Academic Magnet High School

Program of Studies2016-2017

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Table of Contents Introduction……………………………………………………………………………………........3Education and Economic Development Act………………………………………………………..3Curriculum Framework ..……………………..………………………………………………..…..3Electronic Individual Graduation Plan (eIGP)…………………………………….…………..…...4Work-Based Learning Opportunities …………………………………………………………….5Course Offerings………………………………………………………………………………..….5College Preparatory Program…………………………………………………………………..…..5Honors Courses………………………………………………………………………………….…6Advanced Placement and International Baccalaureate Courses…………………………………...6College Credits While in High School …………………..……………………………………......7Dual Credit and Career and Technical Advanced Placement (CTAP)………………….…………7Virtual Courses ……………..……………………………………………………………………..7Credit Recovery……………………………………………………………………………………8Report Cards and Transcripts……………………………………………………………………...8South Carolina End-of-Course Exams…………………………………………………………….8Accelerated Graduation……………………………………………………………………………8South Carolina High School Diploma Requirements……………………………………………...9South Carolina Four-Year College Requirements………………………………………………..10HSAP Remediation……………………………………………………………………………….11Grade Classification………………………………………………………………………………11Course Load……………………………………………………………………………………....12South Carolina Uniform Grading Policy…………………………………………………………13Honor Graduates and Class Rank………………………………………………………………...14Academic Honors Award…………………………………………………………………………14CCSD Award……………………………………………………………………………………..15AMHS Diploma…………………………………………………………………………………..15State Scholarships – LIFE………………………………………………………………………...15State Scholarships – Palmetto Fellows……………………………………………………….…..17State Scholarships-Hope………………………………………………………………………….17Grade Changes……………………………………………………………………………………18Attendance Requirements and Denial of Credit, Guidelines and Appeals Process………….. ….19Incomplete Grades………………………………………………………………………………..19Course Audits……………………………………………………………………………………..19Withdrawing from a Course………………………………………………………………………20Retaking a Course………………………………………………………………………………...20Summer School…………………………………………………………………………………...20Transfer Students…………………………………………………………………………………21Transfer Credit Procedures…………………………..…………………………………………...22NCAA Eligibility………………………………………………………………………………....23NAIA Eligibility …………………………………………………………………………………23Foreign Exchange Program Enrollment…………………………………………………………..23Foreign Exchange Students in CCSD…………………………………………………………….23Special Education…………………………………………………………………………………24Adult Education…………………………………………………………………………………...25English Language Arts…………………………………………………………………………...29Mathematics……………………………………………………………………………………....35Natural Science……………………………………………………………………………………39Social Studies……………………………………………………………………………………..44Modern and Classical Languages………………………………………………………………....50Physical Education………………………………………………………………………………..54Fine Arts………………………………………………………………………………………….55Career Technology Education………………………………………………………………….....57AMHS Career Cluster/Majors…………………………………………………………………....61

It is the policy of the Charleston County School District not to discriminate on the basis of race as required by Title VI of the Civil Rights Act of 1964, on the basis of sec as required by Title IX of the 1972 Education Amendments, or on the basis of handicap as

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required by Section 504 of the Rehabilitation Act of 1973; Individuals with Disabilities Education Act, PL101-476; and other Civil Rights Laws.

IntroductionThe mission of the Charleston County School District (CCSD), a dynamic system of challenging choices, is to increase student achievement overall and to close the achievement gap between groups in order to prepare all students to compete in a global economy and make a positive contribution to our community and nation.

The Charleston County School District’s Program of Studies provides students and parents with a framework of information relevant to the secondary level. The design for the secondary curriculum provides flexibility to meet the unique needs of individual high schools. Detailed information concerning course offerings and content are available at each high school. Information about the high school programs and curriculum can be obtained from each school’s guidance office or by viewing the Program of Studies posted on the school’s website.

Education and Economic Development Act

South Carolina high school students face many challenges including higher graduation standards, increasing college entrance requirements and growing workforce demands. For students to be successful, high schools must provide a curriculum that is challenging and relevant. They must also offer a sequence of courses to assist students in becoming passionate, lifelong learners. The South Carolina Education and Economic Development Act (EEDA) has led to the development of a curriculum that is aligned with state content standards and is organized around a career cluster system that provides students with both strong academics and real-world problem solving skills. Students must be provided individualized educational, academic, and career-oriented choices and greater exposure to career information and opportunities. Secondary schools have organized curriculum and developed a career cluster system that provides students with strong academics and real life experiences. The Secondary Curriculum Framework for Charleston County School District is designed around 16 national clusters. CCSD organized these 16 clusters into four "schools of study." The district's curriculum currently provides the opportunity for students to complete a major in more than 40 career areas. The curriculum framework used by Charleston County School District includes a rigorous curriculum design and a requirement that each student develop a challenging Individual Graduation Plan (IGP). Curriculum Framework

A school of study is a way to organize the curriculum into broad program areas encompassing various professions and academic areas of study. CCSD’s four schools of study are:

School of Arts & Humanities School of Business & Information Systems School of Engineering, Industrial & Environmental Technologies School of Health, Human and Public Services

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A cluster of study is a way to organize instruction and student experiences around occupations from entry level through professional levels. They are designed to provide a seamless transition from high school study to post-secondary study and/or the workforce.

A major consists of the completion of at least four required units of challenging courses within the student’s area of interest. A major is designed to enable students to focus on an area of interest that motivates them to stay in school, to be better prepared for post-secondary choices and/or the workplace, and to make a smooth transition to post-secondary education and/or the workplace.

Charleston County School DistrictSchools and Clusters of Study

School of Arts and

Humanities

School of Business and Information

Systems

School of Engineering,

Industrial and ManufacturingTechnologies

School of Health, Human

and Public Services

Clusters:*

Arts, AV and Communications

Clusters:*

Business Management and Administration

Finance

Information Technology

Marketing, Sales and Services

Clusters:*

Agriculture, Food and Natural Resources

Architecture and Construction

Manufacturing

Science, Technology, Engineering and

Mathematics

Transportation, Distribution and

Logistics

Clusters:*

Hospitality and Tourism

Education and Training

Health Science

Human Services

Law, Public Safety and Security

Government and Public Administration

Electronic Individual Graduation Plan (eIGP)

An Electronic Individual Graduation Plan (eIGP) is a document used to assist students and their parents in exploring educational and professional possibilities, and in making appropriate secondary and post-secondary decisions. It can be modified over time as the student’s interests and skills develop or change. The eIGP is based on the student’s academic record, work and general life experiences, and the results of assessments, such as career interest inventories and achievement tests. On a yearly basis, the eIGP should be modified to include courses required for graduation, courses required for a specific major, electives chosen related to a specific major, and extended learning opportunities related to the major. Students will develop their first eIGPs in the eighth grade in preparation for the transition to high school. Following eighth grade, students will review

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and update their plans at least once annually with their counselors, parents, guardians, or appointed representative.

Work-Based Learning Opportunities

The following work-based learning opportunities are available:

School-based activities provide students the chance to explore basic business practices and entrepreneurial enterprises.

Job Shadowing is a short-term experience that introduces students to a particular job by allowing them to follow or “shadow” an individual as he/she performs workplace tasks.

Work-based Mentoring allows students the opportunity to be paired with an employee in a particular career field in which the student is interested.

Internships give students an opportunity to learn about a particular industry or occupation through a structured, hands-on learning, work-based experience. Students may or may not receive pay or credit for this experience.

Service-Learning gives students the chance to develop leadership and workplace skills through structured volunteer activities at a particular worksite or community agency.

Job Shadowing is a short-term experience that introduces students to a particular job by allowing them to follow or “shadow” an individual as he/she performs workplace tasks. This is a non-credit experience.

Youth or Registered Apprenticeships combine classroom learning with on-the-job learning and work experience and results in the student earning a specific certificate or credential.

Students participating in Internships and Service Learning may or may not receive credit and must complete all appropriate applications, requirements and guidelines.

For further information on work-based learning opportunities, please contact your child’s guidance counselor.

Course OfferingsEach school offers a comprehensive curriculum which best meets the needs of the students attending their school. Information about the high school programs and curriculum can be obtained from each school’s guidance office or by viewing the Program of Studies posted on the school’s website.

Any course taken for credit outside of the traditional school setting must be approved by the Principal prior to enrollment in the course.

College Preparatory Program

College Preparatory (CP) is the traditional high school program for students planning to attend atwo-year college, four-year college, or university following graduation from high school. Through the college preparatory program, students gain experience and knowledge that will help them

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become successful in college.

Students who do not plan to attend a 4 year college may meet the diploma requirements by taking a Career and Technology course and not a Foreign Language course. The High School Guidance staff will assist in course selection to ensure that all diploma requirements are met.

Honors Courses

Honors courses, which extend and deepen the opportunities provided by courses at the high school level, are designed for students exhibiting superior abilities in the particular content area. The honors curriculum places emphasis on critical and analytical thinking, rational decision making, and inductive and deductive reasoning. Independent projects are an integral part of the honors curriculum. Honors credit may be awarded at all levels of English, science, mathematics, and social studies but only for the 3rd or higher levels in a course sequence in other content areas, such as foreign languages and fine arts courses. Honors weighting may not be designated for Algebra 1 or for any physical education courses. One half of a quality point (.5) is added to the CP weighting for honors courses that meet the three criteria listed above. These criteria apply to all courses including those offered online and in other nontraditional settings and those recorded on a transcript from an out-of-state school that is accredited under the regulations of the board of education of that state or the appropriate regional accrediting agency. Honors credit may be earned only for courses that have published syllabi that establish higher standards.

Advanced Placement and International Baccalaureate Courses

The following criteria apply to the College Board’s Advanced Placement (AP) courses and to International Baccalaureate (IB) courses—including those offered online and in other nontraditional settings and those recorded on a transcript from an out-of-state school that is accredited under the regulations of the board of education of that state or the appropriate regional accrediting agency:

IB Courses are offered at schools that have been authorized by the International Baccalaureate Organization. These advanced courses are designed to prepare students to participate in the global economy and place emphasis on global applications of knowledge and skills in the curriculum, foreign languages, and rigorous academic preparation.

AP and IB courses are awarded a full quality point above the CP weighting. Seminar or support courses (science labs) for AP or IB are weighted as honors but not as AP or IB courses.

A standard-level (SL) IB course can carry only one quality point. However, two quality points of IB credit can be granted for higher-level (HL) courses in the IB program that require a minimum of 240 hours of instruction.

The award of the IB Diploma requires a minimum of 24 points and coursework and passing scores on examinations in six IB subjects; completion of 150 hours of Creativity, Action, and Service (CAS) activities; a 4,000 word Extended Essay; and the Theory of Knowledge course. Students wishing to participate in the International Baccalaureate Diploma Program should contact the IB Coordinator at James Island Charter High School.

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College Credits While in High School

Students may obtain college credit while in high school through Dual Credit and Career and Technical Advanced Placement (CTAP).

Any course taken for credit outside of the traditional school setting must be approved by the Principal prior to enrollment in the course.

Dual Credit Courses (DC)

Individual students with the approval of the principal or designee may receive dual credit for courses taken from a college. Only courses applicable to baccalaureate or associate degrees offered by accredited institutions in South Carolina may be accepted. College courses which meet these criteria and are offered via distance learning or on the internet also qualify as dual credit courses. Participating students receive high school Carnegie units toward high school graduation and also receive college credit from the cooperating college. A three-semester-hour college course shall transfer as one full Carnegie unit. Tuition, books and other college course fees shall be at the expense of the student or his/her parents or legal guardians. These courses receive an additional quality point weight of 1.0.Credit may be awarded for a correspondence course only upon the approval of the local superintendent or his or her designee prior to enrollment in the course.

Students are responsible for verifying any college’s acceptance of credits earned as dual credit. Enrollment in a dual credit course does not guarantee college acceptance.

Career and Technical Advanced Placement (CTAP)

CTAP is a Trident Technical College (TTC) program that allows qualified high school studentsto earn exemption credit at TTC by demonstrating mastery of college course competencies. Students who successfully complete specific high school courses in Career and Technical Education (CTE) and who demonstrate mastery of college course competencies can be awarded exemption credit toward their programs at TTC.

Virtual Courses

The South Carolina Virtual High School (SCVS) Program and CCSD’s virtual course option can be effective online learning opportunities for secondary students. Online courses provide an alternative for motivated students to meet graduation requirements. They can be used to resolve scheduling conflicts, as a homebound option and to recover credit. They also provide a flexible option for students who require an alternative setting. Enrollment in any virtual course must be approved by the Principal or designee PRIOR to enrollment. To begin the application process, the student should contact his/her guidance counselor for an information packet. Additional information, if enrolling in a virtual course via the South Carolina Virtual High School Program, can be obtained by visiting http://ed.sc.gov/.

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All virtual school courses not taken through an approved program at the home school must be taken through the SCVS Program.

Credit Recovery

Credit Recovery is an option for schools to implement in order to better assist students who are at risk of failing to graduate due to course failure. The purpose of the program is to offer an opportunity for motivated students to recover lost credit by using an alternative instructional model. Credit Recovery is for students who have met the seat time requirement (120 hours for 1 unit and 60 hours for ½ unit) and earned a final grade of 61-69.

Students who did not meet the seat time requirement, earned a “WF” or earned a final grade below 61 are not eligible for credit recovery.

There are specific guidelines for participation in the Credit Recovery courses. Your high school guidance counselor can provide additional information.

Report Cards and Transcripts

Report cards are distributed every nine weeks. Students are accountable for maintaining their own records of credits earned and credits needed to graduate. Students should review their transcripts and direct their questions to the guidance office.

South Carolina End–of-Course Examinations

End-of-Course Examination Program (EOCEP) is a statewide assessment. The Education Accountability Act of 1998 (EAA) requires the administration of the end-of-course examinations in gateway or benchmark courses. The examinations, which count 20 percent of the student’s final grade in each gateway or benchmark course, currently include Algebra 1/Math for the Technologies 1, English 1, US History and the Constitution, and Biology1/Applied Biology 2. Beginning with the 2010-2011 school year all students must have taken the Biology 1/Applied Biology 2 EOCEP test by the end of their second year after their initial enrollment in ninth grade.

Accelerated Graduation

In some cases an advanced student may upon the approval of the principal and with the consent of the parents/legal guardians, accelerate his/her high school studies and graduate in three years. When such approval is granted, the student may take two units of mathematics simultaneously in the second year or third year and two units of English simultaneously during the third year in high school. Summer school courses will not be approved in the “core” academic areas for those students who have demonstrated superior academic achievement and are pursuing an accelerated program to complete diploma requirements in three years. No credit for any summer school course will be awarded without prior permission.

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South Carolina High School Diploma Requirements

In order to receive a SC state high school diploma, the student must attend the high school issuing the diploma for a least the semester immediately preceding graduation, except in the case of a bona fide change of residence to a location where the sending school will not grant the diploma. (State Regulation 43-259)

Subject Diploma Requirements

English/Language Arts 4 UnitsMathematics 4 UnitsScience 3 Units United States History & Constitution 1 UnitEconomics .5 UnitUnited States Government .5 Unit Other Social Studies Elective 1 Unit Physical Education or Junior ROTC 1 UnitComputer Science* 1 Unit

1 Unit1 Unit

TOTAL UNITS 17 UNITSElectives: **** 7 Units

* Keyboarding may count up to one-half unit of the computer science requirement. The student must demonstrate computer literacy as determined by local school district policy. A unit of credit applied toward the computer science requirement may not be used to meet the math requirements or the Career and Technology Education requirements. The student must demonstrate computer literacy as determined by local school district policy.

** The student in a College Prep program must earn one unit in a foreign language. (Most four yearcolleges/universities require at least two units of the same foreign language.) If a student does not plan to enter college, then one unit in career and technology education beyond the computer science unit must be earned.

The student must complete a study of and pass a examinations on the provisions of the United States Constitution, the Declaration of Independence, the Federalist papers, and American institutions and ideals. This instruction shall be given for a period of at least one year, or its equivalent, either within the required U. S. History course and/or within another course using a suitable text recommended by the State Superintendent of Education and approved by the State Board of Education (SBE).

Every student must take one unit of physical science prior to taking the exit exam that is given the second spring after initial enrollment in the ninth grade.

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South Carolina Four Year College Requirements

Students planning to attend four-year public colleges and universities in South Carolina must meet the following requirements. Students interested in attending other four-year colleges should contact that schools’ admissions office for specific admission requirements. Additional courses may be required.

English 4 unitsMath 4 units*

CP Algebra 1 OR Algebra 1 Pt 1 & Algebra1 Pt 2 Geometry Algebra 2 4th higher-level math class

Science 4 units** Physical Science 2 from Biology, Chemistry or Physics The fourth course may be from the same field as the first 2 or

from an Adv. Environmental Science with lab or Marine Biology with lab for which biology and/or chemistry is a prerequisite.

US History 1 unitEconomics .5 unitGovernment .5 unitSocial Studies 1 unit PE/ROTC 1 unit Foreign Language 2 units of the same language

Some four year universities require 3 units of the same foreign language for admission.

Computer Science 1 unitElectives 1 unit in Fine Arts***

1 additional unit **** * These include Algebra I (for which Applied Mathematics I and II may count together as a substitute, if a student successfully completes Algebra II), Algebra II, and Geometry. A fourth higher-level mathematics course should be selected from among Algebra III/trigonometry, precalculus, calculus, statistics, discrete mathematics, or a capstone mathematics course and should be taken during the senior year.

** Two units must be taken in two different fields of the physical or life sciences and selected from among biology, chemistry, or physics. The third unit may be from the same field as one of the first two units (biology, chemistry, or physics) or from any laboratory science for which biology and/or chemistry is a prerequisite. Courses in earth science, general physical science, or introductory or general environmental science for which biology and/or chemistry is not a prerequisite will not meet this requirement. It is strongly recommended that students take physical science (taught as a laboratory science) as a prerequisite to the three required units of laboratory science outlined in this section. It is also strongly recommended that students desiring to pursue careers in science, mathematics, engineering or technology take one course in all three fields.

*** One unit in Appreciation of, History of, or Performance in one of the fine arts.

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For additional information go to: http://www.che.sc.gov/New_Web/GoingToCollege/CollPrepPrereq.htm

Grade Classification

Grade 9In order to be classified as a ninth grade student, the individual must have met the requirements and be promoted from the 8th grade.

Grade 10In order to be classified as a tenth grade student, the individual must have completed six (6) units to include:

One unit in English 1 One unit in mathematics

Grade 11In order to be classified as an eleventh grade student, the individual must have completed twelve (12) units to include:

One unit in English 1 One unit in English 2 Two units in mathematics One unit in science

Students in the third year of high school will be administered The ACT and WorkKeys assessments.

Grade 12In order to be classified as a twelfth grade student, the individual must have completed eighteen (18) units to include*:

One unit in English 1 One unit in English 2 One unit in English 3 Three units in mathematics Two units in science

In addition, the student must be enrolled in all other units (required and elective) needed to complete graduation requirements.

*When, based on the student’s schedule, it is anticipated that a student will complete graduation requirements by the end of the school year, the student may be placed in a senior homeroom at the beginning of the first semester even if all of the units listed above are not completed.

Course Load

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All students enrolled as regular students in Grades 9-12 in the Charleston County School District must be enrolled in a minimum number of courses or unit equivalents as follows:

Grades 9-10 7 units Grade 11 5 units Grade 12* 5 units

In cases of extreme hardship, a senior may request in writing to the principal, permission for a waiver of the five-unit requirement.

*Extended Learning Opportunities (internship, co-op or apprenticeship) may count as the fifth unit in Grade 12.

South Carolina Uniform Grading Policy

As required by state law, the South Carolina Uniform Grading Scale is in effect for all students. All grades will be interpreted for all purposes using the Uniform Grading Scale below:

Letter South Carolina Uniform Grading Scale

A 93-100B 85-92C 77-84D 70-76F 69 or below

Increased quality points for courses are as follows:

Honors level courses add .5 quality points Advanced Placement (AP)/International Baccalaureate (IB)*/Dual Credit courses add 1.0

quality pointGPR is calculated as an average of quality points. The GPR will be used to rank students from highest to lowest rank in their class. The GPR will be calculated to three decimal places. All diploma candidates will be included in the ranking. Students who tie for a rank will share that rank.

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South Carolina Uniform Grading Scale Conversions

Numerical Average Letter Grade College Prep Honors AP/IB/Dual Credit

100 A 4.875 5.375 5.875

99 A 4.750 5.250 5.750

98 A 4.625 5.125 5.625

97 A 4.500 5.000 5.500

96 A 4.375 4.875 5.375

95 A 4.250 4.750 5.250

94 A 4.125 4.625 5.125

93 A 4.000 4.500 5.000

92 B 3.875 4.375 4.875

91 B 3.750 4.250 4.750

90 B 3.625 4.125 4.625

89 B 3.500 4.000 4.500

88 B 3.375 3.875 4.375

87 B 3.250 3.750 4.250

86 B 3.125 3.625 4.125

85 B 3.000 3.500 4.000

84 C 2.875 3.375 3.875

83 C 2.750 3.250 3.750

82 C 2.625 3.125 3.625

81 C 2.500 3.000 3.500

80 C 2.375 2.875 3.375

79 C 2.250 2.750 3.250

78 C 2.125 2.625 3.125

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South Carolina Uniform Grading Scale Conversions

Numerical Average Letter Grade College Prep Honors AP/IB/Dual Credit

77 C 2.000 2.500 3.000

76 D 1.875 2.375 2.875

75 D 1.750 2.250 2.750

74 D 1.625 2.125 2.625

73 D 1.500 2.000 2.500

72 D 1.375 1.875 2.375

71 D 1.250 1.750 2.250

70 D 1.125 1.625 2.125

69 F 1.000 1.500 2.000

68 F 0.875 1.375 1.875

67 F 0.750 1.250 1.750

66 F 0.625 1.125 1.625

65 F 0.500 1.000 1.500

64 F 0.375 0.875 1.375

63 F 0.250 0.750 1.250

62 F 0.125 0.625 1.125

0–61 F 0.000 0.000 0.000

61 FA 0.000 0.000 0.000

61 WF 0.000 0.000 0.000

— WP 0.000 0.000 0.000

__ AU 0.000 0.000 0.000

FA: failure due to absences; WF: withdrawal failing; WP: withdrawal passing; AU: audit

Honor Graduates and Class Rank

To be named first or second honor graduate a student must, at a minimum: Have been enrolled in the school for the entire junior and senior year; and

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Have the highest GPA in the senior class at the end of the third nine weeks grading period.In the event two or more student’s tie, the students would share the honor.Only students who have received a diploma will be considered in the final class rank.

Academic Honors Award

For a student to receive an Academic Achievement Honors Award, the student must (1) complete twenty-four units of credit as prescribed; (2) meet the standard on all subtests of the Exit Examination; (3) receive a minimum grade of “B” for each semester course in grades 9-12 through the seventh semester; and (4) achieve either a score of 710 on the SAT verbal or a score of 690 on the SAT math, or an ACT score of 30 on English or 33 on mathematics - OR – (1) Each student shall have completed twenty-four units of high school credit; (2) be eligible for graduation with a state high school diploma; (3) have a combined score of 1400 on the SAT verbal and math sections, or an ACT composite score of 31. Of the twenty-four units earned, eighteen units must be college preparatory coursework, four units in additional electives, and two units in one or more of the following: English, science, social studies or mathematics.

College preparatory coursework includes: English [English I or above] (four units); Mathematics [Algebra I or above] (four units); laboratory science (three units); social studies [United States/South Carolina studies, Economics/Government, and one unit of global studies/world history, global studies/world geography, or western civilization] (three units); computer science (one unit); physical education (one unit); and foreign language (two units).

CCSD Award

CCSD Board Scholar Certificate – This certificate is awarded to graduating seniors based on GPA calculated at the end of third nine week grading period. A student must achieve a four-year GPA of 4.25 or better on the South Carolina Uniform Grading Scale with no rounding up or down.

AMHS DIPLOMA

Academic Magnet High School (AMHS) Diploma: Students at AMHS take 7 courses, plus focus class each year. This is to include a Science, English, Mathematics, World Language and Social Studies course each year. To receive an AMHS Diploma the total number of credits must equal or exceed 26 units and include at least four Advanced Placement units. A senior thesis must also be successfully completed and defended orally. Students must complete 30 hours of community service each year 9th, 10th, 11th with a total of 90 hours at the end of the junior year. Special recognition for students with 120 or more hours of community service will be given at graduation.

State ScholarshipsInformation for Life, HOPE and Palmetto Fellows Scholarships is subject to change based on new legislation.

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For all state awards only those students who have earned a S. C. High School Diploma will be included in the calculation of class rank.

Life Scholarship – To qualify for a LIFE scholarship, students must meet all of the following requirements:

Graduate from high school or complete a home school program as prescribed by law; Attend an eligible South Carolina public or private college or university; Be a South Carolina resident at the time of high school graduation and at the time of college

enrollment; Be a U.S. citizen or a legal permanent resident (who meets the definition of a eligible non-

citizen according to State Residency Statutes); Be enrolled as a full-time degree-seeking student; Certify that he or she has never been convicted of any felonies and has not been convicted

of any alcohol or other drug-related misdemeanor convictions within the past academic year;

Verify that he or she is not in default and does not owe a refund or repayment on any Federal or State financial aid;

Must not be a SC HOPE Scholarship, Palmetto Fellows Scholarship or Lottery Tuition Assistance recipient.

For a LIFE Scholarship Enhancement, students must attend an eligible four-year South Carolina public or private college or university.

Initial Eligibility Requirements for a LIFE Scholarship:

In order to qualify for the LIFE Scholarship, first-time entering freshman attending an eligible four-year institution must meet two of three of the following criteria:

1. Earn a cumulative 3.0 grade point average (GPA) based on the SC Uniform Grading Policy (UGP) upon high school graduation.

a. The grade point average must be reported to two decimal places (minimum) and cannot be rounded. The GPR must be calculated after official completion of courses required for graduation.

2. Score an 1100 on the SAT or an equivalent 24 on the ACT

a. SAT/ACT scores will be accepted through the June national test administration of the high school graduation year. b. It is permissible to select the highest SAT Critical Reading score (formerly known as SAT Verbal) combined with the highest SAT Math score from different test administrations. Students cannot use the SAT Writing subsection score to meet the minimum 1100 SAT requirement. c. The ACT composite score must be at one test sitting.

3. Rank in the top 30% of the graduating class

a. The ranking percentages must be reported in two decimal places (minimum) and

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cannot be rounded. The class rank must be based on the SC Uniform Grading Policy. b. The rank must be based on all students who received their diploma during the traditional graduation ceremony typically in May/June. The graduating class cannot include any students who graduated during the summer, received a certificate, or did not graduate with a high school diploma during a given year.

First-time entering freshmen attending an eligible two-year or technical institution must earn a minimum cumulative 3.0 GPA based on the UGP as described in (1a) above. The standardized test score and class rank requirements are waived.

Initial Eligibility Requirements for a LIFE Scholarship Enhancement:

A student must meet all of the eligibility requirements for a LIFE Scholarship and be a recipient of LIFE Scholarship funds. In addition, to receive a LIFE Scholarship Enhancement the student must be a declared math or science major by the beginning of the second academic year of college enrollment. Beginning with the 2007 freshman class and thereafter, all students must have successfully completed a total of at least fourteen credit hours of instruction in mathematics and life and physical science courses (including AP, IB and dual credit courses taken during high school) by the end of the student’s first year of enrollment in college (based on initial date of college enrollment). Approved lists of eligible majors and eligible courses to meet the fourteen credit hour course requirement for the LIFE Scholarship Enhancement are provided on the Commission’s website at www.che.sc.gov.

Initial Eligibility Requirements for Palmetto Fellows Scholarship:

For early awards, high school seniors must submit applications to the Commission on HigherEducation for the Palmetto Fellows Scholarship by December. Specific date TBD. Students may apply if they meet one of the following sets of academic requirements (students cannot use the early awards criteria to be eligible for the final awards):

1. Score at least 1200 on the SAT (27 on the ACT) by the November test administration, earn a minimum 3.50 cumulative GPA on the SC Uniform Grading Policy (UGP) at the end of the junior year, and rank in the top six percent of the class at the end of either the sophomore or the junior year; OR2. Score at least 1400 on the SAT (32 on the ACT) by the November test administration and earn a minimum 4.00 cumulative GPA on the SC UGP at the end of the junior year.

For final awards, students must submit applications to the Commission on Higher Educationfor the Palmetto Fellows Scholarship by June. Specific date TBD. High school seniors may apply if they meet one of the following sets of academic requirements:

1. Score at least 1200 on the SAT (27 on the ACT) by the June national test administration of the senior year; earn a minimum 3.50 cumulative GPA on the SC UGP at the end of the senior year; and, rank in the top six percent of the class at the end of the sophomore, junior or senior year; OR

2. Score at least 1400 on the SAT (32 on the ACT) by the June test administration and earn a

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minimum 4.00 cumulative GPA on the SC UGP at the end of the senior year.

SC HOPE Scholarship:

The SC HOPE Scholarship Program was established under the SC Education Lottery Act approved by the General Assembly during the 2001 legislative session.  The program is a merit-based scholarship created for students attending a four-year institution who do not qualify for the LIFE or Palmetto Fellows Scholarship.  The scholarship is awarded during the  freshman year of attendance only.   Funding for the program is included in the annual appropriation to the Commission on Higher Education and will be dependent upon the annual proceeds generated by the SC Education Lottery.

In order to qualify for the SC HOPE Scholarship, a student MUST meet the following general and initial eligibility requirements:

General Eligibility Requirements for SC HOPE: a. Graduate from high school or complete an approved home school program as prescribed by

law; b. Attend an eligible South Carolina public or private college or university; c. Be a South Carolina resident at the time of high school graduation and at the time of college

enrollment; d. Be a U.S. citizen or a legal permanent resident (who meets the definition of a eligible non-

citizen according to State Residency Statutes); e. Be enrolled as a full-time degree-seeking student; f. Certify that he or she has never been convicted of any felonies and has not been convicted

of any second alcohol or other drug-related misdemeanor convictions within the past academic year;

g. Verify that he or she is not in default and does not owe a refund or repayment on any Federal or State financial aid; and

h. Must not be a recipient of a LIFE Scholarship, Palmetto Fellows Scholarship, or Lottery Tuition Assistance.

Initial Eligibility Requirements for SC HOPE:

In order to qualify for the SC HOPE Scholarship, first-time entering freshmen must meet the following criteria:

Earn a cumulative 3.0 grade point ratio (GPR) based on the Uniform Grading Policy (UGP)

For additional information on state awarded scholarships, go to www.che.sc.gov.

Grade Changes

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Grades can only be changed on a grade card, transcript or permanent record if the “CCSD Post-Marking Period Grade Change Form” is completed. The completed form is filed in the student’s permanent record.

Attendance Requirements and Denial of Credit

Attendance is a requirement for promotion and/or credit. Students must attend at least 85 days of a 90-day course or 170 days of a 180-day course or 42 days of a 45-day course. Students who exceed the approved limits for unexcused absences may not receive credit in the course.

Guidelines for Denial of Credit

The Principal will conduct an investigation to determine if credit should be denied on the basis of attendance. According to the South Carolina Student Attendance Code, denial of credit will be based on, but not limited to:

lawful vs. unlawful circumstances affecting absences responsibility demonstrated by parent or guardian and student the educational record of the student court recommendation, if applicable

Appeals Process for Denial of Credit

Consistent with state regulations, parents/guardians have the right to appeal attendance violation decisions and/or question the school records regarding attendance. The appeal should be made in writing to the school principal. The decision of the principal may be appealed to the Associate Superintendent. The decision of the Associate Superintendent may be appealed to the Constituent Board by written request for appeal within ten (10) days of receipt of the decision of theAssociate Superintendent. The decision of the Constituent Board may be appealed to the CCSD Board of Trustees in writing within ten (10) days following the date of notification.

Incomplete GradesA teacher may give a grade of “incomplete” during the course of the school year if, in the teacher’s professional judgment, an extension of the time to complete course expectations is appropriate due to extenuating circumstances such as a documented long-term illness or a death in the immediate family. The teacher, student and parent will develop and sign a contract for completion of the course which will not extend beyond the end of the next semester or the conclusion of the school year. The principal must approve the contract and it is at the principal’s discretion to approve any extension of the contract. The student’s incomplete grade will be reported as an “I”. Once the work

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has been completed, the teacher will authorize the appropriate change in the grade by completing the “CCSD Post Marking Period Grade Change Form”. If the work is not completed within the agreed upon time, the incomplete grade will be valued as a 61 or the student's average without the completed work, whichever is lower, and this numerical grade will be included in the student’s grade point ratio. All final grades are numerical. An “I”, incomplete, cannot be a final grade.

Course AuditsA grade of “audit” (AU) may be given if a student attends a class with no expectation of receiving credit. A student who transfers to a high school late in the semester or who wishes to review content of a course may choose to audit. The student and parent must sign a statement at the time of registration indicating that they understand that no credit will be awarded for the course. This option will be provided on a space available basis only.

Withdrawing from a Course

With the first day of the course as the baseline, students who withdraw from a course within three days in a 45-day course, five days in a 90-day course, or ten days in a 180-day course will do so without penalty. Students who withdraw from a course after the specified time of three days in a 45-day course, five days in a 90-day course, or ten days in a 180-day course shall be assigned a WF, and the WF (as a 61) will be calculated in the student’s overall grade point average. The three, five, and ten-day limitations for withdrawing from a course without penalty do not apply to course or course-level changes approved by the administration of a school.

Students who drop out of school or are expelled after the allowed period for withdrawal, but before the end of the grading period, will be assigned grades in accordance with the following polices: The student will receive a WP if he or she was passing the course. The grade of WP will carry no Carnegie units and no quality points to be factored into the student’s GPA. The student will receive a WF if he or she was failing the course. The grade of WF will carry no Carnegie units but will be factored into the student’s GPA as a 61.

If a student fails a course due to excessive absences, an FA will be recorded on his or her transcript. The grade of FA will carry no Carnegie units but will be factored into the student’s GPA as a 61.

Retaking a Course

A student may retake a course in which a D or F has been earned within the same academic year or no later than the next academic year. All grades and unit attempts for the course will be included in the student’s GPA with one exception: students may retake a middle school Carnegie unit in 9th grade and, no matter what grade was earned in middle school the 9th grade, and only the 9th grade attempt, will appear on the transcript whether it is higher or lower.

GPAs already calculated will be recalculated on the basis of the revised policy’s three-decimal-point scale.

Summer School

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Summer school courses may be attended as an opportunity for recovering credit and enrichment. In specific cases described below summer school courses may also be taken for initial credit in the core areas English, Math, Science, and Social Studies. Principals will make the final decision regarding the approval or denial of a request to take a required subject in summer school. With the permission of the home school principal, a student shall be allowed to take a required course in an accredited approved summer school provided that the student:

has previously failed the course; or

received FA (failure due to absences); or

has an approved accelerated education plan; or

has an approved education plan into which the required subject cannot be scheduled during the regular school year; or

is able to complete all graduation requirements in the summer session.

Credit earned in summer school will be denied if prior approval by the Principal is not obtained and it is not earned in an accredited program.

A student shall be allowed to take English or mathematics as a new subject in summer school only if (a) he/she has an approved plan to achieve on-time graduation and (b) enrollment is sufficient for the course to be offered.

A student who has completed eight semesters of high school shall be allowed to take one subject as a new course in order to complete graduation requirements provided enrollment is sufficient for the course to be offered.

Students shall be allowed to take a course as a new subject for enrichment or as a required course when it cannot be scheduled routinely into his/her four-year education plan and enrollment is sufficient for the course to be offered (i.e., Physical Education, Driver’s Education, Keyboarding, or Introduction to Computers).

Transfer Students

High school schedules and course offerings vary from high school to high school both within Charleston County School District and from district to district. Parents and students are cautioned that it may not be possible to transfer all credits for courses in progress from one school to another if the student transfers during the school year. The difficulty in transferring credits increases if the move occurs during the semester. Every effort will be made by the receiving high school to evaluate a student’s transcript and move the student into the schedule with minimal disruption to the student’s plan of study.

Courses transferred from another S.C. public school will be transferred with the grade and weight awarded by the sending school.

When transcripts are received from out of state or from private schools within South Carolina that do not use the South Carolina Uniform Grading Scale, the following process will be used to transfer the grades into the student’s record:

If numerical grades are provided, they will be transferred as recorded and interpreted using the South Carolina Uniform Grading Scale.

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If letter grades are provided, they will be translated to numerical grades as follows: A=96; B=88; C=80; D=73; F=61.

Grades lower than 70 from another school which are indicated as passing grades will be converted to a 73 numerical grade.

Transfer Students From Outside of CCSD Accredited School

When a student transfers from a non-CCSD school, the guidance staff at the school evaluates the transcript. Most courses will be comparable to courses offered in CCSD. SASI course numbers must be used when entering the data on the transcript.

Any student who transfers from a non-accredited private, parochial or other type school may not receive credit for all courses taken. Transcripts will be evaluated by the receiving school’s principal to determine if credits will be awarded.

Transfer Students From Outside of CCSD- Non-Accredited School

When a student transfers from a non-CCSD school, the guidance staff at the school evaluates the transcript. Most courses will be comparable to courses offered in CCSD. SASI course numbers must be used when entering the data on a transcript.

Transfer Students from Home School

Students who transfer from non-approved home school associations will be required to provide curriculum information and/or take final exams of courses attempted in order to be considered for credit.

High School Transfer Credits Procedures

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NCAA Eligibility

Questions regarding NCAA eligibility should be directed to your school counselor or athletic director. Information pertaining to NCAA items can be obtained from the NCAA http://eligibilitycenter.org. Students are responsible for ensuring NCAA eligibility and should go to the above website to obtain a copy of the NCAA guide for the college bound student athlete.

NAIA Eligibility

Questions regarding NAIA eligibility should be directed to your school counselor or athletic director. Information pertaining to NAIA items can be obtained from the NAIA at http://naia.cstv.com/. Students are responsible for ensuring NAIA eligibility and should go to the above website to obtain a copy of the NAIA guide for the college bound student athlete.

Foreign Exchange Program Enrollment

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Transfer Course Description Action1. Course is from a S. C. public school(including innovative/pilot courses approved for that school)

Transfer as documented using CCSD approved course number, including grade weight (e.g., honors, AP, IB).

2. Course is from an accredited private or out-of-state public school, approximates a CCSD course description and is eligible for honors weight.

Assign course number for approximate course; assign weight as documented on sending transcript.

3. Course is from an accredited private or out-of-state public school and approximates a CCSD course description but is NOT eligible for honors weight (e.g., French 1, Algebra 1).

Assign course number for approximate course; do not award honors weight.

4. Course is from an accredited private or out-of-state public school but does NOT approximate a CCSD course number (e.g., religion, Texas history).

Assign an elective course number with attached course title. Do not enter a new title for the course number. Do not award honors weight.

5. Course is from a non-accredited school or home schooled without the benefit of an accredited organization.

At the school’s discretion, you may review the syllabus, text and student work and/or you may administer a test to determine whether or not credit will be awarded. Do not award honors weight.

Charleston County School District students who spend a year studying in a foreign country in an approved exchange program are to be afforded an opportunity to earn credits.

The student must obtain prior approval in writing from the home school principal before going abroad.

A course of study should be planned that would enable a student to earn credits similar to those earned at the home school. Math, science, some history, foreign languages, and computer courses should be closely associated with our own offerings. A student may be required to earn his/her English credit on his/her return to CCSD or to turn in work from a pre-approved independent study program equivalent to one unit of credit. United States history, American government, and Economics would have to be taken here.

A certified transcript from the exchange school must be received prior to awarding credit.

Attendance periods in foreign countries would have to reasonably approximate our own.

All credits attempted must be reflected on the transcript.

Foreign Exchange Students in CCSD

In as much as the high schools of Charleston County School District receive requests to enroll foreign exchange students, the district encourages schools to participate in order for foreign students to be given an opportunity to learn about the United States and its people. It is recognized that in some cases schools may need to limit the enrollment of exchange students because of overcrowding or lack of availability of certain courses.

The following are South Carolina Department of Education and district regulations and guidelines for foreign exchange students:

In order for a student to earn course credits all requirements must be met. Principals must clearly indicate to the student(s) that CCSD is not obligated to award a

South Carolina High School Diploma and will only do so if all state requirements are met including passing the Exit Exam.

It is the responsibility of the student to obtain all information needed in order for a school to determine if credits earned from foreign school(s) meet state standards.

If a student has already completed the equivalent of a diploma in his/her country, he/she is not eligible for a South Carolina High School Diploma and may be prohibited from enrolling in a CCSD high school.

If a student is a senior at his/her home school, he/she may be recognized as an honorary member of the CCSD graduating class and can participate in commencement exercises as a non-diploma student.

CCSD schools must furnish a certified transcript showing credits earned to the student’s home school upon request.

Foreign exchange students who are not sponsored by a student exchange program and are not living with their parent or legal guardian must provide specified documents and pay tuition to the district in order to obtain an I-20 form. An I-20 form is required in order for the student to acquire an F-1 Student Visa. Student Visas are acquired prior to the student entering the United States. Additionally, certain limitations and requirements are in effect for students on an F-1 visa.

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The F-1 visa is only issued to high school students. Students may only attend school in the United States for one year (12 months). The number

of months cannot legally be extended beyond one year. No alien may be issued an F-1 visa in order to attend a publicly funded adult education

program.

Special Education

A goal of the Charleston County School District is to provide a free and appropriate public education for all students with disabilities. Students with disabilities who attain the same competencies required of non-disabled students receive a South Carolina State High School Diploma. When a student’s disabling condition prohibits him/her from earning a South Carolina State High School Diploma, the IEP team determines the most appropriate graduation options based upon student needs and impact of the disability.

All special education students are required to participate in state and district assessments except for those students who are recommended to take an alternate assessment. All tests are on grade level and are not based on IEP objectives.

State High School Diploma

Most students with disabilities follow the regular CCSD curriculum and work toward a State High School Diploma earning a total of 24 Carnegie units and passing the Exit Exam. Some students with disabilities may be provided with appropriate modifications or accommodations to assist with meeting the requirements, i.e., pacing, differentiated methods, supplemental materials, and alternate assessment procedures.

Resource Inclusion Model

A full continuum of services is provided to ensure that we meet the needs of students in the general education setting who receive support services. The inclusion model reflects the co-teaching of Special Education and General Education teachers to deliver a South Carolina standards based curriculum to support students progressing toward a high school diploma.

Resource Pull Out Model

Resource courses are designed to address the individual academic and social needs of students with disabilities as specified on the IEP as well as the identification of appropriate accommodations, modifications and instructional strategies to support academic and social success in the general education environment. Students may earn up to seven (7) elective Carnegie credits in resource.

Modifications to a high school curriculum where the student is not expected to master the same content as their non disabled peers results in the student not receiving Carnegie credit for the course but the student does have meaningful opportunities to participate in the general education curriculum.

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Adult Education

Charleston County School District’s Office of Adult Education offers students who are officially withdrawn from the K-12 program the opportunity to complete their high school education. Students who are 17 years of age must have local school board (constituent) approval prior to enrolling. State Board Regulation 43-259: GRADUATION REQUIREMENTS: A student has two courses of study to earn their high school credential. Students can meet current requirements for graduation and receive a State of South Carolina High School Diploma or study to prepare for the State GED Test and receive a State of South Carolina High School Equivalency Diploma. Students must be 18 years of age and over or have approval from the local school board to attend the Adult Education Program. No student shall graduate from adult education prior to the time that he or she would have graduated from the K-12 program. Special Education students who are not 21 before September 1 who received special education services while enrolled in K-12, must have an IEP meeting prior to enrolling in Adult Education. The IEP team will determine if Adult Education is an appropriate referral. Currently enrolled K-12 students and students who withdrew from K-12 in the past 2 years should contact their IEP case manager at the home school to begin the referral process.

High School Diploma Program (R43-259 Section C) – Adult Education

Students may complete and earn their State of South Carolina High School Diploma by enrolling in the Adult Education High School Diploma Program. Students must earn 24 units and pass the HSAP exam. Units earned through an accredited high school will transfer to the Adult Education program and count towards the required number of units.

The following units are required by the Adult Education Program to earn a State of South Carolina

High School Diploma:

English/Language Arts 4 units

Mathematics 4 units

*U.S. History & Constitution 1 unit

Economics ½ unit

U.S. Government ½ unit

Social Studies 1 unit

**Science 3 units

***Computer Science 1 unit

Electives 9 units

Total 24 units

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*Charleston Adult Education only offers U.S. History as credit recovery.

**Must include equivalent of CP Biology I with EOCEP test.

Charleston Adult Education does not offer Physical Science or Biology 1.

Students can be considered for Life Scholarships. The college or university makes the determination if a student is eligible. Adult Education students are not given a class rank.

High School Equivalency Diploma (R43-259 Section B)

A student may study and prepare to take the General Educational Development (GED) Test. Upon successful completion of the GED Test a student will be issued a State of South Carolina High School Equivalency Diploma. The State Board of Education authorizes the administration of the GED Tests by the State Department of Education under policies established by the State Board of Education and the Commission on Educational Credit and Credentials (American Council on Education) and procedures established by the GED Testing Service, Washington, DC. This credential is recognized by the state’s two and four year colleges. The Office of Adult Education offers the following options for study and preparation for the State GED Test.

1. Administration of the Official GED Practice Test: For a student to determine readiness to take the State GED test. Test battery will include Mathematics, Language Arts/Writing, Science, Social Studies, and Language Arts/ Reading.

2. GED Preparation: For students who need time to review academic skills in Mathematics, Language Arts/Writing, Science, Social Studies, and Language Arts/Reading. Classes are offered to help students prepare for the State GED Test. Students may study for all sections or brush-up on skills in only those areas that are needed.

Enrollment in Adult Education

The following information and procedures are necessary to assist with the enrollment of a student in the Adult Education program. Students 17 years of age must have the local school board (constituent) letter to enroll.

High School Diploma Program – Adult EducationTo enroll in the high school diploma program students must bring the following from their K-12 school:

Official school withdrawal letter Unofficial Transcript Copy of Birth Certificate HSAP/PACT scores

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Local school board constituent letter if 17 years old Official transcripts and test scores will be requested by Adult Education

Students must have earned 12 or more units in the K-12 program to enroll in the Adult Education High School Diploma Program. Required units are English I, English 2, the equivalent of Algebra 1,equivalent of CP Biology 1 with EOCEP test, Computer Science and seven other units. If less than 12 units, students can enroll in the GED program. There are no credit requirements for enrolling in the GED Preparation program.

Adult Education offers the following courses: CP English III, CP English IV, Algebra II, Geometry, Probability & Statistics, Earth Science, Environmental Studies, American Government, Economics, Law Education, Psychology, Sociology, Global Studies I, Global Studies II and U.S. History is only offered as credit recovery.

GED Preparation

To enroll in GED Preparation classes students must be officially withdrawn from the K-12 program, provide an unofficial transcript, and have local school board (constituent) letter of approval if 17 years of age. The Office of Adult Education will make program recommendations, provide the State GED Applications, and facilitate the completion of the State Department of Education GED Testing Office Verification of School Withdrawal Form. Students can enroll in the GED Preparation Program with any number of credits.Brochures detailing days, times, locations, and fees will be available at all guidance offices, constituent board offices and Adult Education sites at the start of each semester.

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English Language Arts

The South Carolina English Language Arts academic standards represent what students are expected to know and be able to do as readers, writers, communicators, and researchers. Students will learn skills and strategies needed to become productive, literate members of our society. Reading, writing, speaking, listening, and viewing are fundamental tools for learning, success in the workplace, and enriching our lives. Language arts instruction in South Carolina provides all students with the opportunity to use language in a lifetime of learning.

Literacy instruction is a continuous process that occupies a prominent position of importance in all classrooms in South Carolina. In today’s increasingly complex world, literacy demands are intensifying and require more advanced levels of proficiency. Students need to become highly skilled, independent users of information in order to become responsible, productive citizens. Our ability to communicate is at the core of the human experience. Language skills are essential tools not only because they serve as the basis for future learning but also because they enhance the lives of students as human beings. Through instruction and immersion in a print-rich environment that includes a variety of literary and informational texts, students better understand and appreciate the English language and therefore ultimately become more proficient communicators.

To meet the requirement for a South Carolina High School Diploma, students must earn four units in English and pass the English/Language Arts section of the High School Assessment Program (HSAP). Students are required to take English 1, 2, 3, and 4. Additional courses offered in the English department are electives.

Course Titles and Numbers

Course Title Course Number(s) Credit

Advanced PlacementEnglish Literature andComposition

307000AW 1

Advanced PlacementEnglish Language andComposition

307100AW 1

Creative Writing 303200CW 1.0

Drama 1Drama 2

452100CH452200CH

0.50.5

SCCC English 1 Honors 302400HW1

SCCC English 2 Honors 302500HW 1

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SCCC English 3 Honors 302600HW 1

SCCC English 4 Honors 302700HW 1Film and Fiction 309915CH .5Honors Journalism and News Paper Production

309933HW 1

Speech 304000CH .5

Honors Journalism and Yearbook Production

309934HW 11

Theory of Knowledge/Senior Thesis

339962HH 379984HH

.5

.5

English 1

In English 1, students will continue to develop skills through structured study and independent reading of literary and informational texts. Through literary texts, students study the author’s craft by making inferences, determining point of view, and analyzing theme and figurative language. By reading a variety of informational texts, students analyze an author’s development and support of a thesis, create a variety of responses to texts, and examine the ways that bias is revealed in texts. In addition, students continue to develop and use in reading, writing, and oral communication, a knowledge of vocabulary that includes roots, affixes, euphemisms, and idioms.

Students will produce coherent and well-organized writing that includes a thesis and supporting evidence. In implementing the writing process, students will compose various types of texts including informational (expository/persuasive/ argumentative) pieces and narratives. They will proofread and edit for the correct use of the conventions of written Standard American English, and they will improve the content and development, the organization, and the quality of voice in their writing through the use of revision strategies.

In carrying out the research process, students in English 1 will identify a topic, collect information from primary and secondary sources, and present their findings and conclusions in oral, written, and visual formats. Students will evaluate the validity of their sources, incorporate their own ideas with the information they have chosen from those sources, and distinguish that information from their own ideas by providing accurate and complete documentation of the sources they have used.

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As required by the South Carolina End-of-Course Examination Program, students enrolled in English I are required to take an examination, which will count as 20 percent of the student’s final grade, at the end of the semester in which the course is completed.

English 2Prerequisite: English I

Students in English 2 continue to develop their skills through the structured study and independent reading of literary and informational texts with the focus on world literature. They study the author’s craft by making inferences about meaning and the use of language, determining point of view, and analyzing theme and figurative language in literary texts. By reading informational texts, students analyze the development of a thesis. They create a variety of responses to texts and critique how bias is revealed. Students understand, interpret, analyze, and evaluate aspects of literary and informational texts. In addition, students continue to develop and use in their reading, writing, and oral communication a knowledge of vocabulary that includes roots, affixes, euphemisms, and idioms. .

Students produce essays that are coherent and well organized with a thesis and supporting evidence. In implementing the writing process, students compose various types of writing including narrative, persuasive, expository, technical, and analytical. They proofread and edit for the correct use of the conventions of Standard American English, and they use revision strategies to improve the content and development, the organization, and the quality of voice in their written works.

In carrying out the research process, students identify a topic, collect information from primary and secondary sources, and present the information in oral, written, and visual formats. Students evaluate the validity of sources and incorporate their own ideas with the ideas of others. They also paraphrase and summarize information they have gathered from their research. They properly credit the work of others by using a standardized system of documentation.

English 3Prerequisite: English 2

In English 3, students refine their knowledge of language through a focused study of American literature. Through literary texts, students study the author’s craft by making inferences, determining point of view, and analyzing theme and figurative language. By reading a variety of informational texts, students analyze an author’s development and support of a thesis and create a variety of responses to texts. English 3 students analyze propaganda techniques and critique how bias is revealed in texts. In addition, students continue to develop and use in their reading, writing, and oral communication, a knowledge of vocabulary that includes roots, affixes, euphemisms, and idioms.

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In writing, students produce essays that are coherent and well organized with a thesis and supporting evidence. In implementing the writing process, students compose various types of written works, including narratives and informational (expository/persuasive/argumentative) pieces. They proofread and edit their work for the correct use of the conventions of written Standard American English, and they use revision strategies to improve such elements as voice, content and development, and organization.

In carrying out the research process, students identify a topic, collect information from primary and secondary sources, and present their findings and conclusions in oral, written, and visual formats. Students evaluate the validity of their sources. In addition, after incorporating their own ideas with information from other sources, students distinguish their own ideas from those of others by providing accurate and complete documentation.

English 4Prerequisite: English 3

Focusing on British literature, English 4 students refine and expand their skills in language through structured study and independent reading of literary and informational works. Through literary texts, students study the author’s craft by making inferences, determining point of view, analyzing theme, and figurative language. In reading a variety of informational texts, students analyze an author’s development of a thesis and examine the ways that bias is revealed in texts. In addition, English 4 students continue to create a variety of responses to what they read and to develop and use in their reading, writing, and oral communication a knowledge of vocabulary that includes roots, affixes, euphemisms, and idioms.

Students produce coherent and well-organized writing that includes a thesis and supporting evidence. In implementing the writing process, they create various types of written works, including informational (expository/persuasive/ argumentative) pieces and narratives. They proofread and edit their work for the correct use of the conventions of written Standard American English, and they use revision strategies to improve such elements as voice, content and development, and organization.

In carrying out the research process, students identify a topic, collect information from primary and secondary sources, and present their findings and conclusions in oral, written, and visual formats. Students evaluate the validity of their sources. In addition, after incorporating their own ideas with ideas from other sources, they distinguish their own ideas from those of others by providing accurate and complete documentation. In this capstone English course, high school students assimilate and strengthen the reading, writing, communicating, and researching skills they have acquired in previous courses as solid preparation for entering college or the workplace.

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Advanced Placement English Language and Composition Prerequisite: English 2

The AP® English Language and Composition course is designed to help students become skilled readers of prose written in a variety of rhetorical contexts and to become skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer's purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing.

The goals of AP® English Language and Composition are to enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers. This course will help students place their emphasis on content, purpose, and audience and to allow this focus to guide the organization of their writing. This course should emphasize the process of composing, requiring students to write essays that proceed through several stages or drafts, with revision aided by teacher and peers.

As well as engaging in varied writing tasks, students become acquainted with a wide variety of prose styles from many disciplines and historical periods, and gain understanding of the connections between writing and interpretive skill in reading. Concurrently, to reflect the increasing importance of graphics and visual images in texts published in print and electronic media, students are asked to analyze how such images both relate to written texts and serve as alternative forms of texts themselves.

In addition, the informed use of research materials and the ability to synthesize varied sources (to evaluate, use, and cite sources) are integral parts of this course. Students move past assignments that allow for the uncritical citation of sources and, instead, take up projects that call on them to evaluate the legitimacy and purpose of sources used.

Each student enrolled in Advanced Placement® Language and Composition is required to take the AP® Exam at the end of the course. Many colleges and universities grant college credit or placement through qualifying AP® Exam scores. This course serves as English 3 for participating students.

Advanced Placement English Literature and CompositionPrerequisite: English 3 or AP® English Language and Composition

The AP® English Literature and Composition course is designed to engage students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students can deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students will consider a work's structure, style, and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone.

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Reading texts will be drawn from multiple genres, periods (from sixteenth to the twenty-first century), and cultures. Through deliberate and thorough reading, students will get to know a few works well, to understand a work's complexity, to absorb its richness of meaning, and to analyze how that meaning is embodied in literary form. In addition to considering a work's literary artistry, students will consider the social and historical values it reflects and embodies.

Such close reading involves the experience of literature, the interpretation of literature, and the evaluation of literature, and each of these aspects of reading corresponds to an approach to writing about literary works: writing to understand, writing to explain, and writing to evaluate. Writing will be an integral part of this course, and writing assignments will focus on the critical analysis of literature and will include expository, analytical, and argumentative essays to increase students' ability to explain clearly, cogently, even elegantly, what they understand about literary works and why they interpret them as they do.Each student enrolled in Advanced Placement® Language and Composition is required to take the AP® Exam at the end of the course. Many colleges and universities grant college credit or placement through qualifying AP® Exam scores. This course serves as English 4 for participating students.

Creative Writing Prerequisite: Teacher recommendation is required.

This year-long course is designed for students who are highly motivated to write creatively. Students will write in a variety of formats, including journal entries, recollections, poetry, drama, and fiction. Students will be expected to self-direct independent projects and to work in small groups to peer-edit and revise.

SpeechPrerequisite: None

This half year (semester) course is designed for students who exhibit at least an average level of verbal proficiency and who wish to improve their skills in speaking and in the related areas of listening, composing, and reasoning.

Honors Journalism and Newspaper ProductionPrerequisite: Permission of the newspaper sponsor and/or Journalism 1

This course is designed for students actively involved in the production of an on-line school newspaper. Students should possess average or above average verbal ability. Teacher recommendation is required.

Honors Journalism and Yearbook ProductionPrerequisite: Permission of the yearbook sponsor and/or Journalism 1

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This course is designed for students actively involved in the production of a school yearbook. Students should possess average or above average verbal ability. Teacher recommendation is required.

Film and Fiction (Cinema Literary)Prerequisite: Parental permission is required before students can participate in the screenings for this class.

The goal of this half-year (semester) course is to introduce students to the field of film studies including formal analysis, genre studies, film history, and theory. The course emphasizes the analysis of narrative feature films, but also examines non-fiction and experimental forms. It offers a systematic view of how film tells stories, organizes information, patterns, light and sound, and creates unique aesthetic and social experiences. Students will develop a critical vocabulary of filming techniques and research practices for examining and interpreting film. They will be expected to apply these in discussions and explications written after each film is screened.

Mathematics

A quality mathematics program is essential to help students develop ways of thinking, solving problems, communicating mathematically, and making decisions that enable them to become informed citizens and consumers, competent employees and employers, and productive members of society.

In order to receive a South Carolina High School Diploma, students are required to earn at least 4 units in mathematics.

The Commission on Higher Education (CHE) established minimum course requirements for applicants to four-year programs in SC public universities and colleges. CHE requires four units of mathematics, including SCCC-Algebra 1 (for which Algebra 1 Part One and Algebra 1 Part Two may count together as a substitute if a student successfully completes Algebra 2), Algebra 2, and Geometry and a fourth math. A fifth, higher-level mathematics course is strongly recommended and may be required for admission to some colleges and/or for some majors.

The South Carolina End-of-Course Examination Program (EOCEP) includes an end-of-course examination for mathematics. At the end of SCCC-Algebra 1 or Algebra 1 Part Two, students are required to take the Algebra1/Mathematics for the Technologies 2

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End-of-Course Exam. This examination counts 20% of the student’s final grade in either Algebra 1 or Algebra 1 Part Two or SCCC-Algebra 1.

Course Titles and Numbers

Course Title Course Number(s) Credit

Geometry Honors 412100HW 1

SCCC Algebra 2 Honors 411500HW 1

Pre-Calculus Honors413100HW

1

Calculus Honors 413500HW 11

Advanced Placement Calculus AB

417000AW 1

Advanced Placement Calculus BC

417200AW

Multivariable Calculus 319905HW 11

Honors Discrete Structures 414200HW 1

Probability and Statistics Honors

414100HW 1

Advanced Placement Statistics

417100AW1

SCCC Honors Algebra 2Prerequisite: Algebra 1; recommended grade level: 10 or 11

This course is designed to provide students with a strong background in algebraic concepts and processes. Topics include understanding algebraic and geometric representations of functions to include the following: quadratic, square root, absolute value, rational, exponential, and logarithmic. Polynomials, sequences, series and conic

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sections are also introduced. This course is recommended to be taken after Geometry or Geometry Concepts. Algebra 2 can be taken concurrently with Geometry. Mathematically inclined students may enroll in AP or Honors Statistics (in addition to SCCC Honors Algebra 2).

SCCC Honors Geometry Prerequisite: Algebra 1 or Algebra 1 Part Two; recommended grade level: 9, 10, or 11

This course is designed to provide students with the study of visual patterns. Topics will include geometric structure, geometric patterns, geometry of location, geometry of size, and geometry of shape. Geometry may be taken concurrently with Algebra 2. Prerequisite: Algebra 1 recommended grade level: 9, 10, or 11

Honors Pre-CalculusPrerequisite: Algebra 2; recommended grade level: 11 or 12

This course is designed to provide students with enhanced mathematical concepts and topics in the area of functions. It extensively covers polynomial, rational, logarithmic and trigonometric functions. Students must understand the language of functions (domain and range, odd and even, periodic, symmetry, zeros, intercepts, etc.) and be very familiar with the Unit Circle and the values of trigonometric functions of numbers. Other topics include conic sections, sequences and series. Mathematically inclined students may enroll in AP or Honors Statistics (but not in lieu of Honors Pre-Calculus).

Honors CalculusPrerequisite: Pre-Calculus; recommended grade level: 12

This course involves the continued study of functions, rates, and accumulation. Students will study limits, derivatives, integrals, and their applications. Calculus requires students to work with more intensity, at a deeper level, and produce a wider range of more complex and difficult material.

Advanced Placement Calculus ABPrerequisite: Pre-Calculus; recommended grade level: 11 or 12

This course is designed to be taught over a full high school academic year. In this course it is possible to review elementary functions, but most of the year will be devoted to the topics in differential and integral calculus that are representative of a first semester course in college calculus. The College Board determines the complete course of study. Each

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student enrolled in this course will take the Advanced Placement Examination. Teacher recommendations are required.

Advanced Placement Calculus BCPrerequisite: Pre-Calculus; recommended grade level: 12

This course is designed to be offered to students who do not need to review elementary functions. Calculus BC is designed to represent a full year college course in the calculus of functions of a single variable. The content of Calculus BC (developed by the College Board) is designed to qualify students for placement and credit in a course that is one course beyond that granted for Calculus AB. Each student enrolled in this course will take the Advanced Placement Examination. Teacher recommendations are required.

Honors Multivariable CalculusPrerequisites: Successful completion of AP Calculus AB or AP Calculus BC, and a recommendation from your AP Calculus teacher.

Multivariable calculus is generally the third quarter or semester of college calculus. It is considered a second year university level course. Currently, there are no state standards for this course, however this will follow the content outlined presented at the college level. The purpose of offering this course in high school is to offer a challenging math course for seniors that finished AP Calculus their junior year and to keep calculus and math skills fresh for these mathematically or STEM oriented students. The College Board does not yet offer AP course in multi-variable calculus. Thus, this class is not designated AP and will not require and AP exam. Teacher recommendations are required.

Honors Discrete Math

Prerequisite: Honors Algebra 2

Discrete math describes mathematical structures involving only distinct separated values or discrete (non-continuous) data. This course will expand upon the topics of matrices, logic, methods of proof, combinatorics, graph theory, counting techniques, and algorithms developed from and relating to problems in the real world. Most of the topics in computer science are based on discrete mathematics.

This course is an elective and can be taken as a complement to, not in lieu of, the courses required of the core AMHS mathematical sequence.

Honors Probability and StatisticsPrerequisite: Algebra 2; recommended grade level: 11, or 12

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This course encompasses design of a statistical study; collection, organization, display, and interpretation of data; basic statistical methods of analyzing data; and basic concepts of probability.

Advanced Placement StatisticsPrerequisite: Algebra 2; recommended grade level: 11, or 12

This course is designed to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. The topics, as determined by the College Board, are divided into four major themes: exploratory analysis, planning a statistical study, patterns using probability and simulations, and statistical inference. Important components of this course are the use of technology (both computer and graphing calculator), projects and laboratories, cooperative group problem solving, and writing as a part of concept-oriented instruction and assessment. Each student enrolled in this course will take the Advanced Placement Examination. Teacher recommendations are required.

Please note:

For incoming Freshmen: Students may double up and take Algebra 2 (as an elective) along with the required Geometry course, but only with the recommendation of the middle school math teacher and the final approval of the Math Department at AMHS. Incoming students may only enroll in Precalculus after being evaluated using the AMHS SCCC Algebra 2 final exam.

Natural SciencesHigh school science, through a number of separate courses, includes instruction in the content areas of the South Carolina Science Curriculum Standards: life science, earth science, and physical science. Since the major objective of science instruction is to promote scientific thinking, the inquiry standards are integrated into all the science content areas. All science courses in CCSD are laboratory based courses with at least 40 percent of the instructional time being devoted to student-centered laboratory experiences as per Strand I: Inquiry in the South Carolina Science Curriculum Standards, grades 9-12. A sound grounding in science strengthens many of the skills that people need to use every day, such as solving problems creatively, thinking critically, working cooperatively in teams, using technology effectively, and valuing lifelong learning.

Although only three science courses are required for graduation with a South Carolina State Diploma, the Department of Education recommends four courses because students need the foundational skills of physical science to be successful in all other science courses. Students must pass a high school credit course in science (beginning with the graduating class of 2010) in which an end of course examination is administered. The proposed required course will be biology. Physical Science will remain the required and tested course until the biology assessment is approved by the US Department of

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Education. When the biology assessment is approved Applied Biology 2 will be added to the required list of courses as an alternative for Biology 1.

The Commission on Higher Education (CHE) has approved the following language regarding the pre-requisites for college. College bound students are required to take “three units of laboratory science. Two units must be taken in two different fields and selected from among biology, chemistry, or physics. The third unit may be from the same field as one of the first two units (biology, chemistry, or physics) or from Advanced Environmental Science with Laboratory or Marine Biology with Laboratory for which biology and/or chemistry is a prerequisite. Courses in earth science, general physical science, integrated science, or general environmental science for which biology and/or chemistry is not a prerequisite will not meet this requirement. It is strongly recommended that students take physical science (taught as a laboratory science) as a prerequisite to the three required units of laboratory science. The effective date for this modification will be academic year 2007-2008.”

Beginning with, the 2010-2011 school year, End of Course Exams will be administered to all students who enroll in Biology 1 or Applied Biology 2.

Students, who are advanced in science, may meet the physical science requirement by taking an alternate sequence – one unit of high school chemistry and one unit of high school physics – by the end of tenth grade.

Course Titles and NumbersCourse Title Course Number(s) CreditAdvanced Placement Environmental Studies

327000AW 1

Biology 1 Honors 322100HW1

Advanced Placement Biology

327200AW 1

Chemistry 1 Honors 323100HW1

Advanced Placement Chemistry

327300AW 1

Physics Honors 324100HW 1Advanced Placement Physics 1Advanced Placement Physics 2Advanced Placement Physics C

328200AW328300AW327500AW

11

Marine Science Honors 322500HW

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1Anatomy and Physiology Honors 326300HW 1

Advanced Placement Environmental SciencePrerequisite: Biology 1 and Chemistry 1 with teacher recommendation; recommended grade level: 11 or 12

This college level course is designed for students who plan to pursue a career in science. Extra laboratory time is included for students to plan and conduct investigations. A science fair project may be required. Each student should take the advanced placement examination for possible college credit.

Biology 1Prerequisite: Recommended grade level: 9.

This introductory laboratory-based course is designed to give students a sound background in the major biological concepts. It builds on the chemical principles learned in physical science. Topics include: the cell; molecular basis of heredity; biological evolution; interdependence of organisms; matter, energy, and organization in living systems; and behavior and regulation. There are also opportunities for independent exploration of topics such as human biology, taxonomy, botany and zoology, depending on teacher and student interest. Laboratory activities provide numerous opportunities for students to develop science process skills, critical thinking, and an appreciation for the nature of science through investigative, hands-on lab activities. A science fair project may be required. Students who complete Biology 1 will take the SC End-of-Course Exam for Biology I.

Advanced Placement BiologyPrerequisite: Biology 1 and Chemistry 1 with teacher recommendation; recommended grade level: 11 or 12

A college level course of biological principles for highly motivated students, Advanced Placement Biology includes an in-depth study of the cell, biochemical patterns of life, biochemistry, genetics, anatomy and physiology, botany, growth and development, ecology, and evolution. The class meets for two hours per day for lecture, laboratory, and enrichment programs. A science fair project may be required. Each student must take the advanced placement examination for possible college credit. Students will receive a total of 2 credits, one credit weighted at AP and one credit weighted at honors. Teacher recommendation is required.

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Chemistry 1Prerequisite: Physical Science and Algebra 1 or Math for the Technologies 1 and 2. Honors Prerequisite: Algebra 2, Pre-Calculus or concurrent enrollment in Pre-Calculus; recommended grade level: 10, 11 or 12

This course provides an introduction to major chemistry principles and builds on concepts introduced in Physical Science. Through well-designed laboratory experiences students will master concepts, use problem-solving skills, and apply them to real-world situations. Topics include: chemical safety, atomic theory, the periodic table, chemical reactions and stoichiometry, gas laws, solutions and solubility, calorimetry, acid/base chemistry, and organic chemistry. Investigative, hands-on lab activities that address the SC Inquiry Standards are an integral part of this course. A science fair project may be required. Honors Chemistry I prepares a student for Advanced Placement Chemistry through an in-depth study of the sequential development of major principles with emphasis on a quantitative approach to problem solving, library research and extensive laboratory experiences.

Advanced Placement ChemistryPrerequisite: Honors Chemistry 1 or Chemistry 1 with teacher recommendation; Pre-Calculus or concurrent enrollment in Pre-Calculus or AP Calculus

This two period course is designed for students who plan to pursue a career in science. Emphasis is placed on a theoretical, practical, and quantitative approach to chemistry principles with extensive laboratory experimentation. Topics include atomic, kinetic, and acid-base theory, thermo chemistry, chemical equilibrium, electrochemistry and chemical thermodynamics. Each student must take the advanced placement examination for possible college credit. A science fair project may be required. Students will receive a total of 2 credits, one credit weighted at AP and one credit weighted at honors. Teacher recommendation is required.

Honors Physics Honors Prerequisite: Pre-calculus or concurrent enrollment in Pre-calculus or AP Calculus; grade level: 11 or 12.

This course presents a conceptual approach to physics and stresses the understanding of the application of physical phenomena such as mechanics, momentum, energy, heat, motion, optics, electricity, magnetism, waves, sound, and light. Problem solving is encouraged by the use of relevant physics materials and inquiry-based laboratory activities. The honors level for this course emphasizes a mathematical approach with

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extensive laboratory experiences, research, and projects. A science fair project may be required.

Advanced Placement Physics 1 Prerequisites: Students should have completed geometry and be concurrently taking Algebra II or an equivalent course. Pre-Calculus; and concurrent enrollment in pre-calc; recommended grade level: 12

AP Physics 1: Algebra-Based is the equivalent of a first-semester college course in algebra-based physics, but it is designed to be taught over a full academic year to enable AP students to develop deep understanding of the content and to focus on applying their knowledge through inquiry labs. The full year also allows time for inclusion of physics content specified by state standards. The course covers Newtonian mechanics (including rotational dynamics and angular momentum); work, energy, and power; and mechanical waves and sound. It also introduces electric circuits. Students must take the AP Physics 1 exam for possible college credit. Teacher recommendation is required.

Advanced Placement Physics 2

Prerequisite: Must have taken AP Physics 1 and pre-calculus or be concurrently enrolled in pre-calculus. Recommended for grades 11 or 12. AP Physics 2 is an elective course (1 units/year).

AP Physics 2: Algebra-Based is the equivalent of a second-semester college course in algebra-based physics, but it is designed to be taught over a full academic year to enable AP students to develop deep understanding of the content and to focus on applying their knowledge through inquiry labs. The full year also allows time for inclusion of physics content specified by your state standards. The course covers fluid mechanics; thermodynamics; electricity and magnetism; optics; and atomic and nuclear physics. Each student must take the AP Exam for possible college credit. Teacher recommendation from AP Physics 1 is required.

Advanced Placement Physics C: Mechanics

Mechanical (Elective) (Grades 11 or 12) 1 units/year Prerequisite or Concurrent Enrollment in AP Calculus AB or BC and Honors Physics

This college level course covers: quantitative investigation of classical mechanics. Extra laboratory time is included. Teacher recommendation is required.

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Advanced Placement Physics C: Electricity and Magnetism

Electricity & Magnetism (Elective) (Grades 11 or 12) 1 units/year Prerequisite or Concurrent Enrollment in: AP Physics C Mechanics and AP Calculus AB or BC

This college level course covers: quantitative investigation of motion, magnetism mechanics, and electricity. Extra laboratory time is included. Teacher recommendation is required.

Honors Marine Science Honors Prerequisite: Chemistry and Biology; recommended grade level: 12

This environmental science course is designed to meet the needs of the student who wishes to obtain an in-depth awareness of coastal and marine systems. The course will include a study of the physical, chemical, and geological aspects of oceanography, marine biology, the coastal environment, and the interrelationships among the disciplines. Instructional strategies include: inquiry-based laboratory and field experiences, speakers, and projects. A science fair project may be required.

Honors Anatomy and PhysiologyPrerequisite: Physical Science, Biology 1, and/or Chemistry I; recommended grade level: 11 or 12.

This science course introduces students to human anatomy and physiology with applications to the health sciences. Students learn about the relationships between structure and function as well as the biochemical and cellular aspects of human physiology. Instructive strategies include inquiry-based laboratory experiences, independent study and research on topics of student interest, speakers, and field experiences in medical settings & institutions of higher education.

Social Studies

National Council for the Social Studies, the largest professional association for social studies educators in the world, defines social studies as:

…the integrated study of the social sciences and humanities to promote civic competence. Social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology. The primary purpose of social studies is to help young people make informed and reasoned decisions for the

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public good as citizens of a culturally diverse, democratic society in an interdependent world.1

The aim of social studies instruction is the promotion of civic competence—the knowledge, intellectual processes, and democratic dispositions required of students to be active and engaged participants in public life. Although civic competence is not the only responsibility of social studies, nor is it exclusive to the field, it is more central to social studies than to any other subject area in schools. By making civic competence a central aim, social studies educators have long recognized the importance of educating students who are committed to the ideas and values of democracy. Civic competence rests on this commitment to democratic values, and requires the abilities to use knowledge about one’s community, nation, and world; apply inquiry processes; and employ skills of data collection and analysis, collaboration, decision-making, and problem-solving. Educating people who are knowledgeable, skillful, and committed to democracy is necessary to sustaining and improving our democratic way of life, and participating as members of a global community.

In democratic classrooms and nations, deep understanding of civic issues—such as immigration, economic problems, and foreign policy—involves several disciplines. Social studies marshals the disciplines to this civic task in various forms. These important issues can be taught in one class, often designated “social studies,” which integrates two or more disciplines. On the other hand, issues can also be taught in separate discipline-based classes (e.g., world history or world geography). The social studies standards are intended to be implemented regardless of organizational or instructional approach (for example, a problem-solving approach, an approach centered on controversial issues, a discipline-based approach, or some combination of approaches). To this end, the standards provide a framework for effective social studies instruction within various curricular perspectives.

Course Titles and Numbers

Course Title Course Number(s) CreditAdvanced Placement European History

337600AW 1

Advanced Placement Macroeconomics

337400AW 1

Advanced Placement Psychology

437100AW 1

Advanced Placement U. S History

337200AW 1

Advanced Placement U. S. Government

337300AW 1

Economics Honors 335000HH 1

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Global Studies I Honors 331008HW 1

World History Honors 336000HW 1U. S. Government Honors

333000HH 0.5Law Education 333600CW 1

Honors Global Studies I

Recommended grade level: 9

The focus of Global Studies I is the major civilizations of the past and their contributions to the world as it exists today—in aspects that range from the geographic to the social and political. Critical thinking should be emphasized in this course, with an emphasis on why particular civilizations developed where and when they did, why they became dominant, why they declined, and how they have continued to influenced the development of human culture. Instruction should emphasize the elements of social studies literacy: the tools, strategies, and perspectives necessary for understanding the four disciplines addressed in this subject area. Districts may develop one or more courses in Global Studies in grades nine and/or ten. Global Studies 1 focuses on civilizations from earliest times to the Renaissance.

Honors World History

Recommended Grade level: 10

The focus of Honors World History is the major civilizations of the past and their contributions to the world as it exists today—in aspects that range from the geographic to the social and political. Critical thinking should be emphasized in this course, with an emphasis on why particular civilizations developed where and when they did, why they became dominant, why they declined, and how they have continued to influenced the development of human culture. Instruction should emphasize the elements of social studies literacy: the tools, strategies, and perspectives necessary for understanding the four disciplines addressed in this subject area. Districts may develop one or more courses in Global Studies in grades nine and/or ten. Global Studies II content focuses on history of civilizations from the 1300s to the present.

Advanced Placement U. S. HistoryRecommended grade level: 11

The AP U.S. History course is designed to provide students with the analytic skills andfactual knowledge necessary to deal critically with the problems and materials in U.S. History. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical materials—their relevance to a given

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interpretive problem, reliability, and importance—and to weigh the evidence and interpretations presented in historical scholarship. An AP U.S. History course should thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format.

This college-level course is a survey of the history of the United States from the age of discovery to the present. The content of the course must adhere to the requirements established by the College Board, therefore, students enrolled must be able to analyze primary sources including documentary materials, maps, statistical tables, graphs, and photographs, take notes from both printed materials and class discussions, write clearly, and express themselves precisely. Independent research and outside reading are course requirements. Each student must take the Advanced Placement Examination for possible college credit.

Honors United States Government Recommended grade level: 12

In United States Government, students will study the theory and practice of American government. The course is designed to provide a comprehensive introduction to fundamental political concepts that will provide students with the knowledge and skills to understand and participate in the American political system. United States Government will examine basic political theory and governmental systems, American political development and theory, the constitutional basis and structure of American government, and citizen involvement in the political system.

Advanced Placement U. S. Government

A well-designed AP course in United States Government and Politics will give students an analytical perspective on government and politics in the United States. This course includes both the study of general concepts used to interpret U.S. government and politics and the analysis of specific examples. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. government and politics. While there is no single approach that an AP United States Government and Politics course must follow, students should become acquainted with the variety of theoretical perspectives and explanations for various behaviors and outcomes. Certain topics are usually covered in all college courses, such as, Constitutional Underpinnings of United States Government, Political Beliefs and Behaviors, Political Parties, Interest Groups, and Mass Media, Institutions of National Government, Public Policy, and Civil Rights and Civil Liberties.

This course is designed to give students an in-depth understanding of government, its origins and functions, civic life, and politics. The course includes the foundations of American democracy and the American political system, the role of the U.S. Constitution in American democracy, the relationship of the United States to other nations and to

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world affairs, and an understanding of the role of the citizen in American democracy. Independent research and outside reading are course requirements. Each student must take the Advanced Placement Examination for possible college credit.

Honors EconomicsRecommended grade level: 12

Economics is a social science. The science of economics uses data to analyze, interpret and predict the behavior of individuals and institutions based upon incentives. The goal of a study of economics is to teach a student how to evaluate choices. Scarcity forces all entities – individuals, communities, and nations, to choose from available resources to meet their needs. Students will learn to use vocabulary specific to economics to explain, describe, and predict how the interaction of supply and demand sets prices for goods and services in product markets and wage prices in factor markets. Intervention in free markets decreases efficiency but is sometimes necessary in order to safeguard individuals and societies from undue exploitation. Markets allocate goods, services, and labor and government regulates markets and purchases goods and services for the common good. Current choices impact future outcomes that are theoretically predictable.

The choices societies make affect the well-being of all citizens. The consequences of these choices are evaluated through the numerical measurements of gross domestic product (GDP) and consumer price index (CPI) as well as through the use of other quantitative measurements. A relationship between investment and growth exists and increased investment leads to more rapid growth which may be uneven and erratic. The role and abilities of the Federal Reserve in managing these economic cycles is evolutionary with real life results whose predictability is affected by volatile circumstances. Increased globalization has altered trade patterns and greatly expanded markets as has technological change.

Citizens as consumers and producers are the fundamental actors in our mixed market economic system. The choices made by government, institutions, and individuals have predictable outcomes and the well-being of all groups is impacted by these choices.

Advanced Placement MacroeconomicsRecommended grade level: 12

The purpose of an AP course in macroeconomics is to give students a thorough understanding of the principles of economics that apply to an economic system as a whole. Such a course places particular emphasis on the study of national income and price-level determination and also develops students’ familiarity with economic performance measures, the financial sector, stabilization policies, economic growth and international economics. There is no single approach that an AP Macroeconomics course is expected to follow. Whatever the approach, however, AP teachers are advised to take

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into account certain topics generally covered in college courses. The following is a brief discussion of these topics and some aspects of them that a teacher maychoose to explore.

This course gives students a thorough understanding of the principles of economics that apply to an economic system as a whole. Such a course places particular emphasis on the study of national income and price determination and also develops students’ familiarity with economic performance measures, economic growth, and international economics. Students are expected to demonstrate the ability to analyze economic situations and set forth and evaluate macroeconomic principles. Independent research and outside reading are course requirements. Each student must take the Advanced Placement Examination for possible college credit.

Advanced Placement European HistoryRecommended grade levels: 10, 11, or 12

The AP course and exam in European History are intended for qualified students who wish to complete classes in secondary school equivalent to college introductory courses in European history. The exam presumes at least one academic year of college-level preparation, a description of which is set forth in this book. The inclusion of historical course material in the Course Description and in the exam is not intended as an endorsement by the College Board or ETS of the content, ideas, or values expressed in the material. The material has been selected by historians who serve as members of the AP European History Development Committee. In their judgment, the material printed here reflects the course of study on which this exam is based and is therefore appropriate as a measure of the skills and knowledge acquired in this course.The AP European History course corresponds to the most recent developments in history curricula at the undergraduate level.* In colleges and universities, European history is increasingly seen in a broad perspective, with teaching methods reflecting an awareness of other disciplines and diverse techniques of presentation, including visual and statistical materials.

This college-level course is offered to academically advanced tenth, eleventh, or twelfth grade students who have exceptional interest in European history. The content of the course must adhere t the requirements established by the College Board, beginning with the Renaissance and continuing to the present. Students enrolled must be able to analyze primary sources including letters, documents, maps, graphs, and photographs. They are expected to write clearly and precisely. Independent research and outside reading are course requirements. Each student must take the Advanced Placement Examination for possible college credit.

Advanced Placement Psychology

The AP Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals.

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Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice.

This college level course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. The content of the course must adhere to the requirements established by the College Board, therefore, students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. Students also learn about the ethics and methods psychologists use in their science and practice. At the completion of the course each student must take the Advanced Placement Examination for possible college credit.

Law EducationRecommended grade levels: 9, 10, 11, or 12

This course is an introduction to law and the legal system. It includes criminal law and juvenile justice, torts, consumer law, family law, housing law, as well as individual rights and liberties. Emphasis is placed upon major Constitutional issues, the guarantees of civil rights, and the responsibilities of citizenship. Students will explore contemporary legal issues using case studies, mock trials, role-plays, debates, and small group exercises. Students will also learn how to analyze, evaluate, and resolve legal disputes.

Modern and Classical Languages

Course Titles and Numbers

Course Title Course Numbers CreditAdvanced PlacementFrench Language

367100AW 1

Advanced PlacementSpanish Language

367500AW 1

French 1 361100CW 1

French 2 361200CW 1

French 3361300HW 1

French 4 (Honors) 361400HW 1

French 5 (Honors) 361500HW 1

Spanish 1 365100CW 1

Spanish 2 365200CW 1

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Spanish 3 (Honors) 365300HW 1

Spanish 4 (Honors) 365400HW 1

Spanish 5 (Honors) 365500HW 1

French 1

This course is the first part of the beginning level of language study. It is designed to develop language skills in French through practical activities that focus on meaningful personal communication. In the first year of a modern foreign language, students become familiar with the sounds of the language, its basic vocabulary, and the most common structures. They study the cultures, the countries, and the lifestyles of the people who speak the language. Students will also learn vocabulary to reflect the students’ needs and interests in each unit of study. Through standards-based instruction that focuses on language proficiency, French 1 students will be able to understand simple questions, orally express themselves in a comprehensible manner, read for comprehension, and write a comprehensible paragraph or brief letter, all within familiar contexts.

French 2This course builds on and reinforces language acquired in French 1. Language proficiency will expand and develop through performance based instruction and assessment. The vocabulary students learn is directly related to the purposes and situations of the context or established topics. Students continue to expand vocabulary to reflect the students’ needs and interests in each thematic topic. Students continue to study practical, day-to-day use of language in a broader context. Daily practice through performance-based instruction will facilitate the development of language as students gain insight into cultures of French speaking countries.

French 3 - HonorsWhile the general content of honors level French 3 is similar to French 3 CP, the honors course focuses on more in-depth knowledge of content, a greater refinement of language proficiency, and moves at a more accelerated pace. This course is comparable in terms of workload and emphasis to IB or AP classes, as more challenging academic work is given to students. It is recommended for highly motivated students because of the quality, as well as quantity, of the work expected.

This course builds on and reinforces language capacity acquired in French 1 and 2. The student progresses in the ability to communicate using new vocabulary and structures, and develops a deeper understanding of the cultures of French speaking countries. Greater emphasis is placed on linguistic competence and accuracy in this course and in

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each successive year of language study. Students read and discuss authentic materials, including poetry, stories, news reports, film, magazine articles and literature.

French 4 - HonorsThis course focuses on the development of greater language proficiency with increasing emphasis on refining language use appropriate to various socio-cultural contexts. Students continue to expand and refine their ability to communicate in both oral and written form, to understand as well as produce language with appropriate accuracy, and do it in ways that reflect an understanding and appreciation of the cultures of French speaking countries. Students will read and discuss in greater depth authentic materials including poetry, stories, news reports, film, magazine articles and literature.

French 5 - HonorsThis course enables students to expand language capacity through a broad range of interdisciplinary contexts with emphasis on refining language use appropriate to various socio-cultural contexts. This level is distinguished from AP in both instructional strategies and content. Students’ proficiency is refined in the culmination of the study of a language system that involves spoken and written language, nonverbal communication, knowledge of discourse style, as well as the integration of cultural understanding through its products, practices and perspectives.

Advanced Placement French LanguageThe Advanced Placement course places high emphasis on the mastery of linguistic competencies at a very high level of proficiency. This is a college level course designed to develop the students’ ability to understand and speak French in various conversational settings, to read newspapers, magazine articles, and literary texts, to fine-tune the more advanced aspects of French grammar, and to write formal essays. Each student must take the Advanced Placement Examination for possible college credit.

Spanish 1This course is the first part of the beginning level of language study. It is designed to develop language skills in Spanish through practical activities that focus on meaningful personal communication. In the first year of a modern foreign language, students become familiar with the sounds of the language, its basic vocabulary, and the most common structures. They study the cultures, the countries, and the lifestyles of the people who speak the language. Through standards-based instruction that focuses on language proficiency, Spanish 1 students will be able to understand simple questions, orally express themselves in a comprehensible manner, read for comprehension, and write a comprehensible paragraph or brief letter, all within familiar contexts.

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Spanish 2This course builds on and reinforces language acquired in Spanish 1. Language proficiency will expand and develop through performance based instruction and assessment. The vocabulary students learn is directly related to the purposes and situations of the context or established topics. Students will also learn vocabulary to reflect the students’ needs and interests in each thematic topic. Students continue to study practical, day-to-day use of language in a broader context. Daily practice through performance-based instruction will facilitate the development of language as students gain insight into cultures of Spanish speaking countries.

Spanish 3 - HonorsWhile the general content of honors level Spanish 3 is similar to Spanish 3 CP, the honors course focuses on more in-depth knowledge of content, a greater refinement of language proficiency, and moves at a more accelerated pace. This course is comparable in terms of workload and emphasis to IB or AP classes, as more challenging academic work is given to students. It is recommended for highly motivated students because of the quality, as well as quantity, of the work expected.

This course builds on and reinforces language capacity acquired in Spanish 1 and 2. The student progresses in the ability to communicate using new vocabulary and structures, and develops a deeper understanding of the cultures of Spanish speaking countries. Greater emphasis is placed on linguistic competence and accuracy in this course and in each year of successive language study. Students read and discuss authentic materials, including poetry, stories, news reports, film, magazine articles and literature.

Spanish 4 - HonorsThis course focuses on the development of greater language proficiency with increasing emphasis on refining language use appropriate to various socio-cultural contexts. Students continue to expand and refine their ability to communicate in both oral and written form, to understand as well as produce language, and do it in ways that reflect an understanding and appreciation of the cultures of Spanish speaking countries.

Spanish 5 - HonorsThis course enables students to expand language capacity through a broad range of interdisciplinary contexts with emphasis on refining language use appropriate to various socio-cultural contexts. This level is distinguished from AP in both instructional strategies and content. Students’ proficiency is refined in the culmination of the study of a language system that involves spoken and written language, nonverbal communication, knowledge of discourse style, as well as the integration of cultural understanding through its products, practices and perspectives.

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Advanced Placement Spanish LanguageThe Advanced Placement course places high emphasis on the mastery of linguistic competencies at a very high level of proficiency. This is a college level course designed to develop the students’ ability to understand and speak Spanish in various conversational settings, to read newspapers, magazine articles, and literary texts, to fine-tune the more advanced aspects of Spanish grammar, and to write formal essays. Each student must take the Advanced Placement Examination for possible college credit.

Physical Education

Course Titles and NumbersCourse Title Course Number(s) CreditPhysical Education 1 344100 CW 1

Physical Education 1This co-educational course is designed from a variety of activities to provide students with choice and the skills to live a healthy lifestyle. Two semester courses must be passed. Physical Education I is designed from six activity strands: Fitness for Life; Net/Racket Activities; Team Activities; Outdoor Pursuits; Individual Activities; and Dance. Students are required to dress out each day as specified by the physical education instructor.

The first semester course includes the Fitness for Lift curriculum, which is designed for students to achieve and maintain a health-enhancing level of physical fitness. The course also provides students with opportunities to develop optimal levels of fitness. The student must demonstrate competency in a least one-movement form. The student will explore and seek opportunities to participate in physical activity outside the physical education class.

The second semester course requires the student to independently assess his/her physical fitness level and design a nine-week program to maintain or improve personal fitness. The student will implement and document his/her program through participation in physical activity outside the physical education class. The student must-demonstrate competency in at least one movement form.

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Fine Arts

Quality arts education is an essential part of a complete education for all students and critical to their success in the 21st Century. The arts are central to the learning process. Children begin learning through scribbling, making up rhythmic sounds, moving and dancing, and playing creative games. An effective arts program builds on these early experiences and extends them through a curriculum that engages students in the comprehensive, sequential study of the arts.

All courses are offered as electives. Limited dance courses offerings are available at the high school level. Drama courses are taught by the English or music teacher.

Band, choral, and orchestra students may receive acceptance into an honors level course through the audition process. The audition must demonstrate that the student can proficiently perform grade level five music. Furthermore, all honors courses must focus on performing music at the level five grade or higher.

Visual arts students seeking acceptance into honors level courses may do so through an adjudicated portfolio submission. Each portfolio submission must contain the following items:

1 Pencil Drawing1 Pen and Ink Drawing 2 Color Pieces [i.e. pastel, oil, acrylic, water color, color pencil]1 2-Dimensional Design [ i.e. logo, graphic illustrations, computer generated art; 3-D=submit photo of work.

Student Choice: This should be a piece that best reflects the area of interest/expertise.

Portfolios may be judged using either the AP Studio Art Rubric or the International Baccalaureate Rubric.

Course Titles and Numbers - Art

Course Title Course Number(s) Credit

Art 1 350100 CW 1Photography 1 456600CW 1Advanced Placement Art Studio: Drawing 357200 AW 1

Course Titles and Numbers - Instrumental Music Jazz BandCourse Title Course Number Credit

Guitar 1 459980CW 1

Guitar 2 45998901CW 1

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Course Title and Number - Advanced Placement Music TheoryCourse Title Course Number Credit

Advanced Placement Music Theory 357600 AW 1

Art 1Appropriate Grade Level: Grade 9, 10, 1l, or 12

This course is designed for students who have had limited or no prior preparation in art. The course content includes concentration in the major areas of critical analysis, creative expression and production, cultural heritage and aesthetic perception. Students will study principles and elements of two and three-dimensional design through drawing, printmaking, painting, ceramics, sculpture, commercial design and textile design. Major artists, periods and styles will be studied. Criteria for critically assessing a variety of products and making informed choices will be explored.

Photography 1Appropriate Grade Level: Grades 10, 11, 12; requirements SLR Camera/Digital Camera

Photography I is a course designed for the highly motivated student who is interested in the study of photography as an art form. The proper use of manual 35mm cameras as well as digital SLR cameras is addressed. Topics include a survey of photographic history, composition and technical skills, traditional darkroom and computer lab production, cultural literacy, presentation of artwork, proper critique methods, and career opportunities. Students may use their own cameras or may be issued school cameras and will be responsible for their replacement if lost or damaged.

Advanced Placement Art Studio: DrawingAppropriate Grade Level: Grade 11 or 12. Art Teacher Recommendation required.Fees will be involvedThis course is designed for the artistically advanced student wishing to receive college credit. The course content is specified by the Advanced Placement Course Description published by the College Entrance Examination Board. Each student must take the advanced placement examination for possible college credit.

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Guitar 1Fine Arts Elective: (Grades 10, 11, 12) 1 unit/year

This class is designed for the beginning guitarist. Throughout the course the student will learn a history of the guitar and guitar-based music. They will also be exposed to music theory, scales, arpeggios, chord construction, note-reading, improvisation, forms of songs, and the aesthetics of arranging, as well as basic composition. The student will learn basic guitar technique through a wide variety of guitar music focused mainly on folk and Americana tunes.

Guitar 2 Fine Arts Elective: (Grades 10, 11, 12) 1 unit/year

This course is designed for the student who has completed the beginning guitar course or who has already completed approximately at least a year of private guitar instruction. The students will learn guitar technique and applications through music theory. This class will expand on note-reading, chord-construction, the aesthetics of arranging, and composition. The students will be exposed to a wide variety of guitar-based music and a variety of styles of guitar playing. *For both of these classes, students will need to provide their own instruments, acoustic guitars.

Advanced Placement Music TheoryAppropriate Grade Level: Grade 11 or 12Prerequisite: Participation in band, chorus, strings or other experience which would provide a musical background and receive a teacher recommendation

This course is designed for musically advanced students who wish to develop knowledge of the principles of musical construction and notation. The course is designed to provide students with knowledge of fundamentals such as music notation, rhythm, scales, intervals and choral constructions with keyboard experience as it relates to the study of these fundamentals. Ear training to include melodic and rhythmic dictation will be developed. Students will create simple compositions to be performed in class. The course content is specified by the Advanced Placement Course Description published by the College Entrance Examination Board. Each student must take the advanced placement examination for possible college credit.

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Career and Technology Education

The mission of the Charleston County School District’s Career and Technology Education programs is to provide students with a non-duplicative sequence of secondary and post-secondary courses in which academic and technical knowledge and skills can be acquired so that students can be prepared for further education and for current and emerging career fields.

Studies have shown that students who complete a rigorous academic core combined with a career pathway perform better in high school, are less likely to drop out of high school, and are more likely to continue on to postsecondary education. The Career and Technology Education programs in Charleston County are grouped into sixteen career clusters. Within these career clusters, students choose a career major and complete courses that potentially lead to an industry-recognized credential or certificate, an associate degree, and/or a baccalaureate degree. AMHS Engineering courses are implemented using the Project Lead the Way curriculum.

Cluster: Science, Technology, Engineering, and Mathematics

Course Title Course Number CreditCivil Engineering & Architecture 605800HW 1 unitDigital Electronics 605200HW 1 unitEngineering, Design & Development, Capstone

605400HW 1 unit

Introduction to Engineering Design, Level 1

605100CW 1 unit

Principles of Engineering, Level 2 605000HW 1 unit

Civil Engineering & ArchitectureThe Civil Engineering and Architecture course provides an overview of the fields of Civil Engineering and Architecture, while emphasizing the interrelationship and dependence of both fields on each other. Students use state of the art software to solve real world problems and communicate solutions to hands-on projects and activities. This course covers topics such as: the roles of civil engineers and architects, project planning, site planning, building design, and project documentation and presentation. Prerequisite: Principles of Engineering: Recommended grade levels: 11 or 12.

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Digital ElectronicsDigital Electronics part of the course is applied logic that encompasses the application of electronic circuits and devices. Computer simulation software is used to design and test digital circuitry prior to the actual construction of circuits and devices. Prerequisite: Principles of Engineering; recommended grade levels: 11 or 12.

Engineering Design & Development This is Senior Thesis specific to an Engineering Thesis. Instead of being enrolled in Senior Thesis, the student will be enrolled in Engineering Design and Development; there are a few extra requirements for Engineering Design and Development in comparison with Senior Thesis. Upon successful completion of Engineering Design and Development, the student may be designated as a completer in the Engineering cluster. Extra course credit may be given at the student’s matriculating university for the Engineering Design and Development class in accordance to Project Lead the Way.

Engineering Design and Development is an engineering research course in which students work in teams to research, design and construct a solution to an open-ended engineering problem. Students apply principles developed in the three preceding levels and are guided by a community mentor. They must present progress reports, submit a final written report and defend their solutions to a panel of outside reviewers at the end of the school year. Prerequisite: Principles of Engineering; recommended grade level: 12.

Introduction to Engineering Design, Level 1Introduction to Engineering Design is an introductory course that develops student problem solving skills with emphasis placed on the development of three-dimensional computer models. Students will learn a problem solving design process and how it is used in industry to manufacture a product. A Computer-Aided Design System (CAD) will also be used to analyze and evaluate the product design. The techniques learned and equipment used is state of the art and are currently being used by engineers throughout the industry. Prerequisite: none, recommended grade levels: 10 or 11.

Principles of Engineering, Level 2Principles of Engineering is a course that helps students understand the field of engineering/ engineering technology. Exploring various technology systems and manufacturing processes help students learn how engineers and technicians use math, science, and technology in an engineering problem solving process to benefit people. The course also includes concern about social and political consequences of technological change. Prerequisite: Algebra I, Eng I , recommended grade levels 10 or 11.

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Cluster: Information Technology

Computer Programming (Elective) (Grades 9-12) 1 unit/year

This is an intermediate-level programming course taught in preparation for AP Computer Science. The prerequisite is the successful completion of Honors Computer Science, and this course is a prerequisite option for Advanced Placement Computer Science (the other option is AP Computer Science Principles).

PLTW Computer Science and Software Engineering (Elective) (Grade 9) 1unit/year

CSE implements the College Board’s CS Principles framework. Using the Python®

programming language as a primary tool and incorporating multiple platforms and languages for computation, this course aims to develop computational thinking, generate excitementabout career paths that utilize the computer, and introduce professional tools that foster creativity and collaboration. CSE helps students develop programming expertise and explore the workings of the Internet. Projects and problems include mobile app development, visualization of data, cyber security, robotics, and simulation.The course aligns with CSTA 3B standards

AP Computer Science Principles (Elective) (Grades 10-12) prequisite Computer Science and Software Engineering or Introduction to Engineering Design.

Introduces introductory programming concepts. Not language specific and it culminates in an AP Exam for AP Credit. This is one of two prerequisites for AP Computer Science A (the other option is Computer Programming).

AP Computer Science A (Elective) (Grades 11 or 12) 1 unit/year

Covers a typical first-semester college course in programming using JAVA+. Fundamental programming concepts introduced in the Honors Computer Programming course is incorporated with data structures and data types, procedures and functions, searching and sorting, program correctness and testing, and programming styles. Prerequisite: Honors Computer Programming

**Post AP Computer Science/Advanced Computer Course - To Be Determined – prerequisite AP Computer Science

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ACADEMIC MAGNET HIGH SCHOOLCAREER CLUSTERS/MAJORS

CLUSTER: ARTS & COMMUNICATION

Major: APRequirements: Four AP courses

Major: EnglishRequirements: Creative Writing, Speech, Honors Newspaper Journalism, Honors Yearbook/Journalism

Major: Modern and Classical LanguagesRequirements: Four courses French 2, 3, 4, 5, AP or Spanish 2, 3, 4, AP

CLUSTER: SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

Major: ScienceRequirements: Four higher level courses required: AP Science Courses, Physics, Marine Science, Anatomy and Physiology

Major: Computer ScienceRequirements: Four courses AP Calculus AB/BC, Honors Calculus, Computer Programming, AP Computer Science

Major: EngineeringFour Courses: Project Lead the Way courses in Intro to Engineering Design, Principles of Engineering, Civil Engineering, Digital Engineering

Major: MathematicsFour Courses: Honors Calculus, AP Calculus, AP Physics, Honors Statistics, AP Statistics, Computer Programming, AP Computer Programming

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