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Riverheads High School

COURSE GUIDE2016-2017

Website: www.augusta.k12.va.us/rhs

Administrators:Administrators: Counselors:Counselors:Principal, Mr. Max LowePrincipal, Mr. Max Lowe Mrs. Katie Crabtree, Coordinator Mrs. Katie Crabtree, CoordinatorAssistant Principal, Mr. Matt StevensAssistant Principal, Mr. Matt Stevens Mr. Bruce Hill, Counselor Mr. Bruce Hill, CounselorAssistant Principal/Athletic Director, Mr. Wayne Van DeavanderAssistant Principal/Athletic Director, Mr. Wayne Van Deavander

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NON-DISCRIMINATION POLICY. All students attending Augusta County Public Schools may participate in education programs and activities, including but not limited to health and physical education, music, vocational and technical education. Educational programs and services will be designed to meet the varying needs of all students and will not discriminate against any individual for reasons of race, color, national origin, religion, age, disability, or gender.

General InformationGeneral InformationThe purpose of this course guide is to provide students and parents with a tool to help make informed choices when selecting courses in which students may enroll. Please consider choices very carefully as it will be difficult to make changes in course selection once the master schedule has been completed. This is a proposed course guide; therefore, class offerings will be based upon student interest and enrollment.

Credits:

Credits toward graduation requirements are earned by successful completion of classes. One-period or block, half-year-long classes allow students to earn one credit. Students may earn four credits each semester for a total of eight credits each year. Year-long courses completed at Valley Vocational Technical Center or through the Employment Training Program earn three credits. Students are sometimes allowed to re-take classes to increase their learning and improve their grades, but they do not receive an additional unit of credit if they have already passed the class.

Grades:A+ 99-100 4.3333 D+ 68-69 1.3333A 92-97 4.0000 D 62-67 1.0000A- 90-91 3.6667 D- 60-61 0.6667B+ 88-89 3.3333 F 50-59 0.0000B 82-87 3.0000 I IncompleteB- 80-81 2.6667 NM No MarkC+ 78-79 2.3333C 72-77 2.0000C- 70-71 1.6667

Students' grades are reported every six weeks by report cards; progress is also reported at the three-week interval. Each credit is weighted equally on a 4.0 scale except Advanced Placement, Dual Enrollment, and Shenandoah Valley Governor's School classes, which are weighted on a 5.0 scale.

Promotion/Retention Policy:High school students earn credits for each course which is successfully completed. Students attending Riverheads High School have the opportunity to attain as many as eight (8) credits per year, four (4) per semester. Graduation is determined by completion of all course requirements set by the state of Virginia, not by grade level classification.

Students must have earned the following credits to enter:Grade 10……………………………5 creditsGrade 11……………….…………..10 creditsGrade 12…………………………..14 credits (Students must also have completed US & VA History or

English 11)Athletic Eligibility:According to the Virginia High School League scholarship rule, students must pass a minimum of three of four subjects in the semester prior to the semester in which the student wishes to participate in athletics or other VHSL activities. Any subject that a student has previously passed for credit may not be considered for repeat credit under this scholarship rule. Students who participate in school athletics or other VHSL activities should carefully consider the Age Rule – A student shall not have reached the age of 19 on or before the first day of August of the school year in which he/she wishes to compete.Students who intend to apply for NCAA athletic eligibility following graduation should carefully consider NCAA standards when planning their course schedules each year.

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Students and their parents are strongly encouraged to review both VHSL and NCAA requirements with their coaches, guidance counselor and Athletic Director, as well as to study the VHSL and NCAA websites and other resources.

Class Registration:

Counselor Assignments –

Crabtree: students with the last name of A-J

Hill: students with the last name of K-Z

Students begin meeting with counselors and registering for classes in November for the following year. It is important that students take these registration sessions carefully and listen to information provided so that RHS is able to offer the courses that our students are interested in taking. Staffing for the following year takes place in February and the master schedule is usually set by May, thus making any schedule changes past May difficult due to class size and teacher staffing. Based on students’ course requests and requirements, administrative decisions are made on staffing and course offerings are finalized. The master schedule is determined based on staff availability and on efforts to provide the most opportunities for student choices with the fewest scheduling conflicts. Any schedule changes requested past May will be looked at on a case by case basis if there is an academic conflict.

Students must make course selections before final grades are reported and before standardized testing has been completed. Sometimes these final grades and testing results indicate that the student's choice is not in his/her best interest. School personnel may make alterations following careful review of the final grades and test scores. Final recommendations of teachers are reviewed and results of SOL testing may be used in scheduling students. Changes will be made if the student does not meet prerequisites. Students and parents who have questions about these changes should contact a guidance counselor.

Not all courses have prerequisites, but students and parents are asked to look carefully at course prerequisites before registering for certain classes. Prerequisites are intended to communicate necessary preparation for success in a class. If students do not meet the prerequisite for a desired class, they are encouraged to communicate with a counselor and decide if an appeal for exception is in the best interest of the student.

In addition to the course descriptions, we have included some rules and policies related to high school graduation that are important to consider when selecting courses. It is very important while choosing courses to give consideration to the type of diploma the student will try to earn. Therefore, we ask that you read through these policies/diploma choices carefully.

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Graduation RequirementsGraduation RequirementsA Virginia high school diploma tells admission officers at colleges, universities, and career and technical schools that the student is ready for the rigors of post-secondary education. It also tells potential employers that the graduate possesses the reading, writing, and computational skills required for success in the workplace.

The resources listed here explain Virginia’s graduation requirements and the many options now available to students for earning a high school diploma. You also will find information on how students can get even more out of their high school experience by accepting the challenge of advanced courses.

Diploma options:

o Advanced Studies Diploma o Standard Diplomao Other Diplomas

Students need select the diploma program that is in line with post-secondary plans. There is a variety of seals affixed to diplomas indicating completion of selected programs or attainment of certain grade point averages. To earn a verified credit, a student must pass the class and the end-of-course Standards of Learning (SOL) test. Certain career and technical certifications and other standardized tests may be substituted for certain verified credits. Students should see their counselors for more specific information.

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Minimum Requirements for the Advanced Studies Diploma for students entering 9 th grade in 2011-12.

Discipline Area Standard Credits Verified Credits

English 4 2

Mathematics 4 2

Laboratory Science 4 2

History and Social Sciences 4 2

Foreign Language 3

Health and Physical Education 2

Fine Arts or Career & Technical Education 1

Economics and Personal Finance 1

Electives 3

Student Selected Test 1

Total 26 9

Minimum Requirements for the Standard Diploma for students entering 9 th grade in 2011-12.

Discipline Area Standard Credits Verified Credits

English 4 2

Mathematics 3 1

Laboratory Science 3 1

History and Social Sciences 3 1

Health and Physical Education 2

Foreign Language, Fine Arts or Career and Technical Education

2

Economics and Personal Finance 1

Electives 4

Student Selected Test 1

Total 22 6

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A Certificate of Program Completion shall be awarded to students who earn the needed standard units of credit for graduation but fail to earn the required verified credits.

Individual Educational Program ClassesStudents who have Individual Educational Programs (IEP’s) planned for them because of special learning difficulties will follow the program of studies designed individually for them by their teachers, parents, and--when appropriate--themselves. Students with IEPs have been found eligible for special service after extensive evaluation. The classes will be based on meeting the special needs of the students. Some special needs students may elect to earn a Modified Standard Diploma. Requirements for this diploma are similar to the regular standard diploma, but do not require success on high school SOL tests. Please talk to a counselor for more information concerning the Modified Standard Diploma.

Minimum Requirements for the Modified Standard Diploma

Discipline Area Standard Credits

English 4

Mathematics 3

Science 2

History and Social Science 2

Health and Physical Education 2

Fine or Practical Arts 1

Electives 6

AwardsAwardsAwards for Exemplary Student Performance:Students meeting specific requirements for graduation and demonstrating exemplary performance may receive diploma seals for recognition. VDOE makes available to local school divisions the following seals:

Governor's Seal – Awarded to students who complete the requirements for an Advanced Studies Diploma with an average grade of "B" or better, and successfully complete college-level coursework that will earn the student at least nine transferable college credits in Advanced Placement (AP), International Baccalaureate (IB), Cambridge, or dual enrollment courses.

Board of Education Seal – Awarded to students who complete the requirements for a Standard Diploma or Advanced Studies Diploma with an average grade of "A" beginning with the ninth-grade class of 2006-2007 and beyond.

Board of Education's Career & Technical Education Seal – Awarded to students who:

o earn a Standard or Advanced Studies Diploma and complete a prescribed sequence of courses in a career and technical education concentration or specialization that they choose and maintain a "B" or better average in those courses

o OR pass an examination or an occupational competency assessment in a career and technical education concentration or specialization that confers certification or occupational competency credential from a recognized industry, trade or professional association

o OR acquire a professional license in that career and technical education field from the Commonwealth of Virginia.

The Board of Education shall approve all professional licenses and examinations used to satisfy these requirements.

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Board of Education's Advanced Mathematics & Technology Seal – Awarded to students who earn either a Standard or Advanced Studies Diploma and satisfy all of the mathematics requirements for the Advanced Studies Diploma (four units of credit including Algebra II; two verified units of credit) with a "B" average or better; and either

o pass an examination in a career and technical education field that confers certification from a recognized industry, or trade or professional association

o OR acquire a professional license in a career and technical education field from the Commonwealth of Virginia

o OR pass an examination approved by the board that confers college-level credit in a technology or computer science area.

The Board of Education shall approve all professional licenses and examinations used to satisfy these requirements.

Board of Education's Excellence in Civics Education Seal – Awarded to students who meet each of the following four criteria:

o Satisfy the requirement to earn a Standard Diploma or an Advanced Studies Diploma

o Complete Virginia & United States History and Virginia & United States Government courses with a grade of "B" or higher

o Complete 50 hours of voluntary participation in community service or extracurricular activities, such as volunteering for a charitable or religious organization that provides services to the poor, sick or less fortunate; participating in Boy Scouts, Girl Scouts or similar youth organizations; participating in Junior Reserve Officer Training Corps (JROTC); participating in political campaigns, government internships, Boys State, Girls State or Model General Assembly; and participating in school-sponsored extracurricular activities that have a civics focus. Any student who enlists in the United States military prior to graduation will be deemed to have met this community service requirement.

o Have good attendance and no disciplinary infractions as determined by local school board policies.

Local school divisions may award other diploma seals or awards for exceptional academic, CTE, citizenship or other exemplary performance in accordance with criteria defined by the local school board. The design, production and use of those seals are the responsibility of the local school boards awarding the seal.

Early College ScholarsThe Early College Scholars program allows eligible high school students to earn at least 15 hours of transferable college credit while completing the requirements for an Advanced Studies Diploma or an Advanced Technical Diploma. The result is a more productive senior year and a substantial reduction in college tuition. Students earning a college degree in seven semesters instead of eight can save an average of $5,000 in expenses.

To qualify for the Early College Scholars program, a student must:

o Have a "B" average or better;

o Be pursuing an Advanced Studies Diploma; and

o Take and complete college-level course work (i.e., Advanced Placement, International Baccalaureate, Cambridge, or dual enrollment) that will earn at least 15 transferable college credits.

Early College Scholars are supported by Virtual Virginia and the Commonwealth College Course Collaborative. Virtual Virginia provides statewide access to college-level courses while the Commonwealth College Course Collaborative defines the subjects high school students can complete and receive college degree credit from participating public and private colleges and universities.

Early College Scholars Agreement Participating students sign an Early College Scholars Agreement (PDF), which is also signed by the student's parents or guardians, principal, and school counselor. Students who meet the terms of the agreement are recognized as Early College Scholars and receive a certificate of recognition from the Governor.

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Academic Recognitions:

Honor Roll (Grades 9-12)Riverheads High School students, in accordance with Augusta County School Board policy, will be recognized each six weeks for outstanding academic achievement. Two honor rolls will be recognized each marking period. Students achieving at the highest level with a six weeks average of 3.6667+ with no grade lower than a “B” will be on a “High Honors” list. Students achieving a six weeks average of 2.6667+ with no grade lower than a “C” will be on the “Honors” list. An Incomplete in any course prevents Honor Roll eligibility, even if it is resolved later.

National Honor Society (Grades 11, 12)Juniors and seniors achieving a cumulative grade point average of 3.5+ and meeting other criteria established by the National Honor Society will be eligible. This is a national organization that recognizes outstanding academic achievement, character, leadership and service. Once admitted, members must continue to meet NHS standards.

Honor Graduate (Grade 12)Students who have completed diploma requirements and have a 3.3 final cumulative grade point average at the end of senior year will be recognized as honor graduates at graduation.

Academic Letter (Grades 9-12)Students who meet the following requirements will qualify for a letter in academics:

Take a full course load (three or more courses per semester) Grade averages considered would be only those earned during the current year. Academic as well as nonacademic grades will be considered equally. In a diploma program (Advanced, Standard, Modified Standard, or Special) The student shall not have a grade of “F” in any subject for any grading period during the school year

(inclusive of weighted grade). The student shall not have a “D” semester grade in any subject (inclusive of weighted grade). A 3.5 average must be maintained during the respective year through the fifth grading period. All six weeks grades through the 5 th grading period are averaged to determine the GPA for the Academic

Letter.

Students meeting these criteria for the first year will receive the Academic Letter and Certificate. Thereafter, if students meet the above criteria, they are awarded a certificate and will earn bars for repeating as an academic letter winner.

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Academic Core ClassesAcademic Core ClassesENGLISHENGLISH

* All of the required English classes include: vocabulary skills, basic grammar and usage skills, reading comprehension, writing, literary terms and techniques, use of supplemental materials (newspapers, magazines, novels

& plays), research skills, group and individual communication skills and career education.*All of the English A/B courses are based on previous English teacher recommendation.

English 9 Students will be introduced to a variety of literature including several dramatic selections. Writing skills emphasize narrative, literary, expository, and technical writings to inform, explain, analyze or entertain. All ninth grade students will en enrolled in English 9 based on eighth grade standardized test scores, teacher recommendations, Language Arts grades and parent approval.

English 10. 10AStudents will be introduced to a variety of literature including works from different cultures, poetry, and consumer materials. Writing skills emphasize expository writing and learning to critique the writing of others. Students will be enrolled in English 10 or Advanced English 10A based on teacher recommendations, English 9 grades, and parent approval.

Note: Students will be enrolled in English 11, English 11B or English 11A based on teacher recommendations, English 10 grades, and parent approval.

English 11Designed for the student who has not yet mastered the verbal skills necessary for success in a more academic study of literature or grammar. Developmental reading is taught with an emphasis upon comprehension, and the student is encouraged to read for the pleasure of reading. American literature is read by or to the students, and then the various themes and concepts are discussed. Communication skills using written or spoken “standard English” are reviewed and practiced. Vocabulary development for literacy is encouraged.

An An SOL End-of-CourseSOL End-of-Course test in Reading and Writing is given at the end of the course. test in Reading and Writing is given at the end of the course.

English 11ADesigned for the student proficient in communication skills and who enjoys an in-depth study of American literature and traditional grammar. Language skills are applied in the writing of a research paper and other compositions. Vocabulary development at a sophisticated level is stressed.

An An SOL End-of-CourseSOL End-of-Course test in Reading and Writing is given at the end of the course. test in Reading and Writing is given at the end of the course.

English 11AP (English Language and Composition) year long course combined with AP VA & US HistoryEnglish 11AP (English Language and Composition) year long course combined with AP VA & US History****This is a proposed course for the 15-16 school year and will only be offered with approval from Central Office****This is a proposed course for the 15-16 school year and will only be offered with approval from Central Office

and sufficient student enrollment/interest.and sufficient student enrollment/interest.

English 11BDesigned for students who have difficulty with basic communication skills and reading. The goals of the course are two-fold: (1) to meet the basic English requirements of these students in a setting that considers their level of ability and need for success; (2) to address the students’ need to improve both general reading skills and skills specific to content area reading.

An An SOL End-of-CourseSOL End-of-Course test in Reading and Writing is given at the end of the course. test in Reading and Writing is given at the end of the course.

English 12, 12A Students will analyze British literature with attention to many of the classic works. Writing will include the production of analytical papers and a documented research paper. Students will be enrolled in English 12A or English 12 based on English 11 grades, standardized test scores, teacher recommendations, educational goals and parent approval. Vocabulary development at a sophisticated level is stressed.

12AP English Prerequisite: PSAT/SAT scores, Successful completion of summer assignmentsAP English Literature & Composition is offered through the College Board’s Advanced Placement Program as an opportunity for high school students to take a college-level course while in high school. AP English engages students in intensive reading and critical analysis of imaginative literature from a variety of genres and historical periods.

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Writing is an integral part of the AP course and focuses on expository, analytical and argumentative essays for critical analysis as well as on creative writing. Vocabulary development at a sophisticated level is stressed.

Speech and Drama (9-12)This course is an introduction theater and public speaking for the high school student. Speech and Drama focuses on basic acting techniques, play production, play writing, and set and costume design; as well as vocal and presentation skills. Impromptu speaking skills are emphasized as a way to build confidence and give students the ability to perform in job interviews or public venues while "under pressure."

Debate I (9-12) Debate focuses on developing skills for students to become: in depth researchers, technical and persuasive writers, effective communicators and perceptive listeners. Students gain an understanding of argumentation and persuasive theories and develop skills in logic and analysis. Students also research topics using a variety of literary and technical genres, organizing research, writing persuasive cases, and practicing public speaking.

Debate II (10-12)Students will continue to develop their skills in research, technical writing, persuasive writing, effective communicators, and perceptive listeners. Students will learn more advanced types of speech and debate and will be expected to speak in front of the class or other groups on a regular basis. Students will continue developing their organizational skills as well as continuing to develop their analytical skills. Students will engage in public speaking at least three times per week in some form as well as prepare speeches and pieces.

Photojournalism (10-12) *Students may sign up for one semester of ‘Yearbook’ as opposed to the past requirement of one year.This class produces the Riverheads High School yearbook called the “Colliseum” and the school newspaper. Students will be expected to work with page layouts, photograph school events and sell advertisements.

MATHEMATICSMATHEMATICS

Algebra I Part I (9-12)Algebra I Part I is designed for learning the fundamentals of Algebra I. This course introduces numbers, equations and inequality statements, polynomials, algebraic functions, graphing and problem solving.

Algebra I Part IP (9-12) This class is designed for students who struggle in math and do not intend to get an advanced diploma. All essential Algebra concepts needed to pass the Algebra 1 SOL will be covered. The use of a graphing calculator will be extensive in this class. (This class is ideal for students who would like to attend Valley Vocational Technical School, and only need basic math required for graduating high school.)

Algebra I Part II (9-12) *Pre-requisite: Successful Completion of Algebra I Part IAlgebra I Part II continues and completes the Algebra I curriculum providing students the opportunity to earn a verified credit in Algebra. Algebra I Part II completes the study of Algebra I.

An An SOL End-of-CourseSOL End-of-Course test is given at the end of the Algebra I Part II course. test is given at the end of the Algebra I Part II course.

Algebra I Part IIP (9-12)This class is designed for students who have successfully completed Algebra I Part I (P). All essential Algebra I concepts will continue to be covered with the use of a graphing calculator, and students will be required to take and pass the Algebra I SOL at the end of the semester. Algebra I Part II completes the study of Algebra I.

An An SOL End-of-CourseSOL End-of-Course test is given at the end of the Algebra I Part II course. test is given at the end of the Algebra I Part II course.

Geometry- Semester (9-12) – *Pre-requisite: Teacher Recommendation, A Grade of “A” or “B” in Algebra IGeometry is an intensive course covering the geometry curriculum in one semester; it requires strong algebraic skills for geometric problem- solving and is designed for advanced students who are capable of a more rigorous and accelerated pace. The basic structure of plane, coordinate and solid geometry and proficiency in developing formal proofs are stressed. Two- and three- dimensional problem solving skills and coordinate and transformational geometry are emphasized.

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An An SOL End-of-CourseSOL End-of-Course test is given at the end of the Geometry course. test is given at the end of the Geometry course.

Geometry Part I & Part II (9-12) – *Pre-requisite: Successful Completion of the Algebra I curriculumGeometry Part I & II is a course sequence designed to complete the Geometry curriculum described above in two semesters, allowing students the opportunity to progress at a slower pace if needed to improve their skills. Successful completion of Geometry Part I required for enrollment in Geometry Part II.

An An SOL End-of-CourseSOL End-of-Course test is given at the end of the Geometry Part II course test is given at the end of the Geometry Part II course ..

Algebra, Functions and Data Analysis (10-12) *Pre-requisite: Algebra I Part I & II; Geometry recommendedThis course provides an opportunity for mathematical ideas to be developed in the context of real-world problems.   Students will be asked to collect and analyze data using a variety of statistics and analytical tools.   They will use statistics and analyze data through the use of mathematical models.  This one semester class will help prepare students for Algebra II/Trig. and therefore can follow Algebra I Part II or Geometry.  It is recommended for "hands-on" learners who need a better understanding of Algebra before taking Algebra II/Trig.  Even though Algebra, Functions and Data Analysis follows the Standards of Learning, there is no state SOL test for this class.

Personal Living & FinancePersonal Living & Finance teaches students those skills necessary to handle business and finance including the teaches students those skills necessary to handle business and finance including the following: opening a bank account and balancing a checkbook.following: opening a bank account and balancing a checkbook.

Algebra II/Trigonometry Parts I & II (9-12) - Algebra II/Trigonometry Parts I & II (9-12) - *Pre-requisite: Successful Completion of the Algebra I & Geometry *Pre-requisite: Successful Completion of the Algebra I & Geometry Alg. II/Trig. Parts I & II is a two-semester course sequence designed to complete the Algebra II/Trigonometry Alg. II/Trig. Parts I & II is a two-semester course sequence designed to complete the Algebra II/Trigonometry curriculum described above in two semesters allowing students the opportunity to improve their skills and preparation curriculum described above in two semesters allowing students the opportunity to improve their skills and preparation for college, technical careers, military service or advanced mathematics courses.for college, technical careers, military service or advanced mathematics courses.

A A SOL End-of-CourseSOL End-of-Course test is given at the end of the Algebra II/Trig Part II course. test is given at the end of the Algebra II/Trig Part II course.

Discrete Math (10-12) Discrete Math (10-12) Discrete Math will present topics in elementary probability, statistics, logic, and a variety of other mathematics topics, with an emphasis on everyday use of these topics through a problem-solving and real-world application approach. Discrete Mathematics is a math elective course. This class is designed to stretch and mold students into critical thinkers.

Pre-Calculus/DE option available (11-12)Pre-Calculus/DE option available (11-12) *Pre-requisite: teacher recommendation, successful completion or Algebra*Pre-requisite: teacher recommendation, successful completion or Algebra II/TrigII/TrigPre-Calculus is presented as a course in mathematical analysis extending the student’s knowledge of function Pre-Calculus is presented as a course in mathematical analysis extending the student’s knowledge of function characteristics, developing different modes of mathematical reasoning and is preparation for Advanced Placement characteristics, developing different modes of mathematical reasoning and is preparation for Advanced Placement Calculus.Calculus.

Calculus (11-12)Calculus (11-12) *Pre-requisite: teacher recommendation, successful completion of Pre-Calculus*Pre-requisite: teacher recommendation, successful completion of Pre-CalculusThis course introduces the students to limits, derivatives, anti-differentiation and their applications. The functions usedThis course introduces the students to limits, derivatives, anti-differentiation and their applications. The functions used are mostly algebraic and trigonometric, but also include exponential and logarithmic functions. are mostly algebraic and trigonometric, but also include exponential and logarithmic functions.

AP Calculus (11-12)AP Calculus (11-12) *Pre-requisite: teacher recommendation, successful completion of Calculus (1 semester)*Pre-requisite: teacher recommendation, successful completion of Calculus (1 semester)AP Calculus is a continuation of the Calculus class taught first semester. AP Calculus (AB) is offered through the AP Calculus is a continuation of the Calculus class taught first semester. AP Calculus (AB) is offered through the College Board’s AP Program as an opportunity for high school students to take a college-level course while in high College Board’s AP Program as an opportunity for high school students to take a college-level course while in high school. This course is intended for students who have a thorough knowledge of analytic geometry and elementary school. This course is intended for students who have a thorough knowledge of analytic geometry and elementary functions. Its purpose is to prepare the student for advanced placement in college calculus.functions. Its purpose is to prepare the student for advanced placement in college calculus.

SOCIAL STUDIESSOCIAL STUDIESWorld Geography (9)The focus of this course is the study of the world’s peoples, places and environment with historical emphasis on Asia, Latin America, Africa, and the Middle East. The knowledge, skills and perspectives of the course are centered on the world’s populations and cultural characteristics, its countries and regions, land forms and climates, natural resources and hazards, economic and political systems, and migration and settlement patterns. The course will cover how people in various areas influence and are influenced by their physical and ecological environments; study material will include maps, globes, graphs, pictures and a textbook.

An An SOL End-of-CourseSOL End-of-Course test is given at the end of the World Geography course. test is given at the end of the World Geography course.

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World History to 1500 (10)This course covers history and geography to the Renaissance (1500A.D.) to the present with emphasis on Western Europe. Significant attention will be given to the ways in which scientific and technological revolutions created new economic conditions which in turn produced political and social changes. The people and events of the 19 th and 20th centuries will be emphasized. This is a required course for the Advanced Studies Diploma.

An An SOL End-of-CourseSOL End-of-Course test is given at the end of the World History course. test is given at the end of the World History course.

U.S. & VA History (11)This course covers the historical development of American ideals and institutions from the Age of Exploration to the present. While focusing on political and economic history, students will gain a basic knowledge of American culture through a chronological survey of major issues, movements, people and events in the United States and Virginia history.

An An SOL End-of-CourseSOL End-of-Course test is given at the end of the VA & US History course. test is given at the end of the VA & US History course.

AP U.S. History (11) *Pre-requisite: PSAT/SAT scores, completion of preliminary workAP U.S. History is offered through the College Board’s AP Program as an opportunity for high school students to take a college-level course while in high school. This is an intensive study of our state and nation’s history following a syllabus disseminated by the AP Program. Critical reading and writing are also emphasized.Note: Summer work will be required!

Government (12)United States and Virginia Government is a required course that is normally taken in the senior year. The purpose of this course is three-fold. First, the student develops an appreciation for the American system of government. Second, the student learns how the American government system works and how the individual is part of the government. Finally, the student learns to understand and respect the rights that all people have. Topics that are studied include political behavior, comparative governments and economics, foundations of American government, legislative process, civil rights, presidential government, and the judicial process.

AP Comparative Politics (12) *Pre-requisite: PSAT/SAT scores, completion of preliminary workAP Comparative Government and Politics is a course designed to enable students to effectively analyze and compare the varying forms of governments in the world today. In the short term, the goal of this course is to prepare students to succeed on the AP Government and Comparative Politics exam administered in May. In the long term, and more importantly, the goal of this course is to create informed global citizens with the skills necessary to fully understand the world’s diverse political systems. In order to accomplish both goals, we will use the following countries as case studies: United Kingdom, Russia, China, Mexico, Nigeria and Iran. More importantly, concepts in comparative politics will be emphasized. The case studies will give students concrete examples of comparative politics concepts. Examples of concepts include methodology, power, civil society, institutional structure, democratization, and globalization.*This course is combined with the AP Government course and students will take an AP test for both Government AND

Comparative Politics in May.

AP Government (12) *Pre-requisite: PSAT/SAT scores, completion of preliminary workAP government is designed to meet the Standard of Learning for the course in U.S. and Virginia Government, and prepare the student to successfully take the AP Exam in May. All members of the class take the AP Exam and those with strong scores may be eligible for College credit. AP Government is based on a college text and accompanying case study reader. Class time is utilized in evaluating and analyzing points of view on various topics. Note: Summer work will be required!

Sociology (10-12)Sociology (10-12)This course offers insight into people’s interactions with society.This course offers insight into people’s interactions with society.

Psychology (10-12)Psychology (10-12)This course provides insight into mental behavioral aspects of the individual.

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SCIENCESCIENCEEarth Science (9-12)Earth Science connects the study of the Earth’s composition, structure, process and history; its atmosphere, fresh water and oceans; and its environment in space. Major topics of study include plate tectonics, the rock cycle, earth history, the oceans, the atmosphere, weather and climate, and the solar system and universe. Problem solving and decision making as they relate to the utilization of the Earth’s resources are also an integral part of this course.

An An SOL End-of-CourseSOL End-of-Course test is given at the end of the Earth Science course. test is given at the end of the Earth Science course.

Biology I (9-12)This biology course is designed to provide students with a detailed understanding of living systems. The history of biological thought and the evidence it supports are explored and provide the foundation for investigating biochemical life processes, cellular organization, mechanisms of inheritance, dynamic relationships among organisms and the change of organisms through time.

An An SOL End-of-CourseSOL End-of-Course test is given at the end of the Biology I course. test is given at the end of the Biology I course.

Chemistry I (10-12)Chemistry I (10-12)*Pre-requisite: Successful Completion of Earth Science & Biology*Pre-requisite: Successful Completion of Earth Science & BiologyThis course provides students with a detailed understanding of the interaction of matter and energy. This is This course provides students with a detailed understanding of the interaction of matter and energy. This is investigated through the use of laboratory techniques, manipulation of chemical qualities and problem-solving investigated through the use of laboratory techniques, manipulation of chemical qualities and problem-solving applications. Students should possess adequate math skills for the problem solving required and are recommended to applications. Students should possess adequate math skills for the problem solving required and are recommended to be concurrently enrolled in Algebra II/Trigonometry. be concurrently enrolled in Algebra II/Trigonometry. ****Chemistry or Physics is required to meet the Advanced Studies Diploma requirement for four science credits in threeChemistry or Physics is required to meet the Advanced Studies Diploma requirement for four science credits in three different disciplines.different disciplines.

An An SOL End-of-CourseSOL End-of-Course test is given at the end of the Chemistry I course. test is given at the end of the Chemistry I course.

Physics I (10-12) Physics I (10-12) *Pre-requisite: Successful Completion of Geometry or Geometry Pt 2*Pre-requisite: Successful Completion of Geometry or Geometry Pt 2Physics I emphasizes a complex understanding of experimentation, analysis of data, and the use of logic and reasoning Physics I emphasizes a complex understanding of experimentation, analysis of data, and the use of logic and reasoning to evaluate evidence. Key areas covered include force & motion, kinetic molecular theory, energy transformations, to evaluate evidence. Key areas covered include force & motion, kinetic molecular theory, energy transformations, wave phenomena and the electromagnetic spectrum, light, electricity and non-Newtonian physics.wave phenomena and the electromagnetic spectrum, light, electricity and non-Newtonian physics.**Chemistry or Physics is required to meet the Advanced Studies Diploma requirement for four science credits in three**Chemistry or Physics is required to meet the Advanced Studies Diploma requirement for four science credits in three different disciplines.different disciplines.

Ecology - Biology (10-12)Ecology - Biology (10-12)This course is designed to fill the third science requirement for the Standard Diploma. The main objective of the This course is designed to fill the third science requirement for the Standard Diploma. The main objective of the course is to relate how student’s actions can affect the world around them. Main topics include nature, recycling, course is to relate how student’s actions can affect the world around them. Main topics include nature, recycling, pollution, and environmental awareness.pollution, and environmental awareness.

Anatomy/Physiology (10-12) Anatomy/Physiology (10-12) *Pre-requisite: Successful Completion of Biology I*Pre-requisite: Successful Completion of Biology IThis course extends the topics covered in Biology I with particular emphasis on biological and chemical processes as This course extends the topics covered in Biology I with particular emphasis on biological and chemical processes as well as an understanding of the human body systems. Historical achievements in the fields of biology, technology, well as an understanding of the human body systems. Historical achievements in the fields of biology, technology, medicine and forensic science, career paths, and some thoughts on the future will all contribute to the student’s growth medicine and forensic science, career paths, and some thoughts on the future will all contribute to the student’s growth and development.and development.

Advanced Environmental Science (10-12) Advanced Environmental Science (10-12) *Pre-requisite: Successful Completion of Earth Science & Biology 1*Pre-requisite: Successful Completion of Earth Science & Biology 1This unique advanced science elective emphasizes local field trips, public speaking, individual research, artistic talents, This unique advanced science elective emphasizes local field trips, public speaking, individual research, artistic talents, and essay writing. Weekly field studies concentrate on the environmental and natural selection of our Shenandoah and essay writing. Weekly field studies concentrate on the environmental and natural selection of our Shenandoah Valley. Individual projects are presented to the class each grading period. Areas of study include: local geography, Valley. Individual projects are presented to the class each grading period. Areas of study include: local geography, world and state pollution, introduced species, waste disposal, and ecosystems. Some hikes require physical strength world and state pollution, introduced species, waste disposal, and ecosystems. Some hikes require physical strength and early morning departures. High proficiency in Earth Science, Biology and Chemistry are highly recommended.and early morning departures. High proficiency in Earth Science, Biology and Chemistry are highly recommended.

Earth Science II/Astronomy (10-12Earth Science II/Astronomy (10-12) ) *Pre-requisite: Successful Completion of Earth Science*Pre-requisite: Successful Completion of Earth ScienceEarth Science II/Astronomy extends the Astronomy thread within Earth Science with emphasis upon the history of Earth Science II/Astronomy extends the Astronomy thread within Earth Science with emphasis upon the history of Astronomy, the Sun, the life cycles of stars, galaxies, black holes, the big bang, and recent research developments. Astronomy, the Sun, the life cycles of stars, galaxies, black holes, the big bang, and recent research developments. This course will be taught primarily through NASA websites and other online resources.This course will be taught primarily through NASA websites and other online resources.

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HEALTH & PHYSICAL EDUCATIONHEALTH & PHYSICAL EDUCATION

Health & PE 9 (9)Required for graduation by the state of VA, this course emphasizes fitness, cardio-vascular health activities, substance abuse, personal health, safety/first aid, CPR training, nutrition, consumer/environmental health and family life education. Full participation in physical education is also required.

Driver’s Education and PE 10 (10) - *Pre-requisite: Successful Completion of Health & PE 9 & age criteriaThe last physical education course required for graduation by the state of VA; fitness and wellness are again emphasized. Driver Education is taught with the health curriculum with an emphasis on substance abuse. Health topics include Family Life and Mental Health. Typically, tenth grade students who reach age 16 prior to January will be enrolled in PE 10 first semester when possible. Behind-the-Wheel training is scheduled on a rotating basis also by birthday and requires students be presently enrolled in driver education or have successfully completed driver’s educations course work; a learner’s permit and payment of a behind-the-wheel fee.

Advanced Physical Education 11&12 (11-12)This course emphasizes weight training, cardio-vascular health and nutrition and focuses on life long wellness activities such as fishing, bowling, outdoor education, softball, badminton, archery, golf, tennis and aerobics.

Athletic Training I (11-12)This course focuses on providing an introduction to athletic training. Students will study sports safety, personal health and learn how to prevent athletic injuries. A strong emphasis is placed on human anatomy, physiology and therapeutic modalities, as well as how to recognize and care for various athletic injuries. Athletic Training I focuses on medical terminology and injuries to the lower body. This course is designed for students who may have a special interest in sports medicine, physical therapy and/or related medical fields.

Athletic Training II (11-12) *Pre-requisite: Successful Completion of Athletic Training IThis course is a continuation of Athletic Training I with an ongoing emphasis on sports safety, personal health and learning how to prevent athletic injuries. A strong emphasis is placed on human anatomy and physiology, as well as how to recognize and care for various athletic injuries. Athletic Training II focuses on injuries of the upper body, dealing with “real life situations” and the various types of rehabilitation and uses of therapeutic modalities. A portion of this course is hands on with medical assessments and evaluations. Additional topics related to sports medicine and athletic injury management will also be covered. This course is suited for those interested in health related careers such as sports medicine, physical therapy and/or related medical fields.

SPECIAL EDUCATIONSPECIAL EDUCATION*STUDENTS ENROLLED IN THE SPECIAL EDUCATION PROGRAM MAY ENROLL IN MODIFIED COURSES IN MATH AND ENGLISH IF THEY ARE WORKING TOWARDS A

MODIFIED D IPLOMA OR OTHER ALTERNATIVE PROGRAMS WHEN APPROPRIATE AS DETERMINED BY THE STUDENT ’S IEP . STRATEGIES AND RESOURCE CLASSES ARE

AVAILABLE TO ASSIST STUDENTS WITH CORE SUBJECT AREAS AS WELL AS TO DEVELOP JOB SKILLS , SOCIAL SKILLS AND DAILY LIVING SKILLS . SPECIAL

EDUCATION STUDENTS AND THEIR PARENTS ARE STRONGLY ENCOURAGED TO CONSULT WITH THEIR CASE MANAGER AND COUNSELOR DURING THE COURSE

REGISTRATION PROCESS TO DEVELOP THE BEST POSSIBLE PROGRAM OF STUDIES .*

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FOREIGN LANGUAGEFOREIGN LANGUAGE

Spanish I & II (9-12)Spanish I begins the development of basic Spanish comprehension and language production. The curriculum includes audio-lingual-visual components with emphasis on audio comprehension of native speakers. Students learn the basic structure of the language as well as pronunciation rules to aid in their speaking skills. Strong English skills benefit the beginner language learner.Spanish II continues the language development and students are exposed to a wider variety of grammatical structures. Spanish II requires strong skills from Spanish I (should have a C average or higher).

Spanish III (9-12) *Pre-requisite: successful completion of Spanish IISpanish III continues to build on the skills acquired in Spanish I & II. Emphasis is placed on conversational speaking, advanced grammar, cultural items and composition writing. Students will develop confidence in using circumlocution to operate in situations which include language that has not specifically been taught. Students must have strong skills from Spanish I & II and be prepared to participate in Spanish during class in order to become functionally communicative.

Spanish IV (10-12) *Pre-requisite: successful completion of Spanish IIISpanish IV is a course for students wishing to have strong conversational, reading, and writing skills. The class is conducted in Spanish and students are expected to use Spanish during daily tasks. The curriculum covers thematic units to allow students to more accurately express themselves and their environment. Grammatical topics are studied and reviewed as necessary with emphasis on incorporating advanced structures into daily tasks.

Spanish V (11-12) *Pre-requisite: successful completion of Spanish IVSpanish V continues the work begun in Spanish IV with an emphasis on students being able to accurately and consistently produce, incorporate and explain more complex elements of the language.

Practical Spoken Spanish (10-12)This course is intended for students who would like to know how to communicate with Spanish-speakers in many everyday situations, especially in their career-related fields. As this class focuses on speaking, all students must be ready and willing to participate. Students may choose to use this class as a standalone Spanish experience, a springboard for Spanish I, a refresher in between Spanish levels, or as a practice class after they have finished their Spanish requirements. There will be something in the class for everyone. Topics will include: greetings, common courtesies, food, clothing, around the house, health, vehicles, constructions and agriculture. Other topics may be explored depending on student needs and interest.

French I & II (9-12)In French I, students are introduced to the basics of language and cultural facts about France and the French people. Pronunciation is learned and practiced daily while tapes are used for additional aural comprehension. French II is an extension of French I with increased reading, writing, and conversation and requires competent skills from French I.

French III (9-12) *Pre-requisite: successful completion of French IIFrench III continues to build on the skills acquired in French I & II. Emphasis is placed on conversational speaking, advanced grammar, cultural items and composition writing. The French teacher speaks mostly in French and students are encouraged to do the same.

French IV (9-12) *Pre-requisite: successful completion of French IIIFrench IV emphasis is on conversational and writing skills, cultural items and literature are the main focus.

French V (9-12) *Pre-requisite: successful completion of French IVFrench V is a comprehensive study of the language where the major emphasis is on literature, history, composition writing and conversation.

AP French (11-12) *Pre-requisite: successful completion of French IV and teacher recommendationAP French focuses on the three modes of communication: interpersonal, interpretive and presentational. Students will focus on learning language structures in context; use them to convey meaning, and how to function successfully in the language. Students will explore French and francophone culture in both contemporary and historical contexts. This course is taught entirely in French.

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Latin I & II (9-12)Latin I offers students the opportunity to learn a foreign language that provides such benefits as increased skill in English and an appreciation of the still meaningful Roman culture. Students learn to read and comprehend Latin. Vocabulary building skills are important. Latin II focuses on extensive readings from the daily life of the Romans. Students learn to use English-Latin derivatives and numerous Latin phrases.

Latin III (9-12) *Pre-requisite: successful completion of Latin IILatin III continues to build upon the skills acquired in Latin I & II. Emphasis is placed on acquiring an appreciation of great authors. Extensive readings and research are planned in accordance with student’s interest.

Latin IV (10-12) *Pre-requisite: successful completion of Latin IIILatin IV emphasis is on the appreciation of Roman literature, Greek history and literature, and the poetry of Verges, Horace and Catullus and life during the Roman Empire.

AGRICULTUREAGRICULTURENOTE: The student organization FFA provides opportunities for students to develop premier leadership skills, and lead to personal growth and career success. FFA activities are an integral part of agriculture instruction.

Agriculture Mechanics & Basic Animal Science II (9-12) Agriculture Mechanics and Basic Animal Science is a one year occupational preparation course. Approximately one half of the course is devoted to Agricultural Mechanics, with emphasis placed on skill development in arc welding, gas cutting and welding, woodworking, and wood and metal preservation. Instruction is also provided in Animal Science; areas to be covered are livestock breeds, selection, reproduction, feeding and genetics. Students will participate in FFA activities.

Small Engine Repair (10-12)This course offers an intensive study of the operation, maintenance, and repair of small gasoline and diesel engines. Instructional topics include principles of operation of gasoline and diesel engines, tune-up and maintenance procedures, and disassembly, overhaul and reassembly. Instruction may also include the operation of two-cycle and four-cycle engines commonly found on lawn mowers, garden tractors, snow blowers, rotary tillers, chainsaws, and other equipment. The course emphasizes leadership activities and opportunities to participate in FFA functions.

Introduction to Power, Structural and Technical Systems (9-12)Introduction to Power, Structural and Technical Systems is a one year occupational preparation course. The students will gain knowledge in FFA, Leadership, identifying hand tools and shop safety. In addition, they will learn the fundamentals of engines, power trains, hydraulics and electricity. While taking the course they will acquire skills in plumbing, masonry, carpentry, leveling and measuring land, welding (arc, mig and gas), reconditioning tools and understanding precision agricultural management. It is recommended that the student have Agriculture Mechanics and Basic Animal Science II before taking this course.

Agricultural Production III (10-12)*Pre-requisite: Successful Completion of Ag. Mechanics and Animal ScienceAgriculture Production III is the first of a two year program in Agriculture Production. These students should be directing their studies toward a career in production agriculture or a related industry. This class will focus on Meat Animal production: Beef, Swine and Sheep. Instructional Units will include: Selection, Genetics, Nutrition, Management and Facilities’. Other units will include Environmental concerns and farm business management. Students will also have the opportunity to participate in FFA activities such as Leadership Development, Career Development Events and Community Service projects. Each student is required to participate in a supervised agriculture experience program and complete a FFA proficiency award application.

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Agricultural Structural Systems (11-12) * Pre-requisite: Successful Completion of Ag. Production III and Intro to Power, Structural and Technical SystemsAgricultural Structural Systems is a one year occupational course. Students will learn skills in FFA, leadership, careers, plumbing, concrete and masonry operations, carpentry and electricity. They will also learn how to use selected hand tools, precision measuring tools and testing equipment. The course also includes instruction in safety, welding (arc, mig and gas), small engines and farm equipment repair and maintenance.

Agricultural Fabrication and Emerging Technologies (10-12)Students will receive instruction providing career training in the areas of agricultural fabrication and emerging technologies. The course content will focus on hot and cold metal fabrication and will also include studies of emerging technologies utilized within the field of agriculture.

Leadership Development (10-12)The leadership development course is a one year occupational course designed to acquaint students with the skills needed to participate effectively in business and social organizations and to provide skills essential for serving as leaders in various organizations. The course will develop the student’s communication, public relations, leadership, and decision making skills. The mission of this course is to enhance the leadership, personal growth and career success of today’s students. This course is open to all students interested in developing their leadership and communication skills.

Horticulture Science (9-12)This course is designed to assist students in developing the knowledge for entry level horticulture employment opportunities and advancement in areas such as floriculture (the study of flowers), landscape design, greenhouse operation, nursery plant production, turf management and crop production. Students will receive instruction in growing plants in a greenhouse and outside plot work will be performed by the students, therefore, the students get practical training in plant production and management.

Floral Design/DE Option available (9-12)Floral Design provides students with the opportunity to explore the areas of: indoor plants, greenhouse management, and flower arranging (major emphasis). Students will learn floral shop management, floral delivery, floral salesmanship, and floral design skills. Students will learn how to make floral arrangements such as center pieces, bud vases, holiday and special occasion designs. Skills such as bow making, corsage making and floral conditioning will be practiced. The purpose of the class is to prepare you to work in a florist shop and/or to be a better floral consumer.

Vet Science (10-12)This class will target those students planning careers as a veterinary assistant, veterinary technician, or a veterinarian. This class will focus on medical terminology, ethics, professionalism, and basic concepts of patient. Identification, management and preventative care of large animals, some wild animals, and a number of zoo animals will be studied.

Equine Management (10-12)Equine Science is a semester long occupational preparation course. A student in this class would learn basic horse management and health. The students will also learn special areas such as evaluating horses for conformation, breed character, physical appearance, and marketability. They will learn handling and grooming, maintaining health, first aid, controlling parasites, foot care, nutrition, genetics and fertility, breeding procedures, foal and mare care, and managing a stable.

BUSINESS BUSINESS NOTE: Business classes prepare students to become contributing citizens who are capable of making effective personal economic decisions. Students learn the relationship of business management, accounting, finance, and information systems as well as the basic skills of computation, communication, decision making, and problem solving. Business courses prepare students for a variety of professional career opportunities.

Accounting (10-12) Students study the basic principles, concepts, and practices of the accounting cycle for a service business and a merchandising business. Topics covered include analyzing transactions, journalizing and posting entries, preparing

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payroll records and financial statements, and managing cash systems. Ethics and professional conduct are emphasized. Students learn fundamental accounting procedures using both manual and electronic systems.

Computer Applications (9-12) Students develop and review correct keyboarding techniques and gain a basic knowledge of word processing, spreadsheets, databases, graphics, and telecommunications applications. Students demonstrate an understanding of computer concepts through an application of knowledge. Students learn to use software packages and local and worldwide network communication systems.

Computer Information Systems (11-12)*Pre-requisite: Successful Completion of Computer ApplicationsStudents apply problem-solving skills to real-life situations through word processing, spreadsheets, databases, multimedia presentations, and integrated software activities. Students work individually and in groups to explore computer concepts, operating systems, networks, telecommunications, and emerging technologies.

Computer Information Systems, Dual Enrollment with Blue Ridge Community College (11-12)*Pre-requisite: Successful Completion of Computer ApplicationsThe online BRCC course, ITE 119 covers computer concepts and internet skills and the use of Microsoft Office 2007 suite. Students will demonstrate skills required for computer literacy as well as proficiency in using word processing, spreadsheet, data-base, and presentation software. Students who complete this course will earn one high school credit and three college credits. For more information please see Mr. Husband or Mrs. Humphries in the Business Department.

Economics and Personal Finance (10-12) **REQUIRED ELECTIVE STARTING WITH 2015 GRADUATING CLASS**Students learn how to navigate the financial decisions they must face and to make informed decisions related to career exploration, budgeting, banking, credit, insurance, spending, taxes, saving, investing, buying/leasing a vehicle, living independently, and inheritance. Development of financial literacy skills and an understanding of economic principles will provide the basis for responsible citizenship and career success. In addition to developing personal finance skills, students will also study basic occupational skills and concepts in preparation for entry-level employment in the field of finance.

Principles of Business and Marketing (9-12)Students discover the roles of business and marketing in the free enterprise system and the global economy. Basic financial concepts of banking, insurance, credit, inheritance, taxation, and investments are investigated to provide a strong background as students prepare to make sound decisions as consumers, wage earners, and citizens. The real-world impact of technology, effective communication, and interpersonal skills is evident throughout this course. This course also supports career development skills and explores career options.

FAMILY AND CONSUMER SCIENCE FAMILY AND CONSUMER SCIENCE

NOTE: Family & Consumer Sciences empowers individuals and families across the life span to manage the challenges of living and working in a diverse, global society with a unique focus on families and work, and their inter-relationships. The family focus program prepares students for competence in the important. Challenging, and ever changing work of the family. Students become proficient in the management of their individual, family, and work lives, and learn how to apply these skills to jobs and careers. Local, regional, and national activities of the student organization, FCCLA (Family, Career and Community Leaders of America) help students assume their roles in society through the Family & Consumer Sciences areas of personal growth, family life, vocational preparation, and community involvement.

Individual Development (9-10)Students enrolled in Individual Development focus on encouraging personal potential of self and others throughout the life span; enhancing positive views of self and others; managing stressful situations; formulating a plan to achieve career goals; forming healthy, caring relationships with family members and peers; managing conflict; choosing responsible ways to express oneself; and evaluating the importance of responsible parenting to individuals, families,

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and society. Critical thinking, practical problem solving, and entrepreneurship opportunities within the area of individual mental, emotional, and physical health are emphasized.

Nutrition & Wellness (10-12)Students enrolled in Nutrition and Wellness focus on understanding wellness, investigating principles or nutrition, using science and technology in food management, ensuring food safety, planning menus and preparing food, and exploring careers in the field of nutrition and wellness. Critical thinking and practical solving are emphasized.

Family Relations (10-12)Students enrolled in Family Relations focus on analyzing the significance of the family, nurturing human development in the family throughout the life span, analyzing factors that build and maintain healthy family relationships, developing communication patterns that enhance family relationships, dealing effectively with family stressors and conflicts, managing work and family roles and responsibilities, and analyzing social forces that influence families across the life span.

Child Development and Parenting (10-12)Students enrolled in Child Development and Parenting focus on analyzing parenting roles and responsibilities, ensuring a healthy start for mother and child, evaluating support systems that provide services for parents, and evaluating parenting practices that maximize human growth and development. Critical thinking, practical problem solving using case studies, and entrepreneurship opportunities within the area of parenting responsibilities and child development are emphasized.

Early Childhood Education (11-12)Students focus on the principles of child growth and development; development of self-concepts and building self-esteem; appreciation of diversity; learning experiences for children; principles of guiding children in a positive manner; healthy and safe environments; career development; and careers related to early childhood professionals through hands-on exploration, projects, and group learning.

TECHNOLOGY TECHNOLOGY NOTE: The Technology Education program teaches students to understand, use, and control technology. The curriculum covers the development of technology and its effect on people, the environment and society. Students learn how to adjust to change, to deal with forces that influence their future, and to participate in controlling their future. The high school technology education program provides challenging experiences for the student. Program content stems from the study of a variety of technologies and challenges the student’s ability to apply scientific principles, engineering concepts, and technological systems.

Technology Foundations (9-12) In the beginning high school course in the Design & Technology program, students acquire a foundation in technological material, energy and information and apply processes associated with the technological thinker. Challenged by laboratory activities with computers and tools, students create new ideas and innovations, build systems, and analyze technological products to learn further how they work and why technology works. They work in groups to build and control systems with engineering in the development of technology.

Technology Foundation is the beginning high school course which emphasizes fundamental skills such as board drawing, project planning, measuring, woodworking, and machine shop safety. Students will be exposed to various shop processes related to an assigned project. They will also be given an assigned problem solving activity.

Basic Technical Drawing (10-12) In this foundation course, students learn the basic language of technical design, sketch and make technical drawings, models or prototypes or real design problems and use both traditional sketches and computer aided design. This course is especially recommended for future engineering and architecture students.

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FINE ARTSFINE ARTSEXTENSIVE RESEARCH HAS SHOWN THAT INVOLVEMENT IN ARTS PROGRAMS CONTRIBUTES TO ACADEMIC SUCCESS WHILE PROVIDING STUDENTS AN OPPORTUNITY TO DEVELOP SELF-DISCIPLINE , CREATIVITY AND CONFIDENCE . THE ARTS HELP STUDENTS REMOVE BOUNDARIES , OPENLY EXPLORE AND INTERACT IN THE WORLD AROUND THEM IN NEW WAYS AND PROVIDE A WELL-ROUNDED EDUCATIONAL EXPERIENCE .

Art I: Foundations & Art II (9 -12) Students will be expected to express and interpret feelings and experiences in artwork that makes a personal statement. Learning essential art skills, acquiring an art vocabulary, and understanding the elements and principles of design will be the areas of emphasis at this level of art. These concepts will be explored through a variety of experiences, including drawing, painting, print making, 3-dimensional design, media, crafts and communication media. Homework will be assigned occasionally in the form of sketchbook drawings. Through lecture, class discussion, individual reading, and media exploration the class will be introduced to information regarding the works of artists, the history of art, art criticism, and their own use of media.

Art III Art I & II (10-12)Advanced Intermediate continues to emphasize the development of abilities to organize and analyze visual arts content, concepts, and skills in creating works of art. Art IV: Advanced Art reinforces the competence and confidence in skills of analysis, evaluation, and creation of works of art. Visual communication and production, cultural context and art history, judgment and criticism, and aesthetics remain the main focus, and an advanced level of performance is required in each. Study at his level affords students the opportunity to develop a personal direction in the production of their works.

Studio Art (11-12) *Pre-requisite: successful completion of Advanced Art I & IIStudio Art V is designed for seniors who may be interested in developing a portfolio of quality work. Based on the format of the AP general portfolio requirements, students are expected to explore media, styles and techniques in greater depth than on other art courses. Students are also required to select a topic as a concentration area and create self-directed and increasingly sophisticated works of art based on those topics throughout the semester. Art history, career exploration, school improvement projects, and critiques are all an integral part of this course designed to help students develop their own personal style and explore options for their future.

Marching Band (9-12) * Fall semester only after school, .5 credit awarded if completed successfullyMembership in Marching Band is drawn from those students who wish to participate. Members of the Marching Band are also required to participate with the concert band class for the winter. The Marching Band presents a balanced study of performance literature at a level suited to the abilities, talents and interests of its members. In addition, the Marching Band class participates in concerts, performs at varsity football games, band competitions, rehearsals and other special events. In addition to attending a required multi week camp during the summer, the Marching Band members rehearse after school. These rehearsals are required and are a vital part of the success of the Marching Band. These rehearsals switch to concert band material after the marching season is over.

Advanced Concert Band (9-12) *One or two semestersMembership in the Concert Band class is open to all students who have had previous band experience. The concert band class presents a balanced study of performance literature at a level suited to the abilities, talents and interests of its members. The concert band class performs in the winter and spring concerts, band festivals, and rehearsals. After-school performances and rehearsals are required. These rehearsals are required and are a vital part of the success of the concert band class.

Concert Choir (9-12) *One or two semestersMembership in the Concert Choir class is open to all students, however previous choral experience is preferred. The Concert Choir class presents a balanced study of performance literature at a level suited to the abilities, talents and interests of its members. The Concert Choir performs in the winter and spring concerts, festivals, and rehearsals. After school performances and rehearsals are required. These rehearsals are required and a vital part of the success of the Concert Choir class.

Jazz Band (9-12) *Both semesters after school; ½ credit offered for participation

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Membership in the Jazz Band is selected from those students who audition. The Jazz Band studies and performs various forms of popular music and varied styles that are associated with jazz, rock, Latin and fusion music. Jazz Band starts after school rehearsals upon the conclusion of Marching Band season.

Education for Employment Education for Employment Education for Employment: EFE I & II

Criteria – Academically and/or Economically Disadvantaged

The major objectives of Education for Employment (EFE) are: Academically and/or economically disadvantaged students receive occupational training; The program combines classroom instruction with paid employment for the student; Students attend school part of the day and are then released to an approved job; A student’s job must contribute to their career objective and future employability; Instruction that contributes to the student’s success in the workplace is planned by the EFE teacher; The EFE teacher will monitor the student’s progress and supervise his/her employment through workplace

visits.

The primary purpose of the Education for Employment Program (EFE) is to develop the skills, knowledge, and attitudes that students require to make them employable and/or capable of seeking further training. The program provides students with experiences helping them make more meaningful and informed occupational choices. Employability skills, job search skills, and job-keeping skills are taught and refined. EFE aids the student in understanding self, developing effective communication skills, understanding personal money management, proper attitudes towards work and society, understanding the social and economic responsibilities necessary for becoming productive citizens, making decisions, and setting goals. The ultimate goal is to keep the student in school until they graduate while providing an educational program that develops vocational skills and career knowledge which leads to employment.

The student’s responsibilities are: Regular school attendance; A student is not permitted to work on a day he/she is absent from school; Students must attend school half of the school day (dismissal after second or third block) to include the

EFE class; A student must work 270 hours per semester enrolled in EFE, based on 15 hours per week, for the school

year. A minimum of 6-7 hours must be worked Monday through Thursday. Less then 60 hours of work in any six-week grading period may constitute a failing grade:

If an appropriate job is not found within two weeks of the beginning of the school year, the student may be dismissed from the program;

A student may be dismissed from the program if they quit a job or perform poorly at the job.

The parent’s responsibilities are: Assume responsibility for the safety of students from the time they leave school until

they report to the job; Be responsible for transportation of students from school and to and from the

employment location.

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Advanced Placement ProgramAdvanced Placement ProgramThe Advanced Placement (AP) Program through the College Board is a highly recognized and respected program among colleges and universities for students to experience college-level work and possibly earn college credit while still in high school. Riverheads High School currently offers the following AP courses: United States (American) History, English Literature & Composition, United States Government & Politics, United States Government and Comparative Politics and Calculus AB. Criteria for students planning to enroll in an AP course are based on grades in previous course work, teacher recommendations, motivation, educational plans and test scores. All students interested in AP courses should take the PSAT or SAT prior to enrolling in an AP course. Each AP student will take the AP exam in that AP course in May. Colleges and universities each award credit based on their own criteria for AP exam scores. Students receiving a score of 3 or better on an AP exam are typically awarded college credit (depending upon college). Each student is responsible for the AP exam fee which is approximately $90. AP English also requires the purchase of some books at an additional cost. Students demonstrating financial need may qualify for financial assistance for AP courses and should see their counselor for more information.

There are often common concerns of high school students who are considering which courses to take in their upcoming academic years particularly regarding the selection of AP courses. However, there are numerous benefits to be gained from taking AP, some of which are described below.

You'll study a subject in greater depth . . .If you are interested in a particular subject and want to learn more about it with classmates who are just as enthusiastic, your best bet is to take an AP course.

You'll find out what you can really do . . .If you don't challenge yourself, you'll never know what you're capable of achieving. If you take an AP course and work hard for nine months, taking the exam completes the picture. If you don't take the exam, you might always wonder how well you could have done. Prove to yourself that you have mastered college-level material, and discover the satisfaction of reaching your goal.

AP prepares you for college work . . .AP courses and exams represent the beginning of the journey through college-level academic challenges. Once you're used to being challenged you're more likely to continue with advanced studies (AP students are twice as likely to go into Ph.D. programs). AP is not just a test; it's an experience. AP courses motivate you to work hard, and you can improve the quality of all your courses based on the skills you gain in one AP course. The work you do in an AP course will help you develop skills and study habits that will be vital in college. For example, you will learn how to analyze problems effectively, improve your writing skills, and prepare for exams. These are tools that will serve you well throughout your college career.

You may improve your chances of getting into a competitive college . . .Students who take AP courses and exams are more knowledgeable about the demands of college work. Colleges and universities recognize that applicants with AP experience are much better prepared for the demands of college courses. Admissions officers are well aware of the difficulty of AP courses and exams, and sending them your AP Exam grades can only be a positive step toward potential admission into competitive colleges.

You'll be making a good investment . . .As we all know, money doesn't grow on trees, and it is important to think ahead. By taking an AP Exam, you will be investing in yourself and your future. If you receive a qualifying grade on an AP Exam, your exam fee investment can translate into major savings. A course credit at a state university such as Georgia Tech can be worth about $300, and at the University of Pennsylvania, for example, you will save approximately $3,000.

You'll improve your self-esteem . . .By succeeding in an AP course and exam, you will know in advance that you have the ability to succeed in college. Students who have this confidence are less likely to go for the easy options at college, and are more likely to specialize in majors with tougher grading standards. They are also more likely to take a greater course load and complete a greater number of higher-level courses. Students who succeed academically are likely to achieve other significant accomplishments in college and throughout their lives.

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You'll broaden your horizons . . .Many students say that their AP experiences made them look at things differently. For example, working with a dedicated AP teacher can be a great influence on you both personally and in your scholastic development. Also, working with other students who are "going for it" can be extremely stimulating.

Should you take Advanced Placement classes?

How do you know if you are capable of doing college level work in high school?

Have you been taking the most advanced courses offered in that subject?

Have you received solid grades in the subject? This does not mean all A’s. Many C students begin to demonstrate better achievement in challenging classes.

What is the recommendation of the teacher?

What are your PSAT scores? Good scores indicate a reasonable opportunity for the student’s success in college level work. Challenging classes are the most effective way to improve lower scores.

Virtual VirginiaVirtual VirginiaPublic, private, and home schooled students from Virginia and the nation are taking engaging, rigorous AP,

elective, and world language courses through Virtual Virginia. High school students can get a head start on college and save money on tuition costs by participating in this program. These classes are an exciting and challenging way for students to pursue academic courses not offered in their regular school. Classes feature a rich variety of media including streaming video, online field trips, simulations and interactive learning tools. Scheduling conflicts are minimized as courses do not have to be taken in real time.

All courses are taught by skilled teachers fully certified in the subject area and trained for teaching in the online environment. Instructors are readily available via toll-free phones and email. Local mentors are also available to help students by proctoring tests, answering questions, and facilitating communication between the school and the virtual instructional staff. All online courses require regular interaction with the instructor and other students in the course.

Please keep in mind that these classes offered through Virtual Virginia require students to be self-motivated and that they will be working independently through the computer in this online course option.

More information about the program, including course descriptions, textbooks, pre-course AP assignments, resources, and required technical specifications, is available at- www.virtualvirginia.org OR in the Counseling Office at Riverheads.

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Valley Career & Technical CenterValley Career & Technical Center

Valley Career & Technical Center one and two year programs grant three units of credit per year.

10th grade students may sign up to take a field trip to Valley Career & Technical Center in the fall through the School Counseling Department.

Students may also schedule shadowing times through their school counselor. Applications for students interested in VCTC can be picked up in the School Counseling Department and

must be returned to their counselor by the end of January. Public school buses provide transportation to and from VCTC. VCTC courses include an additional fee for materials, textbooks, and equipment.

Valley Career & Technical Center (VCTC) programs are designed to develop skills, knowledge, attitudes, and work habits necessary for students transitioning to the workplace or postsecondary training and/or education.

For more information regarding Valley Career & Technical Center please call Darla Miller at 245-5002 OR you can access their website at: http://www.valleytech.us.

Please note that ** denotes potential to Dual Enroll with the community college system. For more information regarding these programs, please visit the Valley Career and Technical Website.

Information regarding programs offered at VCTC is listed below:One Year programs:

Auto Body Technology IIComputer Systems Tech I & IIComputer Network Software OpCriminal Justice **Dental Assistant I & IIEmergency Medical Technician I & IIFirefighter I & IIHorticulture Sciences & Greenhouse Plant Production & ManagementMasonry I & IINurse Aide I & IIPatient Care Technician (Nurse Aide I & II is a pre-requisite)Small Engine Technology I & IIWoodworking & Design I & II

Two Year Programs:

Auto Technology I & IICarpentry I & IICosmetology I & IICulinary I & II **Diesel Equipment Technology **Electricity I & IIHVACR I & IIPrecision Machining I & II **Veterinary Assistant I & IIWelding I & II **

One Semester Programs:

VA Teachers for Tomorrow ** (requires a separate application)

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One Semester Programs:

Greenhouse Plant Production and ManagementHorticulture SciencesIntro to Culinary ArtsIntro to Health and Medical SciencesLandscapingSmall Engine Technology I & IIWoodworking Design and Fabrication I & II

Shenandoah Valley Governor’sShenandoah Valley Governor’s SchoolSchool

SVGS serves approximately 220 gifted and talented 11th and 12th graders from Augusta County, Staunton and Waynesboro. SVGS is a program for gifted, talented and highly motivated students who enjoy intellectual and artistic challenges and learning. Students choose one of two parallel programs, STEM (science, technology, engineering and math) or AH (arts and humanities).

Students attend SVGS between the hours of 7:15 and 11:30 am. SVGS is opened and staffed two nights a week for student and community use.

Shenandoah Valley Governor’s School is housed in the Valley Vocational Technical Center building in Fishersville.

For more information regarding Shenandoah Valley Governor’s School please feel free to call 245-5088 OR check their website at www.svgs.k12.va.us.

STEM Program –

The Science, Technology, Engineering and Math program requires students to complete at least three credits each year, one in each of the core areas. Students may choose an additional credit as an optional independent study. Seniors may complete four credits in the core areas.

AH Program –

The Arts and Humanities program requires students to complete four credits in one of two tracks, Visual Arts or Theatre Arts. Students in both programs complete a humanities course, which addresses the Standards of Learning for 11th or 12th grade English, as well as appropriate studio classes, crafts and skills class and an elective each year.

Blue Ridge Career PathwaysBlue Ridge Career Pathways

Career Pathways combines a secondary and postsecondary program of study in a specific career field. The Career Pathways program encourages young people still in high school to select demanding academic classes in preparation for further study. Students should examine careers, select a career major, and enter a program leading to a career.

Career Pathways is preparation for success, whether you are talking pay, advancement or career satisfaction. Tech Prep programs combine the last two years of high school with the first two years of college or an apprenticeship program and upon completion you’ll earn a two year associate degree or certificate. When you graduate you will have top job prospects and you’ll also have the option of continuing your college education.

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Please feel free to contact Velma Bryant at Blue Ridge Community College for more information regarding Blue Ridge Career Pathways.

Blue Ridge Career Pathways ProgramBlue Ridge Community College

Box 80Weyers Cave, Virginia 24486

(540) 453-2346

MentorshipMentorship

One credit (150 hours) is awarded

Mentorship typically takes up 2 blocks during your school day either in the morning of afternoon. Mentorship provides a job shadowing experience, where the student gains from the experience and knowledge of an expert in the field they have chosen to explore. Students are expected to create a presentation at the completion of the mentorship on their experiences of the job shadowing that they performed.

For more information, please contact Terry Lafon at Central Office: 245-5100

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Stuarts Draft HS Manufacturing & Engineering Program

_________________________________10th or 11th grade students that are interested in learning about a Manufacturing and Engineering program at Stuarts Draft High School should stop by the Guidance Office to pick up a pass to attend a presentation on Wednesday, October 28th during Gladiator Block! This is a yearlong course that could potentially award up to 7 college credits. Students work in teams and independently to create projects such as:Holiday OrnamentsFantasy Football data managementDesigning/manufacturing a hovercraftDesigning/manufacturing a can crusher

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ISAEP/GEDISAEP/GED

What is ISAEP? The Individual Student Alternative Education Program is a state initiative program for students who have fallen behind in credits toward graduation. Students must be at least 16 years of age and significantly behind their age peers in credits earned toward graduation. The intention is to provide each student with the opportunity to gain employment skills and to earn a GED.

The student must score 410 or above on each of the sub-tests of the GED practice test in order to qualify to take the GED. The test covers the following subject areas – reading, social studies, science, math and language. The program has two components: GED preparation and a vocational component. The vocational component must be one that prepares the student for employment. Any of the vocational programs at VCTC will meet this criterion. Currently, the Employment Training Program does not meet the criteria as a vocational component. Students must also fulfill the requirement of being tested at the Career Assessment Center; this testing is set up by their school counselor.

If you have questions about any of the programs mentioned above, please feel free to call the School Counseling Department at Riverheads High School, 337-1921.

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