Cornerstone Charter Academy Curriculum Guide 2013-2014 Academy... · 2013. 2. 20. · Cornerstone...

Cornerstone Charter

Academy

Curriculum Guide

2013-2014

1

Mission Statement

The mission of the Cornerstone Charter Academy is to provide a college preparatory educational environment with a curricular emphasis on

biotechnology and life sciences that furthers the philosophy of respect and high expectations for all enabling

students to become confident, self-directed, and responsible life-long learners.

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CONTENTS

2013-2014 School Calendar……………………………………………………………. 3 Academic Program………………………………………………………………………. 4 Academic Progress……………………………………………………………………… 4 Attendance Policy………………………………………………………………………... 5 Middle school promotion and placement………………………………………………. 6 High School graduation requirements…………………………………………………. 7 University requirements for state universities…………………………………………. 8 FHSAA requirements…………………………………………………………………….. 8 Participation in extracurricular activities……………………………………………….. 8 Florida Bright Futures Program………………………………………………………… 9 GPA and class rank……………………………………………………………………….10 Grading scale and GPA calculations…………………………………………………… 10 Transcripts and academic history………………………………………………………. 10 Pupil progression plan…………………………………………………………………… 10 Grade forgiveness……………………………………………………………………….. 10 Testing…………………………………………………………………………………….. 11 Biomedical Academy…………………………………………………………………….. 12 Dual Enrollment………………………………………………………………………….. 13 Schedule Change Policy………………………………………………………………… 16 Dual Enrollment Policies………………………………………………………………….16 Suggested High School Course Progression…………………………………………. 17 AP Course expectations…………………………………………………………………. 18 Course Selections…………………………………………………………………………19

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Cornerstone Charter Academy

School Calendar 2013-2014

August 12—16 Teacher planning days; no students in school August 19 First Day of School for Students September 2 Holiday October 23 End of 1st marking period October 24 Student Holiday/Teacher Workday

October 25 Student Holiday/Teach PD Day October 28 Begin 2nd Marking Period November 25-29 Thanksgiving Break December 23– Jan 3 Winter Break January 6 Students return to school January 16 End of 2nd marking period January 17 Student Holiday/Teacher Workday January 20 Holiday January 21 Begin 2nd Semester/ 3rd marking period February 17 Holiday March 20 End of 3rd marking period March 21 Student Holiday/Teacher Workday March 24-28 Spring Break March 31 Begin 4th marking period May 26 Student/Teacher holiday June 4 Last day of school June 5-6 Post planning

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Academic Program The curriculum is designed to serve students of all levels. Students who wish to pursue an advanced academic program will be provided with Honors and Advanced Placement courses. All students at the schools will be encouraged to maximize their academic potential by taking the most rigorous program they can handle.

6th - 8th grade students: The recommended course of study for all middle grade students will include three years of language arts, mathematics, science and social studies: required courses in physical education, career and education planning and recommended electives.

9th - 12th grade students: The recommended course of study for all students will include four years of language arts, mathematics, science, and social studies; at least two years of a foreign language, the required courses in performing and practical art, physical education and personal fitness, and additional electives to complete the requirements to earn a high school diploma.

Academic Progress Students need to have a minimum Grade Point Average (GPA) of 2.0 unweighted to graduate from high school in the State of Florida. Also, this is the minimum requirement for participation in sports and activities. As part of our Code of Excellence, we will enforce stricter rules. Any student failing to achieve this minimum requirement at the end of any nine week period will be placed on Academic Probation. The parents will be required to attend an Academic Improvement Plan meeting (AIP). Parents and Students are responsible for the implementation of all aspects of the plan. If there is proof of non-compliance with the requirements of the AIP, it will be considered a breach of contract between Cornerstone Charter Academy and the Parents.

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Attendance Policy

In order to reduce the number of unexcused absences and student tardiness to school, CCA is implementing a more strict policy regarding these issues. We have established a committee at Cornerstone called the Attendance Child Study Team (ACST), whose purpose is to keep track of students who are frequently absent from school or who chronically arrive to school late. We have adopted the current policy that OCPS already has in place in an effort to place more emphasis on the importance of attending school regularly and arriving to school on time. Please note below our absence and tardy policies for both the upper school and lower school:

Tardiness (upper school):

TARDY NUMBER

CONSEQUENCE

1 and 2 verbal warning to student

3 administrative detention the following Wednesday after school

4 one period of In-School Suspension (ISS)

5 one full day of ISS and a warning letter sent home to parents

6 one full day of ISS and a meeting scheduled with ACST

**5 unexcused tardies to school or early departures = 1 unexcused absence.

Absence Procedure (lower and upper schools):

5 unexcused absences tied to truancy in a 1-month period will result in a warning letter sent home to parents, noting the days of missed school

10 unexcused absences tied to truancy in a 3-month period will result in a scheduled meeting with the parent/guardian and ACST members

A signed note by the parent must be provided in order to excuse a student from school. Email will no longer be an acceptable medium for excusing a student. An email or phone call will suffice for quickly notifying teachers in case of an absence, but a signed note must be brought to the front office upon the student’s return to school.

Students who are absent for three or more consecutive days or who request more than five non-consecutive absences for medical reasons must bring in a signed doctor’s note

Acceptable excused absences include: o Medical appointments o Counseling o Legal appointments o Funeral of family member or closely related friend o Family emergency (school may determine if valid) o Recognized religious holidays

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6th-8th grade Promotion and Placement At Cornerstone, we want our students to achieve higher standards. Our students will take and pass three years of language arts, social sciences, science, and mathematics. Within our model, there are several strands infused that will give students the options to explore areas of the arts and high academic courses that will lead to earning high school credits while enrolled in middle school. Through our various partnerships, we will offer our students all the opportunities to explore these options while providing a first class education.

Promotion requirements: Promotion to senior high school requires that the student successfully complete the following courses:

Three middle school annual courses in English.

Three middle school annual courses in mathematics.

Three middle school annual courses in science.

Three middle school annual courses in social science.

Passing score on the Civics end of course exam beginning in 2015. The score will count as 30% of the final grade in Civics in 2014.

Senior High School Credit(s) for students in grades 6,7,8: Students in grades 6, 7 and 8 may enroll in selected senior high school courses for the purposes of pursuing a more challenging program of study. Such courses are considered when computing grade point averages and rank in class. Up to six credits may be earned (with parental permission) in grades 6,7, and 8 which will be applied toward the total credits needed for graduation or for the Florida Bright Futures Scholarship Program requirements. Credit may be earned in the courses listed below:

Algebra I Honors

Algebra II Honors

Spanish I and above

Physical Science Honors NOTE: The National Collegiate Athletic Association (NCAA) does not recognize senior high courses taken in a grade below 9 to meet eligibility requirements to participate in college athletics. However, the NCAA does provide a possible exception to this requirement.

Summary – Promotion and Placement Requirements in the Middle Grades: End of Grade

Courses Passed Status

6 All courses passed Promoted to Grade 7 Regular 7

th grade student

6 4-5 courses passes Must pass language arts or mathematics And at least 3 other courses

7th grade student

Placed in grade 7 and scheduled to repeat courses not passed as appropriate

6 Less than 4 courses passed in grade 6 Retained 6th grade student

7 12 cumulative courses passed 6 courses passed in grade 6 and 6 courses passed in grade 7

Promoted to Grade 8 Regular 8

th grade student

7 8-12 Cumulative courses passed 4 courses passed in grade 6 including language arts, mathematics, science, and social science 4-5 courses passed in grade 7 including 7

th

grade language arts or mathematics, science or social science, and/or the career and education planning course, unless incorporated in other courses

8th grade student

Placed in grade 8 and scheduled to repeat courses not passed as appropriate

7 7-8 cumulative courses passed Retained 7th grade student

8 15-18 cumulative courses passed Must pass 3 courses each in language arts, mathematics, science, and social science, including a course which incorporates career and education planning, and 3 additional courses. The student must have also have completed his/her ePEP.

Promoted to 9th grade

8 14 or fewer courses passed Retained 8th grade student

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Graduation Requirements

by year student entered 9th

Grade

Courses

2010

2011

2012

2013

English 4 credits (major concentration in composition and literature)

4 credits (major concentration in composition and literature)

4 credits with major

concentration in

composition, reading for

information, and

literature

4 credits with major

concentration in composition,

reading for information, and

literature

Mathematics 4 credits (one of which must be Algebra I or its equivalent or higher-level mathematics course and 1 credit of Geometry)

4 credits (one of which must be Algebra I or its equivalent or higher-level mathematics course and 1 credit of Geometry)

4 credits (must include Algebra I or its equivalent, 1 credit of Geometry, and 1 credit of Algebra II)

4 credits (must include Algebra I or its equivalent, 1 credit of Geometry, and 1 credit of Algebra II or a series of courses equivalent to Algebra II)

Science 3 credits in natural science (two must have a lab component)

3 credits (one of which must be Biology, two must have a lab component)

3 credits (one of which must be Biology, two must have a lab component)

1 credit Biology or an equivalent course or a series of courses, 1 credit in Chemistry or Physics or a series of courses equivalent to chemistry or physics, 1 credit in a science course equally rigorous to biology, chemistry and physics(two credits must have a lab component)

Social Studies 1 credit World History 1 credit American History .5 credit American Govt. .5 credit Economics

1 credit World History 1 credit American History .5 credit American Govt. .5 credit Economics



Foreign Language Not required for high school graduation; required for admission into state universities

Not required for high school graduation; required for admission into state universities



Practical Arts/ Performing Fine Arts

1 credit in fine or performing arts OR certain practical arts classes that incorporate artistic content or techniques of creativity, interpretation and imagination as identified by DOE

1 credit in fine or performing arts OR certain practical arts classes that incorporate artistic content or techniques of creativity, interpretation and imagination as identified by DOE

1 credit in Fine or

Performing Arts, Speech

and Debate, or Practical

Arts (eligible courses

specified in Course Code

Directory)

1 credit in Fine or Performing

Arts, Speech and Debate, or

Practical Arts (eligible

courses specified in Course

Code Directory)

Physical Education 1 credit from the HOPE class

1 credit from the HOPE class



Electives 8 credits

8 credits

8 credits

8 credits

TOTAL 24 credits 24 credits 24 credits 24 credits

State Assessment Requirements

Level 3 on the FCAT Reading 2.0 (grade 10) End of Course Exam is 30% of Algebra I grade

-Level 3 on the FCAT Reading 2.0 (grade 10) -Earn passing score on the Algebra 1 EOC Assessment in order to earn course credit -Geometry, Biology and US History EOC Assessment performance is 30% of grade

-Level 3 on the FCAT Reading 2.0 (grade 10) -Earn a passing score on the Algebra 1, Geometry, and Biology EOC assessments to obtain course credit. -Final US History grade will include 30% from the EOC exam

-Level 3 on the FCAT Reading 2.0 (grade 10) -Earn a passing score on the Algebra 1, Geometry, and Biology EOC assessments to obtain course credit. -Final US History grade will include 30% from the EOC exam

GPA Requirements A cumulative GPA of 2.0 on a 4.0 scale

A cumulative GPA of 2.0 on a 4.0 scale



Other: At least one

course within the 24-

credit program must be

completed through

online learning.

Not Required

Required

Required

Required

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UNIVERSITY REQUIREMENTS FOR STATE UNIVERSITY SYSTEMS OF FLORIDA

Admission into Florida’s state university is limited by space available. A student’s ability to compete for admissions

depends on how well he or she rates in relation to the qualifications of the others who are applying. All of the state

universities receive thousands of applications for their freshman classes. To increase the chance of admission, high

school students should try to exceed the minimum requirements, enrolling in the highest achievement level possible in

high school.

Admission requirements are based on high school graduation, grade point average (GPA) in academic core courses,

admission test scores such as ACT or SAT, meeting subject area requirements, and scheduling the most academically

rigorous course selection in high school.

The minimum requirements apply to all eleven state universities. However, universities are permitted to have higher

admissions standards. Contact the individual university for the most up-to-date information. SUBJECT AREA CREDITS English 4 Math 4 Science 3 Social Studies 3 Foreign Language 2 Academic Electives 2 from approved college prep courses TOTAL: 18 academic credits For additional information about state university admissions and programs, go to www.facts.org

FLORIDA HIGH SCHOOL ATHLETIC ASSOCIATION

Web Site: http://eligibilitycenter.org/ECWR2/NCAA_EMS/NCAA.html

Orange County Public Schools strictly adheres to the policies of the Florida High School Athletic Association. A

minimum 2.0 GPA is required to participate in any competitive team/sport at CCHS. Additional information concerning

FHSAA requirements may be obtained from the athletic office.

In addition to the FHSAA regulations for participation, there are two major athletic associations in the United States

that regulate who may participate in college sports. Further information can be located by contacting the National

Collegiate Athletic Association (NCAA) and the National Association of Intercollegiate Athletics (NAIA).

PARTICIPATION IN EXTRACURRICULAR ACTIVITIES

Students are required to have a 2.0 cumulative GPA from the previous semester in order to participate in

extracurricular activities. This includes participation in marching band, drama productions, concerts or any field trips

that would make the student miss any class time.

http://eligibilitycenter.org/ECWR2/NCAA_EMS/NCAA.html

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FLORIDA BRIGHT FUTURES SCHOLARSHIP PROGRAM

Web Site: http://www.floridastudentfinancialaid.org/ssfad/bf/

Florida’s Bright Futures Scholarship Program rewards our state’s high achieving graduates. Through Bright Futures, a portion of tuition and fees is

paid for a qualified high school graduate who enters a Florida four-year university, community college or certified vocational/technical program.

Within the Bright Futures Scholarship Program there are three types of awards, each with different criteria. General requirements for scholarship eligibility are listed below.

Florida Academic Scholars Award

• 15 College Prep Credits

• 3.5 Weighted GPA

• 100 community service hours with prior approval from guidance counselor

• Passing scores on the ACT or SAT

Florida Medallion Scholars Award

• 15 College Preps Credits

• 3.0 Weighted GPA


• Passing scores on the ACT or SAT

Florida Gold Seal Vocational Scholars Award

• 15.5 specified high school credits

• 3.0 overall unweighted G.P.A.

• 3 vocational, job prep, or tech ed credits

• 3.5 vocational G.P.A.


• Passing scores on the CPT, SAT or ACT

Florida Academic Scholar and Florida Medallion Test Score Requirement

Florida Academic Scholar SAT ACT

Graduation Year 2012-2013 1280 28


Florida Medallion SAT ACT



* SAT based on Critical Reading and Math sections only.

Further information can also be found at http://www.floridastudentfinancialaid.org/ssfad/bf/

** ACT based on English, Reading, Math, and Science sections only.

http://www.floridastudentfinancialaid.org/ssfad/bf/

http://www.floridastudentfinancialaid.org/ssfad/bf/

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GRADE POINT AVERAGE AND CLASS RANK

Class rank is computed by the OCPS computer system for all students at the end of each semester. Cumulative Grade Point Averages are based on final grades only. This average is computed by dividing the total number of quality points earned by the total number of credits attempted. Graduation is based on a student’s un-weighted GPA.

GRADING SCALE AND GPA CALCULATIONS

Assign the appropriate number of points to each letter grade earned in a course, then; divide by the number of courses taken.

TRANSCRIPTS AND ACADEMIC HISTORY

Unofficial transcripts can be requested through the guidance office free of charge. However, please allow one week for the delivery of transcripts. Transcripts are an official academic history and are necessary for scholarships and college applications. A student must request an official transcript from the guidance office with a $5.00 contribution. It takes approximately one week for CCA to send out a requested transcript.

PUPIL PROGRESSION PLAN

Students must have earned the required minimum number of credits in order to be promoted to the next grade level, although, this does not necessarily qualify the student as “on track” for graduation.

Freshman 0 – 4.5 credits Sophomore 5-10.5 credits Junior 11-17.5 credits Senior 18-24 credits

GRADE FORGIVENESS

Under state policy, students who receive a final grade of D or F in a class may retake the class to improve their grade. The new, higher grade (C or better ONLY) will replace the D or F in the GPA. This policy only applies to final grades of D or F.

A 90-100 (4 Points)

B 80-89 (3 Points)

C 70-79 (2 Points)

D 60-69 (1 Points)

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TESTING

ACT*

This test measures scholastic aptitude in English, Mathematics, Reading, and Science. This test is required for admission by some colleges and universities. Optimum test dates are in the spring of junior year and again in the fall of senior year, if necessary. Students desiring to take this exam must register online at www.actstudent.org.

AP - Advanced Placement Exams Advanced Placement exams are given at the completion of an advanced placement course such as American History, Calculus, or English. The exams are administered in May by Cornerstone Charter Academy. Most colleges accept AP credit, but a student should verify policies with each school.

ASVAB - Armed Services Vocational Aptitude Battery The ASVAB is an optional test measuring mechanical, clerical, verbal, and mathematical skills with a variety of short, timed, multiple choice tests. It is administered to juniors and seniors in the fall of the year. The test can identify occupations and skills for which students are best suited.

End of Course Exam

The Florida EOC Assessments are part of Florida's Next Generation Strategic Plan for the purpose of increasing student achievement and improving college and career readiness. EOC assessments are computer-based, criterion-referenced assessments that measure the Next Generation Sunshine State Standards for specific courses, as outlined in their course descriptions. The first assessment to begin the transition to end-of-course testing in Florida was the 2011 Algebra 1 EOC Assessment. Biology 1, Geometry and US History end of course exams have also been added. Middle School Civics will be added in the spring of 2014.

FCAT - Florida Comprehension Assessment Test The FCAT was originally designed to measure student achievement on selected Sunshine State Standards benchmarks in reading and mathematics. The FCAT was expanded for the 2000 administration to include sessions to measure student performance against national norms. The Florida Writing Assessment Program was incorporated into the FCAT program so that FCAT now includes tests in reading, writing and mathematics. In February of each year, the writing portion of the FCAT will be administered to all 8

th and 10

th grade students. In March, students in grades 6, 7, 8, 9 and 10 will be

administered FCAT reading tests. Additionally, students in grades 6, 7, and 8 will take the FCAT Mathematics test.

PSAT/NMSQT (Preliminary Scholastic Aptitude Test/ National Merit Qualifying Test) The PSAT is a multiple choice test that measures verbal and mathematic reasoning abilities. This test gives 11

th grade

students the opportunity to qualify for such programs as the National Merit Achievement Scholarships and National Hispanic Awards. The PSAT also helps students assess their verbal and math skills, practice for the SAT, and predict possible SAT scores. The test is given once a year, in October at Cornerstone Charter Academy. All 10

th grade students

will take the PSAT as a practice test. Junior students may take the test to qualify. There is a testing fee for juniors to participate in testing.

SAT Reasoning Test* The SAT is an objective test designed to measure how well students have developed their verbal and math skills. It is administered on various dates during the year, and fees are assessed. Optimum test dates are in the spring of the junior year and again in the fall of senior year, if necessary. Students desiring to take this exam must register online at www.collegeboard.com. *Students participating in the Free and Reduced Lunch Program may qualify for a fee waiver to cover registration fees towards the ACT and SAT tests. Qualified students are permitted two fee waivers per test.

http://www.fldoe.org/Strategic_Plan/

http://www.floridastandards.org/index.aspx

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Cornerstone Charter Academy Biomedical Academy

The CCA Biomedical Academy integrates a rigorous academic curriculum with an industry specific curriculum, designed to prepare students for high demand and high growth biomedical careers. The curriculum used for all of the Biomedical courses are approved through Project Led the Way, a national organization promoting STEM careers for high school students. Upon completion of all four PLTW courses students are eligible for college credit at select colleges and universities. Entrance into the CCA Biomedical Academy is determined the spring of each year upon receipt and review of a personal application. Please see your guidance counselor for more information regarding the application. The progression of study for the Biomedical Academy is listed in the chart below.

TITLE CREDIT GRADE PREREQUISITE DESCRIPTION Principles of

Biomedical Sciences

1 9 Science Teacher Recommendation Students investigate various health conditions including heart disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases. They determine the factors that led to the death of a fictional person, and investigate lifestyle choices and medical treatments that might have prolonged the person’s life. The activities and projects introduce students to human physiology, medicine, and research processes. This course provides an overview of all the courses in the Biomedical Sciences program and lay the scientific foundation for subsequent courses. This course is designed for 9th or 10th grade students.

Human Body Systems 1 10 Successful completion of PBS Students examine the interactions of human body systems as they explore identity, power, movement, protection, and homeostasis. Students design experiments, investigate the structures and functions of the human body, and use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration. Exploring science in action, students build organs and tissues on a skeletal manikin, work through interesting real world cases and often play the roles of biomedical professionals to solve medical mysteries. This course is designed for 10th, 11th or 12th grade students.

Medical Interventions 1 11 Successful completion of HBS Students investigate a variety of interventions involved in the prevention, diagnosis and treatment of disease as they follow the life of a fictitious family. The course is a “How-To” manual for maintaining overall health and homeostasis in the body. Students explore how to prevent and fight infection; screen and evaluate the code in human DNA; prevent, diagnose and treat cancer; and prevail when the organs of the body begin to fail. Through these scenarios, students are exposed to a range of interventions related to immunology, surgery, genetics, pharmacology, medical devices, and diagnostics. This course is designed for 11th or 12th grade students.

Biomedical Innovation

(Capstone Course)

1 12 Successful completion of MI Students design innovative solutions for the health challenges of the 21st century. They work through progressively challenging open-ended problems, addressing topics such as clinical medicine, physiology, biomedical engineering, and public health. They have the opportunity to work on an independent project with a mentor or advisor from a university, hospital, research institution, or the biomedical industry. Throughout the course, students are expected to present their work to an audience of STEM professionals. This course is designed for 12th grade students.

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Middle School Project Lead the Way Gateway To Technology

The PLTW Gateway To Technology (GTT) program features a project-based curriculum designed to challenge and engage the natural curiosity and imagination of middle school students. They envision, design and test their ideas with the same advanced modeling software used by companies like Lockheed Martin, Intel and Sprint. They study mechanical and computer control systems; think robotics and animation. Students also explore the importance of energy, including innovative ways to reduce, conserve and produce it using solar, thermal and wind power. The knowledge that students gain and the skills they build from GTT create a strong foundation for further STEM learning in high school and beyond.

Throughout GTT, students acquire knowledge and skills in problem solving, teamwork and innovation as well as explore STEM careers. Taught in conjunction with a rigorous academic curriculum, the program is divided into seven, nine-week independent units, assuming a 45-minute class period. Schools implement both foundation units and may add any combination of the specialization units.

GTT, intended for grades six through eight, is designed to spark an interest in STEM subjects and prepare students for further study in high school.

Foundation Units

Automation and Robotics (AR) o Students trace the history, development, and influence of automation and robotics. They learn about mechanical

systems, energy transfer, machine automation and computer control systems. Students use a robust robotics platform to design, build and program a solution to solve an existing problem.

Design and Modeling (DM) o In this unit, students begin to recognize the value of an engineering notebook to document and capture their ideas.

They are introduced to and use the design process to solve problems and understand the influence that creative and innovative design has on our lives. Students use industry standard 3D modeling software to create a virtual image of their designs and produce a portfolio to showcase their creative solutions.

Specialization Units

Energy and the Environment (EE) o Students investigate the impact of energy on our lives and the environment. They design and model alternative energy

sources and participate in an energy expo to demonstrate energy concepts and innovative ideas. Students evaluate ways to reduce energy consumption through energy efficiency and sustainability.

Flight and Space (FS) o The rich history of aerospace comes alive through hands-on activities, research, and a presentation in the form of a

short informational video. Students explore the science behind aeronautics and use their knowledge to design, build and test an airfoil. Custom-built simulation software allows students to experience space travel.

Green Architecture (GA) o In a world of reduced resources and environmental challenges, it is important to present the concept of “being green”

to the next generation of designers and builders. In this unit, students are introduced to architectural plans, construction styles, alternative materials and processes, dimensioning, measuring and architectural sustainability. Students use a 3D architectural software program to create an environmentally friendly home using shipping containers.

Magic of Electrons (ME) o Through hands-on projects, students explore the science of electricity, behavior and parts of atoms, and sensing

devices. Students acquire knowledge and skills in basic circuitry design and examine the impact of electricity on our lives.

Science of Technology (ST) o How has science affected technology throughout history? To answer this question students apply the concepts in

physics, chemistry and nanotechnology to STEM activities and projects.

Medical Detectives (MD) o Medical Detectives (MD) explores the biomedical sciences through hands-on projects and labs that require students

to solve a variety of medical mysteries. Students investigate medical careers, vital signs, diagnosis and treatment of diseases, as well as human body systems such as the nervous system. Genetic testing for hereditary diseases and DNA crime scene analysis put the students in the place of real life medical detectives. The unit will be field tested spring 2013 and made available to the network for the 2013-2014 school year.

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Valencia’s Dual Enrollment Program is a cooperative effort between Valencia Community College and Orange County Public Schools. It is designed to allow eligible high school students to gain both college and high school credit for courses taken through the program. An eligible high school student is a student who has completed the tenth grade and has a minimum of a 3.0 un-weighted GPA and who has completed the application process. Dual Enrollment has proven to be a highly successful college acceleration mechanism that allows students to pursue an advanced curriculum relevant to their individual post secondary interests. Dual Enrollment classes are offered in two different methods which are on-site virtual courses at CCA or on-site at any one of Valencia’s campuses. Below is a sampling of classes taken by Dual Enrollment students: For more information about the Valencia Dual Enrollment Program feel free to contact your guidance department or call Valencia’s Dual Enrolment Department at 407-582-1992.

Valencia CC Dual Enrolment Course Descriptions

TITLE CREDIT GRADE DESCRIPTION

College Algebra

1 11-12 Prerequisite: Minimum grade of B in high school Algebra II and a minimum score of 90 on the Algebra section of the CPT or appropriate score on another state approved assessment. Course based on the study of functions and their role in problem solving. Topics include graphing, the linear, quadratic, and exponential families of functions, and inverse functions. Students will be required to solve applied problems and communicate their findings effectively. Technology tools will be utilized in addition to analytical methods.

Statistical Methods

1 11-12 Prerequisite: Minimum grade of C in College Algebra or satisfactory score on a state approved assessment. An introductory statistics course covering collection, description and interpretation of data. Topics include sampling, summarizing data graphically and numerically, probability distributions, confidence interval estimation, hypothesis testing, correlation and regression.

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Fundamentals of Biology

1 11-12 Prerequisite: A minimum grade of B in high school Biology and an appropriate score on a state approved assessment. Introduction to fundamental biological principles emphasizing common attributes of all living organisms. Unifying concepts include chemical structure of living matter, structure and function of the cell, specialized cells, major metabolic functions, control systems, reproduction, genetics, evolution and ecology.

Freshman Composition I

1 11-12 Prerequisites: Score of 83 on the reading and sentence skills component of CPT or equivalent score on other state-approved entry test. Development of essay form, including documented essay; instruction and practice in expository writing. Emphasis on clarity of central and support ideas, adequate development, logical organization, coherence, appropriate citing of primary and/or secondary sources, and grammatical and mechanical accuracy. This course includes a learning activity designed to ensure competence in the basic use of computers.

Freshman Composition II

1 11-12 Prerequisite: A minimum grade of C in Freshman Composition I. Application of skills learned in ENC 1101. Emphasis on style; use of library; reading and evaluating available sources; planning, writing, and documenting short research paper.

Fundamentals of Speech

.5 11-12 Principles of oral communication common to speaking and listening. Emphasis on listening techniques, preparation and delivery techniques for extemporaneous speaking.

United States History to 1877

.5 11-12 Survey of early United States history, emphasizing political, social, and economic developments. Examines such topics as colonization, slavery, American Revolution, U.S. Constitution, War of 1812, emancipation movement, Civil War and Reconstruction.

United States History 1877-Present

.5 11-12 Survey of United States history from the Gilded Age to the present, emphasizing political, social, and economic developments. Examines such topics as expansion, Populist and Progressive movements, Great Depression, the World Wars, reform and dissent in the 1960s and the Vietnam conflict.

Introduction to Humanities

.5 11-12 Basic introduction to humanities. Focuses on central concepts, historical development and fundamental nature of philosophy, architecture, music, religion and art. Concepts from such disciplines integrated with contemporary American culture.

Philosophy .5 11-12 Contemporary problems introduce major areas of philosophy: metaphysics, ethics, aesthetics, and theories of knowledge and philosophy of religion. Students explore writings of notable philosophers, past and present, and examine how their ideas have shed light on problems and their relevance to modern life.

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Understanding Religious Traditions

.5 11-12 Designed for students interested in exploring various ways people have expressed religious views. Explores questions that lead people to formulate religious answers and various religious doctrines that formalize human concerns. Balances different opinions from major religious traditions such as Christianity, Judaism, Hinduism and Buddhism, among others, and helps students broaden perspectives on religion.

U.S. Government

.5 11-12 Analysis of the organization structure and operational dynamics of the U.S. national government, both past and present, and an examination of the U.S. Constitution, including principles and theories supporting it. This course includes learning activity designed to ensure competence in the basic use of computers.

General Psychology

.5 11-12 This course is designed to provide students with an overview of theory and research in the major areas of psychology; biological, experimental, developmental, social, cognitive, personality, and clinical. This factual and conceptual foundation in psychology will help students understand behavior and apply psychological principles in a variety of settings and to their own lives.

Introductory Sociology

.5 11-12 Enables student to understand social behavior and social processes and become familiar with vocabulary and methodology of discipline of sociology. Emphasis on culture and personality, age and sex roles, family, deviant behavior, social class and stratification, group behavior and social change.

Medical Terminology

.5 12 Study of the language of medicine. Includes construction, analysis, spelling, application and pronunciation of medical terms and how they relate to the structure and function of the human body,

Professions of Caring

.5 12 Introduces careers in health profession. Includes self exploration and increased awareness of self and others. Focuses on American Health Care Systems and skills and understanding needed to enter health professions.

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Cornerstone Charter Academy Policy for Schedule Changes Students in year-long courses must remain in the course for the entire school year. Hiring is based on schedule requests from the summer; therefore, students will remain in elective courses they are placed in at the beginning of the year. Modifications for summer school and graduation requirements will be the exception. Schedule changes must be completed within the first 10 days of a semester and only for an approved reason listed below. There may be some schedule changes at the beginning of each semester for the following reasons: • a course was previously passed • a course is needed for graduation • the student has failed the prerequisite • leveling of classes • placement change needed and directed by school official (i.e., ESE, ESOL, needs, administrative, etc.) . Schedules will NOT be changed: • to change teachers, periods, lunch shifts, or electives • because a student is failing or to raise a GPA Please note that students struggling in full-year courses have the opportunity to pass the course if they perform well second semester. Parents should be encouraged to meet with the individual teacher if a student is having trouble in their course. If there is no improvement after parent/teacher contact, the teacher or parent may request a meeting with the teacher, counselor, parent and student to address expectations for the class and what must be accomplished for success.

CCA Dual Enrollment Policies

Dual Enrollment is offered for junior and senior students. Students must apply to VCC and communicated directly with VCC to enroll in all courses. All VCC courses must also be approved by the guidance counselor at CCA. Please note the following guidelines for dual enrollment students:

Students are expected to take a minimum of one CCA course each semester. Each VCC course is equal to taking two CCA courses. For example, a student can take one CCA course a

minimum of 3 VCC courses to be considered a full load. You may NOT drop/add CCA courses at the semester to accommodate your VCC schedule. Students may take virtual VCC courses at CCA in our internet café reserved for juniors and seniors. A portion of your VCC books will be reimbursed to you by CCA. The student is responsible for providing all

receipts to Cornerstone for reimbursement. All dual enrolled students are expected to check the CCA website and guidance page for important CCA updates.

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SUGGESTED HIGH SCHOOL COURSE PROGRESSION

ADVANCED PLACEMENT/MOST COMPETITIVE FOUR YEAR UNIVERSITIES (Required 3.5 GPA, 3+ level on FCAT)

GRADE 9 GRADE 10 GRADE 11 GRADE 12 Pre-AP English I Pre-AP English II AP English Language AP English Literature

Algebra II Honors or Geometry Honors

Geometry Honors or Pre-Calculus

Pre-Calculus or AP Calculus or AP Statistics

Pre-Calculus or AP Statistics

AP Human Geography AP World History AP American History AP Gov’t and Economics Honors

AP Biology or Honors Physical Science or

Pre-AP Chemistry

Pre-AP Biology or AP Chemistry or

Pre-AP Chemistry

Physics Honors or AP Biology Or AP Chemistry

Physics Honors or AP Biology or

AP Environmental

Art Requirement World Language AP Psychology Academic Elective

HOPE Academic Elective Academic Elective Academic Elective

World Language Elective Elective Elective

HONORS PROGRAM/ FOUR YEAR UNIVERSITY

GRADE 9 GRADE 10 GRADE 11 GRADE 12 Pre-AP English I Pre-AP English II English III Honors or

AP English Language

English IV Honors or AP English Literature

Algebra I Honors or Algebra II Honors

Algebra II Honors or Geometry Honors

Geometry Honors or Pre-Calculus

Pre-Calculus or AP Calculus or AP Statistics

World History Honors

AP World History or AP Psychology

American History Honors

American Government Honors and Economic Honors

Physical Science Honors

Chemistry Honors Pre-AP Biology Physics Honors or AP Biology or

AP Environmental

Art Requirement World Language Foreign Language Foreign Language

HOPE Elective Academic Elective Academic Elective

World Language Elective Academic Elective Academic Elective

TWO YEAR COLLEGE BOUND/COMMUNITY COLLEGE AA DEGREE

GRADE 9 GRADE 10 GRADE 11 GRADE 12 English I English II English III English IV

Algebra I Algebra II Geometry Math for College Success

Physical Science Chemistry Biology Physics or Marine Science

World History Psychology American History American Government and Economics

Art Requirement Elective Foreign Language Foreign Language

HOPE Elective Elective Elective

Elective Elective Elective Elective

TECHNICAL SCHOOL/ASSOCIATE DEGREE IN COMMUNITY COLLEGE

GRADE 9 GRADE 10 GRADE 11 GRADE 12 English I English II English III English IV

Algebra I Algebra II Geometry Math for College Success

Physical Science Chemistry Biology Physics or Marine Science

World History Psychology American History American Government and Economics

Art Requirement Elective Elective Elective

HOPE Elective Elective Elective

Elective Elective Elective Elective

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Advanced Placement Course Expectations

AP Human Geography The purpose of the AP course in Human Geography is to introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth's surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice. There are no pre-requisites for the course; however honors Middle School Courses are looked at in determining whether the student will be able to sufficiently comprehend the material.

AP American Government Requirements of course: college level reading and writing skills necessary; Large investment of time outside of the classroom weekly; Completion of summer assignment. This introductory college course provides students with the opportunity to develop the analytical skills and factual knowledge necessary to deal critically with the problems, content and materials of American Government. Emphasis is placed on content and interpretation of the Constitution, federalism, the Congress, the Presidency, the Bureaucracy, the federal Court system, citizen involvement, American political traditions, and responsibilities of citizens. Students are expected to read college level texts outside of class; the reading averages 100 pages per week. Course lectures are supplementary to the text; students are required to take notes and apply them to the text. In addition, students need to acquire knowledge of contemporary political issues through watching and listening to a variety of news shows on a weekly basis in order to understand opposing viewpoints.

AP United States History AP American history is designed to provide a college-level experience and preparation for the College Board Advanced Placement Examination. An emphasis is placed on interpreting documents, mastering a significant body of factual information, and writing critical essays. Topics include life and thought in colonial America, revolutionary ideology, constitutional development, Jeffersonian and Jacksonian democracy, nineteenth-century reform movements, and Manifest Destiny. Additional topics include the Civil War and Reconstruction, immigration, industrialism, Populism, Progressivism, World War I, the Jazz Age, the Great Depression, the New Deal, World War II, the Cold War, the post-Cold War era, and the United States at the beginning of the twenty-first century. The course will trace themes throughout the year, emphasizing the ways in which they are interconnected and examining the ways in which each helps to shape the changes over time that are so important to understanding United States history. This course will fulfill the United States history graduation requirement for high school and provide the opportunity for possible college credit. Success in this course requires a great deal of reading outside of class as well as extensive writing. Pre-requisites include an FCAT level 3 and above for reading, level 4 and above for writing. Passing grade on AP World exam or A or B in the class

AP Psychology: This course involves the study of the science of behavior and mental processes. The academic focus is to understand the major concepts of psychology which includes human and animal behavior and mental processes. Students are required to read analytical writing from major sources of psychology including history of psychology, the life cycle, sensation/perception, testing/intelligence, motivation/emotion, abnormal psychology, and therapy.

Students need access to technology including internet access and a working printer. Students are required to use the computer to access research in psychology.

Students must read analytically and be prepared to read both in class and at home. The average reading load is 100 pages a week.

Students must write academically and to be prepared to write as needed per instructor and complete writing assignments that show a mastery of ability to answer difficult free response questions from past AP psychology exams. College level writing is a plus to help perform at a high level in this course.

Students need to be organized and bring all materials: binder, class notebook, class text, pen, paper, and highlighters to class daily.

Students must participate in class discussion and are expected to collaborate with other students in groups both in and out of class.

Students will be expected to sign up for and take the AP Psychology exam in May

AP World History Advanced Placement (AP) World History offers a course and exam in World History to qualified students who wish to complete studies in high school equivalent to introductory college course work in world history. Students taking the AP World History Exam are presumed to have at least one year of college-level preparation by taking this class. The purpose of the AP World History course is to develop greater understanding of global processes and contacts in different types of human societies. The course is divided into six units and emphasizes the use of themes to analyze the processes and causes of continuities and changes in world history. The historical thinking skills for AP World History are creating historical arguments by using evidence; chronological thinking; comparison and contextualization; and historical interpretation and synthesis. To accomplish these tasks, students will be expected to read primary and secondary sources in class and independently, plus be prepared to discuss them in class. Writing logical and sophisticated essays is also a requirement; concentration will be placed on building strong reading, writing, and

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analysis skills to accomplish this. Readings in the textbook are to be completed outside of class as a foundation for discussion and a framework for examining primary sources.

AP Art 2D Design The AP studio art class has been developed for students interested in the pursuit of the visual arts on an academic (research) and experiential (create and develop) advanced level for pursuits after high school. The two dimensional design concentration is based on the creation, composition, and execution of artist ideas that exhibits mastery of elements and principles of design. The AP studio course is not evaluated in terms of a written examination, but rather the submission of a portfolio at the end of the school year. The portfolio is divided into two sections Quality and Breadth to encourage the research of formal concepts, as well as a a personal concentration to explore creative techniques and conceptual thinking. Critical thinking and problem solving is developed through research into art history and vocabulary. During this course students realize art is an ongoing process not only within themselves, but also as a community as a whole.

AP Biology This course is designed to be the equivalent of a two-semester college Biology course taken by science majors during their freshman year. This course conforms to the standards instituted by the College Board for all AP courses, and covers all of the topics in the AP Biology Course Description. Major topics of study include: scientific investigation, biochemistry, cell structure and function, bacteria (and other prokaryotic organisms) and virus structure and function, cellular energetics, genetics, evolution, classification, structure and function of plants, structure and function of animals, diversity of life, and ecology. All of the above topics are integrated throughout the course, using the eight major themes from the AP Biology Curriculum Requirements

Science as a Process

Evolution

Energy Transfer

Continuity and Change

Relationship of Structure to Function

Regulation

Interdependence in Nature

Science, Technology and Society

This is a fast-paced, intensive course, which requires more at-home study than the standard biology course offered at Cornerstone Charter Academy.

You should plan to spend an average of six to ten hours each week reading and studying outside of class. At the completion of this course, students are expected (but not required) to take the College Board’s scheduled AP Biology exam in May.

AP Environmental Science: Prerequisites: Students need a ‘B’ or higher in Biology Honors or Chemistry Honors and need to be in Geometry or higher to be successful.

College level course designed to study man’s interaction with the environment. Content includes but is not limited to forms of pollution, conservation, environmental planning and policy. Public lands and usage, and major forms of energy. Critical thinking skills and critical reading skills are necessary. To be successful in this course: Students need access to technology including internet access and a working printer. Students are required to use the computer to access data, complete research, and print materials for class.

Students must read analytically and be prepared to read both in class and at home; reading averages 50 to 100 pages per week.

Students must be able to read and write in APA format.

Students need to be organized and bring all materials: binder, class text, pen, paper and highlighters to class daily.

Students are expected to complete necessary labs and attend competitions that may require time outside of the school day.

Outdoor fieldwork is a necessary component to this class

Students must participate in class discussion based on outside readings and are expected to collaborate with other students both in and outside of class to complete required assignments.

Students will be expected to take the AP Environmental exam in May.

AP English Language

Prerequisite: completion of summer assignment. This course involves the study and practice of writing about non-fiction text dating from 1600-present. The academic focus is analytical and argument writing from a variety of topics including psychology, memoir, science, nature, politics, satire, education, the arts, and popular culture. To be successful in this course:

Students need access to technology including internet access and a working printer. Students are required to use the computer to access primary source data, access class web pages and print materials for class.

Students must read analytically and be prepared to read both in class and at home; reading reaches up to 100 pages per week.

Students must write academically and be prepared to write daily and complete multiple drafts of college level writing.

Students need to be organized and bring all materials: binder, composition book, class text, pen, paper and highlighters to class daily.

Students must participate in class discussion and are expected to collaborate with other students both in and outside of class.

Students are expected to complete quarterly outside credit assignments.

Students will be expected to take the AP Language and Composition exam in May.

AP English Literature Prerequisite: Successful completion of AP English Language and completion of summer assignment. This course involves the study and practice of

writing about literature. The academic focus is analytical writing from poetry, prose and drama dating from 1600-present. To be successful in this course:

Students need access to technology including internet access and a working printer. Students are required to use the computer to access primary source data, access class web pages and print materials for class.

Students must read analytically and be prepared to read both in class and at home; reading averages 100 pages per week.

Students must write academically and be prepared to write daily and complete multiple drafts of college level writing.

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Students need to be organized and bring all materials: binder, composition book, class text, pen, paper and highlighters to class daily.

Students must participate in class discussion and are expected to collaborate with other students both in and outside of class.

Students will be expected to take the AP Literature and Composition exam in May.

AP Calculus Calculus AB is designed to be taught over a full high school academic year. It is possible to spend some time on elementary functions and still cover the Calculus AB curriculum within a year. However, if students are to be adequately prepared for the Calculus AB examination, most of the year must be devoted to topics in differential and integral calculus. These topics are the focus of the AP Exam. Students should be able to:

work with functions represented in a variety of ways: graphical, numerical, analytical, or verbal. They should understand the connections among these representations.

understand the meaning of the derivative in terms of a rate of change and local linear approximation and they should be able to use derivatives to solve a variety of problems.

understand the meaning of the definite integral both as a limit of Riemann sums and as the net accumulation of change and should be able to use integrals to solve a variety of problems.

understand the relationship between the derivative and the definite integral as expressed in both parts of the Fundamental Theorem of Calculus.

communicate mathematics both orally and in well-written sentences and should be able to explain solutions to problems.

model a written description of a physical situation with a function, a differential equation, or an integral.

use technology to help solve problems, experiment, interpret results, and verify conclusions.

determine the reasonableness of solutions, including sign, size, relative accuracy, and units of measurement.

develop an appreciation of calculus as a coherent body of knowledge and as a human accomplishment.

AP Statistics The purpose of this course is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are

exposed to four broad conceptual themes:

Exploring Data: Describing patterns and departures from patterns

Sampling and Experimentation: Planning and conducting a study

Anticipating Patterns: Exploring random phenomena using probability and simulation

Statistical Inference: Estimating population parameters and testing hypotheses

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2013-2014 Course Selections

Language

Arts

The objective of the Language Arts courses is to provide instruction and promote academic excellence in reading, writing, oral communications, and the interpretations of literature. The content includes, but is not limited to, the study and interpretations of traditional and contemporary literature from around the world, application of the writing process, effective use of speaking and listening skills, higher-order critical reading skills in preparation for the Florida Comprehensive Assessment Test, study skills, and how these skills relate to success in the world of work. At the middle school level, three years of Language Arts are required for promotion and students are well-prepared for their future high school studies. Students are placed in the appropriate LA course on the basis of scores on standardized tests, and past performance in classes. At the high school level, four years of English are required for graduation. Students are prepared for their college entrance exams, the college application process, as well as their future studies. Students are placed in the appropriate LA course on the basis of scores on standardized tests, and past performance in classes.

Course Credit Grade Prerequisite Description

M/J Language Arts I 1.0 6 Completed 5

th grade This course offers student centered

activities for acquiring skills in the areas of language, grammar, vocabulary, spelling, speaking, listening, literature, and composition. Themes in literature are related to personal interests and experience. The writing process is used in writing for practical, academic, and creative purposes. Activities for language skill development center around literary selections, as well as interdisciplinary topics.

M/J Language Arts I Adv 1.0 6 A or B in grade 5 Language Arts Teacher Recommendation

This course aims for academic excellence in language arts through the study of literature, language and composition. Thematic literature, including some classic works, encourages students to explore the expression of ideas. Basic language and grammar skills are reviewed. Composition, using the writing process, links what students know with the acquisition of new information. Activities foster independent learning, problem-solving, and individual responsibility.

M/J Language Arts II 1.0 7 Language Arts I This course offers student centered activities for acquiring skills in the areas of language, grammar, vocabulary, spelling, speaking, listening, literature, and composition. It teaches essential skills crucial to being successful on FCAT Reading. Themes in literature are related to personal interests and experiences. The writing process is used in writing for practical, academic and creative purposes. Expository and persuasive writing are stressed. Activities for language skill development include literary selections, as well as interdisciplinary topics.

M/J Language Arts II Adv 1.0 7 A or B in grade 6 Language Arts Teacher Recommendation

This course aims for academic excellence in language arts through the study of literature, language and composition. Thematic literature, including some classic works, presents universal ideas and forms. Language study includes FCAT Reading preparation. Grammar and extensive vocabulary study is stressed. Frequent experiences in the writing process involve various types of compositions and creative writing. Expository and persuasive writing is stressed to prepare students for the 8th grade FCAT Writing test. Test taking, study and speaking skills are

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stressed. Activities foster independent learning, problem-solving, and individual responsibility.

M/J Language Arts III 1.0 8 Language Arts II This course offers student centered activities for acquiring skills in the areas of language, grammar, vocabulary, spelling, speaking, listening, literature, and composition. It focuses on the expansion of language skills, composition, and literature study, which includes intensive grammar review, vocabulary study, test taking /study skills, and speaking/listening skills. Additionally, practice for FCAT Reading and FCAT Writing tests is offered. Students explore universal themes through various types of literature. Composition stresses the writing process for personal, literary, and other subject-matter topics.

M/J Pre-AP Language Arts III 1.0 8 A or B in grade 7 Language Arts Teacher Recommendation

This course aims for academic excellence in language arts through the advanced study of literature, language and composition. It provides intensive grammar review, vocabulary study, research skills for a report, test-taking / study skills, and speaking/listening activities. Literature study centers on universal themes and includes several classic works. It offers extensive practice in the writing process using personal, creative, practical, and expository forms.

M/J Reading 1.0 6 Level 1 or 2 on Reading FCAT Direct instruction in building vocabulary, comprehension, study and state minimum skills, purpose setting, questions, inferring, listening, self-monitoring, discussion, prediction, modeling, thinking strategies to bridge student reading power and text difficulty. Concept attainment, graphic organizers, framing, text organization, prior knowledge, previewing, summarizing, reading, writing connection, guided independent practice for learning and remembering in content areas are all introduced. This course also helps prepare students for FCAT Reading.

M/J Reading Adv 1.0 6 Levels 3,4, or 5 on FCAT Reading Teacher Recommendation

Advanced instruction in building vocabulary, comprehension, study and state minimum skills, purpose setting, questions, inferring, listening, self-monitoring, discussion, prediction, modeling, thinking strategies to bridge student reading power and text difficulty. Concept attainment, graphic organizers, framing, text organization, prior knowledge, previewing, summarizing, reading, writing connection, guided independent practice for learning and remembering in content areas are all introduced. This course also helps prepare students for FCAT Reading.

M/J Intensive Reading 1.0 7 and 8 Levels 1 or 2 on FCAT Reading The purpose of this course is to provide remedial instruction and practice in reading skills and concepts. The content should include, but is not limited to: reading content identified by diagnosis of each student’s needs for remedial instruction identified in the academic improvement plan, as well as test-taking skills and strategies for reading. Note: a student may repeat this course if needed. If repeated, the required level of student proficiency should increase.

English I

1.0 9 None This course integrates composition and literature with related language study. The course helps develop writing skills related to the multi-paragraph paper.

Pre-AP English I 1.0 9 A or B in Adv English 8th grade This course aims for academic excellence in

English through a program integrating literature and composition. The program provides activities in vocabulary development, PSAT/SAT skills, and speaking and listening skills.

English II 1.0 10 English I This course emphasizes composition and the study of major types of and themes in World Literature.

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Pre-AP English II 1.0 10 A or B in Honors English I This course aims for academic excellence through a program emphasizing composition and World Literature.

English III 1.0 11 English II This course provides a program centered on composition and American Literature.

English III Honors 1.0 11 A or B in Honors English II This course provides a program centered on composition and American Literature.

English IV – College Readiness 1.0 12 English III This course offers a study of British literature, a review of language skills relating to writing, and a composition program culminating with a documented research paper.

English IV Honors 1.0 12 A or B in Honors English III This course offers a study of British literature, a review of language skills relating to writing, and a composition program culminating with a documented research paper.

AP English Language and Composition

1.0 11/12 A or B in English II, 5.0 on Florida Writes, 4 or 5 on FCAT Reading

This course involves the study and practice of writing about literature through a program emphasizing American literature. Students will be expected to take the AP language and Composition exam.

AP English Literature 1.0 11/12 A or B in English III Hon or AP Language, 5.0 on Florida Writes, 4 or 5 on FCAT Reading

This course involves the study and practice of writing about literature. Students learn to use modes of discourse, rhetorical strategies and critical standards for literary works. Student will be expected to take the AP literature and Composition exam.

Intensive Reading 1.0 9-12 Level 1 or 2 on FCAT Reading This course does not take the place of your language arts course. Language Arts is taken concurrent with this course. This course is a review and preparation program to assist students in gaining those skills tested on the FCAT reading exam.

Mathematics

The purposes of these courses are to provide instruction and promote academic excellence in basic mathematic skills, geometry, algebra, problem solving, and mathematical reasoning. The content should include, but not be limited to operations, numeration, whole numbers, fractions, decimals, percents, ratio and proportion, equations, inequalities, functions, expressions, properties, constructions, area, volume, proofs, limits derivatives, integrals and the development of logical reasoning skills. These skills and in preparations for the Florida Comprehensive Assessment Test, are essential for a students to succeed within the real world work environment. Students will be placed in the appropriate Math course on the basis of scores on standardized tests and past performance in classes. Please note: four years of mathematics are required for high school graduation.

Course Credit Grade Prerequisite Description M/J Math I 1.0 6 Completion of 5

th grade The purpose of this course is to continue development of mathematical

concepts and processes that can be used to solve real-world and mathematical problems. The content will include, but is not limited to: structures and properties of whole numbers, integers, fractions, mixed numbers, and decimals; number theory; computation and problem solving with whole numbers, integers, decimals, fractions, mixed numbers; equivalent representations of numbers including fractions, decimals, percents, numbers with exponents, and absolute value; measurement, including conversion of units, scale drawings, and formulas for perimeter and area; geometry; algebraic thinking; statistics; probability; and basic calculator skills.

M/J Math I Adv 1.0 6 A or B in 5th grade math

Teacher Recommendation The purpose of this course is to continue development of mathematical concepts and processes that can be used to solve real-world and mathematical problems. Students will study the traditional 6

th grade

curriculum as well as pre-algebra concepts and skills needed for success in algebra. The content of this course will include, but is not limited to: content found in Grade 6 Mathematics; analysis of non-routine problems; introduction to scientific notation, exponents, radicals, and absolute value; strategies for solving simple linear equations and inequalities; introduction to irrational numbers; identifying and plotting points on a

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coordinate plane; and application of geometric properties and relationships in problem solving.

M/J Math II 1.0 7 Completion of Math I The purpose of this course is to continue development of mathematical concepts and processes that can be used to solve real-world and mathematical problems. The content should include, but not be limited to, the following: structures and properties of whole numbers, integers, fractions, mixed numbers, and decimals; number theory; computation and problem solving with whole numbers, integers, decimals, fractions, mixed numbers; equivalent representations of numbers including fractions, decimals, percents, numbers with exponents, and absolute value; geometry; measurement, including conversion of units, scale drawings, and formulas for perimeter, area, and volume; algebraic thinking; statistics; probability; and basic calculator skills.

M/J Math II Adv 1.0 7 A or B in Math I Adv Teacher Recommendation

The purpose of this course is to continue development of mathematical concepts and processes that can be used to solve real-world and mathematical problems. Students will study the traditional 7

th

grade curriculum as well as algebra concepts and skills needed for success in algebra. The content of this course will include, but is not limited to: content found in Grade 7 Mathematics; algebraic problem solving strategies to solve real-world problems involving linear equations and inequalities; coordinate graphing; exponents, scientific notation, square roots, radicals, absolute value, and ratios; probability; relationships of regular and irregular geometric shapes in two and three dimensions; transformational geometry, measurement concepts and skills, which include conversion of units, scale drawings, and formulas for perimeter, circumference, surface area, and volume.

M/J Pre-Algebra 1.0 8 Completion of Math II Students will continue to develop mathematical concepts and processes that can be used to solve real-world and mathematical problems. The content will include, but is not limited to: structures and properties of rational and irrational numbers; equivalent representations of numbers including fractions, decimals, percents, numbers with exponents and radicals, scientific notation, and absolute value; measurement skills, which include conversion of units, scale drawings, and application of formulas for perimeter, area, and volume; application of ratio, proportion, and percent in problem solving; statistics; constructing and analyzing graphs, probability and odds; algebraic problem solving strategies to solve real-world problems involving linear equations and inequalities; coordinate graphing; and geometric concepts and transformational geometry.

M/J Pre-Algebra Adv

1.0 8 A or B in Math II Adv Teacher Recommendation

The purpose of this course is to continue development of mathematical concepts and processes that can be used to solve real-world and mathematical problems. Students will study the traditional 8

th grade

curriculum as well as algebra concepts and skills needed for success in Algebra 1. The content will include, but is not limited to: content found in Grade 8 Mathematics; algebraic thinking, which includes analyzing and expressing patterns and relationships in tables, graphs, number sequences, algebraic expressions, equations, and inequalities; operations and problem solving using rational and irrational numbers; statistics; ratios, proportions, and percents; probability; and algebraic problem solving strategies.

Algebra I 1.0 9-10 None The purpose of this course is to provide the foundation for more advanced mathematics courses. Topics include sets, variables, structure and properties of real number systems, first degree equations and inequalities, relations, functions, graphs, systems of linear equations and inequalities, integral exponents, polynomials, rational algebraic expressions, irrational numbers, radical expressions and quadratic.

Algebra I Honors 1.0 7-10 A or B in Math II or III Teacher recommendation Level 4 or 5 on FCAT math for middle school students

This course provides a rigorous and in-depth study of algebra emphasizing deductive reasoning skills as a foundation for more advanced mathematics courses. Topics include operations and properties used the real number system, algebraic and graphical solutions to first degree equations and inequalities in one and two variables, relations and functions, direct and inverse variation, polynomials, factoring, quadratic equations, inequalities and functions.

Geometry 1.0 9- 11 Successful completion of

Algebra I This course emphasizes critical thinking involving the discovery of relationships and their proofs and skills in applying the deductive method to mathematical situations. Topics include logic and reasoning, the study of Euclidean Geometry of lines, planes, angles, triangles, similarity, congruence, geometric inequalities, polygons, circles, area and volume and constructions.

Geometry I Honors 1.0 8- 11 A or B in Algebra I Honors

Teacher Recommendation This course provides an in-depth study of geometry with an emphasis on methods of proofs and the formal language of mathematics. Topics include developing proofs for theorems, applying properties of lines,

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angles, triangles, quadrilaterals and circles in developing proofs in problem solving, similar polygons, constructions, area and volume, coordinate geometry and topology.

Algebra II 1.0 9-12 Successful completion of Algebra I

This course continues the study of the structure of algebra and provides the foundation for applying these skills to other mathematical and scientific fields. Topics include the review and extension of the structure and properties of the real number system, relations, functions, graphs, polynomials and rational expressions, quadratic equations and inequalities, logarithms, and word problems.

Algebra II Honors 1.0 9-12 A or B in Algebra I Teacher recommendation

This course provides a rigorous in-depth study of the topics of algebra with an emphasis on theory, proofs, development of formulas and applications. Topics include algebraic structures, first degree equations and inequalities, functions and relations, polynomials and rational expressions, exponents and radicals logarithms, complex numbers, conic sections, probability and statistics.

Pre-Calculus 1.0 10-12 A or B in Algebra II Teacher recommendation

Topics covered in this course include, but are not limited to, polynomials, rational numbers, exponents, inverses, logarithms and circular functions, sequences, series, theory of limits, vectors, conic sections, polar coordinates, symbolic logic, mathematical induction and matrix algebra.

Math for College Readiness

1.0 11-12 Successful completion of Algebra II

This course is designed to prepare students for undergraduate math classes. Topics covered include, but are not limited to, selected algebra and geometry topics, voting methods, graph theory, probability, systems of numeration, set theory, and financial mathematics.

AP Calculus 1.0 11-12 A or B in Algebra II or Pre-Calculus Teacher Recommendation

Calculus AB is designed to be taught over a full high school academic year. It is possible to spend some time on elementary functions and still cover the Calculus AB curriculum within a year. However, if students are to be adequately prepared for the Calculus AB examination, most of the year must be devoted to topics in differential and integral calculus. These topics are the focus of the AP Exam.

AP Statistics 1.0 11-12 A or B in Algebra II Teacher Recommendation

This course offers an introductory college statistics course under the guidance of the Advanced Placement program The content of this course includes exploratory data, observing patterns and departures from patterns, planning a study, deciding what and how to measure, anticipating patterns in advance, producing models using probability and simulation, statistical inference and confirming models.

Science

The purpose of the courses offered by the science department is to provide students with a broad knowledge of scientific concepts. These courses are intended to provide a solid foundation for those wishing to pursue the sciences at the college level and beyond. All of the science courses are designed to promote a sense of inquiry through laboratory experiences and to develop critical thinking skills. The courses offer conceptual development in the earth, life, and physical sciences and will cover a gambit of topics therein. Earth and space sciences focus on the relationships between the environment, our solar system, the universe, along with the structure of our own planet and how these factors influence life on Earth. The life science courses deal with the living world, cells, relationships between plant and animal life, and the biotic and a-biotic factors that influence these relationships. Physical sciences approach the concepts of energy, Force, work, machines, and simple mechanics that are observable in the world around us. Students are required to complete a minimum of 3 years of high school science for graduation. After the completion of the core courses, it is recommended that students continue to take at least one science course per year. Traditionally, physics and AP courses are suggested to those students who wish to pursue higher education courses in the field of science.

Course Credit Grade Prerequisite Description M/J Life Science 1.0 6-8 None The purpose of this course is to provide opportunities for the

study of general concepts, exploratory experiences, applications, and activities relating to the life sciences. The content will include, but is not limited to: the nature of science; cell biology and the chemical basis of life; plants, animals, and microorganisms; general organization of the living world; genetics, heredity, and diversity; systems of the human body; ecology and human impact; biological change through time; careers and technology in the life sciences. This course shall include laboratory investigations of life science concepts, which incorporate the use of measurement, problem solving, laboratory apparatus, safety procedures, and experimental procedures (e.g., designing, recording, and communicating).

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M/J Life Science Adv

1.0 6-8 A or B in previous year science course. Teacher recommendation

The purpose of this course is to provide opportunities for the study of general concepts, exploratory experiences, applications, and activities relating to the life sciences. The content will include, but is not limited to: the nature of science; cell biology and the chemical basis of life; plants, animals, and microorganisms; general organization of the living world; genetics, heredity, and diversity; systems of the human body; ecology and human impact; biological change through time; careers and technology in the life sciences. This course shall include laboratory investigations of life science concepts which incorporate the use of measurement, problem solving, laboratory apparatus, safety procedures, and experimental procedures (e.g., designing, recording, and communicating)

M/J Earth Space Science **Not offered until 2014-2015

1.0 6-8 None The purpose of this course is to provide opportunities for the study of general concepts, theories, and processes relating to the earth/space sciences, and their applications through exploratory investigations and activities. The content should include, but not be limited to, the following: the nature of science; astronomy; the Earth as a system; weather; the ocean’s environment; the formation and properties of rocks and minerals. This is an inquiry based interaction program. Use of computers in modeling/simulations and image processing is greatly encouraged. Laboratory investigations of selected topics in the content, which also include the use of scientific methods, measurement, laboratory apparatus, and safety procedures, are an integral part of this course.

M/J Earth Space Science Adv **Not offered until 2014-2015

1.0 6-8 A or B in previous year science course. Teacher recommendation

Topics include origin of solar system, star cycles/interstellar matter, astronomers, telescopes, observatories, solar system, space explorations, mineral, rocks, cycles, earth’s structure, land forms, continental drift, formation of rivers/streams, glaciers, hydrologic cycles, oceanography, currents, island formations, Earth’s atmosphere, mapping weather, soil composition, energy resources and topographic maps. A lab component will include processes and skills.

Physical Science 1.0 9 None This purpose of this course is to provide opportunities to investigate the theories and ideas associated with the earth, and physical sciences in a way that is relevant and usable. Stu-dents construct science knowledge by formulating questions, making predictions, planning experiments, making observations, classifying, interpreting and analyzing data, drawing conclusions, and communicating.

Honors Physical Science 1.0 8-9 A or B in previous year science course. Level 4 or 5 on FCAT Math and Reading for 8

th graders

Teacher recommendation

This purpose of this course is to provide opportunities to investigate the theories and ideas associated with the earth, and physical sciences in a way that is relevant and usable. Stu-dents construct science knowledge by formulating questions, making predictions, planning experiments, making observations, classifying, interpreting and analyzing data, drawing conclusions, and communicating.

Biology 1 10-11 None This course expands and refines biological concepts. Topics include the scientific method, measurement, laboratory safety, cell biology and reproduction, genetics, microbiology, biological changes, classifications and taxonomy, structure, functions of plants and animals, human systems and biological changes.

Biology Honors 1 10-11 B or higher in 8th grade

Science This course is an advanced study in scientific methods, measurement, laboratory safety, biochemistry, cell biology, reproduction changes through time, classification, taxonomy, microorganisms and disease, botany, zoology, human anatomy, physiology and ecological relationships

AP Biology 1 10-12 B or higher in Biology and Chemistry OR A or B in 8

th grade Pre-AP

Science Course

This is a college level course in Biology to prepare for college credit and/or appropriate placement in college. Topics include cell biology, chemistry of life, genetics, classification, botany, zoology, human anatomy and physiology and ecological relationships. This course includes a mandatory laboratory requirement.

Chemistry 1 9,10 Successful completion of Biology

This class includes the study of all the basics of chemistry – the composition and properties of matter, changes in state, chemical reactions, periodic table and interpretation of its tendencies, energy and heat, chemistry laws and theories, acids and bases, salts, solutions and morality, reaction rates and equilibrium, organic chemistry and nuclear chemistry.

Chemistry 1 Honors 1 9,10 B or higher Biology Honors Teacher Recommendation

This course covers the advanced study of the composition, properties and changes associated with matter. Content includes changes in matter, heat, atomic structure, periodic table, bonding, gas laws, energy and order, reaction rates and equilibrium, solutions, acids, bases, salts, nuclear chemistry,

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electrochemistry and organic chemistry.

Physics 1 11-12 C or higher in Chemistry This course provides students with an introductory study of the theories and laws governing the interaction of matter, energy and the forces of nature. Content includes forces and motion, wave characteristics, light and electricity. Content includes kinematics, dynamics, heat, thermodynamics, wave characteristics, light, electricity, magnetism, nuclear energy, optics, problem solving.

Physics Honors 1 11-12 B or higher in Chemistry Honors and B or higher in Algebra II Honors Teacher Recommendation

This course provides an advanced study of the theories and laws governing the interaction of matter, energy, and the forces of nature. Content includes kinematics, dynamics, heat, thermodynamics, wave characteristics, light, electricity, magnetism, nuclear energy, optics, problem solving and relativity.

Advanced Placement Environmental Science

1 11-12 B or higher in Biology Honors B or higher in Chemistry Honors Teacher Recommendation

College level introductory course designed to study man’s interaction with the environment. Content includes but is not limited to forms of pollution, conservation, environmental planning and policy. Public land usage, and major forms of energy. Critical thinking skills and critical reading skills are necessary. Lab Course-donation $15.00

Marine Biology 1 11-12 "C" or better in Biology The purpose of this course is to provide an overview of the marine environment.

Social

Studies

The Social Studies department will offer these courses of study in our curriculum that will enhance the success of the students upon entering high school. Students will be required to successfully complete three credits of social studies at the middle school level and a minimum of three social studies credits in high school.

Course Credit Grade Prerequisite Description M/J Geography

1.0 6 None Students will learn about the five themes of geography and the tools and methods used by modern geographers. Students develop a sense of where they are in time by studying the history and culture of ancient civilizations including, but not necessarily limited to, Mesopotamia, Greece, and Rome. Students acquire and organize information about places, people and cultures in Africa, Asia, Australia and Oceania.

M/J Geography Adv

1.0 6 A or B in 5th grade Social

Studies Teacher recommendation

Students will learn about the five themes of geography and the tools and methods used by modern geographers. Students develop a sense of where they are in time by studying the history and culture of ancient civilizations including, but not necessarily limited to, Mesopotamia, Greece, and Rome. Students acquire and organize information about places, people and cultures in Africa, Asia, Australia and Oceania. Students will demonstrate understanding of the concepts of transition and change. Students will apply research, study, critical-thinking, and decision making skills, and demonstrate the use of new and emerging technology in problem solving. The traditional sixth grade curriculum will be extended through horizontal enrichment and vertical acceleration to include appropriate standards of excellence.

M/J Civics

1.0 7 Successful completion of M/J Geography

The seventh grade social studies curriculum consists of the following content area strands: Civics, Geography, and Economics. The primary content for the course pertains to the principles, functions, and organization of government; the origins of the American political system; the roles, rights, responsibilities of United States citizens; and methods of active participation in our political system. The course is embedded with strong geographic and economic components to support civic education instruction.

M/J Civics Adv

1.0 7 A or B in M/J Geography Teacher recommendation

Course offers scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students

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are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc

M/J US History

1.0 8 Successful completion of M/J Civics

The purpose of this course is to enable students to understand the development of the United States within the context of history by examining connections to the past to prepare for the future as participating members of a democratic society. Students will use knowledge pertaining to history, geography, economics, political processes, citizenship, diverse cultures, and humanities to solve problems in academic, civic, social and employment settings. The content will include, but is not limited to: political, economic, technological, and social development of the United States from the Exploration Period through Reconstruction, with special emphasis on Florida’s role; time-space relationships; impact of expansion on the development of America; political, social and economic conflicts and compromise; influence of diverse groups on cultural development of the U.S.; and key concepts of the U.S. Constitution and other historical documents.

M/J US History Adv

1.0 8 A or B in M/J Civics Teacher Recommendation

The purpose of this course is to enable students to understand the development of the United States within the context of history by examining connections to the past to prepare for the future as participating members of a democratic society. Students will use knowledge pertaining to history, geography, economics, political processes, citizenship, diverse cultures, and humanities to solve problems in academic, civic, social and employment settings. The content will include, but is not limited to: political, economic, technological, and social development of the United States from the Exploration Period through Reconstruction, with special emphasis on Florida’s role; time-space relationships; impact of expansion on the development of America; political, social and economic conflicts and compromise; influence of diverse groups on cultural development of the U.S.; and key concepts of the U.S. Constitution and other historical documents. The traditional eighth grade curriculum will be extended through horizontal enrichment and vertical acceleration to include appropriate standards of excellence, primarily in project form.

AP Human Geography 1.0 9 A or B in 8th grade Social

Studies Teacher Recommendation

The purpose of the AP course in Human Geography is to introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth's surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice.

World History 1.0 9-10 None This curriculum seeks to make world history more relevant by addressing issues and concepts that directly link to the current events of today. To achieve this goal the world has been divided into 4 regions and concepts to include: the Americas (excluding US), Africa and the Middle East, Europe and Russia and Asia.

World History Honors 1.0 9-10 A or B in M/J US History Teacher Recommendation

Study of the development of civilization through analysis, historical method, inquiry process, comparative views of history, and contrasting civilizations, religions, political ad economics systems The course includes discussion of the influence of major figures and events, the role of science and technology, and international relations. Strong reading and writing skills are necessary.

AP World History 1.0 9-10 A or B in M/J US History or Hon. World History Teacher Recommendation

An introductory college level course. This class is an examination of interactions between cultures and regions divided into 5 time periods: Foundations, Cross-cultural interactions, Early Modernity, Modernity and American Hegemony. Strong reading and writing skills are a requirement.

American History 1.0 10-11 Successful completion of World History

This course presents the history of the United States with a major focus on post Reconstruction to the present.. It surveys the political, economic, social & diplomatic development of the nation, with an emphasis on primary source documents

American History Honors 1.0 10-11 A or B in Honors World History Teacher Recommendation

This course is a study of the development of the U.S., with a major focus on post Reconstruction to the present . It

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examines the political, economic, social & diplomatic events with a strong emphasis on primary source document evaluation and interpretation. Strong reading and writing skills are necessary.

AP US History 1.0 10-11 A or B in Honors World History or AP World History Teacher Recommendation

This introductory college level course is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with the problems and materials in American history. . Strong reading and writing skills are a requirement.

American Government 12 0.5 Successful completion of American History

This course enables students to gain an understanding of government and political behavior for effective citizenship and active involvement in a democratic society.

AP United States Government and Politics

12 1 A/B in previous AP or Honors Social Studies courses Teacher recommendation

This is a college level introductory course. It includes both the study of general concepts used to interpret US politics and the analysis of specific examples. It requires familiarity with various institutions, groups, beliefs, and ideas that makeup US politics. Students will become acquainted with a variety of theoretical perspectives and explanations for various behaviors and outcomes. Strong reading and writing skills are a requirement.

Economics 12 0.5 Successful completion of American History

This course studies fundamental economic concepts relating to the development, production, and management of material wealth for the U.S., business enterprise, or personal use.

Economics Honors 12 0.5 A/B/C in American History Honors or A/B in Regular American History Teacher recommendation

This course studies fundamental economic concepts relating to the development, production, and management of material wealth for the U.S., business enterprise, or personal use. Students will gain understanding of choices they must make as producers, consumers, investors, and taxpayers. Strong reading, writing, and math skills are useful.

Psychology 1 11-12 1 Completion of World History This course covers the study of human behavior, behavioral interaction, and the progressive development of individual personalities. It includes theories and methods of study employed by psychologists, human growth and development, self-concept development, adjustment, motivation and desire, intelligence, conditioning and learning memory, personality and behavior, emotional frustration, abnormal behavior, conformity, autonomy, stress, mental health and therapy.

AP Psychology

12 1 A/B in other Social Studies courses Teacher recommendation

This is an introductory level college course, this class deals with an in depth study of normal and abnormal psychology, theories, practices and procedures. Strong reading and writing skills are a requirement.

Electives

CCA offers different elective pathways. Students are expected to select electives in a consecutive manner. State universities require that students complete 2 consecutive years of the same foreign language. Read the selections carefully and ask you teachers and parents for advice during your selection. Also, any student not achieving a score of 3 or higher on the FCAT will forego any choice in the selection of their electives.

Art TITLE CREDIT GRADE PREREQUISITE DESCRIPTION

M/J Art 2D 1.0 7 None

The purpose of this course is to enable students to focus on two and three dimensional design principles and aesthetic judgments with emphasis on personal creativity and artistic expression. Production activities may include drawing, painting, printmaking, sculpting, and assemblage.

M/J Exploring Art 1.0 8 None The purpose of this course is to enable students to focus on two and three dimensional design principles and aesthetic judgments with emphasis on personal creativity and artistic expression. Production activities may include drawing, painting, printmaking, sculpting, and assemblage.

Drawing/Painting I 1.0 9-12 None The purpose of this course is to enable students to develop basic perceptual, observational, and compositional skills necessary to communicate a range of subject matter, symbols, ideas, and concepts using knowledge of painting and drawing media, processes, and techniques.

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Drawing/Painting II 1.0 10-12 Drawing/Painting I Teacher Recommendation

This course further explores the use of painting and drawing techniques in various formats. Students will be introduced to various artists and artistic styles with an emphasis on paint techniques and subject matter/message.

Photography I 1.0 10-12 None The purpose of this course is to enable students to develop fundamental skills and creative approaches in photographic imagery, processes, and techniques.

Photography II 1.0 11-12 Completion of Photograph I Teacher Recommendation

The purpose of this course is to enable students to develop advanced skills and creative approaches in photographic imagery, processes, and techniques.

Art Portfolio 1.0 11-12 Completion of 2 years of Art courses Teacher Recommendation

The purpose of this course is to develop a portfolio containing an artist's statement and a diverse range of the student’s own works of art.

AP 2D Art 1.0 11-12 A/B in Art Portfolio Teacher Recommendation

This course is geared to the advanced art student. During the year, students are responsible for the development of an extensive and varied art portfolio in a variety of mediums. The portfolio is graded externally by The College Board, on a scale of one to five.

TV Production 1.0 10-12 None

Business Education TITLE CREDIT GRADE PREREQUISITE DESCRIPTION

Computing for College and Careers

1.0 9-12 NONE The purpose of this course is to guide you in building your career foundation. You will learn how to turn your computer into an effective tool for communication. You will learn how to create positive working relationships. And you will acquire the kinds of essential business skills needed for any successful career. Productive employees need both technology and people skills.

Drama TITLE CREDIT GRADE PREREQUISITE DESCRIPTION

M/J Drama I 1.0 7-8 None

A study of theatre for appreciation. Students will be introduced to theatre through exploration and discovery. This is a participation class and students will be challenged to engage in various classroom activities and will work cooperatively on an almost daily basis. Students will not be graded on their ability to perform, but will be expected to complete the work assigned. ~theatre history ~musical theatre(discussing, viewing and exploring various American musicals, the playwrights and composers) ~scene work ~the monologue ~intro to Shakespeare ~television and the art of commercials ~film and the process of production

M/J Drama II 1.0 8 Successful completion of M/J Drama I Teacher Recommendation

A continuation of DRAMA I/Theatre for Appreciation. Students will build upon their appreciation of theatre through exploration and discovery. This is a participation class and students will be challenged to engage in various classroom activities. They will work closely in groups creating various scenes and performing them. Students will not be graded on their ability to perform, but will be expected to complete the work assigned. ~musical theatre(further discussion, viewing and exploring of the American musical, the playwrights and composers) ~ scene work(comedic and dramatic)

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~introduction to dance for the musical theatre ~choreography ~the monologue ~writing the monologue ~ROMEO AND JULIET ~field trip to ORLANDO SHAKESPEARE THEATER to attend a live performance of one of Shakespeare's plays.

Drama I 1.0 9-12 None A study of theatre for appreciation. Students will be introduced to theatre through exploration and discovery. This is a participation class and students will be challenged to engage in various classroom activities and will work cooperatively on an almost daily basis. Students will not be graded on their ability to perform, but will be expected to complete the work assigned. ~theatre history ~musical theatre(discussing, viewing and exploring various American musicals, the playwrights and composers) ~scene work ~the monologue ~intro to Shakespeare ~television and the art of commercials ~film and the process of production

Drama II 1.0 9-12 Successful completion of Drama I or M/J Drama I or II Teacher Recommendation

A continuation of DRAMA I/Theatre for Appreciation. Students will build upon their appreciation of theatre through exploration and discovery. This is a participation class and students will be challenged to engage in various classroom activities. They will work closely in groups creating various scenes and performing them. Students will not be graded on their ability to perform, but will be expected to complete the work assigned. ~musical theatre(further discussion, viewing and exploring of the American musical, the playwrights and composers) ~ scene work(comedic and dramatic) ~introduction to dance for the musical theatre ~choreography ~the monologue ~writing the monologue ~ROMEO AND JULIET ~field trip to ORLANDO SHAKESPEARE THEATER to attend a live performance of one of Shakespeare's plays.

Advanced Acting 1.0 9-12 Successful completion of Drama I and II Teacher Recommendation Audition

This class is designed for the student who is interested in performance. It is for the more serious acting student, but would be just as engaging to those simply interested in continuing there enjoyment of the theatre and the fun of performance. ~Scene Study ~Monologue ~TV and on Camera Acting ~Audition Technique for the Stage and Screen ~College Prep -expectations when auditioning for college and universities -review of the top college and universities -mock auditions ~Master Classes lead by working actors, directors and theatre professionals ~Field trips to various live performances ~Attending and competing in county and state acting competitions ~Rehearsal and performance of short one acts to be performed for the elementary and high school level students

Comprehensive Theater

1.0 10-12 Completion of Drama I and Drama II Teacher Recommendation Essay required

This class is not only designed for the those interested in performing, but will just as heavily focus on other important and vital aspects of the theatre including technical theatre. Students will gain new knowledge and understanding of the theatre through hands on activities that require them to create and produce large theatre productions. This class will not only encourage hands on learning, but will create a deep sense of self discovery, accomplishment and comradery. Students will also work collectively toward participating in a field trip to NYC where they would not only explore the city and attend a Broadway show, but will also participate in master classes taught by Broadway theatre professionals. In one word, this class could be described as FUN!

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Musical Theatre Dance

1.0 9-12 Completion of Drama I Musical Theatre Dance is for the student interested in learning more about musical theatre and the various dance syles used to enhance, entertain and further tell the theatrical story. It is a fast paced participatory classroom environment where students will be challenged physically and creatively. It is constructed so that students are not only introduced to dance terminology and techniques, but throughout the course of the year, they will study several musical theatre shows. In doing so, they will be taught Broadway choreography and will also be assigned to choreograph their own musical theatre numbers. Students will be expected to bring comfortable clothes and dance approved shoes as they will be dancing on a daily basis. This class will be directly involved in the performance of Winter Solstice and the spring musical. They will be required to perform for both productions, as this is a portion of their overall grade.

Experiential Education TITLE CREDIT GRADE PREREQUISITE DESCRIPTION

Service Learning 1.0 12 3.0 GPA & Application

Students are engaged in hands-on activities that help them develop an appreciation for the concept of service to the school or community. Students must be able to work independently and cooperatively. Students will be working with small groups of students and must demonstrate leadership and problem-solving abilities.

M/J Gifted Inquiry 1.0 6-8 Must be a gifted student Students will be engaged in hands-on, inquiry based learning experiences. This class is designed to further engage engage students beyond a traditional classroom.

Learning Strategies 10 6-12 Student with up to date IEPs

Journalism TITLE CREDIT GRADE PREREQUISITE DESCRIPTION

M/J Journalism 1.0 7-8 None Students will learn the basics of journalism, including writing, ethics, business and design.

Journalism I-IV (Yearbook/Publications Production Class)

1.0 9-12 A B or better in Journalism I class or accepted application from the teacher.

Students in these classes are responsible for publishing journalistically-correct student work on deadline. Students are responsible for all aspects of the publication—from design to balancing the budget to distribution. Students should have good grammar, business and social skills. A digital camera is recommended.

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Music TITLE CREDIT GRADE PREREQUISITE DESCRIPTION

M/J Band 1.0 7-8 None This course is designed for students in the 7th or 8

th grade who

have decided to take band for the first time. This course will develop students’ musical skills with technique, theory, and performing aspects.

M/J Chorus 1.0 7-8 None This course is designed for students in 7th or 8th grade who have

decided to take chorus for the first time. The students will receive an introduction to music theory, sight singing and dictation while learning beginner choral repertoire. Repertoire will be in unison and 2- part. Students will have the opportunity to perform

Band I-IV 1.0 9-12 None The purpose of this course is to develop musicianship skills in band and instrumental ensembles, including development of characteristic tone production, performance techniques, musical literacy and music appreciation. As a co-curricular performance oriented activity, attendance is required for rehearsals and performances beyond the regular school day.

Chorus I-IV 1.0 9-12 None This course covers the application of vocal musicianship and technical skills through the study of varied choral literature. Students demonstrate ensemble performance techniques such as blend, balance, intonation and response to conducting. It includes independent interpretations of easy/medium music, refinement of tone production, and the analysis of musical form, style periods and aesthetic perceptions. Attendance is required for rehearsals and performances beyond school hours.

Jazz Ensemble 1.0 9-12 None The purpose of this course is to develop musical independence through a knowledge of styles and performance techniques of varied contemporary and jazz literature. Attendance at out-of-school rehearsals and performances is required.

Keyboarding 1.0 9-12 None This course provides basic instruction in playing the piano. Students will develop skills, musicianship and the ability to read music notation. Students will demonstrate basic scales, chords, and pedal techniques, as well as some music theory, music literature, and ear training.

Show Choir 1.0 9-12 None Major concepts/content: The purpose of this course is to enable students to develop basic performance techniques in a small ensemble setting through the study of advanced high school ensemble literature. Emphasis will be placed on vocal independence, expressiveness, and stylistic authenticity.

Physical Education TITLE CREDIT GRADE PREREQUISITE DESCRIPTION

M/J Comprehensive Physical Ed I

1.0 6 None

You will learn safety rules for exercise, how to improve your skills, how different activities target different parts of your body, and how to push yourself to reach a goal. You will also try many types of physical activity. This is a required course for all 6

th

graders.

M/J Comprehensive Physical Ed II

1.0 7 None You will learn safety rules for exercise, how to improve your skills, how different activities target different parts of your body, and how to push yourself to reach a goal. You will also try many types of physical activity. This is a required course for all 7

th

graders.

M/J Comprehensive Physical Ed III

1.0 8 None You will learn safety rules for exercise, how to improve your skills, how different activities target different parts of your body, and how to push yourself to reach a goal. You will also try many types of physical activity. This is a required course for all 8

th

graders.

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HOPE 1.0 9-12 Graduation requirement Provides the opportunity to improve individual physical fitness and to acquire knowledge of fitness concepts and how an individual's lifestyle affects health and fitness. Course is offered virtually.

Team Sports I and Team Sports II

.5/.5 10-12 Successful completion of HOPE

This course is designed to provide students with the opportunity to acquire knowledge of team sports and to maintain and improve their personal fitness.

Spanish

TITLE CREDIT GRADE PREREQUISITE DESCRIPTION

Spanish I 1.0 8-11 None This course is not intended for any student who already speaks Spanish. This course emphasizes the communication skills of reading, writing, listening and speaking. Reading and writing are introduced and basic grammar structure explained.

Spanish II 1.0 9-12 C or higher in Spanish I This course is not intended for any student who already speaks Spanish. Advanced listening, speaking, reading, writing skills, and cultural awareness. Students ask and answer questions, comprehend printed announcements, newspaper headings, and story titles, read selected passages, and write short compositions.

Spanish III 1.0 10-12

B or higher in Spanish II This course is not intended for any student who already speaks Spanish. This course is a continuation of vocabulary building skills and increased conversational skills.

AP Spanish Language

1.0 11-12 B or higher in Spanish III Teacher Recommendation

A college level course designed to develop oral and written fluency in the language. The course includes concepts determined by Advanced Placement Program guidelines. Course is only offered virtually.

Spanish for Spanish Speakers I-IV

1.0 9-12 Fluent Spanish speakers Major Concepts/Content: The purpose of this course is to enable students whose heritage language is Spanish to develop, maintain, and enhance proficiency in their heritage language by reinforcing and acquiring skills in listening, speaking, reading, and writing, including the fundamentals of Spanish grammar. Language Arts Standards are also included in this course to enable students to become literate in the Spanish language and gain a better understanding of the nature of their own language as well as other languages to be acquired.

Test Prep/Study Skills

TITLE CREDIT GRADE PREREQUISITE DESCRIPTION

SAT Prep 1.0 10-11 None Students will learn verbal, mathematical, and writing skills to help improve test scores for SAT and ACT college readiness tests. Course is only offered virtually.

Cornerstone Charter Academy Curriculum Guide 2013-2014 Academy... · 2013. 2. 20. · Cornerstone...

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