KINGSWAY REGIONAL SCHOOL DISTRICT
2017‐2018
Committed to Excellence
Program Planning Guide Middle School & High School
Kingsway Regional School District
Grades 7‐12 Program Planning Guide 2017‐2018
Notice of Non-Discrimination
The Board of Education declares it to be the policy of the Kingsway Regional School District that each and every student in the school system shall be provided equal opportunities to achieve his or her maximum potential through enrollment in the programs offered in the schools unhindered by any discriminatory attitudes or practices based on distinctions of race, color, creed, religion, gender, ancestry, national origin, place of residence, handicap, or social or economic background.
The following persons have been designed to handle inquiries regarding the non-discrimination policies and serve the district and community as the Affirmative Action Officers.
Mr. Michael Schiff Ms. Patricia Calandro Supervisor of Pupil Personnel Services Chief Academic Officer 213 Kings Highway 213 Kings Highway Woolwich Twp., NJ 08085 Woolwich Twp., NJ 08085 (856) 467-3300 (856) 467-3300
2 Kingsway Regional School District
213 Kings Highway Woolwich Twp., NJ 08085 P: (856) 467‐3300 F: (856) 241‐1932
CEEB/ACT COLLEGE CODE: 311445 SCHOOL CLOSING NUMBER: 815
Table of Contents
A Message from the Superintendent ...... 5
Preface ...... 6
Kingsway Regional School District ...... 7 PROGRAMS OF STUDY ...... 7 ALLIED HEALTH ...... 9 BUSINESS & LEADERSHIP ...... 9 LIBERAL ARTS ...... 9 CREATIVE ARTS: FINE & PERFORMING ...... 10 LAW & JUSTICE ...... 11 S.T.E.M...... 11 7-12 EDUCATIONAL PLAN ...... 12 PLANNING WORKSHEET ...... 12
Academy Programs ...... 13 BUSINESS LEADERSHIP ACADEMY ...... 14 S.T.E.M. ACADEMY ...... 14 Business and Leadership Academy: Course Sequence ...... 15 *STEM Academy: Course Sequence for Class of 2020 + ...... 16
Kingsway Regional Middle School ...... 17 INTRODUCTION ...... 17 POLICIES, PROCEDURES & REQUIREMENTS ...... 17 Awarding Credit for High School Courses Completed in Middle School:...... 17 Change of Schedule Policy: ...... 17 Grading: ...... 17 Minimum Grades: ...... 17 Requirements: ...... 17 SPECIAL EDUCATION SERVICES ...... 18 ENGLISH AS A SECOND LANGUAGE ...... 18 AFTER SCHOOL ENRICHMENT PROGRAM ...... 18
3 Kingsway Regional Middle School ...... 19 COURSE OFFERINGS & DESCRIPTIONS ...... 19 SCIENCE ...... 19 SOCIAL STUDIES ...... 19 MATHEMATICS ...... 19 ENGLISH/LANGUAGE ARTS ...... 21 PHYSICAL EDUCATION & HEALTH ...... 22 S.T.E.M. ELECTIVES ...... 22 ART ELECTIVES ...... 23 MUSIC ELECTIVES ...... 23 WORLD LANGUAGE ELECTIVES ...... 25
Kingsway Regional High School ...... 26 INTRODUCTION ...... 26 POLICIES, PROCEDURES & REQUIREMENTS ...... 26 Course Selection Procedures: ...... 26 Change of Schedule Policy: ...... 26 Grading ...... 26 Minimum Grades: ...... 27 Promotional Procedures: ...... 27 Failures: ...... 27 Sequential Course Selection: ...... 27 SPECIAL EDUCATION SERVICES ...... 27 ENGLISH AS A SECOND LANGUAGE ...... 28 ENGLISH LANGUAGE SERVICES...... 28 HIGH SCHOOL GRADUATION REQUIREMENTS...... 28 Students with Limited English Proficiency: ...... 30 Special Education Students/Students with Disabilities under 504 of the Rehabilitation Act: ...... 30 HONORS & ADVANCED PLACEMENT ...... 30 COURSE WEIGHTING & CLASS RANK ...... 30 Class Rank: ...... 30 Calculating Class Rank: ...... 30 COLLEGE ENTRANCE REQUIREMENTS ...... 32 DUAL CREDIT ...... 32
Kingsway Regional High School ...... 33 COURSE OFFERINGS & DESCRIPTIONS ...... 33 ENGLISH/LANGUAGE ARTS (ELA) ...... 33 MATHEMATICS ...... 40 PHYSICAL EDUCATION & HEALTH ...... 47 SCIENCE ...... 50 SOCIAL STUDIES ...... 58 WORLD LANGUAGES ...... 64 PERFORMING ARTS ...... 69 VISUAL ARTS ...... 73 BUSINESS AND TECHNOLOGY ...... 75 FAMILY AND CONSUMER SCIENCE ...... 81
4 A Message from the Superintendent
Dear Parents/Guardians:
I am pleased to present to you our program of studies for the Kingsway Regional School District. The following document supplies a comprehensive guide to those courses and programs that are available to students in grades seven through twelve. The purpose of providing the information contained in this guide is to enable you and your child to evaluate individual course offerings and make informed course selections. Please be aware that not all courses may run during a school year due to a variety of circumstances such as available staff or course interest.
This program planning guide contains an overview of courses to be taken, promotion and graduation requirements, and suggested programs of studies. We ask that both parents and students give long and serious thought to the selections to be made. The final decision should be based on the student's ability and interests as well as on his or her school achievement to date. I strongly encourage you to review this guide in its entirety so that you and your child are aware of not only our offerings but also the scope of the programs.
Through careful planning and discussion with teachers, parents, counselors, and administrators, students will be able to select those courses that will best benefit specific educational programs. The most important part of this entire process is to ensure that all students are aware of the course offerings and are progressing toward receipt of a high school diploma at the conclusion of their journey within the Kingsway Regional School District.
As you and your child move through the scheduling process, I strongly encourage communication with school personnel to gather as much information as is necessary to assist with the selection process. I can assure you that we will do everything that we can in order to make this selection process, as well as the entire school experience, a positive and beneficial one for each student enrolled.
Very truly yours,
Dr. James J. Lavender Superintendent of Schools
5 Preface
Some of the words and terms used in this booklet Elective Courses or in the course selection and scheduling process These courses fall outside core course may not be familiar to all. The following requirements, but are required to meet graduation explanations may be helpful. requirements. Students must choose electives that satisfy graduation requirements. 6 Programs of Study Kingsway Regional School District has Grade Point Average (GPA) established six (6) Programs of Study and are built A student’s Grade Point Average (GPA) is around the course offerings at Kingsway computed using a weighted scale. GPA is Regional: They are Allied Health, Business and calculated annually for all students. Honors and Leadership, Liberal Arts, Creative Arts, Law and AP courses are given greater weight in the GPA Justice, S.T.E.M. (Science, Technology, calculation. Engineering and Mathematics). Their purpose is to guide students and parents in choosing courses Honors Courses that would enhance current interests and goals in Honors courses are those which are taught at a preparation for the students' future career high school level but which, like AP courses, aspirations. provide the greatest challenge and the best preparation for admission to and success at highly Academy selective colleges. Honors level courses receive Kingsway Regional High School has established appropriate weight when the Grade Point two rigorous Academy Programs for those Average (GPA) is calculated. students interested in advanced college study in either S.T.E.M. or Business and Leadership. Prerequisite Students may apply during their 8th grade year A prerequisite is a course that a student must and must be enrolled in or have taken Algebra I. complete in order to qualify for entry into another course. Advanced Placement (AP) Courses Advanced Placement, or AP, refers to college- NCAA Eligible level courses taught according to The College These courses meet requirements necessary for Board Advanced Placement Program and/or to college-bound student athletes enrolling full time courses designed to prepare students for College at an NCAA Division I college or university. Board AP Tests. Success in AP courses can be an important factor in admission to colleges and Required Courses universities. Successful performance on AP tests Required courses are specific courses that must (a score of 3, 4, or 5 on a five-point scale) may be taken by all students to satisfy graduation lead to college credit and/or advanced placement requirements. in college. For further information on policies for granting of AP credit, consult the catalogs of Semester specific colleges and universities. AP courses A semester is half a school year and includes two receive appropriate weight in the Grade Point of the mid-semester grading periods at the high Average (GPA). school and two marking periods at the middle school. Semester 1 begins in September and ends in late January. Semester 2 ends in June.
6 Kingsway Regional School District
PROGRAMS OF STUDY
The information contained in the following pages in the planning and course selection process. provides the direction needed to capture the interests of Kingsway’s students while preparing to The Programs of Study established by the district meet the demands required for graduation in the aim to: State of New Jersey. These innovative career- help students make career decisions; centered program guides have been developed to identify how specific courses correspond to accommodate all students in the school system. specific careers; and, Their purpose is to assist children and their parents improve students’ skills and increase their in developing a plan to achieve certain goals in potential for employability and further preparation for the students' future career. training and education.
Kingsway Regional School District has established Additionally, the goals of these above noted the following six (6) Programs of Study to assist Programs of Study prepare students to create a students in the identification of future career goals. career plan that: helps them to understand and have 1. Allied Health knowledge of a variety of jobs within a 2. Business and Leadership career field; 3. Liberal Arts creates awareness of training and 4. Creative Arts educational opportunities; and, 5. Law and Justice provides opportunities for training, re- 6. S.T.E.M. (Science, Technology, training and further education. Engineering and Mathematics) The following section is provided to assist Each of the above noted Programs of Study correlate students and their parents in the development of a to the following sixteen (16) nationally recognized plan in preparation for students’ future career clusters: Agriculture, Food & Natural professions and careers. The patterns detailed on Resources, Architecture & Construction, Arts, A/V the following pages are recommended. Any Technology & Communications, Business, deviation from the patterns should be to meet an Management & Administration, Education & individual's abilities, interests, needs, and/or Training, Finance, Government & Public circumstances and should be discussed with a Administration, Health Science, Hospitality & counselor. For more information on the specific Tourism, Human Services, Information Technology, career clusters, please visit Law, Public Safety, Corrections & Security, http://www.onetonline.org/. Manufacturing, Marketing, and S.T.E.M.
Within each Program of Study, recommended concentrations have been established to further assist students in identifying interests that correspond to specific careers. These concentrations are built around the course offerings within the Kingsway School District and include courses to be developed in subsequent years. It is strongly recommended that students, parents, teachers, counselors, and administrators communicate openly
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PROGRAMS OF STUDY
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*Those electives in italics are offered at the middle school only. Program of Study Career Cluster(s) Career Concentration(s) Elective Choices 7-12 ALLIED HEALTH Health Science Athletic Training/Health & Sports and Health Science, Sports Medicine I, Sports Medicine II, Exercise Science Sports Medicine Seminar and Practicum, Anatomy and Physiology, Survey of Biological Sciences Dietician and Nutritionist Sports and Health Science, Anatomy and Physiology, Survey of Biological Sciences, AP Biology
Pre-Pharmacy Sports and Health Science, Anatomy and Physiology, Survey of Biological Sciences, Chemistry, AP Chemistry Medical Assistant Sports and Health Science, Introduction to Computers, Survey of Biological Sciences, Animal Science, Sports Medicine I Sports Medicine II Therapeutic Services Sports and Health Science, Sports Medicine I, Sports Medicine II, (Physical, Occupational, Sports Medicine Seminar and Practicum, Anatomy and Physiology, Psychiatric, etc.) Survey of Biological Sciences, AP Biology, AP Psychology
Business, Management, & Business Information Business & Computer Science, Exploring Entrepreneurship, Business BUSINESS & Administration, Finance, & Management Management and Marketing, Accounting I, Accounting II, Accounting LEADERSHIP Marketing III, Probability and Statistics, Exploring Computer Science Financial Accounting, Principles of Economics Human Resources Business & Computer Science, Human Behavior and Culture, Intro to Law, AP Psychology, Introduction to Computers, Introduction to Women and Gender Studies, Pop Culture, Mass Media, & Society Accounting Business & Computer Science, Accounting I, Accounting II, Accounting III Financial Accounting, Principles of Economics Business Finance Business & Computer Science, Exploring Entrepreneurship, Introduction to Law, Probability and Statistics, Public Speaking and Debate, Introduction to Computers Accounting I, Accounting II, Accounting III Financial Accounting, Principles of Economics Marketing Business & Computer Science, Exploring Entrepreneurship, Introduction to Computer, Exploring Computer Science, Public Speaking and Debate, Financial Accounting, Principles of Economics Advertising Business & Computer Science, Exploring Entrepreneurship, Creative Writing, Introduction to Computers, Public Speaking and Debate, Computer Art I, Computer Art II, Exploring Computer Science Photography/Illustration/Printmaking
LIBERAL ARTS Education & Training, Foreign Service Language I A/IB, World Language I, II, II, IV, & V plus AP World Government & Public Language, Global Terrorism, AP US Government & Politics, Politics,
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Program of Study Career Cluster(s) Career Concentration(s) Elective Choices 7-12 Administration, Hospitality Pop Culture, Mass Media, & Society, Public Speaking and Debate & Tourism, Human Services Introduction to Women and Gender Studies Governance Introduction to Law, American Government, Human Behaviors and Culture, AP US Government & Politics, Pop Culture, Mass Media, & Society, Public Speaking and Debate Travel and Tourism Language I A/IB, Concentration in foreign language of choice, Public Speaking and Debate, Introduction to Computers, Pop Culture, Mass Media, & Society, Global Terrorism, AP US Government & Politics Culinary Arts Basic Foods, Advanced Foods Professional Support Human Behaviors and Culture, AP US Government & Politics, AP Services Psychology, Pop Culture, Mass Media, & Society, Introduction to Women and Gender Studies Counseling and Mental Human Behaviors and Culture, AP Psychology, Introduction to Women Health Services and Gender Studies, Child Development Early Childhood Education Human Behaviors and Culture, Child Development, AP Psychology *Teaching/Training 3 series sequence with a concentration (i.e. English, history, mathematics, science, etc.) *Talk to your guidance counselor about options
CREATIVE ARTS: Arts, A/V Technology & Audio/Video Technology Business & Computer Science, TV Video I, TV Video II, TV Video FINE & Communications and Film III, Film Studies, Public Speaking and Debate, Pop Culture, Mass PERFORMING Media, & Society, Exploring Computer Science Journalism and Exploring Entrepreneurship, Creative Writing, Public Speaking and Broadcasting Debate, Film Studies Journalism, Pop Culture, Mass Media, & Society Graphic Design Business & Computer Science, Computer Art I, Computer Art II, Video Game Design I, Video Game Design II, Exploring Computer Science Performing Arts Exploring Entrepreneurship, Film Studies, Drama I: Acting and Performance, AP Music Theory, *Talk to your guidance counselor about options related to band, chorus, and other performing arts electives in grades 7-12 Performing Arts-Music Business & Computer Science, MIDI Music I, Technology MIDI Music II, MIDI Music III, AP Music Theory, Visual Arts Fine & Technical Art, Exploring Art, Advanced Art I, Advanced Art II, Advanced AP Art, AP 2D Art, AP 3D Art, AP Drawing, AP Studio Art, AP Art History Commercial Arts Fine & Technical Art, Exploring Art, Applied Arts, Cartooning, Creative Writing
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Program of Study Career Cluster(s) Career Concentration(s) Elective Choices 7-12 LAW & JUSTICE Law, Public Safety, Law Enforcement Services Introduction to Law, Forensics, Human Behaviors and Culture, Corrections & Security Military History, Public Speaking and Debate, Global Terrorism, AP US Government & Politics Correction Services Introduction to Law, Human Behaviors and Culture, AP Psychology, Military History, Global Terrorism, AP US Government & Politics Legal Services Business & Computer Science, Introduction to Law, American Government, Public Speaking and Debate, Forensics, AP Psychology, Introduction to Women and Gender Studies, Military History, Global Terrorism, AP US Government & Politics
S.T.E.M. Agriculture, Food & natural Architecture and S.T.E.M. Architectural Design, Fine & Technical Art, Discovering Resources, Architecture & Construction S.T.E.M., S.T.E.M. Racing Challenge, CAD I, CAD II, Probability and Construction, Information Statistics, AP Art History, Principles of Engineering Technology, Science, Technology, Engineering & Mathematics Veterinary Science Discovering S.T.E.M., Anatomy and Physiology, Survey of Biological Sciences, Animal Science, AP Biology Equine Science Discovering S.T.E.M., Anatomy and Physiology, Survey of Biological Sciences, Animal Science, AP Biology Environmental Service Systems Discovering S.T.E.M., Survey of Biological Sciences, Environmental Science, AP Biology Programing and Software Business & Computer Science, Introduction to Video Game Design, Development Video Game Design II , Computer Art I, Computer Art II, Exploring Computer Science Web and Digital Business & Computer Science, Computer Art I, Computer Art II, Communications Cartooning, Journalism, Introduction to Video Game Design, Video Game Design II, Exploring Computer Science Video Game Design Business & Computer Science, Discovering S.T.E.M., Computer Art I, Computer Art II, Cartooning, Intro to Video Game Design, Video Game Design II, Exploring Computer Science Engineering S.T.E.M. Architectural Design, Fine & Technical Art, Discovering S.T.E.M., S.T.E.M. Racing Challenge, CAD I, CAD II, Principles of Engineering, Exploring Computer Science
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7-12 EDUCATIONAL PLAN Below is an important worksheet to help you plan the courses you will take while attending the Kingsway Regional School District. Please use the table containing the Programs of Study, Career Concentrations, and Elective Choices on the previous pages as a reference while completing your educational plan. Be aware that your post-high school plans for college, employment, or career training may require courses beyond the graduation requirements. Also, if you want to complete your high school program with some advanced level courses, please ensure you register for the necessary prerequisite classes during 9th, 10th, and 11th grade. It is your future, so plan carefully!
You are strongly encouraged to complete your graduation requirements in the years indicated on the planning worksheet. Use the descriptions in this course guide to help you decide which courses to take in each subject area. PLANNING WORKSHEET
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Course Title Course Title Course Title Credits Course Title Credits Course Title Credits Course Title Credits English English English 5 English 5 English 5 English 5 Literature Literature Health / Physical Ed 5 Health / Physical Ed 5 Health / Physical Ed 5 Health / Physical Ed 5 Science Science Science 5 Science 5 Science 5 Elective 5 Social Studies Social Studies World History 5 US History I 5 US History II Elective Mathematics Mathematics Mathematics 5 Mathematics 5 Mathematics 5 Elective 5 Health / Physical Ed Health / Physical Ed World Language 5 Elective 5 Elective 5 Elective 5 Elective Elective Career Exploration 2.5 Elective 5 Elective 5 Elective 5 Elective Elective Fine and Performing 5 Fine and Performing Arts 5 Elective 5 Elective 5 Arts Requirement Requirement OR OR
21st Century/CTE 21st Century/CTE Wealth Management 2.5 Total Credits 40 Total Credits 40 Total Credits 40 Total Credits 40 *Please be aware that many four-year colleges require 2-4 years of a World Language.
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Academy Programs
Each Academy program is divided into two phases: two years of interdisciplinary education requirements and two years of advanced preparation aligned with collegiate programming. Students may apply for acceptance to the program midway through their 8th grade year. The admissions formula considers multiple measures to ensure that each accepted student is a good fit for the program. Our formula considers 7th and 8th grade academic grades in math and ELA, the entrance examination, teacher recommendations, and student essays. As part of the application process for Phase II, all sophomores will be required to take the PSAT, and submit their scores to the school district.
Phase I Students who express an interest in college majors in one of the various areas of business administration or STEM related fields are excellent candidates for either academy. Students may apply for acceptance into Phase I of the program midway through their 8th grade year; applicants must be enrolled in Algebra I (or higher) in the 8th grade and then successfully complete it (B or better) for admission. Prior academic achievement, interest, standardized testing data, and teacher recommendations will be significant components in the selection process.
Phase II To continue into Phase II of the Academy, students must meet the following criteria: A minimum GPA of 2.0 or “C” in all Academy courses, and no less than a 2.0 overall GPA during their freshman and sophomore year Submission of PSAT scores at the end of sophomore year Exemplary school conduct and professional behavior Excellent attendance and punctuality Service learning requirements have been met during Phase I Recommendation of the Academy Faculty and Academy Counselor Submission of an approved resume and cover letter (to steering committee members) – to be kept as part of student’s portfolio
In addition to the above criteria, BLA students must also meet the following: Active participation in DECA during Phase I Enrollment and participation in Summer Seminar Proper business attire on designated days
How do I know an Academy is Right for Me? You should ask yourself the following questions. Your responses will help you to decide whether or not you are a good fit for one of the Academies.
Do my personal interests match the focus of the Academy? Do my grades in the subjects that are the academic focus of the Academy demonstrate that I am ready to accept the challenge of the program? Have I demonstrated that I can balance the demands of accelerated classes while still participating in sports, clubs, hobbies, and other extra-curricular activities? Am I taking Algebra I or higher in 8th grade? Can I identify two school faculty members in my school that will be willing to provide me with excellent recommendations for these programs? Have my scores on standardized tests been strong?
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BUSINESS LEADERSHIP ACADEMY
Kingsway Regional School District’s Business Leadership Academy (BLA) aims to effectively arm its students with 21st Century Skills that prepare future leaders to tackle the complex problems and projects they will encounter in college and as professionals in the workforce. These skills, such as critical thinking, financial literacy, flexibility, collaboration, etc. are not only critical to a student’s success in high school but also college and career. A student’s success centers on his or her ability to not only gain advanced knowledge but also understand how to further obtain and use that knowledge to capably and confidently solve problems in the global marketplace. Successful completion of the Business Leadership Academy program is a major academic achievement for which students, parents, and faculty should be proud.
The Business Leadership Academy is a four-year program for motivated incoming 9th graders that is designed to afford students with the business and financial skills necessary for success in any professional career. The overarching goal of the BLA is to provide students with a comprehensive curriculum relevant to the underpinnings of the business world using a collaborative student-centered approach to learning. Through their active participation in this program, students will be effectively prepared for college business programs through exposure to various foundations critical to the business world with a focus on collaboration, project-based learning, and emphasis on 21st Century Learning.
S.T.E.M. ACADEMY
The S.T.E.M. Academy at Kingsway Regional High School is designed to provide a strong background for exceptionally talented students planning to pursue careers in Science, Technology, Engineering, or Mathematics. Successful completion of the full program allows students to graduate with a strong foundation in S.T.E.M. related concepts. Students have a vast array of elective courses in which to focus their STEM concentration. The program is divided into two phases: two years of interdisciplinary education requirements, and two years of advanced programming aligned with S.T.E.M. college programming. Students may apply for acceptance into the program at the end of their 8th grade year. Prior academic achievement, standardized testing data, and teacher recommendations will be significant components in the selection process.
Please read below for more information about each Academy and its related coursework.
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Business and Leadership Academy: Course Sequence
Phase I Phase II
Grade 9 Grade 10 Grade 11 Grade 12
Honors English I Honors English II Honors English III or AP Language & Honors English IV or AP Composition Literature & Composition Honors World History Honors or AP US I Honors or AP US II Advanced Business - Capstone project (5 credits) OR independent study and Practicum
Honors Geometry Honors Algebra II Honors Pre-calculus Elective of choice (5 credits) AP Statistics or AP Calculus recommended Summer Seminar II Honors Algebra-Based Physics Honors Chemistry Summer Seminar I Honors Biology Elective of choice (5 credits) AP Computer Science recommended PE/Health 9 PE/Health 10 PE/Health 11 PE/Health 12 World Language Elective of choice (5 credits) Elective of choice (5 credits) Elective of choice (5 credits) World Language recommended World Language recommended World Language recommended Business Academy Seminar (2.5 Financial Accounting (2.5 credits) Honors Business Law & Ethics (2.5 Elective of choice (5 credits) credits) credits) Wealth Management (2.5 credits) Principles of Economics (2.5 credits) Honors Principles of Marketing (2.5 Elective of choice (5 credits) credits) Art elective of choice (5 credits) Elective of choice (5 credits) Elective of choice (5 credits) Option 1 (As outlined above): Students Technology elective recommended AP Economics recommended remain at Kingsway and take up to 5 elective classes of their choice.
Option 2: School release for extended learning - Students will have the opportunity to take up to 4 approved college courses during the school year. *Courses planned to be developed by the 2018‐2019 school year
Recommended Electives for Business Students: AP Psychology, Human Behavior and Culture, Public Speaking and Debate, Introduction to Computers, Introduction to Women and Gender Studies, AP US Government and Politics, Accounting I‐ III, World Language, *Exploring Computer Science, AP Calculus AB, AP Calculus BC, *AP Economics, *AP Computer Science, *AP Statistics
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*STEM Academy: Course Sequence for Class of 2020 + *Please refer to the website at http://www.krsd.org/Page/536 for the course sequences for the classes of 2017-2019.
Phase I Phase II Grade 9 Grade 10 Grade 11 Grade 12 Honors English I Honors English II Honors or AP English III Honors or AP English IV Honors World History Honors of AP US History I Honors/AP US History II Honors Geometry Honors Pre-Calculus or Honors Algebra AP Math or Honors Pre-Calculus AP Math or STEM Elective of Choice II Honors Algebra-Based Physics Honors Chemistry AP Science AP Science PE/Health 9 PE/Health 10 PE/Health 11 PE/Health 12 World Language Honors Biology or AP Physics AP Science Lab AP Science Lab STEM Academy Seminar (2.5 STEM Elective or World Language STEM Elective or World Language (3) STEM Electives of choice credits) Wealth Management (2.5 credits) STEM Elective of choice Option 1: Students remain at Kingsway and take up to 5 elective classes of their choice including an Advanced STEM Capstone Project or Internship.
Option 2: School release for extended learning; Students will have the opportunity to take up to 4 approved college courses during the school year.
STEM elective of choice or Algebra II *Courses planned to be developed by the 2018‐2019 school year.
Recommended Electives for STEM Academy Students: AP Physics I, AP Physics I Lab, AP Physics II, AP Physics II Lab, AP Chemistry, AP Chemistry Lab, AP Biology, AP Biology Lab, Honors Anatomy and Physiology, Forensics, Animal Science, Sports Medicine, Environmental Science, Honors Principles of Engineering, CAD 1, CAD II, Exploring Computer Science, AP Computer Science*, AP Calculus BC*, AP Calculus BC Lab*,
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Kingsway Regional Middle School
August 25, 2017. All schedule change requests must be made in writing and submitted to the guidance counselor INTRODUCTION in the Middle School Office. The deadline for making schedule change requests is September 8, 2017. After Kingsway Regional Middle School includes grades seven this time, changes will only be considered due to clerical and eight. Students are organized into interdisciplinary error or misplacement. teaching teams that provide instruction in the academic subjects. A separate team of teachers provides instruction No changes of teams will be made except where in the non-core subjects. previous failure is an issue. Other extenuating circumstances may be considered. Where necessary, such Education for students in their middle school years should changes will be made after administrative review and only nurture intellectual, social, emotional, and physical after an extensive investigation of the circumstances has development. Schools educating young adolescents taken place. All scheduled changes are subject to should be organized to accommodate the development administrative approval. characteristics and the unique needs of those students. Therefore, curriculum, instruction, assessments, student Grading: activities, support services, as well as the environment, Each teacher will inform students of their grading organization and administration of those schools, at the standards and policies at the start of the school year. middle school promote the improvement of academic All middle school teachers use the following categories skills, encourage individual student interests and talents, and percentages within their grading system: Primary and foster social competency and personal success. The 50%, Secondary 40%, Supportive 10%. Letter grades total school program enhances the quality of school and and their numerical values are noted below. personal life for early adolescents, facilitates a successful transition from the early learning years to the high school Letter Grade Numerical Value learning years, and lays an important foundation for life. A 100-92 B 91-83 Every student is required to take the following in his or her C 82-74 seventh and eighth grade year: English, literature, math, D 73-65 science, social studies, health/physical education, and two F 64 and below electives.
Minimum Grades: POLICIES, PROCEDURES & REQUIREMENTS In consideration of possible adjustment difficulties students may experience at the beginning of the year, a Awarding Credit for High School Courses minimum grade of 50 will be used for the first two Completed in Middle School: marking periods for full year courses only. Beyond the High school credit for designated middle school courses first two marking periods, a student will receive the exact may be requested once the student is in Kingsway grade that he or she has earned. Regional High School. Currently, any pupil that successfully completes Honors Algebra I and/or part A Example: and B of a World Language will receive high school credit. Marking Period Earned Will Receive The accrued credit will be reflected on the pupil’s high 1 & 2 40 50 school transcript. Students may choose at the end of 3 & 4 40 40 semester I not to have the credits reflected on their transcript; therefore, they will need to take the course again Requirements: their freshman year. Successful completion of middle school occurs when a student meets the academic expectations of the required Change of Schedule Policy: program. Students who experience difficulty in doing this In order for a schedule change to take effect before may be assigned to a Math Lab and/or placed in a school begins, the request should be made before supported English/language arts course. They may also 17
be recommended for the Academic Assistance Program programs are designed to meet the unique that runs after school so that they can receive additional learning needs of students with multiple academic assistance. All or part of these programs are disabilities or behavioral needs. These programs supported using Title I funds. include a life skills or independent living component and employ strategies such as positive behavior reinforcement. SPECIAL EDUCATION SERVICES Every effort is made to include students with disabilities Kingsway Regional School District offers special to the maximum extent appropriate with their non- education programs for eligible students in the least disabled peers. Related services including, but not limited restrictive environment. A full continuum of program to school nursing services, speech/language therapy, options is available and includes the following: occupational and physical therapies, counseling, and special transportation are provided to students who are In-Class Support: In-Class Resource Support, deemed in need of such services by the IEP team in also referred to as ICR, is placement in the consultation with specialists. general education classroom. Instruction is provided by the general education teacher and the special education teacher. Special Education ENGLISH AS A SECOND LANGUAGE students receive assistance from the special education teacher who is required to provide Students identified as Limited English Proficient (LEP) modifications and accommodations as specified will be assigned to an English as a Second Language in the student’s Individualized Education Plan, (ESL) program as required by New Jersey State code. The or IEP. There will be no more than 10 special ESL program is designed to improve English reading, education students in an ICR setting. ICR occurs writing, speaking, and listening for ELL students. in the general education classroom.
Resource Center or Small Group Instruction: AFTER SCHOOL ENRICHMENT PROGRAM Resource Center (RC) or Small Group Instruction (SGI) refers to a small group, The middle school’s After School Enrichment Program structured learning environment where special is one that emphasizes higher-level thinking skills, basic education students are instructed using the and complex problem solving, and extended general education curriculum. Modifications to interdisciplinary themes. Students will perform hands- the pace and depth of instruction occur to ensure on activities related to different subjects. All students are student understanding and success. Class size is encouraged to take this class because it will enhance limited to 12 for Resource Center and 16 for their academic and social skills. The Enrichment Program Small Group Instruction. Resource center may consists of a variety of activities, and students may also be referred to as Pull-Out Replacement. participate according to their interest in various activities.
Self-contained Programs: Self-contained
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Kingsway Regional Middle School
The eighth grade Social Studies course traces the history COURSE OFFERINGS & DESCRIPTIONS of the United States from its development as a nation— Revolutionary War through Reconstruction (1776 – The following core courses are required to be taken by 1896). As they develop knowledge of the historical each student at the designated grade level. Every seventh record of the United States, the students will also acquire and eighth grade student will be assigned to the an understanding of the impact of democracy on the appropriate science, social studies, math, English, state, the people, and the system of law in our society. literature, and health/physical education classes. The role of the leaders in the emergence of our basic system and the U.S. Constitution will also be covered. SCIENCE The creation of the American Republic, the development of the nation, and the causes and events Science—Grade 7 of the Civil War will make up an integral part of the The seventh grade science course is the first part of a two- course. In addition to building content knowledge, the year integrated general science program. The themes of students will also learn to be effective readers and the course encompass Biology and Earth Science critical thinkers. Reading is critical to building disciplines. The course also focuses on the nature of knowledge in history. The students will demonstrate science; science processes; and scientific inquiry through an understanding of domain‐specific words and lecture, discussion, research, and hands-on experiences. phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize Science—Grade 8 complex information, and follow detailed descriptions The eighth grade science course is the second part of a of events and concepts. In history, students need to be two-year integrated general science program. The themes able to analyze, evaluate, and differentiate primary of the course encompass the physical sciences including and secondary sources. Students will read complex chemical and physics disciplines. The course also focuses informational texts with independence and on the nature of science; science processes; and scientific confidence. In Social Studies 8, the students will inquiry through lecture, discussion, research, and hands- develop the ability to make informed and reasoned on experiences. Engineering practices will additionally be decisions as citizens of a culturally diverse, intertwined throughout the units learned. democratic society in an interdependent world.
SOCIAL STUDIES MATHEMATICS
Social Studies—Grade 7 Math 7 The seventh grade Social Studies course will highlight the This course will reinforce previously taught mathematical following: exploration and expansion of the New World concepts and introduce higher-level critical thinking through European Colonization along with early Colonial skills. The purpose of the middle school math program is America up to and including the American War for to introduce and develop pre-algebra skills over a two- Independence. The students will explore units on The year period. The topics covered will be aligned with the New Nation as well as work through a unit on Civics. In New Jersey Student Learning Standards. Calculators will addition to building content knowledge, the students will be introduced. Instructional time should focus on four also learn to be effective readers and critical thinkers. critical areas: (1) developing understanding of and Reading is critical to building knowledge in history. The applying proportional relationships; (2) developing students will demonstrate an understanding of domain- understanding of operations with rational numbers and specific words and phrases; an attention to precise details; working with expressions and linear equations; (3) and the capacity to evaluate intricate arguments, solving problems involving scale drawings and informal synthesize complex information, and follow detailed geometric constructions, and working with two- and descriptions of events and concepts. In Social Studies 7, three-dimensional shapes to solve problems involving the students will develop the ability to make informed and area, surface area, and volume; and (4) drawing reasoned decisions as citizens of a culturally diverse, inferences about populations based on samples. The democratic society in an interdependent world. Mathematical Practice Standards apply throughout each
course and, together with the content standards, prescribe Social Studies—Grade 8 19
that students experience mathematics as a coherent, better understanding of basic math concepts and develop a useful, and logical subject that makes use of their ability foundation for Algebra I in 9th grade. In Grade 8, to make sense of problem situations. instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and Honors Pre-Algebra—Grade 7 equations, including modeling an association in bivariate * Prerequisite: Multiple measures including PARCC, data with a linear equation, and solving linear equations teacher recommendations and previous math grades (B and systems of linear equations; (2) grasping the concept or higher in advanced math or A in non-advanced math of a function and using functions to describe quantitative course) are used to determine placement in an honors relationships; (3) analyzing two- and three-dimensional math course. space and figures using distance, angle, similarity, and congruence, and understanding and applying the Students enrolled in this course will complete an Pythagorean Theorem. Students will focus on multi-step introductory algebra program in preparation for Algebra I in word problems, radicals, formulas, and operations with 8th grade. This course differs from the non-accelerated 7th polynomials. This course is aligned with the New Jersey Grade course in that it contains content from 8th grade. Student Learning Standards. The Mathematical Practice While coherence is retained, in that it logically builds from Standards apply throughout each course and, together the 6th Grade, the additional content when compared to the with the content standards, prescribe that students non-accelerated course demands a faster pace for experience mathematics as a coherent, useful, and logical instruction and learning. This course is part of an subject that makes use of their ability to make sense of accelerated program for students who have demonstrated problem situations. content mastery in previous mathematics courses. Academic rigor will be significant and students should be prepared for a challenging experience. Critical areas of study Honors Algebra I —Grade 8 include: developing understanding of and applying * Prerequisite: Successful completion of Honors Pre- proportional relationships; developing understanding of algebra with a completion of a “C” or better. Students operations with rational numbers and working with interested in applying for one of the Academies at the expressions and linear equations; solving problems high school must successfully complete Algebra I at the involving scale drawings and informal geometric middle as one measure for consideration. constructions, and working with two- and three- dimensional shapes to solve problems involving area, Meets 5 of 15 credits of State Math Graduation surface area, and volume; formulating and reasoning Requirement about expressions and equations; and drawing inferences about populations based on samples. The Mathematical This course is offered as a high-school level course. Practice Standards apply throughout each course and, The fundamental purpose of 8th Grade Algebra I is to together with the content standards, prescribe that students formalize and extend the mathematics that students experience mathematics as a coherent, useful, and logical learned through the end of seventh grade. The critical subject that makes use of their ability to make sense of areas deepen and extend understanding of linear and problem situations. exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a Math Lab 7 linear trend. In addition, the units will introduce methods Students who have been identified as needing additional for analyzing and using quadratic functions, including supports using multiple measures (i.e. teacher manipulating expressions for them, and solving quadratic recommendations, course grades, and available equations. Students understand and apply the standardized measures, including PARCC) will be Pythagorean theorem, and use quadratic functions to assigned this course during their 7th grade year in place model and solve problems. This course differs from High of an elective and will be scheduled to take it in addition School Algebra I in that it contains content from 8th to a regularly assigned math course. The purpose of this grade. While coherence is retained, in that it logically course is to offer additional assistance and time to builds from the Accelerated 7th Grade, the additional students who experience difficulty mastering concepts content when compared to the high school course related to prerequisite math skills. This program aims to demands a faster pace for instruction and learning. reinforce many of the same theories taught in Math 7 and Successful completion of Algebra I may allow the student to will enable the students to study the concepts in more enroll in Honors Geometry as a freshman, and students will depth and in a smaller-group setting. receive credit toward high school graduation for this Honors Algebra I course. This course is part of an Pre-Algebra 8 —Grade 8 accelerated program for students who have This math course is designed to provide students with a demonstrated content mastery in previous mathematics
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courses. Academic rigor will be significant and students students will also build academic vocabulary as they read should be prepared for a challenging experience. The more complex texts, including stories, plays, historical Mathematical Practice Standards apply throughout each novels, poems, and informational books and articles. To course and, together with the content standards, prescribe enhance and develop writing skills, the students will write that students experience mathematics as a coherent, for a variety of purposes and audiences. The students’ useful, and logical subject that makes use of their ability writing will show the effective use of evidence from to make sense of problem situations. sources to inform or make an argument. In grade 7, the students will focus on determining a theme or central idea Math Lab 8 of a text and analyzing its development. The students will Students who have been identified as needing additional also analyze how particular elements of a story or play supports using multiple measures (i.e. teacher interact (like how the setting shapes the characters or recommendations, course grades, and available plot). Students will engage in a range of classroom standardized measures, including PARCC) will be discussions on topics and texts, expressing ideas clearly assigned this course during their 8th grade year in place and building on the ideas of others. of an elective and will be scheduled to take it in addition to a regularly assigned math course. The purpose of this English—Grade 8 course is to offer additional assistance and time to In grade eight, students will read major works of fiction students who experience difficulty mastering concepts and nonfiction from all over the world and from different related to prerequisite math skills. This program aims to time periods. The students will read a wide range of reinforce many of the same theories taught in Math 8 and literature, including stories, plays, and poems. will enable the students to study the concepts in more Additionally, they will read to learn information about depth and in a smaller-group setting. history, the world, science, and other areas. They will continue to learn how to understand what they read and ENGLISH/LANGUAGE ARTS evaluate an author’s assumptions and claims. They will also conduct research that will require the analysis of English—Grade 7 resources and accurate interpretation of literary and In grade seven, students will read a wide range of informational text. Writing tasks in grade eight may literature, including stories, plays, and poems. include stories, poems, scripts, literary analysis essays, Additionally, they will read to learn information about and argumentative/explanatory essays. To enhance and history, the world, science, and other areas. The students develop writing skills, the students will write for a variety will continue to develop the ability to cite relevant of purposes and audiences. In grade 8, the students will evidence when interpreting or analyzing a text or focus on three genres of writing: narrative, supporting their points in speaking and writing. The explanatory/informative, and argumentative. The students will also build academic vocabulary as they read students will also focus on specific grammatical more complex texts, including stories, plays, historical structures, such as verbal phrases to enhance sentence novels, poems, and informational books and articles. To variety. Students will engage in a range of classroom enhance and develop writing skills, the students will write discussions on topics and texts, expressing ideas clearly for a variety of purposes and audiences. The students’ and building on the ideas of others. writing will show the effective use of evidence from sources to inform or make an argument. In grade 7, the Literature—Grade 8 students will focus on three genres of writing: narrative, In grade eight, students will read major works of fiction explanatory/informative, and argumentative. The and nonfiction from all over the world and from different students will also focus on specific grammatical time periods. The students will read a wide range of structures, such as clauses and simple, compound, and literature, including stories, plays, and poems. complex sentences. Students will engage in a range of Additionally, they will read to learn information about classroom discussions on topics and texts, expressing history, the world, science, and other areas. They will ideas clearly and building on the ideas of others. continue to learn how to understand what they read and evaluate an author’s assumptions and claims. They will Literature—Grade 7 also conduct research that will require the analysis of In grade seven, students will read a wide range of resources and accurate interpretation of literary and literature, including stories, plays, and poems. informational text. Writing tasks in grade eight may Additionally, they will read to learn information about include stories, poems, scripts, literary analysis essays, history, the world, science, and other areas. The students and argumentative/explanatory essays. To enhance and will continue to develop the ability to cite relevant develop writing skills, the students will write for a variety evidence when interpreting or analyzing a text or of purposes and audiences. In grade 8, the students will supporting their points in speaking and writing. The focus on drawing inferences based on evidence from the
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text as well as determining the theme or central idea of a promote an appreciation for lifetime fitness and wellness text and its development over the course of a text. The activities and sports. Throughout the course, students will students will also determine and analyze point of view and continue to acquire knowledge in various types of the impact of specific word choices on meaning and tone. movement patterns, sports skills, individual sport Students will engage in a range of classroom discussions concepts and activities, and team sport concepts and on topics and texts, expressing ideas clearly and building activities to help establish a lifelong appreciation for one’s on the ideas of others. overall health and fitness. The course will include daily fitness related warm-ups to promote and establish daily PHYSICAL EDUCATION & HEALTH physically active routines and various individual and team sports to promote cooperation, personal Overview of the Physical Education and Health achievement, and successful adoption of activities that Curricula: can be used to enhance and promote lifelong health and fitness. Both 7th and 8th grade students are required to pass physical education and health. Middle school students Health—Grade 8 will be enrolled in physical education for three marking In this course, students will acquire knowledge about periods and health for one marking period. the physical, emotional, and social aspects of human relationships and sexuality and learn how to apply these Physical Education—Grade 7 concepts to support a healthy, active lifestyle. Life The 7th grade students will be introduced to the five fitness management skills, such as decision-making, problem components and activities that promote an appreciation solving, self-esteem, and refusal skills, will be discussed for lifetime fitness and wellness activities and sports. and reinforced. Students will be introduced to topics Throughout the course, students will be introduced to such as relationships, adolescence and growth, pregnancy various types of movement patterns, sports skills, and parenting, and communicable diseases. This course individual sport concepts and activities, and team sport also addresses the six levels of critical thinking— concepts and activities to help establish a lifelong knowledge, comprehension, application, analysis, appreciation for one’s overall health and fitness. The synthesis, and evaluation. This is accomplished by course will include daily fitness related warm-ups to consistently asking thought-provoking questions and promote and establish daily physically active routines and having students predict outcomes, make inferences, various individual and team sports to promote apply knowledge to new situations, and role-play. cooperation, personal achievement, and successful adoption of activities that can be used to enhance and S.T.E.M. ELECTIVES promote lifelong health and fitness. The following pages contain descriptions of the electives Health—Grade 7 that may be offered next year. The specific electives that The 7th grade curriculum will include the introduction of will be offered and assigned will depend on student life management skills so that students can develop and enrollment, teacher availability, and student schedules. use personal and interpersonal skills to form good health Please know that we may not be able to offer every habits. Character development; goal setting; building self- elective listed. esteem; developing a positive self-concept to make right choices; and developing problem solving, coping, peer Discovering S.T.E.M. – Grade 7 or 8 (taken only once pressure, and refusal skills will be introduced. Students during the 7th or 8th grade year) will acquire knowledge about alcohol, tobacco, other drugs This full year course will strengthen mathematical and medicines, and will apply these concepts to support a application and concepts in relation to science, healthy, active lifestyle. The emphasis of this course is technology, and engineering. The major objective of this prevention of alcohol and drug misuse and abuse. This course will be to prepare students for S.T.E.M. initiatives course also addresses the six levels of critical thinking— relevant to 21st century learning. The topics are aligned knowledge, comprehension, application, analysis, with the S.T.E.M. standards within the New Jersey synthesis, and evaluation. This is accomplished by Student Learning Standards for mathematics and science. consistently asking thought-provoking questions and The course is broken up into five main topical areas having students predict outcomes, make inferences, including: Creators of the Designed World: An apply knowledge to new situations, and role-play. Introduction to Engineering and Technology, Sustainable Earth (Environmental Engineering), Design and Physical Education—Grade 8 Engineering, The Power of Technology and The 8th grade students will continue the development and Communication, and Exploring S.T.E.M. Careers. This mastery of the five fitness components and activities that class will also integrate real-world application of
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technology by utilizing various programs to develop projects. Exploring Entrepreneurship—Grade 8 This semester course will focus on the skills it takes to S.T.E.M. Architectural Design—Grade 7 successfully run a business. Topics like, operating costs, This semester course will use a cross-curricular approach markets, needs vs. wants, branding and marketing, to learning that involves the reading and interpretation of persuasive & public speaking would be emphasized. informational text and application to real-world problem- Google would be used to facilitate a collaborative solving using creative and critical thinking as well as math approach to building a marketing plan. application. Students will utilize Google Sketchup to design structures and build scale models while learning Sports and Health Science—Grades 8 (Note: Sports the global effects of the structure. and Health Science 7 is not a prerequisite to this course) This semester course is an introductory level elective Business & Computer Science—Grade 7 for the student who wants to further explore various This semester course will introduce students to content areas related to overall life-fitness and the the principles of business in the 21st Century while science of fitness for health. Topics will focus on healthy reinforcing keyboarding and computer skills related to life-style choices, nutrition, sports medicine, physical Microsoft Suite. Using project-based instruction, fitness activities, possible health-related careers, and other students will be able to build a foundational knowledge of health-related issues. This course reviews the nervous, computer applications, information systems, internet respiratory, and sensory systems and how they connect to safety, 21st Century skills, and business and computer the muscular and skeletal systems and the body's science careers. Exposure to networking and performance and movement. Programming workouts and programming are foundational components within this careers in fitness, health, and sports science are also course. covered. Students who successfully complete this course are encouraged to further study in this career area by Sports and Health Science —Grade 7 enrolling in the Sports Medicine program at the high This semester course is an introductory level elective school. for the student who wants to further explore various content areas related to overall life-fitness and the ART ELECTIVES science of fitness for health. Topics will focus on healthy life-style choices, nutrition, sports medicine, physical Exploring Art – Grade 7 fitness activities, supplements, fitness advertising claims Exploring Art is a full year course that is offered to 7th and how to analyze factual and false information in this graders. This course allows students to discover the basic area, possible health-related careers, skeletal and muscular principles of the visual arts through the completion of system for the body and other health-related issues. various projects intended to enhance their observational Students who successfully complete this course are and visual skills as well as drawing abilities. Students use encouraged to further study in this career area by enrolling in a variety of drawing means, such as line drawings, shaded the Sports Medicine program at the high school. drawings, cartoons, scale, and perspective drawings for in-class and take-home assignments to create an end-of- S.T.E.M. Racing Challenge—Grade 8 year portfolio. The content areas of cartooning, This semester course introduces students to early hands- illustration, painting, clay, ceramics, multi-cultural arts on engineering lessons. Students begin by learning about and crafts, and the creation of portraits will be explored the basics of experimental design. As learners are throughout the year. introduced to various activities, they are given the opportunity to learn more about the science and math Exploring Fine and Technical Art—Grade 8 behind how various racing devices work and how to Exploring Fine and Technical Art is an intensive full year optimize performance. As motorsports professionals do, course offered to 8th grade students. This course is students learn to improve the performance of various intended for those with a strong interest in art and design structures, create their own projects, and choose pathways to further their abilities, techniques, and knowledge. outside of the motorsports theme. Toward the end of the Drawing, painting, functional and sculptural design, as course, students are given the chance to work with a high- well as a S.T.E.M. based architectural design and drafting tech Racing Challenge car in order to optimize will be explored throughout the year. Various careers as performance. The S.T.E.M. Racing Challenge is a well as current trends associated with fine and technical powerful tool for breaking down traditional subject- art will also be explored throughout this course. matter. In education today, we are often program-heavy and systems-light. The Racing Challenge curriculum and MUSIC ELECTIVES coalition is a catalyst for real change.
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The major objective of the music program is to provide instrument, name notes on a musical staff, name, perform a variety of courses, both performing ensembles and and recognize duration of notes on a staff, recognize, classroom based, which meet the needs, ability levels, name and perform songs as notated on both a traditional and interests of each student at Kingsway. Performing music staff and string clefs. ensembles include seventh and eighth grade Band and seventh and eighth grade Chorus. These courses stress Band—Grade 8 musical skills and perform regularly. *Prerequisite: Prior band experience and the ability to read music Band—Grade 7 *Prerequisites: Prior band experience and the ability to Eighth grade Band is a yearlong instrumental (woodwind, read music brass, and percussion) performance class for students with prior musical experience. Daily rehearsals will consist of Seventh grade Band is a yearlong instrumental a warm-up period, a tuning session, group instrumental (woodwind, brass, and percussion) performance class for technique training, learning individual parts, and fitting students with prior musical experience. Daily those parts into the body of the ensemble. Students will rehearsals will consist of a warm-up period, a tuning develop skills in technique, tone production, music session, group instrumental technique training, learning reading, instrumental intonation, and individual parts, and fitting those parts into the body of rehearsal/performance procedures. Music of varied the ensemble. Students will develop skills in technique, styles will be studied and performed. Several day and tone production, music reading, instrumental intonation, evening concerts will be scheduled throughout the year, and rehearsal/performance procedures. Music of varied and student participation will be a requirement of the styles will be studied and performed. Several day and course. evening concerts will be scheduled throughout the year, and student participation will be a requirement of the Chorus—Grade 8 course. Eighth grade Chorus is a yearlong vocal performance class for singers of all ability levels. Daily rehearsals will Chorus—Grade 7 consist of a warm-up period, group vocal technique Seventh grade Chorus is a yearlong vocal performance training, learning individual parts, and fitting those parts into class for singers of all ability levels. Daily rehearsals will the body of the ensemble. Students will develop skills in consist of a warm-up period, group vocal technique technique, tone production, music reading, vocal training, learning individual parts, and fitting those parts into intonation, diction, and rehearsal/performance the body of the ensemble. Students will develop skills in procedures. Music of varied styles will be studied and technique, tone production, music reading, vocal performed. Several day and evening concerts will be intonation, diction, and rehearsal/performance scheduled throughout the year, and student participation procedures. Music of varied styles will be studied and will be a requirement of the course. performed. Several day and evening concerts will be scheduled throughout the year, and student participation Strings —Grade 8 will be a requirement of the course. This yearlong course is for students with little or no experience in strings or orchestra. During this class, Guitar—Grade 7 students will develop skills in simple music theory, This semester course is for students with little or no instrument care, performance, music reading and experience in guitar. During this class, students will interpretation. Throughout this class the students will develop skills in simple chording, single note melodies, know how to hold and tune a string instrument, care of the scales and basic music theory as it applies to the guitar. instrument, name notes on a musical staff, name, perform Students will be able to gain a basic understanding of and recognize duration of notes on a staff, recognize, chords and notes on the guitar and be able to synthesize name and perform songs as notated on both a traditional that in the performance of various pieces of music on the music staff and string clefs. guitar. Jazz Ensemble—Grade 8 Strings —Grade 7 *Prerequisite: Student selection for the jazz ensemble This yearlong course is for students with little or no course is based upon successful audition. experience in strings or orchestra. During this class, students will develop skills in simple music theory, Jazz Ensemble is a yearlong instrumental (saxophone, instrument care, performance, music reading and brass, percussion, drum set, keyboard, guitar, and bass) interpretation. Throughout this class the students will performance class for students with prior musical know how to hold and tune a string instrument, care of the experience. Music reading is a requirement for this course.
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Daily rehearsals will consist of a warm-up period, a students may opt to take the second semester of the high tuning session, improvisation, learning individual parts, school course and complete the Level I program. In Level and fitting those parts into the body of the ensemble. 1A, the students work at the novice-low to novice-mid Students will develop many musical skills and procedures. proficiency levels within three important modes: Several day and evening concerts will be scheduled interpretive, interpersonal, and presentational. The throughout the year, and student participation will be a students demonstrate an understanding of spoken and requirement of the course. written communication within the appropriate cultural context. The students present—through oral and/or Keyboarding—Grade 8 written communications—information, concepts, and This semester course is for students with little or no ideas to an audience of listeners or readers. The students experience in piano. During this class, students will engage in direct oral and/or written communication with develop skills in music theory and keyboard performance. others. The Level 1A course emphasizes the following Throughout this class the students will know how to place key areas: comprehension and comprehensibility, their hands on a piano/keyboard/synthesizer, name the vocabulary usage, language control, communication notes on a piano keyboard, play and recognize the written strategies, and cultural awareness. music, name notes on a musical staff, name, perform and recognize duration of notes on a staff, recognize, name French IB/Italian IB/Spanish IB—Grade 8 and perform their own original piece of music. Meets State World Languages Graduation Requirement with successful completion of IA/IB. WORLD LANGUAGE ELECTIVES * Successful completion of the full IA/IB program will The Level I program offers full year courses in French, award the student five high school credits and allow the Italian, or Spanish. These courses will provide the student to take a Level II language course upon entry students with basic grammatical structures along with an into high school. emphasis on the development of listening, speaking, reading, and writing skills. Cultural awareness and French IA/Italian IA/Spanish IA—Grade 7 understanding are integral components of each lesson. Students will have the opportunity to take the Level I The Level I program is the first year in a five-year Language program over the course of two years. During program that is continued in high school. Students taking the seventh grade year of the program, students will take a Level I World Language class will receive high school the first semester of the high school equivalent language graduation credit upon completion of the course. Taking course, but studied over the course of the entire school these courses will enable the students to accelerate and year. During the eighth grade year of the program, enhance world language study in the future.
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Kingsway Regional High School
Schedule changes that include the exchange of one course for another or changing the level of a course will INTRODUCTION be considered through August 25, 2017. During the first five days of a semester course and first 10 days of a The Kingsway Regional School District’s Board of yearlong course, students may drop an elective course for Education and professional staff recognize the need for a study hall. Students must be on track to graduate in students and parents to plan an engaging, exceptional, and order to exercise this option. Students should review comprehensive school program that enables each student the offerings in this handbook carefully before to fulfill the New Jersey State graduation requirements in choosing electives for the 2017-2018 school year as a manner that provides for individual interests, needs, and changes to student schedules after August 25, 2017, will career goals. only be considered for the following reasons:
It is also recognized that every student is on a pathway to 1. A data or statistical error in the schedule, i.e. a career, whether it be in the near or distant future. It is the two subjects in one period, no lunch, wrong intention of the Kingsway Regional School District to grade level for English, etc. ensure that each student is properly prepared to enter a 2. To meet graduation requirements or mandated career path that is suited to his or her interests and abilities program requirements. whether it be directly upon graduation from high school or 3. If student failed with scheduled teacher in the whether it requires further training and/or higher previous year and another teacher is available. education. Our students today will have opportunities and Where necessary, such changes will be made at challenges that will prepare them for tomorrow. Choosing counselor discretion, and only after extensive a course of study for each student is an important step in review of the circumstances. preparing for that future. One way we can ensure that our 4. Improper program/level placement, i.e. student students are successful is by working together to provide is not in the course(s) as indicated on the course them with the very best educational experience. selection/parent verification form.
Kingsway’s high school curriculum provides students In all cases except clerical or data error, parental with the tools they need to map out both a short-range and permission or parental awareness is necessary in writing long-range plan for high school study. As courses are before any change can be made. All schedule changes selected, please be sure to refer to the high school made after August 25, 2017, are subject to administrative graduation requirements located in this document to approval. Students withdrawing with administrative ensure that your student meets state and local graduation permission will receive the following designations on requirements report cards and transcripts:
1. W ‐ Withdraw Passing ‐ No Credit. POLICIES, PROCEDURES & REQUIREMENTS Students who withdraw from a subject
after the deadline will be assigned a "W" if Course Selection Procedures: they are passing the course at the time of At the conclusion of the first semester, each student will withdrawal. make a preliminary course selection for the following 2. WF ‐ Withdraw Failing ‐ No Credit. school year. Course selection may include a conference Students who withdraw from a subject with the parent, the student, and a counselor. after the deadline will be assigned a "WF" if Every student will be required to carry six equivalent they are failing the course at the time of subjects (30 credits) in addition to health and physical withdrawal. education (minimum of 4 credits). Grading: Change of Schedule Policy: Grading standards for student assignments and assessments The master schedule for the 2017-2018 school year are determined by a procedure that fits that course’s needs. will be set by the end of the 2016-2017 school year. Each teacher will inform students of their grading standards and policies at the start of the school year. 26
Letter grades and their numerical values are noted below. adherence to the New Jersey Core Curriculum Content Letter Grade Numerical Value Standards and New Jersey Student Learning Standards, A 100-92 allows students to select academic content area courses B 91-83 necessary for graduation in a sequential order as C 82-74 prescribed in the scope and sequence of each academic D 73-65 area. A student failing an academic content area course F 64 and below must either take the course in summer school in order to be promoted to the next grade level or repeat the course Minimum Grades: the following year. Students may not take the next level A minimum grade of 50 will be used only for the first course until they pass the previous level. There will be semester for full year courses. This is to account for no doubling up of courses within the same year. possible adjustment difficulties students may experience at the beginning of the year. SPECIAL EDUCATION SERVICES
Promotional Procedures: Kingsway Regional School District offers special In determining a student's year in school, promotion shall education programs for all students in the least restrictive be based on the successful completion of the following environment. A full continuum of program options is list of required subjects with a final grade of at least 65: available and includes the following: 9th: English I, PE/health 9, mathematics, world
history, science In-class Support: In-Class Resource Support, 10th: English II, PE/health 10, mathematics, U.S also referred to as ICR, is placement in the history I, science th general education classroom. Instruction is 11 : English III, PE/health 11, mathematics, U.S provided by the general education teacher and history II, science th the special education teacher. Special Education 12 : English IV, PE/health 12 students receive assistance from the special
*See GRADUATION REQUIREMENTS for additional courses needed for education teacher who is required to provide graduation and/or promotion. modifications and accommodations as specified in the student’s Individualized Education Plan, In addition to the course requirements and in order to or IEP. There will be no more than 10 special attain sophomore, junior, or senior standing, the education students in an ICR setting. ICR occurs following credits must be accumulated: in the general education classroom.
Credits Required To Achieve Resource Center or Small Group Instruction: 30 Credits Sophomore Standing Resource Center (RC) or Small Group 60 Credits Junior Standing Instruction (SGI) is a structured learning 90 Credits Senior Standing environment where special education students 120 Credits Graduation are instructed using the general education curriculum. Modifications to the pace and depth Students not meeting the course requirements and/or the of instruction occur to ensure student credit requirements for promotion to the next grade level understanding and success. Class size is limited will be denied class privileges that they would have to 12 for Resource Center and 16 for Small attained if promoted. For example, if a student fails Group Instruction. freshman English, the student is denied sophomore privileges as defined by the administration. Self-contained Programs: Self-contained programs are designed to meet the unique Failures: learning needs of students with multiple Failures may be made up in various ways. When you disabilities or behavioral needs. These programs receive notification of a failure, contact your guidance include life skills or independent living counselor immediately in order to determine your component and employ strategies such as alternatives. Students requesting to take summer school positive behavior reinforcement. Every effort is for recovery options must receive a minimum final year made to include students with disabilities to the course grade of 50 in order to qualify for summer school maximum extent appropriate with students who recovery credits. are not disabled. Related services including, but limited to school nursing services, Sequential Course Selection: speech/language therapy, occupational and The Kingsway Regional High School District, in 27
physical therapies, counseling, and special 6. At least 5 credits in visual and performing arts transportation are provided to students who are (Art, Music) deemed in need of such services by the IEP team 7. At least 5 credits in world languages in consultation with specialists. 8. At least 5 credits in consumer, family, and life skills; career; or vocational-technical education 9. At least 20 credits in health, safety, and physical ENGLISH AS A SECOND LANGUAGE ENGLISHeducation LANGUAGE SERVICES 10. At least 2.5 credits in Wealth Management Students identified as Limited English Proficient (LEP) 11. At least 2.5 credits in Career Development will be assigned to an English as a Second Language (ESL) program as required by New Jersey State code. The ESL program is designed to improve English reading, writing, speaking, and listening for ELL students.
HIGH SCHOOL GRADUATION REQUIREMENTS
For a student to graduate from Kingsway Regional High School and receive a state-endorsed Board of Education diploma, a student must do the following:
1. Meet both state and district proficiency standards in the core curriculum content areas and achieve or exceed passing grade on a state- approved assessment. 2. Successfully complete any course requirements stated in the Administrative Code, unless those of the district are greater, in which case, the district’s standard must be met. The proficiencies required must include the New Jersey Student Learning Standards approved by the State Board of Education; and 3. Select and successfully complete enough elective credits to meet the district minimum of 120 credits.
Successful completion means that the student has demonstrated the degree of proficiency required by the district to indicate achievement of the district goals for the particular course and has attended the required number of course sessions. Transfer students must meet all state and local requirements in order to receive a high school diploma.
Students entering grade 9 are required to complete a program of studies of not fewer than 120 credits in courses designated to meet all of the New Jersey Student Learning Standards. These programs include but are not limited to the following credits: 1. At least 20 credits in language arts literacy 2. At least 15 credits in mathematics (must include
Algebra, Geometry, and a 3rd year math based upon algebra and geometry) 3. At least 15 credits in science 4. At least 10 credits in U. S. History 5. At least 5 credits in World History 28
High School Graduation Requirements
SUBJECT REQUIRED CREDITS EXAMPLE ELIGIBLE COURSES LANGUAGE ARTS LITERACY 20 English I,II,III,IV MATHEMATICS 15 Algebra I, Geometry, Algebra II, Foundational Math, Pre-Calculus, Calculus, Probability & Stats, Fundamentals of College Math, etc. SCIENCE 15 Algebra-Based Physics, Chemistry, Biology, Anatomy & Physiology, Survey of Biological Sciences, Environmental Science, etc. SOCIAL STUDIES 15 World History, US History I, US History II. etc. FINANCIAL, ECONOMIC, 2.5 Wealth Management BUSINESS, AND ENTREPRENEURIAL LITERACY HEALTH, SAFETY, AND 20 9-12 PE/HE PHYSICAL EDUCATION
VISUAL AND PERFORMING 5 Art I, Ceramics, Applied Arts, ARTS Photo/Illustration/Print, Symphonic Band, Concert Band, Jazz Band, Senior Chorus, Drama, Gospel Choir, Keyboarding, Orchestra, MIDI I, etc. WORLD LANGUAGES 5 Spanish I, French I, Italian I , etc. 21ST CENTURY LIFE AND 5 Basic Foods, Creative Living, Child Development, CAREERS, OR CAREER- Computer Art I, Journalism, Intro to Law, TECHNICAL EDUCATION Accounting, Business Mgt, T.V. Media, Sports Medicine, AP Psychology, Video Game Design, CAD I, Exploring Computer Science, etc. CAREER DEVELOPMENT 2.5 Career Exploration, S.T.E.M. Academy Seminar (Academy students only), Business Leadership Academy (Academy students only) TOTAL CREDITS (State 120 Minimum)
In addition, during the four years, students must complete a program in cross-content workplace readiness, which may be satisfied through existing courses or career education courses.
Students in grades 9 – 12 who are not proficient in mathematical skills will be required to take a remedial math lab course (or courses) until such deficiencies are eliminated. Students in grades 9 – 12 who are not proficient in language arts literacy and writing skills will be required to take a remedial ELA lab course (or courses) until such deficiencies are eliminated. Students must demonstrate mastery on a standardized assessment as outlined by the state.
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Students with Limited English Proficiency: Program. Students with limited English proficiency must be provided with the program opportunities required by law Students and parents should understand that extra and must fulfill the regular state and district requirements demands are essential for success on the Advanced for graduation. Placement examinations and that the individual student must pursue studies on a personal basis. In each of the Special Education Students/Students with courses designated above, teachers will assist the student Disabilities under 504 of the Rehabilitation Act: in identifying the content covered by a particular A disabled student must meet all state and local high Advanced Placement test and offer individualized school graduation requirements in order to receive a instructional assistance within the structure of the course. state-endorsed high school diploma unless exempted in In order to provide instructional assistance to highly his/her IEP. Accommodations specified in a student’s motivated students interested in the Advanced Placement IEP or 504 Accommodation Plan will be recognized Testing, specific course opportunities have been and provided for during the state standardized testing developed in Kingsway Regional High School. process.
COURSE WEIGHTING & CLASS RANK HONORS & ADVANCED PLACEMENT Class Rank: Honors courses differ from academic courses in that they The Superintendent, in consultation with the teaching require students to be more independent, creative, and staff, parents, and community members, shall develop extensive in the pursuit of topics and concepts. They are a uniform system to compute grade point average and more rigorous, not because of a greater quantity of work, class rank. The system should be clear, easily understood but because students will explore topics to a greater by parent/guardian and students, and able to be applied depth, using inquiry and problem-solving approaches. with consistency of interpretation. Speakers at graduation will be the class valedictorian and salutatorian as based Typically, students who are successful taking honors upon the class rank system. Also, to be considered as courses are highly motivated and are high achievers. They a speaker or to be ranked, a student must have learn rapidly, can make generalizations and understand attended Kingsway Regional High School for a minimum complex concepts, and produce original and creative of two years. products. They accept responsibility for their own learning and strive to maintain good work habits, interest, Calculating Class Rank: attitude, and a commitment necessary for high Courses in the core areas, i.e. English, mathematics, achievement. science, and social studies, will be categorized into one of the following levels: Advanced Placement, Honors, or Open Enrollment Policy – All students who meet the Academic. The GPA is the total of the final grades prerequisites shall be given the opportunity to enroll in multiplied by the number of course credits, which equals honors or Advanced Placement (AP) courses. a total that is divided by the number of credits attempted.
Opportunities are also available for highly motivated For the purpose of class rank, a weighted GPA will be students to participate in the Advanced Placement calculated for passing grades only as follows: Program administered by the College Board. Advanced Placement examinations are offered annually to give high- 1. Multiply the final grade by 120% for school students opportunities to demonstrate college- Advanced Placement courses or 110% for level achievements. As with other College Board Honors courses. examinations, students pay a fee for each Advanced 2. Multiply this weighted grade by the course Placement examination they take. Advanced Placement credits to determine quality points. examinations are administered annually in May. 3. Total the credits and total the quality points. Individual students should see school counselors for 4. Divide the total quality points by the total specific information relative to the Advanced Placement number of credits for the Weighted GPA.
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Final Grade x Weight x Credit Formula: =WGPA Total Credits
3,335.80 Total Quality Points / 35 Credits = 95.3086 Weighted GPA for Class Rank
Courses and weight are as follows:
ACADEMIC CLASSES (listed) AND ALL OTHER ELECTIVES (No additional weighting) Academic English I, II, III, IV American Government Foundations of Algebra Journalism US and World Affairs Academic Algebra I Pop Culture, Mass Media, Introduction to Law Academic Algebra II & Society Military History Academic Geometry Creative Writing Global Terrorism Fundamentals of College Math Film Studies Introduction to Women and Gender Academic Probability and Statistics Academic World History Studies Pre-Calculus Academic US History I, II Academic Algebra-Based Physics Human Behavior & Culture Academic Biology Academic Chemistry Anatomy and Physiology HONORS (10% of Grade) Honors English I, II, III, IV Honors Geometry Honors Biology Honors U. S. History I, II Honors Pre-Calculus Honors Chemistry Honors World History Honors Calculus Honors Algebra-Based Physics Honors Algebra II Honors Principles of Engineering Honors Anatomy & Physiology
ADVANCED PLACEMENT (20% of GRADE) AP Literature & Composition AP Biology AP French AP Language & Composition AP Chemistry AP Italian AP U. S. History I AP Physics I AP Spanish AP U. S. History II AP Physics II AP Art AP European History AP Calculus AB AP Art History AP Psychology AP Music Theory AP Calculus BC AP Government & Politics
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regarding these tests are available in the Guidance COLLEGE ENTRANCE REQUIREMENTS Office. Kingsway's CEEB/ACT School Code is 311445.
Before choosing a college or university and applying for Because of the extreme complications related to college admission, students should carefully evaluate their selection, scholarship entrance requirements, and abilities, interests, and goals. Teachers, counselors, and entrance tests, it is to your advantage to become well parents should be consulted to help in making this aware of the information available through the evaluation. counseling services of the school.
Many colleges have specific unit requirements, while others do not; however, most four-year schools DUAL CREDIT recommend that students complete a minimum of sixteen academic units including the following areas: four years Kingsway Regional High School supports opportunities of English, three years of social studies, two years of for its students to earn college credits while still attending laboratory sciences, three years of an academic math, and high school. Students who enroll in approved dual credit two years of world language. courses will have the opportunity to earn 3 college credits on their transcript. Students enrolling in the program, Students planning to attend two-year or community supported by Camden County College and/or Rowan colleges will find requirements not quite as stringent, College at Gloucester County will need an application for depending on their selected curricula. each course taken. Students will not be able to apply for dual credit status in courses already completed. Most colleges and universities require one of two major testing programs for entrance. These programs are the To learn more about how your son or daughter may earn ACT and the SAT tests, which are given at various college credits for courses they complete in high school, times during the year. Applications and information please contact your child’s guidance counselor.
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Kingsway Regional High School
COURSE OFFERINGS & DESCRIPTIONS The following core courses are required by each student at the designated grade level. The markers below specify the following criteria throughout the guide: These courses comply with the National These courses are a component of Kingsway’s NCAA Collegiate Athletic Associate. S.T.E.M. Academy. These courses are a component of Kingsway’s Business Leadership Academy.
ENGLISH/LANGUAGE ARTS (ELA)
Overview of English Language Arts Curricula
The major objective of the high school English Language students will closely and critically read complex works of Arts program is to provide instruction on an individualized literature and informational texts. Additionally, students basis so that each student may achieve his or her will expand their literary and cultural knowledge by potential. The English Language Arts curriculum focuses reading great classic and contemporary works on building strong literacy skills so that students develop representative of various time periods, cultures, and in three areas: analysis, critical thinking, and problem worldviews. The students will develop the skill, fluency, solving. The program also emphasizes that students and concentration to produce high-quality writing, as well become effective readers of text and effective as the capacity to revise and edit their writing over multiple communicators through the verbal and written word. The drafts. Writing tasks include literary analysis, research ELA program reflects the major shifts of the New Jersey papers, creative writing, narratives, and argumentative Student Learning Standards: balancing literary and and explanatory essays. informational text, building a knowledge of the world through increasingly complex texts, engaging in text- The Honors English sections are for those students who dependent questions and answers, writing from sources to have consistently demonstrated superior skills through test inform and argue a claim, and building transferable performance, projects, and writing assignments. The vocabulary to access grade level texts. The ELA program Honors level English course will require students to apply offers Academic, Honors, Advanced Placement, and lab a greater depth of knowledge and growing sophistication courses. in their analysis of increasingly challenging texts. The students will continue to learn and apply the rules of English Language Arts (ELA) labs are offered in grades 9 standard written English and to strengthen and expand through 12. These lab courses provide the student with their vocabulary, use of language, and sophistication in the essential skills in both reading and writing. The lab courses development and organization of ideas. are designed to help support the key skills and concepts students need to be successful in the academic English The Advanced Placement courses are offered in grades courses. The lab class follows the same unit focus each eleven and twelve. The AP Program offers two courses in semester as the academic class. The lab class will offer English studies, each designed to provide high school additional writing experiences as well as a variety of students the opportunity to engage with a typical different fiction and non-fiction reading selections. The lab introductory-level college English curriculum. The AP class is writing-intensive. The reading component of this English Language and Composition course focuses on the course will focus on the literal and inferential development and revision of evidence-based analytic and comprehension of narrative, workplace, argumentative, argumentative writing and the rhetorical analysis of and informational texts. nonfiction texts. The AP English Literature and Composition course focuses on reading, analyzing, and The Academic English sections are for those students who writing about imaginative literature (fiction, poetry, have consistently demonstrated mastery of basic skills and drama) from various periods. who plan to enter college. In Academic English, the 33
Honors English I Grades 9 Course # 100H Credits 5
In Honors English 9, the students will closely and critically read complex works of literature and informational texts. Students will interpret what they read and present analysis based on appropriate examples and evidence from the text. They will assess the strength of an author’s or speaker’s points and assumptions based on evidence from the text. Additionally, students will expand their literary and cultural knowledge by reading great classic and contemporary works representative of various time periods, cultures, and worldviews. There will also be an increased emphasis on building a strong vocabulary so that students can read and understand increasingly complex texts. The students will develop the skill, fluency, and concentration to produce high-quality writing, as well as the capacity to revise and edit their writing over multiple drafts. Writing tasks include literary analysis, research papers, creative writing, narratives, and argumentative and explanatory essays. The Honors level English course will require students to apply a greater depth of knowledge and growing sophistication in their analysis of increasingly challenging texts. The students will continue to learn and apply the rules of standard written English and to strengthen and expand their vocabulary, use of language, and sophistication in the development and organization of ideas.
Academic English I Grades 9 Course # 101 Credits 5
In Academic English 9, the students will closely and critically read complex works of literature and informational texts. Students will interpret what they read and present analysis based on appropriate examples and evidence from the text. They will assess the strength of an author’s or speaker’s points and assumptions based on evidence from the text. Additionally, students will expand their literary and cultural knowledge by reading great classic and contemporary works representative of various time periods, cultures, and worldviews. There will also be an increased emphasis on building a strong vocabulary so that students can read and understand increasingly complex texts. The students will develop the skill, fluency, and concentration to produce high-quality writing, as well as the capacity to revise and edit their writing over multiple drafts. Writing tasks include literary analysis, research papers, creative writing, narratives, and argumentative and explanatory essays. At the Academic level, the students will analyze how complex characters develop over the course of a text; cite strong and thorough textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text; support arguments in an analysis of challenging topics or texts; and participate effectively in group discussions, expressing ideas clearly and persuasively and building on the ideas of others.
Honors English II Grade 10 Course # 104H Credits 5
In Honors English 10, the students will closely and critically read complex works of literature and informational texts. Students will interpret what they read and present analysis based on appropriate examples and evidence from the text. They will assess the strength of an author’s or speaker’s points and assumptions based on evidence from the text. Additionally, students will expand their literary and cultural knowledge by reading great classic and contemporary works representative of various time periods, cultures, and worldviews. There will also be an increased emphasis on building a strong vocabulary so that students can read and understand increasingly complex texts. The students will develop the skill, fluency, and concentration to produce high-quality writing. Writing tasks include literary analysis, research papers, creative writing, narratives, and argumentative and explanatory essays. The Honors level English course will require students to apply a greater depth of knowledge and growing sophistication in their analysis of increasingly challenging texts. The students will continue to learn and apply the rules of standard written English and to strengthen and expand their vocabulary, use of language, and sophistication in the development and organization of ideas. Some reading and writing guidelines are similar from Grade 9 to Grade 10. The students are expected to develop their skills and apply a greater depth of knowledge with increasingly complex texts and
34 writing assignments as they advance in grade level.
Academic English II Grade 10 Course # 105 Credits 5
In Academic English 10, the students will closely and critically read complex works of literature and informational texts. Students will interpret what they read and present analysis based on appropriate examples and evidence from the text. They will assess the strength of an author’s or speaker’s points and assumptions based on evidence from the text. Additionally, students will expand their literary and cultural knowledge by reading great classic and contemporary works representative of various time periods, cultures, and worldviews. There will also be an increased emphasis on building a strong vocabulary so that students can read and understand increasingly complex texts. The students will develop the skill, fluency, and concentration to produce high-quality writing, as well as the capacity to revise and edit their writing over multiple drafts. Writing tasks include literary analysis, research papers, creative writing, narratives, and argumentative and explanatory essays. Some reading and writing guidelines are similar from Grade 9 to Grade 10. The students are expected to develop their skills and apply a greater depth of knowledge with increasingly complex texts and writing assignments as they advance in grade level. During Grade 10, the students will continue to apply skills and knowledge in the following key areas: ideas and details, craft and structure, language development, and speaking and listening skills.
English III- Advanced Placement English Language and Composition Grade 11 Course # 111AP Credits 5
The AP English Language and Composition course requires students to concentrate on reading prose from different periods, disciplines, and rhetorical contexts while becoming skilled writers who compose for a variety of purposes. The course allows students to write in several forms—narrative, exploratory, expository, and argumentative—on many different subjects from personal experiences to public policies and from imaginative literature to popular culture. The course prepares students to write across the curriculum at a college level. Students who choose to take the AP English Language and Composition Test in May and score at an appropriate level may be offered credit for the first year college composition course. An AP test score of 4 or 5 is recommended to ensure college credit transferability.
Honors English III Grade 11 Course # 108H Credits 5
In Honors English 11, the students will closely and critically read complex works of American literature and informational texts. Students will examine how two or more texts from the same time period treat similar themes or topics. Students will identify and evaluate the reasoning used in historical documents and support arguments in an analysis of challenging topics or texts. Students will interpret what they read and present analysis based on appropriate examples and evidence from the text. There will also be an increased emphasis on building a strong vocabulary so that students can read and understand increasingly complex texts as well as prepare for the SAT. Writing tasks include literary analysis, research papers, creative writing, narratives, and argumentative and explanatory essays. The Honors level English course will require students to apply a greater depth of knowledge and growing sophistication in their analysis of increasingly challenging texts. The students will continue to learn and apply the rules of standard written English and to strengthen and expand their vocabulary, use of language, and sophistication in the development and organization of ideas. Some reading and writing guidelines are similar from Grade 10 to Grade 11. The students are expected to develop their skills and apply a greater depth of knowledge with increasingly complex texts and writing assignments as they advance in grade level. During Grade 11, the students will continue to apply skills and knowledge in the following key areas: ideas and details, craft and structure, language development, and speaking and listening skills.
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Academic English III Grade 11 Course # 109NW Credits 5
In Academic English 11, the students will closely and critically read complex works of American literature and informational texts. Students will examine how two or more texts from the same time period treat similar themes or topics. Students will identify and evaluate the reasoning used in historical documents and support arguments in an analysis of challenging topics or texts. Students will interpret what they read and present analysis based on appropriate examples and evidence from the text. There will also be an increased emphasis on building a strong vocabulary so that students can read and understand increasingly complex texts as well as prepare for the SAT. Writing tasks include literary analysis, research papers, creative writing, narratives, and argumentative and explanatory essays. Some reading and writing guidelines are similar from Grade 10 to Grade 11. The students are expected to develop their skills and apply a greater depth of knowledge with increasingly complex texts and writing assignments as they advance in grade level. During Grade 11, the students will continue to apply skills and knowledge in the following key areas: ideas and details, craft and structure, language development, and speaking and listening skills.
English IV - Advanced Placement English Literature and Composition Grade 12 Course # 112AP Credits 5 Meets 5 of 20 credits of State ELA Graduation Requirement
The Advanced Placement course in English Literature and Composition emphasizes the development of reading comprehension skills and in-class and out-of-class writings about literature and related ideas. It is for students who are capable of performing at a college level while in secondary school and who are willing to devote the energy necessary to complete a course more rigorous and demanding than other high school English courses designed for the college-bound student. Class periods are spent responding to various selected readings. Oral participation is extremely important. Students will have the option of taking the Advanced Placement test in May for college credit. An AP test score of 4 or 5 is recommended to ensure college credit transferability. Summer readings and written responses as preparation for the course are required to gain reading experience and to demonstrate the ability to function independently and responsibly. These readings will serve as the basis of discussion during the first week of school. In addition, reading assignments are given for school vacations, and participation in Literature Circles and an online discussion board is required.
Honors English IV Grade 12 Course # 113H Credits 5 Meets 5 of 20 credits of State ELA Graduation Requirement
In Honors English 12, the students will closely and critically read complex works of literature and informational texts. Students will interpret what they read and present analysis based on appropriate examples and evidence from the text. There will also be an increased emphasis on building a strong vocabulary so that students can read and understand increasingly complex texts as well as prepare for the SAT. The students will develop the skill, fluency, and concentration to produce high- quality writing. Writing tasks include literary analysis, research papers, creative writing, narratives, and argumentative and explanatory essays. At the Honors level, the students will read and analyze foundational works of British literature and examine how two or more texts from the same time period treat similar themes or topics; cite strong evidence from a text to analyze what it says explicitly as well as what it infers; conduct short and long-term research projects to answer a question; and participate effectively in group discussions. The Honors level English course will require students to apply a greater depth of knowledge and growing sophistication in their analysis of increasingly challenging texts. The students will continue to learn and apply the rules of standard written English and to strengthen and expand their vocabulary, use of language, and sophistication in the development and organization of ideas. Some reading and writing guidelines are similar from Grade 11
36 to Grade 12. The students are expected to develop their skills and apply a greater depth of knowledge with increasingly complex texts and writing assignments as they advance in grade level. During Grade 12, the students will continue to apply skills and knowledge in the following key areas: ideas and details, craft and structure, language development, and speaking and listening skills.
Academic English IV Grade 12 Course # 114NW Credits 5 Meets 5 of 20 credits of State ELA Graduation Requirement
In Academic English 12, the students will closely and critically read complex works of literature and informational texts. Students will interpret what they read and present analysis based on appropriate examples and evidence from the text. There will also be an increased emphasis on building a strong vocabulary so that students can read and understand increasingly complex texts as well as prepare for the SATS. The students will develop the skill, fluency, and concentration to produce high-quality writing. Writing tasks include literary analysis, research papers, creative writing, narratives, and argumentative and explanatory essays. At the Academic level, the students will read and analyze foundational works of British literature and examine how two or more texts from the same time period treat similar themes or topics; cite strong evidence from a text to analyze what it says explicitly as well as what it infers; support arguments in an analysis of challenging topics or texts; conduct short and long-term research projects to answer a question; and participate effectively in group discussions. Some reading and writing guidelines are similar from Grade 11 to Grade 12. The students are expected to develop their skills and apply a greater depth of knowledge with increasingly complex texts and writing assignments as they advance in grade level. During Grade 12, the students will continue to apply skills and knowledge in the following key areas: ideas and details, craft and structure, language development, and speaking and listening skills.
English Language Arts Lab I, II, III. IV Grades 9 -12 Course #s 101/105/109/118 Credits 5 Students who have been identified as needing additional supports using multiple measures (i.e. recommendations, course grades, and/or standardized test scores) will be assigned a lab course and will be scheduled to take it in addition to a regularly assigned ELA course. The lab courses are designed to help support the key skills and concepts students need to be successful in the academic English courses. The lab class follows the same unit focus each semester as the academic class. The lab class will offer additional writing experiences as well as a variety of different fiction and non-fiction reading selections. The lab class is writing-intensive. The reading component of this course will focus on the literal and inferential comprehension of narrative, workplace, argumentative, and informational texts.
Public Speaking and Debate Grades 9-12 Course # 122 Credits 5 Meets 21st Century Life and Careers Graduation Requirement
Students interested in developing and improving public speaking, oral presentation, and debate skills will participate in two model congress programs, which emphasize individual policy research and the study and use of parliamentary procedure. In addition, students will research, write, and deliver an informative speech and a persuasive speech on topics of their choosing. Students will also participate in small group communication, a Lincoln/Douglas Debate, and impromptu speaking. Particular emphasis will be placed upon structure, delivery, vocal control and pitch, oral interpretation of material, and the use of the computerized PowerPoint process to create a visual component to an oral presentation. Students will use cognitive functions of analysis, synthesis, and evaluation, as well as the process activities of inquiry and creative thinking.
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Creative Writing Grades 9-12 Course # 124NW Credits 5 Meets 21st Century Life and Careers Graduation Requirement
Designed for the student who has consistently demonstrated mastery of basic writing skills, this course will afford an opportunity to pursue creative ideas and techniques in his/her writing. The yearlong course will allow students to critique various writers and genres. Projects will focus on observation and interaction and will marry the humanities with the student’s appreciation of the written expression. Students will concentrate on multitudinous writing activities, such as journal responses, exploring different poetic forms, creating characters, and establishing conflict and plot development. Students will relate to each other by exercising the process of peer editing and constructive criticism. This course will invite published writers to address the students and offer guidance in writing and publishing. Furthermore, the students will gain a greater appreciation of their surroundings through creative writing.
Journalism Grades 9-12 Course # 123NW Credits 5 Meets 21st Century Life and Careers Graduation Requirement
Journalism is an English elective course offered to freshmen, sophomores, juniors, and seniors. The course will provide students with an introduction to the basics of journalistic theory and skills. Students will engage in a variety of oral, listening, and written activities directly related to journalism. Through such activities, students will not only develop the skills of a journalist, they will also improve their overall oral and written communication skills. Instruction will focus both on introducing the journalistic competencies necessary for the publication of a newspaper and on fostering the development of these competencies in the students. After studying the history and significance of the media (with emphasis on print media) as well as current trends, students will explore a variety of journalistic styles and methods. Students will then apply this knowledge as they prepare for and conduct interviews and write news stories, feature stories, editorials, and reviews. Course activities will also foster the development of critical thinking skills, collaboration, and writing skills necessary to critique their own work as well as that of their peers. Finally, students will become proficient users of computer technology that will assist in graphic layout and design.
Pop Culture, Mass Media, and Society Grades 10-12 Course # 010 Credits 2.5
Pop culture is all around us. In many ways, it is woven into the seams of our clothing, mixed into the melodies of the songs we love, advertised at our favorite shopping locales, and cut into our most beloved films. The goal of this course is to teach students how to analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and shape the world around us. This includes the understanding of the role of mass media and popular culture. Students will focus on the influence of ethnicity, race, class, age, region, and gender and how those things shape the way they view the world. Students will explore these topics through explanatory and research writing. Students can expect to focus on various texts, films, and music. Students will work to make thematic connections, develop unique and original claims, and research in an attempt to support those claims.
Film Studies Grades 10-12 Course # 129 Credits 5
The goal of this course is to teach students how to critically analyze and evaluate films as cultural texts that open a window into society. The primary form of cultural and historical analysis that will be undertaken in this class will involve students viewing a variety of films and writing critical film reviews. A good film review examines both how a film
38 works and how and why it affects the viewer the way it does. Students will learn how to use popular films to understand competing perspectives on history, culture, and society.
While some class time will be spent on viewing films, an equal amount of time will be spent on writing instruction related to film analysis. Students will learn to recognize the technical aspects of film that contribute to its “deeper meaning.” What is the screenwriter’s intent? How do the cast and production- team communicate that meaning to the audience? Essays include formal analysis, film history, ideological and cultural essays, and film criticism.
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MATHEMATICS
Overview of the Mathematics Curricula The mathematics department provides varied instruction to option. meet the needs of all of our students. Instruction in all classes reinforces the New Jersey Student Learning The math lab courses will be required for students who Standards and the skills measured by the PARCC End need additional support to improve upon foundational of Course (EOC) Exam. Skills needed to function in today’s math skills and processes. rapidly changing technological society are stressed. The accelerated program is for those students who have Students are required to demonstrate mastery of Algebra demonstrated a thorough understanding and mastery of I, Geometry, and Algebra II. It is strongly suggested that, Algebra I and have enrolled in Honors Geometry. upon successful completion of Algebra I, Geometry, and Additional programming includes Honors Algebra II, Algebra II, students may choose from Consumer Math, Honors Honors Pre-Calculus, Honors Calculus, or AP Fundamentals of College Math, Foundational Math, Pre- Calculus AB/BC. Calculus, or Probability and Statistics as a fourth year
Algebra I Grades 9-12 Course # 304 Credits 5 Meets 5 of 15 credits of State Math Graduation Requirement
NOTE: An additional mathematics lab course will be scheduled for any student who has been identified through multiple measures (i.e. recommendations, course grades, and/or state test scores, etc.) as needing additional supports for success. Requirement: Graphing calculator, TI-83 or TI-84 recommended
The fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle grades. Many of the concepts presented in Algebra I are progressions of the concepts that were started in grades 6 through 8. Because it is built on the middle grades standards, this is a more ambitious version of Algebra I than has generally been offered. The critical areas deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. This course will involve work with more complicated equations and inequalities, additional applications, functions and their graphs, systems of equations, polynomials, factoring, and various other topics. Students should be proficient working with functions and decimals without a calculator. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
Foundations of Algebra Grade 9 Course # 301 Credits 5
Students who have been identified as needing additional support in foundational Algebraic skills using multiple measures (i.e. recommendations, course grades, and/or state test scores) will be assigned this course in place of Algebra I their freshman year. The course aims to provide students with an improved understanding of basic math concepts in preparation for Algebra I in 10th grade.
Algebra I Lab—full year course Grade 9 Course # 315 Credits 5 Requirement: Graphing calculator, TI-83 or TI-84 recommended
Students who have been identified as needing additional supports using multiple measures (i.e. recommendations, course grades, and/or standardized test scores, including PARCC) will be assigned a lab course and will be scheduled to take it in addition to a regularly assigned Algebra I course. The lab courses are designed to help support the key skills and concepts
40 students need to be successful in the academic Algebra I course. This class will reinforce many of the same concepts taught in the Algebra I course, but will enable the students to study the concepts in more depth and in a small-group setting. Additionally, this course reviews and reinforces skills that will be necessary to successfully pass the Algebra I PARCC assessment aligned with college and career readiness.
Honors Geometry Grades 9-12 Course # 311H Credits 5 Meets 5 of 15 credits of State Math Graduation Requirement
NOTE: This course is part of an accelerated program for students who have demonstrated content mastery in previous mathematics courses. Academic rigor will be significant and students should be prepared for a challenging experience. Requirement: Graphing calculator, TI-83 or TI-84 recommended
This class is designed for those students who have completed Honors Algebra I. The fundamental purpose of the course in Geometry is to formalize and extend students’ geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. Important differences exist between this Geometry course and the historical approach taken in Geometry classes. For example, transformations are emphasized early in this course. Close attention should be paid to the introductory content for the Geometry conceptual category found in the high school CCSS. The class starts with two- dimensional geometry and its functional uses, and it is extended to coordinate with three-dimensional geometry. Topics from non-Euclidean geometry and trigonometry are also covered. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
Geometry Grades 9-12 Course # 310 Credits 5 Meets 5 of 15 credits of State Math Graduation Requirement
NOTE: An additional mathematics lab course will be scheduled for any student who has been identified through multiple measures (i.e. recommendations, course grades, and/or state test scores, etc.) as needing additional supports for success. Requirement: Graphing calculator, TI-83 or TI-84 recommended
The fundamental purpose of the course in Geometry is to formalize and extend students’ geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. Important differences exist between this Geometry course and the historical approach taken in Geometry classes. For example, transformations are emphasized early in this course. Close attention should be paid to the introductory content for the Geometry conceptual category found in the high school CCSS. This course involves plane, two-dimensional figures. A study of point, line, and angle relationships are made. Also included are angles related to parallel lines and circles as well as proving triangles congruent by use of reasoning. Formulas are used in conjunction with finding area, volume, and perimeter of various polygons. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
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Geometry Lab—full year course Grade 10 Course # 316 Credits 5 Requirement: Graphing calculator, TI- 83 or TI-84 recommended
Students who have been identified as needing additional supports using multiple measures (i.e. recommendations, course grades, and/or standardized test scores, including PARCC) will be assigned a lab course and will be scheduled to take it in addition to a regularly assigned Geometry course. The lab courses are designed to help support the key skills and concepts students need to be successful in the academic Geometry course. This class will reinforce many of the same concepts taught in the Geometry curriculum, but will enable the students to study the concepts in small-group settings. Additionally, this course reviews and reinforces skills that will be necessary to successfully pass the Geometry PARCC exam.
Honors Algebra II Grades 10-12 Course # 309H Credits 5 Meets 5 of 15 credits of State Math Graduation Requirement
NOTE: This course is part of an accelerated program for students who have demonstrated content mastery in previous mathematics courses. Academic rigor will be significant and students should be prepared for a challenging experience. Requirement: Graphing calculator, TI-83 or TI-84 recommended
Building on their work with linear, quadratic, and exponential functions, students extend their repertoire of functions to include polynomial, rational, and radical functions. Students work closely with the expressions that define the functions, 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. The student will review, strengthen, and expand the skills required in Honors Algebra I. There will be a concentration on the more difficult problems in each area, i.e. polynomials, functions, graphing, and radicals. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
Algebra II Grades 10-12 Course # 308 Credits 5
Meets 5 of 15 credits of State Math Graduation Requirement NOTE: An additional mathematics lab course will be scheduled for any student who has been identified through multiple measures (i.e. recommendations, course grades, and/or state test scores, etc.) as needing additional supports for success. Requirement: Graphing calculator, TI-83 or TI-84 recommended
Building on their work with linear, quadratic, and exponential functions, students extend their repertoire of functions to include polynomial, rational, and radical functions. Students work closely with the expressions that define the functions, 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. The students will review, strengthen, and expand the skills acquired in Algebra I. Topics include linear equations and inequalities, graphing, complex numbers, and quadratics. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
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Algebra II Lab—full year course Grades 11-12 Course # 308 Credits 5 Requirement: Graphing calculator, TI- 83 or TI-84 recommended
Students who have been identified as needing additional supports using multiple measures (i.e. recommendations, course grades, and/or standardized test scores, including PARCC) will be assigned a lab course and will be scheduled to take it in addition to a regularly assigned Algebra II course. The lab courses are designed to help support the key skills and concepts students need to be successful in the academic Algebra II course. This class will reinforce many of the same concepts taught in the Algebra I course, but will enable the students to study the concepts in more depth and in a small-group setting. Additionally, this course reviews and reinforces skills that will be necessary to successfully pass the Algebra II PARCC assessment aligned with college and career readiness.
Honors Pre-Calculus Grades 11-12 Course # 313H Credits 5 Meets 5 of 15 credits of State Math Graduation Requirement
NOTE: This course is part of an accelerated program for students who have demonstrated content mastery in previous mathematics courses. Academic rigor will be significant and students should be prepared for a challenging experience. Requirement: Graphing calculator, TI-83 or TI-84 recommended
This is a full-year, honors level course. Trigonometry and Pre-calculus weave together previous studies of algebra, geometry, and functions into a preparatory course for calculus. The course focuses on the mastery of critical skills and exposure to new skills necessary for success in subsequent math courses. Topics include linear, quadratic, exponential, logarithmic, radical, polynomial, and rational functions; systems of equations; and conic sections. Additional topics cover trigonometric ratios and functions; inverse trigonometric functions; applications of trigonometry, including vectors and laws of cosine and sine; polar functions and notation; and arithmetic of complex numbers. Cross-curricular connections are made throughout the course to calculus, art, science, and a variety of other fields related to mathematics. This course is designed for the mathematically talented students who are interested in pursuing mathematics at an advanced level. The course focuses on three critical areas: function analysis, trigonometry, and an introduction to calculus. These areas are designed to prepare students for success in future advanced mathematics courses. Graphing, problem solving, and analysis are stressed. Graphing calculator use is emphasized. The use of technology is infused to gather, analyze, and communicate mathematical information.
Academic Pre-Calculus Grades 11-12 Course # 313NW Credits 5 Meets 5 of 15 credits of State Math Graduation Requirement
NCAA Requirement: Graphing calculator, TI-83 or TI-84 recommended
Trigonometry and Pre-calculus creates a solid foundation for further mathematical endeavors, particularly for college bound students. The intent of this course is to enable students to move toward independent learning within the context of review and extension, as well as to provide an introduction of topics essential for further study. Attention will be given to strengthening skills learned in previous courses and using these skills to develop problem solving strategies in advanced mathematical topics. This is a full-year course that will cover right triangle trigonometry and basic circular trigonometric functions. Additional topics will include the six trigonometric functions and their applications; trigonometric identities; the conic sections; real number systems; functions and their graphs; quadratic equations; logarithms; complex number systems; combinations; permutations; and probability.
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Advanced Placement Calculus/AB Grade 11/12 Course # 314AP Credits 7 Meets 5 of 15 credits of State Math Graduation Requirement
NOTE: This Advanced Placement course is part of an accelerated program for students who have demonstrated content mastery in previous mathematics courses. Academic rigor will be significant and students should be prepared for a challenging experience. Requirement: Graphing calculator, TI-83 or TI-84 recommended
A.P. Calculus is a course intended for students who have a thorough knowledge of college preparatory mathematics, including algebra, axiomatic geometry, trigonometry, and analytic geometry. It is an introduction to calculus with elementary functions. The topics in the scope of the course are divided into three broad categories: limits and continuity, differential calculus, and integral calculus. Students will receive instruction that emphasizes topics found on the A.P. Calculus exam. This course may qualify for dual credit through an accredited college. An AP test score of 4 or 5 is recommended to ensure college credit transferability.
Advanced Placement Calculus/BC Grade 11/12 Course # 317-AP Credits 7 Meets 5 of 15 credits of State Math Graduation Requirement
NOTE: This Advanced Placement course is part of an accelerated program for students who have demonstrated content mastery in previous mathematics courses. Academic rigor will be significant and students should be prepared for a challenging experience. Requirement: Graphing calculator, TI-83 or TI-84 recommended *Prerequisite: Successful completion of Advanced Placement Calculus/BC
AP Calculus BC is roughly equivalent to both first and second semester college calculus courses. It extends the content learned in AB to different types of equations (polar, parametric, vector-valued) and new topics (such as Euler's method, integration by parts, partial fraction decomposition, and improper integrals), and introduces the topic of sequences and series. The AP course covers topics in differential and integral calculus, including concepts and skills of limits, derivatives, definite integrals, the Fundamental Theorem of Calculus, and series. The course teaches students to approach calculus concepts and problems when they are represented graphically, numerically, analytically, and verbally, and to make connections amongst these representations. Students learn how to use technology to help solve problems, experiment, interpret results, and support conclusions.
Honors Calculus Grade 12 Course # 321H Credits 5 Meets 5 of 15 credits of State Math Graduation Requirement
NOTE: This course is part of an accelerated program for students who have demonstrated content mastery in previous mathematics courses. Academic rigor will be significant and students should be prepared for a challenging experience. Requirement: Graphing calculator, TI-83 or TI-84 recommended
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This course is intended for those students who have successfully completed Pre-Calculus. A thorough knowledge of algebra, geometry, and trigonometry is mandatory. The fundamental purpose of this course is to develop the students’ understandings of the concepts of calculus and providing experience with its methods and applications. The course emphasizes a multi- representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations also are important. Students will learn to appreciate the value of calculus as the mathematics of change and motion. This course will prepare students for further study in all branches of higher mathematics, science, and related fields. Topics that will be included are limits and continuity, differentiation with applications, and integration with applications. Calculus is not only the language for expressing physical laws in precise terms, but it is also a tool for studying these laws. Technology is used regularly to reinforce these approaches, to confirm written work, to implement experimentation, and to assist in interpreting results. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
Consumer Math Grades 11-12 Course # 302 Credits 5
This course is designed to review and reinforce basic mathematical skills and provides students with basic skills and knowledge needed to be successful in real-life situations. Topics include income, paychecks, taxes, bank accounts, credit cards, loans, automotive costs, housing costs, benefits and investments, and recordkeeping and accounting.
Fundamentals of College Mathematics Grades 11-12 Course # 305NW Credits 5 Meets 5 of 15 credits of State Math Graduation Requirement
Our emphasis in this course will be a practical one: the use of mathematics for solving problems. These problems may arise in various fields and in a variety of real-life situations. Any student intending to attend community college or a state college or university would benefit from this course, which will focus on those skills tested by a College Basic Skills Test. Topics will include the following: sets, logic, problem solving, applications of algebra and geometry, discrete mathematics, probability, statistics, and matrix algebra.
Foundational Math—full year course Grade 12 Course # 320 Credits 5
Students who have been identified as needing additional supports using multiple measures (i.e. recommendations, course grades, and/or state test scores) will be assigned this course. Students will focus on higher-order thinking skills including: problem solving, where they will need to solve abstract and practical problems by applying and adapting a variety of strategies; representation, in which students use and translate among representations including verbal, numerical, symbolic, and graphical to communicate mathematical ideas and solve problems; reasoning, where they develop and use mathematical arguments and proofs to explore the truth of conjectures and justify conclusions; connections, in which students connect ideas from different areas of mathematics (particularly geometry and algebra) to state or solve abstract or applied problems; and communication, where they will be able to express mathematical ideas precisely and communicate them coherently and clearly in the language and notation of mathematics. Additionally, the course will focus on four primary mathematical concepts including: Number and operations; algebra and functions; geometry and measurement; and data analysis, statistics, and probability.
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Probability and Statistics Grade 12 Course # 322NW Credits 5 Meets 5 of 15 credits of State Math Graduation Requirement
Requirement: Graphing calculator, TI-83 or TI-84 recommended
This course is intended for college-bound students who have knowledge of algebra, geometry, and algebra II. Topics include descriptive statistics, probability, estimation, hypothesis testing, and linear regression. Emphasis is placed on problem solving as well as utilizing real data and real situations.
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PHYSICAL EDUCATION & HEALTH
Over the course of their four years at Kingsway, the students will be exposed to a variety of physical skills and Driver Education is a long-range means of reducing activities. accidents by attempting to develop (1) competent drivers; (2) social consciousness and concern for the rights and Students will have the opportunity to acquire physical safety of others; (3) proper attitudes, habits, and skills; skills that will enable them to make enjoyable use of (4) knowledge of and respect for traffic rules and leisure time. These skills will also carry over to their regulations; (5) an understanding of the causes of traffic adult lives and should enable them to be contributing accidents and methods of prevention; and (6) an members of society. If mastery is expected in a particular understanding of the basic automotive p rinciples for skill or activity, this will be measured through skill, proper recognition of self-discipline and emotional testing, or teacher observation of participation in control, as well as habits of courtesy, cooperation, and organized game play. However, some skills are understanding of our fellow man, which is necessary in a developmental throughout the student's life, with mastery good driver. in public school not expected. Upon completion at Kingsway, the students will be able In the health area, students will discuss a variety of topics to demonstrate appropriate character traits such as such as: health and wellness, nutrition, first aid, CPR, initiative, courage, desire, leadership, and the ability to reproductive systems, sexually transmitted diseases, follow as observed by the instructor. Through application alcohol, tobacco, and narcotics. General class discussion of sports activities and health knowledge, the students will will be encouraged to get the students to express their demonstrate the ability to adapt learned skills to other feelings and opinions. It will be the goal of these health disciplines, as well as adapting skills in other areas to courses to teach the facts and clarify fallacies already physical education and health. learned.
9th Grade Physical Education & Health Course # 41 Credits 5
The basic physical education program for ninth and tenth grade students includes lifelong fitness based activities, team and individual sports, dance and recreational activities. In all of these activities, beginning and intermediate skills are taught. Emphasized to each group is the ability to interact and display good sportsmanship at all times. All students begin each year with the FitnessGram assessments to gather baseline fitness information and will complete the test again later in the year to track student progress.
In this health course, attention is directed to bulling prevention, suicide prevention, personality and decision-making techniques for handling conflicts; dating relationships and marriage; male and female reproductive systems; conception; birth; contraception; and signs, symptoms, treatment, and control of sexually transmitted diseases including HIV/AIDS.
10th Grade Physical Education & Health Course # 42 Credits 5
The basic physical education program for ninth and tenth grade students includes lifelong fitness based activities, team and individual sports, dance and recreational activities. In all of these activities, beginning and intermediate skills are taught. Emphasized to each group is the ability to interact and display good sportsmanship at all times. All students begin each year with the FitnessGram assessments to gather baseline fitness information and will complete the test again later in the year to track student progress.
This health course is designed to teach defensive driving techniques; rules of the road; driving procedures; effects of alcohol/drugs; and proper attitudes, habits, and skills that are necessary in a good driver. The course includes the administration of the New Jersey State Driving Exam. It is taught as an introduction to behind-the-wheel instruction.
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11th Grade Physical Education & Health Course # 43 Credits 5
The basic physical education program for ninth and tenth grade students includes lifelong fitness based activities, team and individual sports, dance and recreational activities. In all of these activities, intermediate skills are stressed. Students are expected to display good sportsmanship and the ability to interact socially. All students begin each year with the FitnessGram assessments to gather baseline fitness information and will complete the test again later in the year to track student progress.
This course includes information that will promote health for everyone with an emphasis on lifetime activity designed to meet personal needs. The students will learn the value and benefits of lifelong physical activity. They will learn how to create an activity and fitness plan, set individual goals, assess their status and progress, manage their time and responsibilities, and overcome barriers to regular physical activity. Students also will discuss the basic principles of nutrition and how to apply them to their daily eating habits.
12th Grade Physical Education & Health Course # 44 Credits 5
The basic physical education program for ninth and tenth grade students includes lifelong fitness based activities, team and individual sports, dance and recreational activities. In all of these activities, intermediate skills are stressed. Students are expected to display good sportsmanship and the ability to interact socially. All students begin each year with the FitnessGram assessments to gather baseline fitness information and will complete the test again later in the year to track student progress.
This course includes essential information for developing functional first aid capabilities and emergency care for the sick and injured. Signs, symptoms, and first aid associated with wounds, shock, poisoning, burns, cold exposure and frostbite, heatstroke, cramps, and heat exhaustion, and bone and joint injuries will be emphasized. Emergency care instruction will be given for breathing emergencies including foreign body obstruction and cardiopulmonary resuscitation for infants, children, and adults.
Introduction to Sports Medicine I Grades 10 -12 Course # 47 Credits 5 Meets 21st Century Life and Careers Graduation Requirement
This course would include information for developing skills and knowledge that can be applied to any health care profession and/or those students interested in working with the physically active. The students will be introduced to professions associated with the medical field and how they play a part in Sports Medicine. They will learn the concepts of an emergency action plan and pre-participation physical as they pertain to Sports Medicine. The students will learn about preseason conditioning and the different types of exercise training that ensures a safe and injury free adaptation to physical demands. They will be introduced to the basic concepts of anatomy and Kinesiology and learn to apply those concepts to evaluating and treating injuries. The students will learn basics to preventing and treating exercise injuries. Prevention and treatment will include modalities, taping/wrapping, protective equipment, stabilization and extrication. The students will learn the inherent dangers and risks associated with dietary supplements and performance enhancers.
Sports Medicine II Grades 11 -12 Course # 48 Credits 5 Prerequisite: Successful completion of Introduction to Sports Medicine Meets 21st Century Life and Careers Graduation Requirement
This course is a continuation of Introduction to Sports Medicine I. It is intended for students who wish to continue developing skills and knowledge that can be applied to any health care professional and/or those students interested in working with the physically active. This course will place a strong emphasis on anatomy and physiology. The concepts discussed allow students
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Sports Medicine Seminar and Practicum Grades 12 Course # 49 Credits 5 Prerequisite: Successful completion of Introduction to Sports Medicine, Sports Medicine II & completion or enrollment in Anatomy & Physiology Meets 21st Century Life and Careers Graduation Requirement
Students will engage in real‐world experiences through a partnership with Rothman Institute. As part of this two‐part course, students will first be exposed to a seminar taught by Kingsway faculty that will prepare them for a semester Practicum in which they will have an opportunity to shadow clinical orthopedic specialists. In total, this course allows students to utilize prior knowledge and skills gained in Introduction to Sports Medicine and Sports Medicine II as well as concepts attained through Anatomy and Physiology. Students will complete weekly journals and a final culminating presentation and research paper using APA formatting.
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SCIENCE
Overview of Science Curricula
The major objective of the science program is to provide a is accentuated. The National Research Council's (NRC) variety of challenging courses that are suitable for the Framework describes a vision of what it means to be varying interests and ability levels of each student. proficient in science; it rests on a view of science as both a Because all students are required to complete three years body of knowledge and an evidence-based, model and of science at the high school level, a curriculum of theory building enterprise that continually extends, refines, academic, honors, and advanced placement courses are and revises knowledge. It presents three dimensions that provided. will be combined to form each standard: practices, core idea and cross cutting and interdisciplinary idea. The National Research Council (NRC), the National Science Teachers Association, the American Association Academic sciences are provided to develop mastery of for the Advancement of Science, and Achieve have basic skills associated with the Next Generation Science completed a two-step process to develop the Next Standards (NGSS). Concepts of all major sciences are Generation Science Standards (NGSS). Through a provided with a thrust toward college preparation. Honors collaborative, twenty-six state participant-led process Biology, Honors Chemistry, Honors Physics, A.P. Biology, managed by Achieve, new K–12 science standards have A.P. Chemistry, and A.P. Physics will be offered to those been developed that are rich in content and practice and students with superior ability in science and math. arranged in a coherent manner across disciplines and Interested students must meet all criteria for admission into grades to provide all students an internationally- one of these courses. Criteria will include mastery of benchmarked science education. The culmination of this prerequisites as well as teacher recommendation. Level work is the Next Generation Science Standards. appropriate cross cutting and engineering standards will highlight the interdisciplinary nature of physical science, Emphasis is placed on the fundamental concepts life science, and earth/space science. An emphasis on associated with physical, biological, and chemical science and mathematics literacy will be at for forefront of sciences. Improvement of basic understanding and the NGSS. awareness of science as it relates to everyday experiences
Honors Algebra-based Physics (freshman course) Grade 9 Course # 421 H Credits 5 Meets 5 of 15 credits of State Graduation Requirement Prerequisite: Concurrent enrollment in Honors Geometry
This is a course designed for the highly motivated student who has demonstrated mastery of mathematical skills. The course will include honors lectures and laboratory experiences, emphasizing a rigorous treatment of mechanics, wave phenomena (sound and light), and nuclear physics. The course is intended for the student who plans to take AP Physics or continue studies in mathematics, computer science, and/or the physical sciences on the post-high school level.
Laboratory work will emphasize quantitative data collection techniques and computer analysis. Appropriate attention will be given to the use of significant figures, uncertainty in measured quantities, and in computations involving measurement data.
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Academic Algebra-based Physics Grade 9 & 10 Course # 420NW Credits 5 Meets 5 of 15 credits of State Graduation Requirement *Prerequisite: Concurrent enrollment in Algebra I
This course consists of academic lectures and laboratory experiences covering units on mechanics, wave phenomena (sound and light), and nuclear physics. The course is intended to give the student an overview of the science of physics, which is the study of the interaction between matter and energy. Laboratory work will emphasize quantitative data collection techniques. Appropriate attention will be given to data collection techniques, the use of significant figures, uncertainty in measurement, and computation of data.
S.T.EM. Academy Seminar Grade 9 Course # 613 Credits 2.5
This semester course is required for all students enrolled in the Business Leadership Academy and replaces the Career Exploration requirement for freshman. This course is designed to support the exploration of specific careers related to business and introduce student to service learning while building supportive relationships among cohort members.
Advanced Placement Physics I Grade 10&12 Course # 409AP Credits 8 Meets 5 of 15 credits of State Graduation Requirement *Prerequisite: Concurrent registration in or completion of Honors Algebra II, completion of Honors Physics, and teacher recommendation
This is a course for the college-bound student who has demonstrated a proficiency in science and mathematics. The A.P. program makes this course a stimulating and challenging experience for the highly motivated student. The principles of Trigonometry will be introduced in connection with physical concepts. An understanding of the basic principles involved and the ability to apply these principles, along with the necessary mathematical tools in the solution of problems, will be a major goal of this program. The program will cover a broad range of physical topics that form the basis of a one-year terminal college course. The course provides a foundation in physics for the student in life sciences, pre-medicine, and applied sciences, as well as other fields not directly related to science. Advanced physics or engineering programs in college may require additional course work. AP Physics 1 is an algebra-based, introductory college-level physics course that explores topics such as Newtonian mechanics (including rotational motion); work, energy, and power; mechanical waves and sound; and introductory, simple circuits. Through inquiry-based learning, students will develop scientific critical thinking and reasoning skills. This course requires that 25 percent of the instructional time will be spent in hands-on laboratory work, with an emphasis on inquiry- based investigations that provide students with opportunities to apply the science practices. The laboratory program will include procedures, experiments, and projects designed to illustrate physical principles, data collection methodologies, and the appropriate analysis of physical data. Lab procedures will include data collection using classical and computer interfaced data collection equipment, as well as computer- simulated data. This course may qualify for dual credit through an accredited college. An AP test score of 4 or 5 is recommended to ensure college credit transferability.
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Advanced Placement Physics II Grade 11& 12 Course # 410AP Credits 8 Meets 5 of 15 credits of State Graduation Requirement *Prerequisite: Successful completion of Advanced Placement Physics I and teacher recommendation
This is a course for the college-bound student who has demonstrated a proficiency in science and mathematics. The A.P. program makes this course a stimulating and challenging experience for the highly motivated student. The principles of Calculus will be introduced in connection with physical concepts. An understanding of the basic principles involved and the ability to apply these principles, along with the necessary mathematical tools in the solution of problems, will be a major goal of this program. AP Physics 2 is an algebra-based, introductory college-level physics course that explores topics such as fluid statics and dynamics; thermodynamics with kinetic theory; PV diagrams and probability; electrostatics; electrical circuits with capacitors; magnetic fields; electromagnetism; physical and geometric optics; and quantum, atomic, and nuclear physics. Through inquiry-based learning, students will develop scientific critical thinking and reasoning skills. This course requires that 25 percent of the instructional time will be spent in hands-on laboratory work, with an emphasis on inquiry-based investigations that provide students with opportunities to apply the science practices. Lab procedures will include data collection using classical and computer interfaced data collection equipment, as well as computer- simulated data. This course may qualify for dual credit through an accredited college. An AP test score of 4 or 5 is recommended to ensure college credit transferability.
Honors Chemistry Grades 10-11 Course # 406H Credits 5 Meets 5 of 15 credits of State Graduation Requirement Suggested Prerequisite: Concurrent enrollment in or completion of Honors Algebra II.
This accelerated course is designed for those highly self-motivated, science-oriented students who are considering a major in the sciences in college. The students in this course will be expected to be able to independently extract and synthesize scientific readings. This ability is absolutely necessary to be successful in this course. We will cover many topics during the course of the school year, and we must be able to learn the material and move on quickly. There will be a strong emphasis on the mathematics of chemistry and chemical nomenclature.
This course considers the elements of which the world is made and their interactions. The concepts developed and stressed include the following: matter, energy, and change; measurements and solving problems; atoms, the building block of matter; arrangement of electrons in atoms; the periodic law; chemical bonding; chemical formulas and chemical compounds; chemical equations and reactions; stoichiometry; representative gases; physical characteristics of gases; molecular composition of gases; liquids and solids; solutions and ions in aqueous solutions; acids and bases; acid-base titration and pH; reaction energy and reaction kinetics; chemical equilibrium; oxidation-reduction reactions; carbon and hydrocarbons; and substituted hydrocarbons. Laboratory experiments will serve to introduce, develop, and illustrate major concepts. The student is expected to develop skills in chemistry-related mathematics, symbolic expressions, and safe laboratory techniques.
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Academic Chemistry Grades 10-11 Course # 406 Credits 5 Meets 5 of 15 credits of State Graduation Requirement *Prerequisite: Completion of Algebra I
This course considers the elements of which the world is made and their interaction. The concepts developed and stressed include the following: matter, energy, and change; measurements and solving problems; atoms, the building blocks of matter; arrangement of electrons in atoms; the periodic law; chemical bonding; chemical formulas and chemical compounds; chemical equations and reactions; stoichiometry; physical characteristics of gases; molecular composition of gases; liquids and solids; solutions; aqueous solutions; acids, bases, and pH; reaction energy and reaction kinetics; and chemical equilibrium. Laboratory experiments will serve to introduce, develop, and illustrate major concepts. The student is expected to develop skills in chemistry-related mathematics, symbolic expressions, and safe laboratory techniques.
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Advanced Placement Chemistry Grades 11-12 Course # 406AP Credits 7 Meets 5 of 15 credits of State Graduation Requirement Dual credit option available upon successful completion of course. Prerequisite: Completion of Honors Chemistry and Honors Algebra II, concurrent enrollment in or completion of Honors Pre-calculus.
The goal of the Advanced Placement Chemistry course is to act as a supplement to a first-year college or university general chemistry course. Some topics such as stoichiometry, atomic structure, electron configuration, VSEPR structures, Lewis structures, gas laws, phases and phase changes, and thermodynamics that were covered in Honors Chemistry will be covered in a much greater depth. New topics that also will be covered at a college level are oxidation reduction chemistry, equilibrium and constants, electrochemistry, nuclear chemistry, and reaction rates. There is a greater emphasis placed on the lab section of the course when compared to the previous honors laboratory. Labs will be expected to be performed in a professional manner and at a level equivalent to what would be experienced in a college or university. Advanced Placement suggests that the students participating in this course will be expected to spend a minimum of five hours out of class for both reading and working on problems. This course may qualify for dual credit through an accredited college. An AP test score of 4 or 5 is recommended to ensure college credit transferability.
Honors Biology Grade 11 Course # 404H Credits 5 Meets 5 of 15 credits of State Graduation Requirement
This is an accelerated course designed for those highly self-motivated, science-oriented students who are considering a major in the sciences in college. The students in this course will be expected to be able to independently extract and synthesize much of the textbook information. This ability is absolutely necessary in order to be successful in this course. There will be a strong emphasis on cellular biology and biochemistry. The more traditional topics of genetics, taxonomy, phylogenetic progression, anatomy and physiology, botany, and environmental issues will also be an important and vital part of this course. A wide variety of laboratory experiences will be incorporated into this program. They are considered to be critical to the understanding of the above topics. All students will be required to take an active and enthusiastic part in all classroom and laboratory activities.
Academic Biology Grade 11 Course # 404 Credits 5 Meets 5 of 15 credits of State Graduation Requirement Dual credit available at RCGC when taken with Survey of Biological Sciences & Environmental Sciences
This course is intended for those students who are interested in attending college or some other form of post-high school education or career. Topics covered will include characteristics of life, structure and function of the cell, biochemistry, homeostasis and cell transport, photosynthesis, cellular respiration, cell reproduction, nucleic acids and protein synthesis, fundamentals of genetics, inheritance patterns, taxonomy, morphology and physiology of selected animal forms, evolution, survey of the six Kingdoms, and environmental science. Laboratory work, projects, and presentations are major requirements of the course.
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Advanced Placement Biology Grade 12 Course # 411AP Credits 6 Meets 5 of 15 credits of State Graduation Requirement *Prerequisites: Honors Biology and Honors Chemistry
This course is designed for the individual whose intentions are to pursue biology as a major in college. The Advanced Placement level explores the finer details of biological processes and requires a highly motivated student. The student will be required to recall many of the principles acquired in biology and chemistry. These skills will be utilized in many of the college-level laboratory exercises that support the content. Topics to be covered include molecules and cells, energy and metabolism, heredity and evolution, organisms and populations, ecology, and a comparative invertebrate study. The successful completion and comprehension of these topics will prepare the student for the Advanced Placement National exam. This course may qualify for dual credit through an accredited college. An AP test score of 4 or 5 is recommended to ensure college credit transferability.
Honors Anatomy and Physiology Grades 11-12 Course # 410 Credits 5
This accelerated course is intended for those students who are interested in studying medical sciences beyond high school. Course content will include a focus on the structure and function of the human body, as it pertains to how the body systems relate to one another in organization, adaptation, and homeostasis. A phylogenetic approach will be used to describe the development of various anatomical structures. Both lecture and laboratory will be part of the course. Topics such as cytology, histology, comparative anatomy, genetics, and embryology will also be covered in the course. This course does not count as a lab science for NCAA or college purposes.
Academic Anatomy and Physiology Grades 11-12 Course # 410NW Credits 5
This course is intended for those students who are interested in a post-high school education in the biological sciences. This course will focus on the structure and function of the single cell organism up to and including the parts of the human organism. A phylogenetic approach will be used to describe the development of various anatomical structures. Both lecture and laboratory will be part of the course. Topics such as cytology, histology, comparative anatomy, genetics, and embryology will also be covered in the course. This course does not count as a lab science for NCAA or college purposes.
Survey of Biological Sciences Grade 11-12 Course # 412 Credits 5 Dual credit available at RCGC when taken with Academic Biology & Environmental Science
This course will introduce students to a survey of topics in the biological sciences. The year will begin with an overview of diversity among marine and land animals. Students will then concentrate on human biology and nutritional needs. They will also experience the field of forensics through hands- on interpretation of evidence. The class will conclude with a detailed study of environmental sciences and the repercussions of human impact. This course does not count as a lab science for NCAA or college purposes.
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Animal Science Grades 11-12 Course # 415 Credits 5
This course is structured to provide students with a variety of experiences that will provide a foundation in animal science by introducing them to the characteristics of animals as well as their biological classification. The anatomy and physiology of animals and their role and impact on the environment will also be studied. Students learn through a combination of classroom activities, including hands-on experiments, projects and the integration of technology that provide experiences similar to those that animal science specialists, such as veterinarians, zoologists, livestock producers, or industry personnel face in their respective careers. Students will study specific topics related to career options, veterinary terminology, and animal classification. They will also discover the workings of the various physiological systems present in different types of animals. Along with this, students will assess the nutritional value of certain animal diets along with discussing the marketing procedures behind specific types of foods. Students will also be able to engage in debate and research on interesting topics related to artificial selection, sanitation procedures, infectious diseases, and proper animal care.
Students who take this course have the option of participating in on-site experience at St. Francis Veterinary Center in Swedesboro during off-school hours. Students, who choose to participate in this option and successfully demonstrate their competence during this time, also have an opportunity to apply for the Animal Science Fellowship Program at St. Francis during their senior year.
Environmental Science Grade 9-12 Course # 416 Credits 5 Meets 5 of 15 credits of State Graduation Requirement Dual credit available at RCGC when taken with Academic Biology & Survey of Biological Sciences
This course is designed to assist the student in becoming more aware of the scientific principles governing the environment. It is designed to assist the student in developing and refining the ability to identify problems existing or emerging in the environment. Areas for consideration will include but are not limited to: air, water, soil and conservation issues. This course will help students to evaluate situations and to apply scientific knowledge and skills to make responsible decisions. These goals will be achieved through a systematic and coordinated application of classroom activities, laboratory experiences, and site visitations to local areas of interest.
Most of the content within this course centers on the theme of Earth’s sustainability. As students go through each of the units, they also address the effect that humans have had on planet Earth. As students explore the different themes of the course, they try to investigate solutions to various environmental problems. Major emphasis is placed on how environmental science can help students make informed decisions and how these choices can lead to various outcomes. The growing awareness of global environmental issues is considered a positive indication of a developing global ethic that is necessary to prevent major catastrophe. The major studies of this course include: the creation of planet earth, the atmosphere, the oceans, ecosystems, human population dynamics, environmental health, agriculture, water resources, biodiversity decline, energy challenges, atmospheric pollution, changing climate, and the discussion of our role in the sustainability of our planet.
Forensics Grades 11-12 Course # 417 Credits 5 Prerequisites: Chemistry and Biology (or co-requisite of Biology)
This course will expose students to the application of inquiry-based science skills to criminal and civil law. Its focus is to examine physical evidence that can be used to establish connections between individuals and criminal events and circumstances. The course of study includes the applications of the scientific method to forensic science concepts (which involves biology, chemistry, and physics) to analyze and investigate evidence that may be discovered in a criminal
56 investigation. Classroom activities include: laboratory investigations and activities, research projects, famous case studies, lab practicums, career exploration, and the infusion of technology throughout the scope of the course.
Throughout the year, students will be exposed to many critical features of a crime scene that will help them to work toward investigating a scene in its entirety. Topics will include: law enforcement responsibilities, fingerprinting analysis, forensic anthropology and entomology, serology, the investigation of fires and explosives, ballistics, DNA profiling, trace evidence, drug analysis and toxicology, document examination, blood stain pattern analysis, and computer forensics. All of these topics are key components in the investigations of many crimes. Students will examine case studies, analyze crime scenes, and create mock crime scenes for classmates to examine. These will all lead to a culminating experience in which students will examine a large artificial crime scene in order to perform a proper investigation. Classroom activities include: laboratory investigations and activities, research projects, famous case studies, lab practicums, career exploration, and the infusion of technology throughout the scope of the course.
Honors Principles of Engineering Grades 11-12 Course # 419H Credits 5 Prerequisite: Honors Physics, Honors Chemistry, and Honors Pre-Calculus or Honors Calculus.
This is a course intended for those students who are interested in post-high school education in a science or engineering field. This survey course will cover a variety of engineering careers including: aerospace, bio-medical, chemical, civil, electrical, environmental, mechanical, and petroleum. The course will combine academic lectures, online simulations, project based learning, and laboratory experiences to provide a brief overview of the core of each engineering discipline. A level appropriate application of mathematical problem solving will be presented with each unit of study.
Academic Principles of Engineering Grades 11-12 Course # 419 Credits 5 Prerequisite: Academics Physics, Academic Chemistry, and Algebra 2
This is a course intended for those students who are interested in post-high school education in a science field. This survey course covers a variety of engineering careers including: aerospace, bio-medical, chemical, civil, electrical, environmental, mechanical, and petroleum. The course will combine academic lectures, online simulations, project based learning, and laboratory experiences to provide a brief overview of the core of each engineering discipline. A level appropriate application of mathematical problem solving will be presented when appropriate.
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SOCIAL STUDIES
Overview of the Social Studies Curricula
The social studies department offers a variety of courses the textbook. An additional emphasis will be placed on the at every grade level, which attempt to meet the needs of examination of primary source material and the students of all capabilities, while at the same time development of projects, essays, and research papers. adhering to the New Jersey Core Curriculum Content Standards and the Common Core State Standards. The honors-level students will be expected to show a superior command of reading comprehension and World History is offered to all students in grade nine. This writing skills and should be prepared to deal with high- course is designed to have students study the development level materials that go well beyond the scope of the text. of man and his civilizations from 1500 to the present and Students are expected to produce such items as research is provided at the Academic and Honors levels. It also papers, editorials, journal entries, speeches, and deals with the study of the specific groups that contributed argumentative essays. to the development of mankind throughout history. The goal will be to draw similarities between events of the past Advanced Placement United States History I and II (for and conditions as they exist today throughout the world. sophomores and juniors, respectively) will be offered to those students who qualify. Students choosing to take United States History is offered to students in grades ten Advanced Placement United States History must be and eleven. These are courses at the Academic, Honors, prepared to experience United States History at a level to and Advanced Placement levels. Students will cover a that equivalent of a college freshman. curriculum that reaches from Westward Expansion through the Great Depression and New Deal up to the The Social Studies program offers a variety of full year present. Students at both grade levels will be expected to courses/electives: Human Behavior and Culture, American exhibit a firm command of reading comprehension and Government, Introduction to Law, U.S. and World Affairs, informative and argumentative writing. The student text AP Psychology, AP European History, and AP will serve as the basis for most of the information covered Government and Politics. but will be supplemented with primary and secondary sources. The Social Studies program offers semester courses/electives: Military History, Global Terrorism, At the academic level, students will be offered a variety of and an Introduction to Women and Gender Studies. enrichment activities that go beyond the general scope of
Honors World History Grade 9 Course # 510H Credits 5 Meets 5 of 15 credits of State Graduation Requirement
The Honors World History course provides students with a more comprehensive and inter-disciplinary approach to the college-preparatory curriculum used in the Academic course. This course will cover World History from 1350 to the present. It begins with the emergence of the first global age, emphasizing technological and economic development based on trade and the growth of empires. The course will then lay the foundations for the modern era beginning with the Renaissance and proceeding through the Scientific Revolution, Reformation, and Enlightenment. The third unit centers on industrialism, imperialism, and political revolution in the 18th and 19th centuries. The second semester begins with World War I, emphasizing its causes and the consequences that lead to the political and economic developments of the inter-war period and the outbreak of World War II. The fifth unit is an investigation into the Cold War and the impact of the bipolar system on decolonization and independence movements. The course concludes with study of contemporary issues, such as population growth, the environment, human rights, the proliferation of intergovernmental organizations, and the impact of threats, such as terrorism on national security. Throughout this course, students will be challenged to recognize the continuity of human behavior through time and to engage in analysis and synthesis befitting an Honors level student.
Academic World History
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Grade 9 Course # 500NW Credits 5 Meets 5 of 15 credits of State Graduation Requirement
This course will cover World History from 1350 to the present. It begins with the emergence of the first global age, emphasizing technological and economic development based on trade and the growth of empires. The course will then lay the foundations for the modern era beginning with the Renaissance and proceeding through the Scientific Revolution,
Reformation, and Enlightenment. The third unit centers on industrialism, imperialism, and political revolution in the 18th and 19th centuries. The second semester begins with World War I, emphasizing its causes and the consequences that lead to the political and economic developments of the inter-war period and the outbreak of World War II. The fifth unit is an investigation into the Cold War and the impact of the bipolar system on decolonization and independence movements. The course concludes with study of contemporary issues, such as population growth, the environment, human rights, the proliferation of intergovernmental organizations, and the impact of threats such as terrorism on national security
Advanced Placement United States History I Grade 10 Course # 511AP Credits 5 Meets 5 of 15 credits of State Graduation Requirement Dual credit option available upon successful completion of AP US History I & II
The Advanced Placement program in United States History I is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with the problems and materials in United States history between the years of 1607-1865. The AP U.S. History I course focuses on the development of historical thinking skills (chronological reasoning, comparing and contextualizing, crafting historical arguments using historical evidence, and interpreting and synthesizing historical narrative) and an understanding of content learning objectives organized around seven themes, such as identity, peopling, and America in the world. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. This approach involves the use of basic college-level textbook and the examination of supplemental readings in the forms of documents, essays, or books on special themes. After completion of AP United States History II, students will be eligible to take the Advanced Placement examination. These courses may qualify for dual credit through an accredited college. An AP test score of 4 or 5 is recommended to ensure college credit transferability.
Honors United States History I Grades 10-11 Course # 501H Credits 5 Meets 5 of 15 credits of State Graduation Requirement
This course is designed to provide honors-level students with an in-depth examination of the political, economic, and social development of the United States. It will cover topics from Westward Expansion through the Great Depression and New Deal. The year will begin with a review of US expansionist policy prior to the Civil War and then continue with US expansionist policy through the closing of the frontier in 1890 with a focus on conflicts between the US government and Native American nations. Next, students will study the topics of Industrialization, Immigration, Urbanization, and Progressivism to describe changes in the US as the country moved from an agrarian to an industrial society. In this unit, students will examine how the labor movement tried to improve conditions for all workers and how progressive reformers attacked social, political, and economic problems. Students will then examine how the US developed as a world power through a unit on imperialism and WWI. The year will conclude with a study of the Era between the World Wars, where students will learn about the Roaring Twenties, Great Depression, and New Deal. This course will also allow students to analyze and synthesize materials at a high level and will give them an opportunity to examine historical information from a variety of sources.
Academic United States History I
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Grades 10-11 Course # 502 Credits 5 Meets 5 of 15 credits of State Graduation Requirement
This course is designed to provide college-bound students with an overview of the political, economic, and social development of the United States. It will cover topics from Westward Expansion through the Great Depression and New Deal. The year will begin with a review of US expansionist policy prior to the Civil War and then continue with US expansionist policy through the closing of the frontier in 1890 with a focus on conflicts between the US government and Native American nations. Next, students will study the topics of Industrialization, Immigration, Urbanization, and Progressivism to describe changes in the US as the country moved from an agrarian to an industrial society. In this unit, students will examine how the labor movement tried to improve conditions for all workers and how progressive reformers attacked social, political, and economic problems. Students will then examine how the US developed as a world power through a unit on imperialism and WWI. The year will conclude with a study of the Era between the World Wars, where students will learn about the Roaring Twenties, Great Depression, and New Deal. This course will also allow students to analyze and synthesize materials and will give them an opportunity to examine historical information from a variety of sources.
Advanced Placement United States History II Grade 11 Course # 512AP Credits 5 Meets 5 of 15 credits of State Graduation Requirement Dual credit option available upon successful completion of AP US History I & II
The Advanced Placement program in United States History II is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with problems and materials in United States history between the years 1865 and the present. The AP U.S. History II course focuses on the development of historical thinking skills (chronological reasoning, comparing and contextualizing, crafting historical arguments using historical evidence, and interpreting and synthesizing historical narrative) and an understanding of content learning objectives organized around seven themes, such as identity, peopling, and America in the world. This program will prepare students for intermediate and advanced college courses by providing them with tasks equivalent to those made by full year introductory college courses. This approach involves the use of a college-level textbook and the examination of supplemental readings in the forms of documents, essays, or books on special themes. Students in this course will also be given the opportunity to take the Advanced Placement Examination given in May. This course may qualify for dual credit through an accredited college. An AP test score of 4 or 5 is recommended to ensure college credit transferability.
Honors United States History II Grades 11-12 Course # 504H Credits 5 Meets 5 of 15 credits of State Graduation Requirement
This course is designed to provide the honors student with an overview of the political, economic, and social development of the United States between 1920 and the present. This course continues the study of United States history begun in the previous year. Units of study will include those of the capitalist economic system, giving special attention to the Great Depression and current economic theories and practices; the causes of World War II and its affects upon global and domestic developments; a comparative study of various political systems; and tracing and evaluating the development of United States foreign policy, giving specific attention to our involvement in the Cold War.
Academic United States History II
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Grades 11-12 Course # 505NW Credits 5 Meets 5 of 15 credits of State Graduation Requirement
This course is designed to provide students an overview of the political, economic, and social history of the United States since the 1930’s. This course pays close attention to the role of the United States in world conflicts such as World War II, the Cold War, and the Global War on Terrorism and explains the effects of these global conflicts on the American people and on American politics. This course also focuses on how American society has changed and become the United States we know today. Lastly, this course will offer students the opportunity to develop study skills and knowledge in a variety of areas. Among these study skills are factual reading, college proficient writing, note-taking, research, map, and listening skills. Practice on these basic skills will be provided through class group work, presentations, debates, and projects.
Advanced Placement Government and Politics Grades 11-12 Course # 516AP Credits 5
AP United States Government and Politics introduces students to key political ideas, institutions, policies, interactions, roles, and behaviors that characterize the political culture of the United States. The course examines politically significant concepts and themes, through which students learn to apply disciplinary reasoning, assess causes and consequences of political events, and interpret data to develop evidence-based arguments. The course explores specific topics, such as constitutional underpinnings, political beliefs and behaviors, political parties, interest groups, mass media, institutions of national government, public policy, and civil rights and civil liberties. An integral part of the course includes analysis and interpretation of basic data relevant to U.S. government and politics, and the development of connections and application of relevant theories and concepts. Students in this course will also be given the opportunity to take the Advanced Placement Examination given in May. An AP test score of 4 or 5 is recommended to ensure college credit transferability.
Human Behavior and Culture Grades 10-12 Course # 524 Credits 5
This course is designed to provide an introductory overview of concepts related to sociology as well as psychology. It explores various social problems such as crime, poverty, declining cities, and discrimination. Students will also become aware of major world religions and read literature related to social concerns. This course also emphasizes personality traits and their roles in human development. It aims to explore what motivates humans’ attitudes and behaviors. The approach to studying the individual will often be more psychological than sociological. Psychological needs and mental illness are two important topics studied in this course.
Advanced Placement European History Grade 12 Course # 513AP Credits 5 Dual credit option available upon successful completion of course
The Advanced Placement program in European History is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with problems and materials in European History between the years 1450 (The High Renaissance) to the present. The course will examine themes in intellectual and cultural history, political and diplomatic history, and social and economic history. This program will prepare students for intermediate and advanced college courses by providing them with tasks equivalent to those made by full year introductory college courses. This approach involves the use of a college-level textbook and the examination of supplemental readings in the form of documents, essays, or books on special themes. Students in the course will also be given the opportunity to take the Advanced Placement
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Examination given in May. This course may qualify for dual credit through an accredited college. An AP test score of 4 or 5 is recommended to ensure college credit transferability.
Advanced Placement Psychology Grades 11-12 Course # 514AP Credits 5 Dual credit option available upon successful completion of course
The purpose of the AP course in Psychology is to introduce the systematic and scientific study of the behavior and mental processes of human beings and other animals. Included is a consideration of the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. Students also learn about the ethics and methods psychologists use in their science and practice. Students will focus on various themes, including history and approaches, research methods, biological basis of behavior, sensation and perception, states of consciousness, learning, motivation and emotion, cognition, developmental psychology, personality, testing and individual differences, abnormal behavior, treatment of abnormal behavior, and social psychology. This course may qualify for dual credit through an accredited college. An AP test score of 4 or 5 is recommended to ensure college credit transferability.
U.S. and World Affairs Grades 11-12 Course # 520NW Credits 5
This course is designed to bring the modern world into the classroom. An examination of the U.S. Constitution and basic principles, i.e. checks and balances, separation of powers, etc. would lay the foundation for an in-depth look at how our government actually works internally and in foreign affairs. Additionally, focus will be given to the political geography of the world today and an analysis of basic government systems, i.e. democracy, autocracy, oligarchy, etc. in use. The course will be a blending of present-day current events, i.e., War on Terror, as well as a historical analysis of on-going conflicts, i.e. Peace in the Middle East, North Korea, etc. In the end, students who successfully complete this course will have a deeper understanding of our world today and the role our government plays in their lives.
Introduction to Law Grades 10-12 Course # 523 Credits 5 Meets 21st Century Life and Careers Graduation Requirement
This course is an overview of legal systems and the field of jurisprudence. Content will include the history and development of the American legal system, laws and values, individual rights and liberties, the criminal justice system, family law, and torts. Students will review key documents in the development of our system of laws and the major historical events that have shaped national policies, state statutes, and the common practices of everyday citizens.
Global Terrorism: The Past and the Present Grades 10-12 Course # 050 Credits 2.5
The current and ongoing War on Terror has put the topic of terrorism at the forefront since the terrorist attacks on September 11, 2001. Terrorism as a tactic to achieve the goals of a group is not at all a new one. This course will focus on the issues
62 surrounding terrorism and the application of terrorism over the course of history as well as the different varieties of terrorism: theological terrorism, political terrorism, narcoterrorism, revolutionary terrorism, state terrorism—as well as other forms. Along with the types of terrorism, this course will focus on the different perspectives of both the terrorists and those that are their targets—as well as counter-terrorism policies. The students will evaluate the long-term consequences and outcomes of terrorism.
Introduction to Women and Gender Studies Grades 10-12 Course # 052 Credits 2.5
This course is designed to provide the students with an overview of topics in women and gender studies with a focus on women in America. The course will explore how gender shapes social roles and identities and the experience of gender within and across cultures. Students will analyze historical and contemporary systems of privilege and oppression and how gender norms shape individuals and nations. Students will critically examine legal policy and the impact of social institutions on gender. Current topics including financial literacy, education, politics, sports, and health will be examined through readings and discussion. Students will investigate representations of gender in television, film, and other media and their reciprocal impact on individuals, culture, and society. The course encourages students to think, rethink, and reevaluate much of what they have experienced and learned through a gendered lens and to gain critical vocabulary and analytical skills to question the gendered world in which they live.
Military History Grades 10-12 Course # 051 Credits 2.5
This course is designed to give students an enhanced view on the critical wars of history as well as the development of warfare throughout the modern ages. This course will begin with the examination of World War I, continue through the major conflicts of the 1900s, and end with the analysis of present day warfare. Throughout this course, students will look at the most significant wars of our time with a stronger focus on military strategies and a more in-depth perspective of how these wars impacted the world and United States as a whole. Some of the major topics will include World War I, The Cold War, and the Vietnam War. In these wars, students will get an up close look at the technology/weaponry of these wars, the system of alliances that set these wars in motion, the critical battles that decided the outcome, and the treaties that brought these conflicts to an end. Heightened topics in these units will include trench warfare, appeasement, and foreign policy. Military history will conclude with the War on Terror and advanced analysis on the technology and warfare of the modern world. This course offers students the opportunity to fully focus on the vital conflicts of our history, create their own views on each war, and analyze the development of military technology. Emphasis will be placed on a myriad of skills including online discussion, debate, primary source analysis, critical thinking, and complex writing.
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WORLD LANGUAGES
Overview of the World Languages Curricula
The World Languages department offers up to five years Emphasis is placed on reading and writing. Culture of sequential studies (if the first year of a language continues to be interwoven into each lesson. begins in Middle School) in French, Spanish, and Italian that will meet the needs of students at all levels. In Level III of the program, special emphasis is placed on the development of the reading, writing, and Level I in the language program provides the student with translation skills. The cultural aspects continue an introduction to the basic structures of the language with simultaneously with the development of the language skills. an emphasis on the development of listening, speaking, reading, and writing skills. Cultural awareness and Levels IV and V in the languages are advanced programs understanding are integral components of each lesson. with emphasis on refinement of advanced grammar and individual reading and writing projects. Cultural Level II builds upon the basic skills developed in Level I. knowledge and awareness continue to be developed.
French I Grades 9-12 Course # 200 Credits 5 Meets State World Languages Graduation Requirement
In French I, the students work at the novice-mid proficiency level within three important modes: interpretive, interpersonal, and presentational. The students demonstrate an understanding of spoken and written communication within the appropriate cultural context. The students present through oral and/or written communications to an audience of listeners or readers. The students engage in direct oral and/or written communication with others. The French I course emphasizes the following key areas: comprehension and comprehensibility, vocabulary usage, language control, communication strategies, and cultural awareness. The students will build proficiency through dialogues, readings, drills, a variety of audio-visual materials, games, correspondence with French pen pals, cultural dramatizations, and role-playing. In addition to increasing the student's awareness of aspects of French culture and civilization, understanding and tolerance of cultural differences will be emphasized.
French II Grades 9-12 Course # 201 Credits 5 Meets State World Languages Graduation Requirement
In French II, students continue their study of vocabulary, grammar, writing, pronunciation, and translation. They will transition from the Novice-Mid level to Novice-High. The students will demonstrate further proficiency in speaking and reading skills. French II is a course designed to give the students the ability to comprehend and communicate in simple, everyday language, as well as some understanding of the French way of life.
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French III Grades 10-12 Course # 202 Credits 5 Meets State World Languages Graduation Requirement Dual credit option available upon successful completion of course
French III includes the further study of grammar with increased attention paid to speaking, composition, and reading comprehension skills. Literary selections are designed to give the students confidence and to acquaint them with the skills necessary to read more advanced material in the future. Level 3 students will begin the course with a Novice High level and will transition to the Intermediate Low level by the course’s end. This course may qualify for dual credit through an accredited college.
French IV Grades 11-12 Course # 203 Credits 5 Meets State World Languages Graduation Requirement Dual credit option available upon successful completion of course
French IV is an advanced course offering dual college credit. Emphasis is placed on conversational and writing skills. In this course French will be utilized most of the time by the teacher during the class period and students will be encouraged to do the same.
French V - Advanced Placement French Grade 12 Course # 204AP Credits 5 Meets State World Languages Graduation Requirement Dual credit option available upon successful completion of course
AP French is a course designed for fifth year French students who wish to receive college credit or to continue French study at the university level. Students taking this rigorous course should be functioning at an Intermediate Mid to Intermediate High Level. The course will emphasize the use of French for active communication as well as literature and culture. Students will be able to understand spoken French in various contexts through reading, writing, speaking, and listening exercises. Assorted activities and methods will be utilized in order for the student to be prepared for the AP French Language and Culture Exam. This course may qualify for dual credit through an accredited college. An AP test score of 4 or 5 is recommended to ensure college credit transferability.
Spanish I Grades 9-12 Course # 209 Credits 5 Meets State World Languages Graduation Requirement *Dual credit available upon successful completion
In Spanish I, the students work at the novice-mid proficiency level within three important modes: interpretive, interpersonal, and presentational. The students demonstrate an understanding of spoken and written communication within the appropriate cultural context. The students present through oral and/or written communications to an audience of listeners or readers. The students engage in direct oral and/or written communication with others. The Spanish I course emphasizes the following key areas: comprehension and comprehensibility, vocabulary usage, language control, communication strategies, and cultural awareness. Aspects of Spanish and Hispanic cultures are used to develop an appreciation for the Spanish language and
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Spanish II Grades 9-12 Course # 210 Credits 5 Meets State World Languages Graduation Requirement
Spanish II is a continuation of the fundamentals of the Spanish language through listening, speaking, reading, and writing. Heavier emphasis will be placed on conversation and reading. Further study of Spanish and Hispanic cultures will continue.
Spanish III Grades 9-12 Course # 211 Credits 5 Meets State World Languages Graduation Requirement Dual credit option available upon successful completion of course.
Spanish II builds upon the fundamentals of Spanish I and II for those students wishing to continue their study of Spanish. Special emphasis is to be placed on conversation, composition, and reading. Hispanic culture studies continue simultaneously with advanced grammatical structures.
Spanish IV Grades 10-12 Course # 212 Credits 5 Meets State World Languages Graduation Requirement Dual credit option available upon successful completion of course
Spanish IV is an advanced course in Spanish grammar and conversation. It is strongly recommended for students planning to attend a four-year college. Special emphasis is placed upon conversations and grammar. Continued study of Hispanic culture is part of the course.
AP Spanish- Advanced Placement Spanish Grade 11-12 Course # 213AP Credits 5 Meets State World Languages Graduation Requirement Dual credit option available upon successful completion of course
AP Spanish is a course designed for fifth year Spanish students who wish to receive college credit or to continue Spanish study at the university level. The course will emphasize the use of Spanish for active communication as well as literature and culture. Students will be able to understand spoken Spanish in various contexts through reading, writing, speaking, and listening exercises. Assorted activities and methods will be utilized in order for the student to be prepared for the AP Spanish Language and Culture Exam. This course may qualify for dual credit through an accredited college. An AP test score of 4 or 5 is recommended to ensure college credit transferability.
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Italian I Grades 9-12 Course # 230 Credits 5 Meets State World Languages Graduation Requirement
In Italian I, the students work at the novice-mid proficiency level within three important modes: interpretive, interpersonal, and presentational. The students demonstrate an understanding of spoken and written communication within the appropriate cultural context. The students present through oral and/or written communications to an audience of listeners or readers. The students engage in direct oral and/or written communication with others. The Italian I course emphasizes the following key areas: comprehension and comprehensibility, vocabulary usage, language control, communication strategies, and cultural awareness. The students will build proficiency through dialogues, readings, drills, a variety of digital materials, interactive activities, and interpersonal exchanges. The students will gain the ability to pronounce Italian correctly and to understand and carry on simple conversations over a wide variety of topics. In addition to increasing the students’ awareness of aspects of Italian culture and civilization, understanding and tolerance of cultural differences will be emphasized.
Italian II Grades 9-12 Course # 231 Credits 5 Meets State World Languages Graduation Requirement
In this course, students will continue to acquire the fundamentals of Italian speaking, reading, writing, and understanding in order to develop their practical proficiency. The past tense as well as various, more detailed grammatical and syntactical structures will be explored. In addition, the students will resume their investigation into Italian national and regional cultures through the Italian language itself as well as through varied digital resources.
Italian III Grades 10-12 Course # 232 Credits 5 Meets State World Languages Graduation Requirement Dual credit option available upon successful completion of course
In this course, students will continue to acquire and refine fundamentals of Italian speaking, reading, writing, and understanding in order to develop their practical proficiency. They will also re-examine previously studied concepts on a more advanced level. In addition, the students will resume their investigation into Italian national and regional cultures and contemporary Italian lifestyles through the Italian language itself as well as through varied digital resources. This course may qualify for dual credit through an accredited college.
Italian IV Grades 11-12 Course # 233 Credits 5 Meets State World Languages Graduation Requirement Dual credit option available upon successful completion of course
In this course, students will continue to acquire and refine fundamentals of Italian speaking, reading, writing, listening, and comprehension in order to develop practical proficiency. The students will strengthen and expand their control of sentence structure, vocabulary, and advanced grammatical concepts and syntax. In addition, the students will resume their investigation into Italian national and regional culture, media, history, and literature through the Italian language itself, as well as through varied literary, historical, and digital resources. This course may qualify for dual credit through an
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Italian V—Advanced Placement (AP) Italian Language and Culture Grade 12 Course # 234AP Credits 5 Meets State World Languages Graduation Requirement Dual credit option available upon successful completion of course
Advanced Placement Italian V is a rigorous program with emphasis on refinement of advanced grammar and individual reading and writing projects. The course will emphasize the use of Italian for active communication as well as literature and culture. Students will be able to understand spoken Italian in various contexts through reading, writing, speaking, and listening exercises and authentic material including various digital resources. Assorted activities and methods will be utilized in order for the student to be prepared for the AP Italian Language and culture Exam. This course may qualify for dual credit through an accredited college.
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PERFORMING ARTS
Overview of the Performing Arts Curricula
The major objective of the music program is to provide Freshman and Senior Chorus, and Gospel Choir. These a variety of courses, both performing ensembles and courses stress musical skills and perform regularly. classroom-based, which meet the needs, ability levels, and Classroom courses offered include Beginning, interests of each student at Kingsway. Performing Intermediate, and Advanced Keyboard (synthesizer); AP ensembles include Orchestra/Strings, Symphonic Band, Music Theory, and MIDI Music Studio I, II, III, and IV. Concert Band, Jazz Ensemble, Percussion Ensemble,
Drama: Acting and Performance Grades 9-12 Course # 128 Credits 5
In this performance based course, students will learn the fundamentals of acting to develop the ability to produce free, imaginative, and purposeful behavior on the stage in relation to environments, objects and other persons. Through improvisation, role-playing, theater games and dramatic situations, students will apply a variety of performance skills with the goal to explore and stretch their theatrical talents, imaginations and creativity. Based on the teachings of Constantine Stanislavsky, this course will include insights of other famous acting teachers such as Uta Hagen, Sanford Meisner, Lee Strasberg, Michael Chekhov and Stella Adler. This course culminates to in-class performances of selected scenes and monologues from a variety of plays with special focus given to the emotional and sensory requirements in the text. No previous theatrical experience is required, but a passion to perform and a desire to learn are essential.
Concert Band Grades 9-10 Course # 700 Credits 5 Meets Visual/Performing Arts State Graduation Requirement
Concert Band is an instrumental (woodwind and brass) performance class for students with prior musical experience. Students will develop skills in music theory, technique, tone production, music reading, instrumental intonation, and rehearsal/performance procedures. Music of varied styles will be studied and performed. Several day and evening concerts will be scheduled throughout the year, and student participation will be a requirement of the course
Symphonic Band Grades 11-12 Course # 703 Credits 5 Meets Visual/Performing Arts State Graduation Requirement
Symphonic band is an instrumental (woodwind and brass) performance class for students with prior musical experience. Students will develop skills in music theory, technique, tone production, music reading, instrumental intonation, and rehearsal/performance procedures. Music of varied styles will be studied and performed. Several day and evening concerts will be scheduled throughout the year, and student participation will be a requirement of the course.
Percussion Ensemble Grades 9-12 Course # 704 Credits 5 Meets Visual/Performing Arts State Graduation Requirement
This course is designed to offer students practical experience in the playing of percussion instruments in a variety of chamber music settings. The students will have the opportunity to explore the following areas of percussion: Snare Drum and related indefinite pitched drums, Keyboard Percussion, Timpani, Small Accessories (Cymbals & Bass Drum), Drum
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Set. This course is designed to explore the traditional, contemporary, and world music literature for the percussion ensemble, concert band, and symphonic band.
Jazz Ensemble I (grades 9/10) and II (grades 11/12) Grades 9-12 Course # 701/701A Credits 5 Meets Visual/Performing Arts State Graduation Requirement *Prerequisite: Enrollment in jazz ensemble is reserved for students with prior experience in a Kingsway jazz ensemble or by successful audition with the band director.
Jazz Ensemble is an instrumental (saxophone, brass, guitar, bass, piano and percussion) performance class for students with prior musical experience. Music reading is an absolute requirement of this course. Students will develop skills in technique, tone production, music reading, instrumental intonation, improvisation, and rehearsal/performance procedures. Music of varied styles will be studied and performed. Several day and evening concerts will be scheduled throughout the year, and student participation will be a requirement of the course.
Freshman Chorus Grade 9 Course # 707FR Credits 5 Meets Visual/Performing Arts State Graduation Requirement
Freshman Chorus is a non-auditioned, vocal performance class for students of all ability levels. In this class, students will develop skills in vocal tone production, intonation, musical interpretation, diction, phrasing, part-singing, ensemble performance, and note reading. Music of varied styles and of graduated difficulty will be studied and performed. Several day and evening concerts will be scheduled throughout the year and student participation will be a requirement of the course
Senior Chorus Grades 10-12 Course # 707 Credits 5 Meets Visual/Performing Arts State Graduation Requirement
Senior Chorus is a non-auditioned, vocal performance class for students of all ability levels. In this class, students will develop skills in vocal tone production, intonation, musical interpretation, diction, phrasing, part-singing, ensemble performance, and note reading. Music of varied styles and of graduated difficulty will be studied and performed. Several day and evening concerts will be scheduled throughout the year, and student participation will be a requirement of the course.
Gospel Choir Grades 9-12 Course # 708 Credits 5 Meets Visual/Performing Arts State Graduation Requirement
Gospel Choir is a non-auditioned vocal performance class for singers of all ability levels interested in singing gospel music. The emphasis will be on upbeat singing of traditional and contemporary gospel music. Students will develop skills in vocal tone production, intonation, musical interpretation, diction, phrasing, part-singing, and ensemble performance. Several day and evening concerts will be scheduled throughout the year, and student participation will be a requirement of the course.
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Beginning Keyboarding Grades 9-12 Course # 715 Credits 5 Meets Visual/Performing Arts State Graduation Requirement
This course is designed to introduce students with little or no experience with keyboarding. Students will learn to locate pitches, read music, and understand basic music theory. Both traditional and popular music will be studied.
Intermediate Keyboarding Grades 10-12 Course # 716 Credits 5 Meets Visual/Performing Arts State Graduation Requirement
This course is an extension of Beginning Keyboarding. Students will continue to develop their keyboard performance skills through the study of intermediate grade music and music theory.
Advanced Keyboarding Grades 11-12 Course # 717 Credits 5 Meets Visual/Performing Arts State Graduation Requirement
This course is an extension of Intermediate Keyboarding. Students will continue to develop their keyboard performance skills through the study of advanced music and music theory.
MIDI Music Studio I Grades 9-12 Course # 720 Credits 5 Meets Visual/Performing Arts State Graduation Requirement
This course will enable students to gain skills and experience in composing and arranging music using MIDI keyboards with computer sequencing and notation software. Basic music theory, keyboard skills, composition techniques, and software operation will be reviewed and used to produce original compositions.
MIDI Music Studio II Grades 10-12 Course # 721 Credits 5 Meets Visual/Performing Arts State Graduation Requirement
This course is an extension of MIDI Music Studio I. Students will continue to develop skills in music theory, keyboard performance, composition techniques, and software operation.
MIDI Music Studio III Grades 11-12 Course # 723 Credits 5 Meets Visual/Performing Arts State Graduation Requirement
This course is an extension of MIDI Music Studio II. Students will continue to develop skills in music theory, keyboard performance, composition techniques, and software operation.
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Orchestra/Strings Grades 9-12 Course # 725 Credits 5 Meets Visual/Performing Arts State Graduation Requirement
Orchestra is a string performance class for students of all ability levels. Students will develop skills in technique, tone production, music reading, instrumental intonation, and rehearsal/performance procedures. Music of varied styles will be studied and performed. Several day and evening concerts will be scheduled throughout the year, and student participation will be a requirement of the course.
AP Music Theory Grades 11-12 Course # 710AP Credits 5 Meets Visual/Performing Arts State Graduation Requirement
This course corresponds to one semesters of a typical introductory college music theory course. Topics include musicianship, musical materials, and procedures. Musicianship skills include dictation, listening skills, sight-singing, and keyboard harmony. Musical materials skills include interpreting scores and being able to recognize various processes or music as they are heard or presented in scores. Development of aural skills is the primary objective. Keyboard harmony skills include notation and realization of traditional harmony. Although there are no prior course pre-requisites, students should be able to read and write musical notation, and it is strongly recommended that the student has acquired at least basic performance skills in voice or on an instrument.
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VISUAL ARTS
Overview of the Art Curricula Printmaking; Applied Arts; and Computer Art I and II are designed for students with moderate to advanced art The major objective of the Art program is to provide knowledge who are interested in developing a craft skill courses that range in interest and ability level from a and broadening their artistic awareness. Advanced Art I, student learning to draw to a student preparing a II, and III and Advanced Placement Art are portfolio for college entrance. Art I and II are offered as specifically designed for the student who is preparing beginning courses for the student with an interest in Art for college and majoring in the visual arts. The but with little or no previous art experience. These Advanced Art series and AP Art series will provide courses provide a solid foundation for future courses students with the skills and projects needed to compile a and give a varied sampling of art media and methods. portfolio, which is a requirement for colleges and art Cartooning; Ceramics; Photography, Illustration, and schools
Art I Grades 9-11 Course # 730 Credits 5 Meets Visual/Performing Arts State Graduation Requirement
Students taking this class will have the opportunity to explore many different mediums and concepts in art. The first semester primarily consists of basic drawing skills and techniques such as observing contour, tone and value, color, figure drawing, perspective, and composition. The second semester uses a range of mediums both two-dimensionally and three- dimensionally such as paint, printmaking, sculpture, poster design, textile design, ceramics, and mixed media. Students will also study different art movements and artists.
Art II Grades 10-12 Course # 731 Credits 5 Meets Visual/Performing Arts State Graduation Requirement Prerequisite: Successful completion of Art I
This is the second year for art elective students. All techniques learned in Art I will be reviewed and reinforced throughout the year. In addition, the students will be expected to develop their work to greater involvement in media and creativity.
Cartooning Grades 9-11 Course # 732 Credits 5 Meets Visual/Performing Arts State Graduation Requirement
Students taking this class will have the opportunity to expand on basic drawing skills and create original cartoon characters. Students will develop character design, storyboards, and comic strips. Students will discuss current events as a class and create political cartoons and celebrity caricatures. Basic animation techniques will be explored through flipbooks and claymation.
Applied Art Grades 11-12 Course # 733 Credits 5 Meets Visual/Performing Arts State Graduation Requirement Prerequisite: Successful completion of any Art Course
This course will cover a concentrated study of problem solving through design and construction of aesthetically pleasing two and three dimensional artwork. Students will be expected to create objects utilizing multiple media while incorporating art history, elements and principles of design, and other visual theories taught in class. Sculptural techniques utilizing papier- mâché, wire, and ceramics will be covered. Students will also work with fibers. Students can expect to learn vocabulary,
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Ceramics Grades 11-12 Course # 734 Credits 5 Meets Visual/Performing Arts State Graduation Requirement
This course is designed for students with moderate art knowledge who are interested in developing a hands-on skill while broadening their artistic awareness. Clay is an extremely versatile medium that lends itself to a wide variety of possibilities for artistic expression. In Ceramics, the students will learn construction techniques, surface decorating treatments, glazing, proper tool usage, and safety in the ceramic studio. The major emphasis will be placed on hand building techniques including coil, slab, pinch, and sculpture. Students will also learn cultural, historical, and traditional information that influence potters throughout the world.
Photography, Illustration, and Printmaking Grades 10-12 Course # 735 Credits 5 Meets Visual/Performing Arts State Graduation Requirement Semester 1—Photography and Illustration; Semester 2—Printmaking
Photography will provide a basic introduction to digital photography. Students will learn how to compose photographs and how to edit them using the computer. Students will be introduced to basic photography techniques and how to incorporate their photos into various projects. The Illustration component of this course will familiarize students with areas in the commercial arts such as magazine and book illustration, types of lettering, and package design. In Printmaking, students will explore many possibilities of printmaking on paper and on fabric. Single- and multi-colored prints will be covered. Some printmaking techniques covered may include linoleum prints, photocopy transfers, stenciling, and silkscreen. Students can also pursue the area of mixed media printing. Students will become familiar with the various tools used in linoleum cutting, silk screening, and all other aspects of printmaking. They must possess a mature and responsible attitude since they will be working with tools that can be dangerous when improperly used.
Advanced Art I & II Grades 10-12 Course # 737/738/739 Credits 5 Meets Visual/Performing Arts State Graduation Requirement
This series of courses is offered to serious art students who exhibit an unusual amount of interest as well as talent in the field of art and who plan to pursue art after graduation. The primary function of these courses is to prepare students for future study and help them to develop their talent and knowledge of art. Students in all advanced art courses will be given an opportunity to explore the computer as a means of researching and producing art.
In Advanced Art I during the first semester, a great deal of emphasis will be placed on drawing and design. Students will be exposed to a wide variety of exercises, techniques, subjects, and media. Second semester will be spent on more advanced media and techniques with individualized attention given to the weaknesses and needs of each student, especially in the areas of painting. Prerequisite: Successful completion of Art I and teacher recommendation.
Advanced Art II is the second in a series of courses offered to serious students who exhibit an unusual amount of interest as well as talent in the field of art, and who are possibly planning to pursue art after graduation. This course is designed to as a pre-AP Art Course to help them to develop their talent and knowledge of art. Advanced Art II is a continuation of studies learned in Advanced Art I with emphasis on painting and technique as well as 2 dimensional and 3 dimensional design.
Computer Art I
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Grades 10-11 Course # 741 Credits 5 Meets Visual/Performing Arts State Graduation Requirement Dual credit available at RCGC when taken with Introduction to Video Game Design & Computer Art II
Computer Art is offered as part of, and in addition to, the traditional art curricula. This course will use appropriate graphics software, including Adobe Illustrator and Photoshop, to teach the fundamental technology of vector as well as raster images using the computer to generate graphic and photographic images. Students will use the computer as an art tool to scan and manipulate images; create photo collages; and to produce logos, computer illustrations, advertising, and commercial graphics.
Computer Art II Grades 11-12 Course # 742 Credits 5 Meets Visual/Performing Arts State Graduation Requirement Dual credit available at RCGC when taken with Introduction to Video Game Design & Computer Art I *Prerequisite: Successful completion of Computer Art I
Computer Art II is offered as a second year, computer art elective. Students will further develop career-oriented computer skills with an emphasis on current trends in graphic design. Students will use the computer as an art tool to create advanced computer illustrations and designs using Adobe Illustrator and Photoshop.
Advanced Placement Art 2-D Design Advanced Placement Art 3-D Design Advanced Placement Art Drawing Grades 11-12 Course # 745/746/747 Credits 5 Meets Visual/Performing Arts State Graduation Requirement
Advanced Placement Art is designed for students who are seriously interested in art and are looking to pursue art beyond high school. AP Art emphasizes critical decision-making in art and the development of technical skills, as well as encourages independent and creative thinking. The class will focus on developing a portfolio that will be sent out for grading in May. This class is open only to juniors and seniors with at least two years of art. Students will choose to complete a 2D design portfolio, a 3D design portfolio, or a drawing portfolio. This course may qualify for dual credit through an accredited college. An AP test score of 4 or 5 is recommended to ensure college credit transferability.
AP Art History Grades 10-12 Course # 744AP Credits 5 Meets Visual/Performing Arts State Graduation Requirement Prerequisite: Students are expected to have a strong World History and/or Art background, teacher recommendation
This course, which is equivalent to an introductory college art history survey class, focuses on developing students’ art historical skills as they examine and analyze major forms of artistic expression from a variety of cultures from ancient times to present. While visual analysis is a fundamental tool of the art historian, the course also emphasizes understanding how and why works of art function in context, considering issues such as patronage, gender, and the functions and effects of works of art. Students investigate how imagery has shaped our perceptions and behavior throughout time, providing insight into the past and into our own age and culture.
BUSINESS AND TECHNOLOGY
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Overview of the Business and Technology Curricula
The Business and Computer Technology Department Development; Business Management and Marketing; offers a wide variety of courses to meet the different Publication Using Technology I, II, and III, and needs of the Kingsway students. Television/Media Production I and II.
The computer is a vital tool in completing a variety of Our Department incorporates skill development in school and personal tasks. Computer literacy also has conjunction with an emphasis on the importance of become a necessity for business careers and college business ethics, cooperation in the workplace, and a studies. Therefore, the Business and Computer Technology general knowledge of employee/employer policies and Department offers the following courses to meet the needs procedures. Some skill development courses require of all students: Wealth Management; Accounting I, II, and prerequisites enabling learning to take place progressively. III; Visual Basic; Technology Services: Web
Wealth Management Grade 9 Course # 600 Credits 2.5 Meets Financial, Economic, Business, and Entrepreneurial Literacy State Requirement
This project-based financial literacy course develops student understanding and skills in such areas as economic decision- making, time value of money, financial management, and types of investments. Students acquire an understanding and appreciation of the need for personal financial management and investing. To encourage immediate implementation of financial management skills, Wealth Management utilizes an ongoing project for course delivery and reinforcement. The course content is sequenced for students to develop a full understanding of their role and responsibility in their financial future. Throughout the course, students are presented problem-solving situations for which they must apply academic and critical- thinking skills.
Career Exploration Grade 9 Course # 602 Credits 2.5
This course is required for all incoming freshman (excluding those in Academy Programs) and will focus on the exploration of the sixteen career clusters. Students will learn how to balance career and personal life when making career decisions, become skilled in the use of career information resources, understand the nature of the changing labor market, and when appropriate, acquire job search skills. Topics covered include assessment of values, skills, interests, and personality factors relevant to career and life planning. Student will gain insight into the relationship between career and academic/educational planning.
Business Leadership Academy Seminar Grade 9 Course # 612 Credits 2.5
This semester course is required for all students enrolled in the Business Leadership Academy and replaces the Career Exploration requirement for freshman. This course is designed to support the exploration of specific careers related to business and introduce student to service learning while building supportive relationships among cohort members.
Accounting I Grades 10-12
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Course # 603 Credits 5 Meets 21st Century Life and Careers State Graduation Requirement Dual credit available at RCGC when taken with Accounting I, II, and III.
This course is designed to introduce students to basic accounting. Emphasis is on the classification of accounts, learning basic types of entries to be made in journals, becoming familiar with the various types of journals used in the business world, posting, worksheets, adjusting and closing entries, and financial reports. Bank reconciliations, payroll deductions, and payroll taxes for both employee and employer will be explored. Students will also gain a general knowledge of the different occupations in the accounting field.
Accounting II Grades 11-12 Course # 604 Credits 5 Meets 21st Century Life and Careers State Graduation Requirement *Prerequisite: Successful completion of Accounting I Dual credit available at RCGC when taken with Accounting I, II, and III.
This course is an extension of Accounting I in which the basic facts will be reviewed and expanded upon to further develop accounting skills in the use of journals, ledgers, and other accounting forms. Accounting skills will be further developed to include a study of the departmentalization of records, partnerships, and corporate accounting. Emphasis will be placed on computerized accounting and the formation of student corporations. In these corporations, students will develop stock portfolios and prepare reports for their own corporations.
Accounting III Grade 12 Course # 605 Credits 5 Meets 21st Century Life and Careers State Graduation Requirement *Prerequisite: Successful completion of Accounting II Dual credit available at RCGC when taken with Accounting I, II, and III.
Accounting III is an extension of Accounting II and will expand on concepts in the area of corporate accounting. This advanced accounting course will be centered around computerized accounting, including the use of electronic spreadsheets to create financial reports. Several business simulations will be utilized during the year to give the students experience in realistic situations.
Introduction to Video Game Design Grades 9-12 Course # 609 Credits 5 Meets 21st Century Life and Careers State Graduation Requirement Dual credit available at RCGC when taken with Computer Art I & Computer Art II *Recommended: Successful completion of Exploring Computer Science
This course will provide students with a foundational understanding of game design by discovering the process through multiple perspectives. It explores the basic principles that work for various game types and provides students an understanding of the components that make top-quality videogames. As they progress through the course, students will begin to grasp the basic knowledge and understanding of audio and video in relation to game design.
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Video Game Design II Grades 10-12 Course # 610 Credits 5 Meets 21st Century Life and Careers State Graduation Requirement *Prerequisite: Successful completion of Introduction to Video Game Design
This is a hands-on course and students will master application development and testing. There will be a focus on launching a full mobile or PC casual video game. Students will complete multiple projects and learn about all levels of interactive digital media, new media and entertainment. Careers in technology and entertainment will be discussed and explored. There will also be opportunities to lead and serve on production teams. Game development, story writing, character design, marketing and finance will also be a major focus.
Business Management and Marketing Grades 11-12 Course # 611 Credits 5 Meets 21st Century Life and Careers State Graduation Requirement
Business Management and Marketing is intended for students who plan to attend college and may desire to obtain a degree in business or start a business of their own. The course provides students with insight into the personal characteristics of a manager, management styles, functions of management, management-level decision making policies, and current-day problems faced by management. There is an emphasis on the process of recruiting and managing human resources. Through the use of the Internet, students prepare a presentation of a management career and apply current information to simulated management situations. Additionally, students will study basic marketing concepts, the sales process, the development and promotion of a product, the creation of a customer profile, target marketing, and the methods used to develop a customer relationship. Through the use of the Internet, students will prepare a presentation of a marketing career and discuss current trends in the marketing process. Working as a member of a team, students will develop and demonstrate a marketing plan. Business ethics and a concern for the customer are emphasized along with self- promotion, the interview process, employment letters, résumés, etc.
Financial Accounting Grades 10-12 Course # 060 Credits 2.5 Meets Financial, Economic, Business, and Entrepreneurial Literacy State Requirement
This semester-based elective course explores how entrepreneurs and business executives create, analyze, and utilize financial statements and financial systems to successfully lead organizations. Major topics include: the financial statement, measuring business transactions, the accounting cycle, assets and liabilities, cash flow, and financial performance evaluation. Students will become familiar with reading and interpreting financial statements as well as understand the financial principals and vocabulary used by industry leaders. Moreover, students will apply sound financial principals to various case study situations in order to solve complex financial problems and increase organizational profitability. This course is required for all students enrolled in the Business Leadership Academy.
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Principles of Economics Grades 10-12 Course # 061 Credits 2.5 Meets Financial, Economic, Business, and Entrepreneurial Literacy State Requirement
This semester-based elective is an introduction to fundamental micro and macroeconomic concepts. Major topics include: supply and demand, prices, market structures, financial markets, money and banking, monetary and fiscal policy, government regulations and comparative economic systems. There will be an emphasis in this course on economic literacy, and a major goal will be to develop an understanding of the vocabulary, analytical techniques, and quantitative skills used by economists. Students will become familiar with analyzing economic models, graphs, and data. Furthermore, students will apply economic theory to the real world issues of economic development, market structures, the environment and the impact of technology. This course is required for all students enrolled in the Business Leadership Academy.
Introduction to Computers Grades 9-12 Course # 627 Credits 5 Meets 21st Century Life and Careers State Graduation Requirement
This is a one-year course focused in understanding computer applications in-depth. Course content includes study of programs such as Excel, Access, PowerPoint, etc. Students are expected to be proficient at keyboarding and word processing functions as this will be a fast-paced course.
Television/Media Production I: Software Applications Grades 9-12 Course # 635 Credits 5 Meets 21st Century Life and Careers State Graduation Requirement
This introductory class is designed to provide students with a strong foundation in the basic methods, principles, and tools associated with television and media production. Designed as a pre-requisite to the advanced Television/Media Production classes, this course will explore the role of media in our society, the structure of story-telling, elements of a production, production phases, and the various roles of those involved in the production. Students will learn how to use industry- standard software such as Final Cut Pro and Adobe Premiere to help them develop engaging media products, deliver it through a variety of media outlets and devices, and critique their own work and the work of others.
Television/Media Production II: Studio I Grades 10-12 Course # 636 Credits 1 Meets 21st Century Life and Careers State Graduation Requirement *Prerequisite: Successful completion of Television/Media Production I
This course is designed to enhance students’ knowledge in the various methods of video communication. Students will expand their comprehension and utilization of the audio and video production software, Final Cut Pro, with an emphasis on fixed/studio productions. Students will use studio equipment, including television cameras, audio mixing board, lighting board, teleprompter, character generator, computer and video software. Students will be able to communicate, evaluate, and create different forms of media. The major production is the Kingsway Weekly Update. This will include the filming, editing, and reporting on school events that involve academics, sports, clubs, performing arts, etc. In addition to the news format, game shows, talk shows, cooking shows, courtroom television, and other fixed recording environments will also be studied.
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Television/Media Production III Grades 11-12 Course # 637 Credits 5 Meets 21st Century Life and Careers State Graduation Requirement *Prerequisite: Successful completion of Television/Media Production II
This course is designed to give students a working knowledge of a typical television station and its departments and give hands-on training in Broadcast Television. The curriculum is competency base with skills and associated tasks mirroring industry requirements. The students will receive training in career related areas such as human relations, communications and safety practices. Students will receive training in industry specific skills related to transmission signals, advanced camera operation, advanced lighting design, technical directing and advanced editing. Students will be responsible for Kingsway’s television programming and operating the station’s various components. Production work and job searching will be stressed. Students will continue building directing, producing and editing skills by independently creating projects throughout the course.
Introduction to CAD: CAD I Grade 9-12 Course # 816 Credits 5
This is an entry-level course for those students interested in careers related to engineering or architecture. The goals of the program are accomplished by assigning design problems that providing solutions to technological problems, or questions which require students to apply knowledge. It provides students with a broad introduction into 2-dimensional and 3- dimensional Computer-Aided Design (CAD). Students will learn how to use industry-leading AutoCAD software programs to model construction projects, and then create and distribute basic, industry-standard architectural drawings.
CAD II Grade 10-12 Course # 817 Credits 5 *Prerequisite: Successful completion of CAD I
This is an intermediate level course that builds upon the foundation of CAD I. The focus of CAD II is on further developing students’ knowledge and understanding of Engineering and Architecture, and better prepares them for college courses in these fields of study. CAD II also introduces Digital and Analog Electronics and Robotics design projects. Students will hone their design skills by using the Industry Standard AutoCAD Software suite and available classroom technology including a Maker Bot 3D printer, 3D Digitizer/Scanner, and professional Modeling Foam Board. Students are introduced and have access to professionals from different branches of Engineering and Architecture. Students must successfully pass CAD I in order to apply for this course.
Exploring Computer Science Grade 9-12 Course # 626 Credits 5
This full-year course is intended to introduce students to the scope of the field of computer science through an exploration of engaging topics. Through this course, students are able to develop the computational thinking practices of algorithm development, problem solving and programming within the context of problems that are relevant to the lives of today’s students. Rather than focusing the entire course on learning particular software tools or programming languages, the course is designed to focus the conceptual ideas of computing and help students understand why certain tools or languages might be utilized to solve given problems.
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FAMILY AND CONSUMER SCIENCE
Overview of the Family and Consumer Sciences in the future. Creative Living is a general Family and Curricula Consumer Sciences class that focuses on improving independent living skills such as cooking, personal The goal of the Family and Consumer Science finance, and goal setting. The development of individual Department is to prepare students for life outside of the interests and skills continues in skill-specific classes such school by introducing skills and concepts to improve the as Basic Foods and Creative Living. These practical life and family of the student. The development of these classes introduce students to the world of foods/nutrition individual life skills contributes to improving the quality or fashion/sewing. of life in the family, community, and workplace now and
Creative Living Grades 9-10 Course # 750 Credits 5 Meets 21st Century Life and Careers State Graduation Requirement
Creative Living introduces students to the world of Family and Consumer Sciences. By the end of the course, students will become critical consumers in the areas of foods and clothing. Students will develop skills of resource management with experiences in the foods lab. These labs will incorporate nutrition in the food choices to encourage students to adopt a healthy lifestyle. Student will have the opportunity to use textiles to construct clothing and personal projects. The student will be expected to purchase materials for class projects.
Basic Foods Grades 10-12 Course # 751 Credits 5 Meets 21st Century Life and Careers State Graduation Requirement
Basic Foods is designed with an emphasis on food and nutrition. The course covers the uses of kitchen equipment and preparation of foods in the basic food groups. Basic nutrition for a healthier lifestyle will be emphasized. Consumer decisions, skills related to food choices, and management of resources will also be covered. Kitchen lab experiences provide the opportunities for students to work with others and use critical thinking and problem solving skills. Career and educational opportunities in the fields of food service and nutrition will be explored.
Advanced Foods Grades 11-12 Course # 754 Credits 5 Meets 21st Century Life and Careers State Graduation Requirement *Prerequisite: Successful completion of Basic Foods
This course is designed for the student who wants to further investigate the nutritional concepts and food preparation techniques presented in Basic Foods. The course covers regional and international cuisine and emphasizes personal nutrition and resource management. Consumer skills and career exploration as related to foods are also included.
Child Development Grades 10-12 Course # 756 Credits 5 Meets 21st Century Life and Careers State Graduation Requirement
This course is designed to provide students with knowledge and skills related to child development and positive parenting. Students will learn about and observe children as they become aware of the far-reaching responsibilities that they may have
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as parents and/or child care workers in occupations dealing with children. Child care development during pregnancy will be stressed, focusing on proper pre-natal care and nutrition. Teen pregnancy, birth defects, child abuse, and other current issues dealing with children will be explored. The course will emphasize child development during pregnancy, infancy, and pre-school years.
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