi- pletion of approved “core” courses and all other college fication usually by the beginning of the senior year. Any admissions requirements. questions should be directed to the Head Counselor at the school site, or contact NCAA at (877) 262-1492. Core Courses: NCAA Division I requires 16 core courses as of August 1, 2008. This rule applies to any students first entering any Division I college or university on or after

2015-16

High School Descriptions

THE COMPREHENSIVE HIGH SCHOOL

The high schools of the Long Beach Unified School Dis- 2. A demanding technical component that delivers trict are four-year comprehensive high schools. This concrete knowledge and skills through a cluster means that they offer a wide range of subjects to meet of technical courses, or through the integration of students’ greatly varying needs and interests. Compre- technical concepts into the academic core. hensive high schools have adopted the Linked Learning 3. A work-based learning experience that offers approach to ensure that every student becomes a re- opportunities to learn through real-world experi- sponsible, productive citizen in a diverse and competitive ences that complement classroom instruction. world. 4. Support services that include counseling as well as additional instruction in reading, writing, and Linked Learning transforms students' high school experi- mathematics to help students succeed with a ence by bringing together strong academics, demanding challenging program of study. technical education and real-world experience to help students gain an advantage in high school, postsecondary To provide the flexibility which adequately meets such education and careers. In the Linked Learning approach, multiple needs, the high schools offer a wide range of students follow industry-themed pathways in a wide range subjects beyond those required for high school graduation. of fields, such as engineering, arts and media, biomedi- They provide counseling and guidance services and cine and health. These pathways connect learning with many opportunities for students to prepare for advanced students’ interests and career aspirations, leading to training in academic and in skilled and semi-skilled occu- higher graduation rates, increased postsecondary enroll- pational fields. ments, higher earning potential and greater civic en- gagement. Used in schools throughout California, this SMALLER LEARNING COMMUNITIES integrated approach helps students build a strong foundation for success in college and career—and life. Five of the six comprehensive high schools in Long Beach

The four principles that form the foundation for this ap- Unified School District have adopted the smaller learning proach are: community (SLC) model. In this model, students are 1. Pathways prepare students for BOTH postsec- grouped together in cohorts based on interest and share ondary education and careers – both objectives, teachers and classes over the course of their four years at not just one or the other. the school. Each SLC is organized around one of 15 2. Pathways connect academics to real-world ap- broad industry themes identified by the California De- plications by integrating challenging academics partment of Education as high need and highly employa- with a demanding technical curriculum. ble. Those SLCs that have not chosen a specific affiliation 3. Pathways lead to a full range of postsecondary have infused the career readiness components (common and career opportunities by eliminating tracking to all industry) into their academic course of study. and keeping all options open after high school. 4. Pathways improve student achievement. [See next page]

The critical components of this approach adopted by Long www.lbschools.net/Departments/Linked_Learning/ Beach high schools include: 1. A challenging academic component that prepares students for success – without remediation – in California’s community colleges and universities, as well as in apprenticeships and other postsecondary programs.

High School Descriptions 1 2015-16

e Nam Construction Trades Construction

School School Transportation Public Services Public Business and Finance and Business Fashion & Interior Design Interior & Fashion Engineering & Architecture & Engineering Marketing, Sales, & Service & Sales, Marketing, Arts, Media, &Entertainment Media, Arts, Smaller Learning Community Learning Smaller tionand Communication Technologies Agriculture &Natural Resources &Natural Agriculture Building and Building Energy, Environment, and Utilities and Environment, Energy, Hospitality, Tourism, & Recreation & Tourism, Hospitality, Health Science & Medical Technology Medical & Science Health Manufacturing & Product Development Product & Manufacturing Informa Education, Child Development, & Family Services Family & Development, Child Education,

Cabrillo Academy of Busi- X X

ness

Cabrillo Academy of Law & X Justice

Cabrillo Engineering & De- X X sign

Cabrillo Health Occupations X and Careers

Specialized Academy of Computer Media, Arts and X

Animation Juan Rodriguez Cabrillo High School High Cabrillo Rodriguez Juan University Scholars -

California Academy of X X Mathematics and Science

CAMS

High School Descriptions 2 2015-16

Architecture, Construction X X and Engineering

Aspiration in Medical Ser- X vices

Business and Entertainment School of Travel, Trade and X X

School Tourism

Excellence Through the Arts X

International Baccalaureate -

Jordan’s Media and Com- munication Learning Com- X

David Starr Jordan High High Jordan Starr David munity

Jordan’s Technical Studies X

Panther Academy X

Applied Technology Magnet X X X

Trade, Commerce, Business X X

Lakewood Academy of Sports Medicine, Exercise X X

and Recreation

Merit Scholars -

Odyssey Academy -

Lakewood High School High Lakewood

The Arts X

High School Descriptions 3 2015-16

Community of Musicians, Performers, Artists, and X

Social Scientists

Millikan Information Tech- X nology

Generating Respect for the Earth, Environment, and X X

Nature

Millikan Business Academy X X

Personal success through Empowerment, Academic X X achievement, Conflict reso- Robert A. Millikan High School High Millikan A. Robert lution, and Ethics in action

Questioning, Understanding, Engaging, and Success - through Technology

Beach Academy X

Center for International Cur- X X riculum

Justice X

Medical and Paramedical X Services Academy

Media, Entertainment, X Technology and Sports

Poly Academy of Achievers

Polytechnic High School High Polytechnic X and Leaders

Pacific Rim Magnet Academy X X

Program of Additional Cur- X X X X ricular Experiences

High School Descriptions 4 2015-16

Renaissance High School for X the Arts sance Renais-

SATO Academy of Mathe- X X matics and Science SATO

Engineering X X

Health Medical X

High School High

Woodrow Wilson Wilson Woodrow Criminal Justice X

High School Descriptions 5 2015-16

AVALON HIGH SCHOOL JUAN RODRIGUEZ CABRILLO HIGH SCHOOL P.O. Box 557 2001 Santa Fe Avenue, Long Beach, CA 90810 200 Falls Canyon Road, Avalon, CA 90704 (562) 951-7700 Santa Catalina Island (310) 510-0790 Cabrillo High School is doing “Whatever it Takes!” to ensure that our students experience a challenging and Avalon High School is part of a unique K-12 campus located rigorous standards-based education. Along with Project in Avalon on beautiful Santa Catalina Island. The school Lead the Way certification, and a comprehensive serves a community of 4,000 full-time residents. Catalina schedule of accelerated and Advanced Placement Island’s economy is based primarily on tourism, hosting a courses, we have also designed our school around four million visitors a year. The Avalon administration and staff, Small Learning Communities and four Secondary Spe- parents, and community work closely together to support the cialized Programs. These communities are designed to best possible learning opportunities for students. In the Spring give the Cabrillo student multiple opportunities to ex- of 2003, Avalon High School was selected as a California plore career pathways that will give them the necessary Distinguished School. skills to make a successful transition to the integrated

A small student body of approximately 250 students allows worlds of both college and career. for personalized instruction from a dedicated faculty. Students are provided a challenging curriculum that offers a compre- NINTH GRADE ACADEMY – ACCESS hensive college-preparatory selection of courses, including honors English, and advanced placement US History, Gov- Academy for College and Career Exploration for ernment, Spanish Language, English Literature and Lan- Student Success (ACCESS) is a comprehensive guage, AB Calculus, and Music Theory. A variety of elective freshman transition program for all incoming 9th graders. classes are available in visual arts, technology, industrial ed- We support and encourage our students to academi- ucation, year book, and instrumental music. Because of Av- cally challenge themselves with rigorous and relevant alon’s K-12 population, students interested in the exploring courses. Each freshman is assigned to an ACCESS teaching or teacher assistant programs have the opportunity house with a dedicated staff of teachers and counse- to work with elementary, middle or high school teachers. lors. Other students who have part-time jobs are enrolled in a work experience class. ELD and Special Education programs are SMALL LEARNING COMMUNITIES available for English Language Learners and special needs students. Other Student Support Services include personal Cabrillo Academy of Business (CAB) focuses on careers and academic/college counseling, substance abuse coun- in global logistics; global logistics is defined as the design seling, nursing services, peer mediation, Student Support and management of a system that directs and controls Team (ASAP), and a formalized faculty intervention program. the flows of materials into, through and across national borders. The Jaguar Academy of Finance is a member of The AVID elective program is offered at Avalon to better the National Academy Foundation. NAF is a national network prepare college-bound students. The AVID program of career academies that services over 50,000 students in the develops rigorous study skills through direct instruction and United States. Students have hands-on experiences in the older-age tutors. Students in AVID learn how to apply for field inside and outside the classroom. Through partnerships scholarships and have the opportunity to participate in college with local colleges and businesses, students are exposed to visitations. various pathways leading from Cabrillo to the world of finance, global logistics and supply-chain management. Students attending Avalon High School have the opportunity to participate in a diverse extracurricular program. Fourteen Cabrillo Academy of Law and Justice (CAL-J) provides sports teams frequently travel to the mainland to compete students with the opportunity to explore the fields of with other small high schools. An active group of cheer and legal studies, social justice, or law enforcement, through song leaders meet daily during tutorial and perform at pep a series of rigorous and thematic classes focused on assemblies and athletic events. The Channel Crossings Club topics and issues relevant to each pathway. Students promotes cultural awareness and diversity, an active drama engage in a series of advanced electives and club presents several theatrical productions each year, and work-based learning opportunities like Teen Court and other students pursue their interests and/or leadership skills Mock Trial, celebrate Law Week, professional mentor- through a dozen other organizations including the Rotary ships, and apply for internships. The legal studies Interact-Social Action Club, Peer Mediation Club, Life Issues pathway is now a California Partnership Academy with Club, World Awareness Club, Art Club, Garden Club, CSF, support from the Long Beach and California Bar Asso- and Student Council.

High School Descriptions 6 2015-16

ciations and Los Angeles Superior Court. Specialized dents is academic assistance, and classes for preparation of Program ** the CAHSEE and SAT Test are available.

The Cabrillo Engineering and Design (CED) is designed for students who have an interest in math and science and want to be able to “Think, Create and Build” like an engineer. Our program is focused on and nationally recognized as a Certified Project Lead The Way School, which allows for engineering students to earn college credit while in high school. Specialized Program **

The Cabrillo Health Occupations and Careers (CHOC) is committed to providing its students with a rigorous ac- CALIFORNIA ACADEMY OF MATHEMATICS ademic program incorporating the A-G requirements. AND SCIENCE CHOC students focus on exploring the world of high 1000 East Victoria Street, Carson, CA 90747 demand careers in health and human services through (310) 243-2025 guest experts in the field, job shadowing, and confer- encing opportunities with health and science specific The California Academy of Mathematics and Science is a elective classes. comprehensive four-year high school located on the campus of California State University, Dominguez Hills (CSUDH). The Specialized Academy of Computer Media, Arts and CAMS’ mission is to increase the nation’s pool of college Animation (SACMAA) is designed for students who have graduates in the fields of science, technology, engineering a passion for the Visual and Performing Arts and and math (STEM) by offering an intensive col- Computer Media. This program allows students to con- lege-preparatory education to motivated high school students. tinually develop their skills within each of the three It serves a diverse student body of over 670 students, who strands: Computer Media: Animation, Graphics, Web earn transferable university credit in grades 11 and 12 by Design; Visual Arts: Drawing & Painting, taking tuition-free college courses at CSUDH. Upon gradua- Three-Dimensional Media or Performing Arts: Music, tion, CAMS students have completed an average of twen- Dance and Drama. Specialized Program ** ty-two university units. The required CAMS curriculum far exceeds the University of California (UC) admission require- The University Scholars offers several selections of Ac- ments, and nearly all students go on to four-year universities celerated, Honors, and Advanced Placement courses. immediately following high school. The CAMS offers an ex- Beyond the academic challenge, University Scholars' is cellent education for high school students considering careers focused on leadership training and the preparation in STEM fields. of future leaders, while receiving support through student advisory groups, after-school tutorials, with Program Highlights university visits and guest speakers. Our mission is to • Engineering and Biotechnology Pathways ensure our University Scholars are prepared for a suc- • Located on a university campus, CAMS juniors and cessful transition to college and possess the skills to seniors take university classes as part of their elec- be future leaders in our society. Specialized Program tive program. ** • Small student body allows more teacher-student

SUPPORT PROGRAMS interaction. • Students gain experience with real-world problem Cabrillo’s Advancement Via Individual Determination solving that stresses group work and interdiscipli- (AVID) program provides the learning tools, support and con- nary projects. fidence that will help students prepare to enter and succeed • Successful and active mentor and internship pro- in college. The AVID program teaches students the organiza- grams are in place. tional and learning strategies needed to be successful in to- • School culture strongly supports students in ob- day’s world as well as challenging students to take rigorous taining college admissions. College admission classes with the needed staff support to guarantee academic staff actively recruits CAMS students. More than 60 success. colleges and universities provide CAMS with re- cruitment site visits each year. There are numerous support and intervention programs for both students and parents in place to ensure student EDUCATIONAL PARTNERSHIP success in meeting graduation requirements and passing the HIGH SCHOOL California High School Exit Exam (CAHSEE). CHS has a (562) 427-9766 comprehensive counseling program that works with both students and parents to develop a plan and monitor the stu- The Educational Partnership High School (EPHS) is an al- dents’ meeting their goals. Cabrillo provides their English ternative education school that specializes in independent Language Learners a strong collaborative instructional pro- study for youth who have dropped out of, or are at risk of gram that ensures smooth transitions as their English skills dropping out of, a regular comprehensive high school. This progress. Another student support that Cabrillo offers stu- unique school uses contract independent study as the pri-

High School Descriptions 7 2015-16

mary instructional strategy for students who desire a high ence opportunities that exist in the medical field. school education but are not able to attend the traditional comprehensive high school. Since its beginning in 1988, International Baccalaureate (IB) - Secondary Specialized EPHS has expanded from a single facility operation to one Program - This rigorous program is recognized and re- that has eight separate locations throughout the community. spected by colleges and universities worldwide. It is a natural extension for students already taking IB coursework or in The staff at EPHS has spent many years building a quality middle school GATE programs, but all students looking for a school that benefits students, parents and the community. challenge are welcome to apply. Lindsey and Hudson stu- The teachers have had ample experience in motivating students are encouraged to complete IB’s MYP program at dents in an alternative educational setting. EPHS offers edu- Jordan. Priority for admission to the programs will be granted cational opportunities for a variety of students, including those to students from these schools. with disciplinary and attendance problems. The core curriculum meets State standards and students use the same text- Diploma Program: In grades 11 and 12 students can enroll in books utilized throughout the district. The pacing and instruc- a full schedule of college-level coursework. By completing the tional delivery is individualized to meet each student’s special IB diploma requirements, students are eligible at colleges needs. EPHS has also established ties with the Probation around the world for credit equivalent to the freshman year of Department, the Regional Occupational Program, Cal Learn, college. Summer Youth Employment, Long Beach City College and the Long Beach School for Adults. Academic Path to Excellence (APEX) - This challenging academic program prepares students for the rigors of university and post-secondary education. Students will participate in at least six Advanced Placement courses and the opportunity for a seventh class in grades 10-12.

BESTT Academy of Hospitality and Tourism seeks to empower and prepare students for life beyond high school and college by offering rigorous courses focused on the world’s largest industries, from hotel manage- JORDAN HIGH SCHOOL ment to sports, entertainment, and event management. 6500 Atlantic Avenue, Long Beach, CA 90805 (562) 423-1471 Excellence Through the Arts (ETA) is A program where like-minded artistic individuals form a supportive and David Starr Jordan High School serves an ethnically/culturally creative community. Students focus on the arts all four balanced neighborhood in North Long Beach and a small years of high school. This helps perfect student tal- section of Lakewood. Jordan is a model high school of the ents and create new talents by expanding their artistic future. Jordan staff, students, parents and community busi- scope. Students are supported by their peers and ness leaders have joined together to restructure and redefine teachers through mentoring, the attendance of special the school. art events and performances, guest speakers, field trips and core classes. The goal is for ETA students to A Jordan student should be a lifelong learner, critical graduate with excellent creative skills and to have op- thinker, problem solver, proficient communicator, and a tions for post-secondary education and/or career responsible member of society. In order to help students, placement. reach these goals, Jordan offers specialized courses of study that maximize a student’s strengths, talents, and Jordan’s Media and Communication Learning Commu- interests, while helping them make connections with nity (JMAC) Media and Communications Studies in Digi- mentors. tal Graphic Art, Video Production, and Stage Manage- ment and Technology. JMAC students design and pro- SMALL LEARNING COMMUNITIES duce: the Stylus Magazine, Jordan News & Entertain- ment Today (JNET- a weekly video news bulletin), a Architecture, Construction and Engineering Technolo- variety of live theatrical productions and JMAC is Linked gies (ACE) provides work-based learning experiences that Learning Certified as of June 2013. prepare students for future careers in architecture, construction, and engineering. ACE provides students with internships JTECH (Jordan Automotive Technical Studies) – and career networking opportunities as well as first-hand provides students the opportunity to explore technical experiences with industry professionals. ACE offers fieldtrips, careers, such as automotive mechanics, automotive camps, and community building projects to build meaningful collision, welding and metal fabrication during junior relationships and make relevant connections between aca- and/or senior years aligned with the career path of their demics and industry. choice.

Aspirations in Medical Services (AIMS) is for any student Panther Academy offers opportunities to explore ca- who is interested in investigating the medical field through reers related to Law, Law Enforcement, Public Service academic and vocational education. Through internships, and Careers with Children in an engaging academic and hands-on career investigation, AIMS students experi- environment that prepares students to continue their

High School Descriptions 8 2015-16

career education at post-secondary institutions. Stu- science, at least three of the core technical courses and dents will have the opportunity for workplace experi- must complete and present a digital portfolio. ences, guest speakers, field trips and other career related activities. The ARTS Academy is designed for students with a desire for self-expression and for the exploration of crea- SUPPORT PROGRAMS tivity in the world around them. Students in The Arts SLC will be given an opportunity to pursue their inter- Advancement Via Individual Determination (AVID) is an ests in the fields of drama, fine arts, film, music, dance, academic elective class for grades 9-12. The AVID program journalism, writing, and foreign language. The Arts is designed to help students prepare to enter and succeed in SLC program is designed with the college bound stu- four-year colleges and universities. Many students with the dent in mind. Students successfully working through potential to succeed in post-secondary education need extra The Arts will be given the opportunity to earn college academic assistance and encouragement. AVID meets the credit by taking Advanced Placement classes in French, needs of these students by providing: academic preparation, Music Theory, Spanish, etc. The Arts SLC is a place study skills for college-level work, help in coping with college- where students can be creative, be involved, and be prep curriculum, motivation for seeking a college education, themselves. and career awareness. Students are also given the opportunity to tour many colleges and universities along with Knights - As a Specialized Program, the Lakewood meeting and listening to various college/career representa- High School "Knights" option is offered to a limited tives. number of well-qualified students within each Small Learning Community (SLC). Prospective freshmen ap- plicants must have scored proficient or above in both the English and Math sections of the CST Test in 7th grade and have a cumulative GPA of 3.0 or higher upon graduation from Middle School. If you are a highly ca- pable student who desires an intellectually demanding and invigorating High School experience, then we invite you to apply for Lakewood's "Knights" program. You will also need to indicate which SLC you desire to study within as a “Knight.”

The LASER SLC (Lakewood Academy of Sports Medicine, Exercise Science, and Recreation) is spe- LAKEWOOD HIGH SCHOOL cifically designed for the sports minded, health con- 4400 Briercrest Avenue, Lakewood, CA 90713 scious, fitness and recreational enthusiast. The highly (562) 425-1281 specialized curriculum is infused throughout to meet the Today’s Lancers, Tomorrow’s Leaders academic and career needs of students interested in a mind-body approach to wellness, athletic performance, Lakewood High School offers a diverse curriculum that ad- nutrition, recreation, and medical sciences. Students will dresses the needs of all students. Rigorous academic have many opportunities to develop various skills courses, including Advanced Placement (AP) and Hon- through challenging hands-on, real world academic and ors classes, are provided. AVID classes and extensive technical classes. Open your mind, feed your curiosity, tutoring are also available in all Small Learning and discover your passion all while supplying yourself Communities (SLCs). Lakewood High School is orga- with the necessary tools in the LASER SLC to succeed nized into six theme/career based SLCs. Each SLC in a two/ four-year college, a vocational/technical school groups students, teachers, counselors, administrators, or directly into work-related careers. and business/community partners in order to provide coherent college and career pathways. Merit Scholars – As a Special Program, Merit is a rigorous college preparatory program committed to preparing students SMALL LEARNING COMMUNITIES for university level work. In preparing students for higher education, the Merit Scholars curriculum exceeds the Applied Technology Magnet (ATM) - This Specialized UC/CSU admission standards. All students are required to Program is aimed at extending students’ experiences take a minimum of three Advanced Placement courses. with technology through hands-on activities, Students will be placed in Accelerated or Honors classes. cross-curricular projects and STEM studies (science, technology, engineering and math). Students will de- The Odyssey Academy is a creative and academically velop the real-world skills needed to be successful after challenging program, which provides cross-curricular high school and understand that a literate nation not projects/field trips with a focus on marine studies. The only reads; it computes, investigates and innovates. Odyssey Academy is committed to advancing the total Students will also make connections between the world personal and academic literacy of students by pre- of technology and all aspects of life as they study the six paring him or her for success at the university level or core technologies: communication, bio-medical, trans- on their path to a career. Our time-tested strategies portation, manufacturing, construction, and energy & incorporate 21st Century Skills that promote learning power. All students are required to take four years of

High School Descriptions 9 2015-16

real world skills: problem solving, time management, and the academic disciplines of history, science, math, organization and developing personal skills: responsi- and English. bility, teamwork and positive interdependence; all essential for living in a global community. The ocean Challenging Academics theme is seen both inside the classroom and through All three McBride pathways are focused on completing Odyssey field trips to research labs and aquariums. The the UC and CSU Entrance Requirements (a-g) with a Odyssey Academy personalizes the learning experi- sequence of courses that are aligned to college expec- ence by promoting teamwork and camaraderie among tations. Advanced Placement (AP) courses and options students and teachers. to earn college credits and industry certifications upon graduation will be offered in the upper grades. Trade Commerce and Business Scholars (TCB) is a Na- tional Academy Foundation (NAF) Academy of Finance, McBride Engineering whose mission is to develop individuals who possess With a four-year engineering sequence of courses, the skills and qualities highly desired by trade schools, students will design new and innovative products using colleges and the international business community. industry standard CAD/CAM software and CNC ma- Students in the program will develop strong communi- chining processes. Students will learn math, science, cation skills by working with other students, teachers, history, and English in the context of the engineering and business leaders, enabling them to take the path- development process. Using the nationally recognized way that fulfills their life goals. TCB offers courses in and locally tested Project Lead the Way engineering business preparation, and a curriculum that meets A – curriculum, students will graduate from McBride Engi- G requirements. If you’re in TCB, you’re “Taking Care of neering with demonstrated manufacturing and design Business.” skills and a strong understanding of the variety of engineering career and college options. Along the way, students will experience the joy of creating something new, moving from concept to reality.

McBride Health – Medical Culminating in the possibility of earning a Certified Nursing Assistant or EMT certification, students will take a four-year sequence of courses that includes

Healthcare Career exploration, Global Health, Princi-

ples of Health Science, and Diagnostic Services. Health-Medical courses provide the cornerstone for interdisciplinary projects in all four years. On campus, students will work in a health medical lab that resembles ERNEST S. McBRIDE HIGH SCHOOL a hospital, and they will apply what they have learned to 7025 E. Parkcrest Street, Long Beach, CA 90808 practical experiences in the community. (562) 425-3539 McBride Criminal Justice and Investigation Supported by a Crime Lab, a Police Academy Lab Three Pathways - One Vision and outdoor physical training, the McBride Criminal McBride High School has three pathways, Engineering, Justice and Investigation pathway will provide a crime Health-Medical, and Criminal Justice and Investiga- scene context throughout the student’s four-year expe- tion. All three pathways engage students around their rience. With simulated crime scenes and interactions interests, find relevant connections to real world activi- with professionals, students will understand the founda- ties, and gauge student learning through collaborative, tions of the criminal justice and legal systems, the sci- hands-on projects. All three pathways prepare students ence behind CSI, and the expectations of a future in law for the demands of college and the workforce. With enforcement and criminology. Students will see the workplace learning experiences in their senior year, all connections between math, science, history, and Eng- three pathways empower and inspire students to make lish as important components of investigating a crime their own path and determine their own future. scene.

A Unique Experience McBride High School looks and feels different than any other high school you have seen. With career labs and specialized spaces for collaboration, students will demonstrate what they have learned through integrated projects, team collaboration, and connections with industry partners. Teachers will also work as a team to meet the needs of individual students and create a coherent educational experience. With learning centered on a career-themed course of study, students will see the connections between the theme of their pathways

High School Descriptions 10 2015-16

terest in the environment. Through its environmental theme, this academy prepares students to understand the issues facing our planet. Academy students will be eligible for university admission with all required courses for college (CSU/UC a-g admission requirements) and have access to accelerated, honors, and AP classes in all subjects. The GREEN Academy is designed to meet the needs of motivated students who are interested in the environment and looking for challenges, encouragement, and support from caring teachers. If

you care about our planet and want to make a differ- ROBERT A. MILLIKAN HIGH SCHOOL ence, the GREEN Academy is the place for you. 2800 Snowden Avenue, Long Beach, CA 90815 (562) 425-7441 Millikan Business Academy (MBA) is a smaller learning community that promotes essential life skills and college Millikan High School (located near El Dorado Park) is the preparedness with a particular emphasis on entrepre- home of Millikan Nation. Organized into Small Learning neurship, marketing, enterprise, and financial inde- Communities focused on student interests, Millikan is pendence. Students will learn sound business prac- recognized as a model in the state for the development tices and principles and develop and compile profes- and implementation of high school reform. Millikan sional portfolios, gain essential technology skills, gain Nation’s Small Learning Communities have created a awareness of benefits of volunteerism. As a capstone to sense of belonging, motivation, safety, and pride unique the MBA curriculum, seniors will enroll in the Virtual to our east Long Beach suburban campus. Listed re- Enterprise class, gaining experience by running a virtual peatedly as one of the nation’s top high schools, Milli- business and networking with other schools. Students kan boasts some of the district’s top requested special- will leave the Academy with skills and a personal vision ized programs. Well-known for our high standards and of how to bring their career and personal goals to frui- academic achievement, the graduating class of 2011 tion as civic-minded and ethical participants in today's collected nearly seven million dollars in grants and changing society. MBA students are expected to meet scholarships. The Millikan Nation is home of RAM the High School & College admission requirements by pride providing students with the opportunity for a taking accelerated, honors and AP classes. well-rounded high school experience by offering top-notch athletics, visual and performing arts programs, Millikan Integrated Technology (MIT) Academy is a and other extracurricular activities to support academics four-year college preparatory program with dual tech- and service learning. All members of the Millikan Na- nology pathways including graphic design and infor- tion choose to show their RAM pride every day in their mation technologies. MIT’s technology application blue and gold student-friendly uniforms and by sup- prepares the student for post-secondary and/or work- porting our motto. place skills by engaging the student in the use of technology as a tool to research, develop, organize and SMALL LEARNING COMMUNITIES present information. This program lays the foundation for students to participate comfortably in an increasingly COMPASS (The Community of Musicians, Performers, technological society, creating motivated, self-aware Artists, and Social Scientists) is a small learning com- students focused on college, career, and technology. munity focused on preparing college-bound students for life after high school by integrating core curriculum with Personal Success through Empowerment, Academic the social sciences and the arts. All Compass students achievement, Character education, and Ethics in action are expected to commit to a self-selected pathway in academy (PEACE) is a Linked Learning Certified pro- the visual or performing arts that will lead to at least gram that seeks to nurture community-minded citizens intermediate skills in a specific artistic discipline (Visual who advocate for social justice by engaging in service Arts, Drama, Dance, Instrumental Music, or Vocal Mu- learning, international negotiations, philosophical dis- sic). Compass students are expected to meet the A-G cussions, and leadership development. PEACE builds requirements for UC admission as well as a passionate your academic capacity through peer teaching, critical interest in the arts. Prior and current involvement in the thinking, and rigorous course work (including Honors arts is strongly recommended. The program places an and AP options). The role of the PEACE Academy is to emphasis on standards-based instruction while using prepare you for life after high school, to create an envi- the arts as a vehicle for helping students to develop a ronment that allows you to grow as a person, and an sociological perspective that will allow them to gain a opportunity to impact your community in significant better understanding of themselves and the world ways. If you want to make a real contribution to the around them. Compass students are required to use world and be surrounded by people just as enthusiastic their talents and skills to work with the greater Long and committed as you are, the PEACE Academy is the Beach community through arts-based service learning. place you want to be.

Generating Respect for the Earth, the Environment, and Nature (GREEN) is focused on a knowledge of and in-

High School Descriptions 11 2015-16

Questioning, Understanding, Engaging, and Success SMALL LEARNING COMMUNITIES through Technology (QUEST) is a community of GATE and high achieving students. The program provides a Beach Academy of Math and Science (BEACH) focuses pathway of honors and Advanced Placement courses on Energy and the Environment within the areas of designed for gifted students who want to excel and Math and Science. The academy gives students the compete academically with the best and brightest stu- opportunity to take four years of math and science. It is dents in the nation. Each year QUEST students gain the belief of the staff that students who take four years admission and earn scholarships to top universities of math and science are better prepared to en- including Harvard, Stanford, Columbia, Berkeley, UCLA, ter college. Each of the core classes within the Beach and USC. The accelerated curriculum also offers the Academy takes a unique focus on the environment and unique experience of a UC approved Senior Project alternative energies. AP, CTE and AVID is offered. class. QUEST students are active participants in extra Center for International Commerce (CIC) emphasizes an and co-curricular activities including sports, the arts, Honors college prep curriculum with a global approach community service, and student government. infused into each course. Since 1982, CIC has pre- SPECIAL SUPPORT PROGRAM pared students for university admission and successful global careers through a unique variety of AP, Honors AVID (Advancement Via Individual Determination) Are and Accelerated courses, including Japanese and Chi- you a self-motivated student? Is college in your future? You nese, languages identified by the U. S. State Dept. as might consider Millikan’s AVID program in addition to your critical for the 21st Century. In 2015, a 4-year Entre- smaller learning community. AVID is a four-year elective preneurial Business pathway will be introduced within class that focuses on many activities, such as college and CIC. cultural field trips, team building, group discussions and de- The JUSTICE Academy: Justice, Uniting, Students, bates, and SAT preparation projects. (2.4 + GPA required) Teamwork, Integrity and Commitment to Excellence. The academy provides students with opportunities to explore social justice, legal and law enforcement studies, via rigorous thematic and academic coursework, as well as, experiences that encompass real life and career experiences. AVID, Honors and AP classes are available and encouraged for qualified students.

Media, Entertainment, and Technology Systems (METS)

is media in all career areas, and computer graphic art pursuits. It is our plan to prepare students for all post-secondary options, offering a variety of electives in the arts, technologies and media fields, as well as, offering courses in Honors and AP, CTE and AVID clas- POLYTECHNIC HIGH SCHOOL ses. 1600 Atlantic Avenue, Long Beach, CA 90813 (562) 591-0581 Medical and Professional Academy (MAP) is a college prep program that prepares students for professional careers in cutting-edge medical and paramedical fields. Long Beach Polytechnic High School is nationally rec- An extensive offering of AP, Honors, and AVID are of- ognized as the Home of Scholars and Champions. fered, and elective courses provide students with the Every student at Poly becomes a part of the Poly family, tools to advance into college and/ or the medical field of united by a 118 year tradition of excellence. Poly takes their choice. pride in developing the potential of all students through great teaching and coaching, preparing them to pursue Pacific Rim Academy (Pac RIM), is a California Part- postsecondary education and to become leaders in their nership Academy, whose grant ensures smaller class fields. More Poly students are accepted annually to sizes and unique career opportunities in a four-year the UC system than from any other school and attend college preparatory program that has a focus on inter- many other prestigious universities as well. Poly stu- national trade and commerce. The academy, estab- dents enjoy rich, expanded learning opportunities, in- lished in 1989, accepts only 55 students. cluding our Grammy Award winning music program, & over 120 student-centered clubs. Poly was voted the Program of Additional Curricular Experiences (PACE) is #1 Athletic High School in America as determined by a nationally recognized, college-prep program that of- Sports Illustrated in 2005 & ESPN in 2011. On the Poly fers extensive honors and AP courses by our PACE campus, students thrive in a rose garden of diversity. All specific faculty. Students are given one-of-a-kind op- Poly Academies provide students with the opportunity to portunities outside the classroom in fields such as bio- complete A-G requirements needed for Cal State and medical research and entrepreneurship. Each year UC admissions. graduates of PACE gain admission to the nation’s most prestigious universities and receive more UC ac- ceptances that any other LB program.

High School Descriptions 12 2015-16

ses unique to Renaissance. Script Writing and can be taken POLY ACADEMY OF as early as the freshman year. Journalism and School Annual ACHIEVERS AND LEADERS (PAAL) complete the writing/directing career pathway. Students cre- 16th Street, Long Beach, CA 90813 ate, write, direct and produce projects. Costume Design was (562) 591-1381 developed for visual arts students at Renaissance who become an integral component of the many performances. Poly Academy of Achievers and Leaders (PAAL) is on Poly’s Many of the arts core like Costuming, Jazz Band, Ceramics, satellite campus and provides 11th and 12th graders with an Theater, Dance, and Stage Tech, connect directly with pro- opportunity to get caught up, earn credits toward a medallion, fessional careers while preparing students for top universities. or even to graduate early to get a jumpstart on their future goals. PAAL is also known as a “Human Relations Academy” ACADEMICS CHALLENGE STUDENTS because students attend a daily advisory period designed to teach positive group relations and promote mutual respect. Although the focus is on the arts, our excellent instruction and rigorous curriculum prepares many of our graduates to meet the requirements for admission to major universities including the UC and CSU campuses. WILL J. REID HIGH SCHOOL Advanced Placement (AP) classes are available. Hon- 2152 West Hill Street, Long Beach CA 90810 ors English and History, Accelerated English and Biol- (562) 432-0227, extension 7900 ogy, AP Spanish Language and AP Spanish Literature,

AP English Literature, AP Environmental Science, AP Will J. Reid be an alternative high school in Long Beach Uni- World History, AP Government, AP Psychology, and of fied School District. This continuation high school program is course, AP Studio Art and AP Art History complete a designed for the student who has experienced the traditional, rigorous education. comprehensive high school and has found it to be unsuc- cessful for him/her. The focus of the Reid program is credit retrieval to get students back on track for graduation. Reid offers smaller class sizes on a smaller campus with on-going SATO ACADEMY OF MATHEMATICS AND support and encouragement from caring teachers and administrators. Students must be 16 years of age and entering SCIENCE the 11th grade to attend continuation high school. 1100 Iroquois Avenue, Long Beach, California 90815 The mission at Reid High School is to ensure a safe, caring, (562) 598-7611 nurturing and clean learning environment where each student is challenged daily to meet high academic and social stand- Program Description ards by a team of dedicated professionals working in collab- The SATO Academy of Mathematics and Science is a oration with parents and other stakeholders. comprehensive four-year high school located near the campus of California State University, Long Beach (CSULB). Sato’s mission is to increase the nation’s pool of college graduates in the fields of science, math, engineering, and technology (STEM) by offering an intensive college-preparatory education to motivated high school students. It will serve public and private schools

both in and near Long Beach. Students can earn

transferable university credit by taking tuition-free college courses through CSULB. Sato will replicate the LONG BEACH RENAISSANCE highly successful California Academy of Math and Sci- HIGH SCHOOL FOR THE ARTS ence (CAMS) located on the campus of California State 235 E. 8th Street, Long Beach, California 90813 University, Dominquez Hills. Upon graduation, CAMS (562) 901-1068 x7233 students have completed an average of 22 units of www.lbusd.k12.ca.us/renaissance/index.htm university credit. The required curriculum for CAMS and far exceeds the University of California admission re- Success is an Art quirements, and nearly all students go on to four-year Long Beach Renaissance High School for the Arts provides a universities immediately following high school gradua- dynamic and innovative education that embraces and inte- tion. Like CAMS, Sato will offer an excellent education grates arts, academics and technology with equity of access for high school students considering careers in STEM for promising young performers and artists. Students seeking fields. arts careers can use their creative gifts while engaging in real-life experiences that prepare them for on-stage, SATO Program Highlights in-front-of-the-camera and behind-the-scenes career oppor- • Engineering and Bio Medical Pathways tunities. • Located near a university campus so students take SPECIALIZED CAREER AND COLLEGE CLASSES university classes as part of their elective program • Small student body allows more teacher-student The Renaissance Arts teachers know curriculum and stand- interaction ards-based education. The faculty has developed pilot clas-

High School Descriptions 13 2015-16

• Students gain experience with real-world problem tionwide and highest among the four similarly solving that stresses group work and interdiscipli- ranked large comprehensive high schools in the nary projects LBUSD. Wilson High was also proudly represented at • Successful and active mentor and internship pro- the 2012 London Olympics by six Wilson alumni grams are in place Olympians, three of whom won medals. • School culture strongly supports students obtaining college admissions Distinguished Scholars Program Class of 2019 • No sports anticipated at this time Now in its nineteenth year, the Distinguished Scholars Program is a rigorous pathway within the Classical High School. Distinguished Scholars take accelerated, honors, and Advanced Placement courses to prepare them for success at America’s top universities. Approximately 15% of each entering group of Distinguished Scholars is admitted from outside Wilson’s attendance boundaries. Currently 995 students are enrolled in our Distinguished Scholars Program. To remain in good standing as a Distinguished Scholar, these students are required to take: WOODROW WILSON CLASSICAL HIGH SCHOOL • 240 -280 credits with an academic GPA of 3.3 (un-weighted by student’s 7th semester) 4400 East Tenth Street, Long Beach, CA 90804 • Three years of accelerated/honors/AP English (562) 433-0481 • Three years of accelerated/honors/AP social Wilson Classical High School first opened its doors in science 1926 and will graduate its 89th senior class this coming • Four years of math including Algebra 1-2, June. A strong tradition of both academic and athletic Geometry, Intermediate Algebra and one ad- excellence has inspired multiple generations to want vanced math elective their children, grandchildren and even • Accelerated /Honors/AP science great-grandchildren to wear the cardinal and gold of a • 3 years of World Language through 5/6 Wilson Bruin. • Two years of Visual/Performing Arts • A minimum of three Advanced Placement The second oldest high school in a city of nearly half a courses million, Wilson has an alumni base of over 50,000 • 40 hours community service by 7th semester graduates. Wilson graduates pursue higher education at • Maintain Proficient or Advanced on any State a variety of institutions, from our local community col- testing lege to the most prestigious private universities in the nation, and they are engaged in successful careers in Distinguished Scholars must also demonstrate excellent every walk of life. conduct and uphold the school Honor Code. Grades of “D” or “F” are not allowed during any semester grading Wilson Classical High School serves a highly diverse period. student population from the neighborhood named by USA Today in 2001 as the most ethnically diverse WAVE- Wilson’s Academic Vision of Excellence Class neighborhood in the most diverse city in the entire of 2018 is an enhancement to the Distinguished Schol- United States of America! With a current student ars program is the addition of an even more rigorous population of 4,100, WCHS serves students in grades component called WAVE, Wilson’s Academic Vision of 9-12 on an attractive urban campus. Three rigorous Excellence. The WAVE, which increases the chance of pathways are offered: Classical, Distinguished acceptance to America’s top universities and offers Scholars, and WAVE. special graduation recognition for Wilson’s top students, appeals to those students who push to excel at the Wilson High boasts an exciting and varied co-curricular highest levels. Requirements for participation in WAVE program and enjoys great parent and community sup- are added to the requirements for Distinguished Schol- port. Ranked by Newsweek among the top 4% of U.S. ars and include the following: high schools every year since 2003, Wilson Classical • 4 years of Math High School has twice been named a California Distin- • 4 years of Accelerated/ Honors/AP English guished School and was selected as the representative • 4 years of Accelerated/Honors/AP Science high school in earning our district the prestigious Broad • 4 years of World Language through 7/8 or AP Prize for Urban Education for 2003-2004. Wilson has • 80 hours minimum a year of community service been named in each of the past two years in the by 7th semester Washington Post’s published list of the nation’s most • Minimum of 5 AP courses over 4 years challenging high schools, based on the school’s • Completion of AP Human Geography in the ability to offer rigorous college prep courses. The Freshman year Post ranks Wilson in the top 5% of high schools na-

High School Descriptions 14 2015-16

• 280 credits with an academic GPA of 3.5 (un- Spanish Literature, Art History, Studio Art: 2D Design, weighted by students 7th semester Studio Art 3D Design, Studio Art 3 Drawing, Music Theory. Students considered for acceptance into the WAVE should possess an academic GPA of 3.8 or higher and Dual-Immersion Program (DI) demonstrate Advanced Proficiency on the math and The Wilson High School DI program is the extension to Language Arts exams (6 and 7 grade). the LBUSD K-8 DI program. This program gives native English and Spanish speaking children the opportunity Advanced Placement to become bilingual, biliterate and bicultural by studying Wilson Classical High School is committed to continuing in English and Spanish. *Only for current LBUSD stu- the expansion of its AP Program. Wilson currently dents enrolled in a K-8 DI program. offers Advanced Placement courses in 23 subjects: English Language and Composition, English Literature and Composition, Calculus AB, Statistics, Chemistry, Biology, Physics B, Environmental Science, US History, World History, US Government and Politics, Macroe- conomics, Human Geography, Psychology, French Language, German Language, Spanish Language,

High School Descriptions 15 2015-16

Graduation Requirements GRADUATION REQUIREMENTS Credit Requirement: For the Graduating Classes of 2016/2017, every student must earn a total of 210 se- All students who graduate from a high school of the Long mester periods of credit in grades 9 through 12 in order to Beach Unified School District must have met the following graduate and receive a high school diploma. In grades 9 requirements. through 12, these credits will include: 1. Required Courses (all students) -140 credits Algebra Requirement: Students must successfully com- 2. Other Electives - 70 credits plete the equivalent of Algebra 1-2 to meet this require- Total - 210 credits ment if Algebra 1-2 was not completed in grades 7 and 8. Students must receive at least a "D" to receive credit for California High School Exit Exam: Students receiving high school graduation. Grades of “D” or higher will earn 5 a high school diploma must pass a state- adminis- credits per semester. tered exit exam. Students who do not pass the exit examination will not receive a diploma even if they For the Graduating Classes of 2018, every student must have met all the graduation requirements. The earn a total of 220 semester periods of credit in grades 9 CAHSEE is a two-day test, one for English Language through 12 in order to graduate and receive a high school Arts, and one for math. The test is not timed. Begin- diploma. In grades 9 through 12, these credits will include: ning in grade 10, students have six opportunities to 1. Required Courses (all students) -150 credits pass both sections of the test. If students pass only 2. Other Electives - 70 credits one section (English Language Arts or Mathematics) Total - 220 credits they need retake only the section they did not pass. Transfer students must meet the CAHSEE require- Students must receive at least a "D" to receive credit for ment prior to graduation. high school graduation. Grades of “D” or higher will earn 5 credits per semester.

Each school offers CAHSEE preparation courses. For the Graduating Classes of 2019, every student must See your counselor for more information. earn a total of 220 semester periods of credit in grades 9 through 12 in order to graduate and receive a high school Service Learning: While completing 40 hours of diploma. In grades 9 through 12, these credits will include: service learning is no longer a high school graduation 1. Required Courses (all students) -160 credits requirement beginning with the class of 2015, stu- 2. Other Electives - 60 credits dents will be required to complete key assignments in Total - 220 credits selected courses which will include a service learning project. Students must receive at least a "D" to receive credit for high school graduation. Grades of “D” or higher will earn 5 Physical Education Requirement: Students are re- credits per semester. quired to continue to take physical education if they do not Specific Course Requirements: Every student is re- meet the passing criteria of 5 or 6 Healthy Fitness Zones quired to earn credit as indicated in the following courses on the Physical Fitness Test (PFT) which is administered th in grades 9-12: in the 9 grade. Therefore students may be required to take additional PE courses beyond the required 20 credits English: 40 semester periods of credit in English 1-2, 3-4, in order to fulfill the requirements of Senate Bills 78 and 5-6, and English 7-8, if the student has not passed 601. Students will continue to take the PFT annually until CAHSEE, or one of the approved 10-credit senior English they are able to pass. There are some exemptions avail- elective courses. able, please check with your school counselor. History/Social Science: 30 semester periods of credit in Modern World History, United States History, United States Government, and Economics.

Mathematics: For the Graduating Classes of 2016/2017, students must complete 20 credits in mathematics with at

Graduation Requirements 16 2015-16

least one course or a combination of two courses that Mathematics and students in the Class of 2019 will meet or exceed Algebra 1-2, if Algebra 1-2 was not com- be required to complete 40 credits of Mathematics pleted in grades 7 and 8. (including the successful completion of Algebra 1-2). Students in the class of 2018 and beyond, while en- For the Graduating Class of 2018, students must com- couraged to take rigorous “a-g” eligible college pre- plete 30 credits in mathematics with at least one course or paratory courses in their junior and senior years, may a combination of two courses that meet or exceed Alge- take applied math courses aligned to a career path- bra 1-2, if Algebra 1-2 was not completed in grades 7 and way/industry need to meet the third and fourth year 8. math graduation requirement.

For the Graduating Classes of 2019, students must com- Support for Meeting High School Graduation Re- plete 40 credits in mathematics with at least one course or quirements: As required by state law, the district will pro- a combination of two courses that meet or exceed Alge- vide remedial instruction or other types of appropriate bra 1-2, if Algebra 1-2 was not completed in grades 7 and support to students who have not met district and state 8. graduation requirements. In addition, alternative means for meeting course requirements will be considered when Physical Education: 20 semester periods of credit in appropriate. grades 9 and 10. High School Academic Initiative: Commencing the Science: 20 semester periods of credit: 10 credits in 2010-11 school year, ninth grade students who, on multi- biological/life and 10 credits in physical/earth; or 20 ple indicators, are determined at-risk of not passing the credits in integrated science. California High School Exit Exam (CAHSEE) may be 1) enrolled in a one to two-period literacy intervention course Fine Arts or Foreign Language: 10 semester peri- and/or Algebra 1-2 lab taken concurrently with Algebra ods of credit; all foreign language courses and most 1-2 during the regular school day, 2) scheduled for alge- one-year courses in Art and Music will satisfy the bra tutoring. requirement. Identified students who, on multiple indicators, are deter- Electives: For the Graduating Classes of mined at risk of not passing the California High School 2016/2017/2018, students must complete 70 se- Exit Exam (CAHSEE) may be enrolled in a one to mester credits of approved electives. two-period literacy intervention course and/or an additional Algebra support program during the regular school day.

For the Graduating Classes of 2019, students must Eleventh and twelfth grade students who have not passed complete 60 semester credits of approved electives. CAHSEE will receive individualized counseling and will be advised of the CAHSEE intervention options which may In summary, a student must earn 210 semester peri- include coursework during the school day, as well as af- ods in grades 9 through 12 to graduate, including ter-school, summer and Saturday tutorial sessions. these required courses: Assembly Bill 347 requires districts to offer students who have failed one or both parts of the CAHSEE at the end of th 12 grade the opportunity to receive intensive support and Course Grade Semester Credits assistance for two years following the completion of 12th Algebra 9 10 English 1-2 9 10 grade. Long Beach Unified School District has imple- Physical Education 9 10 mented and is implementing the following to meet the English 3-4 10 10 Modern World History 1-2 10 10 objectives of AB 347: enrollment in CAHSEE classes at Physical Education 10 10 EPHS. English 5-6 11 10 United States History 11 10 English (required or elective) 12 10 United States Government 12 5 CREDITS Economics 12 5 Fine Arts or World (Foreign) Language 9-12 10 Definition of Credit: Students receive credit based on the Mathematics 9-12 10 Science 9-12 20 number of courses taken each year. Successful completion of year courses earns ten (10) credits, semester Beginning with the Class of 2018, students are courses earn five (5) credits, and quarter courses earn required to complete at least 220 credits in the pre- two and one-half (2.5) credits. Students are generally re- scribed course of study in grades 9-12 to meet the quired to take six courses per semester, therefore, most high school graduation requirements. In addition to students earn an average of sixty (60) credits per year. the requirements above, students in the Class of Basis for Credit: Credit in any course is based upon sat- 2018 will be required to complete 30 credits of isfactory participation in the activities of the classroom,

Graduation Requirements 17 2015-16

satisfactory achievement in the subject, satisfactory edu- credit when students are taking courses at Long Beach cational growth, and satisfactory attendance. Students City College, please talk with your counselor for more must receive a "D" or better grade in a course to receive information. Upon successful completion of the course, credit. credit will be applied toward high school graduation at the rate of 3 1/3 (three and one-third) semester periods for Graduation After Seven Semesters of Attendance: each credit earned in college. Students must acquire prin- Students with a grade point average of 3.0 or better may cipal approval, have a "B" average, and complete the ap- graduate from high school after completing seven se- plication process prior to enrolling. For further information, mesters of high school attendance, provided that they students should see their counselor. have met all requirements at the end of grade 11. A peti- tion must be filed with the head counselor and have the Credit for Independent Study: Except for the approval of the parents and principal, before final approval off-campus study program, District high schools will grant by the Secondary Schools Office. credit for independent study to a maximum of ten semester periods per year toward course requirements for Credit from Other Institutions: Transferable credits graduation under conditions approved by the District, pro- coming from any school outside of the Long Beach Uni- vided that students meet the requirements established by fied School District may not exceed a maximum of 80 district standards. The schools will grant additional credits credits per year or 20 credits in summer school. for independent study in elective subjects. Interested students may obtain details from the school counseling of- Credit from non-accredited private schools/programs must fice. be approved by an ad hoc Committee on Credits (maximum of five credits per semester course; ten credits per Incoming Senior Transfer Students: It is the policy of two-semester course). the Long Beach Unified School District not to grant a diploma to a student who enters a local high school later Private School World (Foreign) Language Instruction: than the fourth week of the final semester of the school Students may receive a maximum of ten semester peri- year. Instead, grades earned in a school in this district are ods of credit for satisfactory completion of world (foreign) sent to the student's previous school, and the diploma is language courses taken at approved private language issued by the previous school. schools. Official transcripts or other equivalent documents must be submitted to the counseling office of the high Seniors transferring to Long Beach schools will have their school in order to establish credit allowance. credits checked and their graduation applications reviewed as soon as transcripts are available. Work Experience Education: Work experience education is a partnership between community and school, Class Withdrawal: The following guidelines are used at providing opportunities for juniors and seniors 16 years of every high school in the Long Beach Unified School age or older to discover their career interests and apti- District: tudes by doing "real" work. The business community becomes the classroom. The maximum number of semester Withdrawals during the first four weeks of a semester (first periods of credit allowable for work experience is 30. 20 days) – Student receives no credit and no grade. No Summer school work experience, maximum of 10 credits, record is made on the student’s Cumulative Record. A is counted as part of the credit maximum. student may drop a class by bringing a note signed by the parent requesting the program change to his/her counse- Credit for Courses Being Repeated: Students may re- lor. For students withdrawing from the school, no record of ceive credit only once. Students receiving at least a grade enrollment is made other than dates of entrance and of D and repeating a course receive a grade but no credit withdrawal. for the second course. Students repeating a course they have failed will receive both grade and credit provided Withdrawals during the middle weeks of a semester – they pass the course a second time. When courses are Student receives no credit and no grade. Any class repeated both grades will be included on the student’s dropped after the fourth week of a semester requires the permanent transcript. approval of a student’s parent and counselor. Any student who drops a class after the six (6) week drop period will Credit from a Community College or University: receive an "F" on his/her semester report card for that Students may enroll in a college course if it is for (1) en- class. Students withdrawing from the school receive the richment in either scholastic or vocational work or (2) if the grade that has been earned up to the date of withdrawal. student is participating in American Field Service as an The grade is recorded and the receiving school will de- exchange student and must complete U.S. requirements termine credit status. before leaving. Any student who failed a course or who wishes to improve a grade is not eligible and should not Withdrawals during the last four weeks of a semester (last earn credit by this means nor may students take courses 20 days) – Student receives a grade of "F" (unless by this means that are courses required for graduation. moving on to another school) and the date of withdrawal is There are special circumstances that are provided for dual also recorded on the student’s Cumulative Record. No

Graduation Requirements 18 2015-16

credit is given unless granted by the school. If illness war- stance: when failure to complete the work of a course is rants a grade of Incomplete, the student will be expected due to an excused absence so late in the semester that to complete the remaining work to receive an official grade there is not sufficient time in which to make up the work. It by the end of the following quarter. A grade of "F" will be is also used when a student is new to the district and their given should the incomplete not be cleared. Students records are not available. withdrawing from the school receive the grade that has been earned up to the date of withdrawal. The grade is Grades given at mid-semester cover work done from the recorded and the receiving school will determine credit beginning of the semester to the date of the report. status. Grades given at the end of the semester cover work done for the entire semester. Students and their parents are counseled on the benefits of remaining in a course for the duration of the semester. Grades of "D" in academic subjects are not accepted by The student’s continued participation in the course may colleges or universities as meeting specific subject re- increase his/her opportunity for success when the course quirements. is retaken. Required courses must be repeated regardless of whether a student withdraws or receives a grade of "F". Grade Point Averaging: Grade point average is calcu- Thus the additional knowledge gained from remaining in lated by taking all of the grades that a student has earned, the course is helpful. which in turn is translated into a numerical figure. That figure is divided by the number of courses that the student Transfer Grades: See school counselor for policies re- took and the GPA is computed. garding transfer grades. Grade Point Averaging example: Changes in Program: At the time of course selection and English: A (4 pts) PE: C (2 pts) 12 points divided by again at pre-registration in August, students are provided Physical Science: C (2 pts) Algebra: D (1 pt) 6 classes = 2.0 GPA Spanish: B (3 pts.) Health: F (0 pts) counseling regarding the choice of elective subjects. It is therefore expected that they will continue with such Students have both a total GPA and an academic GPA. choices through the semester. Requests for changes The total GPA takes into account every course that the based on likes or dislikes of teacher or class members are student has taken. The academic GPA does not count not acceptable. In those few cases where extreme condi- physical education (including Military/Naval Training) or tions exist, a change may be approved. Unless and until courses in which the student serves as an aide or assis- such a permit is issued, the original program must be fol- tant. It is also important to note that there are no extra lowed, and any absence occurring without a permit will be points given for Honors or Advanced Placement courses considered a truancy and treated accordingly. in the Long Beach Unified School District.

GRADES Many colleges and universities choose to weigh grades during the admission process. Whether students are giv- Grade Points: Grade points are used in determining en extra points at that time or not, these advanced cours- scholarship excellence and rank in class. Points are es are important to take if attending a postsecondary in- earned as follows: A = 4 points, B = 3 points, C = 2 points, stitution is a future goal. D = 1 point, F = 0 point Student Ranking: Honors-level courses [i.e., Advanced Placement (AP), There are many ways to evaluate a student’s pro- International Baccalaureate (IB) and regular honors) may gress and academic rigor in high school. A thorough be awarded extra points by the college/university. Grades review of a student’s transcript, reflecting the pattern in physical education, military science, and naval science of challenging coursework, college admission exams, are not included in computation of academic grade point teacher/ counselor recommendations and personal average, except for co-curricular eligibility purposes. statements or essays give a full and comprehensive Meaning of Grades: Academic Subject Grades: A = su- picture of a student’s growth and performance in high perior (90-100%); B = above average (80-89%); C = av- school, as well as readiness for college-level work. erage (70-79%); D = barely passing (60-69%); F = failure The Long Beach Unified School District does not (0-59%) NC = no credit; I = incomplete; P = passing (in report a student’s class rank or standing, nor esti- designated pass-fail courses); PR = passing-rest (in mate either, to colleges, universities, military acade- Adapted Physical Education) mies, scholarship organizations, or other outside agencies. Conduct Grades: E = excellent; S = satisfactory; N = needs to improve; U = unsatisfactory. Eligibility Requirements for Participation in Extra- Curricular and Co-Curricular Activities: A grade of no credit (NC) may be given only with the prin- Extra-curricular and co-curricular activities enrich the ed- cipal’s approval, and only under the following circum- ucation and social development and experiences of stu-

Graduation Requirements 19 2015-16

dents. These activities neither replace nor interfere with pupil participating in physical education may be adversely the prescribed course of study. Extra-curricular activities affected due to the fact that the pupil does not wear are not part of the regular school curriculum, are not standardized physical education apparel where the failure graded, do not offer credit and do not take place during to dress arises from circumstances beyond the control of classroom time. Co-curricular activities are programs that the pupil." Should an issue arise concerning a grade, the may be associated with the curriculum in a regular class- school principal should be contacted only after the issue room. To be eligible to participate or represent the school has been discussed with the teacher and no resolution in extra-curricular and/or co-curricular activities, students was achieved. A grade change must be initiated and must demonstrate satisfactory progress in the previous completed within one semester of when the student re- grading period, including but not limited to (a) mainte- ceives the disputed grade. nance of a minimum of 2.0 grade point average on a 4.0 scale. A “C” average shall not be considered a 2.0 equiv- alency, (2) maintenance of minimum progress toward meeting high school graduation requirements. Classes taken during the summer session will be credited to the grade point average of the immediately preceding semester for eligibility purposes. In the event an extra/co-curricular activity is conducted during the summer, and the student has no summer school grades to consider, a student’s eligibility status will be determined by the grade point average or truancy record at the end of the immediately preceding semester. Students must be in attendance at least 1/2 the school day of the extra/ co-curricular activity to be eligible to participate on the day of the activity. If the activity falls on a non-school day, the student must have attended the last regularly scheduled full day of school to be eligible to participate in the activity on the non-school day unless the student has a legitimate excuse arranged at least 24 hours before the activity.

Unsatisfactory Achievement: When it becomes evident to a teacher that a pupil is failing a course (less than a grade of "C"), a written report will be provided to the student and parent. This notice of failing/unsatisfactory work is issued to warn the student that extra effort is needed in order to pass the course. It must be sent no later than the fourteenth week of the semester.

Also, at any time during the school year, a teacher may contact a parent by telephone, note, or arranged conference for the purpose of discussing a student’s progress and to suggest how the student may improve.

Withholding Grades, Diplomas and/or Transcripts: Education Code 48904b states that any school district or private school whose real or personal property has been willfully cut, defaced, or otherwise injured may, after affording the pupil his or her due process rights, withhold the grades, diploma, and transcripts of the pupil responsible for the damage until the pupil or the pupil’s parent or guardian has paid for the damages. This code has been amended to provide for the withholding of grades, diplomas, or transcripts if a student fails to return borrowed school property upon demand from school authorities.

Changing a Final Grade: Per California Education Code 49066, a grade given to a student for any course of instruction shall be final and can be changed only by the teacher who gave the grade. In addition, “no grade of a

Graduation Requirements 20 2015-16

Special Opportunities

All schools offer special opportunities to meet the Accelerated Courses needs of all students. Most high schools also have other programs that are unique to their population, including accelerated instruction for high achieving Accelerated courses provide a foundation for stu- students and/or instruction in other languages. dents who intend to move into Honors or AP classes Please consult the high schools for further infor- in their junior or senior year. Students are required to mation on these specialized programs. The opportu- meet all the standards of the regular course and to nities that are available to all students are noted be- explore the course content in depth and at an accel- low. erated pace. College level supplemental materials are available to enrich the curriculum and students SPECIAL OPPORTUNITIES are instructed in the skills and strategies which allow comprehension of complicated text. Advanced Placement courses are offered to highly motivated students in the tenth, eleventh, and twelfth Honors Program grade. These high school courses are conducted at the collegiate level and, under certain conditions, Honors courses offered at all of the District’s high grant both high school and college credit. schools are intended to challenge academically tal- ented students. These courses, represented in both Students in these courses are expected to achieve the core and elective strands, are certified and of- the quality of work ordinarily required of college fered in grades eleven and twelve. Honors classes freshmen. On completion of an Advanced Placement are equivalent to lower level college courses. Due to course, students take an examination administered their rigorous curricular demands, these courses may and evaluated by the College Entrance Examination be recognized like AP courses by the University of Board. Parents pay the cost of this examination. Fi- California system. nancial assistance to partially cover the cost of test may be available. AVID (Advancement Via Individual Determina- tion) Many colleges and universities now grant course credit for acceptable scores on Advanced Placement AVID is an elective course of study taught within the Examinations. Every college establishes for itself regular school day. It is a program for those students what constitutes an acceptable score. Each student who could be successful in a challenging curriculum and their parents are responsible for determining the if they had consistent support. One of the goals is to policy of the college of their choice concerning Ad- place students into accelerated, honors, and AP vanced Placement and for submitting the student’s classes as they are ready. This program provides the test results to the college for consideration. The most structure, support, and motivation to succeed in high successful students are awarded and recognized as school as well as college. State and National AP Scholars. PROGRAMS FOR ENGLISH LANGUAGE In establishing course content and in selecting ap- LEARNERS propriate textbooks for Advanced Placement courses, the District follows recommendations of the There are numerous programs offered in the Long Beach CEEB, which develops the course examinations. The Unified School District for students who are non-native district furnishes these special college textbooks free speakers of English. These programs and services are deliv- of charge for use by Advanced Placement students; ered according to each student’s individual language needs the only cost to students and their parents is the cost assessment to guarantee full access to the core curriculum. of course examinations as mentioned above. There The program options that are provided to these students will is an AP test fee waiver available for qualified stu- be appropriate to their language proficiency level and aca- dents. The school’s Counseling Office can provide demic needs, including English Language Development the details. (ELD), and may include instruction in core classes being delivered in English in a sheltered environment with or without primary language support and instruction being provided in mainstream classes in English. All English Language Learn-

Special Opportunites 21 2015-16

ers will receive English Language Development at the ap- Special Day Classes are provided for pupils of similar educa- propriate level and may receive supplemental reading in- tional needs significant enough that they require special edu- struction as needed. cation instruction for a majority of the school day. Students in a SDC receive the majority of their instruction from special SPECIAL EDUCATION education teachers and may also be served by RS staff when indicated on the IEP. SDC students may be included in gen- Please contact the Office of School Support Services eral education classes (mainstreamed) as determined by the for specific information, guidance, and support re- IEP team. For selected students, services may continue st garding Special Education Ed Code and Administra- through the school year of their 21 birthday. Many students tive Regulations for 2015-16. in Special Day Classes complete individualized courses of study and receive certificates of completion. The Long Beach Unified School District offers a full range of special education programs and related services. "Special Vocational skills training may be provided through the general Education" consists of (1) specially designed instruction to education program or specially-designed vocational educa- meet the unique needs of individuals with exceptional needs tion which includes on-campus and off-campus job training. whose educational needs cannot be met with modification of Physical education options may include general physical the regular instruction program and (2) related services that education, modified/developmental physical education, spe- may be needed to assist these individuals to benefit from cially-designed physical education, adapted physical educa- specially-designed instruction. Eligible students, who have tion, or a combination of these services. learning, communication, physical, mental and/or emotional disabilities, are provided programs and services as deter- An Individualized Transition Plan (ITP) is developed for all mined by their individualized education programs (IEP). special education students 14 years and older, as a part of Three basic placement options are provided for these stu- the IEP process. For purposes of transition planning, the IEP dents: team discusses post-high school options in the following areas: residential/domestic, transportation/mobility needs, 1. Related Services (RS), including speech vocational choices, recreation/leisure activities, postsecond- and language ary academic opportunities, outside agency support. The IEP 2. Resource Specialist Program (RSP) team establishes appropriate goals and objectives to assist 3. Special Day Classes (SDC) the student in making a smooth transition from school to post-school environments. Outside agency referrals include Each special education student has an IEP that specifies the the State Department of Rehabilitation, Harbor Regional placement and services to be provided and the frequency Center, Long Beach School for Adults and Long Beach City and duration of these services. The IEP, that must be re- College. viewed annually, is written by the IEP team. The IEP team consists of and must include the parent/guardian, student, Diplomas, Certificates of Completion, and Certif- special education teacher, general education teacher, ad- icates of Educational Achievement for Special ministrator/ designee and related services staff serving the Education Students: Pursuant to Education Code student. The Office of Special Education is available to assist 51412 in the IEP planning process and in implementing the students’ IEPs, as needed. No diploma, certificate, or other document, except transcripts and letters of recommendation, shall be conferred on a pupil Students placed in RS and RSP are served primarily through as evidence of completion of a prescribed course of study or their general education teachers. Direct instruction and coop- training, or of satisfactory attendance, unless such pupil has erative planning between the general education classroom met the standards of proficiency in basic skills prescribed by teacher and the RS and RSP staff enable the students to the governing board of the high school district, or equivalent participate successfully in all subjects in a general education thereof, pursuant to Article 2.5 (commencing with Section setting. RS services may be provided either on a pull-out 51215) of Chapter 2. basis or through a collaborative model in which the RS staff works within the general education classroom, collaborating I. For special education students, the following with the general education teacher. procedures shall apply: A. Students who meet graduation require- Middle and High School RSP services are delivered through ments, (i.e., units of credit, etc.) with or without a support class. Students will be instructed by general educa- modifications, shall be granted a diploma. Ac- tion teachers in their core classes and supported through their ceptable accommodations and modifications are available for district and state exams. enrollment in Strategies For Success, instructed by the RSP B. Students whose IEP’s document a teachers. A portion of this course is designed to center on non-diploma track (Certificate of Educational school behaviors, such as note-taking, organizational skills, Achievement) Achievement. study skills, and accessing core textbooks. The remainder of II. The discussion of these options (diploma versus this course will focus on supporting students in their content certificate of completion) should begin as early area classes. During this time, RSP teachers will pre-teach, as middle school and continue each year there- after. The special education teacher will have reteach and review concepts, model and teach strategies that previous standardized achievement test scores give students tools to access and successfully complete the and present levels of performance to support work required of them in the general education classes. his/her recommendation to the parent. Aca- demic (diploma) versus applied academic (cer-

Special Opportunites 22 2015-16

tificate of educational achievement) curriculum will be explained to the parent. Vocational, community-based instruction, and mobility training will be emphasized for non-diploma-bound students. III. Students whose parents agree with the decision to pursue a certificate of educational achievement are not required to continue in school until 22 years of age. The student may receive his/her letter of recommendation when the IEP team, including the parent, determines that it is appropriate for the student to terminate his/her K-12 educational program. This decision will be arrived at through the transition planning process. IV. All students receiving either a diploma or a certificate of educational achievement will be able to participate in all graduation ceremonies and senior functions. V. All students receiving a certificate of educational achievement will: 1. participate in an individualized course of instruction, including a transition plan to address vocational objectives, employment, community training, mobility instruction, and applied academics. 2 be referred to the Department of Rehabili- tation, if appropriate. 3. be able to apply to a community college. VI. Certificate of completion will be awarded to students meeting all District graduation requirements but were not able to pass CAHSEE.

Special Opportunites 23 2015-16

Course Matrices & Descriptions

Course Matrices and Description 24 2015 - 2016

Course Descriptions

Career/Technical Education AGRICULTURAL AND NATURAL RHS CODE AHS BHS CHS CAMS JHS LHS MCHS MHS PHS RHS SATO WHS RESOURCES A Animal Care 1-2 8493 (Animal Science Pathway) ▪ ▪ Animal Care 3-4 8496 (Animal Science Pathway) ▪ ▪ ARTS, MEDIA, & RHS CODE AHS BHS CHS CAMS JHS LHS MCHS MHS PHS RHS SATO WHS ENTERTAINMENT A Advanced 2-D Design 2649 (Design, Visual, and Media Arts Pathway) ▪ Advanced Contemporary Video 2676 (Production and Managerial Arts Pathway) ▪ ▪ Art and Animation 1-2 1044 (Design, Visual, and Media Arts Pathway) ▪ ▪ ▪ ▪ Art and Animation 3-4 1045 (Design, Visual, and Media Arts Pathway) ▪ ▪ Art and Animation 5-6 1063 (Design, Visual, and Media Arts Pathway) ▪ Contemporary Video 2669 (Production and Managerial Arts Pathway) ▪ ▪ Digital Art and Imaging 1-2 1046 (Design, Visual, and Media Arts Pathway) ▪ ▪ ▪ ▪ ▪ Digital Art and Imaging 3-4 1061 (Design, Visual, and Media Arts Pathway) ▪ ▪ ▪ Digital Film Making 1048 (Production and Managerial Arts Pathway) ▪ Digital Media 2693 (Production & Managerial Arts Pathway) ▪ Digital Photography 1073 (Design, Visual, and Media Arts Pathway) ▪ ▪ Graphic Arts 5-6 2626 (Design, Visual, and Media Arts Pathway) ▪ Graphic Arts 7-8 2628 (Design, Visual, and Media Arts Pathway) ▪ Graphic Design and Printmaking 1-2 2639 (Design, Visual, and Media Arts Pathway) ▪ ▪ ▪ ▪ ▪ ▪ Graphic Design and Printmaking 3-4 2646 (Design, Visual, and Media Arts Pathway) ▪ ▪ ▪ ▪ Interactive Multimedia 2668 (Production and Managerial Arts Pathway) ▪ Intermediate 2-D Design 2549 (Design, Visual, and Media Arts Pathway) ▪ Intermediate Theatre 3361 (Performing Arts Pathway) ▪ Introduction to Theatre 3360 (Performing Arts Pathway) ▪ Using New Media 2696 (Design, Visual, and Media Arts Pathway) ▪ ▪ Video Production 1-2 2637 (Production and Managerial Arts Pathway) ▪ Video Production 3-4 2638 (Production and Managerial Arts Pathway) ▪ BUILDING AND CONSTRUCTION RHS CODE AHS BHS CHS CAMS JHS LHS MCHS MHS PHS RHS SATO WHS TRADES A ACE Construction Engineering (Residential and Commercial Construction 8407 ▪ Pathway) ACE Exploration (Residential and Commercial Construction 2517 ▪ Pathway) Construction/Building Trades 1-2 (Residential and Commercial Construction 6048 ▪ Pathway) RHS BUSINESS AND FINANCE CODE AHS BHS CHS CAMS JHS LHS MCHS MHS PHS RHS SATO WHS A Accounting 1-2 1201 (Financial Services Pathway) ▪

Career/Technical Education 25 2015 - 2016

Banking and Credit 1221 (Financial Services Pathway) ▪ Business & Computer Technology (NAF) 1236 (Business Management Pathway) ▪ Business Technology Internship 1-2 1236 (Business Management Pathway) ▪ Business, Travel, Tourism, and Hospitality 2677 (Business Management Pathway) ▪ Clerical/Office Occupations 6206 (Business Management Pathway) ▪ Computer Business Applications 6209 (Business Management Pathway) ▪ Ethics in Business and Entrepreneurship (NAF) 1224 ▪ ▪ (Business Management Pathway) Financial Planning 1220 (Financial Services Pathway) ▪ International Business 1245 (International Business Pathway) ▪ Managing Your Personal Finance 1223 (Financial Services Pathway) ▪ Personal Finance 1207 (Financial Services Pathway) ▪ Principles of Information Technology and Finance (NAF) 1363 ▪ (Business Management Pathway) Social & Financial Responsibilities in Busi- 1225 ness (NAF) (Financial Services Pathway) ▪ EDUCATION, CHILD RHS DEVELOPMENT, & FAMILY CODE AHS BHS CHS CAMS JHS LHS MCHS MHS PHS RHS SATO WHS A SERVICES Careers with Children & 8320 ▪ (Child Development Pathway) Plus Child, Family and Community 6068 (Child Development Pathway) ▪ ENGINEERING AND RHS CODE AHS BHS CHS CAMS JHS LHS MCHS MHS PHS RHS SATO WHS ARCHITECTURE A Architectural Design 1-2 2642 (Architectural Design Pathway) ▪ ▪ ▪ ▪ Architectural Design 3-4 2644 (Architectural Design Pathway) ▪ ▪ ▪ Architectural Design 5-6 2605 (Architectural Design Pathway) ▪ ▪ ▪ Architectural Design 7-8 2606 (Architectural Design Pathway) ▪ Introduction to Engineering 2716 (Engineering Design Pathway) ▪ ▪ PLTW: Aerospace Engineering 2515 (Engineering Technology Pathway) ▪ ▪ PLTW: Computer Integrated Manufacturing 2511 (Engineering Technology Pathway) ▪ ▪ ▪ PLTW: Digital Electronics 2507 (Engineering Technology Pathway) ▪ ▪ ▪ ▪ PLTW: Engineering Design and Develop- ment 2509 ▪ (Engineering Technology Pathway) PLTW: Introduction to Design 1,2 1077 (Engineering Design Pathway) ▪ ▪ PLTW: Introduction to Engineering Design 2501 (Engineering Design Pathway) ▪ ▪ PLTW: Principles of Engineering 2503 (Engineering Design Pathway) ▪ ▪ ▪ Principles of Engineering 1-2 3898 (Engineering Design Pathway) ▪ ▪ RHS FASHION AND INTERIOR DESIGN CODE AHS BHS CHS CAMS JHS LHS MCHS MHS PHS RHS SATO WHS A Advanced Costume Design (Fashion Design and Merchandising Path- 1037 ▪ way) Fashion, Textiles & Apparel (Fashion Design and Merchandising Path- 2426 ▪ way) Introduction to Costume Design (Fashion Design and Merchandising Path- 1022 ▪ way) Retail Fashion Merchandising (Fashion Design and Merchandising Path- 6290 ▪ way)

Career/Technical Education 26 2015 - 2016

HEALTH SCIENCE AND MEDICAL RHS CODE AHS BHS CHS CAMS JHS LHS MCHS MHS PHS RHS SATO WHS TECHNOLOGY A AIMS Hospital Health 8210 (Patient Care Pathway) ▪ Applied Medical Occupations & Terminology 8262 ▪ ▪ ▪ ▪ ▪ (Patient Care Pathway) Biotechnology 1-2 3867 (Biotechnology Pathway) ▪ ▪ Biotechnology 3-4 3868 (Biotechnology Pathway) ▪ Health and Career Exploration 6066 ▪ (Patient Care Pathway) ▪ Healthcare Simulation Program Available to students enrolled in a Health Science and Medical Terminology SLC/Academy and meets the require- 8263 (Patient Care Pathway) ments. Hospital Health Services 8211 (Patient Care Pathway) ▪ Medical/Clerical Occupations 8260 (Patient Care Pathway) ▪

HOSPITALITY, TOURISM, AND RHS CODE AHS BHS CHS CAMS JHS LHS MCHS MHS PHS RHS SATO WHS RECREATION A Coop/Foods & 8362 (Food Service and Hospitality Pathway) Plus ▪ Foods and Nutrition 2401 (Food Service and Hospitality Pathway) ▪

INFORMATION AND RHS CODE AHS BHS CHS CAMS JHS LHS MCHS MHS PHS RHS SATO WHS COMMUNICATION TECHNOLOGIES A Computer Applications 1-2 1313 Paal (Information Support and Services Pathway) ▪ Computer Applications 1-2 SDAIE 1316 (Information Support and Services Pathway) ▪ Computer Applications 3-4 1348 Paal (Information Support and Services Pathway) Communication Media 1454 (Information Support and Services Pathway) ▪ Computer Programming 1-2 (Software and Systems Development 1361 ▪ Pathway) Computer Programming 3-4 (Software and Systems Development 1362 ▪ Pathway) Computer Systems 1-2 2679 (Information Support and Services Pathway) ▪ Computer Systems Forensics 2678 (Information Support and Services Pathway) ▪ Introduction to Digital Circuits and Robotics (Software and Systems Development 2713 ▪ Pathway) Introduction to Web Design & Programming (NAF) 1228 (Software and Systems Development ▪ Pathway) PLTW: Computer Science & Software En- gineering 1366 (Software and Systems Development ▪ Pathway) Robotics: Manufacturing and Control Systems 2636 (Software and Systems Development ▪ Pathway) Robotics: Mechanical Design (Software and Systems Development 2634 ▪ Pathway) World Wide Web Publishing 1 (Software and Systems Development 1357 ▪ Pathway) MANUFACTURING AND PRODUCT RHS CODE AHS BHS CHS CAMS JHS LHS MCHS MHS PHS RHS SATO WHS DEVELOPMENT A Design and Fabrication 1-2 (Machining and Forming Technologies 6332 ▪ Pathway) Design and Fabrication 3-4 (Machining and Forming Technologies 6334 ▪ Pathway)

Career/Technical Education 27 2015 - 2016

MARKETING, SALES, AND RHS CODE AHS BHS CHS CAMS JHS LHS MCHS MHS PHS RHS SATO WHS SERVICES A International Marketing 1240 (Marketing Pathway) ▪ Introduction to Entrepreneurship 2553 &Paal (Professional Sales Pathway) Marketing and Professionalism in Business (NAF) 1230 ▪ (Marketing Pathway) Senior Capstone Business 1398 (Entrepreneurship and Innovation Pathway) ▪ Sports and Entertainment Marketing (NAF) 1320 (Marketing Pathway) ▪ Virtual Enterprise 6038 (Entrepreneurship and Innovation Pathway) ▪ ▪ ▪ RHS PUBLIC SERVICES CODE AHS BHS CHS CAMS JHS LHS MCHS MHS PHS RHS SATO WHS A Criminal Justice in the 21st Century 2206 (Legal Practices Pathway) ▪ Journey for Justice in America (UCCI) 2214 (Legal Practices Pathway) ▪ Law Enforcement 1-2 8380 (Public Safety Pathway) ▪ RHS TRANSPORTATION CODE AHS BHS CHS CAMS JHS LHS MCHS MHS PHS RHS SATO WHS A Introduction to Auto Collision Repair 8401 (Structural Repair and Refinishing Pathway) ▪ Auto Collision Repair 1-2 8403 (Structural Repair and Refinishing Pathway) ▪ Auto Collision Repair Advanced 3-4 8404 (Structural Repair and Refinishing Pathway) ▪ Auto Mechanics 3-4 (Systems Diagnostics, Service, and Repair 2611 ▪ ▪ Pathway) Auto Mechanics 5-6 (Systems Diagnostics, Service, and Repair 2612 ▪ ▪ Pathway) Automotive and Transportation Technology (Systems Diagnostics, Service, and Repair 2680 ▪ ▪ Pathway) COURSES WITHOUT SPECIFIC RHS CODE AHS BHS CHS CAMS JHS LHS MCHS MHS PHS RHS SATO WHS INDUSTRY SECTOR ALIGNMENT A AP Computer Science A 1364 (Computer Education) ▪ ▪

Computer Applications 1 1310 ▪ ▪ ▪ ▪ ▪ (Computer Education) &Plus Computer Applications 2 1345 (Computer Education) ▪ General Work Experience (General Work Experience Education 4601 Plus ▪ GWEE) General Work Experience (General Work Experience Education 5533 ▪ ▪ ▪ ▪ ▪ GWEE SPED) Internship 1-2 7137 (Career Education) ▪

● Course offered AHS Avalon High School McHS Ernest S. McBride, Sr. High School BHS Beach High School MHS Robert A. Millikan High School

CHS Cabrillo High School PHS Polytechnic High School CAMS California Academy of Math and Science RHSA Renaissance High School for the Arts JHS David Starr Jordan High School RHS Will J. Reid High School LHS Lakewood High School SAMS SATO Academy of Math and Science WHS Woodrow Wilson Classical High School

Career/Technical Education 28 2015 - 2016

Career Technical Education 29 2015 -2016

AGRICULTURAL AND NATURAL RESOURCES ARTS, MEDIA, & ENTERTAINMENT

Animal Care 1-2______8493 Advanced 2-D Design 2649

ANIMAL SCIENCE PATHWAY DESIGN, VISUAL, AND MEDIA ARTS PATHWAY CTE Internship Course/Capstone Level Academic Career Course (CTE and Art)/Capstone Level Length of Course: 2 semesters Length of Course: 2 semesters Grade Level Options: 11-12 Grade Level Options: 10-12 Prerequisite: Completion of 1-2 Health Medical courses or Prerequisite: One of the following: Graphic Design & Printmak- teacher approval ing 3-4, Drawing & Painting 3-4; Art & Animation 3-4; Digital Art & Co-requisites: Recommended: Enrolled in Health Science and Imaging 3-4, Intermediate 2D Design; or consent of instructor Medical Technology Smaller Learning Community/Pathway Co-requisites: Recommended: Enrolled in Arts, Media, and Entertainment Smaller Learning Community/Pathway This course will provide the student with principles in Animal Science focusing on the areas mammalian pro- Advanced 2-D Design Portfolio allows highly motivated duction, anatomy, physiology, reproduction, nutrition, students to further explore, expand, and develop their respiration, and genetics. This course combines class- creative voice while applying the processes and con- room instruction and extensive field experience in the cepts common to careers in two-dimensional visual de- animal care field. Students enrolled in this course will sign. This year long course challenges students to pro- acquire significant experience and practice in animal duce a portfolio of work that represents both a breadth of handling and restraint, medical/scientific terminology, understanding as well as a focused concentration in an immunology/physiology, sanitation, safety, nutri- area of interest to them, all within the realm of tion/health, domestic/exotic breeds and species, genet- two-dimensional design. The design portfolio may in- ics, cellular biology, animal behavior, conserva- clude a variety of media and concepts including but not tion/ecology, evolution and animal traits, scientific the limited to graphic design, illustration, fashion de- ory and general animal husbandry. Frequent opportu- sign/illustration, digital imaging, printmaking, fiber/textile nities are also given to develop and apply rational and design, and photography. As a design course, portfolio creative thinking processes of observing, comparing, development will involve purposeful decision making organizing, relating, inferring, applying and communi- about how to use the elements of art and principles of cating. Also, there is an emphasis on developing values design in an integrative way while investigating a variety aspirations and attitudes that promote the student’s of concepts and approaches in design, including tech- understanding personal involvement with the scientific niques, composition, execution of ideas, and creative explorations and discoveries of the future. problem-solving. The five components of The California State Visual and Performing Arts Framework – Artistic Animal Care 3-4______8496 Perception; Creative Expression; Historical and Cultural Context; Aesthetic Valuing; and Connections, Relation- ANIMAL SCIENCE PATHWAY ships, and Applications are fully integrated into the cur- CTE Internship Course/Capstone Level riculum. Students will be asked to further their inves- Length of Course: 1-2 semesters Grade Level Options: 11-12 tigation of historical periods, cultures, artistic move- Prerequisite: Animal Care 1-2, or teacher approval ments, and artists and designers through a variety of Co-requisites: Recommended: Enrolled in Health Science and assignments and projects that will include research and Medical Technology Smaller Learning Community/Pathway two-dimensional analog and digital manipulation that will employ design and illustration software. Students will This course provides students with classroom instruction review and apply the design process and continue to and extensive field experience in the animal care field. broaden their knowledge and understanding of This course includes instruction and significant two-dimensional design techniques used to reach con- first-hand experience in career opportunities in the ani- sumers and the public. Aesthetic valuing and art criti- mal care field. Students enrolled in this course will ac- cism are infused throughout the curriculum through quire significant experience and practice in animal han- verbal and written critiques of student work, along with dling and restraint, medical/scientific terminology, Im- selected artworks being studied. By the end of the year, munology/physiology, sanitation, safety, nutrition/health, students should have developed a portfolio of work that domestic/exotic breeds and species, genetics, cellular should represent an advanced skill level. biology, animal behavior, conservation/ecology, evolu- This course will meet the “f”” entrance requirement for the University of tion and animal traits, scientific theory and general ani- California and California State University systems and the fine arts gradua- mal husbandry. tion requirement.

Career Technical Education 30 2015 -2016

Advanced Contemporary Video 2676 tive and background drawings, character animation, history of animation and careers in the industry. Stu- PRODUCTION AND MANAGERIAL ARTS PATHWAY dents will learn the origins of animation and look at how General CTE Course/Concentration Level Length of Course: 2 semesters it has progressed through the years. They will under- Grade Level Options: 10-12 stand various roles and jobs in the animation process Prerequisite: Contemporary Video and how to prepare for a potential job in this field. Ulti- Co-requisites: Recommended: Enrolled in Arts, Media, mately students will create a demo reel of their own and Entertainment Smaller Learning Community/Pathway original work in order to prepare for a career in the field.

Advanced Contemporary Video offers students the op- This course will meet the “f”” entrance requirement for the University of portunity to develop media literacy skills necessary to California and California State University systems and the fine arts gradua- achieve creative and critical independence in their tion requirement. knowledge, enjoyment, and production of media as an art form. The course involves the detailed study of films, Art and Animation 3-4 1045 sequences, international and Hollywood styles of DESIGN, VISUAL, AND MEDIA ARTS PATHWAY filmmaking from 1895 to present. The students will be Academic Career Course (CTE and Art)/Concentration Level able to view films critically, and analyze them for their Length of Course: 2 semesters narrative structure, composition, artistic technique, and Grade Level Options: 10-12 gain an understanding of the film as an artistic genre. Prerequisite: Arts and Animation 1-2 Co-requisites: Recommended: Enrolled in Arts, Media, and Students will also learn the overall structure of filmmak- Entertainment Smaller Learning Community/Pathway ing, the nature of the relationships amongst the production team, and the need for discipline and set protocol. This course is an advanced study into the field of ani- Students will build on the core vocabulary and termi- mation. Art and Animation 3-4 builds on the traditional nology and use that knowledge to express themselves in animation skills learned in Animation 1-2, but goes much their original writing compositions. The end result of deeper into the practical applications of computers in the each unit is to produce meaningful film projects both field of animation. Students continue to build their individually and within a group using the American Film drawing skills both on paper and in the computer (with Institute screen education process for presentation in graphic tablets) by creating storyboards, character multiple formats, including DVD and online. sketches, model sheets and more. Students will focus on the integration of drawing and computers in the pro- This course will meet the “f”” entrance requirement for the University of duction of original animations and look at the various California and California State University systems and the fine arts graduation requirement. roles involved in the process. They will work individually and in groups to create advanced animations, both in 2D and 3D. Through the production of short animated Art and Animation 1-2 1044 studies and more in-depth projects, students will build a DESIGN, VISUAL, AND MEDIA ARTS PATHWAY quality animation portfolio to help in their advancement Academic Career Course (CTE and Art)/Introductory Level to either a career or post-secondary education. In ad- Length of Course: 2 semesters Grade Level Options: 9-12 dition, students will gain an understanding and appreci- Prerequisite: None ation for the history of animation and of the various Co-requisites: Recommended: Enrolled in Arts, Media, and styles, influences and artists involved with its progres- Entertainment Smaller Learning Community/Pathway sion. Theories of aesthetic valuing and art criticism are infused within the curriculum all year. The California This course while utilizing the Visual and Performing State Visual and Performing Arts Framework, as well as Arts and California Technology Education Standards the California Career Technical Education Foundation offers an introductory look into the field of animation. Standards, drive the course purposes and outcomes. Students will explore their visual creativity through drawing, storytelling traditional and digital animation. They will build drawing skills by creating original char- This course will meet the “f” or “g” entrance requirement for the University of acters, drawing original backgrounds, creating story- California and California State University systems and the fine arts gradua- boards, sketches model sheets and more. While the tion requirement. focus of the class will be the exploration of traditional animation techniques utilizing paper and pencil. Stu- Art and Animation 5-6 1063 dents will also explore the role of technology in the field DESIGN, VISUAL, AND MEDIA ARTS PATHWAY of animation. Instruction will be given on animation Academic Career Course (CTE and Art)/Concentration Level methods and techniques, drawing techniques, perspec- Length of Course: 2 semesters Grade Level Options: 11-12 Career Technical Education 31 2015 -2016

Prerequisite: Arts and Animation 1-2 & 3-4 learn how film, video and television are connected to other art Co-requisites: Recommended: Enrolled in Arts, Media, and forms, subject areas and careers. Entertainment Smaller Learning Community/Pathway This course will meet the “f”or “g’ entrance requirement for the University of California and California State University systems and the fine arts gradua- Art & Animation 5-6 is an advanced animation course tion requirement. that focuses on the creation of animation and content for use in games and interactive media. The history of Digital Arts and Imaging 1-2______1046 video games will be explored as well as the economic impact of games and the jobs they create. Students DESIGN, VISUAL, AND MEDIA ARTS PATHWAY will understand a wide variety of concepts that apply to Academic Career Course (CTE and Art)/Introductory Level both animation and game development, including the Length of Course: 2 semesters Grade Level Options: 9-12 role of programming in games, using a game engine and Prerequisite: None the creation of both 2D and 3D content. Students will Co-requisites: Recommended: Enrolled in Arts, Media, and create concept art and final art designs by focusing on Entertainment Smaller Learning Community/Pathway drawing character designs, level designs and producing Digital art and imaging, and graphic design are the character animation. Students will work in small processes of organizing and composing words and im- groups to create their own independent game from start ages to create a message. They are a visual communi- to finish. Students will gain an understanding of the cation of messages to inform, to persuade, to categorize, various roles and jobs related to the animation and to identify and to help make choices. In this class, stu- game industry to prepare for a potential job in this field. dents will learn about the history of graphic design, the Theories of aesthetic valuing and art criticism are in- graphic design process, the elements of art and the fused within the curriculum all year. The California State principles of design, and explore the graphic design and Visual and advertising that companies use to reach customers. Students will learn how graphic designers plan, submit, Framework, as well as the California Career Technical revise and complete their designs. Students will explore Education Model Curriculum Standards, drive the basic design components such as typography, printing, course purposes and outcomes. photography, illustrations, and publications and their purpose. Emphasis is placed on the elements and prin- Contemporary Video 2669 ciples of design throughout the course. Visual problem

PRODUCTION AND MANAGERIAL ARTS PATHWAY solving skills using creative expression and communica- General CTE Course/Introductory Level tion are explored through the use of the computer. His- Length of Course: 2 semesters torical periods and graphic artists are explored, com- Grade Level Options: 9-12 pared and contrasted through reading, writing, hands on, Prerequisite: None and computer activities. Aesthetic valuing and criticism Co-requisites: Recommended: Enrolled in Arts, Media, and Entertainment Smaller Learning Community/Pathway are infused within the curriculum through verbal and written critiques of student work, along with selected Contemporary Video is an art course for students who wish to artwork being studied. The five components in The Cal- further their knowledge of the elements of art and principles of ifornia State Visual and Performing Arts Framework are design as they relate to video and film. Students will learn the integrated into the curriculum.

history of filmmaking and the technological advances that This course will meet the “f” entrance requirement for the University of have come about in the art form. Students will use appropriate California and California State University systems and the fine arts gradua- aesthetic and technical vocabulary. Film will be studied as an tion requirement. art form and as a means of communication. Students will learn to storyboard, direct, tape and edit their personal ideas Digital Arts and Imaging 3-4 ______1061 to create finished films. Students will analyze the use of the DESIGN, VISUAL, AND MEDIA ARTS PATHWAY elements of art and the principles of design as they relate to Academic Career Course (CTE and Art)/Concentration Level meaning in video, film or electronic media. Students will study Length of Course: 2 semesters the impact of film and television on society from a social, Grade Level Options: 10-12 economic and political viewpoint. Historical and cultural rami- Prerequisite: Digital Art & Imaging 1-2 or Graphic Design and Printmaking 1-2 fications of digital video in film will be addressed. A variety of Co-requisites: Recommended: Enrolled in Arts, Media, and films will be previewed and students will analyze and respond Entertainment Smaller Learning Community/Pathway to these films, and make critical assessments. Students will learn to critique their own work, that of their peers and master The digital arts are the processes of organizing and filmmakers throughout film and television history. Students will composing words and images to create a message.

Career Technical Education 32 2015 -2016

Digital Arts and Imaging 3-4 students will work in depth Students will develop their aesthetic perception skills by on project-based artworks, using new technologies, distinguishing, discussing and writing about various film artistic imagination, metaphoric representation, symbolic genres; their creative expression and problem solving connections and technical skills. Students will focus on skills by making their own films; their film heritage by the integration of hand drawing and computers in the analyzing content and context of film’s historical devel- production of original digital art designs and look at the opment, as well as cultural and conceptual comparison various roles involved in the process. Through the pro- of film with the other visual arts of the era; and their duction of studio experiences and in-depth projects, aesthetic valuing by engaging in robust critiques of all students will build a quality digital arts design portfolio to class members in all stages of the production process. help in their advancement to either a career or post-secondary education. Students will build on what they have learned in Digital Art and Imaging 1-2; the Digital Media______2693 history of digital arts design, the design process, the Production & Managerial Arts Pathway elements of art and the principles of design, and the General CTE Course/Concentration Level graphic design and advertising that companies use to Length of Course: 2 semesters reach customers. Students will explore digital art design Grade Level Options: 11-12 components such as web design, textile design, identity Prerequisite: Contemporary Video design, product design, and publications and their pur- Co-requisites: Recommended: Enrolled in Arts, Media, and Entertainment Smaller Learning Community/Pathway pose. Emphasis is placed on the elements and principles of design throughout the course. Historical periods This course provides students with communication skills and graphic artists are explored, compared and con- and competencies in broadcast media including web trasted through reading, writing, hands on, and comput- and emerging broadcasting technologies. The course er activities. Aesthetic valuing and criticism are infused includes a meaningful focus on understanding the role of within the curriculum through verbal and written critiques broadcasting in society and developing broader com- of student work, along with selected artwork being munication skills, including listening, asking questions, studied. The five components in The California State public speaking, and finding, analyzing and evaluating Visual and Performing Arts Framework are integrated the quality of information. Students use the power of into the curriculum. Students are expected to perform at social media to promote and report emerging school a proficient level on a variety of tasks and assessments news as it happens. Students can gain valuable job addressing both the content and skill standards for Dig- skills while modeling responsible social media practices ital Arts and Imaging. Levels of proficiency are defined for their audiences. near the end of this course outline under Performance Learning by doing, students create their own news Criteria segments. They begin with a broad topic, learn to iden-

tify a specific angle or focus topic, and then find news- This course will meet the “f” entrance requirement for the University of worthy content through researching the written record, California and California State University systems and the fine arts graduation requirement. interviewing and observation. They learn production skills including information gathering, video and audio

production, and editing techniques. Students will be- Digital Film Making______1048 come familiar with a variety of career opportunities that

PRODUCTION AND MANAGERIAL ARTS PATHWAY present themselves in the broadcasting industry and General CTE Course/Concentration Level have employable training using industry standard Final Length of Course: 2 semesters Cut Pro X, post production software, to complete pro- Grade Level Options: 10-12 jects and have the option to pursue Apple Certification Prerequisite: Digital Art and Imaging 1-2 and/or 3-4 upon completion of the course. Co-requisites: Recommended: Enrolled in Arts, Media, and Entertainment Smaller Learning Community/Pathway Through producing their own core curriculum embedded This course will meet the “g” entrance requirement for the University of California and California State University systems. digital films, students will gain an understanding of filmmaking from conception to exhibition. They will employ non-linear, computer-based editing systems, gain- Digital Photography______1073 ing an understanding of asset management, file formats, audio mixing, key frame animation, digital video capture DESIGN, VISUAL, AND MEDIA ARTS PATHWAY and ingesting, and exporting of digital files for a variety General CTE Course/Concentration Level of purposes, from DVD authoring to web streaming. Length of Course: 2 semesters Grade Level Options: 10-12 Career Technical Education 33 2015 -2016

Prerequisite: Contemporary Video and/or Graphic Design and Prerequisite: Graphic Arts 5-6 Printmaking or Teacher Approval Co-requisites: Recommended: Enrolled in Arts, Media, and Co-requisites: Recommended: Enrolled in Arts, Media, and Entertainment Smaller Learning Community/Pathway Entertainment Smaller Learning Community/Pathway Building on skills learned in previous graphics courses, Photography, as a nonverbal language, allows students Graphic Arts 7-8 provides foundational skills for entry-level to increase their visual perception and provides a me- employment in the graphics industry. The course stresses dium for creative expression. The history of photography development of skills in the use of digital imaging technology will be evaluated in the context of historical, social, cul- such as scanners, digital cameras, and color inkjet and laser tural and artistic developments. Students learn to un- printers; offset printing; screen printing, and finishing. In addi- derstand the artistic qualities of the photographic me- tion to personal student projects, students will work on pro- dium while acquiring the techniques for utilizing pho- duction printing jobs to be used within the school community. tography for expressive purposes. Instruction includes studio and field techniques, photojournalism, fashion Graphic Design & Printmaking 1-2__2639 photography, and commercial, portrait, scientific, nature, wildlife and sports photography. Students will be intro- DESIGN, VISUAL, AND MEDIA ARTS PATHWAY duced to the industry’s standard software, Adobe Pho- Academic Career Course (CTE and Art)/Introductory Level toShop CS and they will create photographic art as well Length of Course: 2 semesters Grade Level Options: 9-12 as retouching portraits with this powerful tool. In addition, Prerequisite: None with the use of Adobe Photoshop CS, students will learn Co-requisites: Recommended: Enrolled in Arts, Media, and and apply techniques that are used by professional art- Entertainment Smaller Learning Community/Pathway ists, such as lighting concepts and color schemes. Aesthetic valuing and criticism are infused within the This course provides students with an understanding of curriculum through verbal and written critiques of stu- the processes and systems common to careers in dent work, along with selected photographic art being graphic arts and printmaking and other forms of media studied. The five components in the California State distribution. Graphic design and printmaking are the Visual and Performing Arts Framework are integrated processes of organizing and composing words and im- into the curriculum. ages to create a message. They are a visual communication of messages to inform, to persuade, to catego- This course meets the high school graduation requirement for fine arts and rize, to identify and to help make choices. Students will the “f” requirement for the University of California and California State Uni- learn about the history of graphic design, the graphic versity systems. design process, and explore the graphic design and advertising that companies use to reach customers. Graphic Arts 5-6______2626 Students will learn how graphic designers plan, submit, DESIGN, VISUAL, AND MEDIA ARTS PATHWAY revise and complete their designs. Students will explore General CTE Course/Concentration Level basic design components such as typography, printing, Length of Course: 2 semesters photography, illustrations, printmaking processes and Grade Level Options: 10-12 Prerequisite: Graphic Arts 3-4 publications and their purpose. Emphasis is placed on Co-requisites: Recommended: Enrolled in Arts, Media, and the elements and principles of design throughout the Entertainment Smaller Learning Community/Pathway course. Historical periods and graphic artists are explored, compared and contrasted through reading, writ- The course provides student responsibility for the selection of ing, hands on, and computer activities. Students will be type, paper, ink, and method of reproduction. Experiences committed to lifelong learning as they grow individually, are provided in book and newspaper mark-up. The course participate in groups, think analytically, create artistic stresses development of skills in the use of phototypesetters products, and contribute to production of a major project. and related equipment as well as line casting equipment. Students will learn illustration design software to create Semiautomatic and automatic presses, and other related projects that will be printed in traditional and digital equipment, are used in the process of producing printed ma- formats. Aesthetic valuing and criticism are infused terials. within the curriculum through verbal and written critiques of student work, along with selected artwork being Graphic Arts 7-8______2628 studied. The five components in The California State

DESIGN, VISUAL, AND MEDIA ARTS PATHWAY Visual and Performing Arts Framework are integrated General CTE Course/Capstone Level into the curriculum. Length of Course: 2 semesters Grade Level Options: 11-12 Career Technical Education 34 2015 -2016

This course meets the high school graduation requirement for fine arts and Prerequisite: None the “f” requirement for the University of California and California State Uni- Co-requisites: Recommended: Enrolled in Arts, Media, and versity systems. Entertainment Smaller Learning Community/Pathway

Graphic Design & Printmaking 3-4__2646 Students will design and program projects on the computer which are interactive; i.e. the user of the finished project will DESIGN, VISUAL, AND MEDIA ARTS PATHWAY Academic Career Course (CTE and Art)/Concentration Level determine which elements of the project they view and hear, Length of Course: 2 semesters and in what order. These media elements will include text, Grade Level Options: 10-12 graphic images, sound, video, and animation. Prerequisite: Graphic Design and Printmaking 1-2 or Teacher Approval Co-requisites: Recommended: Enrolled in Arts, Media, and Intermediate 2-D Design 2549

Entertainment Smaller Learning Community/Pathway DESIGN, VISUAL, AND MEDIA ARTS PATHWAY Academic Career Course (CTE and Art)/Introductory Level This course continues to provide students with an un- Length of Course: 2 semesters derstanding of the theories, processes, and systems Grade Level Options: 10-12 common in the fields of graphic design and printmaking Prerequisite: a Graphic Design and Printmaking course; or a and other forms of media arts. Graphic design and Drawing and Painting course; or an Art and Animation course; or a Digital Art and Imaging course; or consent of instructor printmaking are the processes of organizing and com- Co-requisites: Recommended: Enrolled in Arts, Media, and posing words and images to create a message. Stu- Entertainment Smaller Learning Community/Pathway dents will continue to explore and apply the theories of graphic design and their relevance within a historical Intermediate 2-D Design allows highly motivated students and cultural context. Various methods of visual com- to further explore, expand, and develop their creative munications used by graphic design and advertising voice while applying the processes and concepts common firms and the purpose for which communication is in- to careers in two-dimensional visual design. This yearlong tended will be investigated. Students will continue to course challenges students to produce a portfolio of work learn and apply the design process and basic design that represents both a breadth of understanding as well as components such as typography, printing, photography, a focused concentration in an area of interest to them, all illustration, printmaking processes, and a variety of me- within the realm of two-dimensional design. The design dia publications and their purposes. Throughout the portfolio may include a variety of media and concepts course, students will continue to learn and apply the including but not limited to graphic design, illustration, theories of composition through the use of the elements fashion design/illustration, digital imaging, printmaking, and principles of design. Historical periods, relevant fiber/textile design, and photography. As a design course, artists, graphic designers, and other notable figures will portfolio development will involve purposeful decision be researched and analyzed through reading, writing, making about how to use the elements of art and princi- and hands-on projects, through traditional and digital ples of design in an integrative way while investigating a formats, including current illustration, photo variety of concepts and approaches in design, including manipulation, and layout design software. Students techniques, composition, execution of ideas, and creative will be committed to lifelong learning as they grow problem-solving. The five components of The California individually, participate in groups, think analytically, State Visual and Performing Arts Framework -- Artistic create artistic products, and contribute in the production Perception; Creative Expression; Historical and Cultural of major projects. Aesthetic valuing and criticism are Context; Aesthetic Valuing; and Connections, Relation- infused within the curriculum through verbal and written ships, and Applications are fully integrated into the curric- critiques of student work, along with selected artwork ulum. Students will be asked to further their investigation being studied. The five components in The California of historical periods, cultures, artistic movements, and State Visual and Performing Arts Framework are inte- artists and designers through a variety of assignments and grated into the curriculum. projects that will include research, and two-dimensional analog and digital manipulation that will employ design This course will meet the “f” or “g” entrance requirement for the University of and illustration software. Students will review and apply California and California State University systems and the fine arts graduation requirement. the design process and continue to broaden their knowledge and understanding of two-dimensional design techniques used to reach consumers and the public. Interactive Multimedia 2668 Aesthetic valuing and art criticism are infused throughout PRODUCTION AND MANAGERIAL ARTS PATHWAY the curriculum through verbal and written critiques of stu- General CTE Course/Introductory Level dent work, along with selected artworks being studied. Length of Course: 2 semesters Grade Level Options: 10-12 By the end of the year, students should have developed a Career Technical Education 35 2015 -2016

portfolio of work that should represent an intermediate skill By the end of the year, students will have acquired a level. deeper and more layered understanding of the world of theatrical performance than that acquired in Introduction This course will meet the “f” or “g” entrance requirement for the University of to Theatre, and have a portfolio that demonstrates that California and California State University systems and the fine arts graduation requirement. understanding. This course will introduce students to the exciting world of theatre performance as we explore the structure of drama, history of the theatre, trends in Intermediate Theatre 3361 physical theatre, contemporary play analysis, devised theatre, theatrical movements, including but not limited PERFORMING ARTS PATHWAY General CTE Course/Concentration Level to: Theatre of the Absurd, Theatre of the Oppressed, Length of Course: 2 semesters Happenings, Performance Art, Latino Theatre, Afri- Grade Level Options: 10-12 can-American Theatre, Asian Theatre and Kabuki, Prerequisite: Introduction to Theatre Viewpoints as set forth by Anne Bogart and Tadashi Co-requisites: Recommended: Enrolled in Arts, Media, and Sezuki, Roman theatre, Medieval Theatre, Renaissance Entertainment Smaller Learning Community/Pathway Theatre with a focus on Shakespeare’s contemporaries,

Intermediate Theatrical Performance allows students to especially Christopher Marlowe, Ben Jonson and John deepen the width and breadth of learning acquired in Fletcher, Restoration Theatre, Melodrama, Realism, Introduction to Theatre, and to further explore, expand, Expressionism, Romanticism, Futurism, Surrealism, and develop their creative voice as theatre practitioners, Postmodernism/ Duende, the acting theories specifically while applying the processes and concepts common to of Uta Hagen and Constantin Stanislavski, monologue careers in theatrical performance. This year-long course and scene performance, audition techniques, stage challenges students to produce an extensive body of combat, and culminating in a final jury performance that work that represents a breadth of understanding as well determines eligibility for the next course in the sequence, as a personal trajectory focused on each student’s area Advanced Theatre Performance. of inquiry (body, voice, emotions), all within the realm of theatrical performance. The body of work may include a This course will meet the “f” entrance requirement for the University of variety of theatrical performance related work, including, California and California State University systems. but not limited to, live performances of scenes and monologues, original plays, director’s concepts, drama- turgy portfolios, actor observations, theatrical criticism, Introduction Theatre 3360 choreography for musicals, and stage combat for plays. PERFORMING ARTS PATHWAY General CTE Course/Introductory Level The five components of The California State Visual and Length of Course: 2 semesters Performing Arts Framework- Artistic Perception, Crea- Grade Level Options: 9-12 Prerequisite: None tive Expression, Historical and Cultural Context, Aes- Co-requisites: Recommended: Enrolled in Arts, Media, and thetic Valuing, and Connections, Relationships and Ap- Entertainment Smaller Learning Community/Pathway plications are fully integrated into the curriculum as well as the Arts, Media and Entertainment Career and Tech- Introduction to Theatrical Performance allows students nical Education Standards. Students will be asked to to explore, expand, and develop their creative voice as further their investigation of historical theatrical trends, theatre practitioners, while applying the processes and cultures, theatrical movements, notable theorists, play- concepts common to careers in theatrical performance. wrights, and performers through a variety of assign- This year-long course challenges students to produce a ments and collaborative projects that will include re- body of work that represents a breadth of understanding search, analysis, implementation, critique, revision, and as well as a personal trajectory focused on each stu- performance. Students will engage in the rehearsal dent’s area of concentration, all within the realm of the- process in bringing the text from the page to the stage, atrical performance. The body of work may include a to ensure accuracy, detailed and nuanced character variety of theatrical performance related work, including, analysis and portrayal, creative input, historical and but not limited to, live performances of scenes and cultural inclusion, and audience impact. Aesthetic valu- monologues, original plays, director’s concepts, drama- ing and theatrical criticism are infused throughout the turgy portfolios, stage management prompt books, the- curriculum through verbal and written critiques of stu- atrical criticism, choreography for musicals, and stage dent work, along with selected masterpieces of the the- combat for plays. atre being studied.

Career Technical Education 36 2015 -2016

The five components of The California State Visual and Prerequisite: Placement at level III or above on pre-assessment Performing Arts Framework- Artistic Perception, Crea- Co-requisites: Recommended: Enrolled in Arts, Media, and tive Expression, Historical and Cultural Context, Aes- Entertainment Smaller Learning Community/Pathway thetic Valuing, and Connections, Relationships and Ap- This course is designed as a semester class for students with plications are fully integrated into the curriculum as well advanced computer skills. The class is project-based, which as the Arts, Media and Entertainment Career and Tech- includes activities for designing and creating digital video, nical Education Standards. Students will be asked to sound, animation and web pages. The class will provide ap- further their investigation of historical theatrical trends, propriate hardware and software and include applications that cultures, theatrical movements, notable theorists, play- support students’ ability to create and optimize new media. wrights, and performers through a variety of assignments and collaborative projects that will include research, Video Production 1-2 2637 analysis, implementation, critique, revision, and performance. Students will engage in the rehearsal process in PRODUCTION AND MANAGERIAL ARTS PATHWAY bringing the text from the page to the stage, to ensure General CTE Course/Concentration Level accuracy, detailed and nuanced character analysis and Length of Course: 2 semesters Grade Level Options: 11-12 portrayal, creative input, historical and cultural inclusion, Prerequisite: Digital Art & Imaging or permission of Instructor and audience impact. Aesthetic valuing and theatrical Co-requisites: Recommended: Enrolled in Arts, Media, and criticism are infused throughout the curriculum through Entertainment Smaller Learning Community/Pathway verbal and written critiques of student work, along with selected masterpieces of the theatre being studied. Video Production 1-2 is designed to introduce students to current industry careers, terminology, and all phases of By the end of the year, students will have acquired a video production including: preproduction, production, and deep and layered understanding of the world of theatrical postproduction. Students will apply introductory knowledge performance, and have a portfolio that demonstrates that to operate, troubleshoot, and manage technical equipment understanding. This course will introduce students to the including: video cameras, tripods, video switchers, exciting world of theatre performance as we explore the microphones, lighting, cables, and headsets in a variety of structure of drama, history of the theatre, commedia settings. Students will utilize computer software and work dell’arte, voice and diction, play analysis, short and long collaboratively to plan, create, and edit video projects. form improvisation, devised theatre, theatrical move- Students are required to participate in Work Based ments, including but not limited to: Theatre of the Absurd, Learning projects on campus: sporting events, school Theatre of the Oppressed, Happenings, Performance performances, and other school activities in order to Art, Latino Theatre, African-American Theatre, Asian acquire invaluable work experience as: camera operators, Theatre and Kabuki, Viewpoints as set forth by Anne directors, managers, video switchers, sound/boom Bogart and Tadashi Sezuki, Greek and Roman theatre, operators, lighting operators, grips, teleprompter Medieval Theatre, Renaissance Theatre including operators, writers, and video editors. Shakespeare and his contemporaries, Restoration The- atre, Melodrama, Realism, Expressionism, Romanti- Video Production 3-4 2638 cism, Futurism, Surrealism, Postmodernism/ Duende, PRODUCTION AND MANAGERIAL ARTS PATHWAY acting theories of Uta Hagen, Constantin Stanislavski, General CTE Course/Capstone Level and Charles McGaw, monologue and scene perfor- Length of Course: 2 semesters mance, physical theatre trends, choreography, stage Grade Level Options: 12 combat, Shakespearean scansion and monologue Prerequisite: Video Production 1-2 analysis, and culminating in a final jury performance that Co-requisites: Recommended: Enrolled in Arts, Media, and Entertainment Smaller Learning Community/Pathway determines eligibility for the next course in the sequence, Intermediate Theatre Performance. Students in Video Production 3-4 focus on both the technical skills and the organizational and managerial This course will meet the “f” entrance requirement for the University of California and California State University systems. knowledge needed to design, manage, and produce a presentation or production of the performing, visual, and media arts. Students will apply their knowledge and Using New Media 2696 experience to create call sheets for equipment, crews, technical support, and performance requirements. DESIGN, VISUAL, AND MEDIA ARTS PATHWAY Students will apply decision-making and problem-solving General CTE Course Length of Course: 1 semester techniques to performances and presentations that are Grade Level Options: 9-12 live, recorded, and/or involve digital media. Students are

Career Technical Education 37 2015 -2016

required to participate in Work Based Learning projects on RESIDENTIAL AND COMMERICAL CONSTRUCTION campus: sporting events, school performances, and other General CTE Course/Capstone Level school activities in order to acquire invaluable work Length of Course: 1-2 semesters experience as: camera operators, directors, managers, Grade Level Options: 10 video switchers, sound/boom operators, lighting operators, Prerequisite: Safety test must be passed prior to operation of equipment grips, teleprompter operators, writers, and video editors. Co-requisites: None Video Production 3-4 is designed to prepare students to enter entry level careers in the Arts, Media, & This course will provide entry-level training in framing, Entertainment industry and/or continue their learning at the electrical, plumbing and drywall. Students will acquire postsecondary level. knowledge in use, care and upkeep of equipment. The curriculum is designed around a modular concept using a “hands on” approach.

BUILDING AND CONSTRUCTION TRADES

BUSINESS AND FINANCE ACE Construction Engineering_____8407

RESIDENTIAL AND COMMERICAL CONSTRUCTION General CTE Course/Concentration Level Accounting 1-2______1201 Length of Course: 2 semesters FINANCIAL SERVICES PATHWAY Grade Level Options: 11 General CTE Course/Introductory Level Prerequisites: ACE Engineering Survey Length of Course: 2 semesters Co-requisites: Enrolled in the ACE Academy, Geometry or Grade Level Options: 9-12 higher mathematics Prerequisite: None

Co-requisites: Recommended: Enrolled in Business and Fi- ACE Construction Engineering is designed to prepare nance Smaller Learning Communities/Pathway students for industry standards in construction and engineering including building trades, project management, Accounting 1-2 provides a general overview of the fun- and civil or structural engineering. Students will earn damental accounting principles in recording business industry certifications (OSHA -10, CPR, First Aid), gain transactions. Practice is provided to complete sets of technical skills and, build foundational career skills with books (bookkeeping) for small business organization an emphasis on project management and leadership. financial transactions manually and electronically. In- Students will demonstrate their knowledge and under- struction utilizes computer and the appropriate software standing through projects, presentations, and hands-on that correlates directly to the approved textbook to help demonstrations. the students’ transfer textbook learning to practical ap-

plications and acquire the skills needed to meet today’s ACE Exploration______2517 technological needs and employment demands in the business and finance industry. RESIDENTIAL AND COMMERICAL CONSTRUCTION General CTE Course/Introductory Level Length of Course: 2 semesters Banking and Credit______1221

Grade Level Options: 9 FINANCIAL SERVICES PATHWAY Prerequisite: None General CTE Course Length Co-requisites: Enrolled in the ACE Academy of Course: 1 semester Grade Level Options: 11 ACE Exploration is designed to assist student’s transi- Prerequisite: None tion from school to work, make career path and Co-requisites: Recommended: Enrolled in Business and Mar- post-secondary decisions, and develop employment keting Smaller Learning Communities/Pathways skills. Students will explore foundational skills and knowledge in Construction and Engineering. Students This one-semester course introduces Academy of Fi- will participate in a combination of classroom instruction nance students to the role of banks in a domestic and and worksite learning by participating in a job shadow global economy. The course explores the history of experience. banking, the major functions of banking in today’s financial world, and the ever-changing environment facing today’s banks. It examines the Federal Reserve System Construction/Building Trades and how its policies affect the U.S. money supply and 1-2______6048 the availability of credit. The factors involved in banks Career Technical Education 38 2015 -2016

granting and managing credit for both consumers and get a chance to discover the types of careers that exist businesses are discussed. The course focuses on how in IT today. the U.S. banking system interacts with other nations and the vital function international banking plays in foreign Business Technology Internship 1-2- 1236 trade and the balance of payments. BUSINESS MANAGEMENT PATHWAY CTE Career Practicum Course/Capstone Level Business & Computer Technology Length of Course: 1-2 semesters Grade Level Option: 11-12 (NAF)______1226 Prerequisite: Completion of two business courses BUSINESS MANAGEMENT PATHWAY Co-requisites: Enrolled in a Business and Finance Small General CTE Course/Introductory Level Learning Community/Pathway Length of Course: 2 semesters Grade Level Option: 9 Business Technology Internship 1-2 is a combination of Prerequisite: None technology-driven in-class instruction and work-based Co-requisites: Enrolled in a NAF Academy learning experiences where students will gain experi-

This course develops the foundation skills for the Cali- ences in actual work situations while reflecting on how to fornia Career Technical Education Model Curriculum find and cultivate careers while preparing for Standards for Business and Finance Sector and the post-secondary education. Regular job site visitations Business Management Pathway. and supervision by the Teacher-Coordinator is a fundamental part of this course while implementing the The Business and Computer Technology course pro- Standards for Career Ready Practices to create a vides students with an overview of the importance of roadmap for students’ success. ethics in a business environment. Students focus on the significance and importance of ethics to stakeholders, Business Travel, examine who bears responsibility for ensuring an ethical Tourism, & Hospitality (NAF) 2677 code is followed, and explore ethical situations common BUSINESS MANAGEMENT PATHWAY in organizations. The course examines ethics through General CTE Course/Introductory Level the lens of various business disciplines and considers Length of Course: 2 semesters the impact of organizational culture on ethical practices. Grade Level Option: 9-12 The course also explores ethics as social responsibility, Prerequisite: Computer application skills are highly recom- the evolution of ethics as business becomes more in- mended Co-requisites: Enrolled in a NAF Academy ternational, and how the free market and organizational ethics can coexist. Students apply what they have Business Travel, Tourism, and Hospitality introduces learned over the course to the culminating project by students to major principles and concepts that are the researching a real corporation in relation to ethical foundation for future study of business. Students will business practices. Working in teams, students evaluate study various aspects of business and learn the basics whether the corporation’s stated and demonstrated eth- of selling and marketing on specific career topics (tour- ical behavior aligns with their own values. They present ism, hospitality and tourism), as well as being introduced their findings in a formal presentation to a group of in- to the concept of service as a critical component of a terested adults. Finally, students examine careers in business. The course combines learning current the- ethics. The course also provides an overview of in- ory and practice with observations of customer service formation technology (IT) today. It serves as the foun- and critical analysis of models to provide a thorough dation for all of the core courses offered by the Academy perspective. Students will apply basic concepts and of Information Technology. The course provides stu- tools to create a comprehensive proposal addressing dents with an introduction to hardware, looking at both customer service challenges for a specific business. peripherals and inside the box. Then, with hands-on They will research the business and participate in activities, students explore the most common types of work-based learning activities such as interviewing and operating systems, software applications, and pro- visiting a site. In addition, students will create a de- gramming languages. Students learn about the different tailed business plan for a vacation package that would types of networks and network topology, and they set up appeal to high school students. They learn about con- an email client/server connection. During the course, sumer needs and how these factors affect current of- students consider contemporary IT issues such as se- ferings in the business areas of lodging, transportation, curity and privacy, the effects of IT on society and the food and beverage, and entertainment. Furthermore, individual, and technological inequality. Finally, students students take a look at the history of the industry to un-

Career Technical Education 39 2015 -2016

derstand the forces that have shaped it and the degree to which it has changed in the past century. Students This course thoroughly explores the role of ethics in consider the economic and environmental impacts of the the business world, with a focus on ethics in finance. industry on the world today. They receive exposure to Entrepreneurship provides students with an under- the wide array of domestic and international travel standing of the critical role played by entrepreneurs businesses. in the national and global economy. Students begin by distinguishing between personal ethical codes and the social ethics of businesses and organizations. They Clerical/Office Occupations______6206 study actual cases of corporate unethical behavior to BUSINESS MANAGEMENT PATHWAY understand the ramifications for stakeholders and all CTE Career Practicum Course/Concentration Level members of an organization. They look at the kinds of Length of Course: 1-2 semesters Grade Level Options: 11-12 ethical issues faced in human resources and marketing Prerequisites: Recommended: Computer Applications and/or departments, and what corporate social responsibility is Computer Business Applications involved in a free market system. By looking at ethical Co-requisites: Recommended: Enrolled in Business and Mar- dilemmas from the perspectives of employees and keting Smaller Learning Communities/Pathways managers, students explore such concepts as conflict of

This career practicum course is designed to help stu- interest, whistle blowing, and the abuse of power. They discern how complex it can be to make the most ethical dents develop the skills that will be important in their careers in a professional or business position when they choice. Once they have a solid grasp of the motivations that drive unethical behavior, students learn about enter the workforce now and face the technology changes and business needs they will encounter in the methods organizations use to curb it, such as breaches specific to these industries. They explore the fraud tri- future. It prepares the students for the initial demands of employment and to acquire the skills to learn on the job angle and what “cooking the books” means. They study the origins and application of corporate legal compliance and adapt to new procedures and technologies. Lead- ership skills, career awareness, and workplace aptitude policies. They also investigate the ethical underpinnings of international business and global trade. Students will be taught. learn not only skills necessary to become entrepreneurs but also the attitudes, characteristics, and techniques Computer Business Applications 6209 found in successful entrepreneurs that students will BUSINESS MANAGEMENT PATHWAY need to succeed. Students explore the steps necessary CTE Career Practicum Course/Concentration Level to start a business, including analyzing the market, Length of Course: 1 or 2 semesters finding financing, and creating a form of organization Grade Level Options: 11-12 Prerequisite: Recommended: Computer Applications that identify the risks, returns, and other aspects of en- Co-requisites: Recommended: Enrolled in Business and Mar- trepreneurship as a potential career. The subject matter keting Smaller Learning Communities/Pathways lends itself to, and benefits from, students’ taking an ongoing personal inventory of their own ethical sensibili- This career practicum course is designed to provide ties as they develop awareness of how they might re- students with a suite of programs that may be used in- spond in a range of provocative situations. Within the dependently or together to create documents to succeed course, students will present case studies on business in today’s competitive business world from an under- at an ethics forum. standing of information technology. Emphasis will be preparing students for post-secondary education and/or This course will meet the “g” entrance requirement for the University of entry-level jobs in an information-processing environ- California and California State University systems. ment. Throughout the course, leadership skills, career awareness, and workplace aptitude will be taught. Financial Planning______1220

FINANCIAL PLANNING PATHWAY Ethics in Business and Entrepreneurship General CTE Course Length (NAF)______1224 of Course: 1 semester Grade Level Options: 11 BUSINESS MANAGEMENT PATHWAY Prerequisite: none General CTE Course/Concentration Level Co - requisites: Recommended: Enrolled in Business and Mar- Length of Course: 2 semesters keting Smaller Learning Communities/Pathways Grade Level Options: 11-12 Prerequisite: Recommended: C or better in prior business This one-semester course introduces students to the basic course and English course components of personal financial planning and the concept of Co-requisites: Enrolled in a NAF Academy Career Technical Education 40 2015 -2016

financial goal setting and decision-making. This course in- The course will research reasons for personal spend- cludes the study of saving, borrowing, risk management, in- ing/saving plans, describe the importance of using and vestment choices, tax planning, retirement planning and es- managing credit effectively, and present ways of man- tate planning. This course will discuss reasons for personal aging the possibility of loss. Students will become fa- spending/savings plans, describe the importance of using and miliar with the concepts of effective personal financial managing credit effectively, and present examples of ways to planning and the essential competencies and manage the possibility of loss. Students will become familiar knowledge that will enable them to become informed with the concepts of effective personal financial planning. and skilled consumers of personal financial services. Students will develop the essential competencies and (Use Arial 11) knowledge that will enable them to become informed and skilled consumers of personal financial services. Personal Finance 1207 FINANCIAL SERVICES PATHWAY International Business______1245 General CTE Course (No Course Outline) INTERNATIONAL BUSINESS PATHWAY Academic Career Course (CTE and History/Social Sci- ence)/Concentration Level Length of Course: 2 semesters Principles of Information Technology & Grade Level Options: 11 Prerequisite: Introduction to Entrepreneurship, International Finance (NAF) 1363

Marketing, and World History BUSINESS MANAGEMENT PATHWAY Co-requisites: English 5-6, Recommended: Enrolled in Busi- General CTE Course/Introductory Level ness and Marketing Smaller Learning Communities/Pathways Length of Course: 2 semesters Grade Level Options: 9-12 The International Business course is designed to teach eco- Prerequisite: Recommended: C or better in prior technology nomic theory through the lens of international business and course and English course global trade. Students will develop knowledge in the geo- Co-requisites: Enrolled in a NAF Academy graphical, cultural, social, political, legal and economic factors that comprise the international business environment. Spe- Principles of Information Technology and Finance (NAF) cific concepts include globalization, logistics, trade agree- provide an overview of information technology (IT) and ments, balance of trade, and foreign exchange. In addition concepts, tools, and institutions of finance today. It students learn how cultural factors such as; language, educa- serves as the foundation for all of the core courses of- tion, religion, and customs are incorporated into skills needed fered by the Academy of Information Technology and to conduct international business. Collaborative teams con- Academy of Finance. The course provides students with duct market research and write an international business plan an introduction to hardware, looking at both peripherals that will be presented at business competitions. and inside the box. Then, with hands-on activities, students explore the most common types of operating This course will meet the “g” entrance requirement for the University of California and California State University systems. systems, software applications, and programming languages. Students learn about the different types of LBCC Articulation Agreement – Credit by Exam networks and network topology, and set up an email client/server connection. During the course, students Managing Your Personal Finance___1223 consider contemporary IT issues such as security and FINANCIAL SERVICES PATHWAY privacy, the effects of IT on society and on the individual Academic Career Course and CTE Course/Introductory Level and technological inequity. Finally, students get a Length of Course: 2 semesters chance to discover the types of careers that exist in IT Grade Level Options: 9-12 today. In Finance, the student begins with the basics of Prerequisites: None financial literacy and the function of finance in society. Co-requisites: Recommended: Enrolled in Business and Mar- keting Smaller Learning Communities/Pathways Students then study income and wealth, including budgeting, personal banking, credit and borrowing, and This two semester course introduces students to the planning for retirement. Next, students examine financial basic components of personal financial planning and the institutions and the role of finance in organizations. They concept of financial goal setting and decision-making. learn about common methods by which businesses Included is the study of money management: salaries, raise capital-IPOs, selling stocks and bonds, and taxes, budgets, checking and banking accounts, saving, short-term financing-and they study key invest- investing, retirement planning; credit management, ment-related terms and concepts, including the time renting or buying a home, buying and caring for a car. value of money. Students also explore specific topics of importance in today’s world of finance, risk management, Career Technical Education 41 2015 -2016

taxes, and ethics. They research how technological and topic. Students use a Project Based Learning approach international innovations have changed the financial to become personal finance experts and lead a school- services field. wide exhibition on issues critical to financial literacy. Working in groups of three or four, students choose a Social & Financial Responsibilities in topic to investigate and examine their topic from various Business (NAF)___1225 perspectives, including its importance to an individual’s understanding of finance as well as its relevance to the FINANCIAL SERVICES PATHWAY finance industry and society. Groups synthesize their General CTE Course/Concentration Level learning and create a three-panel display board, public Length of Course: 2 semesters Grade Level Options: 10 service brochure, and talking points, all of which they Prerequisite: Marketing & Professionalism in Business present to an invited audience at a financial literacy fair. Co-requisites: Enrolled in a NAF Academy Finally, students explore the types of careers that exist in finance today. The Social and Financial Responsibilities in Business course provides students with an overview of the importance of ethics in a business environment. Students focus on the significance and importance of ethics to EDUCATION, CHILD DEVELOPMENT & FAMILY stakeholders, examine who bears responsibility for en- SERVICES/PUBLIC SERVICES suring an ethical code is followed, and explore ethical situations common in organizations. The course examines ethics through the lens of various business disci- Careers with Children 8320 plines and considers the impact of organizational culture on ethical practices. The course also explores ethics as CHILD DEVELOPMENT PATHWAY CTE Internship Course/Capstone Level social responsibility, the evolution of ethics as business Length of Course: 1-2 semesters becomes more international, and how the free market Grade Level Options: 11-12 and organizational ethics can coexist. Students apply Prerequisite: Completion of 1 or more child development or what they have learned over the course to the culmi- education courses nating project by researching a real corporation in rela- Co-requisites: Recommended: Enrolled in Education/Child Development Smaller Learning Communities/Pathways tion to ethical business practices. Working in teams, students evaluate whether the corporation’s stated and This program prepares students to work with children in demonstrated ethical behavior aligns with their own programs involving pre-school age children, day care values. They present their findings in a formal presenta- settings, special education and school age programs or tion to a group of interested adults. Finally, students recreational activities or to take advanced studies for examine careers in ethics. Principles of Finance are careers working with children. Students will: introduced to students in the second semester and giv- 1. Understand the employment opportunities and re- ing students a thorough introduction to the concepts, quirements necessary for careers working with chil- tools, and institutions of finance and serves as a foun- dren. dation for the core courses offered by the Academy of 2. Gain knowledge and work experience needed for a Finance. Students begin with the basics of financial day care, preschool, special education, school age literacy and the function of finance in society. Students program or recreation setting. then study income and wealth, including budgeting, 3. Develop the skills necessary to obtain and maintain personal banking, credit and borrowing, and planning for employment in careers that involve working with chil- retirement. Next, students examine financial institutions dren. and the role of finance in organizations. They learn Topics include career opportunities, child care facilities, about common methods by which businesses raise growth and developments of children, preschool pro- capital—IPOs, selling stocks and bonds, and short-term grams, effective guidance techniques, health, safety, financing—and they study key investment-related terms and nutrition, and employability skills. and concepts, including the time value of money. Stu- dents also explore specific topics of importance in to- Child, Family, and Community 6068 day’s world of finance, risk management, taxes, and ethics. They research how technological and interna- CHILD DEVELOPMENT PATHWAY tional innovations have changed the financial services General CTE Course/Introductory Level field. As an integral part of the course, students also Length of Course: 2 semesters Grade Level Options: 9-10 participate in an in-depth study of a particular finance Prerequisite: None

Career Technical Education 42 2015 -2016

Co-requisites: Recommended: Enrolled in Education/Child This course will meet the “f” entrance requirement for the University of Development Smaller Learning Communities/Pathways California and California State University systems and the fine arts graduation requirement.

Students will explore careers working with children, family, and community. Students will acquire a basic Architectural Design 3-4______2644 knowledge of the education, skills and personal qualities ARCHITECTURAL DESIGN PATHWAY necessary for a successful career in Education, Child General CTE Course/Concentration Level Development, and Family Services. Students will be- Length of Course: 2 semesters come familiar with child development and behavioral Grade Level Options: 10-12 Prerequisite: Architectural Design 1-2 theories; various types of family structures and their Co-requisites: Recommended: Enrolled in Engineering and needs, career patterns and ethics. Students will also Architecture Smaller Learning Communities/Pathways have an understanding of children with special needs; ethnic and cultural diversity, and gender equity. Stu- Architecture is the science of planning, designing, reviewing dents will evaluate their own personality, characteristics, and constructing buildings and structures that reflect function- skills and abilities, and the role those qualities play in al, technical, social and aesthetic considerations. This second choosing a career. year class builds on skills and learning’s from architecture 1-2, and requires students to create and develop design sensibilities, learn presentation skills, become technically knowledgeable and learn vocational skills that are part of the Archi- ENGINEERING AND ARCHITECTURE tectural and Structural Engineering pathway. Through the application of the Elements of Art and Principles of Design students create a variety of unique artworks that demonstrate Architectural Design 1-2______2642 mastery in all areas of architecture design. Students will ana-

lyze visual information; respond to architects’ works as well as ARCHITECTURAL DESIGN PATHWAY General CTE Course/Introductory Level their own, in written and oral form using critical thinking and Length of Course: 2 semesters philosophical theory to make their judgments. Students will Grade Level Options: 9-12 also demonstrate knowledge of the historical timeline of ar- Prerequisite: None chitecture and how it is perceived as cultural and political Co-requisites: Recommended: Enrolled in Engineering and symbols of society as well as works of art. Students will learn Architecture Smaller Learning Communities/Pathways about career pathways in architecture, as well as recognize the impact of new technology as a means to broaden and Architecture is the science of planning, designing, reviewing expand upon their artistic knowledge and skill. The role of this and constructing buildings and structures that reflect function- class is to enable students to continue a relationship between al, technical, social and aesthetic considerations. This class art and technology that enables all types of buildings to be requires students to create and develop design sensibilities, both technically appropriate and aesthetically acceptable. learn presentation skills, become technically knowledgeable and learn vocational skills. This course will meet the “f” entrance requirement for the University of Through the application of the Elements of Art and Principles California and California State University and the fine arts graduation re- of Design students create a variety of unique artworks that quirement. demonstrate mastery in all areas of foundation architecture LBCC Articulation Agreement – Credit by Exam design. Students will analyze visual information; respond to architects’ works as well as their own, in written and oral form Architectural Design 5-6______2605 using critical thinking and philosophical theory to make their ARCHITECTURAL DESIGN PATHWAY judgments. Students will also demonstrate knowledge of the General CTE Course/Concentration Level historical timeline of architecture and how it is perceived as Length of Course: 2 semesters cultural and political symbols of society as well as works of art. Grade Level Options: 11-12 Students will also learn about career pathways in architecture, Prerequisite: Architectural Design 3-4 Co-requisites: Recommended: Enrolled in Engineering and as well as recognize the impact of new technology as a Architecture Smaller Learning Communities/Pathways means to broaden and expand upon their artistic knowledge and skill. The role of this class is to enable students to create Architectural Design is a course in which the student will ex- a relationship between art and technology that enables all press him or herself visually and be able to showcase their types of buildings to be both technically appropriate and aes- creativity. Instruction will be given in the following areas: ele- thetically acceptable. ments of design, architectural history, technical drafting, sketching, model building, and computer design. The course

Career Technical Education 43 2015 -2016

will give the students confidence in organizing ideas and the manufacturing fields. Since engineering is a field of many ability to work ideas into new and useful creations in harmony disciplines, the course will address those physics con- with the site and environment. Architecture 5-6 is a class that cepts universal to all disciplines. Physics concepts in- is part of a program that builds on the information learned in clude: force, work, rate of change, and energy. Architectural Design 3-4. This class will prepare the student This course will meet the "g" entrance requirement for the University of for a career in architecture or will transfer to LBCC through an California and California State University systems. articulation agreement that will permit architecture students to earn up to 8 units of college credit. The classes are taught PLTW: Aerospace Engineering 2515 as lecture/lab with occasional field trips. The lectures are directly related to lab work (drawings). There is out of class ENGINEERING TECHNOLOGY PATHWAY work and a portfolio of drawings to be kept by the student. General CTE Course/Concentration Level Length of Course: 2 semesters Grade Level Options: 10-12 Architectural Design 7-8______2606 Prerequisite: Introduction to Engineering Design (PLTW) or Introduction to Design (PLTW) ARCHITECTURAL DESIGN PATHWAY Co-requisites: Recommended: Enrolled in Engineering and General CTE Course/Capstone Level Architecture Smaller Learning Communities/Pathways Length of Course: 2 semesters Grade Level Options: 11-12 Aerospace Engineering explores the evolution of flight, Prerequisite: Architectural Design 5-6 navigation and control, flight fundamentals, aerospace Co-requisites: Recommended: Enrolled in Engineering and Architecture Smaller Learning Communities/Pathways materials, propulsion, space travel, and orbital mechanics. In addition, this course presents alternative applica- Building on skills learned in previous graphics courses, Archi- tions for aerospace engineering concepts. Students tectural Design 5-6 covers functional aspects of architectural analyze, design, and build aerospace systems. They drafting, stressing current practice in the field of domestic ar- apply knowledge gained throughout the course in a final chitecture. Drafting room procedure is followed with reference presentation about the future of the industry and their to handbooks, drafting room manuals, tables, and other ref- professional goals. erence materials. Architectural problems are developed in This course will meet the “g” entrance requirement for the University of detail from preliminary sketch to complete set of working California and California State University systems. drawings. Independent study is emphasized at this level of work. PLTW: Computer Integrated

Manufacturing ______2511 Introduction to Engineering 2716 ENGINEERING TECHNOLOGY PATHWAY ENGINEERING DESIGN PATHWAY General CTE Course/Concentration Level General CTE Course/Introductory Level Length of Course: 2 semesters Length of Course: 2 semesters Grade Level Options: 10-12 Grade Level Options: 9-11 Prerequisites: Principles of Engineering (PLTW) Prerequisite: Algebra 1-2 (can be concurrently enrolled) Co-requisites: Recommended: Enrolled in Engineering and Co-requisites: Recommended: Enrolled in Engineering and Architecture Smaller Learning Communities/Pathways Architecture Smaller Learning Communities/Pathways Introduction to Engineering is a comprehensive introduc- This course is a standards-based study of the integration of tion to the careers associated with the field of engineering engineering technology principles and automation in manu- and technology. The course is designed for 9th through facturing environments. Students will program robotic arms 11th grade students who have an interest in math, science, and systems to automate model factories. Students will create and technology. The course will introduce students to a three-dimensional designs with modeling software and pro- wide array of engineering disciplines and how engi- duce actual components of their designs on computer nu- neering affects our everyday lives. Students will learn merically controlled (CNC) machine tools. Additional topics how engineering is different from math and science but covered include machine tool operations, simulations, rapid understand how math and science are essential tools for prototyping (RP), robotics, and manufacturing systems. all engineering disciplines. Using a hands-on approach, This course will meet the “g” entrance requirement for the University of students will integrate math and science concepts with California and California State University systems. technology to complete their projects. Extensive use of computers, tools and lab techniques are fundamental to PLTW: Digital Electronics 2507 complete engineering projects. Engineering units addressed include mechanical, electrical, structural, ar- ENGINEERING TECHNOLOGY PATHWAY chitecture, civil, transportation, aerospace, chemical and General CTE Course/Concentration Level Career Technical Education 44 2015 -2016

Length of Course: 2 Semesters standards, time management, teamwork skills and Grade Level Options: 10-12 technical documentation. Prerequisites: PLTW Principles of Engineering EED provides students with the opportunity to develop Co-requisites: Recommended: Enrolled in Engineering and Architecture Smaller Learning Communities/Pathways skills and understanding of course concepts through project and discovery based learning. Used in conjunc- Digital Electronics is the study of electronic circuits that are tion with a student team approach, project-based learn- used to process and control digital signals. In contrast to ana- ing in this course challenges students to continually log electronics, where information is represented by a contin- develop and improve their interpersonal skills, creative uously varying voltage, digital signals are represented by two abilities and understanding of the design process. The discreet voltages or logic levels. This distinction allows for course empowers students to develop strategies to en- greater signal speed and storage capabilities and has revolu- able and direct their own learning, which is the ultimate goal of education. tionized the world electronics. Digital electronics is the foundation of all modern electronic devices such as cellular phones, This course will meet the “g” entrance requirement for the University of MP3 players, laptop computers, digital cameras, high defini- California and California State University systems. tion televisions, etc. The major focus of the DE course is to expose students to the design process of combinational and PLTW: Introduction to Design 1,2 1077 sequential logic design, teamwork, communication methods, ENGINEERING DESIGN PATHWAY engineering standards, and technical documentation. General CTE Course/Introductory Level This course will meet the “g” entrance requirement for the University Length of Course: 2 semesters of California and California State University systems. Grade Level Option: 9-10 Prerequisite: None Co-requisites: College Preparatory Mathematics and Science PLTW: Engineering Design Courses, Recommended: Enrolled in Engineering and Architec- and Development______2509 ture Smaller Learning Communities/Pathways

ENGINEERING TECHNOLOGY PATHWAY Introduction to Design (ID) is a high school level course General CTE Course/Capstone Level that is appropriate for students who are interested in Length of Course: 2 semesters Grade Level Options: 12 design and engineering. The major focus of the ID Prerequisites: Introduction to Engineering Design (PLTW)or course is to expose students to design process, re- Introduction to Design (PLTW) and Principles of Engineering search and analysis, teamwork, communication meth- (PLTW) ods, global and human impacts, engineering standards, Co-requisites: Recommended: Enrolled in Engineering and and technical documentation. ID gives students the op- Architecture Smaller Learning Communities/Pathways portunity to develop skills and understanding of course Project Lead the Way (PLTW) is a national pre-engineering concepts through activity-, project-, and problem-based curriculum. PLTW Engineering Design and Development is a (APPB) learning. This project-based curriculum pre- capstone course designed to draw upon the sum of the stu- sents the elements and principles of visual design using dent’s knowledge and skills acquired in previous PLTW the engineering design process established by Project courses. Lead the Way. Projects embed design factors such as aesthetics, format, geometric shape and form, perspec- EDD is an engineering research course in which tive drawing, scale, proportion, and presentation tech- students will work in teams to research, design, niques. Students begin to use computers as a medium construct and test a solution to an open-ended /tool for design of project components such as sketching engineering problem. The product development life techniques, orthographic drawing, 3D modeling and cycle and a design process are used to guide and help rendering – all skills needed in the engineering field. the team to reach a solution to the problem. The use of Used in combination with teaming approach, 3D design software helps students design solutions to APPB-learning challenges students to continually hone the problem their team has chosen. The team presents their interpersonal skills, creative abilities and under- and defends their solution to a panel of outside standing of the design process. It also allows students to reviewers to include industry professionals, at the develop strategies to enable and direct their own learn- conclusion of the course. The course is designed to ing, which is the ultimate goal education. The course exploit student’s previous experience of the design assumes no previous knowledge, but students should process, research and analysis, teamwork, communica- be concurrently enrolled in college preparatory mathe- tion methods, global and human impacts, engineering matics and science. Students will employ engineering and scientific concepts in the solution of engineering design problems. In addition, students use a state of the Career Technical Education 45 2015 -2016

3D solid modeling design software package to help them design solutions to solve proposed problems. Students PLTW: Principles of Engineering 2503 will develop problem-solving skills and apply their knowledge of research and design to create solutions to ENGINEERING DESIGN PATHWAY General CTE Course/Introductory Level various challenges that increase in difficulty throughout Length of Course: 2 semesters the course. Students will also learn how to document Grade Level Options: 9-11 their work, and communicate their solutions to their Prerequisites: None peers and members of the professional community. Co-requisites: College Preparatory Mathematics and Science Courses, Recommended: Enrolled in Engineering and Architecture This course will meet the “f” entrance requirement for the University of Smaller Learning Communities/Pathways California and California State University systems. Principles of Engineering (POE) is a high school-level PLTW: Introduction to survey course of engineering. The course exposes students to some of the major concepts that they will en- Engineering Design ______2501 counter in a postsecondary engineering course of study. ENGINEERING DESIGN PATHWAY Students have an opportunity to investigate engineering General CTE Course/Introductory Level and high tech career POE gives students the opportunity Length of Course: 2 semesters to develop skills and understanding of course concepts Grade Level Options: 9-10 Prerequisites: None through activity-, project-, and problem-based (APPB) Co-requisites: College Preparatory Mathematics and Science learning. Used in combination with a teaming approach, Courses, Recommended: Enrolled in Engineering and Architecture APPB learning challenges students to continually hone Smaller Learning Communities/Pathways their interpersonal skills, creative abilities, and problem solving skills based upon engineering concepts. It also Introduction to Engineering Design (IED) is a high school allows students to develop strategies to enable and di- level course that is appropriate for students who are interest- rect their own learning, which is the ultimate goal of ed- ed in design and engineering. The major focus of the IED ucation. To be successful in POE, students should be course is to expose students to design process, research and concurrently enrolled in college preparatory mathematics analysis, teamwork, communication methods, global and and science. Students will employ engineering and human impacts, engineering standards, and technical docu- scientific concepts in the solution of engineering design mentation. IED gives students the opportunity to develop skills problems. Students will develop problem-solving skills and understanding of course concepts through activity-, pro- and apply their knowledge of research and design to ject-, and problem-based (APPB) learning. Used in combina- create solutions to various challenges. Students will also tion with a teaming approach, APPB-learning challenges learn how to document their work and communicate their students to continually hone their interpersonal skills, creative solutions to their peers and members of the professional abilities and understanding of the design process. It also al- community. lows students to develop strategies to enable and direct their Principles Of Engineering is the second of three own learning, which is the ultimate goal of education. foundation courses in the Project Lead The Way high The course assumes no previous knowledge, but students school engineering program. should be concurrently enrolled in college preparatory mathematics and science. Students will employ engineering and This course will meet the “g” entrance requirement for the University of California and California State University systems. scientific concepts in the solution of engineering design problems. In addition, students use a state of the 3D solid model- Principles of Engineering1-2 3898 ing design software package to help them design solutions to solve proposed problems. Students will develop prob- ENGINEERING DESIGN PATHWAY lem-solving skills and apply their knowledge of research and Academic Career Course (CTE and Science)/Concentration Level design to create solutions to various challenges that increase Length of Course: 2 semesters in difficulty throughout the course. Students will also learn how Grade Level Options: 11-12 to document their work, and communicate their solutions to Prerequisites: A grade of “B” or better in Intermediate ate Alge- their peers and members of the professional community. In- bra and Chemistry troduction to Engineering Design continues the design pro- Recommended: Recommended: Enrolled in Engineering and Ar- cess and use of elements and principles of design through chitecture Smaller Learning Communities/Pathways larger scale and more complex projects. This course surveys the major areas of engineering including civil, mechanical, electrical and chemical. It This course will meet the “g” entrance requirement for the University of brings math, science and technology together and en- California and California State University systems. Career Technical Education 46 2015 -2016

hances general technological/scientific literacy. Stu- This concentration course provides an in-depth study of dents will focus on applied chemistry and physics fashion and apparel design and construction. Instruc- throughout the course. A major emphasis will be placed tion includes apparel and behavior, clothing construction on hands on laboratory discovery of principles and and design, fashion illustration, history of fashion, practices and data collection and interpretation. The wardrobe budgets, and textiles. laboratory experiences will include, but not be limited to, the areas of: molecular models, solvents, distillation/fractional distillation, allotropic forms, esters of car- Introduction to Costume Design___ 1022 boxylic acids, preparation of soap, catalysts and identi- FASHION DESIGN & MERCHANDISING PATHWAY fication of unsaturated hydrocarbons. In addition to the Academic Career and CTE Course/Concentration Level major engineering concepts, the course will emphasize Length of Course: 1-2 semesters technology/society interaction, design and ethics. Grade Level Options: 10-12 Prerequisite: Drawing and Painting 1-2 This course will meet the “d g” entrance requirement for the University of Co-requisites: Recommended: Enrolled in Arts, Media, and California and California State University systems. Entertainment Smaller Learning Community/Pathway

This course introduces students to the field of costume design. Students will develop skills in fashion illustration and design in order to effectively illustrate a fashion or FASHION AND INTERIOR DESIGN costume concept. Emphasis is placed on research of the historical costume periods and specific theatrical genres, as well as units on the principles and elements of design, Advanced Costume Design______1037 color theory, textiles and the application of these con- FASHION DESIGN & MERCHANDISING PATHWAY cepts to the design process. Students will also develop Academic Career and CTE Course/Capstone Level the technical skills in costume patterning and garment Length of Course: 2 semesters Grade Level Option: 11-12 construction necessary to create costumes for stage Prerequisite: Drawing and Painting 1-2; Intro to Costume Design productions. Co-requisites: Recommended: Enrolled in Arts, Media, and Entertainment Smaller Learning Community/Pathway This course will meet the “f” entrance requirement for the University of California and California State University systems. This course is a follow-up to the Introduction to Costume Design course, it is the next level for students who wish to further develop their knowledge and skills in the fields of Retail Fashion Merchandising 6290 costume and fashion design. Emphasis in this course is FASHION DESIGN & MERCHANDISING PATHWAY placed on mastery of the entire design process: from CTE Internship Course/Capstone Level design concept to finished product. Students will continue Length of Course: 1-2 semesters to develop and refine their skills in theatre script analysis, Grade Level Options: 11-12 research of the historic costume periods, fashion Prerequisite: Teacher approval; Recommended: busi- illustration, and costume patterning and construction in ness/fashion courses Co-requisites: Recommended: Enrolled in Business/Marketing order to achieve an advanced level of proficiency. Smaller Learning Community/Pathway Students will develop and organize a cumulative design portfolio demonstrating their work. This course covers the retail and fashion industry with classroom and hands-on experience in selling techniques, This course will meet the “f” entrance requirement for the University of visual display, wardrobe planning and interpersonal skills. California and California State University systems. The student will acquire job seeking skills and experience in training as a salesperson, stock clerk and/or a customer service representative. Fashion, Textiles, and Apparel 2426

FASHION DESIGN & MERCHANDISING PATHWAY General CTE Course/Concentration Level Length of Course: 2 semesters Grade Level Option: 10-12 HEALTH SCIENCE & MEDICAL TECHNOLOGY Prerequisite: Life Management, completion of a fashion design course, or teacher approval Co-requisites: Recommended: Enrolled in Arts, Media, and Entertainment Smaller Learning Community/Pathway AIMS Hospital Health 8210

PATIENT CARE PATHWAY/Capstone Level Career Technical Education 47 2015 -2016

CTE Internship Course words, identifying suffixes, prefixes, root words, and Length of Course: 1-2 Semesters combining forms related to the structures and functions Grade Level Options: 11-12 of the associated systems of the body. While learning Prerequisite: Teacher approval; Recommended: Health and Career Exploration course; Applied Medical Occupations and about the human body structure and function and its Terminology course related terminology, students will research certain dis- Co-requisites: Recommended: Enrolled in Health Science and eases within each body system. They will research the Medical Technology Smaller Learning Community/Pathway origin or discovery, signs and symptoms, treatments and precautions. This course provides training for entry-level positions in Other topics covered will include infection control, uni- hospital support services. Included is classroom in- versal precautions, safety, interpersonal relationships, struction and on-the-job training at local hospitals and nutrition, legal and ethical issues and employment skills. health care facilities. Hospital Health Services provides the beginning student with the basic entry-level knowledge and skills required for a variety of health LBCC Articulation Agreement – Credit by Exam occupations. The knowledge necessary to perform the skill and procedure are provided. Students will complete Biotechnology 1-2 3867 an extensive career search that will give them infor- BIOTECHNOLOGY PATHWAY mation regarding educational requirements, job descrip- Academic Career Course (CTE and Science)/Introductory tion, wages, and the employment outlook of an occupa- Level tion of their choosing. Topics covered in this course Length of Course: 2 semesters include health care systems, personal qualities of a Grade Level Options: 10-11 Prerequisite: Biology 1-2 with a “C” or better health care worker, ethical and legal responsibilities, Co-requisites: Integrated Math Program 5-6 maintaining a “C” or general safety, basic human body structure and function, better. Recommended: Enrolled in Health Science and Medical written and verbal communication, reception techniques, Technology or Engineering Smaller Learning Community/Pathway medical terminology, and workplace readiness. Stu- dents will train in a variety of areas including diagnostic Biotechnology 1-2 is a course designed to give students services, health information services, nutrition, dietary a comprehensive introduction to the scientific concepts services and therapeutic services. and laboratory research techniques currently used in the field of biotechnology. Students attain knowledge about the field of biotechnology and deeper under- Applied Medical Occupations & Termi- standing of the biological concepts used. In addition, students develop the laboratory, critical thinking, and nology 8262 communication skills currently used in the biotechnology

PATIENT CARE PATHWAY/Concentration Level industry. Furthermore, students will explore and eval- General CTE Course uate career opportunities in the field of biotechnology Length of Course: 2 semesters through extensive readings, laboratory experiments, Grade Level Option: 10-12 class discussions, research projects, guest speakers, Prerequisite: Health and Career Exploration or Health Concepts and Careers or teacher approval and workplace visits. The objectives covered in this Co-requisites: Recommended: Enrolled in Health Science and course are both academic and technical in nature and Medical Technology Smaller Learning Community/Pathway are presented in a progressively rigorous manner.

This course will give students the information that every This course will meet the “d” entrance requirement for the University of health care worker must know to be successful in the California and California State University systems. health care field. Students will be provided with an NCAA Approved intensive study of the many different career opportunities available in the health care industry. Students will Biotechnology 3-4 3868 complete a career portfolio which will include the fol- BIOTECHNOLOGY PATHWAY lowing information: educational requirements, job de- Academic Career Course (CTE and Science)/Concentration scription, wages, benefits and employment outlook. Level In addition, this course will help students acquire a Length of Course: 2 semesters medical terminology vocabulary related to body systems Grade Level Options: 11-12 necessary to communicate information in the Health Prerequisite: Biotechnology 1-2 with a “B” or better Science and Medical Technology industry sector. They Co-requisites: Integrated Math Program 7-8 maintaining a “C” or better. Recommended: Enrolled in Health Science and Medical will learn and practice the principles of medical word Technology or Engineering Smaller Learning Community/Pathway formations, including the basic rules of building medical

Career Technical Education 48 2015 -2016

Biotechnology 3-4 is a continuation of Biotechnology 1-2 integrated health-related projects designed to educate and is designed to give students a comprehensive in- the general public about a variety of topics. Central troduction to the scientific concepts and laboratory re- themes are the acceptance of personal responsibility for search techniques currently used in the field of bio- lifelong health, respect for and promotion of the health of technology. Several topics originally taught in Bio- others, an understanding of the process of growth and technology 1-2 are repeated in the 3-4 course but in development, and informed use of health-related infor- more depth and with additional applications. In this mation, products, and services. course, students attain knowledge about the field of biotechnology and deeper understanding of the biolog- Healthcare Simulation Program______8263 ical concepts used. In addition, students further develop the laboratory, critical thinking, and communica- PATIENT CARE PATHWAY Academic Career Course (CTE and Science)/Concentration tion skills currently used in the biotechnology industry, Level including use of a laminar flow hood while learning the Length of Course: 0.5 semesters principles of plant tissue culturing. Furthermore, stu- Grade Level Options: 11-12 dents will explore and evaluate career opportunities in Prerequisite: Medical Terminology course or Anatomy and Physi- the field of biotechnology through extensive readings, ology Co-requisites: Available to students enrolled in a Health Science laboratory experiments, class discussions, research and Medical Terminology SLC/Academy and meets the require- projects, guest speakers, and workplace visits. The ments. objectives covered in this course are both academic and This course will provide students a real life experience in technical in nature and are presented in a progressively the hospital setting. Students will take part in a simula- rigorous manner. tion using a high fidelity manikin. The simulation takes place over a five week period. Each week the patient’s This course will meet the “d or g” entrance requirement for the University of California and California State University systems. condition will progress and the students are required to treat the patient accordingly. The students will be as- NCAA Approved signed a specific occupation and learn specific skills for that occupation. Each student will be paired up with a Health and Career Exploration 6066 medical professional. The students will work as a team to treat the patient. Students also will complete a career PATIENT CARE PATHWAY/Introductory Level General CTE Course presentation as the culminating project. Length of Course: 2 semesters Grade Level Options: 9-10 Prerequisite: None Hospital Health Services 8211

Co-requisites: Recommended: Enrolled in Health Science and PATIENT CARE PATHWAY Medical Technology Smaller Learning Community/Pathway CTE Internship Course/Capstone Level Length of Course: 1-2 Semesters Health and Career Exploration is an introductory Aca- Grade Level Options: 11-12 demic Career course for students in a health science Prerequisite: Teacher approval; Recommended: Health and and medical technology smaller learning community. It Career Exploration course; Applied Medical Occupations and provides students with the opportunity to explore health Terminology course Co-requisites: Recommended: Enrolled in Health Science and related issues and health professions varying from certi- Medical Technology Smaller Learning Community/Pathway fication programs to post-graduate studies. The course provides the information needed for defining career This course provides training for entry-level positions in choices that culminate in a career plan and are con- hospital support services. Included is classroom in- sistent with the student’s career goals. In addition, to the struction and on-the-job training at local hospitals and extensive career research that will provide students health care facilities. Hospital Health Services pro- information regarding educational requirements, job vides the beginning student with the basic entry-level descriptions, wages, benefits, and employment outlook, knowledge and skills required for a variety of health the course will focus on building effective communica- occupations. The knowledge necessary to perform the tion skills that are needed within the industry. As well as skill and procedure are provided. Students will complete addressing the CTE standards, the Health Education an extensive career search that will give them infor- Content Standards will be taught: nutrition and physi- mation regarding educational requirements, job descrip- cal activity; growth, development and sexual health; tion, wages, and the employment outlook of an occupa- injury prevention and safety; alcohol, tobacco, and other tion of their choosing. Topics covered in this course drugs; mental, emotional, and social health; and per- include health care systems, personal qualities of a sonal and community health. Students will produce health care worker, ethical and legal responsibilities, Career Technical Education 49 2015 -2016

general safety, basic human body structure and function, Co-requisites: Recommended: Enrolled in Hospitality, Tourism, written and verbal communication, reception techniques, and Recreation Smaller Learning Community/Pathway or Health medical terminology, and workplace readiness. Stu- Science and Medical Technology Smaller Learning Communi- ty/Pathway dents will train in a variety of areas including diagnostic services, health information services, nutrition, dietary This is an introductory course that prepares students for services and therapeutic services. employment in occupations in food science, dietetics and nutrition, as well as, food service and hospitality. It Medical/Clerical Occupations 8260 will focus on instruction applied to fundamental princi-

PATIENT CARE PATHWAY ples of Food and Nutrition. This course focuses on nu- CTE Internship Course/Capstone Level trition, health and wellness, food safety and sanitation, Length of Course: 1-2 semesters food preparation techniques, using dietary and food Grade Level Options: 11-12 guidelines to plan healthy diets, and food lab experi- Prerequisite: Recommended: basic keyboarding, Health and ences. Career Exploration or Health Concepts and Careers, Applied Medical Occupations and Terminology Co-requisites: Recommended: Enrolled in Health Science and Medical Technology Smaller Learning Community/Pathway

This course provides students the skills and knowledge INFORMATION AND COMMUNICATION required for entry-level positions in the many healthcare TECHNOLOGIES careers. Course includes classroom instruction and on-the-job experience at local hospitals and healthcare facilities. This course is specially designed to enhance Computer Applications 1-2 1313, student learning and workplace preparation. 1316(SDAIE)

INFORMATION SUPPORT & SERVICES PATHWAY General CTE Course/Introductory Level Length of Course: 2 semesters Grade Level Options: 9-12 HOSPITALITY, TOURISM, AND RECREATION Prerequisite: None Co-requisites: Enrolled in a technology themed course of study

Coop/Foods 8362 First Semester: This course is designed to provide stu- FOOD SERVICE & HOSPITALITY PATHWAY dents with skills for the post-secondary world. Produc- CTE Internship Course/Capstone Level tivity skills will be learned in the context of careers and Length of Course: 1-4 Semesters Industry Pathways. Students will explore careers and Grade Level Options: 11-12 understand the skills required to compete in a 21st Prerequisite:16 years of age, full time student, teacher approval, have transportation available, qualify for work permit if under 18 years century global workplace. Special attention will be de- of age. voted to digital citizenship and safe online behaviors. Co-requisites: Recommended: Enrolled in Hospitality, Tourism, Students will compile a career-based portfolio of key and Recreation Smaller Learning Community/Pathway assignments demonstrating computer literacy skills. Second Semester: This course provides additional com- This course provides opportunities for students to pre- puter experience for students who have been introduced to pare for and achieve career objectives in selected food basic computer literacy skills. Students will problem-solve and service occupations. Learning experiences are designed create word processing documents, spreadsheets and data- to lead to advancement of individuals in occupations in bases. They will become familiar with digital media and digital public or private enterprises or organizations related to publishing as well as software to create graphic presenta- the multifaceted food service industry. Students must be tions incorporating all phases of their learning. This presenta- employed a minimum of 15 hours per week in a food tion will be related to an occupational application of choice. service establishment.

Foods and Nutrition 2401 Computer Applications 3-4______1348 FOOD SERVICE & HOSPITALITY PATHWAY General CTE Course/Introductory Level INFORMATION SUPPORT & SERVICES PATHWAY Length of Course: 2 semesters General CTE Course/Concentration Level Grade Level Option: 9-12 Length of Course: 2 semesters Prerequisite: None Grade Level Options: 10-12 Career Technical Education 50 2015 -2016

Prerequisite: Computer Applications 1-2 Grade Level Options: 10-12 Co-requisites: None Prerequisite: Algebra 1-2 and English 1-2 – successful completion with C or better This course offers students the opportunity to develop Co-requisites: Enrolled in a technology themed course of study advanced computer skills that will enable them to be productive/employable citizens in the Information Age. This course addresses the California CTE Standards under This course builds upon the computer knowledge and the Information and Communication Technologies Industry experience obtained by students in their first year. This Sector and the Software and Systems Development Pathway. course will give students the ability to fully integrate This course is designed to give students a first experience business software applications, mirroring today’s dy- with programming using a tool that makes the concepts of namic and ever-changing competitive workplace. programming accessible to all students. This introductory course provides a foundation in object-oriented computer In this course students will learn advanced computer programming and is intended to inspire more students to en- skills in word processing, database, spreadsheets, ter the field of software design and engineering. In this course power point, Internet and become familiar with digital students will gradually progress to learning Java, a gen- media and electronic publishing. eral-purpose programming and industry standard language. The course will create opportunities for students to pursue post-secondary education as well as provide the basic skills for some entry-level positions in software design and engi- Communication Media 1454 neering. As technology and electronic applications become ubiquitous in our daily lives, there is an increasing need for INFORMATION SUPPORT & SERVICES PATHWAY Academic Career Course (CTE and English)/Introductory Lev- computer programmers to support all industries. This course el will allow the students an opportunity to explore and pursue Length of Course: 2 semesters post-secondary options in a variety of career pathways. Grade Level Options: 9-12 Prerequisite: Some prior experience with technology is recom- This course will meet the “g” entrance requirement for the University of mended California and California State University systems. Co-requisites: Enrolled in a technology themed course of study

Computer Programming 3-4__ 1362 This course encourages students to be active media SOFTWARE & SYSTEMS DEVELOPMENT PATHWAY consumers and gives them a deeper understanding of General CTE Course/Concentration Level the role that the media plays in both shaping and re- Length of Course: 2 semesters flecting culture. The course focuses on the basics of Grade Level Options: 11-12 the field of communication, as it also examines the Prerequisite: Computer Programming 1-2 evolution of technology and its effect on society. Stu- Co-requisites: Enrolled in a technology themed course of study dents will analyze the books, newspapers, magazines, During this concentration course, students study program- movies, television, music, the Internet, video games and ming methodology. Students will work with data structures other forms of mass communication. This course is and algorithms. In addition, students will identify features of project-driven, requiring students to use critical thinking programming language and write simple programs in ma- when formulating opinions about the various mass me- chine language assembly. dia communication mediums. Content mastery will be shown through many communication styles including but This course will meet the “g” entrance requirement for the University of not limited to: writing, speaking, incorporating different California and California State University systems. types of technology, etc. The course will also develop research skills by having students maintain a research journal in which they will read new developments in Computer Systems 1-2 2679 communication technology (newspaper, magazine, online, etc.) and properly list citations. INFORMATION SUPPORT & SERVICES PATHWAY General CTE Course/Concentration Level This course will meet the “g” entrance requirement for the University of Length of Course: 2 semesters California and California State University systems. Grade Level Options: 11-12 Prerequisite: Computer Applications or Computer Programming Computer Programming 1-2 1361 1-2 Co-requisites: Enrolled in a technology themed course of study SOFTWARE & SYSTEMS DEVELOPMENT PATHWAY General CTE Course/Introductory Level Length of Course: 2 semesters

Career Technical Education 51 2015 -2016

The computer System course provides information on Introduction to Digital Circuits computer operating systems, programming languages, and Robotics______2713 and software development including troubleshooting, wireless networking, and PC robotic programming. In SOFTWARE & SYSTEMS DEVELOPMENT PATHWAY addition, electronic/engineering mathematical concepts General CTE Course/Concentration Level through theory calculations will be utilized in hands-on Length of Course: 2 semesters Grade Level Options: 11-12 activities. The course will emphasize related careers Prerequisite: Algebra 1-2 or Algebra CD and Electronics 1-2 with that involve maintenance, design, development and a “B” or better implementation of computer hardware and software Co-requisites: Recommended: Enrolled in Engineering and systems. The course provides opportunities for stu- Architecture or Information Technology Smaller Learning Commu- dents to practice employability skills such as problem nities/Pathways solving, critical thinking, leadership, self-promotion, This course presents the foundation of physics, math, logic, responsibility, and ethical behavior. and material science concepts employed in the design, man- This course will meet the “g” entrance requirement for the University of ufacture, and implementation of electronic digital systems as California and California State University systems. used in micro-controllers, control systems and computers and their economic impact on the “wealth” of the nation. The use Computer Systems Forensics 2678 of physics, math logic and material science concepts are used to design, construct and implement digital logic circuits. This INFORMATION SUPPORT & SERVICES PATHWAY General CTE Course/Capstone Level course will serve as an introductory foundation for students Length of Course: 2 semesters pursuing careers in math, science, engineering and related Grade Level Options: 11-12 fields. The material will be presented in a serial manner; the Prerequisite: Computer Systems or teacher approval sequence of concepts will build upon the previously presented. Co-requisites: Enrolled in a technology themed course of study Class time and grade will be divided between lectures and labs, 50% for each. Computer System Forensics is described as the autopsy of a computer hard drive because specialized software This course will meet the "g" entrance requirement for the University of tools and techniques are required to analyze the various California and California State University systems. levels at which computer data has been stored after the fact. This course is designed to provide the students learning opportunities for careers that involve the Introduction to Web Design & Program- preservations, identification, extraction and documenta- ming (NAF)______1228 tion of forensics evidence from computers. Computer SOFTWARE & SYSTEMS DEVELOPMENT PATHWAY System Forensics is the use of science and technology General CTE Course/Concentration Level to investigate and establish facts of interest to the legal Length of Course: 2 semesters system. In addition to evidentiary documents them- Grade Level Options: 10 selves, operating systems and programs leave a vast Prerequisite: Business and Computer Technology array of evidentiary artifacts that can be used to estab- Co-requisites: Enrolled in a NAF Academy lish the guilt or innocence of accused parties. As the This course develops the foundation skills for the Cali- demand for services in computer system forensics is fornia Career Technical Education Model Curriculum exploding and as the electronic evidence becomes more Standards for Information and Communication Tech- widely used in the court of law, companies are becoming nologies and Software and Systems Pathway. more concerned about their computer networks for corporate spying and other misuses. Students who Web Design provides a hands-on introduction to de- complete this course will become proficient and knowl- signing, building, and launching websites. First students edgeable in the computer system forensics field. Stu- learn how the World Wide Web works, and they exam- dents will use system tools and diagnostic software to ine successful websites. Then they learn the basics of examine metadata and explain the types of information HTML coding and create their own web pages. Next, found there. The student will view data hidden in un- students explore various web development tools, and partitioned space, file slack space, unallocated clusters get practice creating websites using Adobe Dream- and learn to decrypt encrypted files. The student will weaver. They learn how to make their websites more demonstrate the proper use of the Forensic Toolkit and effective by applying the principles of design as well as Imager, the Password Recovery Toolkit, registry Viewer, usability and accessibility criteria. In the final unit, stu- and known File Filter. dents explore a variety of web design careers that they might want to pursue. Career Technical Education 52 2015 -2016

The course includes a culminating project where stu- build an understanding of the Internet as a set of com- dents create a website for a client such as a nonprofit puters exchanging bits and packets of information. Ex- organization, a small business, or a school club. Stu- ploration of trustworthiness of web-based media and dents begin the project by examining their client’s busi- data flow to permit advertisements placed by web de- ness requirements. Then they define a look and feel that velopers decisions to meet societal needs. Students is compatible with the client’s requirements. After com- invest and maintain online security to improve their pleting these planning steps, they create the website, cyber security with a focus on multiple perspectives which involves designing pages using Adobe Dream- including the user, developer, business, nation and citi- weaver, preparing graphics, and writing effective web zen. Encryption is used to route and explore efficiency of content. Finally, they test their website for usability and algorithms. Students will analyze large sets of data and accessibility. create graphics expressions of that data. Students use Introduction to Programming uses the Python pro- Excel spreadsheets and Python to manipulate and vis- gramming language to introduce students to basic pro- ualize data. Students experiment with object recognition gramming skills. Students learn the principles of pro- and face recognition. Students construct an under- gramming by comparing Python to other programming standing of the explosion of technology over the past languages. The course begins with algorithms, and then two decades and the impact over every realm of study it lays a foundation of mastering variables, operators, and employment. Students explore simulations and and control structures. Students use models as a way to modeling of data using NetLogo. Students study a quickly solve new problems using knowledge and tech- model of Langton’s ant which is a simple Turing ma- niques already learned. After this foundation is estab- chine to explore emergent behaviors. Students explore lished, students learn to design programs and write fractals using the program Xaos and manipulate the functions. In addition, students learn program design, program to investigate the implications altering fractal documentation, formal debugging, and testing. behavior. Students debate policy questions about the ownership and control of digital data and examine the implications for creative industries and consumers. PLTW: Computer Science & Software Students create apps for mobile devices, automate Engineering______1366 tasks in a variety of languages including Python, find patterns in data, and interpret simulations. Students SOFTWARE & SYSTEMS DEVELOPMENT PATHWAY work in teams to develop computational thinking and General CTE Course/Introductory Level Length of Course: 2 semesters solve problems while exploring career paths tied to Grade Level Options: 9-10 computing. Prerequisite: Algebra or Integrated Math1,2 Co-requisites: Recommended: Geometry or Integrated Math 3,4 - Enrolled in Information Technologies or Engineering Smaller This course will meet the “g” entrance requirement for the University of California and California State University systems. Learning Community/Pathway

Computer Science and Software Development course will include four units of study including: Algorithms and Robotics: Manufacturing and Control Agile Development, Internet and the Web, Visualizing Systems 2636 Key Data, and finally Moore's Law and Intelligent Agents. The majority of the work will be performed in class in SOFTWARE & SYSTEMS DEVELOPMENT PATHWAY General CTE Course/Capstone Level teams of two. Students create algorithms to accomplish Length of Course: 2 semesters tasks using Scratch. Students learn about state dia- Grade Level Options: 11-12 grams using Light-Bot. Students create Android apps of Prerequisite: PLTW Principles of Engineering their own design. Binary numbers are introduced to ex- Co-requisites: Recommended: Enrolled in Engineering and plain their representation of numbers, letters, colors, and Architecture or Information Technology Smaller Learning Commu- nities/Pathways images. Agile software development process is emphasized and personal and professional skills including This course is a CTE capstone course which is designed collaborative skills, ethical leadership, critical thinking, to prepare students for both the workplace and enhancing productivity take center stage. Students solve post-secondary education. This course surveys a problems including games that require functional, im- broad range of practical manufacturing skills and auto- perative, and declarative programming paradigms with mation/control concepts and applies them in the design, Python. Students create graphical use interface with manufacture and verification of a robotic system used in consideration to audience and accessibility by using two the FIRST Robotics Competition. programs Tkinter Canvas and Tkinter toolbox. Students Career Technical Education 53 2015 -2016

General CTE Course/Introductory Level Robotics: Mechanical Design______2634 Length of Course: 2 semesters Grade Level Options: 9-12 SOFTWARE & SYSTEMS DEVELOPMENT PATHWAY Prerequisite: None General CTE Course/Concentration Level Co-requisites: Recommended: Enrolled in Engineering and Length of Course: 2 semesters Architecture or Manufacturing Smaller Learning Communi- Grade Level Options: 10-12 ties/Pathways Prerequisite: PLTW Principles of Engineering Co-requisites: None Students will learn the basics of design and fabrication. Ma- terials used in fabrication will be wood, plastic, and metal. This course is a standards-based study of robotic sys- Elements of the design process will include sketching, work- tems: drivetrain, articulation, manipulation and control. ing drawings, material selection, and process requirements. Content is built around an understanding of physical Laboratory activities will include designing and fabricating concepts such as speed, power, torque, friction and several projects within design parameters. traction. Emphasis is placed on the understanding of mechanisms as the application of the physical concepts. Design and Fabrication 3-4______6334 These mechanisms: dc motors, gears, chains, sprockets, rotating joints, linkages form the basis for understanding MACHINING & FORMING TECHNOLOGIES PATHWAY and analyzing robotic systems. Concepts and skills are General CTE Course/Concentration Level reinforced by the hands-on construction and design of Length of Course: 2 semesters Grade Level Options: 10-12 robots to achieve specific challenges and objectives. Prerequisite: Design and Fabrication 1-2 This course prepares students to investigate other areas Co-requisites: Recommended: Enrolled in Engineering and of engineering and manufacturing technology. Architecture or Manufacturing Smaller Learning Communi- ties/Pathways

World Wide Web Publishing 1 1357 Students will continue where they left off in 1-2. Stu- dents will be given several design/fabrication projects Software and Systems Development Pathway with teacher identified parameters during first semester. General CTE Course/Capstone Level Length of Course: 2 semesters Students will be given a major independent design pro- Grade Level Options: 11-12 ject (subject to proposal approval) during second quar- Prerequisite: Computer Applications 1 with a grade of C or ter. better; completion design/media courses Co-requisites: Enrolled in a technology themed course of study

WWW Publishing is the process of organizing and composing websites to convey a message. Students will learn the skills MARKETING, SALES, AND SERVICES needed to design a fully functional web site that includes: animation, sound, graphics, and interactivity. Project planning, navigation, and user ability, along with a focus on good design International Marketing______1240 are the goals of this course. Emphasis is placed on the ele- MARKETING PATHWAY ments and principles of design throughout the course. Visual General CTE Course/Concentration Level problem solving skills using creative expression and commu- Length of Course: 2 semesters nication are explored through the use of the computer. Previ- Grade Level Options: 10 Prerequisite: Recommended: Introduction to Entrepreneurship ous knowledge of web page design software is recommend- Co-requisites: Recommended: Enrolled in Business and Mar- ed. Software used: Adobe Flash, Adobe Dreamweaver, keting Smaller Learning Communities/Pathways Adobe Photoshop. Camtasia Studio, Alice, Microsoft Office. Software will be adjusted to reflect the constantly changing This year-long course is relevant for students going into any technologies. career field within the business and marketing industry sectors. Find out how to pitch ideas that meet the needs of supervisors and customers in your target market. Analyze the competition to leverage your strategic advantages. Incorporate MANUFACTURING & PRODUCT DEVELOPMENT e-commerce and social media into the traditional marketing mix; price, product, place, and promotion. Use a variety of resources and media to reach your target market. Design and Fabrication 1-2 6332 Introduction to Entrepreneurship 2553 MACHINING & FORMING TECHNOLOGIES PATHWAY

Career Technical Education 54 2015 -2016

PROFESSIONAL SALES PATHWAY “C” average in both courses General CTE Course/Introductory Level Co -requisites: Recommended: Enrolled in Business and Mar- Length of Course: 2 semesters keting Smaller Learning Communities/Pathways Grade Level Options: 9 . Prerequisite:“C” or better in previous English course (completed Capstone is a yearlong course offered to seniors who or concurrent enrollment), or teacher approval have completed two advanced business course. Cre- Co-requisites: Recommended: Enrolled in Business and Mar- ating a portfolio, resume and self-reflection will help keting Smaller Learning Communities/Pathways students identify ideal career option for them. Students This course teaches how to apply entrepreneurial skills will research their preferred career field to identify trends, in a variety of real world economic settings. Emphasis hiring practices and levels of entry. Students will also is put on academic economic concepts, strategic deci- complete a unit on personal finance essential for inde- sion- making, marketing, professional communication pendent living. The class includes a 50-hour internship and accounting. Students will develop skills with a vari- with a supervised workplace experience. ety of technologies used in small business settings to gain an advantage in the competitive market place. Sports & Entertainment Marketing Academic and professional research will be conducted (NAF)______1320 online and a wide range of business documents will be created with Microsoft Word, Excel and PowerPoint. MARKETING PATHWAY General CTE Course/Capstone Level Special attention will be devoted to teamwork by com- Length of Course: 2 semesters pleting a class service-learning project and creating a Grade Level Options: 11-12 company. Prerequisite: Completion of 2 business/marketing NAF courses or teacher approval; Recommended: C or better in prior technology courses Marketing & Professionalism in Business Co-requisite: Enrolled in Academy of Hospitality & Tourism (NAF)______1230 (NAF)

MARKETING PATHWAY Sports & Entertainment Marketing introduces students General CTE Course/Introductory Level Length of Course: 2 semesters to the objectives, strategies, and tools that are important Grade Level Options: 9 to marketing in the hospitality industry and the process Prerequisite: None of professional event planning for the full range of event Co-requisite: Enrolled in a NAF Academy possibilities: special events, sporting, and entertainment/performing arts events. Students are introduced to This course introduces students to the objectives, all aspects of event planning, including aligning events strategies, and tools that are important to marketing in with goals, facility selection and management, personnel the business industry. Students learn about each phase management and contacts, audience management of marketing and the wide range of options that all (emergency planning, security measures, etc.,), budg- marketing managers and business owners consider as eting, revenue, ticket sales and box office management, they create, or revise, marketing plans. Students also marketing, fundraising, and sponsorship. This course explore career opportunities in the field of hospitality exposes students to the wide range of marketing options marketing. This class also introduces students to the that all marketing managers and business owners con- concept of service as a critical component of a hospital- sider as they create marketing plans. Students explore ity or tourism business. Students analyze both good and many new concepts while expanding their understand- poor customer service in a variety of contexts and ing of several marketing topics that were introduced in through various methods. Students explore communica- Business, Travel, Tourism, and Hospitality. Students tion skills and strategies, and they use a problem-solving become familiar with each phase of marketing and with perspective to understand barriers to communication strategies to build business and brand equity, for both and good service. They learn various means of meas- large-scale operations (such as hotel chains) and uring the quality of service and explore careers that fo- smaller businesses (such as restaurants). They learn cus on customer service. how to assess marketing niches, understand customer and consumer needs and conduct basic market re- Senior Capstone Business______1398 search. Finally, this course explores career opportunities in the field of event planner, facility manager, as well as ENTREPRENEURSHIP & INNOVATION PATHWAY CTE Internship Course/Capstone Level sports and entertainment marketing. Length of Course: 2 semesters Grade Level Options: 12 Virtual Enterprise 6038 Prerequisite: Completion of two business courses culminating in a Career Technical Education 55 2015 -2016

ENTREPRENEURSHIP & SELF-EMPLOYMENT PATHWAY community-based approaches to policing), the courts, Career Practicum Course/Capstone Level and corrections. Additionally, emphasis is on constitu- Length of Course: 2 semesters (360hours) tional issues related to criminal justice (primarily those Grade Level Options: 11-12 Prerequisite: Completion of two business/marketing courses or arising under the Fourth, Fifth, Sixth, and Fourteenth teacher approval Amendments) and on students acquiring and demon- Co-requisites: Recommended: Enrolled in Business and Mar- strating knowledge and skills in legal research, legal keting Smaller Learning Communities/Pathways reasoning, and legal advocacy.

Students will receive an overview of micro and macroeconomics. This course focuses on the key principles of Journey for Justice in America (UCCI) 2214 economics. They will study supply and demand, the Federal Reserve System, business organizations and LEGAL PRACTICES PATHWAY Academic Career Course/Capstone Level market structure, labor and government including taxa- Length of Course: 2 semesters tion by state and federal governments, the stock market Grade Level Options: 12 and-international transactions. Students will learn to Prerequisite: Foundations of Law or Introduction to Law (required); manage personal finances. The economics content will Black & Latino Studies (recommended); Social Justice (recom- st be interspersed throughout the two semesters of the mended); Criminal Justice in the 21 Century (recommended) course. *Students may elect to receive economics credit Co-requisites: Recommended: Enrolled in Public Services Smaller Learning Communities/Pathways for the course if they complete two semesters of Virtual Enterprise and complete the economics exit exam. Vir- Journey for Justice in America (UCCI) is a course de- tual Enterprise simulates a business that is set up and signed to provide students with the necessary skills and run by students to prepare them for working in a real content knowledge in American Government to pursue a business environment. The students determine the na- career in the government services and legal sectors, as ture of their business, its products and services, its well as become informed, active citizens in their respec- management and structure, and learn the daily operative communities. Students will understand the princi- tions of a business under the guidance of a consultant ples on which the United States was founded, the with the support of a real business partner. Emphasis is structure of government at the federal, state and local placed in using current business software packages and levels, the individual and civil liberties needed to main- the internet for business transactions. The focus will be tain a democratic society, and the way in which order is business operations, basic economic principles, com- maintained through law enforcement and the judiciary. munication, computation, and employability skills.

This course will meet the “g” entrance requirement for the University of This course will meet the “a or g” entrance requirement for the University of California and California State University systems. California and California State University systems. NCAA approved

Law Enforcement 1-2 8380 PUBLIC SERVICES PUBLIC SAFETY PATHWAY Career Practicum Course/Capstone Level st Length of Course: 1-2 semesters Criminal Justice in the 21 Century 2206 Grade Level Options: 11-12 st LEGAL PRACTICES PATHWAY Prerequisite: Criminal Justice in the 21 Century or Criminal Jus- General CTE Course/Concentration Level tice and Law Length of Course: 2 semesters Co-requisites: Recommended: Enrolled in Public Services Grade Level Options: 10-12 Smaller Learning Communities/Pathways Prerequisite: Foundations in Law or Introduction to Law; Rec- ommend: C or better in prior English and History course: This course is designed to prepare students for en- Co-requisites: Recommended: Enrolled in Public Services try-level employment in law enforcement occupations. Smaller Learning Communities/Pathways The student will examine the criminal justice system through the study of laws of evidence, techniques of Criminal Justice engages students in examining the investigation, report writing, and courtroom procedures. history, philosophy, structures, and functions of the Writing skills, oral communication skills, positive atti- American criminal justice system and juvenile justice tudes, and presentation skills related to law enforcement systems, how they interact in the administration of jus- will be emphasized. Many of the performance objectives tice, and their relationship to life in our society. Students align with the state’s Peace Officer Standards and will also explore and analyze the three major compo- Training (POST) requirements. Students will be exposed nents of the criminal justice system: the policy (including Career Technical Education 56 2015 -2016

to the wide array of employment opportunities within the STRUCTUAL REPAIR & REFINISHING PATHWAY public safety service arena. Career Practicum Course/Capstone Level Length of Course: 2 semesters Grade Level Options: 10-12 Prerequisite: Complete: 1-2 class and teacher approval TRANSPORTATION Co-requisites: Recommended: Enrolled in Transportation or Engineering Smaller Learning Communities/Pathways

This course prepares students for work in an auto body Introduction to Auto Collision Repair-8401 repair shop. All the technical areas of collision repair STRUCTUAL REPAIR & REFINISHING PATHWAY and painting are covered, including: sanding, masking, Career Practicum Course/Introductory Level dent repair, MIG and oxy/acetylene welding, hand and Length of Course: 2 semesters power tool usage, priming, painting, spray gun usage, Grade Level Options: 9-12 Prerequisite: None detailing, and color-match fundamentals. Key areas of Co-requisites: Recommended: Enrolled in Transportation or the Inter Industry Conference on Auto Collision repair Engineering Smaller Learning Communities/Pathways course are included. Attendance, punctuality, organization, and teamwork are encouraged. SCANS com- This course prepares students for work in an auto body petencies; as well as basic skills, thinking skills and repair shop. All the technical areas of collision repair and personal qualities are integrated into all phases of the painting are covered, including: sanding, masking, dent program. repair, MIG/oxyacetylene welding, hand and power tool usage, priming, painting, spray gun usage, replacing Auto Mechanics 3-4______2611 bold on panels (doors/fenders), glass and door trim re- SYSTEMS DIAGNOSTICS, SERVICES, & REPAIR pair, detailing, and color-match fundamentals. Key areas General CTE Course/Concentration Level of the Inter Industry Conference on Auto Collision repair Length of Course: 2 semesters course are included. Attendance, punctuality, organiza- Grade Level Options: 10-12 tion, and teamwork are encouraged. SCANS compe- Prerequisite: Auto Mechanics 1-2 or Automotive and Transpor- tencies; as well as basic skills, thinking skills and per- tation Technology sonal qualities, are integrated into all phases of the pro- Co-requisites: Recommended: Enrolled in Transportation or Engineering Smaller Learning Communities/Pathways gram. Major attention is placed on the practical application of elec- Auto Collision Repair 1-2 8403 trical, hydraulic, and mechanical automotive principles. Stu-

STRUCTUAL REPAIR & REFINISHING PATHWAY dents increase proficiency in the use of automotive service Career Practicum Course/Concentration Level tools and equipment. Emphasis is placed on maintenance Length of Course: 2 semesters and on making automobile adjustments and repairs. “Live Grade Level Options: 10-12 jobs” are utilized in the instructional program. Prerequisite: Introduction to Auto Collision Repair or teacher approval Co-requisites: Recommended: Enrolled in Transportation or Auto Mechanics 5-6______2612

Engineering Smaller Learning Communities/Pathways SYSTEMS DIAGNOSTICS, SERVICES, & REPAIR General CTE Course/Capstone Level

Length of Course: 2 semesters This course prepares students for work in an auto body Grade Level Options: 11, 12 repair shop. All the technical areas of collision repair and Prerequisite: Auto Mechanics 3-4 painting are covered, including: sanding, masking, dent Co-requisites: Recommended: Enrolled in Transportation or repair, MIG / oxyacetylene welding, hand and power tool Engineering Smaller Learning Communities/Pathways usage, priming, painting, spray gun usage, replacing bold Emphasis is on technical training. Students gain a depth of on panels (doors / fenders), glass and door trim repair, understanding of related technical information. They develop detailing, and color-match fundamentals. Key areas of employment-level skill in the use of automotive tools and the Inter Industry Conference on Auto Collision repair equipment. Specialization is permitted in one of the following: course are included. Attendance, punctuality, organiza- engine rebuilding, engine tune-up, auto electric, brakes, tion, and teamwork are encouraged. SCANS competen- alignment, power train and chassis, wheel and tire, cooling cies; as well as basic skills, thinking skills and personal systems, exhaust systems, and emission control. qualities are integrated into all phases of the program.

Auto Collision Repair Advanced 3-4 8404 Automotive and Transportation

Career Technical Education 57 2015 -2016

Prerequisite: None Technology ______2680

SYSTEMS DIAGNOSTICS, SERVICES, & REPAIR This course is designed to provide students with skills General CTE Course/Introductory Level for the post-secondary world. Productivity skills will be Length of Course: 2 semesters learned in the context of careers and Industry Pathways. Grade Level Options: 9-12 Prerequisite: Algebra, computer experience (recommended, Students will explore careers and Electronics 1-2 (recommended) understand the skills required to compete in a 21st Co-requisites: Recommended: Enrolled in Transportation or century global workplace. Special attention will be de- Engineering Smaller Learning Communities/Pathways voted to digital citizenship and safe online behaviors. Students will compile a career-based portfolio of key This course enables students to achieve understanding of assignments demonstrating computer literacy skills. fundamental physical processes and critical-thinking skills as they apply to automobiles and transportation through laboratory-based experiences as well as classroom instruction. This course emphasizes theory and hands-on lab work including 1) Computer Applications 2 1345 a study of the various principles, designs and construction of COMPUTER EDUCATION large and small internal combustion engines and their drive Length of Course: 1 semester trains and components; 2) the automobile chassis and devic- Grade Level Options: 9-12 es relating to it; 3) the theory, operation, maintenance, ad- Prerequisite: Computer Applications I or placement by justment, and repair of the support systems of an automobile, assessment and 4) metallurgy, origins of materials, and space. The course This course provides additional computer experience for stu- presents a practical approach to the physical/earth sciences. dents who have been introduced to basic computer literacy A final project is required in the second semester. skills. Students will problem-solve and create word processing This course meets the physical science graduation requirement. documents, spreadsheets and databases. They will become familiar with digital media and digital publishing as well as soft-

ware to create graphic presentations incorporating all phases of their learning. This presentation will be related to an occu- COURSES WITHOUT SPECIFIC INDUSTRY pational application of choice. SECTOR ALIGNMENT General Work Experience 4601

GENERAL WORK EXPERIENCE EDUCATION GWEE AP Computer Science A 1364 Length of Course: 1-4 Semesters Grade Level Options: 10-12 COMPUTER EDUCATION Prerequisite: Must be at least 16 years of age an Length of Course: 2 semesters and concurrently employed a minimum of five hours per week in a Grade Level Options: 11-12 paid position covered by Workers’ Compensation. Prerequisite: Complete of Geometry with a C or better and concurrent enrollment in Intermediate Algebra or higher General Work Experience education is a combination of related instruction and paid part-time employment de- The content of Computer Science A emphasizes object- signed to assist the student in acquiring desirable work oriented programming methodology with an emphasis on habits and attitudes. The purpose of the course is to problem-solving and algorithm development. It is the equiv- assist students in becoming productive, responsible alent of a college-level semester course in Computer Science. individuals through employment experience. Students It also covers the study of data structures, design and ab- are employed and paid a standard wage at the job site straction. The course emphasizes the design issues that while being enrolled in a concurrent high school course. make programs un- derstandable, adaptable and reusable. Students must attend weekly instructional meetings, complete lessons and classroom activities, and acquire This course will meet the “g” entrance requirement for the University of California and California State University systems. general and specific occupational skills through a combination of supervised paid employment. Regular job Students who pass the AP exam have the opportunity to earn credit or advanced standing at most of the nation’s colleges and universities. site visitations and supervision by the Work Experience Teacher is a fundamental part of this course. Computer Applications 1______1310 General Work Experience 5533 COMPUTER EDUCATION Length of Course: 1 semester GENERAL WORK EXPERIENCE EDUCATION GWEE SPED Grade Level Options: 9-10 Career Technical Education 58 2015 -2016

CTE Internship Course 1. Inform the student and the parent/guardian of pro- Length of Course: 1-4 Semesters gram rules and regulations. Grade Level Options: 10-12 2. Visit the student’s training station and consult with Prerequisite: Must be at least 16 years of age an and concurrently employed a minimum of five hours per week in a employer regarding the on-the-job training performance paid position covered by Workers’ Compensation. of the student. 3. Correlate the career-ready classroom instruction with General Work Experience education is a combination of the learning experience at the training station. related instruction and paid part-time employment de- 4. Assist in the resolution of the student’s school or signed to assist the student in acquiring desirable work job-related problems that are affecting the on-the-job habits and attitudes. The purpose of the course is to performance and the student. assist students in becoming productive, responsible 5. Provide the employer with evaluation forms and dis- individuals through employment experience. Students cuss the on-the-job training performance of the student are employed and paid a standard wage at the job site with the employer and the student. while being enrolled in a concurrent high school course. 6. Provide the employer with the objective of the in- Students must attend weekly instructional meetings, ternship course complete lessons and classroom activities, and acquire general and specific occupational skills through a combination of supervised paid employment. Regular job site visitations and supervision by the Work Experience Teacher is a fundamental part of this course.

Internship 1-2______7137

CAREER EDUCATION Length of Course: 1-4 Semesters Grade Level Options: 10-12 Prerequisite: Must be at least 16 years of age

Internship 1-2 is a combination of related in-class instruction and work-based learning experiences where students will gain experience in actual work situations; develop desirable work habits and attitudes; explore current and emerging opportunities for employment; develop an understanding of how to get a job, keep a job, and leave a job; explore potential career opportunities of interest in the real world of work; apply knowledge gained from academic studies to areas outside of the school setting; perform assigned job duties and responsibilities and relate them to personal and career interests; and understand the responsibilities associated with being a productive workforce member. Students must attend instructional meetings, complete lessons and classroom activities that address the Standards for Ca- reer Ready Practices. Internship 1-2 is a capstone course that prepares students for transition to postsecondary education, career training, or the workforce. This course is not exclusive to an industry sector, career pathway or a particular discipline but does increase in higher levels of career ready complexity and expectations. Regular job site visitations and supervision by the Teacher-Coordinator is a fundamental part of this course. The Teacher-Coordinator ensures that the Training Agreement is completed for each student and signed by all parties involved: school, student, employer, and parent/guardian. The Teacher-Coordinator agrees to the following: Career Technical Education 59 2015 -2016

Career/Technical Education 60 2014 - 2015

Course Descriptions

English Language Arts

Courses Meeting English Graduation Credit COURSE

HS HS HS HS HS HS HS B HS HS HS HSA ODE ATO AMS C J L P A B C R M W S R C C M

English 1-2 1401 ● ●/APEX ● ● ● ● ● ● ● ● -English 1-2 Accelerated 1403 ● ● ● ● ● ● ● ● ● ● -English 1-2 ILP (Beach ● 1493 HS only) English 3-4 1408 ● ●/APEX ● ● ● ● ● ● ● ● -English 3-4 Accelerated 1407 ● ● ● ● ● ● ● ● ● -English 3-4 SDAIE 1446 ● ● -English 3-4 ILP (Beach ● 1478 HS only) English 5-6 1410 ● ●/APEX ● ● ● ● ● ● ● ● -English 5-6 Honors 1411 ● ● ● ● ● ● ● ● -English 5-6 ILP (Beach ● 1447 HS only) English 7-8 1412 ● ● ● ● ● AP English Language and 1458 ● ● ● ● ● ● ● ● ● Composition AP English Literature and 1449 ● ● ● ● ● ● ● ● ● Composition English IB HL1 1436 ● English IB HL2 1437 ● Bible as Literature 1-2 1414 ● ● ● British Literature 1-2 1415 ● ● ● -British Literature Acceler- 1419 ● ated Comparative Literature of Western Civilization 1-2 Ac- 1418 ● celerated CSU Expository Reading and 1474 ● ● ● ● ● ● ● ● ● Writing Course Film Analysis 1-2 1425 ● ● ● J-PLUS ● ● ● ● Literature & Communication 1426 ● ● Multicultural Literature 1442 ● ● ● ● ● ● -Multicultural Literature 1448 ● Accelerated Rhetoric & Composition 1423 ● ● ● ● AP Research ** 1456 ● AP Seminar ** 1453 ● ● ● ● ● ●

** AP Research and Seminar should be Interdepartmental and will be included in that section of the HS Course Catalogue in future years. Course Outcomes and Descriptions are available on the College Board Website: https://apstudent.collegeboard.org/apcourse **

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Courses Meeting the English Elective Credit COURSE

HS HS HS HS HS HS HS B HS HS HS HSA ODE ATO AMS C J L P A B C R M W S R C C M

Advanced Elements of Exposi- 1522 ● tory Text Advanced Journalism: Editing, 1464 ● ● Design & Management Creative Writing 1-2 1451 ● ● ● ● ● Creative Writing 3-4 1452 ● Elements of Journalism 1459 ● J-PLUS ● ● ● Elements of Oral Communication 1511 ● ● ● ● English 3-4 SDAIE Applications 1462 ● ● Forensics: Argumentation & 1515 Debate Journalism: Produc- 1461 ● ● ● ● tion/Management Scriptwriting 1-2 1432 ● Scriptwriting 3-4 1438 ● Speech Communications: Analy- 1513 sis and Applications

Intervention Courses Approved for English Elective Credit COURSE

HS HS HS HS HS HS HS B HS HS HS HSA ODE ATO AMS C J L P A B C R M W S R C C M

CAHSEE English and Reading 1524 ● CAHSEE English Preparation 1606 CAHSEE Reading Preparation 1609 Fast Track 1-2 1440 ● ● Fast Track 3-4 1441 ● Intensive Reading Clinic 1578 ● ● ● ● ● Intensive Reading Clinic 5778 ● ● ● ● Language! I 1597 Language! I SDC 5760 Language! II 1585 ● ● Language! II AB 1584 Language! II CD 1676 Language! II SDC 5768 ● ● Language! II AB SDC 5775 Language! II CD SDC 5777 Language! III SDC 5763 ● ● Language! III AB SDC 5118 Language! III CD SDC 5119 ● Literacy Workshop 1-2 1595 ● ● ● ● ● Literacy Workshop 3-4 1581 ● ● ● Reading Development Fast 5772 ● ● ● Track 1 SDC Reading Development High 5770 Point I DHH

English Language Arts 62 2015-16

● Course offered AHS Avalon High School MHS Robert A. Millikan High School BHS Beach High School PHS Polytechnic High School CHS Cabrillo High School RHSA Renaissance High School for the Arts CAMS California Academy of Math and Science RHS Will J. Reid High School JHS David Starr Jordan High School WHS Woodrow Wilson Classical High School LHS Lakewood High School MCHS Ernest S. McBride, Sr. High School

English Language Arts 63 2015-16

INTEGRATED LANGUAGE ARTS English 1-2 ILP 1493

** Courses do not meet NCAA or UC require- Length of Course: 1 semester, double period ment. Grade Level Options: 9 Prerequisite: Student is enrolled at Beach HS

English 1-2 1401 This course is designed for students in an alternate **English 1-2 SDC 5415 delivery system. Students will continue to pursue a Length of Course: 2 semesters balanced, integrated standards-based program of Grade Level Options: 9 literature and language study. Students will develop Prerequisite: None strategies to construct meaning from and interact thoughtfully with all genres of literature and non-fiction Students pursue a balanced, integrated standards-based texts with an emphasis on informational texts. program of literature and language study. Students will de- Students will read and analyze at least two core works. velop strategies to construct meaning from and interact Writing activities are informed by interactions with texts, thoughtfully with all genres of literature and non-fiction texts and students will continue to use writing process with an emphasis on non-fiction and informational texts. activities as they compose persuasive, expository, Writing activities are extensions of experiences developed narrative, response to literature, research essays and through these interactions with texts, and students will use meta-cognitive papers. Students will continue to process writing activities in a variety of genres, including receive instruction in the conventions of written persuasive, expository, narrative and response to literature. language, reading strategies, effective oral com- Students also receive instruction in the conventions of writ- munication and research techniques. ten language, reading strategies, effective oral communication and research techniques. Emphasis will be placed on This course is required for high school graduation. preparation for the successful completion of the This course does NOT meet the University of California and California state-mandated California High School Exit Exam State University systems or the NCAA entrance requirement. (CAHSEE), which is a requirement for high school graduation. This course is required for high school graduation. English 3-4 1408 (**English 3-4 SDC 5419) This course will meet the “b” entrance requirement for the University of California and California State University systems. Length of Course: 2 semesters NCAA Approved Grade Level Options: 10 Prerequisite: English 1-2

Students will continue to pursue a balanced, integrated English 1-2 Accelerated 1403 standards-based program of literature and language study. Length of Course: 2 semesters Students will develop strategies to construct meaning from Grade Level Options: 9 and interact thoughtfully with all genres of literature and Prerequisite: A or B in previous English course, non-fiction texts with an emphasis on informational texts. teacher recommendation Writing activities are informed by interactions with texts, and students will continue to use writing process activities as Students pursue a balanced, integrated standards- they compose persuasive, expository, narrative, response based program of literature and language studies, which is to literature and research essays and papers. Students will accelerated, enriched and differentiated and designed to also complete the first steps toward satisfying their Service prepare them for AP courses. Students will develop strate- Learning writing requirement. As well, students will continue gies to construct meaning and interact thoughtfully with all to receive instruction in the conventions of written language, genres of literature, preparing them for college-level work. reading strategies, effective oral communication and re- Students will write analytical, persuasive, expository, narra- search techniques. Emphasis will be placed on preparation tive/autobiographical and reflective essays. Students also for the successful completion of the state mandated Califor- receive instruction in the conventions of written language nia High School Exit Exam (CAHSEE), which is a require- and effective oral communication, and research techniques. ment for high school graduation. A comprehensive final will be given at the end of the course. This course is required for high school graduation. This accelerated course provides an alternate delivery of English 1-2 for advanced learners This course will meet the “b” entrance requirement for the University of California and California State University systems. This course will meet the “b” entrance requirement for the University of California and California State University systems. NCAA Approved NCAA Approved

English Language Arts 64 2015-16 1

English 3-4 Accelerated 1407 English 3-4 SDAIE 1446 Length of Course: 2 semesters English 3-4 SDAIE Applications 1462 Grade Level Options: 10 Length of Course: 2 semesters each Prerequisite: English 1-2 Grade Level Options: 10 Co-Requisite: Students must take English 3-4 Students will continue to pursue a balanced, integrated SDAIE concurrently with English 3-4 standards-based program of literature and language studies, SDAIE Applications which is accelerated, enriched and differentiated and de- Prerequisite Student must be designated as an English Learner who has signed to prepare them for AP courses. Students will de- completed ELD IV or English 1-2 velop strategies to construct meaning from and interact thoughtfully with all genres of literature and non-fiction texts. English 3-4 SDAIE is a rigorous, integrated, standards- Writing activities are informed by interaction with texts, and based program of literature and language study. It is an students will continue to use writing process activities as alternate delivery of English 3-4, designed for English they compose argumentative, expository, narrative, re- Learners with reasonable fluency, which utilizes different sponse to literature, literary analysis, and research essays instructional strategies and focused pacing, while address- and papers. Students will also continue to receive instruc- ing the same rigorous standards. This course content is tion in the conventions of written language, reading strate- identical to the district’s college-preparatory English 3-4 gies, effective oral communication and research techniques. course, consisting of the same readings, the same writing A comprehensive final will be given at the end of this course. activities and the same key assignments and assessments. In addition, the English 3-4 SDAIE course content is deliv- This accelerated course provides an alternate delivery of English 3-4 for advanced learners ered using the supplemental, district-developed Long-Term English Learners Language Application Guide. This guide This course will meet the “b” entrance requirement for the University of California and California State University systems. provides teachers with explicit tools specifically addressing the literacy and language development needs of long-term NCAA Approved English learners. The goals and expected outcomes for this course are identical to those for English 3-4.

English 3-4 SDAIE will meet the English high school graduation require- English 3-4 ILP 1478 ment, while English 3-4 SDAIE Applications will meet the high school Length of Course: 1 semester, double period graduation elective requirement. Grade Level Options: 10 English 3-4 SDAIE will meet the “b” entrance requirement for the Univer- Prerequisite: English 1-2; student is enrolled at sity of California and California State University systems. Beach HS

This course is designed for students in an alternate English 5-6 1410 delivery system. Students will continue to pursue a balanced, integrated standards-based program of (**English 5-6 SDC 5421) literature and language study. Students will develop Length of Course: 2 semesters strategies to construct meaning from and interact Grade Level Options: 11 Prerequisite: English 3-4 thoughtfully with all genres of literature and non-fiction texts with an emphasis on informational texts. Students will engage in a variety of standards-based aca- Students will read and analyze at least two core works. demic and creative writing tasks which connect both fiction Writing activities are informed by interactions with texts, and non-fiction to their life experiences. Students will use and students will continue to use writing process writing process activities in a variety of genres: persuasive, activities as they compose persuasive, expository, expository, narrative, reflective and literary analysis. Stu- narrative, response to literature, research essays and dents also receive instruction in the conventions of written meta-cognitive papers. Students will continue to language and effective oral communication in order to meet receive instruction in the conventions of written or exceed the language arts objectives. Students engage in language, reading strategies, effective oral com- a close reading and exploration of themes found in Ameri- munication and research techniques. can literature and the American experience through a bal- This course is required for high school graduation. anced integrated program of non-fiction, literature and language study. Students read and respond to historically This course does NOT meet the University of California and California State University systems or the NCAA entrance requirement. and/or culturally significant American fiction and non-fiction works tracing the development of American writing from the colonial period to present day. To maintain the Writing Standards Assessment Portfolio students will continue to maintain their collection of works demonstrating growth in both conventions and rhetoric. This course is required for high school graduation. This course will meet the “b” entrance requirement for the University of California and California State University systems. NCAA Approved

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English 5-6 Honors 1411 English 7-8 1412 Length of Course: 2 semesters (**English 7-8 SDC 5624) Grade Level Options: 11 Length of Course: 2 semesters Prerequisite: English 3-4 Grade Level Options: 12 Prerequisite: Has not passed CAHSEE Students will engage in a variety of standards-based academic reading and writing tasks. Students will demonstrate Students engage in close reading of nonfiction and fiction proficiency in a variety of rhetorical modes: narration, expo- texts as a catalyst to engage in intensive practice of the sition, argumentation/persuasion and description to produce writing process. They will compose autobiograph- texts of at least 1,500 words. Students will engage in a close ical/biographical narratives, persuasive essays, responses reading and exploration of themes found in American litera- to literature, reflective essays as well as job and college ture and the American experience through a rigorous, inte- applications and an academic resume. Students will con- grated program which balances non-fiction, literature and tinue to work on editing skills in order to reinforce the con- language study. Students will analyze historically and/or ventions of standard edited English. When possible, stu- culturally significant American works tracing the develop- dents will learn to use technology to support drafting, editing, ment of American writing from the colonial period to present and research skills. day. To maintain the Writing Standards Assessment Portfo- This course will meet the “b” entrance requirement for the University of lio students will continue to maintain their collection of works California and California State University systems. demonstrating excellence in both conventions and rhetoric. NCAA Approved This course adheres to the rigorous UC requirements for an honors course and includes a comprehensive end of course exam. AP English Language and This honors course provides an alternate delivery of English 5-6 for advanced learners. Composition 1458 This course will meet the “b” entrance requirement for the University of Length of Course: 2 semesters California and California State University systems. Grade Level Options: 11, 12 NCAA Approved Prerequisite: English 3-4 "C"or better or English 5-6 "C"or better

The Advanced Placement English Language and Composi- English 5-6 ILP 1447 tion course is designed to help students become skilled Length of Course: 1 semester, double period readers of prose written in a variety of periods, disciplines, Grade Level Options: 11 and rhetorical contexts and to become skilled writers who Prerequisite: English 3-4; student is enrolled at can compose for a variety of purposes. By their writing and Beach HS reading in this course, students should become aware of This course is designed for students in an alternate the interactions among a writer’s purposes, audience ex- delivery system. Students will engage in a variety of pectations, and subjects, as well as the way generic con- standards-based academic, functional, and creative ventions and the resources of language contribute to effec- writing tasks which connect both fiction and non-fiction tive writing. to their life experiences. Students will use writing pro- Students who pass the AP exam have the opportunity to earn credit or cess activities in a variety of genres: persuasive, ex- advanced standing at most of the nation’s colleges and universities. pository, narrative, reflective and literary analysis. This course will meet the “b” or “g” entrance requirement for the University Students also receive instruction in the conventions of of California and California State University systems. written language and effective oral communication in NCAA Approved order to meet or exceed the language arts objectives.

Students engage in a close reading and exploration of themes found in American literature and the American English IB HL 1 1436 experience through a balanced integrated program of Length of Course: 2 semesters non-fiction, literature and language study. Students Grade Level Options: 11 read and respond to historically and/or culturally sig- Prerequisite: English 3-4 Accelerated or teacher nificant American fiction and non-fiction works tracing permission the development of American writing from the colonial period to present day. Students will also gain profi- English IB HL 1 is an International Baccalaureate lit- ciency in the skills required to successful transition into erature course which promotes oral and written com- college and/or career. To maintain the Writing Stand- munication skills, respect for the literary heritage of the ards Assessment Portfolio students will continue to student’s first language, while providing complimentary maintain their collection of works demonstrating growth international perspectives through the study of World in both conventions and rhetoric. Literature. The course encourages students to see literary works as products of art and their authors as This course is required for high school graduation. craftsmen whose methods of production can be ana- This course does NOT meet the University of California and California lyzed in a variety of ways on a number of levels. This is State University systems or the NCAA entrance requirement. achieved through the emphasis placed on exploring the means used by different authors to convey their subjects in the works studied. It is further reinforced by

English Language Arts 66 2015-16 1 the comparative framework emphasized for the study spectives are brought to bear on the literary works of these works in all parts of the program. The course studied. strives to enrich the international awareness of IB Students who pass the AP exam have the opportunity to earn credit or students and develop in them the attitudes of tolerance, advanced standing at most of the nation’s colleges and universities. empathy, and a genuine respect for perspectives dif- This course will meet the “b” or “g” entrance requirement for the University ferent from their own. of California and California State University systems. NCAA Approved This course will meet the “b” or “g” entrance requirement for the University of California and California State University systems. NCAA Approved Bible as Literature 1-2 1414

Length of Course: 2 semesters English IB HL 2 1437 Grade Level Options: 11, 12 Prerequisite: None Length of Course: 2 semesters

Grade Level Options: 12 Prerequisite: English IB HL 1 Students will interpret Biblical allusions in literature by developing a firm foundation in Old and New Tes- English IB HL 2 is an International Baccalaureate lit- tament stories. Students will read the King James Ver- erature course which promotes oral and written com- sion, which is recognized as one of the monuments of munication skills, respect for the literary heritage of the modern English literature, and do historical and com- student’s first language, while providing complimentary parative studies of the text. Students will use writing international perspectives through the study of World process activities in a variety of genres: persuasive, Literature. The course encourages students to see expository, narrative, reflective and literary analysis. literary works as products of art and their authors as Students also receive instruction in the conventions of craftsmen whose methods of production can be ana- written language and effective oral communication in lyzed in a variety of ways on a number of levels. This is order to meet or exceed the language arts objectives. achieved through the emphasis placed on exploring Students engage in a close reading and exploration of the means used by different authors to convey their themes found in biblical literature through a balanced subjects in the works studied. It is further reinforced by integrated program of non-fiction, literature and lan- the comparative framework emphasized for the study guage study. Students read and analyze historically of these works in all parts of the program. The course and/or culturally significant biblical stories tracing the strives to enrich the international awareness of IB development of American and British masterpieces in students and develop in them the attitudes of tolerance, their light. To maintain the Writing Standards Assess- empathy, and a genuine respect for perspectives dif- ment Portfolio students will continue to maintain their ferent from their own. collection of works demonstrating growth in both con- This course will meet the “b” or “g” entrance requirement for the University ventions and rhetoric. Students will demonstrate their of California and California State University systems. mastery of essential multi-media programs through NCAA Approved PowerPoint peer teaching units and web-based research projects. LITERATURE This course will meet the “b” or “g” entrance requirement for the University of California and California State University systems.

NCAA Approved AP English Literature/Composition 1449

Length of Course: 2 semesters British Literature 1-2 1415 Grade Level Options: 12 British Literature 1-2 Accelerated 1419 Prerequisite: English 5-6 or AP English Language and Composition Length of Course: 2 semesters Grade Level Options: 11, 12 Advanced Placement Literature and Composition is a Prerequisite: None college-level course which engages students in the This survey of British literature introduces students to the careful reading and critical analysis of imaginative lit- creative written record of the ideas of English-speaking erature. Through the close reading of selected texts, people. As they study the works of major British writers, students deepen their understanding of the ways students more fully understand their country’s heritage of writers use language to provide both meaning and freedom and belief in the worth of the individual. The course pleasure for their readers. Students consider a work’s emphasizes application of language skills to reading, structure, style, and themes, as well as such smaller- speaking, and writing assignments on a college-preparatory scale elements as the use of figurative language, im- level. Literature study is chronological, beginning with the agery, symbolism, and tone. The course includes in- Anglo-Saxon period and continuing through the literature of tensive study of representative works from various contemporary Britain. Readings form the basis for a com- genres and periods from the sixteenth to the twentieth position program which provides practice in writing critical century, concentrating on works of recognized literary papers about literary works and topics. merit. In addition to considering a work’s literary artistry, students consider the social and historical This course will meet the “b” or “g” entrance requirement for the University values it reflects and embodies. Careful attention to of California and California State University systems. both textual detail and historical context should provide NCAA Approved a foundation for interpretation, whatever critical per- English Language Arts 67 2015-16 1

Comparative Literature of Western Film Analysis 1-2 1425 Civilization 1-2 Accelerated 1418 Length of Course: 2 semesters Length of Course: 2 semesters Grade Level Options: 12 Grade Level Options: 11, 12 Prerequisite: English 1-2, 3-4 & 5-6 Prerequisite: None This course is designed to help college-preparatory stu- Through class discussion of the readings and through dents understand the basic language of film, develop ana- creative individual and group projects, students interpret lytic skills, and explore the historical development of visual great ideas of the Western world in the matrix of history and media. Students actively apply analytical skills used with apply them to their own lives. The readings take in a wide literature to analyze films, viewing films actively, rather than spectrum of thought and interpretation, reaching from the as passive bystanders. The course explores the relationship ancient to the modern world of film to specific works of literature and the effectiveness of This course will meet the “b” or “g” entrance requirements for the Univer- films as literature. Students will demonstrate proficiency in sity of California and California State University systems. analysis of film through oral and written formats by writing and presenting comparisons of novels and stories to film NCAA Approved adaptations, writing expository essays and responses to various essays about film, and writing reviews of films. Good CSU Expository Reading and Writing writing skills and regular homework are required. Course (ERWC) 1474 This course will meet the “b” or “g” entrance requirement for the University of California and California State University systems. Length of Course: 2 semesters Grade Level Options: 12 NCAA Approved Prerequisite: English 5-6 and passed CAHSEE

The goal of the Expository Reading and Writing Course Literature and Communications 1426 (ERWC) is to prepare college-bound seniors for the literacy demands of higher education. Through a se- Length of Course: 1-2 semesters quence of fourteen rigorous instructional modules, Grade Level Options: 9-12 Prerequisite: None students in this yearlong, rhetoric-based course develop advanced proficiency in expository, analytical, Students will engage in a variety of California Content and argumentative reading and writing. The corner- Standards-based learning experiences and tasks. Students stone of the course—the assignment tem- will learn theories foundational to the communication disci- plate—presents a process for helping students read, pline including, but not limited to, historical communication, comprehend, and respond to nonfiction and literary policy and Lincoln-Douglas debate formats and mass texts. Modules also provide instruction in research communication dynamics. Furthermore, students will en- methods and documentation conventions. Students will gage in full process writing activities in the following areas: be expected to increase their awareness of the rhe- persuasive, research, reflective, narrative, expository, and torical strategies employed by authors and to apply literary analysis. Students will also read established and those strategies in their own writing. They will read respected literature from a variety of genres. Students will closely to examine the relationship between an au- prepare and deliver full process oral presentations of a per- thor’s argument or theme and his or her audience and suasive, informative, poetic, dramatic and impromptu nature purpose; to analyze the impact of structural and rhe- while also participating in critique and analysis of content torical strategies; and to examine the social, political, extended. Finally, students will continue to maintain the and philosophical assumptions that underlie the text. Writing Standards and Assessment Portfolio with work that By the end of the course, students will be expected to reflects the rigor necessary for college-level English and use this process independently when reading unfa- Communication Studies courses. miliar texts and writing in response to them. Course This course will meet the “b” or “g” entrance requirement for the University texts include contemporary essays, newspaper and of California and California State University systems. magazine articles, editorials, reports, biographies, NCAA Approved memos, assorted public documents, and other nonfiction texts. The course materials also include modules on two full-length works (one novel and one work of nonfiction). Written assessments and holistic scoring guides conclude each unit. This course will meet the “b” or “g” entrance requirement for the University of California and California State University system. NCAA Approved

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Multicultural Literature 1442 LANGUAGE ARTS ELECTIVES Multicultural Literature Accelerated 1448 Length of Course: 1-2 semesters Advanced Elements of Expository Grade Level Options: 12 Prerequisite: None Text______1522 Length of Course: 2 semesters Multicultural Literature provides students with an opportunity Grade Level Options: 9-11 to come to some basic understanding of their own culture Prerequisite: Basic or proficient on the CST and the culture of others in order to promote more under- English Test standing of our multicultural society. Students will read and respond to diverse writers and genres reflecting contempo- This course is designed to improve the reading skills of rary America. They will compare and contrast attitudes, students who test at or above grade level proficiency but values, customs, and traditions expressed in these literary struggle with comprehension of non-fiction text, including works, exploring what is universal for all cultures as well as expository, biographical and functional text. Emphasis is on the unique experiences of individual cultures. Students will increasing students’ reading comprehension strategies, analyze and discuss such themes as tolerance, prejudice, reading vocabulary, and metacognitive strategies for read- racism, etc., in a historical, contemporary, and political con- ing informational text (non-fiction) with comprehension and text. Each semester they will research a focus question fluency. A variety of genres and content area texts will be about a culture of their choice (possibly a culture they iden- used to supplement the course text. tify with and one they want to know more about). This course will meet the “g” entrance requirement for the University of California and California State University systems. This course will meet the “b” or “g” entrance requirement for the University of California and California State University systems. NCAA Approved Advanced Journalism: Editing, Design & Management 1464

Rhetoric & Composition 1423 Length of Course: 1-2 semesters Grade Level Options: 11-12 Length of Course: 2 semesters Prerequisite: Elements of Journalism and English Grade Level Options: 12 1-2 with a “B” or better; Advisor’s Prerequisite: Has passed CAHSEE Approval

This one-year rhetoric and composition course is for Advanced Journalism: Editing, Design & Management is a college-bound seniors to enable them to read and write two-semester course, combining the high-level critical academic prose effectively and strategically and to increase thinking, reading and writing skills of print journalism with the their mastery of academic language. This rigorous course is artistic, creative and aesthetic skills of the visual and graphic built around in-depth studies of various expository, analytic, arts. Students master the writing and editing of the most or argumentative writings on non-literary topics and the common forms of journalistic stories; read and analyze rel- rhetorical analysis of lengthier non-fiction and fiction genres, evant literature through expository writing; learn and practice such as autobiography, biography, novel, and drama. the basics of design and layout; analyze and evaluate im- Pivotal to the curriculum is the deepening of students’ critical ages based on a set of given values; learn communication, reading, writing and thinking skills about both expository and management, and evaluation skills for individuals and small literary prose with the emphasis on fostering their ability to teams; use of state-of-the-art word processing and design argue and extend their understanding of complex material in software; and demonstrate knowledge and understanding writing. Students will be expected to engage in depth with of ethical responsibilities and communications law. This diverse and challenging material in writing. In addition, they course will sharpen students’ thinking and expression, wid- will be expected to increase their awareness and application en their experience with people and communication, pro- of the techniques employed by authors. They will read vide an environment for self-directed learning and give them closely to examine relationships between an author’s ar- confidence in their ability to see their creative ideas to com- gument or theme and his or her audience and purpose, to pletion. analyze the impact of structural and rhetorical strategies, This course will meet the “g” entrance requirement for the University of and to examine the social, political, and philosophical California and California State University systems. assumptions that underlie the text. Assessment will be both oral and written. This course will meet the “b” or “g” entrance requirement for the University Creative Writing 1-2 1451 of California and California State University systems. Length of Course: 1-2 semesters NCAA Approved Grade Level Options: 11, 12 Prerequisite: None

Students will implement the writing process to explore and create effective writing. Writing is viewed as a means of expression, a means of communication, and a highly intellectual activity. Each participant is a writer and an artist in a community of writers which serves as a sounding board, editor, audience, etc. Each writer will choose one genre on English Language Arts 69 2015-16 1 which to focus her/his primary body of work, through a se- Forensics: Argumentation & ries of instructor and student-generated exercises, each Debate 1515 writer will explore a variety of other genres. Length of Course: 2 semesters This course will meet the “g” entrance requirement for the University of Grade Level Options: 11, 12 California and California State University systems. Prerequisite: Previous Speech Communication course NCAA Approved This course is intended for students who are interested in learning the basic principles of argumentation and reason- Creative Writing 3-4 1452 ing, including presentation skills, research skills, critical Length of Course: 1-2 semesters thinking and analysis, the nature of evidence and proofs, Grade Level Options: 12 value debate, policy debate, and student congress. Stu- Prerequisite: Creative Writing 1-2 and/or dents are expected to participate in debates and other exer- English 5-6 (Honors) cises in argumentation and reasoning. In addition, students Students refine their literary skills through in-depth analysis learn to critically analyze what they read, hear, see and of quality short stories, journalism, poetry, and drama, as write. they prepare and polish manuscripts suitable for submission This course will meet the “g” entrance requirement for the University of for publication. California and California State University systems. This course will meet the “g” entrance requirement for the University of NCAA Approved California and California State University systems. NCAA Approved Journalism: Production/ Management 1461 Elements of Journalism 1459 Length of Course: 1-2 semesters Length of Course: 1-2 semesters Grade Level Options: 11, 12 Grade Level Options: 10-12 Prerequisite: Elements of Journalism Prerequisite: None

This course includes a study of modern newspapers, the Students learn about newspaper production through publi- history of journalism in the United States, newspaper or- cation of the school paper. The course offers instruction and ganization, analysis of news, the effects of propaganda, and practice in copy writing and editing; proofreading; writing of news gathering and writing. In the second semester, stu- features stories, editorials, and human-interest stories; criti- dents focus upon a study of the physical makeup of a cal reviews of plays, books, and motion pictures; headline newspaper and the production of a cub edition. writing; page makeup; and business management, including advertising. This course will meet the “g” entrance requirement for the University of California and California State University systems. This course will meet the “g” entrance requirement for the University of California and California State University systems. NCAA Approved

Elements of Scriptwriting 1-2 1432 Oral Communication______1511 Length of Course: 2 semesters Grade Level Options: 9, 10 Length of Course: 2 semesters Prerequisite: None Grade Level Options: 10-12 Prerequisite: None Scriptwriting 1-2 will introduce students to writing for the stage, screen, and television. They will learn about the his- This course provides skills in all aspects of speech com- torical background of the theater and the “Golden Age” of munication that are essential in helping students prepare for television. Students will understand script structures and be success in the world of work, higher education and forensic able to adapt them to stage, television, and the screen, uti- competitions. Students study the fundamentals of and par- lizing correct English conventions. They will write and per- ticipate in various real-life situations/projects within the fol- form scenes for the stage, radio, and television. They will lowing units of instruction: essential elements of communi- also write and perform a commercial. They will develop cation; ethics in communication; speaking and listening; interviewing skills and apply interviewing techniques in a one-to-one interpersonal communication; group discussion; broadcast forum. Students will also investigate the possible public communication; mass communication: radio and career options in the media. television; argumentation and debate; interviewing; student congress/parliamentary procedure; and public speaking workshop. Students rehearse their proficiencies by performing/demonstrating for other classes, PTA, and local businesses and organizations. The students' presentations are critiqued/evaluated by other students, outside school audiences, and the teacher. This course will meet the “g” entrance requirement for the University of California and California State University systems. NCAA Approved English Language Arts 70 2015-16 1

Scriptwriting 3-4______1438 CAHSEE English Preparation 1606 Length of Course: 2 semesters Length of Course: 1 semester Grade Level Options: 10, 11 Grade Level Options: 10-12 Prerequisite: Scriptwriting 1-2 Prerequisite: Has not passed CAHSEE

Scriptwriting 3-4 will build on skills learned in Scriptwriting This course will provide a review of middle and high school 1-2. Students will write extended pieces for the stage, in writing skills that are necessary to pass the CAHSEE. The addition to learning to write for films. Scriptwriting 3-4 will course will also help students to develop skills in test-taking review the concepts and skills learned in Scriptwriting 1-2. procedures as they prepare for the exam. Students will re- Students will also analyze, learn vocabulary, and script for- ceive instruction in the conventions of standard edited Eng- matting for film. Students will investigate the possible career lish. Students will compose process and limited time essays options in the media. in various genres including narrative, literary analysis, expository and persuasive. Speech Communication: Analysis and Application 1513 CAHSEE Reading Preparation 1609 Length of Course: 1 semester Length of Course: 1 semester Grade Level Options: Open to recommended 11th and 12th Grade Level Options: 10-12 grade students who wish to partici- Prerequisite: Has not passed CAHSEE pate in a workshop for Speakers Bureau participants This course will provide a review of middle and high school Prerequisite: Elements of Oral Communication reading skills that are necessary to pass the CAHSEE. The course will also help students to develop skills in test-taking This course includes in-depth instructional elements in oral procedures as they prepare for the exam. This course is a communication. This course builds upon the essential ele- review of reading comprehension skills and strategies, ap- ments of oral communication by preparing students for plication of flexible decoding strategies, reading vocabulary higher levels of analysis and discussion. This study focuses skills, and metacognitive strategies for reading both narra- on interpersonal and public speaking, debate, group tive and informational text with comprehension and fluency. presentation, competitive speaking and alternative delivery styles. This course is designed to improve all aspects of students abilities to speak, read, write and listen. Fast Track 1-2 1440 This course will meet the “g” entrance requirement for the University of California and California State University systems. Length of Course: 2 semesters Grade Level Options: 9-12 NCAA Approved Prerequisite: None

Fast Track 1-2 is a high school reading intervention course READING INTERVENTIONS designed to improve the reading comprehension skills of high school students who have high decoding skills but who have not yet become grade-level readers. Emphasis is up- CAHSEE English and Reading 1524 on increasing students’ reading comprehension strategies, Length of Course: 1 semester application of flexible decoding strategies, reading vocabu- Grade Level Options: 10-12 lary, and metacognitive strategies for reading both narrative Prerequisite: Has not passed CAHSEE and informational text with comprehension and fluency. This This course will provide a review of middle and high school class is to be taken as a single block elective. reading and writing skills that are necessary to pass the CAHSEE. The course will also help students to develop skills in test-taking procedures as they prepare for the exam. Fast Track 3-4 1441 Students will receive instruction in the conventions of stand- Length of Course: 2 semesters ard edited English. Students will compose process and Grade Level Options: 9-12 timed essays in various genres including literary analysis, Prerequisite: None exposition and persuasion. As well, students will review reading vocabulary and vocabulary comprehension stra- Fast Track 3-4 is a high school reading intervention course tegies, and the reading comprehension strategies of narra- designed to improve the reading comprehension skills of tive, exposition and functional text. high school students who have high decoding skills but who have not yet become grade-level readers. Emphasis is upon increasing students’ reading comprehension strategies, application of flexible decoding strategies, reading vocabulary, and metacognitive strategies for reading both narrative and informational text with comprehension and fluency. This class is to be taken as a single block elective.

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Intensive Reading Clinic 1578 LANGUAGE! II 1585 (Intensive Reading Clinic SDC 5778) (Language! II SDC 5768) Length of Course: 2 semesters Length of Course: 2 semesters Double period / 20 credits Double period/20 credits Grade Level Options: 9-12 Grade Level Options: 9-11 Prerequisite: Counselor referral Prerequisite: Students have been diagnosed at the intensive intervention level and working This intensive, two-period course addresses the needs of on below grade level content standards. th th Initially, high school students may be the most at-risk adolescent students reading below a 4 - 5 placed into LANGUAGE! as recom- grade level who have language processing problems which mended based on CST scores, possible interfere with decoding the printed page and understanding Gray Oral Reading (GORT) scores, one or more of the LANGUAGE! assessments what they read. Emphasis is on helping students acquire and teacher observation. Placement into literacy by developing phonemic awareness, symbol image- Level 2 is determined by administration of ry, and concept imagery through the use of LiPS® and the LANGUAGE! encoding and decoding assessments. If the students score within Visualizing and Verbalizing® programs. Units 19-36 on either of the LANGUAGE! subtests, he/she is recommended for NOTE: The Long Beach Unified School District is NOT Level 2. Lindamood-Bell Learning Processes nor is it affiliated with, LANGUAGE! II is a language arts course designed for stu- certified, endorsed, licensed, monitored or sponsored by Lindamood-Bell, Nanci Bell, Phyllis Lindamood, or Pat Lin- dents who have insufficient phonological processing and need linguistic support in phonology, morphology, seman- damood. Lindamood-Bell—an international organization creating and implementing unique instructional methods tics, and syntax. Encoding and decoding concepts are still and programs for quality intervention to advance language an important component, but at this level, students expand and literacy—in no way endorses or monitors the services and build literal and interpretive comprehension strategies provided by the Long Beach Unified School District. along with composing and analyzing written language. This course uses LANGUAGE!, a sequential, balanced literacy program emphasizing developmental reading instruction. Its emphasis is on word study, spelling, vocabulary develop- LANGUAGE! I 1597 ment, comprehension, and writing, while reading texts with (Language! I SDC 5760) readability level of 3.3-6. This course offers the flexibility of Length of Course: 2 semesters placement into an alternate course at the semester, based Double period/20 credits upon individual achievement of the student. Students who Grade Level Options: 9-12 qualify in units 19-36 of Level 2 will begin the course of study Prerequisite: Students have been diagnosed at the intensive intervention level and working at Level 2. on below grade level content standards. Initially, high school students may be placed into LANGUAGE! as recommended based on CST scores, possible LANGUAGE! II AB 1584 Gray Oral Reading (GORT) scores, one (Language! II AB SDC 5775) or more of the LANGUAGE! assessments and teacher observation. Placement into Length of Course: 2 semesters Level 1 is determined by administration of Single period/10 credits the LANGUAGE! encoding and decoding Grade Level Options: 9-11 assessments. If the students score within Units 1-18 on either of the LANGUAGE! Prerequisite: Students have been diagnosed at the subtests, he/she is recommended for intensive intervention level and are work- Level 1. ing on below grade level content standards. Initially, high school students may be placed into LANGUAGE! as recom- LANGUAGE! I is a language arts intervention course de- mended based on CST scores, possible signed for high school students who have difficulties in Gray Oral Reading (GORT) scores, one phonemic awareness, single word decoding, spelling, writ- or more of the LANGUAGE! assessments and teacher observation. Place- ing and literal comprehension, that usually reflects insuffi- ment into LANGUAGE! AB is determined cient phonological processing. This course uses by administration of the LANGUAGE! LANGUAGE!, a sequential, balanced literacy program em- encoding and decoding assessments. If the students score within Units 13-24 on phasizing developmental reading instruction. Its emphasis is either of the LANGUAGE! subtests, on building the foundations of phonemic awareness, vo- he/she is recommended for LANGUAGE! cabulary development, comprehension, text reading, and II AB (Books C and D) word recognition and writing, while reading texts with read- LANGUAGE! II AB is a language arts course designed for ability levels of Primer-3.5. This course offers the flexibility of high school students who have difficulties in phonemic placement into an alternate course at the semester, based awareness, decoding, spelling, writing and literal compre- upon individual achievement of the student. Students who hension, which usually reflects insufficient phonological qualify in units 1-18 of Level 1 will begin the course of study processing. During this course, students master consonant at Level 1. blends, and begin working with syllabication and morpho- logical principals as well as interpretive comprehension strategies. This course uses LANGUAGE!, a sequential, balanced literacy program emphasizing developmental reading instruction. Its emphasis is building the foundations of pho-

English Language Arts 72 2015-16 1 nemic awareness, vocabulary development, comprehen- spelling rules. This course uses LANGUAGE!, a sequential sion, text reading, word recognition, and writing while read- balanced literacy program emphasizing developmental ing texts with readability levels of 2.6 to 4.5. This course reading instruction. Its emphasis is on developing advanced offers the flexibility of placement into an alternate course at comprehension skills and compositions, while reading texts the semester, based upon individual achievement of the with readability levels of 6.0-9.0, as measured by the De- student. Students who qualify in units 13-24 will begin the grees of Reading Power (DRP). This course offers the flexi- course of study at Level 1, Book C, Unit 13. bility of placement into an alternate LANGUAGE! course at the quarter or semester, based on individual performance of

the students. LANGUAGE! II CD 1676 (Language! II CD SDC 5777) 5118 Length of Course: 2 semesters LANGUAGE! III AB SDC Single period/10 credits Length of Course: 2 semesters Grade Level Options: 9-11 Double period/20 credits Prerequisite: Students have been diagnosed at the Grade Level Options: 9-11 intensive intervention level and working Prerequisite: Students have been diagnosed at the on below grade level content standards. intensive intervention level. Students have Initially, high school students may be completed LANGUAGE! I and/or placed into LANGUAGE! II CD as rec- LANGUAGE! II. Placement into ommended based on CST scores, possi- LANGUAGE! III AB is determined by ble Gray Oral Reading (GORT), and one administration of the LANGUAGE! en- or more of the LANGUAGE! assessments coding / decoding / grammar assess- as well as teacher observation. Place- ments. If the student scores within Units ment into LANGUAGE! II CD is deter- 37-45 on any of the LANGUAGE! subtests, mined by administration of the he/she is recommended for LANGUAGE! LANGUAGE! encoding/decoding III AB assessments. If the student scores within Units 25-36 on any of the LANGUAGE! subtests, he/she is recommended for LANGUAGE! III AB is a language arts course designed for LANGUAGE! II CD (Books E, Unit 25) students in special day classes who have intermediate reading and writing skills but who are learning to apply LANGUAGE! II CD is a language arts course designed for higher order comprehension strategies (i.e., interpretive, high school students who have the foundations of reading in analytical) to text, expand creativity and depth to well-written, place and are decoding and spelling multi-syllabic words, cohesive compositions and who are learning to apply ad- expanding and building literal and interpretive comprehen- vanced spelling rules. This course uses LANGUAGE!, a sion strategies and using various writing strategies to de- sequential balanced literacy program emphasizing devel- velop cohesive compositions. This course uses LAN- opmental reading instruction. Its emphasis is on developing GUAGE!, a sequential, balanced literacy program empha- advanced comprehension skills and compositions, while sizing developmental reading instruction. Its emphasis is on reading texts with readability levels of 6.0-9.0, as measured expanding vocabulary development, spelling, comprehen- by the Degrees of Reading Power (DRP). This course offers sion, fluent text-reading, word recognition, and writing while the flexibility of placement into an alternate LANGUAGE! reading texts with readability levels of 4.6-6.0. This course course at the quarter or semester, based on individual per- offers the flexibility of placement into an alternate course at formance of the student. the semester, based upon individual achievement of the student. Students who qualify in units 25-36 of LAN- GUAGE! II CD will begin the course of study at Level II, LANGUAGE! III CD SDC 5119 Book E, Unit 25. Length of Course: 2 semesters Double period/20 credits Grade Level Options: 9-10 LANGUAGE! III SDC 5763 Prerequisite: Students have been diagnosed at the intensive intervention level. Students have com- Length of Course: 2 semesters pleted LANGUAGE! III AB. Placement is Double period/20 credits determined by administration of the Grade Level Options: 9-11 LANGUAGE! encoding/decoding/ grammar Prerequisite: Students have been diagnosed at the assessments. If the student scores within intensive intervention level. Students have Units 46-54 on any of the LANGUAGE! completed LANGUAGE! II or LANGUAGE! subtests, he/she is recommended for II CD. Placement into LANGUAGE! III is LANGUAGE! III CD determined by administration of the LANGUAGE! encoding/ decoding as- LANGUAGE! III CD is a language arts course designed for sessments. If the student scores within Units 37-54 on any of the LANGUAGE! students in special day classes who have intermediate subtests, he/she is recommended for reading and writing skills but who are learning to apply LANGUAGE! III higher order comprehension strategies (i.e., interpretive,

LANGUAGE! III is a language arts course designed for stu- analytical) to text, expand creativity and depth to well-written, dents in special day classes who have intermediate reading cohesive compositions and who are learning to apply ad- and writing skills but who are learning to apply higher order vanced spelling rules. This course uses LANGUAGE!, a comprehension strategies (i.e., interpretive, analytical) to sequential balanced literacy program emphasizing devel- text, expand creativity and depth to well-written, cohesive opmental reading instruction. Its emphasis is on developing compositions and who are learning to apply advanced advanced comprehension skills and composition, while

English Language Arts 73 2015-16 1 reading texts with readability levels of 6.0-9.0, as measured Reading Development by the Degrees of Reading Power (DRP). This course offers Fast Track 1 SDC 5772 the flexibility of placement into an alternate LANGUAGE! course at the quarter or semester, based on individual per- Length of Course: 2 semesters formance of the student. Grade Level Options: 9-12 Prerequisite: IEP placement in a Special Day Class, student must be on a diploma-bound track, and student must Literacy Workshop 1-2______1595 have completed the Reading De- Length of Course: 2 semesters velopment LANGUAGE! series (I-III) or be decoding and comprehending Grade Level Options: 9-10 at approximately 5th-6th grade level. Prerequisite: None

Literacy Workshop 1-2, a balanced literacy program em- Fast Track 1 SDC is a course designed to improve the phasizing developmental reading instruction, is designed reading comprehension skills of high school students en- specifically for students at the Strategic Intervention level, rolled in a Special Day Class who 1) are diploma-bound, 2) who typically are without serious learning disabilities and are have completed the LANGUAGE! Reading intervention reading no more than two to three grades below their cur- series (LANGUAGE! I, II, and III) and 3) have not yet be- rent grade level. Students enrolled in this course are typi- come grade level readers. Emphasis is upon increasing cally reading between a mid 5th and end of 6th grade reading students’ reading comprehension strategies, application of level of fiction and nonfiction text and score at the Below flexible decoding strategies, reading vocabulary, and meta- Basic level on the CST. Emphasis is upon increasing stu- cognitive strategies for reading both narrative and informa- dents’ reading comprehension strategies, application of tional text with comprehension and fluency. The teacher of flexible decoding strategies, reading vocabulary, and meta- this course demonstrates and models for students the ap- cognitive strategies for reading both narrative and informa- plication of comprehension strategies and the use of rea- tional text with comprehension and fluency. Areas of focus soning involved in locating specific information and applying are those critical to adolescent reading improvement: acqui- the information to a given task. sition and practice of essential reading comprehension strategies; vocabulary development and reading fluency/ speed. Reading Development High Point I DHH 5770 Length of Course: 2 semesters Literacy Workshop 3-4 1581 Grade Level Options: 9-12 Prerequisite: Students must be enrolled in a Spe- Length of Course: 2 semesters cial Day Class (SDC): DHH and Grade Level Options: 10-12 must be learning to sign. Prerequisite: None

Literacy Workshop 3-4, a balanced literacy program em- High Point I DHH is an intensive course of communicative phasizing developmental reading instruction, is designed and academic English Instruction. The course is designed specifically for students without serious learning disabilities for students enrolled in an SDC:DHH program. Students who are reading two or more grades below their current may have varying levels of academic proficiency in their grade level. Students enrolled in this course are typically primary languages as measured by the KENDL. Students reading between a mid 6th and end of 7th grade reading level enrolled in this course are at Levels 0-7 on the Kendall Con- of fiction and nonfiction text and score at the Below Basic versational Proficiency Level (KPL) and use sign language level on the CST. Emphasis is upon increasing students’ as the primary mode of communication. Some students reading comprehension strategies, application of flexible who are fluent signers may still be learning to read English. decoding strategies, reading vocabulary, and metacognitive The course goals and objectives are based on the California strategies for reading both narrative and informational text ELD Standards: Grades 9-12, Early Intermediate Level. The with comprehension and fluency. Areas of focus are those California ELD Standards follow a linguistic pathway to- critical to adolescent reading improvement: motivation, wards proficiency in the English Language Arts Standards guided and independent reading, acquisition and practice of including those assessed on the CAHSEE essential reading comprehension strategies.

English Language Arts 74 2015-16 1

Course Descriptions

English Language Development

RHS COURSE CODE AHS BHS CHS CAMS JHS LHS MHS PHS RHS WHS A English Language Develop. English I 1701 ● ● ● ● ● English Language Develop. English II 1703 ● ● ● ● ● ● ● English Language Develop. English III 1705 ● ● ● ● English Language Develop. English IV 1719 ● ● ● • English Language Develop. Reading I 1602 ● ● ● ● ● • English Language Develop. Reading II 1604 ● ● ● ● ● ● • English Language Develop. Reading III 1617 ● ● ● ● • • • •

● Course offered AHS Avalon High School MHS Robert A. Millikan High School BHS Beach High School PHS Polytechnic High School CHS Cabrillo High School RHSA Renaissance High School for the Arts

CAMS California Academy of Math and Science RHS Will J. Reid High School

JHS David Starr Jordan High School WHS Woodrow Wilson Classical High School LHS Lakewood High School McHS Ernest S. McBride, Sr. High School

English Language Development 75 201 5 - 16

These courses are designed for limited English profi- English Language Development cient high school students who enter the district with: English III 1705 • no English proficiency but a substantial academic education in their home country Length of Course: 2 semesters • no English proficiency and no/little academic Grade Level Options: 9-12 education in their home country Prerequisite: Designated as an English Language Learner (ELL) and has either: (1) • some English proficiency and substantial passed ELD II and/or (2) been di- academic education in their home country agnosed as having Intermediate • moderate English proficiency but no/little proficiency in listening/speaking, academic education in their home country reading and writing in English.

This course is designed for students who display English fluency at the Intermediate level in listening/speaking, reading COURSES FOR ENGLISH and writing. The course is guided by the Early Advanced GRADUATION CREDIT proficiency benchmarks in the CA ELD Standards. Intensive oral, reading and writing activities focus on accelerating progress in linguistically appropriate developmental aspects of English Language Development grammatical/spelling/pronunciation accuracy. English I 1701 Length of Course: 2 semesters Grade Level Options: 9-12 English Language Development Prerequisite: Designated as English Language English IV 1719 Learner (ELL) and diagnosed as having Beginning proficiency in Length of Course: 2 semesters listening, speaking, reading and Grade Level Options: 9-12 writing English. Prerequisite: Designated as an English Language Learner (ELL) and has either This course is designed for students who display oral Eng- (1) passed high school ELD III and/or lish fluency at the Beginning level and no/little literacy skills in (2) been diagnosed as having Early English. The course is guided by the Beginning and Early Advanced English proficiency in listening/speaking, reading and Intermediate proficiency benchmarks in the CA ELD Stan- writing. dards. Reading and writing activities are based on comprehensible oral communication about contextualized, func- Students increasingly pursue a balanced integrated program tional and academic course content which includes higher- of literature and language study. The course is guided by the Advanced CA ELD Standards and the 9th grade ELA Stand- level thinking skills. Reading and writing focus is on linguis- ards. In literature, which includes the novel, short story, po- tically appropriate developmental aspects of grammatical/ etry, drama and non-fiction, students use essential strategies spelling/pronunciation accuracy. and skills to construct meaning and respond thoughtfully as they learn about themselves and others through their reading. Many writing activities are extensions of experiences devel-

oped through reading literary works and make use of writing English Language Development process activities in a variety of domains including expository, English II 1703 reflective essay and persuasive essay. Students also receive Length of Course: 2 semesters intensive instruction in the conventions of written language, Grade Level Options: 9-12 effective oral communication, and grammar. Prerequisite: Designated as an English Language This course will meet the “b” or “g” entrance requirement for the University of Learner (ELL) and has either: (1) California and California State University systems. passed ELD I and /or (2) been diagnosed as having Early Intermediate proficiency in listening/ speaking, reading and writing in English.

This course is designed for students who display English fluency at the Early Intermediate level in listening/speaking, reading and writing. The course is guided by the Intermediate proficiency benchmarks in the CA ELD Standards. Intensive oral, reading and writing activities are based on comprehensible, contextualized, familiar and unfamiliar academic course content. Reading and writing focus on accelerating progress in linguistically appropriate development aspects of grammatical/spelling/ pronunciation accuracy.

English Language Development 76 201 5 - 16

COURSES FOR ENGLISH English Language Development ELECTIVE CREDIT Reading III 1617 Length of Course: 2 semesters Grade Level Options: 9-12 English Language Development Prerequisite: Designated as an English Language Reading I 1602 Learner (ELL) and diagnosed as having Intermediate proficiency in Length of Course: 2 semesters listening, speaking, reading and Grade Level Options: 9-12 writing in English. Prerequisite: Designated as an English Language Learner (ELL) and diagnosed as The ELD Reading III class is designed for high school Eng- having Beginning proficiency in lis- lish Language Learners (ELLs) who are at the Intermediate tening, speaking, reading and writing in English. level of English proficiency in listening, speaking, reading and writing. These students are concurrently enrolled in an ELD The ELD Reading I class is designed for high school English English III class. This course is guided by the Early Ad- Language Learners (ELLs) who are at the Beginning level of vanced CA ELD Reading Standards and includes exposure English proficiency in listening, speaking, reading and writing. to a wide variety of genre linguistically accessible to ELLs at These students are concurrently enrolled in an ELD English I. this level. The emphasis is on improving academic literacy This course is guided by the Early Intermediate CA ELD skills to prepare students for success in grade-level courses. Reading Standards and includes exposure to a wide variety of genre linguistically accessible to ELLs at this level. The emphasis is on improving English literacy skills and expanding students’ oral and reading command of English phonemic awareness, vocabulary and sentence structure.

English Language Development Reading II 1604 Length of Course: 2 semesters Grade Level Options: 9-12 Prerequisite: Designated as an English Language Learner (ELL) and diagnosed as having Early Intermediate proficiency in listening, speaking, reading and writing in English. . The ELD Reading II class is designed for high school English Language Learners (ELLs) who are at the Early Intermediate level of English proficiency in listening, speaking, reading and writing. These students are concurrently enrolled in an ELD English II. This course is guided by the Intermediate CA ELD Reading Standards and includes exposure to a wide variety of genre linguistically accessible to ELLs at this level. The emphasis is on improving English literacy skills and expanding students’ oral and reading command of English phonemic awareness, vocabulary and sentence structure.

English Language Development 77 201 5 - 16

Course Descriptions General Studies

HS HS HS HS HS HS HS B HS HS HS HSA COURSE CODE AMS C J L P A B C R M W R C M

Driver Education (General) 2010 Health Education (required) 2001 -Health Education SDAIE 2003 -Health Education SDAIE/PLS 2016 -Health Education ILP (Beach HS 2054 only) -Health Education SDC 5342 Health Education (elective credit) 2050 ●/APEX ● J-PLUS ● -Health Education SDAIE 2051 -Health Education SDAIE/PLS 2052 -Health Education ILP (Beach HS 2054 only) -Health Education SDC 5340 ● ● ● ● ● Health Concepts and Careers 6067 ● ● ●

● Course offered AHS Avalon High School MHS Robert A. Millikan High School BHS Beach High School PHS Polytechnic High School CHS Cabrillo High School RHSA Renaissance High School for the Arts

CAMS California Academy of Math and Science RHS Will J. Reid High School

JHS David Starr Jordan High School WHS Woodrow Wilson Classical High School LHS Lakewood High School McHS Ernest S. McBride, Sr. High School

General Studies 78 20 15 - 16

Driver Education (General) 2010 ELECTIVE CREDIT

Length of Course: 9 weeks Health Education 2050 Grade Level Options: 9, 10 Health Education SDAIE 2051 Prerequisite: None Attendance: 30 hours minimum Health Education SDAIE/PLS 2052 Health Education ILP (Beach HS only) 2054 This classroom course in driver education is designed to (Health Education SDC 5340) give students a knowledge of the Vehicle Code of California Length of Course: 1 semester and of the other laws relating to the operation of motor vehi- Grade Level Options: 9-12 cles. The course stresses positive attitudes, observation Prerequisite: None skills, and defensive driving habits contributing to traffic and pedestrian safety. The problem of drunk driving as the ma- This course is designed to assist students to obtain jor cause of traffic fatalities is also stressed. Upon success- accurate information, develop lifelong positive attitudes ful completion of the course, students are issued a Certifi- and behaviors, and make wise decisions related to their cate of Completion of Driver Education (Classroom), which personal health. Study will include personal and is required for licensing prior to age 18. community health; mental, emotional, and social health; injury prevention and safety; nutrition and physical activity;

alcohol, tobacco, and other drugs; growth, development, Health Education 2001 and sexual health. Central themes are the acceptance Health Education SDAIE 2003 of personal responsibility for lifelong health, respect for and promotion of the health of others, an understanding of Health Education SDAIE/PLS 2016 the process of growth and development, and informed Health Education ILP (Beach HS only) 2054 use of health-related information, products, and services. (Health Education SDC 5342) This course is available for elective credit effective for the class of 2015.

Length of Course: 1 semester Grade Level Options: 9, 10,11 Health Concepts and Careers 6067 Prerequisite: None Length of Course: 2 semesters This course is designed to assist students to obtain accurate Grade Level Options: 9-12 information, develop lifelong positive attitudes and behaviors, Prerequisite: None and make wise decisions related to their personal health. Study will include personal and community health; mental, Health Concepts and Careers provides students with emotional and social health; injury prevention and safety; nu- the opportunity to develop a fundamental knowledge of triton and physical activity; alcohol, tobacco, and other drugs; health and related careers with some demonstration of growth, development and sexual health. Central themes are the health care procedures common to all health care the acceptance of personal responsibility for lifelong health, fields. Health Education Content Standards that will be respect for and promotion of the health of others, an under- taught include nutrition and physical activity; growth, standing of the process of growth and development, and development and sexual health; injury prevention and informed use of health-related information, products and ser- safety; alcohol, tobacco, and other drugs; mental, emo- vices. tional, and social health; and personal and community health. Students will produce integrated health-related This course is required for graduation for the classes of 2013 and 2014. projects designed to educate the general public about contemporary health issues and their impact on individuals and society.

General Studies 79 201 5 - 16

Course Descriptions

History–

Social Science

Courses Meeting History/Social Science Graduation Credit

HS HS HS HS HS HS HS B HS HS HS HSA ODE COURSE AMS C J L P A B C R M W R C C M

Modern World History 2271 ● ●/APEX ● ● ● ● ● ● ● ● ● -Modern World History Accelerated 2272 ● ● ● ● ● ● -Modern World History SDAIE 2277 ● ● ● ● -Modern World History SDAIE/PLS 2278 ● -Modern World History ILP (Beach High only) 2292 -Modern World History SDC 5511 ● ● ● ● ● ● ● Modern World History International Negotiations 2275 ● AP European History 2284 ● AP World History 2318 ● ● ● ● ● ● ● ● History of Europe IB HL 2 2220 ●

United States History 2253 ● ●/APEX ● ● ● ● ● ● ● ● -United States History Honors 2255 ● ● ● ● ● ● ● ● -United States History SDAIE 2257 ● ● ● -United States History SDAIE/PLS 2258 ● -United States History ILP (Beach HS only) 2295 ● -United States History SDC 5717 ● ● ● ● & ● PAAL AP United States History 2236 ● ● ● ● ● ● ● ● ●

Economics 2311 ● ● ● ● ● ● ● ● ● ● ● -Economics Accelerated 2360 ● ● ● ● -Economics SDAIE 2313 ● ● -Economics SDAIE/PLS 2316 ● ● ● -Economics SDC 5006 ● ● ● ● & ● PAAL AP Macroeconomics 2366 ● ● ● ● AP Microeconomics 2368 ● Global Economics 1243

United States Government 2241 ● ● ● ● ● ● ● ● ● ● -United States Government Accelerated 2239 ● ● -United States Government SDAIE 2249 ● ● ● -United States Government SDAIE/PLS 2237 ● -United States Government SDC 5005 ● ● ● ● ●

History-Social Science 80 201 5 -16

HS HS HS HS HS HS HS B HS HS HS HSA ODE COURSE AMS C J L P A B C R M W R C C M

AP United States Government and Politics 2234 ● ● ● ● ● ● ● AP Comparative Government and Politics 2235 ●

Courses Meeting the History/Social Studies Elective Credit

HS HS HS HS HS HS HS B HS HS HS HSA ODE COURSE AMS C J L P A B C R M W R C C M

Black History 2205 ● ● Criminal and Civil Law 2207 ● ● ● ● ● ● Criminal Justice and Law 2211 ● Current Affairs 2209 ● ● ● Ethnic and Identity Studies 2216 ● ● ● ● ● Foundations in Law 2208 ● ● ● (Academic Career Course) Geography 2326 ● ● ● ● AP Human Geography 2323 ● ● ● ● ● International Business and Economics 2320 Introduction to Law 2228 ● ● ● ● International Relations 2252 ● ● ● ● Introduction to Psychology 2227 APEX ● ● ● ● ● ● ● ● Introduction to Sociology 2231 ● ● ● ● ● ● Journey for Justice 2214 ● Latino Studies 2217 ● Philosophy IB SL 2221 ● AP Psychology 2224 ● ● ● ● ● ● ● ● Intro to Social Justice 2131 ● Theory of Knowledge IB 6793 ●

● Course offered AHS Avalon High School MHS Robert A. Millikan High School BHS Beach High School PHS Polytechnic High School CHS Cabrillo High School RHSA Renaissance High School for the Arts

CAMS California Academy of Math and Science RHS Will J. Reid High School

JHS David Starr Jordan High School WHS Woodrow Wilson Classical High School LHS Lakewood High School McHS Ernest S. McBride, Sr. High School

History-Social Science 81 201 5 -16

**Courses do not meet NCAA or UC requirements. The Criminal Justice and Law curriculum provide students with an overview of the criminal and juvenile jus- Black History 2205 tice systems. Throughout the course, they will explore Length of Course: 1 semester the meaning of crime and justice, and the relationship Grade Level Options: 10-12 between criminal justice and social justice. Students will Prerequisite: None learn how and why the criminal justice system functions. Students will explore diverse areas of criminal law, The course presents an overview of the Black experience in constitutional and civil rights, and how the system func- the United States from the African background to today. Stu- tions for adults and juveniles. Students will apply critical dents become familiar with some of the contributions of Black thinking and problem solving techniques by researching Americans to a pluralistic American society. The class also historical and political causes for legal issues and pre- studies such topics as the fight against bondage, the role of sent on findings to essential questions, work in teams to Blacks in the building of the nation, and the civil rights analyze, reason, negotiate and develop questions for movement.. further study. Students will examine how the U.S. legal This course will meet the “g” entrance requirement for the University of system compares with legal and political systems, phi- California and California State University systems. losophies, and practices of other countries. Students NCAA Approved will learn about advocacy and policy by researching how individuals and groups, including young people, can take action to reform our legal system.

AP Comparative Government This course will meet the “g” entrance requirement for the University of and Politics 2235 California and California State University systems. Length of Course: 1 semester **NCAA Approved for 16-17 Grade Level Options: 11-12 Prerequisite: None **Current Affairs 2209 This course provides a comparative study of political sys- Length of Course: 1 semester tems/governments. Students will get a critical perspective on Grade Level Options: 9-12 the making of various governments, including political science Prerequisite: None theory and methodology. Students will develop the knowledge necessary to successfully complete the Advanced Making extensive and intensive use of newspapers and news Placement Exam. magazines, students employ problem-solving techniques Students who pass the AP Exam have the opportunity to earn credit or needed to locate information, categorize data, and state and advanced standing at most of the nation’s colleges and universities. support conclusions. In so doing, they learn to evaluate, ana- This course will meet the “a” or “g” entrance requirement for the University of lytically what they read and hear. California and California State University systems. NCAA Approved Economics 2311

Economics Accelerated 2360 Criminal and Civil Law 2207 Economics SDAIE_ 2313 Economics SDAIE/PLS 2316 Length of Course: 1 semester Grade Level Options: 10-12 (**Economics SDC 5006) Prerequisite: None Length of Course: 1 semester Grade Level Options: 12 This course is designed to introduce students to the Ameri- Prerequisite: None can legal system. Included are basic legal terminology, crim- The general objective of a high school economics course is inal and civil legal processes and the concept of justice (dis- for students to master fundamental economic concepts, ap- tributive, corrective, and procedural). The concept of privacy preciate how the main concepts of economics relate to each will also be examined and balanced against the needs of other and understand the structure of economic systems. society. Finally, the students will use various skills and intel- Students will use economic concepts in a reasoned, careful lectual tools in the analysis of landmark cases and contem- manner in dealing with personal, community, national and porary or possible future legal issues. global economic issues. They will use measurement con- This course will meet the “g” entrance requirement for the University of cepts and methods such as tables, charts, graphs, ratios, California and California State University systems. percentages and index numbers to understand and interpret NCAA Approved relevant data. They should learn to make reasoned decisions on economic issues as citizens, workers, consumers, business owners, managers and members of civic groups. Criminal Justice and Law 2211 This course is required for graduation. Length of Course: 2 semesters Grade Level Options: 10-12 This course will meet the “g” entrance requirement for the University of California and California State University systems. Prerequisite: Foundations of Law or Introduction to Law NCAA Approved

History-Social Science 82 201 5 -16

Ethnic and Identity Studies 2216

Length of Course: 2 semester AP European History 2284 Grade Level Options: 10-12 Prerequisite: None Length of Course: 2 semesters Grade Level Options: 10-12 In this course, students grapple with concepts of identi- Prerequisite: None ty, race, ethnicity, gender, sexuality and class. In par- Advanced Placement European History provides a study of ticular, students understand the politics of privilege and European history since 1450 and introduces students to cul- the historical reasons for structural racism, classism and tural, economic, political and social developments that played discrimination. Specifically, students discuss how vari- a fundamental role in shaping the world in which they live. ous demographic identifiers including race, ethnicity, Without this knowledge we would lack the context for under- and gender, religion, class and sexuality influence hu- standing the development of contemporary institutions, the man experiences. Students learn about the historical role of continuity and change in present-day society and poli- treatment of people from differing identity groups, as tics and the evolution of current forms of artistic expressions well as the ways that differing racial and ethnic identities and intellectual discourse. In addition to providing a basic originate by studying significant events and people. narrative of events and movements, the goals of Advanced Students discuss the current issues informing the op- Placement European History are to develop (a) an under- portunities for and constraints of people associated with standing of some of the principal themes in modern Europe- differing communities. an history, (b) an ability to analyze historical evidence and This course will meet the “g” entrance requirement for the University of historical interpretation, and (c) an ability to express historical California and California State University systems. understanding in writing. **NCAA Approved for 16-17 This course may fulfill the graduation requirement for Modern World History.. Students who pass the AP exam have the opportunity to earn credit or advanced standing at most of the nation’s colleges and universities. This course will meet the “a” or “g” requirement for the University of Califor- 2366 AP Macroeconomics nia and California State University systems. Length of Course: 1 semester NCAA Approved Grade Level Options: 11-12 Prerequisite: None

The purpose of an Advanced Placement course in macroe- Foundations in Law 2208 conomics is to give students a thorough understanding of the Academic Career Course principles of economics that apply to an economic system as Length of Course: 2 semester a whole. Such a course places particular emphasis on the Grade Level Options: 9-12 study of national income and price-level determination and Prerequisite: Recommended: C or better in prior English and history course also develops students’ familiarity with economic performance measures, the financial sector, stabilization policies, In this yearlong foundational course, students explore the economic growth and international economics. concepts of law, justice, and power. This course engages Students who pass the AP exam have the opportunity to earn credit or students by asking them to grapple with questions about advanced standing at most of the nation’s colleges and universities. human nature, justice and fairness, crime and This course will meet the “g” entrance requirement for the University of punishment, and the citizen’s role in a democratic society. California and California State University systems. As students delve into these concepts, they compare and NCAA Approved contrast the philosophical underpinnings of the U.S. government with other governments around the world, think critically about the principles and intent behind the AP Micoreconomics 2368 founding documents of the United States, and consider Length of Course: 1 semester how individual and collective action can result in Grade Level Options: 11-12 meaningful change at the local, national, and global levels. Prerequisite: None Above all, students experience law and justice as dynamic

The purpose of an Advanced Placement course in microe- forces, shaped by people and events over time. conomics is to give students a thorough understanding of the At the center of each unit in the course is a project de- principles of economics that apply the functions of individual signed to tap into the diverse viewpoints and experi- decision makers, both consumers and producers, within the ences that students bring to the classroom. Each project economic system. It places the primary emphasis on the requires students to collaborate, think critically, and nature and functions of product markets and includes the communicate clearly–all in authentic contexts. Student study of factor markets and of the role of government in pro- activities, projects, and assessments throughout the moting greater efficiency and equity in the economy. year also highlight the legal and public protective ser- Students who pass the AP exam have the opportunity to earn credit or vices career pathways and the skills that each pathway advanced standing at most of the nation’s colleges and universities. requires. Students are introduced to careers in legal This course will meet the “g” entrance requirement for the University of services, law enforcement, advocacy, policy, and gov- California and California State University systems. ernment, and explore how professionals in these fields NCAA Approved interact with one another and with the public.

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when appropriate. This is further reinforced with two (2) research papers: first, an extended essay of 4,000 words– Geography 2326 which is to be reviewed and graded internationally; second an Length of Course: 1 semester internal essay of 2,000 words – that will be graded on-site Grade Level Options: 9-12 and samples are sent to international reviewers. Both of the- Prerequisite: None se papers are done by the first semester of the senior year of

Geography is a vast subject, encompassing the world. This study. course will provide students with a framework to study the This course will meet the “a” or “g” entrance requirement for the University of Earth and suggest questions to help them explore our planet. California and California State University systems. Students will study the five themes of Geography as well as NCAA Approved the National Geography Standards. The themes serve as content organizers and the standards identify the specific subject matter, skills, and perspective the students should AP Human Geography 2323 master. Length of Course: 2 semesters This course will meet the “g” entrance requirement for the University of Grade Level Options: 11-12 California and California State University systems. Prerequisite: None NCAA Approved Advanced Placement Human Geography is a year-long

course designed to meet or exceed the experience of an Global Economics 1243 introductory one-semester college human geography course. The purpose of the course is to utilize geographic processes Length of Course: 1 semester Grade Level Options: 10 (CIC only) to systematically study and understand spatial patterns that Prerequisite: None are evident in the world in which we live.

This course is devoted to the study of the operations and Students who pass the AP exam have the opportunity to earn credit or advanced standing at most of the nation’s colleges and universities. institutions of global economics systems with an emphasis on the basic principles of consumption, exchange of goods and This course will meet the “a” or “g” entrance requirement for the University of California and California State University systems. services, and distribution of income. Students will also learn the concepts that enable consumers to understand the broad NCAA Approved picture of global economic activity and its impact on the domestic market place. International Business and This course meets the graduation requirement for Economics. Economics 2320 This course will meet the “g” entrance requirement for the University of Length of Course: 1 semester California and California State University systems. Grade Level Options: 10-12 NCAA Approved Prerequisite: None

The International Business and Economics course is de- History of Europe IB HL2 2220 signed to provide students with an in-depth understanding of international business and global trade. Students will develop Length of Course: 2 semesters Grade Level Options: 12 knowledge in the cultural, social, political, legal and economic Prerequisite: AP US History factors and conditions which interact to create the international business environment. Concepts covered include The history of Europe is a requirement of the International economic systems, resources, industries, technology, bal- Baccalaureate Program. This second year of a two-year ance of payments and foreign exchange. In addition, the key course requires an in-depth study of modern world history. concepts of cultural and social factors such as: language, The History of Europe is built around the existing AP United education, religion, values and customs, and social relation- States History course of the 11th grade and the senior year ships will be examined as related to conducting business in a provides a concentrated view of the 19th and 20th century global economy. Furthermore, studies will include foreign European History. Six topics are investigated during this government structures, political stability and government poli- course: Topic #1, The Causes, Practices and Effects of War; cies toward business. Topic #2, Nationalist and Independent Movements, This course will meet the “g” entrance requirement for the University of De-Colonization and Challenges Facing New States; Topic California and California State University systems. #3, The Rise and Rule of Single-Party States; Topic #4, NCAA Approved Peace and Cooperation: International Organizations and Multi-Party States; Topic #5, The Cold War, Topic #6, The State and its Relationship with Religion and Minorities. Stu- 2252 dents are recommended to study 2-3 of the topics through International Relations selection of case studies drawn from different regions. Stu- Length of Course: 1 semester dents will be expected to present historical explanations from Grade Level Options: 10-12 an international perspective and teaching will be provided by Prerequisite: None a holistic approach with political, social, economical, cultural Students will focus on the workings of the government espe- and gender issues integrated into the study of each topic cially as it relates to international, political and economic rela-

History-Social Science 84 201 5 -16 tions under the U.S. constitution. Major issues of the day will dents, is designed to involve them in exploring these con- be studied as to how they affect the interactions of citizens, cepts. Concepts include socialization, institutions, social strati- their governments and nations of the world. A comparison of fication, changes in social order. world government will also be surveyed. This course will meet the “g” entrance requirement for the University of This course will meet the “g” entrance requirement for the University of California and California State University systems. California and California State University systems. NCAA Approved NCAA Approved Journey for Justice (UCCI) 2214 Length of Course: 2 semesters Introduction to Law 2228 Grade Level Options: 12 Length of Course: 2 semesters Prerequisite: Foundations of Law (required); Black Grade Level Options: 9-12 and Latino Studies (recommended); Social Justice (recommended); Crim- Prerequisite: None st inal Justice in the 21 Century (rec- Introduction to Law introduces students to the U.S. legal ommended) system, including constitutional, criminal, and civil law. In this course, students will examine the role of Hispanics in Students learn about legal concepts, historical founda- the United States and the history of Hispanics in the Ameri- tions, and principles and procedures of law, experienc- cas. The course begins with the study of pre-Colombian cul- ing law and justice as dynamic forces, shaped by peo- ture, followed by the Conquest and colonialism. The 19th ple and events over time. Students understand the role century focuses on the evolving and sometimes volatile rela- of the legislative, executive, and judicial branches of tionship between the U.S. and Mexico. The 20th century fo- government, learning why and how laws are created, cuses on Hispanics and their political, social and economic enforced, interpreted, and changed. They look at the role in the U.S. Literature, poetry, art, music and film will also relationship between law, public policy, and advocacy at be used. Students will be involved in a variety of activities the federal, state, and local levels of government. They throughout the course, such as debates, conducting an oral learn the foundations of criminal law with a focus on history and a research project. crimes against the person and the foundations of civil law with a focus on strict product liability and negli- This course will meet the “a” or “g” entrance requirement for the University of California and California State University systems. gence. Finally, students explore civil and human rights issues and the role of advocacy and civics in reforming NCAA Approved our legal system.

This course will meet the “g” entrance requirement for the University of Latino Studies 2217 California and California State University systems. **NCAA Approved in 16-17 Length of Course: 1 semester Grade Level Options: 10-12 Prerequisite: None

Introduction to Psychology 2227 In this course, students will examine the role of Hispanics in Length of Course: 1 semester the United States and the history of Hispanics in the Ameri- Grade Level Options: 10-12 cas. The course begins with the study of pre-Colombian cul- Prerequisite: None th ture, followed by the Conquest and colonialism. The 19 century focuses on the evolving and sometimes volatile rela- Students study such topics as influences of heredity and en- th vironment on personality and behavior, steps in problem tionship between the U.S. and Mexico. The 20 century fo- solving, principles of learning, patterns of human behavior, cuses on Hispanics and their political, social and economic and bases of mental health. They examine case studies to role in the U.S. Literature, poetry, art, music and film will also help relate psychology to live situations. Students become be used. Students will be involved in a variety of activities familiar with basic concepts of psychology through reading, throughout the course, such as debates, conducting an oral lectures, motion pictures, guest speakers, and small and history and a research project. large group discussions. This course will meet the “g” entrance requirement for the University of California and California State University systems. This course will meet the “g” entrance requirement for the University of California and California State University systems. NCAA Approved NCAA Approved

Modern World History 2271 Introduction to Sociology 2231 Modern World History Accelerated 2272 Length of Course: 1 semester Modern World History SDAIE 2277 Grade Level Options: 10-12 Modern World History SDAIE/PLS 2278 Prerequisite: None (**Modern World History ILP (Beach HS only) 2292) This course is designed to introduce students to the kinds of (**Modern World History SDC 5511) questions sociologists ask about society and to some con- Length of Course: 2 semesters trasting approaches to reaching conclusions. The course, Grade Level Options: 10 which deals with selected social concepts significant to stu- Prerequisite: None

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This history/social science course examines the major turning AP Psychology 2224 points of the modern world from approximately 1750 to the Length of Course: 2 semesters present. Components of this class include: Historical Linkage, Grade Level Options: 11-12 the French Revolution, the Industrial Revolution, the Rise of Prerequisite: None Imperialism and Colonialism, World War I, Totalitarianism, World War II and Nationalism. Students should develop an The Advanced Placement Psychology course is designed to understanding of the historic as well as the contemporary introduce students to the systematic and scientific study of geographic, social, political and economic consequences of the behavior and mental processes of human beings and the various areas and problems they review. other animals. Students are exposed to the psychological facts, principles and phenomena associated with each of the This course is required for graduation. major sub-fields within psychology. They also learn about the This course will meet the “a” or “g” entrance requirement for the University of ethics and methods psychologists use in their science and California and California State University systems practice. NCAA Approved Students who pass the AP exam have the opportunity to earn credit or Modern World History/ advanced standing at most of the nation’s colleges and universities. This course will meet the “g” entrance requirement for the University of International Negotiations_ 2275 California and California State University systems. Length of Course: 2 semesters NCAA Approved Grade Level Options: 10 Prerequisite: None

This history/social science course examines the major turning ** Social Justice (Intro) 2131 points of the modern world from approximately 1750 to the Length of Course: 2 semesters present. Components of this class include: Historical Linkage, Grade Level Options: 9-12 the French Revolution, the Industrial Revolution, the Rise of Prerequisite: None Imperialism and Colonialism, World War I, Totalitarianism, World War II and Nationalism. Students should develop an In this course, students will explore multiple definitions understanding of the historic as well as the contemporary of social justice and methods used to promote social geographic, social, political and economic consequences of change. Students evaluate how self and group identities the various areas and problems they review. The Internation- shape individual perception and communities by inves- al Negotiations portion of the course is designed to have tigating social identities and the agents of socialization; students study a foreign country in the areas of economics, evaluate power dynamics by analyzing the distribution government, environment, human rights, health, defense and of wealth and power; investigate how public policy is women’s issues. They use "real" world problems to imple- developed to identify how lawmakers, community or- ment their learning using computers that are networked with ganizations, lobbyists, and popular movements shape other schools in California, Oregon and Arizona. policy and create a platform to effect social change. Students will learn skills to proactively address issues of This course will fulfill the Modern World History graduation requirement. social justice, focusing on effective group and in- This course will meet the “a” or “g” entrance requirement for the University of ter-group communication and organizing, development California and California State University systems and implementation of action plans, linked learning NCAA Approved projects, participation in discussion via community building circles, the critique of media, research, analysis of statistics with meaningful reflection. Philosophy IB SL 2221

Length of Course: 2 semesters Grade Level Options: 11-12 Theory of Knowledge 6793 Prerequisite: None Length of Course: 2 semesters Philosophy investigates the nature of philosophical thought. Grade Level Options: 12 Prerequisite: None While no canonical definition can be advanced, the subject as a distinctive discipline critiques human knowledge and expe- Theory of Knowledge IB stimulates critical reflection of the rience; attempts to make explicit the principles on which knowledge and experiences of students both inside and out- knowledge is constructed and the values on which human side the classroom. The goal of the program is to help stu- actions are based; recognizes that principles, values, actions dents increase their understanding of what they have already and their justification are problematic; has a method consist- learned and to help them reflect upon it. Students are ening chiefly of conceptual analysis and deals with problems couraged to acquire a critical awareness of what they and through the construction of rational argument that requires the others know through analyzing concepts and arguments and student to engage in dialogue with others. the bases of value judgments. Theory of Knowledge is a key This course will meet the “g” entrance requirement for the University of in the educational philosophy of the International Baccalaure- California and California State University systems ate program and is required for every diploma candidate. NCAA Approved This course will meet the “g” entrance requirement for the University of California and California State University systems.

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United States Government 2241 and the continuing struggle between minority rights and ma- United States Government Accelerated 2239 jority power. Importance should also be placed on the emer- gence of a modern corporate economy, the impact of tech- United States Government SDAIE ______2249 nology on American society and culture, the movements United States Government SDAIE/PLS ____ 2237 toward equal rights for racial minorities and women, and the (**United States Government SDC______5005) role of the United States as a major world power. Length of Course: 1 semester This course is required for graduation. Grade Level Options: 12 Prerequisite: None This course will meet the “a” or “g” entrance requirement for the University of California and California State University systems. In this course, students apply knowledge gained in previous NCAA Approved years of study to pursue a deeper understanding of the institutions of American Government. In addition, they draw on their studies of World and American history and geography AP United States History 2236 and other societies to compare differences and similarities in world governmental systems today. This course is the cul- Length of Course: 2 semesters Grade Level Option: 10-12 mination of history/social sciences classes to prepare stu- Prerequisite: Parent’s permission dents to solve society's problems, to understand and to participate in the governmental process, and to be a responsible The Advanced Placement U.S. History course is designed to citizen of the United States and the world. provide students with the analytic skills and factual knowledge This course is required for graduation. necessary to deal critically with the problems and materials in U.S. history. The course prepares students for intermediate This course will meet the “a” or "g" entrance requirement for the University of California and California State University systems and advanced college courses by making demands upon NCAA Approved them equivalent to those made by full-year introductory college courses. Students should learn to assess historical ma- AP United States Government terials–their relevance to a given interpretive problem, reliabil- and Politics 2234 ity and importance–and to weigh the evidence and interpretations presented in historical scholarship. An Advanced Length of Course: 1 semester Placement U.S. History course should thus develop the skills Grade Level Options: 11-12 Prerequisite: None necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence This course provides students an understanding of the dem- clearly and persuasively in essay format. ocratic process in America in contrast to other forms of gov- This course may fulfill the United States History graduation requirement. ernment. Students will develop the knowledge and skills Students who pass the AP exam have the opportunity to earn credit or necessary to prepare them to successfully complete the Ad- advanced standing at most of the nation’s colleges and universities. vanced Placement tests. This course will meet the “a” or “g” entrance requirement for the University of This course meets the Government requirement for graduation. California and California State University systems. Students who pass the AP exam have the opportunity to earn credit or NCAA Approved advanced standing at most of the nation’s colleges and universities.

This course will meet the “a” or “g” entrance requirement for the University of California and California State University systems. AP World History 2318 NCAA Approved Length of Course: 2 semesters Grade Level Option: 10-12 Prerequisite: None' United States History 2253 United States History Honors 2255 The purpose of the Advanced Placement World History United States History SDAIE 2257 course is to develop greater understanding of the evolution of United States History SDAIE/PLS 2258 global processes and contacts, in interaction with different (**United States History ILP (Beach HS only) 2295) types of human societies. This understanding is advanced (**United States History SDC 5717) through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the nature Length of Course: 2 semesters of changes in international frameworks and their causes and Grade Level Option: 11 Prerequisite: None consequences, as well as comparisons among major societies. The year begins with a review of the settlement of the colo- This course may fulfill the Modern World History graduation requirement. nies and the American Revolution, westward expansion, the Students who pass the AP exam have the opportunity to earn credit or Civil War and Reconstruction. This should provide the stu- advanced standing at most of the nation’s colleges and universities. dents with a connection to their past learning. Students will This course will meet the “a” or “g” entrance requirement for the University of then examine the major turning points in American History California and California State University systems. from the Industrial Revolution through the twentieth century. NCAA Approved Emphasis should be placed on the expanding role of the federal government and the federal courts; the balance of power between the right of the individual and states’ rights;

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History-Social Science 88 201 5 -16

Course Descriptions

Interdepartmental

STUDENT SUPPORT CODE AHS BHS CHS CAMS JHS LHS MHS PHS RHSA RHS WHS Advancement Via Individual Determination (AVID) 2836 ● ● ● ● ● ● ● 9 AVID 10 2837 ● ● ● ● ● ● ● AVID 11 2802 ● ● ● ● ● ● ● AVID Peer Tutor 2803 ● ● ● ● ● AVID Senior Seminar 2807 ● ● ● ● ● ● ● Pathways to Higher Education College Readiness 2839 ● Study Lab 1-2, 3-4, 5-6, 7-8 7135 ●/ ●/●//● /●/●/●

STUDENT ACTIVITY CODE AHS BHS CHS CAMS JHS LHS MHS PHS RHSA RHS WHS Academic Decathlon 0900 ● School Annual 1-2, 3-4 2833/2834 ●/ ●/ ●/ ●/ ●/ ●/ Student Council 2800 ● ● ● ● ● ● ● ● ● ●

STUDENT SERVICE CODE AHS BHS CHS CAMS JHS LHS MHS PHS RHSA RHS WHS Laboratory Assistant 2851 ● ● ● ● ● ● Library/Media Education 2801 ● ● ● ● ● ● ● Office Assistant 2815 ● ● ● ● ● ● ● ● ● ● Peer Assistance Training 2853 ● J-PLUS ● ● ● Teacher Assistant, Elementary School 2816 ● ● Teacher Assistant, High School 2818/2817 ●/ ●/ ●/ ●/ /●

WORKFORCE PREPARATION CODE AHS BHS CHS CAMS JHS LHS MHS PHS RHSA RHS WHS Community Service 2809/2810 General Work Experience (REG) 4601 ● ● Pathways to Success 1-2, 3-4 5344/5346 ●/● J-PLUS/ ●/ ●/●

INTERDISCIPLINARY CODE AHS CHS CAMS JHS LHS MHS PHS RHSA RHS WHS Introduction to Philosophy 2300 ●

● Course offered AHS Avalon High School MHS Robert A. Millikan High School BHS Beach High School PHS Polytechnic High School CHS Cabrillo High School RHSA Renaissance High School for the Arts

CAMS California Academy of Math and Science RHS Will J. Reid High School

JHS David Starr Jordan High School WHS Woodrow Wilson Classical High School LHS Lakewood High School McHS Ernest S. McBride, Sr. High School

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STUDENT SUPPORT tion for college entrance and placement tests, college study skills and test-taking, oral presentation skills, note-taking and research. Students enrolled in AVID 11 are required to com- Advancement Via Individual plete weekly timed writings and participate in analytical dis- Determination (AVID) 9______2836 courses in all subjects. In addition, students are required to Length of Course: 2 semesters make oral presentations to the class on topics related to ca- Grade Level Options: 9 reer searches, college-entrance, current events and issues, Prerequisite: None, although participation in mid- and social concerns. AVID 11 features college student tutors dle school AVID is useful who lead discussions and analysis of academic subjects in which the students are enrolled. Students in this course, This AVID elective course is designed for students with a working with the college tutors, are expected to participate in 2.0-3.5 GPA who have a desire to go to college. AVID stu- and eventually act as moderators for Socratic Seminars. dents are concurrently enrolled in regular or accelerated Eng- These discussions move beyond didactic instruction and lish, mathematics (algebra 1-2 or geometry 1-2), history, support students in gaining multiple perspectives in texts, science and world (foreign) language courses that meet “a–g” supporting arguments with clear and concise evidence while requirements. Students learn strategies to enhance success developing critical thinking skills necessary for success in in college-preparatory course work. Students work individu- college. The focus of the junior year is the survey of 8-10 ally, as well as in tutor-led collaborative groups. The following recognized leaders from a variety of fields of study. Individu- concepts are emphasized in the AVID 9 elective: Cornell ally and in study teams, students will explore the historical note-taking, effective writing and reading to learn strategies, period in which the leader lived, the social issues they ad- speaking and listening presentation, test-taking strategies, dressed, and their contributions to society. Students will be binder organization and character development. In addition, expected to read and write extensively throughout the pro- the course includes activities designed to motivate students to cess, including participation in a variety of collaborative dis- pursue a college education as a post-secondary pathway. cussion and response groups. This preliminary research AVID students are expected to maintain grades of C or higher survey will culminate in an end-of-year essay in which stu- in all courses in order to meet four-year college entrance dents explain and provide evidence for choosing a particular requirements. leader to study in greater depth. The level of reading, writing, inquiry, discussion and analysis experienced in the junior year will serve as the foundation for in-depth research to be intro- Advancement Via Individual duced and completed as a final project in the senior year. Determination (AVID) 10______2837 Length of Course: 2 semesters Grade Level Options: 10 Advancement Via Individual Prerequisite: AVID 9 is recommended Determination (AVID) Peer Tutor 2803

This AVID elective course is designed for students with a Length of Course: 2 semesters 2.0-3.5 GPA and who have a desire to attend college. AVID Grade Level Options: 11-12 students are concurrently enrolled in regular or accelerated Prerequisite: 3.0 + GPA, completed Geometry with at least a B, Application, Approval of English, mathematics (algebra 1-2 or higher), history, science AVID Coordinator, AP experience and world (foreign) language courses that meet “a–g” re- recommended, and student must quirements. Students learn strategies to enhance success in agree to attend tutor training college-preparatory course work. Students work individually, as well as in tutor-facilitated collaborative groups. The follow- This course provides students with the opportunity to explore ing concepts are emphasized in the AVID 10 elective: Cornell the teaching profession, to strengthen their content note taking, effective writing and reading to learn strategies, knowledge, to gain a service learning experience involving binder organization and character development. In addition, the support of their peers and school, to mentor younger the course includes activities designed to motivate students to students, and to acquire certification that may extend their pursue a college education as a post-secondary pathway. association with AVID tutoring beyond high school. AVID AVID students are expected to maintain grades of C or higher Peer tutors will provide tutorial support to students enrolled in in all courses in order to meet four-year college entrance middle school or high school AVID elective classes. Tutors requirements. are trained to apply AVID strategies and materials with their students, to work with AVID students individually and in cooperative groups, to support them in building a strong learn- Advancement Via Individual ing foundation in all core content areas, and to assist students with understanding rigorous curriculum. Determination (AVID) 11______2802 Length of Course: 2 semesters Grade Level Options: 11 Prerequisite: AVID 10 is recommended

The 11th grade AVID elective is designed to prepare students in an academic context for entrance into a four-year college or university with an emphasis on analytical writing, prepara-

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AVID Senior Seminar 2807 Pathways to Higher Education

Length of Course: 2 semesters College Readiness 2839 Grade Level Options: 12 Length of Course: 9 weeks Prerequisite: AVID 11 and concurrently enrolled in at Grade Level Options: 11 least one Honors, AP or IB Course Prerequisite: None or in a college transferable course

accepted by UC/CSU th The 11 grade Pathways to Higher Education College The AVID Senior Seminar is the capstone class for AVID Readiness class is designed to prepare students in an aca- seniors. The course is designed for those students who elect demic context for entrance into a post-secondary educational to take a course that prepares them for the rigor required for institution. There will be an emphasis on preparation for col- college work. Students will engage in higher levels of WIC-R lege entrance and placement tests, time management and (writing, inquiry, collaboration and reading) strategies than study skills, test taking, career preparation and choices. Stu- was expected in prior years of AVID. These higher-level dents will learn college research strategies, gain insight into thinking, reading, writing and oral language skills are needed the college application process and financial aid options. to prepare students for the level of work required to produce a They will also learn how to research to gain support for post- culminating research project at the end of the senior year. secondary educational options. The focus of the curriculum is based on four skills identified as essential to academic success in college: analyzing a Students are required to draft, edit and “publish” a personal prompt or academic task, selective and purpose-driven statement. They will spend a total of one week in the com- reading, focused note-taking, and integrating sources into puter lab exploring My Road and College Bound. In addition texts. This course is organized around the theme of “Lead- to other on-line web sites that act as post-secondary educa- ership as a Catalyst for Change in Society.” Students study, tional planning tools and will inventory students’ accomplishments. It is also highly recommended that all students take in depth, exceptional leaders in contemporary society, and th examine the effect these individuals have had on culture, the PSAT and SAT in their 11 grade year. Students will cre- politics, education, history, science, and the arts. The course ate an organizational binder to help them through their col- requires that students read essays, speeches, articles and lege exploration process. Students will have the opportunity letters by these leaders, as well as at least one full-length to explore colleges – either through field trips to campuses, or work by the leader or about the leader. by visiting the career center to listen to and talk with visiting college representatives. In addition, each student is required to conduct a research project that is presented at the culmination of the year. The project requires that students examine a particular leader’s Study Lab 7135 life and accomplishments in relation to the student’s own Length of Course: 2 semesters possible career goals and aspirations. Grade Level Options: 9-12 Prerequisite: Student’s GPA has fallen below a In addition to the academic focus of the AVID Senior Seminar, 2.0 for the previous two semesters there are college-bound activities, methodologies and tasks that should be achieved during the junior and senior year. This course is designed for high school students who are Support materials will be divided into four semesters sur- struggling academically. The course offers support in the rounding the topics of Testing, Preparation, Exploration and following areas: study skills (including note-taking, materials Fit and Finances. organization, time management, test-taking strategies, reading with a purpose, improving memory, and understanding Throughout the senior year, the Seminar Instructor serves as the writing process), communicating effectively, accepting a conduit to colleges and universities as well as to academic responsibility, setting and achieving goals, and prob- departments on campus or at colleges. The instructor assists lem-solving. Short, daily instruction in these specific areas is students in applying for college, obtaining financial aid pack- combined with a supervised study lab during which students ages and campus housing, and registering for college work quietly on achieving the key content standards in the placement exams. Though these topics have been discussed core academic classes: math, science, English and social before in AVID 11, students are expected to take a much studies. more active part in their own learning this year in preparation for their transition to college. This course will meet the "g" entrance requirement for the University of California and California State University systems

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STUDENT ACTIVITY STUDENT SERVICE

Academic Decathlon 0900 Laboratory Assistant 2851

Length of Course: 2 semesters Length of Course: 1-2 semesters Grade Level Options: 9-12 Grade Level Options: 10-12 Prerequisite: None Prerequisite: One year of lab science and teacher and counselor’s approval The objective of the Academic Decathlon course is to hone students’ academic skills in a variety of curricular areas, in Practical laboratory experiences in the preparation and preparation for their local, state and national competitions. maintenance of laboratory materials. The student assists the Competitions consist of: seven written tests, a speech event, teacher in setting up the equipment for class laboratory work an interview, an essay and the "Super-Quiz" relay event. and demonstrations. Students will prepare for these competitions by mastering thematically-related content in seven academic disciplines, including Language & Literature, Economics, Mathematics, Library/Media Education 2801 Science, Music, Art and one alternating "Super Quiz" topic Length of Course: 2 semesters that is chosen each year by USAD, the national Academic Grade Level Options: 9-12 Decathlon organization. In addition to accumulating and Prerequisite: Librarian and counselor's approval committing to memory information about these disciplines, students will also learn to make prepared and impromptu This course is designed to help students extend their know- speeches, write essays and conduct themselves properly in ledge of the resources of a library/media center in areas of an interview. The culminating event of the course is the Los print and non-print materials. Students will become familiar Angeles County Academic Decathlon competition, to which with library tools and media equipment. They will participate schools from all over Los Angeles County send teams to in performance of the library/media routines, such as pro- compete against each other in the 10 academic events. The cessing, circulation, shelving, inventory, operation, and top schools at the county level move on to the state competi- utilization of equipment. tion. Students will learn to work as a team in order to prepare for and excel at the competitions. Office Assistant 2815 Length of Course: 1-2 semesters School Annual 1-2 2833 Grade Level Options: 9-12 Prerequisite: One course in business education or Length of Course: 2-4 semesters Grade Level Options: Open only to students selected by the counselor’s approval advisor Prerequisite: None Office assistants are assigned to work in various school of- fices. They learn filing systems, do typing and/or duplicating The preparation, publication, and distribution of the tasks, answer telephones, take messages, and acquire gen- school annual is done in this class. eral office work experience.

Maximum credit ten semester periods, except for the editor and a limited number of other staff members as recommended by the advisor. Maximum credit with such recommendations and with the approval of a counselor is 20 Peer Assistance Training 2853 semester credits (4 semesters). Length of Course: 1-2 semesters

Grade Level Options: 9-12 Prerequisite: None School Annual 3-4 2834

See above. In this course, students receive information and training that will enable them to assist their peers to deal with topics such as peer pressure, alcohol, tobacco, personal loss, stress, depression, dating, conflict resolution, and crisis intervention. Student Council 2800 Students learn to handle problems thoughtfully and are given Length of Course: 2-4 semesters techniques for directing needy students to appropriate adult Grade Level Options: Open to elected and appointed resources. officers of the student body, class presidents and presidents of school clubs Prerequisite: None

Training and practical experience in organizing and adminis- tering activities connected with student body functions.

Interdepartmental 92 201 5 - 16

Teacher Assistant, Elementary students in becoming productive, responsible individuals through employment experiences. School 2816

Length of Course: 2 semesters Grade Level Options: 12 Pathways to Success 1-2 5344 Prerequisite: Approval of parents, counselor, and principal Pathways to Success 3-4 5346

The course provides students who plan to be teachers a Length of Course: 2 semesters Grade Level Options: 11-12 firsthand opportunity to explore their interest in elementary Prerequisite: IEP indicates SDC placement other teaching. Students are assigned duty at the elementary than M/S and Certificate of Educa- school nearest their home for one hour daily at the end of tional Achievement bound. Mandatory their high school day. While there, they assist teachers by for all SDC Certificate of Educational working with small reading groups, correcting mathematics Achievement. Can be an elective for diploma-bound SDC and selected and reading papers, preparing bulletin boards, reading stories RSP students. to children, etc. This course is designed to guide non-M/S SDC students earning a Certificate of Educational Achievement through the Teacher Assistant, High necessary steps to prepare for transition from school to adult School (year) 2818 life. Students will focus on skills to help them access the world Teacher Assistant, High School (semester) 2817 of work and their community while developing increased independence. Through investigation of personal strengths, Length of Course: 1-2 semesters aptitudes, values and occupational information, students will Grade Level Options: 10-12 explore available realistic post-secondary options (community Prerequisite: Approval of counselor and teacher and completion of one course in the college, competitive employment, supported employment, teacher’s department on-the-job training, military) and opportunities in the community. SCAN skills (Secretary’s Commission on Achieving The course provides students opportunities to assist class- Necessary Skills) will be a focus of this course as students room teachers with duplicating tasks, grading papers, filing, relate classroom activities to skills of effective employees. To keeping records, and preparing bulletin boards and instruc- facilitate a successful transition, students will investigate and tional materials. practice self-advocacy skills to enhance their ability to make decisions, create solutions and appropriately communicate their personal information, strengths, opinions, needs and WORKFORCE PREPARATION goals. Along with the career education component, they will investigate options for self-support and understand other

major components of adult life (housing, recreation, money Community Service (Semester) 2809 management, education, and community involvement). They will be encouraged to participate actively in their individual Community Service (Year) 2810 education Plan (IEP) meeting and help design an Individual- Length of Course: 1-2 semesters ized Transition Plan (IP) that reflects their goals for the future. Grade Level Options: 12 Prerequisite: None

This course allows students to serve in a community agency. The community service must be performed during 6th, 7th, or 8th periods. They report to the agency five days per week, and report for one zero period weekly to their coordinating teacher. The student will select his/her own agency which must meet evaluative criteria, including: 1) it must provide a public service or a career pathway; 2) there must be a specific on-site supervisor daily; 3) the service is not compensated; 4) the site and type of service must be approved by the teacher.

General Work Experience (Reg) 4601

Length of Course: 2 semesters Grade Level Options: 12 Prerequisite: 16 years of age or older

General Work Experience education is a combination of related instruction and paid part-time employment designed to assist the student in acquiring desirable work habits and attitudes. The paid employment need not be related to the student’s career goal. The purpose of the course is to assist

Interdepartmental 93 201 5 - 16

INTERDISCIPLINARY

Introduction to Philosophy 2300

Length of Course: 2 semesters Grade Level Options: 10-12 Prerequisite: None

Introduction to Philosophy is a one-year humanities elective course which seeks to teach students how to develop philosophical reasoning in order to think, talk, and write about issues of social justice. The use of philosophical text, magazines, newspapers, art, music and literature will stimulate lively conversation and spirited debate. The course will present an introduction to the major areas of philosophical study. The course will be divided into four sections: (1) Overview of Argument, (2) Introduction to Philosophical Inquiry, (3) Over- view of Areas In Philosophy, and (4) Exploration of Topics In Depth. In each section, students will explore key philosophical questions and some answers that have attained historical significance. Students will be encouraged to clarify their own intuitive views, to evaluate critically the historical answers, and to create a reasoned or logical consensus. NOTE: The course classroom goals are to foster critical thinking about the above sections, not to transmit particular belief about them. This course will meet the "g" entrance requirement for the University of California and California State University systems.

Interdepartmental 94 201 5 - 16

Course Descriptions

Mathematics

Courses Meeting Mathematics Graduation Requirement

HS HS HS HS HS HS HS B HS HS HS HSA COURSE CODE AMS C J L P A B C R M W R C SATO M

Algebra AB/CD SDC 5741/ 5742 ● ● ● ● ● ● Algebra 1 2986 ● ● ● ● ● ● ● ● ● ● ● ● ● -Algebra 1 SDAIE 2987 ● ● ● ● -Algebra 1 SDAIE/PLS 2988 ● -Algebra 1 APEX 2986APEX ● Algebra 2 2963 ● ● ● ● ● ● ● ● ● ● Algebra 2 Accelerated 2964 ● ● ● ● ● ● AP Calculus AB 3158 ● ● ● ● ● ● ● ● ● AP Calculus BC 3159 ● ● ● ● ● AP Statistics 3157 ● ● ● ● ● ● ● Business Algebra (UCCI) 3190 Career Mathematics 3002 ● ● ● ● ● ● ● ● ● ● -Career Mathematics SDAIE 3094 -Career Mathematics ILP 2993 (Beach HS only) -Career Mathematics SDC 5452 ● ● ● ● PAAL ● Finite Math 3150 ● ● ● ● ● ● Functions/Statistics/Trigonometry 3069 ● ● ● Geometry 2970 ● ● ● ● ● ● ● ● ● ● ● -Geometry SDAIE 2972 ● ● -Geometry SDAIE/PLS 3032 ● 2970 -Geometry APEX APEX ● Geometry Accelerated 2971 ● ● ● ● ● ● ● ● ● ● Intensified Algebra 3199 ● ● ● ● ● Intermediate Algebra/Trigonometry 3051 Acc ● Mathematics IB SL 3172 ● Mathematical Studies IB SL 3078 ● Pre-Algebra (8-9) SDC 5607 ● ● ● ● ● Pre Calculus 3057 ● ● ● Pre Calculus Honors 3053 ● ● ● ● ● ● ● Pre Calculus/Trigonometry 3055 ● ● ● ● ●

Mathematics 95 2015 -16

Mathematics Electives/Intervention Courses Receiving Elective Credit COURSE CODE AHS BHS CHS CAMS JHS LHS MHS PHS RHSA RHS SATO WHS

Algebra 1 Laboratory 3174 ● ● ● ● ● ● ● (2959) Algebra 1 Development 3165 ● ● Algebra 2 Laboratory 2962 ●

● Course offered AHS Avalon High School MHS Robert A. Millikan High School BHS Beach High School PHS Polytechnic High School CHS Cabrillo High School RHSA Renaissance High School for the Arts

CAMS California Academy of Math and Science RHS Will J. Reid High School

JHS David Starr Jordan High School WHS Woodrow Wilson Classical High School LHS Lakewood High School McHS Ernest S. McBride, Sr. High School

Mathematics 96 2015 -16

Each math course offered will satisfy one of the four expand and hone their abilities to model situations and to years of mathematics required for graduation, unless solve equations, including solving quadratic equations otherwise noted. over the set of complex numbers and solving exponential equations using the properties of logarithms.

**These courses do not meet the NCAA or UC Requirements. This course will meet the “c” entrance requirement for the University of California and California State University Systems. NCAA Approved

**Algebra AB/CD SDC 5741/5742 Algebra 2 Accelerated 2964

Length of Course: 4 semesters Length of Course: 2 semesters Grade Level Options: 9-12 Grade Level Options: 9-12 Prerequisite: “B” or better in Geometry These two courses are specially designed for Special Day students. The content of this four semester class is Algebra 2 ACC is designed for the advanced mathe- the same as Algebra 1. The delivery system has been matics student who wishes to continue with Honors changed to provide extra time for students to meet the Precalculus and AP Calculus. Building on their work with course objectives. Students must pass all four semes- linear, quadratic, and exponential functions, students ters to meet the Algebra graduation requirement. extend their repertoire of functions to include logarithmic, polynomial, rational, and radical functions in the Algebra The entire two year sequence of Algebra AB/CD satisfies the Algebra graduation requirement. 2 ACC course. This course includes standards from the conceptual categories of Number and Quantity, Algebra,

Functions, Geometry, and Statistics and Probability. Algebra 1 2986 Students work closely with the expressions that define Algebra 1 SDAIE 2987 the functions, competently manipulate algebraic expres- Algebra 1 SDAIE/PLS______2988 sions, and continue to expand and hone their abilities to **Algebra 1 APEX 2986 APEX model situations and to solve equations, including solving quadratic equations over the set of complex num- Length of Course: 2 semesters bers and solving exponential equations using the prop- Grade Level Options: 9-12 erties of logarithms. The fundamental purpose of the Algebra 1 course is to formalize and extend the mathematics that students learned in the middle grades. This course includes This course will meet the “c” entrance requirement for the University of California and California State University Systems. standards from the conceptual categories of Number and Quantity, Algebra, Functions, and Statistics and NCAA Approved Probability. The scope of Algebra 1 is limited to linear, quadratic, and exponential expressions and functions as 3158 well as some work with absolute value, step, and func- AP Calculus AB tions that are piecewise-defined. Length of Course: 2 semesters Successful completion of Algebra 1, or an equivalent Grade Level Options: 11-12 sequence, is a graduation requirement. Prerequisite: “B” or better in Precalculus

This course will meet the “c” entrance requirement for the University of The AP Calculus courses, created by the College Board California and California State University systems. in collaboration with college faculty, are designed to de- NCAA Approved velop mathematical knowledge conceptually; guiding students to connect topics and representations Algebra 2 2963 throughout each course and to apply strategies and techniques to accurately solve diverse types of prob- Length of Course: 2 semesters lems. Grade Level Options: 9-12 Prerequisite: “C” or better in Geometry The curriculum for AP Calculus AB is equivalent to that Building on their work with linear, quadratic, and expo- of a first-semester college calculus course devoted to nential functions, students extend their repertoire of func- topics in differential and integral calculus, including limits, tions to include logarithmic, polynomial, rational, and derivatives, integrals and the Fundamental Theorem of radical functions in the Algebra 2 course. This course Calculus. includes standards from the conceptual categories of Number and Quantity, Algebra, Functions, Geometry, Students who pass the AP exam have the opportunity to earn credit or and Statistics and Probability. Students work closely advanced standing at most of the nation’s colleges and universities. with the expressions that define the functions, compe- This course will meet the “c” or “g” entrance requirement for the tently manipulate algebraic expressions, and continue to University of California and California State University systems.

Mathematics 97 2015 - 16

NCAA Approved This integrated Business Algebra course provides students with an understanding of: linear equations and AP Calculus BC 3159 inequalities, systems of equations and inequalities, ex- Length of Course: 2 semesters ponents and polynomials, quadratic functions, and ra- Grade Level Options: 11-12 tional equations. Students will use the business princi- Prerequisite: “A” in Precalculus, “B” or better in Honors Precalculus, or “C” or ples of revenue, cost and profit as the context for learn- better in AP Calculus AB ing the mathematical content. Using this integrated instructional approach provides students with a practical The AP Calculus courses, created by the College Board understanding of fundamental business and finance in collaboration with college faculty, are designed to de- issues while providing an engaging context to master the velop mathematical knowledge conceptually; guiding foundational Algebra 1 concepts. The course is aligned students to connect topics and representations to the skills students participating in a Business Financial throughout each course and to apply strategies and Management Career Pathway would use in a related techniques to accurately solve diverse types of prob- career. lems. This course is an alternate delivery of Algebra 1. This course meets The curriculum for AP Calculus BC is equivalent to that the graduation requirement. of a first-semester college calculus course and a se- This course will meet the “c” entrance requirement for the University of cond-semester college single-variable calculus course. California and California State University systems as an alternate It addition to the content addressed in AP Calculus AB, delivery of Algebra 1. this course addresses different types of equations and introduces the topic of sequences and series. **Career Mathematics 3002 Students who pass the AP exam have the opportunity to earn credit or **Career Mathematics SDAIE 3094 advanced standing at most of the nation’s colleges and universities. **Career Mathematics ILP (Beach only) 2993 This course will meet the “c” or “g” entrance requirement for the (**Career Mathematics SDC 5452 University of California and California State University.

NCAA Approved Length of Course: 2 semesters Grade Level Options: 10-12 Prerequisite: None

AP Statistics 3157 Career Math is designed to help students extend their knowledge of mathematics and develop appropriate Length of Course: 2 semesters consumer and career mathematical skills. Course Grade Level Options: 10-12 Prerequisite: “B” or better in Algebra 2 content will cover such topics as basic operations, ratio, percent, algebra and geometry concepts, probability, AP Statistics, created by the College Board in collabora- measurement, and many consumer topics. Technology tion with college faculty, is equivalent to a one-semester, will be integrated. introductory, non-calculus-based, college course in statistics. The purpose of the AP course in statistics is to introduce Finite Math 3150 students to the major concepts and tools for collecting, Length of Course: 2 semesters analyzing and drawing conclusions from data. Stu- Grade Level Options: 10-12 dents are exposed to four broad conceptual themes: 1) Prerequisite: “C" or better in Algebra 2 Exploring data – describing patterns and departures from patterns; 2) Sampling and Experimentation – This course is a one year program in applied mathe- planning and conducting a study; 3) Anticipating Pat- matics. It is comparable to the Finite Mathematics terns – exploring random phenomena using probability courses taught at the college level. Topics include Linear and simulation; and 4) Statistical Inference – estimating Functions, Matrices, Linear Programming, Finance, population parameters and testing hypotheses. Counting Techniques, Probability and Statistics. Con- cepts are introduced with concrete, real-life examples Students who pass the AP exam have the opportunity to earn credit or advanced standing at most of the nation’s colleges and universities chosen from current topics and issues in the media. Special emphasis is placed on helping students formu- This course will meet the “c” or “g” entrance requirement for the University of California and California State University systems. late, solve, and interpret the results of applied problems. NCAA Approved This course will meet the “c” or “g” entrance requirement for the University of California and California State University Systems

NCAA Approved

Business Algebra (UCCI) 3190

Length of Course: 2 semesters Functions/Statistics/Trigonometry___3069 Grade Level Options: 9-10 Length of Course: 2 semesters

Mathematics 98 2015 - 16

Grade Level Options: 10-12 Intensified Algebra___ Prerequisite: “C" or better in Algebra 2 3199 In this course, students learn to use graphing calculators Length of Course: 2 semesters and computers. Functions, statistics and trigonometry Grade Level Options: 9-10 are integrated and reality oriented. Reading and problem solving are emphasized. Concepts covered include in- The main purpose of Intensified Algebra is to develop equality, distance with coordinates, infinity, rate of students’ fluency with linear, quadratic and exponential change, sequence, function, limit, maximum-minimum, functions. The critical areas of instruction involve deep- and summation notation, which are all concepts in cal- ening and extending students’ understanding of linear culus administration. and exponential relationships by contrasting them with This course will meet the “c” or “g” entrance requirement for the each other and by applying linear models to data that University of California and California State University Systems exhibit a linear trend. In addition, students engage in NCAA Approved methods for analyzing, solving, and using exponential and quadratic functions. Some of the overarching ideas

in the Intensified Algebra course include: the notion of Geometry 2970 function, solving equations, rates of change and growth Geometry SDAIE 2972 patterns, graphs as representations of functions, and Geometry SDAIE/PLS______3032 modeling. Length of Course: 2 semesters Students who successfully complete Intensified Algebra Grade Level Options: 9-12 meet the algebra graduation requirement. Prerequisite: “C" or better in Algebra 1 or

Algebra CD This course will meet the “c” entrance requirement for the University of The fundamental purpose of the Geometry course is to California and California State University systems as an alternate delivery of Algebra 1. formalize and extend students’ geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of NCAA Approved geometric relationships, presenting and hearing formal Mathematics IB SL 3172 mathematical arguments. Important differences exist between this course and the historical approach taken in Length of Course: 2 semesters Grade Level Options: 11-12 geometry classes. For example, transformations are Prerequisite: “C” or better in Precalculus emphasized in this course. This course, which is part of the International Baccalau- This course will meet the “c” entrance requirement for the University of reate (IB) course of study, caters to students who al- California and California State University Systems ready possess knowledge of basic mathematical con- NCAA Approved cepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The Geometry Accelerated 2971 majority of these students will expect to need a sound Length of Course: 2 semesters mathematical background as they prepare for future Grade Level Options: 9-10 studies in subjects such as chemistry, economics, psy- Prerequisite: “B” or better in Algebra 1 chology and business administration. The course focuses on introducing important mathe- Geometry ACC is designed for the advanced mathematical concepts through the development of mathematics student who wishes to continue with Algebra 2 matical techniques. The intention is to introduce students ACC, Honors Precalculus and AP Calculus. The fun- to these concepts in a comprehensible and coherent damental purpose of the Geometry course is to formal- way, rather than insisting on mathematical rigor. Stu- ize and extend students’ geometric experiences from the dents should, whenever possible, apply the mathemati- middle grades. Students explore more complex geomet- cal knowledge they have acquired to solve realistic ric situations and deepen their explanations of geometric problems set in an appropriate context. relationships, presenting and hearing formal mathemat- The internally-assessed component, the portfolio, offers ical arguments. Important differences exist between this students a framework for developing independence in course and the historical approach taken in geometry their mathematical learning by engaging in mathematical classes. For example, transformations are emphasized investigation and mathematical modeling. Students are in this course. provided with opportunities to take a considered ap- This course will meet the “c” entrance requirement for the University of proach to these activities and to explore different ways of California and California State University systems. approaching a problem. The portfolio also allows stu- NCAA Approved dents to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.

Mathematics 99 2015 - 16

This course will meet the “c” or “g” entrance requirement for the understanding of problems and mathematical reasoning University of California and California State University Systems in solving problems. Facility with these topics is espe- NCAA Approved cially important for students intending to study calculus, physics, and other sciences, and/or engineering in col- Mathematical Studies IB SL______3078 lege. Because the standards for this course are (+) Length of Course: 2 semesters standards, students selecting Precalculus should have Grade Level Options: 11-12 met the college and career ready standards. Prerequisite: “C” or better in Algebra 2 or Precalculus This course will meet the “c” or “g” entrance requirement for University of California and California State University State. International Baccalaureate (IB) Mathematical Studies is NCAA Approved a course of study which concentrates on using mathematics in contexts related as far as possible to other Pre-Calculus Honors 3053 curriculum subjects, to common general world occur- rences or to topics that relate to home or work situations. Length of Course: 2 semesters This course has a unique feature, a project, which is an Grade Level Options: 9-12 individual piece of research and writing undertaken by Prerequisite: “B” or better in Algebra 2 the student during the one year course, guided and su- Precalculus Honors is designed for the advanced pervised by the teacher. It provides the opportunity for a mathematics student who wishes to continue with AP student to pursue a mathematical investigation of a Calculus. Precalculus combines the trigonometric, ge- subject, hobby, or interest of his/her choice using skills ometric, and algebraic techniques needed to prepare learned before and during the IB Mathematical Studies students for the study of calculus, and strengthens stu- course. The topics of this course include those such as dents’ conceptual understanding of problems and probability, statistics and functions which have very prac- mathematical reasoning in solving problems. Facility tical uses and can be studied in more depth, if and when with these topics is especially important for students the need arises. intending to study calculus, physics, and other sciences, This course will meet the "c" or "g" entrance requirement for the and/or engineering in college. Because the standards for University of California and California State University systems. this course are (+) standards, students selecting Pre- NCAA Approved calculus should have met the college and career ready Pre-Algebra 9 SDC 5607 standards. This course will meet the “c” or “g” entrance requirement for University Length of Course: 2 semesters of California and California State University State. Grade Level Options: 9 Prerequisite: IEP NCAA Approved Ninth grade Pre-Algebra Special Day Class (SDC) is designed specifically to address the unique needs of MATHEMATICS ELECTIVE/INTERVENTION students with mild to moderate disabilities. This course emphasizes developing foundational algebraic skills in COURSES order to focus on depth within the Common Core State Standards for Mathematics major standard clusters in- Algebra 1 Development 3165 cluding the following: (1) formulating and reasoning about expressions and equations, including modeling an Length of Course: 2 semesters association in bivariate data with a linear equation and Grade Level Options: 9-12 Co-requisite: Algebra 1 solving linear equations and systems of linear equations; Prerequisite:: Students with D’s and F’s in prior (2) grasping the concept of a function and using func- math courses, and who have Not tions to describe quantitative relationships; (3) analyzing Met standards on the SBAC two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and under- This is an elective course designed to provide intensive standing and applying the Pythagorean Theorem. support to high school students identified for intensive interventions while concurrently enrolled in Algebra 1 or Pre-Calculus 3057 Intensified Algebra. This course includes standards from Pre-Calculus/Trigonometry 3055 the conceptual categories of Number and Quantity, Al- gebra, Functions, and Statistics and Probability. The scope of Algebra 1 is limited to linear, quadratic, and Length of Course: 2 semesters exponential expressions and functions as well as some Grade Level Options: 9-12 Prerequisite: “C” or better in Algebra 2 work with absolute value, step, and functions that are piecewise-defined. Precalculus combines the trigonometric, geometric, and This elective course does not meet the math graduation requirement algebraic techniques needed to prepare students for the or UC/NCAA requirements. study of calculus, and strengthens students’ conceptual

Mathematics 100 2015 - 16

Algebra 1 Laboratory 3174

Length of Course: 2 semesters Grade Level Options: 9-12 Co-requisite: Algebra 1 Prerequisite:: Students with D’s and F’s in prior math courses, and who have Not Met standards on the SBAC

This is an elective course designed to provide intensive support to high school students identified for strategic interventions while concurrently enrolled in Algebra 1 or Intensified Algebra. This course includes standards from the conceptual categories of Number and Quantity, Al- gebra, Functions, and Statistics and Probability. The scope of Algebra 1 is limited to linear, quadratic, and exponential expressions and functions as well as some work with absolute value, step, and functions that are piecewise-defined.

This elective course does not meet the math graduation requirement or UC/NCAA requirements.

Algebra 2 Laboratory 2962

Length of Course: 2 semesters Grade Level Options: 9-12 Co-requisite: Algebra 2 Prerequisite:: Students struggling to achieve a “C” or higher in Algebra 2

This is an elective course designed to provide intensive support to high school students identified for strategic interventions while concurrently enrolled in Algebra 2. Building on their work with linear, quadratic, and exponential functions, students extend their repertoire of functions to include logarithmic, polynomial, rational, and radical functions in the Algebra 2 course. This course includes standards from the conceptual categories of Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability. Students work closely with the expressions that define the functions, competently manipulate algebraic expressions, and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations over the set of complex numbers and solving exponential equations using the properties of logarithms.

This elective course does not meet the math graduation requirement or UC/NCAA requirements

Mathematics 101 2015 - 16

Mathematics 102 201 4 -2015

Course Descriptions

Military Science and

Naval Science

Note: Courses do not satisfy course credit graduation requirements in Science or Physical Education. Students may be eligible for Exemption from the PE course credit requirement if they participate in all fitness-related competitions which supplement this course*. See instructor.

Military Science (Leadership Required Activities: Students are expected to participate in Education and Training) public performances, such as parades and school-sponsored activities. Therefore, each student must sign, together Military Science 1-2 3218/3201* with a parent, a written statement as follows: Military Science 3-4 3219/3203* Military Science 5-6 3220/3205* “I have been informed that it is mandatory that all students in Military Science classes shall participate Military Science 7-8 3221/3206* in rehearsals, public performances, and all school (Army Junior Reserve Officer Training) activities in which these classes properly function. I Length of Course: 2-8 Semesters Location of Course: Poly understand that if I fail to comply, the following penal- ties may be invoked by the instructor: Introduction to Leadership, Education and Training 1-2 1. My grade may be lowered. Intermediate Leadership, Education & Training 3-4 2. I may be disenrolled. Applied Leadership, Education and Training 5-6 3. My program may be changed. Advanced Leadership, Education and Training 7-8 4. I may not receive awards given by the General Statement: The program is conducted by retired student body." army officers and noncommissioned officers employed as Students are required to wear the prescribed uniform at least instructors by the school district. All Military Science instruc- one day per week as scheduled by the instructor. tors are certificated teachers.

Credit: Students receive elective credit for Military Science. Enrollment: Enrollment in Military Science is open to stu- Students who successfully complete the three-year Army dents of both sexes who are citizens of the United States, of JROTC program will receive bonus points toward award of good moral character, physically fit, and not less than 14 military scholarship and academy appointments. years of age. Students wishing to enroll may apply to a school counselor or the military instructor at their high school The student who has completed Army JROTC and volun- campus. Enrollment in the high school ROTC program does teers for active duty in the military service after high school not obligate a student to any present or future military service. may be considered for accelerated enlisted promotion.

Course of Instruction: Military Science (Leadership, Educa- Special Teams: Each school forms special teams, such as tion and Training) is a combination of classroom study and color guard, honor guard, precision drill teams, and rifle practical application which includes such subjects as Intro- teams. Varsity and junior varsity letters may be awarded. All duction to ROTC and the Army; Hygiene and First Aid; Map units participate in local parades and similar public appear- Reading and Orienteering; Weapons Safety and Marks- ances. The drill teams participate in numerous competitions manship; Methods of Instruction; Battalion Organization; the throughout the school year. The rifle teams participate in local, U.S. Army, People, Places, and Times; Leadership; and Drill. state, and national competitions. Stressed throughout the course is the development of leadership, individual responsibility, self-discipline, self-confidence, and physical fitness.

Military Science and Naval Science 103 201 5 - 16

Naval Science, Leadership and Required Activities: Students are required to wear the pre- Education Training scribed uniform at least one day per week as scheduled by the instructor. Students must also participate in weekly phys- Naval Science 1-2 3222/3209* ical training exercises. Naval Science 3-4 3223/3211* Naval Science 5-6 3224/3213* Credit: Students will receive elective credit for Naval Science Naval Science 7-8 3225/3214* 1-2, 3-4, 5-6 and 7-8. Naval Drill 3215/3216* Uniforms and Equipment: Uniforms (identical to those worn (Navy Junior Reserve Officer Training) Length of Course: 2-8 semesters by Naval Academy Midshipmen), textbooks, and associated Location of Course: Cabrillo and Lakewood training equipment are furnished to students without cost. Students are responsible for the proper maintenance of uni- General Statement: The program is conducted by retired forms. Students are required to return all items in good condi- naval officers and senior enlisted petty officers who are certif- tion upon leaving the program. Failure to do so will result in icated and employed as instructors by the school district. the student being placed on the school’s fine list.

Enrollment: Enrollment in Naval Science is open to students Special Teams: The NJROTC units organize special teams, of both sexes who are citizens of the United States, of good such as precision drill team, rifle teams, honor guard, and moral character, physically fit, and are enrolled in grades 9-12. color guard. Varsity and junior varsity letters are awarded. All Non-citizens may be enrolled as special students. They may units participate in local parades and similar public appear- participate in school-approved NJROTC activities, be called ances. The rifle team participates in local, state, and national Naval Cadets, wear the uniform, participate as cadet officers, competitions. and go on field trips to military installations. Enrollment in NJROTC incurs no present or future service obligation. Shipboard Cruises, Field Trips, Basic Training: Afloat, underway, and dockside training cruises aboard navy fleet Course of Instruction: Naval Science is a program of aca- ships and field trips to naval bases and other components of demic study which is patterned after that contained in the the shore establishment are conducted throughout the school NROTC College Scholarship Program. It includes such sub- year and during the summer months. Basic Training is con- jects as a Naval Orientation and Seapower, Oceanography, ducted at various commands, during the spring vacation and Meteorology, Navigation, Seamanship, Astronomy, Relative other time periods on a voluntary basis. All cadets are en- Motion, Elementary Communications, Elements of Naval couraged to take advantage of these additional education Machinery, Introduction to Naval Weapons, Behavioral opportunities. Management, Leadership, and Moral Guidance. In addition to classroom instruction, a portion of the course includes military Naval Academy and College Scholarships: Enrollment in drill, orientation to command, physical fitness, first aid, and Naval Science affords students the opportunity to compete military formations and ceremonies. for nominations from the NROTC programs and for appoint- ment to the Naval Academy. Similarly, completion of the Volunteer Activities: Students are encouraged to participate four-year course of study prepares students for the Navy in public performances, such as parades and school- Scholarship Program (NROTC). The “Certificate of Comple- sponsored activities. Each student must sign, together with tion” awarded for a successful three-year NJROTC Program parent, a written statement as follows: may entitle a student to enlist in any branch of the armed forces at an advanced pay grade, selection of job opportunity, “I have been informed that it is encouraged that all and service school guarantee. students in Naval Science classes shall participate in rehearsals, public performances, and all school activities in which these classes properly function. I understand that if I choose not to participate in the activities, the following actions may be taken by the instructor:

1. My grade may be lowered. 2. I may be disenrolled. 3. My program may be changed. 4. I may not receive awards given by the student body."

Military Science and Naval Science 104 201 5 - 16

Course Descriptions

Physical Education

HS HS HS HS HS HS HS B HS HS HS AMS GRADUATION CREDIT COURSES CODE HSA C J L P C A B C R M W R M

Introduction to Kinesiology/Physical Education 3704 ● ● ● ● ● ● ● ● ● 9

Introduction to Kinesiology/Physical Education 3709 ● ● ● ● ● Personal Fitness Emphasis Intro KPE PFE ILP (Beach HS only) 3783 PE 9: Dance Emphasis 3693 ● ● ● ● ● ● ● Advanced Kinesiology/Physical 3707 ● ● ● ● ● ● ● ● ● Education 10 Advanced Kinesiology/Physical 3712 ● ● ● ● ● ● Education Personal Fitness Emphasis Adv KPE PFE ILP (Beach HS only) 3784 PE 10: Dance Emphasis 3694 ● ● ● ● ● ● ● PE: Drill Team Emphasis 3690 ● ● ● ● ● ● PE: Marching Band Emphasis (Fall only) 3786 ● ● ● PE: Spirit Leaders Emphasis 3691 ● ● ● ● ● PE: Adaptive 5250 ● ● ● ● ● ●

HS HS HS HS HS HS HS B HS HS HS AMS ELECTIVE PHYSICAL EDUCATION CODE HSA C J L P C A B C R M W R M

Aerobics 3713 ● ● ● ● Athletic Training 3687 ● Basketball & Fitness 3719 ● ● ● Fitness/Conditioning 3714 ● ● ● ● ● ● Introduction to Yoga 3715 ● ● ● Soccer Fitness 3716 ● ● ● Spirit Leaders 3684 ● ●

Weight Training 1-2 3717 ● J-PLUS ● ● ● ● Weight Training 3-4 3718 ● ● ●

● Course offered AHS Avalon High School MHS Robert A. Millikan High School BHS Beach High School PHS Polytechnic High School CHS Cabrillo High School RHSA Renaissance High School for the Arts

CAMS California Academy of Math and Science RHS Will J. Reid High School

JHS David Starr Jordan High School WHS Woodrow Wilson Classical High School LHS Lakewood High School McHS Ernest S. McBride, Sr. High School

Physical Education 104 2015-16

All students must take at least two years of Physical Educa- Further instructions concerning participation in the program tion in high school to fulfill the requirement for high school are posted in the locker room. Each student is expected to be graduation. Twenty credits in grades 9-12 are required for familiar with these instructions. graduation. A variety of courses are included in the program, accommodating wide ranges of abilities. All classes are open Required Courses to students of both sexes. Students must take the first year of Physical Education in ninth grade. Beginning with the ninth At least two years of Physical Education are required for all grade class of 2007-2008, legislation requires students to high school students. Students must take their first year of continue to take Physical Education every year if they do not required Physical Education in ninth grade. Ninth grade stu- meet the passing criteria of 5 out of 6 Healthy Fitness Zones dents who do not pass (as defined above) the on the state-mandated physical fitness test administered in state-mandated fitness tests must take the second-year re- the ninth grade. Students who pass the state-mandated fit- quired Physical Education course in tenth grade. Although ness test in ninth grade must take the second of the two-year students who pass the fitness test in ninth grade may take requirement any time during grades 10-12; however, it is their second year of required Physical Education any year recommended that they complete their second required year during grades 10 to 12, it is recommended that they take their in tenth grade. A variety of elective Physical Education second year in tenth grade. Students who do not pass the courses are available to students who have completed the fitness tests in ninth grade must continue to take physical two years of required Physical Education. education every year until they pass the test.

The physical education program is designed to articulate the The LBUSD required first and second year Physical Educa- knowledge, skills, and confidence students need to maintain tion courses, Introduction to Kinesiology and Physical Educa- meaningful physical activity throughout their lifetime. For iden- tion and Advanced Kinesiology and Physical Education, pro- tified Special Education students, these goals may best be vide the foundation for high school instruction. In these attained in adapted physical education classes. courses, students develop proficiency in their movement skills, expand their capabilities for independent learning, and ex- Uniforms amine practices that allow sound decision-making to enhance successful participation in movement activities. The Students are required to change from street clothing to ap- California Code of Regulations, Title 5, Section 10060, and propriate physical education apparel for activity classes. The Education Code section 3352(b)(7) list eight content areas for recommended basic uniform includes: high school Physical Education. These eight content areas are included in LBUSD’s ninth and tenth grade required Shoes: rubber-soled athletic shoes courses. These content areas provide a wide variety of phys- Socks: sweat socks ical activities necessary to develop the skills and knowledge Clothes: athletic shorts and tee shirt essential to the individual for the selection of lifetime pursuits. The eight required content areas are: effects of physical activ- Approved physical education apparel may be purchased ity upon dynamic health; mechanics of body movement; from the school or local merchants. All clothing should be aquatics; gymnastics and tumbling; individual and dual sports; marked with the student’s name. During cold weather stu- rhythms and dance; team sports; and combatives (self de- dents may wear sweats over their PE clothes. During aquat- fense). Descriptions of the two choices in each grade for the ics units, students will need swimwear. required courses follow.

General Requirements Introduction to Kinesiology & Physical Education (9th Grade) or Introduction to Kinesiology & Physical Education, Personal In accordance with district policy, all students must participate th Fitness Emphasis (9 Grade) This course is designed to give in the physical education activity assigned for their class. students the opportunity to learn through a comprehensive Grades are based on the student’s progress toward meeting sequentially-planned Kinesiology and Physical Education the physical education standards. The three overarching program in accordance with the state framework. Students standards are: students demonstrate knowledge of and will be empowered to make choices, meet challenges and competency in motor skills, movement patterns, and strate- develop positive behaviors in fitness, wellness and move- gies needed to perform a variety of physical activities; stu- ment activity for a lifetime. Emphasis is placed on students dents achieve a level of physical fitness for health and per- developing a personalized fitness program for a healthy formance while demonstrating knowledge of fitness concepts, life-style. Units of instruction include: orientation to kinesiology principles, and strategies; and students demonstrate and physical education, social skills and cooperative activities, knowledge of psychological and sociological concepts, prin- fitness (including fitness technology), team sports, gymnas- ciples, and strategies that apply to the learning and perfor- tics, rhythmic movement, aquatics, and personal safe- mance of physical activity. ty/self-defense.

Demonstrated proficiency in swimming is a requirement un- Advanced Kinesiology & Physical Education (10th Grade) or less the student is excused by a doctor for physical or psy- Advanced Kinesiology & Physical Education, Personal Fit- chological reasons. Other concerns should be brought to the ness Emphasis (10th Grade) This course is designed to give attention of the principal. The requirement shall be fulfilled by students the opportunity to learn through a comprehensive participation in one or more swimming units and by passing a sequentially-planned Kinesiology and Physical Education swimming proficiency test in the tenth grade. program in accordance with the state framework. Students

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will be empowered to make choices, meet challenges and Physical Fitness Tests develop positive behaviors in fitness, wellness and movement activity for a lifetime. Emphasis is placed on students All ninth grade students are required by state mandate to take analyzing skills for effective movement. Units of instruction the California Physical Fitness test, a criterion-referenced test, include: introduction to advanced kinesiology and physical which measures the student’s progress toward achieving the education, social skills and cooperative activities, fitness (in- Healthy Fitness Zone in the five components of health-related cluding fitness technology), biomechanics, individual and dual fitness: aerobic capacity; abdominal strength and endurance; sports, dance, outdoor education, and aquatics. (Some upper body strength and endurance; body composition; trunk schools may offer self-defense in the tenth grade instead of extensor strength and flexibility; flexibility. Students who ninth grade.) do not meet the State Standards in five of the six Healthy Fitness Zones on the ninth grade test will be required to con- Junior and Senior Elective Courses tinue taking a physical education course each year until they pass the exam. Juniors and seniors may select from electives which give major emphasis in one activity or take a course which com- PE Exemption—School-Sponsored Interscholastic bines a number of activities, according to student interests Athletic Program and abilities and the teaching facilities available. Content is progressive from the freshman and sophomore courses. Each high school offers a wide variety of competitive athletic Instruction emphasizes the values of carry-over activities to teams. Students may participate in the school’s competitive lifelong physical activity and wellness. The electives are athletic teams only with the approval of the instructor/ coach. scheduled at individual schools according to availability of A student is exempted from the physical education require- facilities and personnel, and to student interest. See the ment as a member of a school-sponsored interscholastic table for electives offered at each school. athletic team during the time the class is assigned to the sport. When the team is not actively engaged in the seasonal sport, Juniors and seniors who do not pass the State Physical Fit- each student must meet the regular physical education re- ness Test in grades 9 or 10 will be required to include one of quirements. the approved physical education electives in their schedules each year until they pass the exam. Part of the eligibility requirement for athletics includes a physical examination and at least a "C" average for the previous Adaptive Physical Education report card period.

Adaptive Physical Education is open to eligible students in all The interscholastic sports offered in the Long Beach Unified grades if assigned by the Office of Special Education. Reme- School District are: dial exercises, games, and other appropriate physical education activities designed to improve bodily functions and body Badminton Surfing mechanics are provided or activities adapted to the needs of Basketball Swimming students who cannot participate in a more vigorous program. Baseball Tennis A rest program is approved if prescribed by a student’s family Cross Country Track physician and/or the physician/inspector in charge. Football Volleyball Golf Water polo Accident Insurance Requirement Gymnastics Wrestling Soccer Students may carry accident insurance at a very nominal rate Softball if their parents wish them to do so. Parents wishing to pur- chase either athletic or non-athletic insurance for their chil- PE Exemption-JROTC Fitness Competition dren may secure information about it through the principal’s office. Ninth and tenth grade students enrolled in JROTC who participate in all JROTC fitness-related competitions commenc- The Long Beach Unified School District attempts to provide ing the 2009-10 school year will be eligible for a PE exemp- safe conditions in the schools in order to protect students tion with the approval of the Board of Education. If a student from injury. The District, however, does not carry insurance to does not pass the State Fitness Test by the end of Grade 10, cover medical or hospital costs in case of accident to students. the student will no longer be eligible for the PE exemption and The County Counsel, an ex-officio legal advisor of the District, will have to take a PE elective course in eleventh and twelfth has ruled that use of school funds for this purpose is illegal. grade until he/she passes the Fitness Test. If the student is interested in continuing in the JROTC program, the student will need to take the course for elective credit as defined in the JROTC section of this guide.

3201 Military Science 1-2 3209 Naval Science 1-2 3203 Military Science 3-4 3211 Naval Science 3-4 3205 Military Science 5-6 3213 Naval Science 5-6 3206 Military Science 7-8 3214 Naval Science 7-8

Physical Education 106 2015-16

COURSES MEETING THE designed to meet the goals of the three overarching PHYSICAL EDUCATION content standards for high school physical education, GRADUATION REQUIREMENT summarized as: 1. Knowledge and competency in movement skills and strategies Introduction to Kinesiology/ 2. Improve/maintain physical fitness for health and Physical Education 9______3704 performance and acquire related fitness concepts 3. Psychological and sociological concepts and Length of Course: 2 semesters strategies that apply to learning and performing Grade Level Options: 9 Prerequisite: None physical activities

This course is designed to give students the opportunity to learn through a comprehensive sequentially-planned kinesi- Advanced Kinesiology/ ology and physical education program in accordance with the Physical Education 10 3707 California Model Content Standards for Physical Education. Students will be empowered to make choices, meet chal- Length of Course: 2 semesters lenges and develop positive behaviors in fitness, wellness Grade Level Options: 10-12 and movement activity for a lifetime. Emphasis is placed on Prerequisite: Introduction to Kinesiology/Physical Education or other first year required students analyzing skills for effective movement. Units of P.E. course instruction include: introduction to kinesiology and physical education, fitness concepts and techniques, cardiorespiratory This course is designed to give students the opportunity to endurance training, nutrition, individual activities, aquatics, learn through a comprehensive sequentially-planned kinesi- rhythms and dance, and dual activities. ology and physical education program aligned with the Cali- fornia Model Content Standards for Physical Education.

Students will be empowered to make choices, meet chal- Introduction to Kinesiology/Physical lenges and develop positive behaviors in fitness, wellness and movement activity for a lifetime. Emphasis is placed on Education /Personal Fitness Emphasis 3709 students analyzing skills for effective movement. Units of Length of Course: 2 semesters instruction include: introduction to advanced kinesiology and Grade Level Options: 9 physical education, fitness (including fitness technology), Prerequisite: None team activities, gymnastics/tumbling, aquatics and com- This course is designed to give students the opportunity to batives. learn through a comprehensive sequentially-planned Kinesi- ology and Physical Education program in accordance with the California Model Content Standards for Physical Educa- Advanced Kinesiology/Physical tion. Students will be empowered to make choices, meet Education, Personal Fitness Emphasis _____3712 challenges and develop positive behaviors in fitness, wellness and movement activity for a lifetime. Emphasis is placed Length of Course: 2 semesters Grade Level Options: 10-12 on students developing a personalized fitness program for a Prerequisite: Introduction to Kinesiology/Physical healthy lifestyle. Units of instruction include: introduction to P.E. course kinesiology and physical education with a personal fitness emphasis, fitness (including fitness technology), individual This course is designed to give students the opportunity to and dual activities, rhythms/dance and aquatics. learn through a comprehensive sequentially-planned kinesiology and physical education program aligned with the Cali- fornia Model Content Standards for Physical Education. Introduction to Kinesiology/Physical Ed- Students will be empowered to make choices, meet challenges and develop positive behaviors in fitness, wellness ucation /Personal Fitness Emphasis ILP 3783 and movement activity for a lifetime. Emphasis is placed on Length of Course: 18 weeks students developing a personalized fitness program for a Grade Level Options: 9 healthy lifestyle. Units of instruction include: introduction to Prerequisite: Students must be enrolled in Beach High School kinesiology and physical education with personal fitness emphasis, personal fitness concepts and techniques, cardi- This 18-week course is designed to meet the specific orespiratory endurance training, nutrition, team activities, needs of credit-deficient students enrolled in the combatives, tumbling/gymnastics, and aquatics. LBUSD Intensive Learning Program (ILP). The course is aligned with the Physical Education Model Content Standards for California Schools, 2005. The course is

Physical Education 107 2015-2016

Advanced Kinesiology/Physical Educa- and develop positive behaviors in fitness, wellness and movement activity for a lifetime. Emphasis is placed on dance tion, Personal Fitness Emphasis ILP 3784 and on students developing a personalized fitness program Length of Course: 18 weeks for a healthy lifestyle. Units of instruction include the interme- Grade Level Options: 10 Prerequisite: Introduction to Kinesiology/Physical diate skills of dance (including technique, poise, P.E. course. Students must be en rolled self-confidence, creativity, choreography, and productions), in Beach High School introduction to kinesiology and physical education with personal fitness emphasis; personal fitness concepts; cardi- This 18-week course is designed to meet the specific orespiratory training; nutrition; team activities; combatives; needs of credit-deficient students enrolled in the and tumbling/gymnastics. LBUSD Intensive Learning Program (ILP). The course is aligned with the Physical Education Model Content Standards for California Schools, 2005. The course is Physical Education: designed to meet the goals of the three overarching content standards for high school physical education, Drill Team Emphasis 3690 summarized as: Length of Course: 2 semesters 1. Knowledge and competency in movement skills Grade Level Options: 9-12 and strategies Prerequisite: none 2. Improve/maintain physical fitness for health and This course is designed to give students the opportunity to performance and acquire related fitness concepts learn through a comprehensive sequentially-planned Kinesi- 3. Psychological and sociological concepts and ology and Physical Education program aligned with the Cali- strategies that apply to learning and performing fornia Model Content Standards for Physical Education. Stu- physical activities dents will be empowered to make choices, meet challenges and develop positive behaviors in fitness, wellness and movement activity for a lifetime. Emphasis is placed on phys- Physical Education 9: ical fitness, drill team skills, rhythms, dance, and tumbling. Dance Emphasis ______3693 Units of instruction include: introduction to kinesiology and Length of Course: 2 semesters physical education with rhythms, dance and fitness emphasis, Grade Level Options: 9-12 fitness concepts and techniques, cardiorespiratory endurance Prerequisite: Audition and instructor's approval training, nutrition, individual activities, aquatics, rhythms and dance and dual activities. This course is designed to give students the opportunity to learn through a comprehensive sequentially-planned Kinesi- ology and Physical Education program aligned with the Cali- Physical Education: fornia Model Content Standards for Physical Education. Stu- dents will be empowered to make choices, meet challenges Marching Band Emphasis 3786 and develop positive behaviors in fitness, wellness and Length of Course: 1 semester – Fall only movement activity for a lifetime. Emphasis is placed on Grade Level Options: 9-10 rhythms and dance and students analyzing skills for effective Prerequisite: Prior instrument experience, music, movement. Units of instruction include modern, ballet, and reading and writing skills, physical movement abilities and approval of jazz dance, introduction to kinesiology and physical educa- director tions with personal fitness emphasis, fitness concepts and techniques, cardiorespiratory endurance training, nutrition, PE-Marching Band Emphasis is designed to give students aquatic and individual and dual activities. Additionally, this the opportunity to learn and participate in health-enhancing course helps students learn the beginning skills of dance physical activities and Marching Band through a sequentially while improving their technique, poise, self-confidence, and planned program aligned with the Physical Education Model creative ability. Students will choreograph and dance in class Content Standards for California Public Schools and the Cal- presentations. ifornia Visual and Performing Arts Content Standards-Music. Students will be empowered to make choices, meet challenges, and develop positive behaviors in fitness, wellness, Physical Education 10: and movement activity for a lifetime. Emphasis is placed on physical fitness activities and concepts, marching band skills, Dance Emphasis ______3694 movement and music. Length of Course: 2 semesters Grade Level Options: 10-12 The physical education units of study include physical fitness Prerequisite: Audition and instructor's approval assessments, activities, and cognitive concepts to understand and improve the health-related fitness components of: This course is designed to give students the opportunity to cardio-respiratory endurance; muscular strength and endur- learn through a comprehensive sequentially-planned kinesi- ance; flexibility; and body composition. It also includes op- ology and physical education program aligned with the Cali- portunities to develop and enhance cooperation and positive fornia Model Content Standards for Physical Education. Stu- interactions with others while participating in physical activity. dents will be empowered to make choices, meet challenges

Physical Education 108 2015-16

ELECTIVE PHYSICAL EDUCATION The music units of study include experience and study within the five standards of music: artistic perception; creative expression; historical and cultural context; aesthetic valuing; and Aerobics 3713 connection, relationships, and applications. Emphasis is on the development of individual technique, musicianship, music Length of Course: 2 semesters reading and writing skills, drill and movement, teamwork, and Grade Level Options: 11-12 Prerequisite: Pass second year of high school performance. Band compositions are studied for performance physical education at school events such as assemblies, athletic contests, parades, concerts, and festivals. Admission to the course is by This course is designed to give students the opportunity to instructor's approval. Rehearsals and performances outside learn aerobic dance routines and training techniques used for of class time are required. achieving optimal physical fitness. Students will benefit from This fall course must be paired with a spring PE course approved for PE comprehensive weight training and cardiorespiratory endur- graduation credit or a district-sponsored spring interscholastic sport for ance activities. Students will learn basic aerobic steps as well students to receive a full year of PE credit. This course may be taken for a as simple and complex aerobic dance combinations. Course maximum of only 10 PE credit over a two-year period. includes both lecture and activity sessions. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and move- Physical Education: ment activity for a lifetime. Spirit Leaders Emphasis 3691

Length of Course: 2 semesters Grade Level Options: 9-12 Athletic Training 3687 Prerequisite: none Length of Course: 2 semesters This course is designed to give students the opportunity to Grade Level Options: 11-12 learn through a comprehensive sequentially-planned Kinesi- Prerequisite: Pass second year of high school physical education ology and Physical Education program aligned with the Cali- fornia Model Content Standards for Physical Education. Stu- This course is designed to give students the opportunity to dents will be empowered to make choices, meet challenges learn about, apply hands-on experience, and participate in and develop positive behaviors in fitness, wellness and the athletic training discipline. Students will acquire movement activity for a lifetime. Emphasis is placed on phys- knowledge through lectures, practice, scenarios, etc. ical fitness, spirit leader/cheerleading, rhythms, dance, and Students who demonstrate 90% proficiency in all areas of tumbling. Units of instruction include: introduction to kinesiol- units will then be placed with school athletic teams in the role ogy and physical education with rhythms, dance and fitness of student athletic trainer. Those students who receive high emphasis, fitness concepts and techniques, cardiorespiratory recommendations from head coaches of particular sports endurance training, nutrition, individual activities, aquatics, may then be placed with participating colleges/teams. rhythms and dance and dual activities.

Basketball & Fitness 3719 Physical Education: Adaptive 5250 Length of Course: 2 semesters Length of Course: 2 semesters Grade Level Options: 11-12 Grade Level Options: 9-12 Prerequisite: Pass second year of high school Prerequisite: Student’s Individualized Education physical education Program (IEP) indicates placement in APE This elective physical education course is designed to give students the opportunity to learn and develop fundamental Adapted physical education classes emphasize develop- and advanced skills and strategies of team activities, as well mental and adapted skills. Class activities, which are individ- as fitness concepts and conditioning techniques used for ualized, include a diversified program of developmental, achieving and maintaining optimal physical fitness. Students gross motor, sensory/perceptual motor, physical and health will benefit from comprehensive team activities and cardi- fitness, and recreational/leisure skills, as well as seasonal orespiratory activities. Students will learn basic fundamentals sports. and advanced techniques of a team activity/activities, aerobic training, and overall fitness training and conditioning. Course includes both lecture and activity sessions. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for lifetime Fitness/Conditioning 3714 This course is designed to give students the opportunity to learn fitness concepts and conditioning techniques used for Length of Course: 2 semesters obtaining optimal physical fitness. Students will benefit from Grade Level Options: 11-12 Prerequisite: Pass second year of high school comprehensive weight training and cardiorespiratory endur- physical education ance activities. Students will learn the basic fundamentals of

Physical Education 109 2015-16 strength training, aerobic training, and overall fitness training Spirit Leaders 3684 and conditioning. Course includes both lecture and activity sessions. Students will be empowered to make wise choices, Length of Course: 2 semesters Grade Level Options: 11-12 meet challenges, and develop positive behaviors in fitness, Prerequisite: Pass second year of high school wellness, and movement activity for a lifetime. physical education

Introduction to Yoga 3715 This elective physical education course is designed to give Length of Course: 2 semesters students the opportunity to learn and develop fundamental Grade Level Options: 11-12 and advanced skills and techniques for spirit/cheer activities, Prerequisite: Pass second year of high school as well as the appropriate conditioning and preparations for physical education safe participation in cheer and spirit training, practices, per-

formances and competitions. With an emphasis on safety, This course is designed to introduce students, safely and students will learn beginning to intermediate student, jump accessibly, to the basic postures, breathing techniques, and and tumbling progressions and the techniques to participate relaxation methods of yoga. Students will begin to experience safely in cheer/spirit activities. Students will learn band danc- the benefits of stretching, moving, and breathing freely as es, and cheers and chants for offense and defense for they relieve built-up stress, learn to relax, and ultimately get cheering at games and in competitions. more out of day-to-day life. The aim of this course is to promote vibrant health and to tap the body’s latent energy re- serves. Weight Training 1-2 3717 Weight Training 3-4 3718 Soccer Fitness 3716 Length of Course: 2 semesters Length of Course: 1 semester Grade Level Options: 11-12 Grade Level Options: 11-12 Prerequisite: Pass second year of high school Prerequisite: Pass second year of high school physical education physical education This course is designed to give students the opportunity to This elective physical education course is designed to give learn weight training concepts and techniques used for ob- students the opportunity to learn and develop fundamental taining optimal physical fitness. Students will benefit from and advanced skills and strategies of soccer activities, as well comprehensive weight training and cardiorespiratory endur- as fitness concepts and conditioning techniques used for ance activities. Students will learn the basic fundamentals of achieving and maintaining optimal physical fitness. Students weight training, strength training, aerobic training, and overall will benefit from comprehensive team activities and cardi- fitness training and conditioning. Course includes both lecture orespiratory activities. Students will learn basic fundaments and activity sessions. Students will be empowered to make and advanced techniques of soccer, aerobic training, and wise choices, meet challenges, and develop positive be- overall fitness training and conditioning. Course includes both haviors in fitness, wellness, and movement activity for a lecture and activity sessions. Students will be empowered to lifetime. make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for a lifetime.

Physical Education 110 2015-16

Course Descriptions

Science

HS HS HS HS HS HS HS B HS HS HS HSA ATO BIOLOGICAL/LIFE COURSES CODE AMS C J L P A B C R M W S R C M

Anatomy and Physiology 3813 ● ● ● ● ● ● ● -Anatomy and Physiology Honors 3815 ● ● ● ● Biology 1-2 3801 ● APEX ● ● ● ● ● ● ● ● -Biology ATM (Lakewood HS only) 6326 -Biology 1-2 Accelerated 3803 ● ● ● ● ● ● ● ● ● -Biology 1-2 SDAIE 3802 ● ● ● -Biology 1-2 SDAIE/PLS 3816 ● AP Biology 3852 ● ● ● ● ● Biology IB HLI 3861 ● Biology IB HL2 3863 ● Biomedical Research 3799 ● ● Biotechnology 1-2 3867 ● Biotechnology 3-4 3868 ● AP Environmental Science 4032 ● ● ● ● ● ● Environmental Science 4031 ● ● ● Forensic Science 4062 ● ● ● ● ● ● ●

Life Science 1-2 4001 ● ● J-PLUS ● -Life Science SDAIE 4003 ● -Life Science SDAIE/PLS 4005 -Life Science ILP (Beach HS only) 4034 -Life Science SDC 5000 ● ● ● ● ● ● Marine Biology 1-2 3809 ● ● ● ● ● ● -Marine Biology 1-2 Accelerated 3811 ● Zoology 3842 ●

HS HS HS HS HS HS HS B HS HS HS HSA ATO PHYSICAL/EARTH COURSES CODE AMS C J L P A B C R M W S R C M

Chemistry 1-2 3831 ● ● ● ● ● ● ● ● ● -Chemistry 1-2 SDAIE 3836 ● Chemistry 1-2 Honors 3832 ● ● ● ● ● ● ● AP Chemistry 3820 ● ● ● ● Chemistry IB HL I 3824 ●

Chemistry IB HL 2 3822 ●

Earth Science 1-2 4008 ● ●/ APEX -Earth Science ILP (Beach HS only) 4036

Science 111 2015-16

-Earth Science SDC 5411 ● ● ● ● Geology 4064

Introduction to Engineering Science 2717

HS HS HS HS HS HS HS B HS HS HS

CONT HSA ODE PHYSICAL/EARTH COURSES . AMS C J L P A B C R M W R C C M

Laboratory Earth Science 1-2 4009 ● ● ● ● ● ● ● -Laboratory Earth Science 1-2 4006 ● ● ● ● ● SDAIE -Laboratory Earth Science 4025 ● SDAIE/PLS Laboratory Physical Science 4015 ● ● -Laboratory Physical Science 4014 ● Accelerated Physical Oceanography 4026 ● ● Physical Science 1-2 4011 -Physical Science 1-2 SDAIE 4013 -Physical Science 1-2 SDAIE/PLS 4010 -Physical Science 1-2 SDC 5012 ● ● ● Physics 1-2 3841 ● ● ● ● ● ● ● ● ● -Physics 1-2 Honors 3837 ● AP Physics B 3847 AP Physics C: Electricity and Magnetism 3849 ● AP Physics C: Mechanics 3848 ● Principles of Engineering 3898 ● ●

HS HS HS HS HS HS HS B HS HS HS HSA INTEGRATED SCIENCE CODE AMS C J L P A B C R M W R C M

Directed Research in Science 4060

HS HS HS HS HS HS HS B HS HS HS HSA ELECTIVE CODE AMS C J L P A B C R M W R C M

Mathematics, Engineering and 4530 Science Achievement (MESA)

● Course offered AHS Avalon High School MHS Robert A. Millikan High School BHS Beach High School PHS Polytechnic High School CHS Cabrillo High School RHSA Renaissance High School for the Arts

CAMS California Academy of Math and Science RHS Will J. Reid High School

JHS David Starr Jordan High School WHS Woodrow Wilson Classical High School LHS Lakewood High School McHS Ernest S. McBride, Sr. High School

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Each science course offered will satisfy one of the two ogy are included. The accelerated level course differs from years of Science (biological/life and/or physical/earth) the regular course by having both a greater breadth of topics required for graduation, unless otherwise noted. and greater depth of coverage of the content. It also utilizes a college level textbook to help facilitate these differences. **Courses do not meet NCAA or UC requirements. This course will meet the life science graduation requirement. This course will meet the “d” biological science or “g” entrance requirement for the University of California and California State University systems. BIOLOGICAL/LIFE SCIENCES NCAA Approved.

Anatomy and Physiology 3813 Anatomy and Physiology Honors 3815 AP Biology ______3852 Length of Course: 2 semesters Length of Course: 2 semesters Grade Level Options: 10-12 Grade Level Options: 10-12 Prerequisites: A grade of “C” or better in biology or Prerequisites: Biology 1-2 with a “B” or better & science teacher recommendation parent's permission, Chemistry (Honors requires science grade of recommended “B” and science teacher recommendation.) This course studies the conceptual framework, knowledge, and analytical skills to develop student understanding of the This course is a study of the structures and functions of the rapidly changing science of biology. The four areas empha- human body, and their interrelationships. Content is built sized are molecular and cellular biology; genetics and evolu- around major biological concepts which include: historical tion; organismal and population biology; and laboratory work. perspectives, mathematical and analytical skills, and interdis- Students who pass the AP exam have the opportunity to earn credit or ciplinary approaches to discovery. Concepts are reinforced advanced standing at most of the nation’s colleges and universities. with a strong emphasis on laboratory experiences, outside This course will meet the “d” or “g” entrance requirement for the University of research, and the integration of all sciences. Dissection of California and California State University systems. preserved organisms is part of the laboratory experience. The NCAA Approved honors level course differs from the regular course by having both a greater breadth of topics and greater depth of coverage of the content. Biology IB HL1_ 3861 These courses will meet the “d” or “g” entrance requirement for the Univer- Length of Course: 2 semesters sity of California and California State University systems. Grade Level Options: 11 NCAA Approved Prerequisites: Biology 1-2 and Chemistry 1-2 with a Honors credit may not be available for Grades 9 and 10 “C” or better

An upper level biology course, which is part of the Interna- tional Baccalaureate Program, that studies concepts of biol- Biology 1-2 3801 ogy, such as: cells, the chemistry of life, genetics, ecology, Biology ATM (Lakewood HS only) 6326 evolution, human health and physiology. Concepts learned Biology Accelerated ______3803 during the course will be applied in the laboratory setting and Biology 1-2 SDAIE ______3802 through the completion of activities. This course will prepare **Biology 1-2 SDAIE/PLS 3816 students to take the IB Biology exam at the higher level. Length of Course: 2 semesters This course will meet the "d" or "g" entrance requirements for the University Grade Level Options: 9-12 of California and California State University systems. Prerequisites: Algebra 1-2 or Algebra CD (can be NCAA Approved taken concurrently), or science teacher recommendation. (Accelerated requires algebra Biology IB HL2______3863 completed with a “C” or better or science teacher recommendation) Length of Course: 2 semesters Grade Level Options: 12 This course is a study of the origins, structures, functions, Prerequisites: IB Biology HL I with a “C” or better reproduction, growth, development, interactions and behaviors of living things. Content is built around major biological An upper-level biology course, which is part of the Interna- concepts which include: historical perspectives, mathematical tional Baccalaureate Program, that studies extended topics in and analytical skills, and interdisciplinary approaches to dis- general biology. Students will study, in detail, the following covery. The major biological concepts explored include the topics: nucleic acids and proteins, cell respiration and photo- classification of organisms, cell structure and function, the synthesis, genetics, human reproduction, the immune sys- change and diversification of organisms, ecosystems and tem, the physiology of the nervous system and excretion, as their interactions, and the influence of humankind on ecosys- well as plant science. Students will perform laboratories and tems. Concepts are reinforced with a strong emphasis on activities based on the content. This course prepares stu- laboratory experiences and the integration of all sciences. dents to take the IB Biology exam. Applications of concepts to society, individuals, and technol- This course will meet the “d” or “g” entrance requirements for the University of California and California State University systems.

Science 113 2015-16

NCAA Approved and evaluate career opportunities in the field of biotechnology through extensive readings, laboratory experiments, class Biomedical Research 3799 discussions, research projects, guest speakers, and work- Length of Course: 2 semesters place visits. The objectives covered in this course are both Grade Level Options: 12 academic and technical in nature and are presented in a Prerequisites: Lab Physical Science, Biology, progressively rigorous manner. Honors Chemistry 1-2, Algebra 1-2, This course will meet the “d” or “g” entrance requirement for the University of or Algebra CD and Geometry 1-2 California and California State University systems. with a “C” or better. NCAA Approved Biomedical Research is a course offered, by application, to twelve exceptional science students in their senior year. The current shortage of physicians entering biomedical research Biotechnology 3-4______3868 in this country has reached crisis proportion, and the National Length of Course: 2 semesters Institutes of Health are promoting various educational efforts Grade Level Options: 11-12 to remedy the problem. This course, which represents a joint Prerequisites: Biotechnology 1-2 with a “B” or bet- effort by the General Clinical Research Centers of Ce- ter grade dars-Sinai and Harbor-UCLA Medical Centers and Long Co-requisite: Interactive Mathematics 7-8, Beach Polytechnic High School, is designed to provide a maintaining a “C” or better grade meaningful and multifaceted introduction to the field of clinical, Biotechnology 3-4 is a continuation of Biotechnology 1-2 biomedical research to high school students who might, and is designed to give students a comprehensive through early exposure, be influenced to direct their career introduction to the scientific concepts and laboratory efforts toward clinical research. The course strongly supports research techniques currently used in the field of and extends the entire first strand of LBUSD Science Stand- biotechnology. Several topics originally taught in ards, Investigation and Experimentation. Both didactic and Biotechnology 1-2 are repeated in the 3-4 course but in clinical components are incorporated into the curriculum, more depth and with additional applications. In this course, which spans two semesters. The didactic component in- students attain knowledge about the field of biotechnology cludes such topics as bio-statistics, ethical considerations in and deeper understanding of the biological concepts used. research, human subject safety requirements, and public In addition, students further develop the laboratory, critical health issues. The clinical component involves the placement thinking, and communication skills currently used in the of teams of two students, or “buddy teams,” with a physician biotechnology industry, including use of a laminar flow researcher/ mentor who is currently working on National In- hood while learning the principles of plant tissue culturing. stitutes of Health-funded research protocols. Once weekly the Furthermore, students will explore and evaluate career students will travel to the hospital site to work with the men- opportunities in the field of biotechnology through tors on the protocol. At the program’s culmination, the stu- extensive readings, laboratory experiments, class dents will prepare and present a professional quality poster discussions, research projects, guest speakers, and (or PowerPoint) explaining their protocol to a group of re- workplace visits. The objectives covered in this course are search physicians, the school site administrator and teacher, both academic and technical in nature and are presented members of the Cedars-Sinai Volunteer Office, Office of in a progressively rigorous manner. Research from Cedars, and other interested staff. This course will meet the “d” or “g” entrance requirement for the University of This course will meet the “d” or “g” entrance requirement for the University of California and California State University systems. California and California State University systems. NCAA Approved

AP Environmental Science 4032 Biotechnology 1-2______3867 Length of Course: 2 semesters Length of Course: 2 semesters Grade Level Options: 10-12 Grade Level Options: 10-12 Prerequisites: Biology and Algebra 1-2 or CD with a Prerequisites: Biology 1-2 with a “C” or better grade “C” or better and a UC “d” or “g” level Co-requisite: Interactive Mathematics 5-6 with a course in physical or earth sciences “C” or better grade CTE Industry Sector: Health Science and Medical Tech- The goal of the AP Environmental Science course is to pro- nology vide students with the scientific principles, concepts, and Career Pathway: Biotechnology Research and methodologies required to understand the interrelationships Development of the natural world; to identify and analyze environmental Biotechnology 1-2 is a course designed to give students a problems both natural and human-made; to evaluate the comprehensive introduction to the scientific concepts and relative risks associated with these problems; and to examine laboratory research techniques currently used in the field of alternative solutions for resolving and/or preventing them. biotechnology. Students attain knowledge about the field of Students who pass the AP exam have the opportunity to earn credit or biotechnology and deeper understanding of the biological advanced standing at most of the nation’s colleges and universities. concepts used. In addition, students develop the laboratory, This course will meet “d” or "g" entrance requirement for the University of critical thinking, and communication skills currently used in California and California State University systems. the biotechnology industry. Furthermore, students will explore NCAA Approved

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Environmental Science ______4031 **Life Science ILP______4034 Length of Course: 2 semesters Length of Course: 1 semester, 2 periods Grade Level Options: 11-12 Grade Level Options: 9-12 Prerequisites: Biology and Algebra 1-2 or CD with a Prerequisites: This course is open only to students “C” or better and a course in physical enrolled at Beach High School or earth sciences This course utilizes the Independent Learning Program This Environmental Science course is a standards-based delivery to study basic life forms. Students recognize study of the relationship between humans and the world in the interdependence of living organisms and the im- which we live. It is a multidisciplinary science that is based on portance of maintaining a balance in nature. Students the scientific principles, concepts, and methodologies re- develop awareness of growing technological advances quired to understand the interrelationships of the natural and possible career choices. Understanding is en- world, to identify and analyze environmental problems both hanced by involving students in the inquiry approach. natural and human-made, to evaluate the relative risks asso- This course meets the Life Science graduation requirement ciated with these problems, and to examine alternative solutions for resolving and/or preventing them. This course will meet "g" entrance requirement for the University of Califor- Marine Biology 1-2 3809 nia and California State University systems. Marine Biology 1-2 Accelerated 3811 NCAA Approved Length of Course: 2 semesters Grade Level Options: 10-12 Prerequisites: Biology 1-2 with a “C” or better, or Forensic Science______4062 science teacher recommendation (Ac- Length of Course: 2 semesters celerated requires a grade of “B” or better and science Grade Level Options: 11-12 teacher recommendation.) Prerequisites: Biology with a “C” or better, or sci ence teacher recommendation These courses of study include physical oceanography, marine ecology, evolution of marine species, and marine flora Forensic Science is the application of science to the law. This and fauna. In addition to familiarizing students with the fea- course is designed for students interested in learning the tures of the marine environment which is an integral part of theoretical science concepts pertaining to forensic science. Southern California, this course helps to acquaint students This course will be a laboratory class involving scientific in- with the ecology of other marine ecosystems, and occupa- vestigations using microscopy, chromatography, comparative tional opportunities present in the field of marine biology and analysis techniques, electrophoresis, spot tests, qualitative oceanography. Dissection of preserved organisms, field re- analysis, mass comparisons, density analysis, and other search, and scientific reporting are all part of the laboratory qualitative and quantitative examinations. experience. The accelerated level course differs from the This course will meet the “g” entrance requirement for the University regular course by having both a greater breadth of topics and of California and California State University systems. greater depth of coverage of the content. NCAA Approved These courses will meet the “d” or “g” entrance requirement for the University of California and California State University systems.

NCAA Approved **Life Science 1-2______4001 **Life Science SDAIE 4003 **Life Science SDAIE/PLS 4005 Zoology______3842 (**Life Science SDC 5000) Length of Course: 2 semesters Length of Course: 2 semesters Grade Level Options: 11-12 Grade Level Options: 9-12 Prerequisites: Biology 1-2 with a “C” or better, or Prerequisites: None science teacher recommendation

This course studies basic life forms. Students recognize Students in this course study animal classification, ecology, the interdependence of living organisms and the im- anatomy, and physiology. The unity and diversity of animal portance of maintaining a balance in nature. Students life and the complimentary of structure and function are basic develop awareness of growing technological advances themes. Dissection of preserved organisms is part of the and possible career choices. Understanding is en- laboratory experience. hanced by involving students in the inquiry approach. This course will meet the “d” or “g” requirement for the University of Califor- Laboratory activities are used whenever possible. nia and California State University Systems. Meets the Life Science graduation requirement NCAA Approved

Science 115 2015-16

PHYSICAL/EARTH SCIENCES interpretation of chemistry concepts. A college-level textbook and supplemental materials facilitate these differences.

This course will meet the “d” or “g” entrance requirement for the University of **Automotive and Transportation California and California State University systems. Technology 2680 NCAA Approved Length of Course: 2 semesters Grade Level Options: 9-12 Prerequisites: Algebra 1-2 or Algebra CD, computer AP Chemistry 3820 experience and Electronics 1-2 Length of Course: 2 semesters recommended Grade Level Options: 10-12

Prerequisites: Chemistry 1-2 with a grade of “C” or This course enables students to achieve understanding of better, or science teacher recom- fundamental physical processes and critical thinking skills as mendation they apply to automobiles and transportation through laboratory-based experiences as well as classroom instruction. This This course provides the conceptual basis, content know- course emphasizes theory and hands-on lab work including 1) ledge and methodological skills for understanding the theo- a study of the various principles, designs and construction of retical aspects of general chemistry. Topics such as the large and small internal combustion engines and their drive structure of matter, kinetic theory of gases, chemical equi- trains and components; 2) the automobile chassis and de- libria, chemical kinetics, and the basic concepts of thermo- vices relating to it; 3) the theory, operation, maintenance, dynamics are presented in-depth. Students who pass the AP adjustment, and repair of the support systems of an automo- exam have the opportunity to earn credit or advanced stand- bile, and 4) metallurgy, origins of materials, and space. The ing at most of the nation’s colleges and universities. course presents a practical approach to the physical/earth This course will meet the “d” or “g” entrance requirement for the University of sciences. A final project is required in the second semester. California and California State University systems. Meets Physical/Earth Science graduation requirement NCAA Approved

Chemistry IB HL1 3824 Chemistry 1-2 3831 Chemistry 1-2 SDAIE 3836 Length of Course: 2 semesters Grade Level Options: 11 Length of Course: 2 semesters Prerequisites: Biology 1-2 and Chemistry 1-2 with a Grade Level Options: 10-12 grade of “B” or better, or science Prerequisites: Algebra 1-2 or Algebra CD with a “C” teacher recommendation or better or science teacher recommendation This course is an upper-level chemistry course which is part of the International Baccalaureate Program that covers gen- This course studies fundamental chemical concepts, such as eral chemistry procedures and terms, stoichiometry, atomic atomic theory, the mole, energy relationships, oxidation re- theory, periodicity, bonding, states of matter, energetics, ki- duction, chemical bonding, equilibrium, periodicity, solutions, netics, equilibrium, acids and bases, oxidation/reduction, and and acids-bases. Unifying principles are developed through organic chemistry. This course prepares students to take the experiments and observations in the laboratory. Applications IB Chemistry exam at a higher level. of concepts to society, individuals, and technology are also included. This course will meet the "d" or “g” entrance requirement for the University of California and California State University systems. This course meets the physical science graduation requirement. NCAA Approved This course will meet the “d” or “g” entrance requirement for the University of California and California State University systems. NCAA Approved Chemistry IB HL2 3822 Length of Course: 2 semesters Grade Level Options: 12 Chemistry 1-2 Honors______3832 Prerequisites: Chemistry IB HL 1 with a grade of “C” or better Length of Course: 2 semesters Grade Level Options: 10-12 This course is an upper-level chemistry course which is part Prerequisites: Algebra 1-2 or Algebra CD and Ge- of the International Baccalaureate Program that covers stoi- ometry 1-2 with a “B” or better and concurrent enrollment in third year chiometry, atomic theory, periodicity, bonding states of matter, math energetics, kinetics, equilibrium, acids and bases, oxidation/reduction, organic chemistry, human biochemistry, and In Chemistry 1-2 Honors the same concepts will be covered medicines/ drugs. This course completes the preparation for as in Chemistry 1-2, but in greater depth and will be supple- students to take the IB Chemistry exam. mented by additional laboratory experiences using more This course will meet the "d" or “g” entrance requirement for the University of advanced instrumentation and technology. Also, in Chemistry California and California State University systems. 1-2 Honors, there is a greater emphasis on mathematical NCAA Approved formulation of principles, and the application of mathematical

Science 116 2015-16

**Earth Science 1-2 4008 Introduction to Digital Circuits (**Earth Science SDC 5411) and Robotics 2716 Length of Course: 2 semesters Length of Course: 2 semesters Grade Level Options: 9-12 Grade Level Options: 11-12 Prerequisites: None Prerequisites: Algebra 1-2 or Algebra CD and Electronics 1-2 with a “B” or better Earth Science 1-2 is laboratory-based approach to the Cali- fornia High School Earth Science Content Standards. Stu- This course presents the foundation of physics, math, dents should spend approximately forty percent (40%) of their logic, and material science concepts employed in the class time engaged in hands-on activities. Introductory princi- design, manufacture, and implementation of electronic ples of astronomy and earth sciences will be explored, in- digital systems as used in micro-controllers, control sys- cluding the solar system, cosmology, plate tectonics, energy, tems and computers and their economic impact on the biogeochemical cycles, the atmosphere, and California ge- “wealth” of the nation. The use of physics, math logic and ology. Constructivist methods of teaching are employed to material science concepts are used to design, construct ensure the best possible comprehension and retention of and implement digital logic circuits. This course will science concepts. Science activities will be based on the serve as an introductory foundation for students pursuing California Science Content Standards as delineated in the careers in math, science, engineering and related fields. California Science Framework and will apply the skills and The material will be presented in a serial manner; the techniques outlined in the Investigation and Experimentation sequence of concepts will build upon the previously pre- Strand of the Content Standards. sented. Class time and grade will be divided between This course meets the Physical/Earth Science graduation requirements. lectures and labs, 50% for each. This course will meet the “g” entrance requirement for the University of California and California State University systems. **Earth Science ILP 4036

Length of Course: 1 semester, 2 periods Grade Level Options: 9-12 Introduction to Engineering Prerequisites: This course is open only to students Science 2717 enrolled at Beach High School Length of Course: 2 semesters Earth Science ILP utilizes the Independent Learning Grade Level Options: 9 Program delivery of study to the California High School Prerequisites: Algebra 1-2 or Algebra CD Earth Science Content Standards introductory principles of astronomy and earth sciences will be explored, This interdisciplinary course teaches hands-on physical sci- including the solar system, cosmology, plate tectonics, ence, mechanics, electronics, computers, and engineering energy, biogeochemical cycles, the atmosphere and design. Engineering-related coverage of material ls offered California geology. Students develop awareness of from the following physical science areas: astronomy and growing technological advances and possible career optics, electromagnetic spectrum, electricity and magnetism, choices. Understanding is enhanced by involving stu- forces and motion, thermo-fluid systems, and materials sci- dents in the inquiry approach. ence. Basic mechanical devices (levers, gears, pulleys, This course meets the Physical/Earth Science graduation requirements.

Geology 4064 Length of Course: 2 semesters Grade Level Options: 10-12 Prerequisites: Previous science course with a “C” or better, or science teacher recommendation

This course studies the basic principles of physical and historical geology. Students participate in lab intensive instruction that emphasizes local, regional and global geologic features. The students develop an awareness of the importance of the Earth Sciences to society and are exposed to many possible geologic career opportunities. This course will meet the "g" entrance requirement for the University of California and California State University systems. NCAA Approved

Science 117 2015-16 springs, etc.) and linkages are mathematically described and Laboratory Physical Science 4015 examined in lab work. An introduction to basic electronics is Laboratory Physical Science Accelerated 4014 given and students learn to breadboard practical circuits. A computer for every student, networked together, allows for Length of Course: 2 semesters computer-delivered instruction, simulations, engineering ap- Grade Level Options: 9-12 Prerequisites: Previous science and Algebra 1-2 or plication training, and introductory programming lessons. Algebra CD (can be concurrent) with Students get an introduction to the design process and tech- a “C” or better, or science teacher nical project documentation. They participate in design teams recommendation to brainstorm, design and build a hardware project (e.g., a rocket-launch complex, including: two multiple-rail launch This course is designed to meet the needs of students who stands, an electrical launch control box, and tools for predict- are strong in science, yet seek preparation for chemistry or ing and measuring rocket maximum altitude). Students de- physics coursework. It enables students to achieve under- velop technical team management skill while preparing a standing of the most fundamental physical processes and professional presentation of their final design package to be scientific thought through laboratory-based experiences as given to an outside audience of college engineering students. well as classroom instruction. The content emphasizes conceptual physics, chemistry, and geoscience that relates to This course meets the high school graduation elective requirement. everyday life. Application of these areas to technology and This course meets the “g” requirement for the University of California and social concerns are also included. The course represents a California State University systems. practical, rather than theoretical approach to the physical NCAA Approved sciences. This course will meet the “g” entrance requirement for the University of California and California State University systems. Laboratory Earth Science 1-2 4009 NCAA Approved Laboratory Earth Science 1-2 SDAIE 4006 Laboratory Earth Science SDAIE/PLS 4025

Length of Course: 2 semesters Physical Oceanography 4026 Grade Level Options: 9-12 Prerequisites: Previous science and Algebra 1-2 or Length of Course: 2 semesters Algebra CD (can be concurrent) with a Grade Level Options: 10-12 “C” or better, or science teacher Prerequisites: Previous science and Algebra 1-2 or recommendation Algebra CD (can be concurrent) with a “C” or better, or science teacher Laboratory Earth Science 1-2 is laboratory-based approach recommendation to the California High School Earth Science Content Stand- Students study the earth and ocean basins, waves and tides, ards. Students should spend approximately fifty percent (50%) physical and chemical properties of seawater, oceanic circu- of their class time engaged in investigative activities. Intro- lation, and ocean transportation. This course also helps to ductory principles of astronomy and earth sciences will be acquaint students with the occupational opportunities present explored in detail, including the solar system, cosmology, in the marine sciences and related fields. plate tectonics, energy, biogeochemical cycles, the atmosphere, and California geology. Students will evaluate evi- This course will meet the “d” or “g” entrance requirement for the University of California and California State University systems. dence from experiments and technology used by scientists to understand the nature of the universe and the Earth. They will NCAA Approved also explore how basic interactions of matter and energy control global activity in the atmosphere, hydrosphere, litho- 4011 sphere, and biosphere. Constructivist methods of teaching **Physical Science 1-2 are employed to ensure the best possible comprehension **Physical Science 1-2 SDAIE _ 4013 and retention of science concepts. Science activities will be **Physical Science 1-2 SDAIE/PLS______4010 based on the California Science Content Standards as de- (**Physical Science 1-2 SDC 5012) lineated in the California Science Framework and will apply Length of Course: 2 semesters the skills and techniques outlined in the Investigation and Grade Level Options: 9-12 Experimentation Strand of the Content Standards. Prerequisites: None

This course will meet the “g” entrance requirement for the University of This course studies the characteristics and utilization of mat- California and California State University systems. ter and energy, the composition and uses of common mate- NCAA Approved rials, forces and motion, and the expanding field of space technology. Included are studies of the earth’s history, natural features, climate, astronomy, and oceanography. Students develop awareness of growing technological advances and possible career choices. Understanding is enhanced by involving students in the inquiry approach. Laboratory activities are used whenever possible. Meets the Physical/Earth Science graduation requirement.

Science 118 2015-16

Physics 1-2_ 3841 pre-engineering introductory Physics course for university students. The emphasis is on understanding of the concepts Physics 1-2 Honors______3837 and skills and using concepts and formulae to solve problems. Length of Course: 2 semesters Laboratory work is an integral part of this course. Students Grade Level Options: 10-12 engage in inquiry-based activities to develop their under- Prerequisites: Algebra 1-2 or Algebra CD and Geometry 1-2 with a “C” or better, or standing of the material of the course. Students work together science teacher recommendation. in small groups to solve problems. Students present solutions Honors requires a “B” or better. to the class.

Students who pass the AP exam have the opportunity to earn credit or This course is a standards-based study of fundamental advanced standing at most of the nation’s colleges and universities. physics concepts, such as measurement, calculation, and This course will meet the “d” or “g” entrance requirement for the University of graphing in kinematics and dynamics, propagation and con- California and California State University systems. servation of energy and momentum, gravitation and orbital NCAA Approved mechanics, heat and thermodynamics, waves, optics, electromagnetic phenomena, and relativity and quantum physics. Emphasis is placed on the utilization of mathematical, analyt- AP Physics C: Mechanics______3848 ical, data acquisition, graphical, and communication skills as well as interdisciplinary approaches to discovery. Concepts Length of Course: 2 semesters and skills are reinforced by a strong emphasis on hands-on Grade Level Options: 11-12 Prerequisites: Calculus or concurrent enrollment laboratory experiences and the integration of other branches of science. Applications to society, individuals, and the utiliza- This course provides the conceptual basis, content tion of technology are included. Physics fulfills both the phys- knowledge, and methodological skills for understanding the ical science high school graduation requirement and the theoretical and analytical aspects of general physics. Em- UC/CSU "d" laboratory science requirement. A course in the phasis is on mechanics and/or electricity and magnetism in biological sciences is also needed to complete the minimum preparation for the AP Physics C Examination. Other topics graduation requirement for high school. can include kinetic theory and thermodynamics, waves and This course will meet the “d” or “g” entrance requirement for the University of optics, and modern physics. California and California State University systems, Students who pass the AP exam have the opportunity to earn credit or NCAA Approved advanced standing at most of the nation’s colleges and universities This course will meet the “d” or “g” entrance requirement for the University of California and California State University systems. NCAA Approved AP Physics B ______3847

Length of Course: 2 semesters Grade Level Options: 11-12 Principles of Engineering 1-2 ______3898 Prerequisites: Algebra 1-2 or Algebra CD, Geometry 1-2, and Intermediate Academic Career Course Algebra with grades of “B” or better Length of Course: 2 semesters Grade Level Options: 11-12 This course covers a comprehensive list of topics from both Prerequisites: Intermediate Algebra 1-2 and classical and modern physics at a college freshman level in Chemistry with a “B” or better preparation for the Advanced Placement Exam. A knowledge of algebra and basic trigonometry is required; the basic ideas This course surveys the major areas of engineering including of calculus may be introduced in connection with physical civil, mechanical, electrical and chemical. It brings math, sci- concepts, such as acceleration and work. Understanding of ence and technology together and enhances general tech- the basic principles involved and ability to apply these princi- nological/scientific literacy. Students will focus on applied ples in the solution of problems are major goals of the course. chemistry and physics throughout the course. A major emphasis will be placed on hands on laboratory discovery of Students who pass the AP exam have the opportunity to earn credit or principles and practices and data collection and interpretation. advanced standing at most of the nation’s colleges and universities. In addition to the major engineering concepts, the course will This course will meet the “d” or “g” entrance requirement for the University of California and California State University systems. emphasize technology/ society interaction, design and ethics. NCAA Approved This course meets the high school graduation elective requirement. This course will meet the “d” or “g” entrance requirement for the University of California and California State University systems. AP Physics C: Electricity & NCAA Approved Magnetism______3849 Length of Course: 2 semesters Grade Level Options: 11-12 Prerequisites: Calculus or concurrent enrollment

Advanced Placement Physics C is a national calculus-based course in physics. This course is equivalent to the

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INTEGRATED SCIENCE ELECTIVE

Directed Research in Science_____ 4060 **Mathematics, Engineering and Length of Course: 2 semesters Science Achievement (MESA) 4530 Grade Level Options: 11-12 Prerequisites: Completion or current enrollment in a Length of Course: 2 semesters life or physical science course and/or Grade Level Options: 9-12 permission of instructor Prerequisites: Concurrent enrollment in Algebra 1-2

This course is designed for students seeking experiences in Mesa Engineering Applications for Math and Science is science-related study outside the normal confines of a regular a course targeted to grades 9-12 for students interested science classroom. Students will participate in extracurricular in engineering and/or computer careers. The course will activities outside the school day, such as National Science address science concepts in physics, chemistry and Bowl, National Science Olympiad, District and County Sci- geology, and will incorporate mathematical analysis ence Fairs, LACOE Environmental Science Day, etc. Stu- using plane geometry, measurement, data collection dents design and conduct scientific experiments with the and organization, algebra and statistics. These science guidance of the instructor using a variety of resources such concepts and math concepts will be applied to projects as university libraries, interviews with working scientists and from the mechanical, civil, electrical, mineral, aeronau- other professionals, Internet research, etc. Students also tical, industrial, manufacturing and computer engineer- research career opportunities in the sciences and related ing disciplines. In addition, students will develop and fields. This course provides in-depth study of selected topics monitor an academic plan to prepare for entrance to a which may not be covered in the normal course of science four-year university engineering program. study. Students engage in a college-style seminar format This course meets the high school graduation elective requirement. where they present and defend their research to their peers and have an opportunity to listen to constructive criticism and amend their projects. This course encourages long-term study and research and therefore may be repeated for up to 20 units in high school, but this will be exceptional and only with the permission of the instructor. The average student will earn approximately 2.5 per semester and the maximum per semester will be 5. This course meets the high school graduation elective requirement.

Science 120 2015-16

Course Descriptions

Visual/

Performing Arts

HS HS HS HS HS HS HS B HS HS HS HSA ATO DANCE CODE AMS C J L P A B C R M W S R C M

Ballet Folklorico 3480 Dance 1-2 3483 ● ● ● ● Dance 3-4 3484 ● ● ● ● ● ● Dance 5-6 3485 ● ● ● ● ● ● ● ● Dance 7-8 3486 ● ● ● ● ● Dance 9-10 3487 ● ● ● ●

HS HS HS HS HS HS HS B HS HS HS HSA ATO MUSIC - GENERAL CODE AMS C J L P A B C R M W S R C M

AP Music Theory 3391 ● ● ● Exploring Music 3390 ● ● Introduction to Song Writ- 3393 ● ing

MUSIC - HS HS HS HS HS HS HS B HS HS HS HSA ATO CODE AMS C J L P A B C R M INSTRUMENTAL W S R C M

Advanced Chamber Or- 3458 ● ● ● ● chestra 3429/ Band 1-2, 3-8 ●/● /● ●/● ●/● /● ●/ ●/● 3430 Band, Marching 3604 ● Guitar 1-2 3477 ● ● ● ● ● ● Guitar 3-8 3479 ● ● ● ● 3466/ Instruments 1-2, 3-4 ●/ 3467 Intermediate String Or- 3456 ● ● chestra 3443/ Jazz Band 1-2, 3-8 ●/ /● ●/● ●/● ●/● /● ●/● 3444 Jazz Band Intermediate 3436 ●

Orchestra 1-2, 3-4, 5-6, 3451/ ●/●/●/ ●/●/●/ 3452/ 3453/ //●/ ●/ ●/●/ /●/●/● ●/ ●/●/●/ 7-8 ● ● 3454 ● Piano 1-2 3473 ● ● ● ● Piano 3-8 3475 ● ● ● ● Steel Drum Band 1-2 3311 ● Steel Drum Band 3-8 3313 ●

Visual/Performing Arts 121 2015-16

3463/ Symphonic Winds 1-2, 3-8 ●/● ●/● /● ●/ 3464

HS HS HS HS HS HS HS B HS HS HS HSA ATO MUSIC - VOCAL CODE AMS C J L P A B C R M W S R C M

3400/ Caecilian Singers 1-2, 3-8 ●/ ●/● 3401 Chorus/Voice 1-2 3413 ● ● ● Chorus/Voice 3-8 3414 ● Concert Choir 1-2 3417 ● ● ● ● ●

Concert Choir 3-4 3418 ● ● ● ● ● ●

Concert Choir 5-6 3420 ● ● ● ● ● ● Concert Choir 7-8 3421 ● ● ●

HS HS HS HS HS HS HS B HS HS HS HSA ATO MUSIC – VOCAL CONT. CODE AMS C J L P A B C R M W S R C M

Studio Vocal Jazz Singers 3402 1-2 Studio Vocal Jazz Singers 3404 3-4 Studio Vocal Jazz Singers 3406 ● 5-6 Studio Vocal Jazz Singers 3407 ● ● 7-8 3396/ Varsity Chorale 1-2, 3-8 ●/ ●/● /● 3397 Vocal Ensemble/Chamber 3422/ ●/● ●/● /● /● Singers 1-2, 3-8 3423

HS HS HS HS HS HS HS B HS HS HS HSA ATO THEATER ARTS CODE AMS C J L P A B C R M W S R C M

Advanced Stage Tech- nology 1497 ● ● ● ● (Academic Career Course) Advanced Theater Arts 3356 ● ● ● ● ● Improvisation for the The- 6682 ● atre 1-2 Intermediate Theater Arts 3355 ● ● ● ● ● ● Introduction to Theater 3353 ● ● ● ● ● ● ● Arts Play Production 1-2 3341 ● ● ● ● ● (Academic Career Course) Production Stage Crew 1-6 6685 ● ● (Academic Career Course) Stage Technology 1495 • x ● ● ● (Academic Career Course)

HS HS HS HS HS HS HS B HS HS HS HSA ATO VISUAL ARTS CODE AMS C J L P A B C R M W S R C M

Advanced Costume De- 1037 ● sign AP Art History 1039 ● ● ● ● ● AP Studio Art: Drawing 1041 ● ● ● ● ● AP Studio Art: 2D Design 1042 ● ● ● ● Portfolio Visual/Performing Arts 122 2015-16

AP Studio Art: 3D Design 1043 ● Portfolio Architectural Design 1-2 2642 ● ● ● ● (Academic Career Course) Architectural Design 3-4 2644 ● ● ● (Academic Career Course) Art and Animation 1-2 1044 ● ● (Academic Career Course) Art and Animation 3-4 1045 ● ● (Academic Career Course) 1026/ Ceramics 1-2, 3-4, 5-6 1086/ ●/●/ ●/●/ ●/●/● 1088 Contemporary Video 2669 ● ● (Academic Career Course) Digital Art and Imaging 1-2 1046 ● ● ● ● ● (Academic Career Course) Digital Film Making 1048 ● (Academic Career Course) Drawing & Painting 1-2 1005 ● ● ● ● ● ● ● ● ● ● ● ● ● Drawing & Painting 1-2 ILP 1069 (Beach HS only) Drawing &Painting 3-4 1006 ● ● ● ● ● ● ● ● Drawing & Painting 5-6 1007 ● ● ● ● ● ● Drawing & Painting 7-8 1008 ● ● ● Elements of Design 1300 Exploring Art 1-2 1003 ● APEX PAAL ● ● Film IB HL 1 3345 Film IB HL 2 3349 Graphic Design and Printmaking 2639 ● ● ● ● ● ● (Academic Career Course) Interactive Animation 1040 ● Introduction to Costume 1022 ● Design Museum Studies 1067 ● (Academic Career Course) Photography 1-2 1028 ● ● Photography 3-4 1030 ●

HS HS HS HS HS HS HS B HS HS HS HSA ATO VISUAL ARTS CONT. CODE AMS C J L P A B C R M W S R C M

Three-Dimensional Art 1-2 1010 ● ● ● ● ● ● ● ● Three-Dimensional Art 1011/ ●/ J-PLUS ●/ ●/ ●/● ●/● 3-4,-5-6 1012 Visual Arts IB SL 1020 ●

● Course offered AHS Avalon High School MHS Robert A. Millikan High School BHS Beach High School PHS Polytechnic High School CHS Cabrillo High School RHSA Renaissance High School for the Arts

CAMS California Academy of Math and Science RHS Will J. Reid High School

JHS David Starr Jordan High School WHS Woodrow Wilson Classical High School LHS Lakewood High School McHS Ernest S. McBride, Sr. High School

Visual/Performing Arts 123 2015-16

Each visual/performing arts course offered will satisfy .MUSIC - GENERAL the graduation requirement for fine arts, unless otherwise noted. Exploring Music______3390 Length of Course: 2 semesters DANCE Grade Level Options: 9-12 Prerequisites: Approval of instructor

Ballet Folklorico______3480 Exploring Music is a course designed to increase the non- Length of Course: 2 semesters performer’s understanding and enjoyment of music. This Grade Level Options: 9-12 course is based on the California Visual and Performing Arts Prerequisites: None Content Standards, emphasizing an understanding of the elements and structure of music. Recordings, videos, films, This course is designed to teach students the cultural dances and live concerts are used to study the music of cultures and of Mexico and other Latin countries, their historical, geo- periods. Although no previous technical knowledge of music graphical, and mythological roots, the significance of the is required, the instructor’s approval is needed for admission. costumes and music and the instruments associated with each one. This course will help students learn the skills of This course does not meet the graduation requirements for Performing Arts. dance while improving their technique, poise, self-confidence and creative ability as well as deepening their understanding AP Music Theory ______3391 of and appreciation for the rich and colorful heritage that each dance represents. Length of Course: 2 semesters Grade Level Options: 9-12 This course will meet the “f” entrance requirement for the University of Prerequisites: Music reading ability is recommended California and California State University systems.

AP Music Theory is a course designed to develop the ability to recognize, understand, and describe the basic materials Dance 1-2 3483 and processes of music. Students will extend their technical Length of Course: 2 semesters skills involved in music reading, analyzing, score analysis, Grade Level Options: 9-12 arranging, and composing. Students will develop skills with Prerequisites: Teacher's approval melodic and harmonic analysis to be used to manipulate musical materials for their own creative activities. California This course helps students learn the beginning skills of dance Visual and Performing Arts Advanced Content Standards in while improving their techniques, poise, self-confidence, and Music are infused throughout the course. creative ability. Students will choreograph and dance in class presentations. Students who pass the AP exam have the opportunity to earn credit or advanced standing at most of the nation’s colleges and universities. These courses meet the “f” entrance requirement for the University of Cali- This course will meet the “f” or “g” entrance requirement for the University of fornia and California State University systems. California and California State University systems.

Dance 3-4 ______3484 Introduction to Songwriting ______3393 Dance 5-6 ______3485 Dance 7-8 ______3486 Length of Course: 2 semesters Grade Level Options: 11-12 Dance 9-10 3487 Prerequisites: Two years of guitar or piano (Gui- Length of Course: 2 semesters tar/Piano 1-2, 3-8) or equivalent Grade Level Options: 9-12 Prerequisites: Audition and teacher's approval This course is designed as an introduction to the creative craft

These courses help students learn the intermediate and ad- of song writing. Students learn the basic tools and techniques vanced skills of dance while improving their techniques, poise, necessary to write commercially successful songs, including self-confidence, and creative ability. Students will choreo- writing effective lyrics, melodies, accompaniments, arrange- graph and dance in school productions. Students will also ments, song forms, and basic music theory. The course also demonstrate development and refinement of skills needed to emphasizes the importance and awareness of the business create dances with coherence and aesthetic unity. side of song writing. Students will perform their songs in class and receive immediate feedback from the teacher and other These courses meet the “f” or “g” entrance requirement for the University of California and California State University systems. students to refine the effectiveness of their songs. Using appropriate equipment and software, students will learn how to orchestrate and record their songs via MIDI and digital recording technology.

This course does not meet the graduation requirements for Performing Arts.

Visual/Performing Arts 124 201 5 - 2016

MUSIC - INSTRUMENTAL requirements to proceed to the intermediate and advanced levels. Based on the California Visual and Per- forming Arts Advanced Content Standards in Music, the Advanced Chamber Orchestra__ 3458 emphasis in this course is on the advanced develop- Length of Course: 2 semesters ment of individual technique, musicianship, and music Grade Level Options: 9-12 reading and writing skills, as well as continued devel- Prerequisites: Approval of instructor opment of personal practice habits and performance etiquette. Students will continue to sight-read accurately Advanced Chamber Orchestra is a course for advanced and expressively, analyze simple forms of music as string students with extensive training and experience. Stu- musical elements, techniques and the use of form. They dents study and perform a variety of orchestra and chamber perform by themselves and in ensembles band litera- music from different historical periods. Students continue their ture accurately and artistically. Students will also study development of technique, musicianship, as well as personal musicians and historical aspects and music developed practice habits and performance etiquette. Standard orches- in various cultures and time periods. Students may tral compositions are studied for performance at special perform at special school events such as assemblies, school events such as assemblies, plays and musical theater concerts, and festivals. Rehearsals and performances productions, and at concerts and festivals. Students also outside of class time are required. study and perform chamber music in small ensembles. Stu- dents borrowing school instruments are expected to insure Band 3-4, 5-6, 7-8 will meet the “f” or “g” entrance requirement for the University of California and California State University systems. them. Rehearsals and performance outside of class time are required. California Visual and Performing Arts Advanced Content Standards in Music are infused throughout the Band, Marching______3604 course. Length of Course: 1 Semester This course will meet the “f” or “g” entrance requirement for the University of Grade Level Options: 9-12 California and California State University systems. Prerequisites: Approval of instructor

Band 1-2 3429 Marching Band-PE is a course for students who have Length of Course: 2 semesters had some previous experience in playing a wind or Grade Level Options: 9-12 percussion instrument. The emphasis in this course is Prerequisites: Approval of instructor on the development of individual technique, Band 1-2 is a course for students who have had some musicianship, and physical activity. Standard band previous experience in playing a wind or percussion compositions are studied for performance at special instrument, but are not yet prepared for the performance school events such as assemblies, athlectic contests, level of advanced Band. Based on the California Visual parades, concerts, and festivals. Instrumental and Performing Arts Content Standards in Music, the performance, field shows, choreography, physical emphasis in this course is on the development of indi- movement, and marching technique are required vidual technique, musicianship, and music reading and activities. The California Visual and Performing Arts and writing skills, as well as the development of personal Physical Education content standards are imbedded in practice habits and performance etiquette. In order to this course. Admission to this course is by instructor’s prepare the student to progress to one of the more ad- approval. Students borrowing school instruments are vanced classes, students will learn to sight-read accu- expected to insure them. Rehearsals and performances rately and expressively, analyze simple forms of music outside of class time are required. as musical elements, techniques and the use of form. This course is not eligible for PE graduation credit. They perform by themselves and in ensembles band literature accurately and artistically. Students will also study musicians and historical aspects and music de- Guitar 1-2______3477 veloped in various cultures and time periods. Students Length of Course: 2 semesters may perform at special school events such as assem- Grade Level Options: 9-12 blies, concerts, and festivals. Rehearsals and perfor- Prerequisites: Approval of instructor mances outside of class time are required. Guitar 1-2 is a course for students with no previous Band 1-2 will meet the “f” entrance requirement for the University of Califor- nia and California State University systems. experience or training on the guitar. The course addresses all five strands of the California Visual and Performing Arts standards. The emphasis of this course is on the development of basic guitar technique, music Band 3-8______3430 reading skills, comprehension of the fundamentals of Length of Course: 2-6 semesters music theory and harmony, understanding of the history Grade Level Options: 9-12 of music and the development of musical styles as they Prerequisites: Approval of instructor relate to the cultures in which they created, the aesthetic

response to music, the physical characteristics of sound Band 3-8 is a course for students who successfully and how it is produced on the guitar, and the completed Band 1-2 or have had previous experience in development of personal practice habits and playing a wind or percussion instrument, and meet the performance etiquette. In addition, students will begin to

Visual/Performing Arts 125 201 5 - 2016 explore improvisatory playing. Having a guitar at home is not required; students have adequate class time to Instruments 3-4______3467 practice indepentently on school instruments. Length of Course: 2 semesters This course meets the “f” entrance requirement for the University of Califor- Grade Level Options: 9-12 nia and California State University systems. Prerequisites: None

Instruments 3-4 is a course for students who success- Guitar 3-8 3479 fully completed Instruments 1-2 or have had previous Length of Course: 2-6 semesters experience in playing a string, woodwind, brass, or per- Grade Level Options: 9-12 Prerequisites: Approval of instructor cussion instruments. Based on the California Visual and Performing Arts Advanced Content Standards in Music, Guitar 3-8 is a course for students with previous formal the emphasis in this course is on the continued devel- training on the guitar. The course addresses all five opment of individual technique, musicianship, and mu- strands of the California Visual and Performing Arts sic reading and writing skills, as well as development of Advanced Content Standards. Students entering personal practice habits and performance etiquette. should be able to read and play at a minimum advanced Students will continue to sight-read accurately and ex- elementary level. The emphasis of this course is on the pressively, analyze simple forms of music as musical further development of basic guitar technique, music elements, techniques and the use of form. They perform reading skills, comprehension of more advanced music by themselves and in ensembles orchestral literature theory and harmony concepts, increased understanding accurately and artistically. Students will also study mu- of the history of music and the development of musical sicians and historical aspects and music developed in styles as they relate to the cultures in which they various cultures and time periods. Students may per- created, the aesthetic response to music, the physical form at special school events such as assemblies, characteristics of sound and how it is produced on the concerts, and festivals. Rehearsals and performances guitar,and the further development of personal practice outside of class time are required. Students who do not habits and performance etiquette. In addition, students own an instrument may borrow one from the school with the will continue to explore improvisatory playing and the understanding that the borrower insures the instrument. interpretation of a “lead-sheet”. Having a guitar at home is Instruments 3-4 meets the “f” or “g” entrance requirement for the University not required, but at this level access to a guitar outside of of California and California State University systems. school is helpful. Students have a large amount of class time to practice independently on school instruments. Intermediate String Orchestra 3456 This course meets the “f” or “g” entrance requirement for the University of California and California State University systems. Length of Course: 2 Semesters Grade Level Options: 9-12 Prerequisites: Approval of instructor Instruments 1-2______3466 Length of Course: 2 semesters Intermediate String Orchestra is a course for students who Grade Level Options: 9-12 have had some previous training and experience in playing a Prerequisites: None stringed instrument. The emphasis of this course is on the development of individual technique and musicianship in Instruments 1-2 is a course designed for students who wish order to prepare the student to progress to one of the more to learn to play string, woodwind, brass, or percussion in- advanced classes. The California Visual and Performing Arts struments. Based on the California Visual and Perform- Content Standards are infused throughout this course. The ing Arts Content Standards in Music, the emphasis in Intermediate Orchestra may perform at special school events this course is on the development of individual tech- such as assemblies, plays and musical theater productions, nique, musicianship, and music reading and writing and at concerts and festivals. Rehearsals and performance skills, as well as the development of personal practice outside of class time are required. habits and performance etiquette. Students will learn to Intermediate String Orchestra meets the “f” or “g” entrance requirement for sight-read accurately and expressively, analyze simple the University of California and California State University systems. forms of music as musical elements, techniques and the use of form. They perform by themselves and in ensembles orchestral literature accurately and artistically. Jazz Band 1-2______3443 Students will also study musicians and historical aspects and music developed in various cultures and time Length of Course: 2 semesters periods. Students may perform at special school events Grade Level Options: 9-12 Prerequisites: Concurrent enrollment in Band or such as assemblies, concerts, and festivals. Rehearsals Orchestra and Teacher's approval and performances outside of class time are required. Students who do not own an instrument may borrow one Jazz Band 1-2 is a course for students who have had from the school with the understanding that the borrower some previous experience in playing a wind or percus- insures the instrument. Each school may specialize in a par- sion instrument, have an interest to study and perform ticular instrument. jazz compositions, but are not yet prepared for the per- Instruments 1-2 meets the “f” entrance requirement for the University of formance level of advanced Jazz Band. Based on the California and California State University systems. California Visual and Performing Arts Content Standards

Visual/Performing Arts 126 201 5 - 2016 in Music, the emphasis in this course is on the devel- Rehearsals and performance outside of class time are opment of individual technique, musicianship, and music required. reading and writing skills, as well as the development of Intermediate Jazz Band will meet the “f” or “g” entrance requirement for the personal practice habits and performance etiquette. In University of California and California State University systems. order to prepare the student to progress to one of the more advanced classes, students will learn to sight-read accurately and expressively, analyze simple forms of Orchestra 1-2______3451 jazz music as musical elements, learn improvisatory techniques, stylistic interpretations and the use of form. Length of Course: 2 semesters Grade Level Options: 9-12 They perform jazz band literature by themselves and in Prerequisites: Approval of instructor ensembles accurately and artistically. Students will also study jazz musicians, historical aspects of the genre and Orchestra 1-2 is a course for students who have had jazz music developed in various cultures and time pe- some previous experience in playing a string instrument, riods. Students may perform at special school events but are not yet prepared for the performance level of such as assemblies, concerts, and festivals. Rehearsals advanced orchestra. Based on the California Visual and performances outside of class time are required. and Performing Arts Content Standards in Music, the Jazz Band 1-2 will meet the “f” entrance requirement for the University of emphasis in this course is on the development of indi- California and California State University systems. vidual technique, musicianship, and music reading and writing skills, as well as the development of personal practice habits and performance etiquette. In order to Jazz Band 3-8______3444 prepare the student to progress to one of the more ad- Length of Course: 2-6 semesters vanced classes, students will learn to sight-read accu- Grade Level Options: 9-12 rately and expressively, analyze simple forms of music Prerequisites: Concurrent enrollment in Band or as musical elements, techniques and the use of form. Orchestra and Teacher's approval They perform by themselves and in ensembles Jazz Band 3-8 is a course for students who have com- string/orchestra literature accurately and artistically. pleted Jazz Band 1-2 or have had some previous expe- Students will also study musicians and historical aspects rience in playing a wind or percussion instrument, Based and music developed in various cultures and time peri- on the California Visual and Performing Arts Content ods. Students may perform at special school events Standards in Music, the emphasis in this course is on the such as assemblies, plays and musical theater produc- advanced development of individual technique, musi- tions, concerts, and festivals. Rehearsals and per- cianship, music reading and writing skills, and the con- formances outside of class time are required. tinued development personal practice habits and per- Orchestra 1-2 will meet the “f” entrance requirement for the University of formance etiquette. Students continue to sight-read California and California State University systems. accurately and expressively, analyze simple forms of Orchestra 3-4______3452 jazz music as musical elements, learn improvisatory Orchestra 5-6______3453 techniques, stylistic interpretations and the use of form. Orchestra 7-8______3454 They perform jazz band literature by themselves and in ensembles accurately and artistically. Students will also Length of Course: 2-6 semesters study jazz musicians, historical aspects of the genre and Grade Level Options: 9-12 jazz music developed in various cultures and time pe- Prerequisites: Approval of instructor riods. Students may perform at special school events Orchestra 3-4, 5-6, 7-8 are courses for students who such as assemblies, concerts, and festivals. Re- have completed Orchestra 1-2 or students who have hearsals and performances outside of class time are had some previous experience in playing a string in- required. strument. Based on the California Visual and Performing Jazz Band 3-8 will meet the “f” or “g” entrance requirement for the University Arts Content Standards in Music, the emphasis in this of California and California State University systems. course is on the advanced development of individual technique, musicianship, music reading and writing Intermediate Jazz Band______3436 skills, and the continued development of personal practice habits and performance etiquette. Students continue Length of Course: 2 semesters to sight-read accurately and expressively, analyze sim- Grade Level Options: 9-12 Prerequisites: Approval of instructor ple forms of music as musical elements, techniques and the use of form. They perform by themselves and in Intermediate Jazz Band is a course for instrumentalists ensembles string/orchestra literature accurately and with some prior experience who wish to study and per- artistically. Students will also study musicians and his- form jazz compositions. Performance skills, improvisa- torical aspects and music developed in various cultures tion techniques, and stylistic interpretations are devel- and time periods. Students may perform at special oped in preparing for performance in school and civic school events such as assemblies, plays and musical functions and participation in festivals. Students bor- theater productions, concerts, and festivals. Re- rowing school instruments are expected to insure them. hearsals and performances outside of class time are required.

Visual/Performing Arts 127 201 5 - 2016

These courses will meet the “f” or “g” entrance requirement for the University of in all aspects of music, they transcribe simple songs, learn to California and California State University systems. sight-read accurately and expressively, and analyze simple forms of music as to musical elements, techniques and use of form. They perform by themselves and in ensembles simple ______3473 Piano 1-2 songs and traditional calypsos accurately and artistically. Length of Course: 2 semesters Students will also study musicians and the historical aspects Grade Level Options: 9-12 and music developed in various cultures and time periods. Prerequisites: Approval of instructor Students will develop the ability, using specific criteria for

Piano 1-2 is a course for students with no previous judging and evaluating the quality and effectiveness of music experience or training on the piano. The California Visual and performances, to better understand why and how people and Performing Arts Content Standards in Music are infused from different parts of the world create and respond to music. throughout the course. The emphasis of this course is on Students then will apply the same criteria to improving their the development of basic traditional piano technique, own work. Rehearsals and performances outside of class music reading skills, comprehension of the time are required. fundamentals of music theory and keyboard harmony, Steel Drums 1-2 will meet the “f” entrance requirement for the University of understanding of the history of music and the California and California State University systems. development of musical styles as they relate to the cultures in which they created, the aesthetic response to Steel Drum Band 3-8______3313 music, the physical characteristics of sound and how it is produced on the piano, and the development of personal Length of Course: 2-6 semesters practice habits and performance etiquette. In addition, Grade Level Options: 9-12 students will begin to explore improvisatory playing. Prerequisites: Steel Drum 1-2, physical ability to move equipment, audition, approval of director

Having a keyboard at home is not required; students This rigorous course is designed for high school students with have adequate class time to practice independently on Steel Drum experience, to further develop and refine their school instruments. ability to read, play, improvise and compose music on steel

drums. Immersed in all aspects of music, students transpose This course meets the “f” entrance requirement for the University of Califor- songs, analyze harmonic progressions, sight-read accurately nia and California State University systems. and expressively, and analyze music as to musical elements, techniques and use of form. They perform by themselves and in ensembles a more complex repertoire of music with accuracy and artistry. Students will also study musicians, and Piano 3-8______3475 the historical aspects and music developed in various cultures Length of Course: 2-6 semesters and time periods. Students will develop the ability, using Grade Level Options: 9-12 specific criteria for judging and evaluating the quality and Prerequisites: Approval of instructor effectiveness of music and performances, to better understand why and how people from different parts of the Piano 3-8 is a course for students with previous training on world create and respond to music. Students then will apply the piano. Students entering Piano 3-8 should be able to read the same criteria to improving their own work. Rehearsals and and play at a minimum advanced elementary level. The em- performances outside of class time are required. phasis of this course is on the further development of basic traditional piano technique, music reading skills, comprehen- Steel Drums 1-2 will meet the “f” entrance requirement for the University of California and California State University systems. sion of more advanced music theory and harmony, and the further development of personal practice habits and performance etiquette. In addition, students will continue to explore improvisatory playing and the interpretation of a “lead-sheet.” Symphonic Winds 1-2______3463 The California Visual and Performing Arts Content Standards Symphonic Winds 3-8______3464 are infused throughout the course. Having a keyboard at Length of Course: 2-8 semesters home is not required, but at this level access to a keyboard Grade Level Options: 9-12 (Freshman and sophomores will be outside of school is helpful. Students have a large amount of admitted in exceptional cases only) class time to practice independently on school instruments. Prerequisites: Audition with teacher’s approval

Meets the “f” or “g” entrance requirement for the University of California and Symphonic Winds is a course for advanced wind and per- California State University systems. cussion players with previous successful band or orchestra experience. The emphasis of this course is given to the students’ development of technique, musicianship, as well as Steel Drum Band 1-2______3311 the development of personal practice habits and performance Length of Course: 2 semesters etiquette. This ensemble studies advanced symphonic music Grade Level Options: 9-12 of all styles, and comprises the wind and percussion sections Prerequisites: Basic music reading and writing skills, of the school orchestra. The California Visual and Performing physical ability to move equipment, audition, andArts approval Content of director Standards are infused throughout the course.

Students borrowing school instruments are expected to in- This course is designed for high school students to develop their ability to read and play music on Steel Drums. Immersed sure them. Rehearsals and performance outside of class time are required.

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Symphonic Winds 1-2 will meet the “f” entrance requirement for the Univer- Concert Choir is a course designed for experienced choral sity of California and California State University systems. singers who study and perform advanced choral repertory Symphonic Winds 3-8 will meet the “f” or “g” entrance requirement for the selected from many periods and styles arranged for soprano, University of California and California State University systems. alto, tenor, and bass. Students refine their ensemble skills, technique, musicianship and music reading skills, as well as MUSIC - VOCAL continue the refinement of personal practice habits and performance etiquette. The California Visual and Performing Arts Content Standards are infused throughout this course. This Cecilian Singers 1-2______3400 ensemble performs for school and community events, concerts, and participates in festivals. Rehearsals and perfor- Cecilian Singers 3-8______3401 mances outside of class time are required. Length of Course: 2-8 semesters Grade Level Options: 9-12 Concert Choir 1-2 will meet the “f” entrance requirement for the University of California and California State University systems. Prerequisites: Teacher’s approval, glee or other choral group experience desirable. Concert Choir 3-8 will meet the “f” or “g” entrance requirement for the Uni- Cecilian Singers is a course designed for the study and per- versity of California and California State University systems. formance of advanced glee repertory selected from many periods and styles arranged for soprano, second soprano, and alto voices. Students refine their ensemble skills, tech- International Choir______3394 nique, musicianship and music reading skills, as well as con- Length of Course: 2 semesters tinue the refinement of personal practice habits and perfor- Grade Level Options: 9-12 mance etiquette. The California Visual and Performing Arts Prerequisites: Teacher’s approval Content Standards are infused throughout this course. This International Choir is a course designed for intermediate and ensemble performs for school and community events, con- advanced singers who study and perform multicultural rep- certs, and participates in festivals. Rehearsals and perfor- ertory selected from many periods and styles arranged for mance outside of class time are required. any voicing of soprano, alto, tenor, and bass. The emphasis Cecilian Singers 1-2 will meet the “f” entrance requirement for the University in this course is on the development of the singing voice, of California and California State University systems. music reading skills, musicianship, ensemble singing, as well Cecilian Singers 3-8 will meet the “f” or “g” entrance requirement for the as the development of personal practice habits and perfor- University of California and California State University systems. mance etiquette. The California Visual and Performing Arts Chorus Voice 1-2______3413 Content Standards are infused throughout this course. This Chorus Voice 3-8______3414 ensemble performs at school, concerts, and serves as a vocal outreach to various organizations in the community. Length of Course: 2-8 semesters Grade Level Options: 9-12 International Choir meets “f” entrance requirement for the University of Prerequisites: Teacher’s approval. No previous glee experienceCalifornia required. an d California State University systems.

Chorus is a course for the study and performance of standard choral repertory selected from many periods and styles ar- Studio/Vocal Jazz Singers 1-2 3402 ranged for soprano, alto, tenor, and bass. The emphasis of Studio/Vocal Jazz Singers 3-4 3404 this course is on the development of the singing voice, the Studio/Vocal Jazz Singers 5-6 3406 ability to sing in harmony, music reading skills, musicianship, Studio/Vocal Jazz Singers 7-8 3407 ensemble skills, as well as the development of personal practice habits and performance etiquette. The California Visual Length of Course: 2-8 semesters and Performing Arts Content Standards are infused Grade Level Options: 9-12 (Freshmen will be admitted only in exceptional cases) throughout this course. The Chorus performs at school and Prerequisites: Teacher’s approval community events, concerts, and participates in festivals. Rehearsals and performances outside of class time are re- Studio Jazz Singers is a course designed for advanced vo- quired. calists who wish to study and perform vocal jazz literature Chorus Voice 1-2 will meet the “f” entrance requirement of the University of arranged for soprano, alto, tenor, and bass. Students refine California and California State University systems. their ensemble skills, select timbres and styles appropriate to Chorus Voice 3-4 will meet the “f” or “g” entrance requirement of the Uni- each jazz selection, and study chord progressions and im- versity of California and California State University systems. provisation. The California Visual and Performing Arts Con- tent Standards are infused throughout this course. The Jazz Singers perform at school and community events and partic- Concert Choir 1-2 ______3417 ipate in festivals. Many rehearsals and performances outside Concert Choir 3-4______3418 of school time are required. Concert Choir 5-6 ______3420 Studio/Vocal Jazz Singers 1-2 will meet the “f” entrance requirement for the University of California and California State University systems. Concert Choir 7-8______3421 Studio/Vocal Jazz Singers 3-8 will meet the “f” or “g” entrance requirement Length of Course: 2-8 semesters for the University of California and California State University systems. Grade Level Options: 9-12 (Freshmen will be admitted only in exceptional cases) Prerequisites: Audition with teacher’s approval.

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Varsity Chorale 1-2______3396 Lighting, Audio–Sound System, Scene Painting and Theory, and Theatre Management. After school set-up/tear-downs, Varsity Chorale 3-8______3397 rehearsals and performances are required. Length of Course: 2-8 semesters Grade Level Options: 9-12 This course will meet the “f” or “g” entrance requirement for the University of California and California State University systems Prerequisites: Admission by try-out only

Varsity Chorale is a singing group which studies and performs standard glee repertory selected from many periods Advanced Theater Arts 3356 and styles, and is arranged for tenor, baritone, and bass. The Length of Course: 2 semesters emphasis of this course is on the development of the singing Grade Level Options: 9-12 voice, the ability to sing in harmony, music reading skills, mu- Prerequisites: Intermediate Theater Arts with a grade of “B” or better and the teacher’s ap- sicianship, ensemble skills, as well as the development of proval personal practice habits and performance etiquette. The Cal- ifornia Visual and Performing Arts Content Standards are This course utilizes students’ strengths in acting and expands infused throughout this course. The Chorale performs at their repertoire of skills into the areas of writing and directing. school and community events, concerts, and participates in Historical studies of theatrical materials are emphasized. Play festivals. Rehearsals and performances outside of class time production concepts, the study of dramatic structure and style are required. and the audition process are integral pieces of this course. Varsity Chorale 1-2 will meet the “f” entrance requirement for the University The California Theatre Arts Content Standards are integrated of California and California State University systems. into the curriculum. Varsity Chorale 3-8 will meet the “f” or “g” entrance requirement for the This course will meet the “f” or “g” entrance requirement for the University of University of California and California State University systems. California and California State University systems. Improvisation for Theater 6682 Vocal Ensemble/ Length of Course: 2 semesters Chamber Singers 1-2______3422 Grade Level Options: 9-12 Prerequisites: Introduction to Theater and Consent Vocal Ensemble/Chamber Singers 3-8____ 3423 of Instructor Length of Course: 2-8 semesters Grade Level Options: 9-12 (Freshmen and sophomores will be This course is designed for students interested in careers in admitted only in exceptional cases) acting. Students will learn the fundamentals of acting by par- Prerequisites: Teacher’s approval ticipating in a variety of short improvisations, which consist of short form unrelated scenes; long form improvisations, in Vocal Ensemble/Chamber Singers is a course designed for which the scenes are interrelated in such a way as to form a advanced choral singers who study and perform technically long narrative, and improvisation games in which the per- difficult choral music from varied styles and periods arranged formers attempt to create a comprehensible scene while for soprano, alto, tenor, and bass. Students refine their en- conforming to certain specified and restrictive rules. Improvi- semble skills, technique, musicianship and music reading sation is one of the primary tools used in actor training and skills, as well as continue the refinement of personal practice students will practice the basic theories of acting while de- habits and performance etiquette. The California Visual and veloping ensemble, mime, and movement, vocal, and re- Performing Arts Content Standards are infused throughout hearsal/performance skills. this course. This ensemble performs for school and community events, concerts, and participates in festivals. Rehearsals This course does not meet the graduation requirement for Performing Arts. and performances outside of class time are required. Vocal Ensemble 1-2 will meet the “f” entrance requirement for the University Intermediate Theater Arts______3355 of California and California State University systems. Length of Course: 2 semesters Vocal Ensemble 3-8 will meet the “f” or “g” entrance requirement for the Grade Level Options: 9-12 University of California and California State University systems. Prerequisites: Introduction to Theatre Arts with a grade of “B” or better and the teach- THEATER ARTS er’s approval.

This course provides the opportunity to strengthen basic skills Advanced Stage Technology 1497 of voice and movement, play analysis and interpretation, and performance. Students will acquire an understanding of de- Academic Career Course Length of Course: 2 semesters mands of theatre production. Exploring career possibilities is Grade Level Options: 9-12 accomplished through projects. Students learn to work pro- Prerequisites: Stage Technology 1-2 or experience ductively as part of an ensemble. The California Theatre Arts in back stage work, with application Content Standards are integrated into the curriculum. and instructor's approval This course will meet the “f” or “g” entrance requirement of the University of

California and California State University systems. The Advanced Stage Technology course utilizes the strengths and expands the many skills in technical stage and theatre. Advanced instruction will be given in the following Introduction to Theater Arts_____ 3353 areas: Set Design and Construction of Scenery, Stage Length of Course: 2 semesters

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Grade Level Options: 9-12 Advanced Costume Design 1037 Prerequisites: None Length of Course: 2 semesters This course is designed to introduce students to the world of Grade Level Options: 9-12 theatre arts. Exercises to build self-esteem, trust and empa- Prerequisites: Introduction to Costume Design, con sent of instructor thy are integrated with the technical aspects of drama. Basic stage terms are taught, vocal and movement exercises as This course is a follow-up to the Introduction to Costume De- sign course. It is the next level for students who wish to fur- well as writing activities are incorporated. Students learn the ther develop their knowledge and skills in the fields of cos- art as an audience member as well as a performer. The Cal- tume and fashion design. Emphasis in this course is placed ifornia Theatre Arts Content Standards are integrated into the on designing and creating the costumes for all school produc- curriculum tions. Students will further develop skills in fashion illustration This course will meet the “f” entrance requirement of the University of Cali- fornia and California State University systems. and design in order to achieve an advanced level of proficiency. Students will refine their technical skills in costume

patterning and garment construction necessary to create a Play Production 1-2______3341 variety of costumes for stage productions. The California Length of Course: 2 semesters Advanced Visual Arts Content Standards are integrated into Grade Level Options: 11-12 the curriculum. Prerequisites: Advanced Theatre Arts with a grade of This course will meet the “f” or “g” entrance requirement for the University of “B” or better or the teachers approval California and California State University systems.

This course is designed to spotlight the talents of the student dedicated to theatre arts. The extent of their skills, ability and AP Art History______1039 extensive training is showcased in seasonal play productions. Students will leave this class ready to participate in a variety Length of Course: 2 semesters of theatre settings. The California Theatre Arts Content Grade Level Options: 11-12 Prerequisites: Teacher approval Standards are integrated into the curriculum. This course will meet the “f” entrance requirement of the University of Cali- This course is designed to provide students with the oppor- fornia and California State University systems. tunity to examine the artistic heritage of man from Paleolithic period to the twenty-first century. It is a survey class of western and non-western civilizations, with an emphasis on the art, ______6685 Production Stage Crew 1-6 religion, history, science and achievements of each society. Length of Course: 2 semesters Students learn to look at artworks critically and analyze what Grade Level Options: 10-12 they see. This course includes college-level writing assign- Prerequisites: 1 semester of Stagecraft and instructor’s approval ments. The California Visual Arts Advanced Content Stand- ards are integrated into the curriculum. This course is taught in a workshop format. It is designed to Students who pass the AP exam have the opportunity to earn credit or provide students with the opportunity to practice the basic advanced standing at most of the nation’s colleges and universities. theories of technical theatre and their application through This course will meet the “f” or “g” requirement for the University of Califor- rehearsal and performances. Students will be required to nia and California State University systems. design all on and off campus productions. AP Studio Art Courses are for students who are This course does not meet the graduation requirement for Performing Arts. seriously interested in the practical experience of art. These Stage Technology ______1495 courses are not based on written exams; instead students submit portfolios for evaluation at the end of the school year. Length of Course: 1-6 semesters Course content is college-level, planned for the highly moti- Grade Level Options: 9-12 Prerequisites: Teacher approval vated student interested in the serious study of the visual arts. Students will make creative and systematic investigations of Students enrolled in this class have an opportunity to learn all formal and conceptual issues; make art as an on-going pro- of the aspects of theatrical stage production such as: lighting, cess that involves the students in informed and critical deci- sound, color theory, design and construction of scenery, au- sion-making; gain technical skills; learn the functions of the dio technology and theatre management. Students in this visual arts and encourage students to become independent class are responsible for all aspects of theatre management thinkers who will contribute to their culture through the making and staging for production at the site. The maximum credit for of their art. Advanced Placement courses should address students is 20 semester periods, with 30 semester periods for three major concerns: a sense of quality in a student’s work; stage manager, assistant stage manager, and chief electri- the student’s concentration on a particular visual interest or cian. They must have the recommendation of the teacher problem; and the student’s need for breadth of experience in and the approval of the counselor to receive the additional the formal, technical and expressive means of the artist. credit. This course will meet the “f” or “g” requirement for the University of California and California State University systems This course does not meet the graduation requirement for Performing Arts.

VISUAL ARTS AP Studio Art: Drawing______1041 Length of Course: 2 semesters

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Grade Level Options: 11-12 nia and California State University systems. Prerequisites: Teacher approval

The drawing portfolio is designed to address a very broad interpretation of drawing issues and media. Light and shade, Architectural Design 1-2 2642 line quality, rendering of form, composition, surface manipula- Academic Career Course tion, and illusion of depth are drawing issues that can be ad- Length of Course: 2 semesters dressed through a variety of means, which could include Grade Level Options: 9-12 painting, printmaking, mixed media, etc. Abstract, observa- Prerequisites: None tional, and inventive works may demonstrate drawing com- petence. Mastery of drawing should be apparent in the com- Architecture is the science of planning, designing, re- position, concept, and execution of the artwork reflected in viewing and constructing buildings and structures that three areas of concern: quality, concentration, and breadth. reflect functional, technical, social and aesthetic considerations. This class requires students to create and Students who pass the AP exam have the opportunity to earn credit or advanced standing at most of the nation’s colleges and universities. develop design sensibilities, learn presentation skills, This course will meet the “f” or “g” requirement for the University of Califor- become technically knowledgeable and learn vocational nia and California State University systems. skills. Through the application of the Elements of Art and Principles of Design students create a variety of unique artworks that demonstrate mastery in all areas of founda- AP Studio Art: 2-D Design 1042 tion architecture design. Students will also learn about Length of Course: 2 semesters career pathways in architecture, as well as recognize Grade Level Options: 11-12 the impact of new technology as a means to broaden Prerequisites: Teacher approval and expand upon their artistic knowledge and skill. The role of this class is to enable students to create a rela- This 2-D design portfolio is intended to address two- tionship between art and technology that enables all dimensional design issues. Design involves purposeful deci- types of buildings to be both technically appropriate and sion-making about how to use the elements and principles of aesthetically acceptable. art in and integrative way. Students are asked to demonstrate This course will meet the “f” requirement for the University of California and mastery of 2-D design through any two-dimensional medium California State University systems. or process, including but not limited to graphic design, digital imaging, photography, collage, fabric design, weaving, illustration, painting and printmaking. Studio Art 2-D requires Architectural Design 3-4 2644 submissions in three distinct sections: quality, concentration Academic Career Course and breadth. Any two-dimensional medium may be used for Length of Course: 2 semesters this portfolio. Grade Level Options: 10-12 Students who pass the AP exam have the opportunity to earn credit or Prerequisite: Architecture 1-2 advanced standing at most of the nation’s colleges and universities. Architecture is the science of planning, designing, re- This course will meet the “f” or “g” requirement for the University of Califor- viewing and constructing buildings and structures that nia and California State University systems. reflect functional, technical, social and aesthetic con- AP Studio Art: 3-D Design__ 1043 siderations. This second year class builds on skills and Length of Course: 2 semesters learning’s from architecture 1-2, and requires students Grade Level Options: 11-12 to create and develop design sensibilities, learn Prerequisites: Teacher approval presentation skills, become technically knowledgeable This 3-D design portfolio is intended to address sculptural and learn vocational skills that are part of the Architec- issues. Students are asked to demonstrate their understand- tural and Structural Engineering pathway. ing of design principles as they relate to depth and space. Through the application of the Elements of Art and Prin- Design involves purposeful decision-making about using the ciples of Design students create a variety of unique art- elements and principles of art in an integrative way. Students works that demonstrate mastery in all areas of architec- must demonstrate mastery of 3-D design through any ture design. Students will analyze visual information; three-dimensional approach, including, but not limited to fig- respond to architects’ works as well as their own, in urative or non-figurative sculpture, architectural models, metal written and oral form using critical thinking and philo- work, ceramics, and three-dimensional fiber arts. Content, sophical theory to make their judgments. Students will style, and process are completely open. Whatever direction also demonstrate knowledge of the historical timeline of the student chooses, the work should address such issues as architecture and how it is perceived as cultural and po- mass, volume, and form. Any three-dimensional medium litical symbols of society as well as works of art. may be used for this portfolio. Mastery of 3-D design should This course will meet the “f” or “g” requirement for the University of Califor- be apparent the composition, concept, and execution of the nia and California State University systems artwork reflected in three areas of concern: quality, concen- trations, and breadth. ______1044 Students who pass the AP exam have the opportunity to earn credit or Art & Animation 1-2 advanced standing at most of the nation’s colleges and universities. Academic Career Course This course will meet the “f” or “g” requirement for the University of Califor- Length of Course: 2 semesters

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Grade Level Options: 10-12 ancient traditions of clay. The California Visual Arts Ad- Prerequisites: Computer Applications and/or Digital vanced Content Standards are integrated into the curriculum. Art & Imaging This course will meet the “f” or “g” requirement for the University of Califor- This class will introduce students to the fundamentals, history nia and California State University systems and evolution of animation. Students will learn basic drawing skills, techniques for character design, the nature of movement, sequential thinking, storytelling and background de- Ceramics 5-6______1088 velopment techniques. Students will also learn perspective, Length of Course: 2 semesters composition, computer basics and applications. The Califor- Grade Level Options: 11-12 nia Visual Arts Content Standards are integrated into the Prerequisites: Ceramics 13-4 with a grade of "B" or curriculum. better or permission from the instructor This course will meet the “f” requirement for the University of California and California State University systems. Ceramics 5-6 extends students exposure to three-dimensional design in clay. Available for the highly motivated student, it builds on the principles and technical skills learned in Art & Animation 3-4______1045 Ceramics 1-2 or 3-4. Emphasis will be on the social and his- Academic Career Course torical context in which ceramic art has been made; develop- Length of Course: 2 semesters ing design skills used in the creative process. The California Grade Level Options: 10-12 Prerequisites: Art and Animation 1-2 Visual Arts Advanced Content Standards are integrated into the curriculum. This class continues the progress developed in Art and Ani- This course will meet the “f” or “g” entrance requirement for the University of mation 1-2 by having students produce more complex ani- California and California State University systems. mations. Students will focus on advanced computer animation programs and their application on the Internet. Students will also learn how computer animators rely on a drawing Contemporary Video______2669 skill-set and traditional animation techniques to make profes- Academic Career Course sional animations. The California Visual Arts Advanced Con- Length of Course: 2 semesters tent Standards are integrated into the curriculum. Grade Level Options: 11-12 Prerequisites: An introductory visual art course This course will meet the “f” or “g” requirement for the University of Califor- nia and California State University systems Contemporary Video is an advanced art course for students ______1026 Ceramics 1-2 who have taken a freshman art and technology course and Length of Course: 2 semesters wish to further their knowledge of the elements of art and Grade Level Options: 10-12 principles of design as they relate to video and film. Students Prerequisites: Drawing & Painting 1-2, 3-D Art, will learn the history of filmmaking and the technological ad- Exploring Art 1-2 or permission for the teacher vances that have come about in the art form. Students will use appropriate aesthetic and technical vocabulary. Film will Ceramics is an exploration of objects made of clay and be studied as an art form and as a means of communication. fired in a kiln to a permanent form. Fabrication methods Students will learn to storyboard direct, tape and edit their such as pinching, coiling, slab and throwing are ex- personal ideas to create finished films. Students will analyze plored. Technical skills, design, decoration and glazing the use of the elements of art and the principles of design as of clay are developed while creating works of art with they relate to meaning in video, film or electronic media. Stu- clay. Historical overview and ancient traditions of clay dents will study the impact of film and television on society are also incorporated in class projects. The California from a social, economic and political viewpoint. Historical and Visual Arts Content Standards are integrated into the curric- cultural ramifications of digital video in film will be addressed. ulum. A variety of films will be previewed and students will analyze This course will meet the “f” requirement for the University of California and and respond to these films, and make critical assessments. California State University systems. Students will learn to critique their own work, that of their peers and master filmmakers throughout film and television history. Students will learn how film, video and television are Ceramics 3-4______1086 connected to other art forms, subject areas and careers. Continuing students will be challenged with advanced pro- Length of Course: 2 semesters Grade Level Options: 11-12 jects and higher-level explorations. The California Visual Arts Prerequisites: Ceramics 1-2 with a grade of "B" or Content Standards are integrated into the curriculum. better or permission from the This course will meet the “f” or "g" entrance requirement for the University of instructor California and California State University systems.

The major emphasis of this course is to extend the student’s technical skills, exploration and conceptual approaches to the ______1046 medium of clay that they learned in Ceramics 1-2. Crafts- Digital Art and Imaging manship, originality, criteria and involvement are stressed in Academic Career Course class projects. Design, decoration and glazing of clay are Length of Course: 2 semesters included in the course, as well as the historical overview and Grade Level Options: 9-12

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Prerequisites: None This course develops a foundation in drawing and painting through the five strands of the Visual and Performing Digital art and imaging, and graphic design are the Arts Framework and the California State Visual Arts processes of organizing and composing words and im- Content Standards. ages to create a message. In this class, students will learn about the history of graphic design, the graphic Through the application of the Elements of Art and Prin- design process, the elements of art and the principles of ciples of Design students create a variety of unique art- design, and explore the graphic design and advertising works that demonstrate mastery in all areas of founda- that companies use to reach customers. Visual problem tional drawing and painting techniques. Students will solving skills using creative expression and communi- analyze visual information, responding to artists’ works cation are explored through the use of the computer. as well as their own, in written and oral form using crit- Historical periods and graphic artists are explored, ical thinking and philosophical theory to make their compared and contrasted through reading, writing, judgments. Students will also demonstrate knowledge hands on, and computer activities. Aesthetic valuing of the historical timeline of art and its effect on the de- and criticism are infused within the curriculum through velopment of society. verbal and written critiques of student work, along with This course does not meet the graduation requirement for Fine Arts. selected artwork being studied. The California Visual Arts Content Standards are integrated into the curriculum. Drawing & Painting 3-4______1006 This course meets the “f” entrance requirement for the University of Califor- nia and California State University systems. Length of Course: 2 semesters Grade Level Options: 10-12 Prerequisites: Drawing and Painting 1-2 with a “B” or Digital Film Making______1048 better or permission of the instructor Length of Course: 2 semesters Grade Level Options: 10-12 This course continues to build on the skills and techniques Prerequisites: Computer Applications or similar course learned in Drawing & Painting 1-2. Students explore in more depth aesthetic valuing, art history and art careers, while con- In this class students produce their own digital films, gaining tinuing to compile their portfolios. Emphasis on understanding an understanding of filmmaking from conception to exhibition. and using the elements and principles of art are stressed. Students will develop their aesthetic perception skills by dis- The students start to develop a personal style through ex- cussing and writing about various film genres. They will use perimenting with various media, researching artists and art their creative expression and problem-solving skills by mak- styles, observing nature, and using different art techniques. ing their own films, and analyze film’s historical development The California Visual Arts Advanced Content Standards are through history. Aesthetic valuing through class critiques will integrated into the curriculum. be used in all stages of the production process. California Visual Content Standards are integrated into the curriculum. This course will meet the “f” or “g” requirement for the University of Califor- nia and California State University systems. This course does not meet the graduation requirement for Fine Arts.

Drawing & Painting 5-6/7-8_ 1007/1008 Drawing & Painting 1-2______1005 Length of Course: 2-4 semesters Drawing & Painting 1-2 ILP (Beach HS only) 1069 Grade Level Options: 11-12 Prerequisites: Drawing & Painting 1-2, 3-4 Length of Course: 2 semesters with a “B” or better or permission of Grade Level Options: 9-12 the instructor Prerequisites: None

This course develops a foundation in drawing and painting This course continues to build on skills and techniques through the five components of the California Visual Arts learned in Drawing & Painting 3-4. Through visual prob- Content Standards. Using a variety of media; pencils, char- lem-solving, researching various art styles and schools, ex- coal, pastels, ink, watercolor and tempera paint, students perimenting with techniques, and drawing from observation explore different techniques and methods to express them- and imagination, students continue to develop a personal selves. Students learn about the elements and principles of style in the visual arts. Art careers and colleges are explored art, as well as perspective, color theory, aesthetic valuing, art in depth and an art portfolio should be completed by the end careers and art history throughout the year. Students begin to of the year. The California Visual Arts Advanced Content compile portfolios of their artwork. Standards are integrated into the curriculum. Drawing & Painting 5-6 and 7-8 will meet the “f” or “g” requirement for the This course meets the “f” entrance requirement for the University of Califor- University of California and California State University systems. nia and California State University systems.

Drawing &Painting 1-2 ILP_____ 1069 Elements of Design_ 1300 Length of Course: 2 semesters Length of Course: 2 semesters Grade Level Options: 9-12 Grade Level Options: 9-12 Prerequisites: Must currently be enrolled at Beach Prerequisites: none

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Elements of Design is a basic design course using concepts, to refine students’ skills so they become adept in both inter- technology, philosophy, appreciation, history and personal preting and making film texts. Through this course, students expression to explore architecture, interiors, & furniture as an will develop an appreciation of internationalism within the art. This course is designed to provide a basic understanding world of film and to consider the theories and ideas from the of the elements and principles of design and technical design points of view of different individuals, nations and cultures. skills. Students will develop, review, and refine designs in Students will then use this understanding in the creation of each area in various mediums, which apply to design princi- their own films and through this they will develop the organi- ples and processes. The California Visual Arts Content zational and technical skills needed to express themselves Standards are integrated into the curriculum. creatively in film. This course meets the “f” entrance requirement for the University of Califor- This course meets the “f” or “g” entrance requirement for the University of nia and California State University systems. California and California State University systems.

Exploring Art______1003 Graphic Design and Printmaking _____ 2639 Length of Course: 2 semesters Academic Career Course Grade Level Options: 9-12 Length of Course: 2 semesters Prerequisites: None Grade Level Options: 9-12 Prerequisites: None The major emphasis of this course is to provide a foundation of visual arts concepts and to explore the concepts intellectu- This course provides students with an understanding of ally and experientially. Students will use and experience a the processes and systems common to careers in variety of two- and three-dimensional art medias, as well as graphic arts and printmaking and other forms of media define and use appropriate art vocabulary. Students will also distribution. Graphic design and printmaking are the explore selected art forms from diverse cultures and time processes of organizing and composing words and im- periods. This course is intended to develop an appreciations ages to create a message. They are a visual commu- of visual arts in addition to developing technical skills. The nication of messages to inform, to persuade, to catego- California Visual Arts Content Standards are integrated into rize, to identify and to help make choices. Students will the curriculum. learn about the history of graphic design, the graphic This course will meet the “f” entrance requirement for the University of design process, and explore the graphic design and California and California State University systems. advertising that companies use to reach customers. Students will explore basic design components such as typography, printing, photography, illustrations, printmaking processes and publications and their purpose. Film IB HL 1 3345 Emphasis is placed on the elements and principles of Length of Course: 2 semesters design throughout the course. Grade Level Options: 12 Prerequisites: IB candidate or drama/video teacher The California Visual Arts Content Standards are integrated recommendation into the curriculum. Through the study of film texts and exercises in filmmaking This course will meet the “f” requirement for the University of California and and analysis, this Film IB HL 1 course introduces film history, California State University systems. theory and student film production. This course aims to develop students’ skills so they begin to interpret film texts and Interactive Animation 1040 practice making their own film texts. Through this course, students will be introduced to internationalism within the world Length of Course: 2 semesters Grade Level Options: 11-12 of film and to learn about the theories and ideas from the Prerequisites: Art and Animation points of view of different individuals, nations and culture. Students will then utilize this learning in the creation of their This course will focus on the development of multimedia in- own films and through this they will develop the organizational teractive educational software. Students will connect com- and technical skills needed to express themselves creatively puter animation and interactivity to the core curriculum by in film. designing their own educational programs and games, which This course meets the “f” or “g” entrance requirement for the University of are based on core curriculum subjects. As an interactive California and California State University systems. computer platform, students will explore and use the Internet to exhibit their work. The California Visual Arts Content Standards are integrated into the curriculum. Film IB HL2 3349 This course does not meet the graduation requirement for Fine Arts. Length of Course: 2 semesters Grade Level Options: 11-12 Prerequisites: IB candidate or drama/video teacher Introduction to Costume Design 1022 recommendation Length of Course: 2 semesters After a year’s study in the basics of film appreciation and cre- Grade Level Options: 9-12 Prerequisites: None ation, the Film IB HL 2 course further explores film history, theory and expands student film production. This course aims This one-year course introduces students to the field of cos-

Visual/Performing Arts 135 201 5 - 2016 tume design. Students will develop skills in fashion illustration Grade Level Options: 11-12 and design in order to illustrate effectively a fashion or cos- Prerequisites: Photography 1-2 tume concept. Emphasis is placed on research of the histor- This course provides advanced photographic techniques ical costume periods and specific theatrical genres, as well as using a 35mm camera and black and white enlarger. Ad- units on the principles and elements of design, color theory, vanced techniques in composition, lighting, portraiture and textiles and the application of these concepts to the design critical analysis will be highlighted. Techniques introduced will process. Students will also develop the technical skills in include medium format and view cameras, synchronized costume patterning and garment construction necessary to flash, color printing and alternative process printing. Further create costumes for stage productions. The California Visual visual heritage and theories of aesthetic valuing will be Arts Advanced Content Standards are integrated into the stressed. The California Visual Arts Advanced Content curriculum. Standards are integrated into the curriculum. This course will meet the “f” requirement for the University of California and This course will meet the “f” or “g” entrance requirement for the University of California State University systems. California and California State University systems. Museum Studies______1067 Three-Dimensional Art 1-2______1010 Academic Career Course Length of Course: 2 semesters Length of Course: 2 semesters Grade Level Options: 11-12 Grade Level Options: 9-12 Prerequisites: A P Art History Prerequisites: Drawing and Painting 1-2 or permission of instructor In Museum Studies, students learn about the role of the museum in society as repositories of human visual his- A three-dimensional work of art has height, width and tory. Students study the history of art and the cultures depth. Three dimensional art is produced or intended that generated the images and objects collected, main- primarily for aesthetic purposes, but includes functional tained, organized and displayed in museums. This objects as well. Emphasis is placed on the art elements course provides interdisciplinary experiences and arts and principles of design throughout the course. Visual activities that lead to refining a personal aesthetic, and a problem solving skills are explored in a variety of media heightened understanding of career opportunities in the and techniques. The student uses one or more materials arts, arts-related fields, and fields outside of the arts as such as wood, paper, clay, metal, plastics, plaster, or fiber. Historical periods, movements, artists and career paths are well. Career fields will be explored within the context of studied through readings, writing, and studio activities. the museum as well as how they relate to other path- Theories of aesthetic valuing and criticism are infused ways as well. These fields include: curatorial, education, within the curriculum. The California Visual Arts Content publications, exhibitions and collections, conservation, Standards are integrated into the curriculum. development, special events, gifts and donations man- This course meets the “f” entrance requirement for the University of agement, library and archives, graphic design and California and California State University systems. photography, human resources, visitor services, media and public relations, marketing, registration, retail, legal and finance and administration. Students will gain Three-Dimensional Art 3-6 1011/1012 hands-on experience with the planning and implementation of an exhibit. The California Visual Arts Advanced Length of Course: 2-6 semesters Content Standards are integrated into the curriculum. Grade Level Options: 10-12 Prerequisites: Three Dimen. Art 1-2, with a “B” or This course will meet the “f” or “g” requirement for the University of Califor- better, or permission of instructor nia and California State University systems These courses extend and build on the exploration of three-dimensional design presented in 3-D 1-2. Projects and Photography 1-2______1028 design processes introduced proceed in complexity, produc- Length of Course: 2 semesters ing developed works showing command of media and so- Grade Level Options: 10-12 cial/historical connections. Critical-thinking skills are devel- Prerequisites: Drawing & Painting 1-2 or oped through research, discussion, creative expression, and permission of instructor the exploration of cultural context. Writing components could Students will explore the elements and principles of art as include aesthetic valuing, criticism, interpretations, judgments, they apply to the art of photography. Fundamental photo- and analysis of works by students/historical art- graphic techniques using various types of cameras are intro- ists/movements/periods. The California Visual Arts Advanced duced. The students learn basic camera use, darkroom Content Standards are integrated into the curriculum. techniques, composition, lighting, portraiture and value Three Dimensional Art 3-4, 5-6, 7-8 will meet the “f” or “g” entrance require- through the lens. Photography history, aesthetic valuing, and ment for the University of California and California State University systems. careers in photography are introduced. The California Visual Arts Content Standards are integrated into the curriculum. This course will meet the “f” requirement for the University of California and Visual Arts IB SL ______1020 California State University systems. Length of Course: 2 semesters Grade Level Options: 11-12 Prerequisites: Drawing/Painting 1-2 Photography 3-4 1030 Length of Course: 2 semesters In the LBUSD, Visual Arts IB Standard Level is an elective

Visual/Performing Arts 136 201 5 - 2016 course of the International Baccalaureate Program, which to enrich the international and cultural awareness of IB stu- promotes written communication and research skills, respect dents and develop in them the appreciation of a wide variety for the art and culture of the student and the influence of the of art styles, techniques, and different cultures through culture in which they live, while exploring a wide range of theme-based research, museum trip other cultural influences through the study of art history and a wide range of techniques and materials. The Studio Art pro- s, artist interviews, journaling, and creating experimental stu- gram encourages students to see art works critically. Aes- dio artworks of their own to create a portfolio. This course thetic Valuing is a method of critiquing artworks in four cate- includes college level written assignments. The California gories. This is achieved through the description of an art Visual Arts Advanced Content Standards are integrated into piece, analysis of its art elements and arts principles used, an the curriculum. interpretation by researching the & artist and explaining what This course will meet the "f" or “g” entrance requirement for the University of students think the artist was trying to achieve in the art piece, California and California State University systems. and judgment in which they are able to express an opinion This course includes college-level writing assignments about the art work. The Visual Arts studio art program strives

Visual/Performing Arts 137 201 5 - 2016

Course Descriptions World

Language (previously entitled Foreign Language)

HS HS HS HS HS HS HS HS HS B HS AMS HSA AMERICAN SIGN LANGUAGE CODE ATO C J L P A B C R M W C S R M

American Sign Language 1-2 1937 ● ● American Sign Language 3-4 1938 ● ● American Sign Language 5-6 1939 ● ● American Sign Language 7-8 1940 ●

HS HS HS HS HS HS HS HS HS B HS AMS HSA CHINESE ATO C J L P A B C R M W C S R M

Chinese 1-2 1750 ● Chinese 3-4 1751 ● Chinese 5-6 1752 ● Chinese 7-8 1753 ● AP Chinese Language and Culture 1777 ●

HS HS HS HS HS HS HS HS HS B HS AMS HSA FRENCH CODE ATO C J L P A B C R M W C S R M

French 1-2 1801 ● ● ● ● ● French 3-4 1803 ● ● ● ● ● French 5-6 1805 ● ● ● ● ● French 7-8 1807 ● ● ● French for Spanish Speakers 1-2 1824 ● AP French Language and Culture 1806 ● ● ● ●

HS HS HS HS HS HS HS HS HS B HS AMS HSA GERMAN CODE ATO C J L P A B C R M W C S R M

German 1-2 1811 ● ● ● ● German 3-4 1813 ● ● ● ● German 5-6 1815 ● ● ● German 7-8 1817 AP German Language and Culture 1816 ● ● ●

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HS HS HS HS HS HS HS HS HS B HS AMS HSA ITALIAN CODE ATO C J L P A B C R M W C S R M

Italian 1-2 1890 ● Italian 3-4 1892 ● Italian 5-6 1894 ● Italian 7-8 1896 ●

HS HS HS HS HS HS HS HS HS B HS AMS HSA JAPANESE CODE ATO C J L P A B C R M W C S R M

Japanese 1-2 1760 ● ● Japanese 3-4 1761 ● ● Japanese 5-6 1762 ● ● Japanese 5-6 Honors 1764 ● Japanese 7-8 1763 ● ● AP Japanese Language and Culture 1781 ●

HS HS HS HS HS HS HS HS HS B HS AMS HSA KHMER CODE ATO C J L P A B C R M W C S R M

Khmer for Khmer Speakers 1-2 1886 ● Khmer for Khmer Speakers 3-4 1887 ● Khmer for Khmer Speakers 5-6 1888 ● Khmer for Khmer Speakers 7-8 1889 ●

HS HS HS HS HS HS HS HS HS B HS AMS HSA SPANISH CODE ATO C J L P A B C R M W C S R M

Spanish 1-2 1831 ● ● ● ● ● ● ● ● ● ● ● ● Spanish 3-4 1832 ● ● ● ● ● ● ● ● ● ● ● ● Spanish 5-6 1833 ● ● ● ● ● ● ● ● ● ● Spanish 7-8 1834 ● ● AP Spanish Language 1860 ● ● ● ● ● ● ● ● ● AP Spanish Literature 1861 ● ● ● ● ● Spanish IB SL 1820 ● Spanish IB HL2 1822 ● Spanish for Spanish Speakers 1-2 1838 ● ● ● ● ● ● ● ● ● Spanish for Spanish Speakers 3-4 1839 ● ● ● ● ● ● ● ● ● Spanish for Spanish Speakers 5-6 1840 ● ● ● ● ● Spanish for Spanish Speakers 7-8 1841 ●

All world (foreign) languages that are offered for at least American Sign Language 7-8___ 1940 two semesters will satisfy the graduation requirement for world (foreign) language. Length of Course: 2 semesters Grade Level Options: 10-12 Prerequisite: A grade of “C” or better in American Sign Language 5–6 American Sign Language 1-2___ 1937 Length of Course: 2 semesters American Sign Language (ASL) 7-8 reinforces, expands and Grade Level Options: 9-12 refines the receptive and productive skills learned in ASL 5-6, Prerequisite: Teacher’s approval including role-shifting, precise use of classifiers, and the language skills necessary to help organize and discuss complex American Sign Language (ASL) 1-2 is an intensive intro- subjects. Students continue to develop skills in interpreting for duction to ASL emphasizing communicative-based listening, a variety of situations, for example, describing accidents and speaking, reading, and writing in ASL. The emphasis is on health conditions. They deepen their understanding of the the rudiments of the receptive and productive skills of ASL key aspects of Deaf culture and history through research, and awareness of Deaf culture, famous people who are deaf, visitors, presentations, and participation in various Deaf and hearing loss. The course goals and objectives are based events. Finally, students continue researching in depth the on Stage I of the World Language Content Standards for numerous careers for which people knowing ASL are highly California Public Schools (2009). sought. The course goals and objectives are based on Stage This Language Other Than English (LOTE) course will meet the “e” III and the beginning of Stage IV of the World Language entrance requirement for the University of California and California State University systems. Not all private or out-or-state colleges/universities Content Standards for California Public Schools (2009). will accept ASL as meeting the world (foreign) language requirement. This Language Other Than English (LOTE) course will meet the “e” or “g” NCAA Approved entrance requirement for the University of California and California State University systems. Not all private or out-or-state colleges/universities will accept ASL as meeting the world (foreign) language requirement. NCAA Approved American Sign Language 3-4___ 1938

Length of Course: 2 semesters Grade Level Options: 9-12 Chinese 1-2______1750 Prerequisite: A grade of “C” or better in American Sign Language 1-2 Length of Course: 2 semesters Grade Level Options: 9-12 American Sign Language (ASL) 3-4 reinforces, expands and Prerequisite: None refines the rudimentary receptive and productive skills of Chinese 1-2 is a comprehensive introduction to Mandarin American Sign Language and awareness of Deaf culture and Chinese emphasizing fundamental communicative-based hearing loss learned in ASL 1-2. The course goals and objec- competencies, grammar, orthography, and Chinese- tives are based on Stage I and the beginning of Stage II of language cultures. Students will actively learn to understand, the World Language Content Standards for California Public speak, read and write simple questions and sentences on a Schools (2009). variety of familiar topics in Chinese by the end of the second This Language Other Than English (LOTE) course will meet the “e” semester. The course goals and objectives are based on entrance requirement for the University of California and California State University systems. Not all private or out-or-state colleges/universities will Stage I of the World Language Content Standards for Cali- accept ASL as meeting the world (foreign) language requirement. fornia Public Schools (2009). NCAA Approved This Language Other Than English (LOTE) course will meet the “e” entrance requirement for the University of California and California State American Sign Language 5-6___ 1939 University systems. NCAA Approved Length of Course: 2 semesters Grade Level Options: 10-12 Prerequisite: A grade of “C” or better in American Sign Language 3-4

American Sign Language (ASL) 5-6 reinforces, expands and refines the receptive and productive skills of American Sign Language (ASL), awareness of Deaf culture and hearing loss learned in ASL 3-4. Also, students begin to develop skills in interpreting. The course goals and objectives are based on Stages III and the beginning of Stage IV of the World Lan- guage Content Standards for California Public Schools (2009). This Language Other Than English (LOTE) course will meet the “e” or ‘g” entrance requirement for the University of California and California State University systems. Not all private or out-or-state colleges/universities will accept ASL as meeting the world (foreign) language requirement. NCAA Approved

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Chinese 3-4______1751 __ 1777 Length of Course: 2 semesters AP Chinese Language and Culture Grade Level Options: 9-12 Length of Course: 2 semesters Prerequisite: Chinese 1-2 with a “C” or better Grade Level Options: 11-12 . Prerequisite: Grade of “A” in Chinese 5-6 or heri- Chinese 3-4 continues and expands on the communica- tage background per placement test tive-based competencies, grammar, orthography, and Chinese-language cultures learned in Chinese 1-2. Students The Advanced Placement Chinese Language and Culture will actively learn to understand, speak and write in extended course is designed to be comparable to fourth semester (or discourse on familiar topics in Mandarin Chinese using an the equivalent) college courses in Mandarin Chinese. The AP increasing variety of grammatical structures. They will also course interweaves language and contemporary culture read simple texts written in Chinese. The course goals and learning with ample exposure to authentic materials of the objectives are based on Stages I and II of the World Lan- target language. It prepares students to demonstrate ad- guage Content Standards for California Public Schools vanced levels of Chinese proficiency across the three com- (2009). municative modes (interpersonal, interpretive, and presentational) and the five goal areas (communication, cultures, This Language Other Than English (LOTE) course will meet the “e” entrance requirement for the University of California and California State connections, comparisons, and communities) as outlined in University systems. the Standards for Foreign Language Learning in the 21st NCAA Approved Century. Its aim is to provide students with ongoing and varied opportunities to further develop their proficiencies across the full range of language skills within a cultural frame of reference reflective of the richness of Chinese language and Chinese 5-6______1752 culture. Length of Course: 2 semesters Students who pass the AP exam have the opportunity to earn credit or Grade Level Options: 10-12 advanced standing at most of the nation’s colleges and universities. Prerequisite: Chinese 3-4 with a “C” or better This Language Other Than English (LOTE) course will meet the “e” or “g” entranced requirement for the University of California and California State Chinese 5-6 continues to expand and refine students’ com- University systems. municative-based listening, speaking, reading, writing com- NCAA Approved petencies from Chinese 1-2 and 3-4. Students will use increasingly complex grammar and orthography with improving accuracy and read a variety of authentic texts in Mandarin ______1801 Chinese. Students will also deepen their understanding of the French 1-2 history, literature and arts of Chinese-language cultures. The Length of Course: 2 semesters course goals and objectives are based on Stages II and III of Grade Level Options: 9-12 the World Language Content Standards for California Public Prerequisite: None

Schools (2009). French 1-2 is a comprehensive introduction to French, em- This Language Other Than English (LOTE) course will meet the “e” or “g” phasizing fundamental communicative-based competencies, entrance requirement for the University of California and California State grammar, and French-language cultures. Students will ac- University systems. tively learn to understand, speak, read and write simple ques- NCAA Approved tions and sentences on a variety of familiar topics in French by the end of the second semester. The course goals and objectives are based on Stage I of the World Language Chinese 7-8______1753 Content Standards for California Public Schools (2009). Length of Course: 2 semesters This Language Other Than English (LOTE) course will meet the “e” Grade Level Options: 11-12 entrance requirement for the University of California and California State Prerequisite: Chinese 5-6 with a “C” or better University systems. NCAA Approved Chinese 7-8 continues to expand and refine students’ communicative-based listening, speaking, reading, and writing competencies from Chinese 1-2, 3-4, and 5-6. Students will use increasingly complex grammar with improving accuracy and read a variety of authentic texts. Students will also deepen their understanding of the history, literature and arts of Chinese-language cultures. The course goals and objectives are based on Stage III and parts of Stage IV of the World Language Content Standards for California Public Schools (2009). This Language Other Than English (LOTE) course will meet the “e” or “g” entrance requirement for the University of California and California State University systems. NCAA Approved

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French 3-4______1803 Schools (2009). Students who perform well in this course may be recommended for Advanced Placement French Length of Course: 2 semesters Language. Grade Level Options: 9-12 Prerequisite: French 1-2 with a “C” or better This Language Other Than English (LOTE) course will meet the “e” or “g” entrance requirement for the University of California and California State French 3-4 continues and expands on the communicative- University systems. based competencies, grammar, and French-language cul- NCAA Approved tures learned in French 1-2. Students will actively learn to understand, speak, and write in extended discourse on familiar topics using an increasing variety of grammatical struc- French for Spanish Speakers 1824 tures. They will also read simple texts written in French. The Length of Course: 2 semesters course goals and objectives are based on Stages I and II of Grade Level Options: 9-12 the World Language Content Standards for California Public Prerequisite: Primary Language Spanish, Required Schools (2009). This Language Other Than English (LOTE) course will meet the “e” French for Spanish Speakers (FSS) is an intensive introduc- entrance requirement for the University of California and California State tion to the French language, which recognizes and values the University systems. pre-existing cultural and linguistic heritage of Spanish speak- NCAA Approved ers. Using communicative learning and teaching strategies, heritage Spanish speakers are expected to advance more quickly in the four language modalities – listening, speaking, reading, and writing—than their English language counter- parts. Course goals are aligned with the broad goals of the ______1805 French 5-6 ACTFL World Readiness Standards for Learning Languages Length of Course: 2 semesters which outlines the essential skills and content that all students Grade Level Options: 10-12 must acquire, including: Communication, Cultures, Connec- Prerequisite: French 3-4 with a “C” or better tions, Comparisons, and Communities. FSS is conceived French 5-6 continues to expand and refine students’ com- entirely in the same manner as traditional French 1-2/3-4, municative-based listening, speaking, reading, writing com- with the exception of the targeted audience and accelerated petencies from French 1-2 and 3-4. Students will use in- learning permitted by prior knowledge of the Spanish Lan- creasingly complex grammar with improving accuracy and guage. read a variety of authentic texts. Students will also deepen This Language Other Than English (LOTE) course will meet the “e” or “g” entrance requirement for the University of California and California State their understanding of the history, literature and arts of University systems. French-language cultures. The course goals and objectives NCAA Approval Pending are based on Stages II and III of the World Language Content Standards for California Public Schools (2009). Students who perform exceptionally well in this course may be recom- 1806 mended for the Advanced Placement French Language AP French Language and Culture class. Length of Course: 2 semesters Grade Level Options: 11-12 This Language Other Than English (LOTE) course will meet the “e” or “g” Prerequisite: French 5-6 or 7-8 with a “C” or better entrance requirement for the University of California and California State University systems. The Advanced Placement French Language and Culture NCAA Approved course is an advanced curriculum which provides students with a learning experience course equivalent to that of a third-year college course in French. The course provides frequent opportunities for students to integrate listening, speaking, reading and writing through the use of authentic French 7-8______1807 materials representing a variety of types of discourse, topics Length of Course: 2 semesters and registers. Extensive training in the organization and writ- Grade Level Options: 11-12 ing of compositions is an integral component. Teachers and Prerequisite: French 5-6 with a “C” or better students use French almost exclusively. The course goals French 7-8 continues to expand and refine students’ com- and objectives are based on Stage IV of the World Language municative-based listening, speaking, reading, writing com- Content Standards for California Public Schools (2009). petencies from French 1-2, 3-4, and 5-6. Entering students Students who pass the AP exam have the opportunity to earn credit or need extended time to be proficient enough to succeed in the advanced standing at most of the nation’s colleges and universities. Advanced Placement French Language class. Students will This Language Other Than English (LOTE) course will meet the “e” or “g” use increasingly complex grammar with improving accuracy entrance requirement for the University of California and California State University systems. and read a variety of authentic texts. Students will also NCAA Approved deepen their understanding of the history, literature and arts of French-language cultures. The course goals and objectives are based on Stage III and some of Stage IV of the German 1-2______1811 World Language Content Standards for California Public

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Length of Course: 2 semesters German 7-8______1817 Grade Level Options: 9-12 Prerequisite: None Length of Course: 2 semesters Grade Level Options: 11-12 German 1-2 is a comprehensive introduction to German Prerequisite: German 5-6 with a “C” or better emphasizing fundamental communicative-based competencies, grammar, and German-language cultures. Students will German 7-8 continues to expand and refine students’ com- actively learn to understand, speak, read and write simple municative-based listening, speaking, reading, writing com- questions and sentences on a variety of familiar topics in petencies from German 1-2, 3-4, and 5-6. Entering students German by the end of the second semester. The course need extended time to be proficient enough to succeed in the goals and objectives are based on Stage I of the World Lan- Advanced Placement German Language class. Students will guage Content Standards for California Public Schools use increasingly complex grammar with improving accuracy (2009). and read a variety of authentic texts. Students will also deepen their understanding of the history, literature and arts This Language Other Than English (LOTE) course will meet the “e” entrance requirement for the University of California and California State of German-language cultures. The course goals and objec- University systems. tives are based on Stage III and some of Stage IV of the NCAA Approved World Language Content Standards for California Public Schools (2009). Students who perform well in this course may be recommended for the Advanced Placement German Language class. German 3-4______1813 This Language Other Than English (LOTE) course will meet the “e” or “g” Length of Course: 2 semesters entrance requirement for the University of California and California State Grade Level Options: 9-12 University systems. Prerequisite: German 1-2 with a “C” or better NCAA Approved German 3-4 continues and expands on the communicative- based competencies, grammar, and German-language cultures learned in German 1-2. Students will actively learn to understand, speak, and write in extended discourse on familiar topics using an increasing variety of grammatical structures. They will also read simple texts written in German. The course goals and objectives are based on Stages I and II of the World Language Content Standards for California Public Schools (2009).

This Language Other Than English (LOTE) course will meet the “e” entrance requirement for the University of California and California State University systems. NCAA Approved

German 5-6______1815 Length of Course: 2 semesters Grade Level Options: 10-12 Prerequisite: German 3-4 with a “C” or better

German 5-6 continues to expand and refine students’ communicative-based listening, speaking, reading, writing competencies from German 1-2 and 3-4. Students will use increasingly complex grammar with improving accuracy and read a variety of authentic texts. Students will also deepen their understanding of the history, literature and arts of Ger- man-language cultures. The course goals and objectives are based on Stages II and III of the World Language Content Standards for California Public Schools (2009). Students who perform exceptionally well in this course may be recommended for the Advanced Placement German Language class. This Language Other Than English (LOTE) course will meet the “e” or “g” entrance requirement for the University of California and California State University systems. NCAA Approved

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NCAA Approved AP German Language and Culture 1816 Length of Course: 2 semesters Italian 5-6______1894 Grade Level Options: 11-12 Length of Course: 2 semesters Prerequisite: German 5-6 or 7-8 with a “C” or better Grade Level Options: 10-12

Prerequisite: Italian 3-4 with a “C” or better The Advanced Placement German Language and Culture course provides an advanced curriculum which offers stu- Italian 5-6 continues to expand and refine students’ commu- dents a learning experience equivalent to that of a third-year nicative-based listening, speaking, reading, writing compe- college course in German. The course provides frequent tencies from Italian 1-2 and 3-4. Students will use increasingly opportunities for students to integrate listening, speaking, complex grammar with improving accuracy and read a varie- reading and writing through the use of authentic materials ty of authentic texts. Students will also deepen their under- representing a variety of types of discourse, topics, and reg- standing of the history, literature and arts of Italian- lan- isters. Extensive training in the organization and writing of guage culture. The course goals and objectives are based on compositions is an integral component. Teachers and stu- Stages II and III of the World Language Content Standards dents use German almost exclusively. The course goals and for California Public Schools (2009). objectives are based on Stage IV of the World Language This Language Other Than English (LOTE) course will meet the "e" or "g" Content Standards for California Public Schools (2009). entrance requirement for the University of California and the California State University systems. Students who pass the AP exam have the opportunity to earn credit or advanced standing at most of the nation’s colleges and universities. NCAA Approved This Language Other Than English (LOTE) course will meet the “e” or “g” entrance requirement for the University of California and California State University systems. Italian 7-8______1896 NCAA Approved Length of Course: 2 semesters Grade Level Options: 11-12 Prerequisite: Italian 5-6 with a “C” or better Italian 1-2______1890 Italian 7-8 is an intensive course emphasizing a rigorous ap- Length of Course: 2 semesters Grade Level Options: 9-12 plication and expansion of vocabulary acquisition, fluency, Prerequisite: None aural and written comprehension, sophistication of expression, and understanding of deepening aspects of the cultures Italian 1-2 is a comprehensive introduction to Italian, empha- of the Italian-speaking world. Students will augment their sizing fundamental communicative-based competencies, ability to perform all the functions developed in the Italian 5-6 grammar, and Italian-language culture. Students will actively with increasing accuracy using increasingly complex text and learn to understand, speak, read and write simple questions contexts. The course goals and objectives are based on and sentences on a variety of familiar topics in Italian by the Stage III and parts of Stage IV of the World Language Con- end of the second semester. The course goals and objectives tent Standards for California Public Schools (2009). are based on Stage I of the World Language Content Stand- This Language Other Than English (LOTE) course will meet the "e" or "g" ards for California Public Schools (2009). entrance requirement for the University of California and the California State University systems. This Language Other Than English (LOTE) course will meet the “e” entrance requirement for the University of California and California State NCAA Approved University systems.

NCAA Approved Japanese 1-2______1760 Length of Course: 2 semesters Italian 3-4______1892 Grade Level Options: 9-12 Length of Course: 2 semesters Prerequisite: None Grade Level Options: 9-12 Prerequisite: Italian 1-2 with a “C” or better Japanese 1-2 is a comprehensive introduction to Japanese emphasizing fundamental communicative-based competen- Italian 3-4 continues and expands on the communicative- cies, grammar, orthography, and Japanese-language culture. based competencies, grammar, and Italian-language culture Students will actively learn to understand, speak, read and learned in Italian 1-2. Students will actively learn to under- write simple questions and sentences on a variety of familiar stand, speak, and write in extended discourse on familiar topics in Japanese by the end of the second semester. The topics using an increasing variety of grammatical structures. course goals and objectives are based on Stage I of the They will also read simple texts written in Italian. The course World Language Content Standards for California Public goals and objectives are based on Stages I and II of the Schools (2009). World Language Content Standards for California Public This Language Other Than English (LOTE) course will meet the “e” Schools (2009). entrance requirement for the University of California and California State University systems. This Language Other Than English (LOTE) course will meet the “e” entrance requirement for the University of California and California State NCAA Approved University systems.

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Japanese 3-4______1761 evaluated using the AP Japanese Language and Culture 2007 Scoring Guidelines from College Board. Length of Course: 2 semesters Grade Level Options: 9-12 This Language Other Than English (LOTE) course will meet the “e” or “g” entrance requirement for the University of California and California State Prerequisite: Japanese 1-2 with a “C” or better University systems.

Japanese 3-4 continues and expands on the communica- NCAA Approved tive-based competencies, grammar, and Japanese-language culture learned in Japanese 1-2. Students will actively learn to understand, speak, and write in extended discourse Japanese 7-8______1763 on familiar topics using an increasing variety of grammatical Length of Course: 2 semesters structures. They will also read simple texts written in Japa- Grade Level Options: 11-12 nese. The course goals and objectives are based on Stages I Prerequisite: Japanese 5-6 or teacher’s approval and II of the World Language Content Standards for Califor- nia Public Schools (2009). Japanese 7-8 continues to expand and refine students’ communicative-based listening, speaking, reading, writing This Language Other Than English (LOTE) course will meet the “e” entrance requirement for the University of California and California State competencies from Japanese 1-2, 3-4, and 5-6. Students will University systems. use increasingly complex grammar with improving accuracy NCAA Approved and read a variety of authentic texts. Students will also deepen their understanding of the history, literature and arts

of Japanese-language culture. The course goals and objec- Japanese 5-6______1762 tives are based on Stage III and some of Stage IV of the World Language Content Standards for California Public Length of Course: 2 semesters Schools (2009). Grade Level Options: 10-12 Prerequisite: Japanese 3-4 with a “C” or better This Language Other Than English (LOTE) course will meet the “e” or “g” entrance requirement for the University of California and California State Japanese 5-6 continues to expand and refine students’ University systems. communicative-based listening, speaking, reading, writing NCAA Approved competencies from Japanese 1-2 and 3-4. Students will use increasingly complex grammar with improving accuracy and read a variety of authentic texts. Students will also deepen AP Japanese Language and Culture 1781 their understanding of the history, literature and arts of Japa- Length of Course: 2 semesters nese-language culture. The course goals and objectives are Grade Level Options: 11-12 based on Stages II and III of the World Language Content Prerequisite: A grade of ‘A’ in Japanese 5-6 and Standards for California Public Schools (2009). teacher recommendation

This Language Other Than English (LOTE) course will meet the “e” or “g” entrance requirement for the University of California and California State Advanced Placement Japanese Language and Culture University systems. supports students as they develop the productive, receptive, NCAA Approved and cultural skills necessary to communicate with native speakers of Japanese. They will develop an expanded ability to communicate in a culturally appropriate manner and in

Japanese 5-6 Honors______1764 an increasingly widening context as well as develop an understanding of the Japanese culture, including understanding Length of Course: 2 semesters traditional Japanese arts, customs, festivals, geography, and Grade Level Options: 10-12 history at a deep and rich level. This course is designed to be Prerequisite: A grade of “A” in Japanese 3 – 4 and teacher recommendation comparable to college/university courses that represent the point at which students complete approximately 300 hours of Japanese 5-6 Honors is an accelerated course which uses a college level classroom instruction. college-level text and is conducted almost exclusively in Students who pass the AP exam have the opportunity to earn credit or Japanese. The course provides students with in-depth critical advanced standing at most of the nation’s colleges and universities. thinking, readings from a variety of authentic text, frequent This Language Other Than English (LOTE) course will meet the “e” or “g” writing experiences (many timed), a rigorous pace, and a entrance requirement for the University of California and California State comprehensive final examination. Students will also use in- University systems. creasingly complex grammar with improving accuracy and NCAA Approved deepen their understanding of the history, literature, and life-styles of Japanese-language culture. The course goals and objectives are founded on Stages III and IV of the World Khmer for Khmer Speakers 1-2__ 1886 Language Content Standards for California Public Schools Length of Course: 2 semesters (2009), the ACTFL Proficiency Guidelines (for Interpersonal, Grade Level Options: 9-12 Interpretive, and Presentational communication), and the Prerequisite: Native speaker of Khmer competencies targeted in the College Board course description for AP Japanese and Culture. Several assignments are Khmer for Khmer Speakers 1-2 is an intensive course for students with conversational fluency and beginning academic

World Language 145 201 5 -16 skills in Khmer. Students begin to develop academic Khmer complex grammar with improving accuracy and read a varie- proficiency in listening, speaking, reading, writing, literature, ty of authentic texts. Students will also deepen their under- and key cultural aspects from the entire Khmer-speaking standing of the history, literature and arts of the world. The course goals and objectives are based on Stage II Khmer-speaking culture. The course goals and objectives are of the World Language Content Standards for California Pub- based on Stage III and parts of Stage IV of the World Lan- lic Schools (2009). guage Content Standards for California Public Schools This Language Other Than English (LOTE) course will meet the “e” en- (2009). trance requirement for the University of California and California State This Language Other Than English (LOTE) course will meet the “e” or “g” University systems. entrance requirement for the University of California and California State NCAA Approved University systems. NCAA Approved

Khmer for Khmer Speakers 3-4 1887 Length of Course: 2 semesters Spanish 1-2______1831 Grade Level Options: 9-12 Length of Course: 2 semesters Prerequisite: Khmer for Khmer Speakers 1-2 with a Grade Level Options: 9-12 “C” or better Prerequisite: None Khmer for Khmer Speakers 3-4 is an intensive course for students with conversational fluency and intermediate aca- This is a comprehensive introduction to Spanish emphasizing demic literacy skills in Khmer. Students study increasingly fundamental communicative-based competencies, grammar, and Spanish-language cultures. Students will actively learn difficult academic Khmer listening, speaking, reading, writing, and literature of the Khmer-speaking culture. The course to understand, speak, read and write simple questions and sentences on a variety of familiar topics in Spanish by the end goals and objectives are based on Stage III of the World Language Content Standards for California Public Schools of the second semester. The course goals and objectives are based on Stage I of the World Language Content Standards (2009). for California Public Schools (2009). This Language Other Than English (LOTE) course will meet the “e” entrance requirement for the University of California and California State This Language Other Than English (LOTE) course will meet the “e” en- University systems. trance requirement for the University of California and California State University systems. NCAA Approved NCAA Approved

Khmer for Khmer Speakers 5-6 1888 Spanish 3-4______1832 Length of Course: 2 semesters Grade Level Options: 10-12 Length of Course: 2 semesters Prerequisite: Khmer for Khmer Speakers 3-4 Grade Level Options: 9-12 with a “C” or better Prerequisite: Spanish 1-2 with a “C” or better

Khmer for Khmer Speakers 5-6 is an intensive course for Spanish 3-4 continues and expands on the communica- students with conversational fluency and advanced academic tive-based competencies, grammar, and Spanish-language skills in Khmer. Students study increasingly difficult academic cultures learned in Spanish 1-2. Students will actively learn to Khmer listening, speaking, reading, writing, and literature of understand, speak, and write in extended discourse on fa- the Khmer-speaking culture. The course goals and objectives miliar topics using an increasing variety of grammatical struc- are based on Stage IV of the World Language Content tures. They will also read simple texts written in Spanish. The Standards for California Public Schools (2009). course goals and objectives are based on Stages I and II of the World Language Content Standards for California Public This Language Other Than English (LOTE) course will meet the “e” or “g” entrance requirement for the University of California and California State Schools (2009). University systems. This Language Other Than English (LOTE) course will meet the “e” en- NCAA Approved trance requirement for the University of California and California State University systems.

NCAA Approved Khmer for Khmer Speakers 7-8_ 1889 Length of Course: 2 semesters ______1833 Grade Level Options: 11-12 Spanish 5-6 Prerequisite: Native oral fluency in Khmer; success- Length of Course: 2 semesters ful completion of Khmer 5-6 or recom- Grade Level Options: 9-12 mendation based on placement as- Prerequisite: Spanish 3-4 with a “C” or better sessment Spanish 5-6 continues to expand and refine students’ com- Khmer for Khmer Speakers 7-8 continues to expand and municative-based listening, speaking, reading, writing com- refine students’ communicative-based listening, speaking, petencies from Spanish 1-2 and 3-4. Students will use in- reading, writing competencies from Khmer for Khmer creasingly complex grammar with improving accuracy and Speakers 1-2, 3-4, and 5-6. Students will use increasingly

World Language 146 201 5 -16 read a variety of authentic texts. Students will also deepen their understanding of the history, literature and arts of Span- ish-language cultures. The course goals and objectives are based on Stages II and III of the World Language Content AP Spanish Literature______1861 Standards for California Public Schools (2009). Students who Length of Course: 2 semesters perform exceptionally well in this course may be recom- Grade Level Options: 11-12 mended for Advanced Placement Spanish Language class. Prerequisite: Spanish 5-6 or 7-8 with a “C” or better, or well-educated bilingual This Language Other Than English (LOTE) course will meet the “e” or “g” background entrance requirement for the University of California and California State University systems. Advanced Placement Spanish Literature is an advanced NCAA Approved curriculum which provides students with a learning experience equivalent to that of a third-year introduction to Spanish literature college course. Students read, discuss and analyze Spanish 7-8______1834 critically in Spanish representative works of Peninsular and Length of Course: 2 semesters Latin American literature through class discussion and essay Grade Level Options: 9-12 writing. These works include prose, poetry, and drama from Prerequisite: Spanish 5-6 with a “C” or better different periods with a consideration of their cultural context. Teachers and students use Spanish almost exclusively. The Spanish 7-8 continues to expand and refine students com- course goals and objectives are based on Stage V of the municative-based listening, speaking, reading, writing com- World Language Content Standards for California Public petencies from Spanish 1-2, 3-4, and 5-6. Entering students Schools (2009). need extended time to be proficient enough to succeed in the Students who pass the AP exam have the opportunity to earn credit or Advanced Placement Spanish Language class. Students will advanced standing at most of the nation’s colleges and universities. use increasingly complex grammar with improving accuracy This Language Other Than English (LOTE) course will meet the “e” or “g” and read a variety of authentic texts. Students will also entrance requirement for the University of California and California State deepen their understanding of the history, literature and arts University systems. of Spanish-language cultures. The course goals and objec- NCAA Approved tives are based on Stage III and some of Stage IV of the World Language Content Standards for California Public Schools (2009). Students who perform well in this course Spanish IB SL______1820 may be recommended for the Advanced Placement Spanish Language class. Length of Course: 2 semesters Grade Level Options: 11-12 This Language Other Than English (LOTE) course will meet the “e” or “g” Prerequisite: Spanish 5-6 entrance requirement for the University of California and California State University systems. International Baccalaureate (IB) Standard Level (SL) covers NCAA Approved the equivalent of a third-year college course in advanced Spanish composition and conversation. The course offers frequent opportunities for students to integrate the listening, AP Spanish Language______1860 speaking, reading and writing through the use of authentic Length of Course: 2 semesters materials representing a variety of types of discourse, topics Grade Level Options: 11-12 and registers. Extensive training in the organization and writ- Prerequisite: Spanish 5-6 or 7-8 with a “C” or ing of compositions is an integral component. Teachers and better students use Spanish almost exclusively. The course goals and objectives are based on Stage IV of the World Language Advanced Placement Spanish Language is an advanced Content Standards for California Public Schools (2009). curriculum which provides students with a learning experi- This Language Other Than English (LOTE) course will meet the “e” or “g” ence equivalent to that of a third-year college course in entrance requirement for the University of California and California State Spanish. The course offers frequent opportunities for stu- University systems. dents to integrate the listening, speaking, reading and writing NCAA Approved through the use of authentic materials representing a variety of types of discourse, topics, and registers. Extensive training in the organization and writing of compositions is an integral Spanish IB HL2______1822 component. Teachers and students use Spanish almost ex- Length of Course: 2 semesters clusively. The course goals and objectives are based on Grade Level Options: 12 Stage IV of the World Language Content Standards for Cali- Prerequisite: AP Spanish Literature fornia Public Schools (2009). Students who pass the AP exam have the opportunity to earn credit or International Baccalaureate (IB) Higher Level (HL) is an ad- advanced standing at most of the nation’s colleges and universities. vanced curriculum which provides students with a learning This Language Other Than English (LOTE) course will meet the “e” or “g” experience equivalent to that of a third year introduction to entrance requirement for the University of California and California State Spanish literature college course. Students read, discuss and University systems. analyze critically in Spanish representative works of Penin- NCAA Approved

World Language 147 201 5 -16 sular and Latin American literature through class discussion and essay writing. These works include prose, poetry, and drama from different periods with a consideration of their cultural context. Teachers and students use Spanish almost Spanish for Spanish exclusively. The course goals and objectives are based on Speakers 5-6______1840 Stage V of the World Language Content Standards for Cali- Length of Course: 2 semesters fornia Public Schools (2009). Grade Level Options: 9-12 This Language Other Than English (LOTE) course will meet the “e” or “g” Prerequisite: Spanish for Spanish Speakers 3-4 entrance requirement for the University of California and California State with a “C” or better University systems. NCAA Approved Spanish for Spanish Speakers 5-6 is an intensive course for students with conversational fluency and advanced academic skills in Spanish. Students study increasingly difficult aca- Spanish for Spanish Speakers 1-2____ 1838 demic Spanish listening, speaking, reading, writing, and literature from throughout the Spanish-speaking world. The Length of Course: 2 semesters course goals and objectives are based on Stage IV of the Grade Level Options: 9-12 Prerequisite: Native speaker of Spanish or teacher World Language Content Standards for California Public recommendation for Dual Immersion Schools (2009).. The academic literacy skills studied in this students course closely align with the competencies assessed on the English Language Arts portion of the California High School Spanish for Spanish Speakers 1-2 is an intensive course for Exit Examination. Students who perform well in this course students with conversational fluency and beginning academic may be recommended to take the Advanced Placement skills in Spanish. Students begin to develop academic Span- Spanish Literature class and the Advanced Placement ish proficiency in listening, speaking, reading, writing, litera- Spanish Language Exam. ture, and key cultural aspects from the entire Span- This Language Other Than English (LOTE) course will meet the “e” or “g” ish-speaking world. The course goals and objectives are entrance requirement for the University of California and California State based on Stage II of the World Language Content Standards University systems. for California Public Schools (2009). Academic literacy skills NCAA Approved studied in this course align competencies assessed on the English Language Arts portion of the California High School Spanish for Spanish Exit Examination. Speakers 7-8______1841 This Language Other Than English (LOTE) course will meet the “e” entrance requirement for the University of California and California State Length of Course: 2 semesters University systems. Grade Level Options: 9-12 NCAA Approved Prerequisite: Spanish for Spanish Speakers 3-4 with a “C” or better

Spanish for Spanish Speakers 7-8 offers native speakers of Spanish for Spanish Spanish and students continuing the Dual immersion Pro- Speakers 3-4______1839 gram the opportunity to study the language formally in an academic setting in the same way native English-speaking Length of Course: 2 semesters Grade Level Options: 9-12 students study English language arts. This course focuses on Prerequisite: Spanish for Spanish Speakers 1-2 the study of Hispanic cultures and the critical study of select- with a “C” or better ed works representative of significant literary movements beginning in the Middle Ages and continuing through the Spanish for Spanish Speakers 3-4 is an intensive course for Golden Century (“Siglo de oro”), Baroque, Realism and Ro- students with conversational fluency and intermediate aca- manticism periods, concluding with 20th Century Modernism demic literacy skills in Spanish. Students study increasingly and contemporary literature. difficult academic Spanish listening, speaking, reading, writing, This Language Other Than English (LOTE) course will meet the “e” or “g” and literature from throughout the Spanish-speaking world. entrance requirement for the University of California and California State The course goals and objectives are based on Stage III of the University systems. World Language Content Standards for California Public NCAA Approved Schools (2009). The academic literacy skills studied in this course closely align with competencies assessed on the Eng- lish Language Arts portion of the California High School Exit Examination. Students who perform exceptionally well in this course may be recommended to take the Advance Place- ment Spanish Literature class and the Advanced Placement Spanish Language Exam. This Language Other Than English (LOTE) course will meet the “e” or “g” entrance requirement for the University of California and California State University systems. NCAA Approved

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World Language 149 201 5 -16

Regulations

Prohibiting

Discrimination

The Long Beach Unified School District is committed to providing equal opportunities for students in all educational programs and activities which it conducts. Equality of opportunity in all programs and practices is a fundamental goal of the District.

The Federal Regulations implementing Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973 (nondiscrimination on the basis of handicap) are the controlling legislation. They require equality of opportunity in educational programs.

For students this means that educational programs and activities must be free from policies and practices which discriminate on the basis of sex, handicap, race, color or national origin.

District programs, policies and activities are continually evaluated and, when necessary, modified to ensure equality of opportunity for all persons. The policy of affording equal opportunities to all persons is specific to vocational education.

Although Title IX covers employment, the basic purpose of this communication is to inform students, parents and employees about how the regulations apply to the local school program. Schools have been evaluating their policies and practices in terms of Title VI, Title IX, and Section 504, and many programs have already been revised in keeping with the new regulations.

Students and parents are encouraged to assist the schools in efforts to eliminate discrimination from all educational programs.

If a student wishes more information, has a grievance or a concern about the implementation of these laws, the following procedure should be used:

Communicate directly with the site administrator in charge. If the requested information is not provided or the matter is not resolved, refer to the Channels for Student Communication for appropriate steps.

Requests for permission to reproduce any portion of this publication should be addressed to the: Long Beach Unified School District Office of Curriculum, Instruction and Professional Development 1515 Hughes Way, Long Beach, CA 90810

Regulations Prohibiting Discrimination 150 201 5 -16