Vergennes Union High School
Home of the Commodores
2025-2026
Program of Studies
Table of Contents
Each of the following topics is a clickable link that will direct you to the corresponding section in our program of studies. At the bottom of each page, you'll find a link to return to the table of contents for easy navigation.
High School School Counseling Department: 3
Graduation Cohort and Credit Progression 4
Personalized Learning Plans (PLPs) 6
Expanded Learning Opportunities 8
Career Centers ~ Patricia Hannaford Career Center (PAHCC) 8
Mount Abraham Union High School Course Options 11
Course Selection, Add/Drop, and Withdrawal Policy 12
Advanced Placement (AP) Courses 12
Challenging or Advancing in a Course 13
Course Information by Department 15
Electives and Extended Learning Opportunities 17
Health and Physical Education 22
General Information
The Vergennes Union High School (VUHS) Program of Studies contains course descriptions, schedules, flexible pathways, and other information to support students and families in planning for the upcoming school year. While we strive to be as accurate as possible, this guide is prepared months in advance, and actual course offerings may be affected by teacher availability or scheduling constraints.
A “live” version of the Program of Studies is posted on the VUHS School Counseling webpage and includes real-time updates. Be sure to check the most current version online under the “School Counseling” tab at www.vuhs.org.
Each department section includes information about course sequencing to help students plan their academic pathway. While we aim to give every student the opportunity to take the classes they request, some scheduling conflicts may occur. We will make every effort to ensure students can stay on track with their planned course sequence.
VUHS offers flexible pathway experiences tailored to students' interests and goals. While we cannot offer every possible option, students are encouraged to meet with their school counselor to explore opportunities and develop a personalized four-year plan that meets graduation requirements. More details are available in the Flexible Pathways section of this document.
If you have questions about scheduling or course planning, please reach out to your school counselor by phone, email, or by stopping in to make an appointment.
High School School Counseling Department:
School Counseling Office Administrative Assistant/Registrar
Anne Vincent - 802-471-2359, AVincent@anwsd.org
School Counselors
Rebecca Edelman - 802-471-2301, REdelman@anwsd.org
Susan Oliveira - 802-471-2299, SOliveira@anwsd.org
Mission Statements
Addison Northwest School District’s Vision: We envision a kind, collaborative, and creative community for all that nurtures a diverse and accessible learning environment. Students will flourish as critical thinkers and productive citizens, cultivating resilience in an ever-changing world.
Vergennes Union High School Mission: Our purpose as a school community is to develop knowledgeable, responsible, respectful, and healthy individuals who flourish in and contribute to an ever-changing society.
Graduation Requirements
It is the policy of the Addison Northwest School District to ensure students have access to rigorous, relevant, and comprehensive learning opportunities that allow them to demonstrate proficiency in literacy, mathematics, scientific inquiry, global citizenship, physical education, artistic expression, and transferable skills. Transferable skills are assessed within academic classes and align with both content-area proficiencies and habits of work.
A student meets the requirements for graduation by providing evidence of proficiency in all required curriculum areas. This ensures that all graduates demonstrate the knowledge, skills, and work habits needed for success in postsecondary education, the workforce, and civic life.
Each VUHS graduate will demonstrate proficiency through a minimum of 22.5 credits, earned through approved courses and/or equivalent learning experiences via Flexible Pathways. These pathways may include independent studies, online courses, Career and Technical Center programs, internships, dual enrollment, and early college.
Successful completion of a course at VUHS indicates that a student has met the identified content and skill proficiencies.
Credit Requirements for Graduation (Minimum of 22.5 credits)
4 credits in English, including 1 credit in 9th Grade English Literature and Composition
3 credits in Mathematics, including 1 credit in Math 1
3 credits in Science, including 1 credit in Intro to Life and Physical Science
3 credits in Social Studies, including 1 credit in World Geography, 1 credit in US History, .5 credit in Modern Citizenship
1 credit in Visual or Performing Arts
1.5 credits in Physical Education
.5 credit in Health
.5 credit in Technology
.5 credit in Financial Literacy
5.5 credits in Electives
For students who are eligible for alternate pathways to graduation, such as an Individualized Education Plan (IEP) or a Multi-Year Plan, please refer to the Student and Family Handbook.
Students are encouraged to meet regularly with their school counselor to develop a personalized four-year plan and ensure they are on track to meet graduation requirements through the pathway that best fits their goals.
Graduation Cohort and Credit Progression
Each year of high school, students may earn up to 8 credits. To be considered a senior, a student must have accumulated enough credits by the end of 11th grade to ensure they are on track to meet the 22.5-credit graduation requirement.
This designation supports course planning, senior experiences, and postsecondary preparation. Students with questions about their cohort status or credit standing should connect with their school counselor.
Grade Reporting
Student progress is tracked and reported through two main systems:
Jump Rope
JumpRope is the platform used to track student progress toward proficiency in each course. Teachers enter assessment scores aligned to performance indicators throughout the semester. Students and families will receive a login in early fall and are encouraged to check the portal regularly. Semester report cards are issued through JumpRope and reflect current levels of proficiency.
PowerSchool
PowerSchool is our student information system and is used for attendance, scheduling, and official transcript records. A final course score of 2.5 or higher is considered proficient and results in earned credit toward graduation requirements.
For a detailed explanation of scoring, reassessment, and how proficiency is calculated, refer to the Proficiency-Based Learning at VUHS guide
Academic Honors
VUHS recognizes academic distinction at graduation using the Latin Honors system. These honors are based on a student’s cumulative course score average across seven semesters, using academic proficiency scores only.
Cum Laude (“With Praise”) - 3.30
Magna Cum Laude (“With Great Praise”) - 3.50
Summa Cum Laude (“With Highest Praise”) - 3.80
VUHS no longer ranks students. Latin Honors is widely used by colleges and universities, as well as a growing number of high schools across Vermont and the country. This tradition is familiar to families, college admissions officers, and prospective employers and provides a clear and consistent way to celebrate student achievement.
VUMHS has adopted the Latin Honors system (Summa Cum Laude, Magna Cum Laude, and Cum Laude) to recognize academic distinction. VUMHS no longer ranks students. The designation will be calculated through 7 semesters and reflect the cumulative course score average.
Recognizing Academic Honors
In a proficiency-based learning system, success is defined by meeting or exceeding standards. Every student should have an equal opportunity to achieve proficiency and excel academically.
Semester-based Honors
At VUHS, we believe in recognizing students for excellence in academic proficiency. Beginning in the 2024–2025 school year, semester-based honors will be determined by academic proficiency scores only. Habits of Work (HoW) scores will not be included in the calculation.
Honor Rolls are calculated twice per year—once after the first semester and again at the end of the school year.
- Honor Roll: A student must have a baseline proficiency score of 3.0 or higher in each and every course.
- High Honor Roll: A student must have a baseline proficiency score of 3.3 or higher in each and every course.
Students on IEPs, 504 plans, or EST plans will receive appropriate accommodations or modifications to ensure equal and fair access to honors recognition.
Scholarships
VUHS students are eligible for a wide range of local and state-level scholarships, including the Green and Gold Scholarship from the University of Vermont. Most scholarship planning is done in collaboration with your school counselor during your junior and senior year. For details, please speak with your school counselor.
Green and Gold Scholarship
The University of Vermont’s Green and Gold Scholarship is a prestigious academic merit award given to one rising senior from each eligible Vermont high school. Nomination is based on cumulative academic performance and transcripted coursework through the end of junior year.
Recipients are notified by UVM in the fall of their senior year. The scholarship provides full tuition to the University of Vermont.
Personalized Learning Plans (PLPs)
In accordance with Act 77, all Vermont students are required to develop and maintain a Personalized Learning Plan (PLP) to support academic, career, and personal goal setting. PLPs help students reflect on their strengths, learning styles, interests, and growth areas. They serve as a guiding document for graduation planning and help students explore relevant flexible pathways.
A PLP is created in collaboration with teachers, Crew advisors, school counselors, and families. It includes:
- Academic and career goals
- Reflections on progress and achievement
- Records of learning experiences, including co-curricular involvement
- Evidence of transferable skills
- Personalized strategies for learning and growth
PLPs are updated regularly and support a student's ability to plan for postsecondary success, whether that includes college, career, technical training, or other pathways.
For more information about how PLPs are developed and maintained throughout the school year, including timelines and student-led conferences, please refer to the Student and Family Handbook.
Grade 9 Core Program
All entering 9th-grade students are enrolled in the 9th Grade Core program. This program is designed to ensure a successful transition to high school and to build the academic and personal skills necessary to become engaged and reflective learners.
Program Goals:
- Support a smooth transition from middle to high school, with all students experiencing the same rigorous academic content
- Build supportive relationships among students, teachers, and families
- Emphasize both academic content and transferable skills
- Develop habits of work that support success in and beyond high school
- Assess progress using proficiency-based grading in JumpRope
9th Grade Core Curriculum:
Students in the core program are enrolled in the following four academic courses:
- English – 9th Grade English Literature and Composition
- Science – Intro to Life and Physical Science
- Social Studies – World Geography and Cultures
- Math – Math 1 or Bridge to Math 1 (Math 2 for students who completed Math 1 in middle school)
In addition, students are strongly recommended to take:
- Adventure Physical Education
- Health
Each of these courses uses content-area and transferable skills proficiencies as the foundation for instruction and assessment.
Students may also take electives outside of the core program in areas such as world languages, visual and performing arts, agricultural sciences, and technology.
Flexible Pathways Options
VUHS offers various courses, programs, and learning opportunities both in and out of school that allow students to demonstrate proficiency toward graduation requirements. While the list below is extensive, there may be other ways for students to engage in personalized learning. We encourage students to design their own learning opportunities while meeting graduation requirements. While we offer flexible pathways, not all pathways are available to ensure equity of access for all students. Therefore, any alternative proposals will need to be approved. Please see your school counselor to explore these opportunities.
Expanded Learning Opportunities
For the 2025-2026 school year, we are excited to introduce new opportunities for students to create their own flexible learning pathways! Here’s what you can do:
- Design Your Own Course: Create a unique class based on your interests, such as Astronomy or World War 2 Battles.
- Create Your Own Project: Develop a project that reflects your passions, like Farm Life or Safe Backpacks.
- Collaborate with the Community: Partner with local organizations or businesses, such as Willowell, the Maritime Museum, or the Rokeby Museum, to enhance your learning experience.
An educator will guide you through designing and implementing your course or project. You can earn at least 0.5 credits, with the potential to earn more by meeting proficiencies. To take advantage of this opportunity, make sure it aligns with your Personalized Learning Plan (PLP) and includes a goal related to accessing expanded learning opportunities. Reach out to your school counselor for more information.
Career Centers ~ Patricia Hannaford Career Center (PAHCC)
The PAHCC is our regional career center, and many VUHS students participate in its half-day or full-day programs in grades 10, 11, and/or 12. Located in Middlebury, PHCC offers foundational, career, and technical programs, with transportation provided to and from PHCC each day. Course descriptions and offerings can be found on the PHCC website at https://www.hannafordcareercenter.org/programs. Paper copies of PHCC applications and course descriptions are also available upon request in the School Counseling Office.
Students attending PHCC may have different scheduling options depending on the program and/or personal preferences: full day for half a year, half day for a full year, or full day for a full year.
Several PHCC programs offer the option to earn college credit. For example, students may qualify to earn credits at Vermont Technical College through the Diesel Tech program or at the Community College of Vermont (CCV) through the Medical Professions and Design and Illustration programs. Co-op options are available to second-year career center students through some PHCC programs. After high school graduation, students may continue their co-op to earn certifications in their chosen field while learning a skilled trade.
Most students attending PAHCC use VUHS-provided transportation. Students who are required to drive to PAHCC or to a field site must receive permission from PAHCC and obtain approval from their family, teacher, and a VUHS administrator. Students with driving privileges are not permitted to transport passengers.
PAHCC is the designated technical education center for VUHS students. Interested students should connect with the School Counseling Office for additional guidance on programs and application requirements.
Other Career Center Options
In some cases, students may pursue technical studies at other career centers, for example Burlington Tech Center or Center for Technology Essex. Note that preference for admission is given to in-district students first. Accepted students must provide their own transportation. Interested students should meet with their school counselor for more information.
Community-Based Learning
While Community Based Learning (CBL) is normally scheduled as a class within a student’s schedule, there are additional ways that students can arrange to complete work, projects, and learning in the community. For more information, please see the course description in this document.
Dual Enrollment
If students want to earn high school and college credit for courses taken at Vermont State Colleges (VSC) or the University of Vermont, they must get prior approval from their school counselor before beginning the course. After completing their sophomore year, students are eligible to use dual enrollment vouchers to cover the cost of tuition for up to two courses. Considerations include readiness for college-level work, progress toward graduation, and overall schedule.
Any dual enrollment course will become part of both the VUHS and VSC transcripts. For seniors using a dual enrollment course to meet a graduation requirement, the School Counseling Office must receive the college transcript at least two weeks prior to graduation.
Students are responsible for the cost of books, fees, and transportation. Those who qualify for free or reduced meals may be eligible for a small stipend to help defray some of these expenses. Students interested in dual enrollment or needing help with the process should connect with their school counselor. Pre-approved college courses, whether taken in person or online, may count as one of the classes required for full-time enrollment during the school year.
All dual enrollment plans should be reflected in the student’s Personalized Learning Plan (PLP) as part of their academic planning process.
Students taking a dual enrollment course during the school day will be assigned a location in the building during the corresponding block. Attendance will be taken. Students not present in their assigned location will be marked as skipping class and will be expected to make up the missed time during Compass and/or after school. Repeated skipping may result in additional consequences.
Early College
Vermont’s Early College Program is a full-year alternative to a student’s senior year of high school. Learners take courses in college tuition-free, completing their senior year of high school and some or all of their first year of college credits at the same time. Some Early College programs also allow on-campus housing. However, only the cost of tuition is paid for by the state of Vermont. Learners and families are responsible for costs such as housing (if applicable), transportation, textbooks, and meals.
Early College programs are available at the Community College of Vermont, Castleton University, Vermont State University, Norwich University, and the Vermont Academy of Science and Technology (VAST) at Vermont State University’s Randolph campus.
Interested students should connect with their school counselor for more information and support with the application process.
Early Graduation
Early Graduation
As part of Vermont’s flexible pathways, students may choose to complete their high school education in fewer than four years. Students must make an appointment with their school counselor to discuss early graduation, check credit status, and complete the Early Graduation Request Form.
Three-Year Graduation
Students planning to graduate in three years are still required to complete all Vermont state assessments, including science testing during their 11th-grade year. Approved students will be considered seniors during their final year, making them eligible for senior awards, scholarships, and other culminating experiences.
Three-and-a-Half-Year Graduation
Students who plan to finish high school in January of their senior year must meet with their school counselor to discuss credits and planning. If approved, students will receive their diploma at the annual graduation ceremony in June. Students needing documentation of high school completion in January may request a letter from the registrar.
For graduation requirements, see the Graduation Requirements section.
Middlebury College
Seniors who qualify could apply to take Middlebury College courses free of charge; however, there are a limited number of spaces available, and the time of the course may impact their Vergennes course schedule. To qualify, seniors must be ready to do college-level work, must have successfully completed the highest-level coursework available at VUHS in the area they would like to study, and must meet other Middlebury College requirements. A three- or four-credit college course will count as one credit toward high school graduation. However, students will receive no college credit from Middlebury College and the course will not transfer to any other college. Students interested in taking a Middlebury College course should meet with their school counselor to get information about additional requirements and to apply. The application process is held in the spring of junior year for semester one courses and December of senior year for semester two classes.
Mount Abraham Union High School Course Options
Students can take up to 2 of their 8 credits each year at Mount Abraham Union High School. On the course selection sheet, there will be a section listing the available courses. Detailed course descriptions will be provided on a separate sheet, which you can pick up during the course registration process. This partnership is designed to create more opportunities for students to expand their learning experiences.
Online Learning
Students who wish to take classes not offered at VUHS or who have unresolvable scheduling conflicts may be able to take courses online. To do so, students must obtain prior written approval from their school counselor and administrator. We primarily partner with the Vermont Virtual Learning Cooperative (VTVLC), which offers a limited number of free seats for enrollment on a first-come, first-served basis. For more information, visit https://www.vtvlc.org. Any online courses beyond the free VTVLC seats will be the student/family’s financial responsibility. Students should ensure that a transcript is sent to the School Counseling Department upon completion of the course. There are also other accredited online programs available—students should consult with their school counselor before enrolling. For graduating seniors, proof of successful course completion must be received at least two weeks before graduation.
Open Blocks
Seniors are allowed one open block per semester. As part of their senior privileges, seniors must check in at the front office and follow the school’s sign-in and location procedure at the beginning of their open campus block. If a senior loses their privileges, they will be assigned a location at school for their open block.
Juniors are allowed one open block per semester. Juniors will be assigned a location(typically the library) for their open block. Juniors do not have open campus privileges, as that is reserved for seniors.
Band and Chorus students in grades 9 and 10 are allowed one open block per semester if needed. These students will be assigned a location(typically the library) at school for their open block.
Additional Opportunities
We continue to strengthen and update our flexible pathways while maintaining the goal of providing all students with access to opportunities. Students and families can meet with their school counselor to discuss other possibilities.
Additional Information
Course Selection, Add/Drop, and Withdrawal Policy
Course selection for grades 9–12 should reflect careful, individualized planning. Students are encouraged to consider course sequences and recommended programs of study that align with their goals and interests. This planning ideally begins in 8th grade, and students and families are strongly encouraged to consult the School Counseling Office for support during this process.
If a student’s interests or goals shift between spring registration and the start of the school year, they may request a schedule change by meeting with their school counselor.
Students may add or drop courses during the first five days of each semester, which is considered the add/drop period. No record of schedule changes made during this window will appear on the transcript. Family approval is required for any course changes that affect graduation requirements. Families will also be notified of course changes made based on student interests. If this is a concern for your family, please reach out to your school counselor.
After the add/drop period ends, all schedule changes must be reviewed and approved by the FAST Team (Focused Assistance and Support Team). This includes both adding and dropping courses. The only exception is for students who are new to the school after the add/drop period; those students may adjust their schedules in consultation with the School Counseling Office.
If a course is dropped after the add/drop window, the transcript will show a “W” (Withdrawal). This carries no credit, no numerical value, and does not impact GPA, but it will appear on the transcript.
Late drops during the final 10 days of the marking period will only be considered under extenuating circumstances and must also be approved by the FAST Team.
Advanced Placement (AP) Courses
Many colleges award credit and/or advanced placement in college courses if students score high enough on AP exams. Not all AP courses run every year. We generally offer AP courses in the following academic disciplines: Biology, English Literature and Composition, English Language and Composition, Calculus (Level AB), Psychology, Physics, and United States Civics and Government with additional offerings depending on enrollments. Students are responsible for AP exam fees. Fee reduction waivers are available for students who qualify for free/reduced school meals. Students should talk with their school counselor if they need additional financial assistance. *NOTE: AP courses are offered as staffing, AP College Board certification requirements, and student enrollment permit.
If an AP course is not offered at VUHS, but a student wants to take the exam, they should talk with their school counselor about available options to take it at another school in the spring.
Challenging or Advancing in a Course
Students may be eligible to move ahead in a course sequence without completing the prerequisite course through one of two options:
- Course Advancement Through Review
- Each year, school staff—including teachers, school counselors, and administrators—review student data to ensure equitable access to courses and learning opportunities. Data may include teacher recommendations, local assessments, and standardized test scores.
- To be considered for advancement, a student must:
- Demonstrate achievement in the middle or high third of Level 4 in each strand or domain on standardized assessments (not the composite score)
- Meet at least three qualifying criteria
- Satisfy all conditions outlined in section D2 of the internal review process
- If these conditions are met, the school counselor and administration will develop a recommendation. Families and the student will then meet with a counselor or administrator to discuss potential changes to the schedule and set a review date for follow-up.
- Student-Initiated Course Challenge
- If a student believes they have already learned the skills and content of a course and can meet the identified Learning Expectations, they may formally challenge the course. To do so, the student must:
- Arrange to demonstrate their knowledge and skills to the department coordinator
- Complete this process prior to the course beginning or within the first five school days
- If the course is successfully challenged, the student may move directly to the next level in the sequence. However, no credit or grade is awarded for the challenged course.
Please note that not all courses are eligible for advancement or challenge. Students and families should consult with their school counselor for more information.
Incomplete Grades
Due to an extenuating circumstance that is approved by the school counseling department during the last 10 days of the marking period, students will receive an IE (insufficient evidence). It is the responsibility of the student to complete all work within 10 days after the end of that marking period. After 10 days, teachers calculate grades based on work completed and submit a score in place of the IE in writing to the school registrar. A score of IE affects honor roll status and may also affect extracurricular eligibility.
Year of Graduation
Students will proceed through school demonstrating proficiency in content and transferable skills areas. To be considered a senior, students must plan to graduate by June of their senior year and have a schedule that will allow them to meet all graduation requirements before graduation. If they do not have a schedule that allows them to complete requirements for graduation by June, they will be reassigned to a junior Crew and junior status for that school year.
School Counseling Website
Additional information is available at www.VUHS.org. Click on the School Counseling tab for a plethora of resources related to high school.
Course Information by Department
Agricultural Science
The courses in this section satisfy elective requirements for graduation, as well as technology and science credits. See the course descriptions below for more details. Please direct questions regarding Agricultural Science selections to Mr. Van De Weert.
Animal and Plant Science 1 Block/credit Grade 9-11
This course is eligible to earn .5 Science credit. Please consult your school counselor for details.
The primary intensive project undertaken by the class is raising a flock of chickens. Students learn about animal anatomy and physiology, animal nutrition, and the care required for farm animals. They study animal health and perform a basic physical examination on a dairy cow. The course includes field trips to evaluate various soil sites for their agricultural potential. Students also learn greenhouse plant propagation techniques and participate in field trips to local agricultural operations. Additionally, they research current animal ethics issues. This course serves as an introduction to agricultural science, preparing students for further studies in Sustainable Agriculture or Natural Resource Management at HCC.
Power Equipment 1 Block/credit Grade 9-11
This course is eligible to earn .5 Science credit. Please consult your school counselor for details.
In this pre-technical course, students learn how to safely operate tractors and can earn a tractor safety certification. The class focuses on understanding how small engines work and how to fix them. Students gain skills in engine maintenance and troubleshooting, along with learning repair techniques and maintenance strategies. This course is a great starting point for students who want to pursue programs in Automotive, Diesel, Sustainable Agriculture, or Natural Resources Management at HCC.
Small Business & Entrepreneurship 1 Block/credit Grade 9-11
.5 Technology graduation requirement can be met with this course
Ever thought of starting your own business or being involved in the management of a small business? In this course students choose a reasonable business concept and write a real business plan detailing what it would look like to put their ideas into action. The business plan must clearly explain how the business will operate, the target market, and the financial situation. Students consider what technology can make this task easier or the final product better. The class visits with local business owners during the course. Students should be able to impress an admissions counselor, a potential employer, or even a lender with their completed business plan.
Trades Skills 1 Block/credit Grade 9-11
This course is eligible to earn .5 Science credit. Please consult your school counselor for details.
This pre-technical course helps students learn important skills in various trades, including metal fabrication, electrical wiring, plumbing, surveying, and carpentry. Students explore different welding techniques, such as shielded metal arc welding (stick), gas metal arc welding (wire feed), and plasma arc cutting. There is plenty of hands-on practice, where students design and complete projects.The course also covers the basics of electrical wiring, including direct current and alternating current. Students design, build, and test simple circuits. Additionally, they practice carpentry by creating wooden structures. This course lays the groundwork for students who are interested in pursuing programs in Welding, Construction, or Manufacturing at HCC.
Driver Education
For this course It is suggested that students get 5-10 driving hours on their permit before entering the course, so immediate road work can occur once the semester begins. Students are assigned to the first or second semester in order of their birthdate. The waitlist is also organized by birthdate. If students request Driver Education after students who initially request it are already placed in one semester or the other, they will be placed on the waitlist. Driver Education is graded on a pass/fail basis. Please direct questions regarding Driver Education to Mr. Story.
Driver Education 1 Block/.5 credit Grade 9-12
Students must be 15 years of age and hold a valid learner’s permit BEFORE the class begins.
Driver Education equips students with the skills and knowledge needed to drive safely and responsibly. This course addresses essential questions such as how driving decisions impact personal and community wellness, how to prevent accidents, and how self-awareness affects driving behavior.
Key Focus Areas:
- Developing safe driving habits and decision-making skills to reduce accident risks.
- Addressing critical issues like DUI, distractions, and sleep deprivation.
- Preparing students for the Vermont Driver’s Exam through classroom and behind-the-wheel instruction.
Course Requirements:
- Classroom Instruction: 30 hours
- Behind-the-Wheel Instruction: 6 hours with a licensed instructor and 40 hours supervised driving with an adult.
Outcomes:
- Students who meet academic and driving standards will earn a certificate to test for their license. Those who do not complete requirements may retake the course or arrange additional practice time.
- Parental involvement and supervised practice are strongly encouraged to ensure student success and safety on the road.
Electives and Extended Learning Opportunities
Community Based Learning .5 Block/credit Grade 10-12 Community-Based Learning (CBL) is a program which enables students to access community-based resources and experiences to enhance their learning. Students will combine learning goals with volunteering and engagement in the community and school. Students may choose their own area of interest and/or select a CBL site with the help of the CBL teacher, who monitors and evaluates their progress. Placements may be at VUHS, local elementary schools, nonprofit and government offices and programs, businesses, art programs, etc. CBL is graded on a pass/fail basis. At the beginning of the semester following the initial face-to-face class time, students develop a schedule of participation and identify goals for new learning. They will keep a log of the hours spent at their CBL placement site and participate in regular reflections or discussions about their experience and the knowledge, understandings, and skills they are developing. Course completion is based on the learning activities in the CBL course, and the hours spent at the placement site. The hours students apply towards course completion may be time spent at a placement during the school day, or, by prior arrangement with the program coordinators, outside of the school day.
Personal Finance .5 Block/credit Grade 10-12 Students must show evidence of proficiency in the area of financial literacy in order to meet graduation requirements.
This course focuses on four major areas: 1) banking and financial services; 2) credit in our economy and using credit wisely to avoid falling into the credit trap; 3) making, spending, saving, and investing your money, including taxes, e-banking, checkbook management, bond and stock investment; and 4) risk management including informed decisions about car purchases and insurance, and insuring your property, life, and health. Students will explore how their education and career choices affect their financial future. This course will help students develop specific tools and a financial sense of their future as a member of the workforce, as a responsible citizen, and as an effective participant in a global economy.
Project Workshop .5 Block/credit or 1 Block/credit Grade 11-12 This course provides time for students to pursue a personal interest in depth. With support from the instructor, students design their own learning experience, set their own goals, and create their own unique ways to demonstrate what they have learned. Students are free to explore any topic or project of their choice, whether an academic subject, a practical skill, a career interest, a leadership experience, an artistic creation, or an engineering design. Students can even earn credit for learning linked to extracurricular activities such as student council and yearbook, or an after-school job. Projects can take place in or out of school; final products can range from traditional presentations or written pieces to multimedia creations to exhibits, events, or physical objects.
Racial and Social Justice 1 Block/credit Grade 9-12 In this class, students will explore issues of racial and social justice in the United States, studying the often-overlooked contributions and perspectives of different racial, ethnic, religious, LGBTQ+, and other marginalized groups. We will use a combination of personal identity work, current events, short readings, class discussion, and multimedia to analyze how race plays a role in our society, and how all citizens can enact anti-racist practices in their everyday lives and be positive agents of change. This is a research-based class where student work is assessed with our Transferable Skill standards and our Visual and Performing Arts standards through a variety of hands-on projects, including art projects designed through a social justice lens. Learn why it's not racist to talk about race!
English Language Arts
Vergennes Union High School requires four credits of English for graduation, including 9th Grade Literature and Composition and American Literature. These courses focus on critical reading, responding to texts, and developing a personal writing process. American Literature is available after 9th grade and is a prerequisite for upper-level classes except English Seminar. 11th and 12th grade courses can generally be taken in any order. Most students choose from Voices in Literature, British Literature, English Seminar, and Modern Expression according to their interests. Highly motivated students should consider Humanities (honors-level) and Advanced Placement English courses for greater challenge. Please direct questions regarding English selections to Ms. Mahoney, Mr. Steen, Mr. Thomas, or Mr. Wyckoff.
9th Grade English Literature and Composition 1 Block/credit Grade 9
Required for graduation
This course examines a wide variety of literature and non-fiction, with emphasis on building reading and writing skills essential for high school success. Students are introduced to the close reading of texts and develop an understanding of writing as a process. Writing instruction focuses on clarity, development of ideas, and literary techniques, as well as on sentence crafting and parts of speech.
American Literature and Composition 1 Block/credit Grade 10-11
Required for graduation
This course explores the foundations of the American experience through study of the stories we tell about ourselves and complements the tenth grade US History course. Students examine important ideas such as tolerance, rebellion, individualism, and community by reading and discussing novels, short stories, plays, essays, and political documents. Students create personal written responses to literary and informational texts using pre-writing, outlining, drafting, revising, proofreading, and presenting texts as part of a literate community.
English Seminar* 1 Block/credit Grade 10-12 This course emphasizes student choice for reading and writing, allowing both advanced and inexperienced students to grow at their own pace. Adventure stories, science fiction, travel journals, classic novels, non-fiction, biographies, poetry . . . the library is yours to explore. Working alone or in small groups, students choose what to read and what sort of projects or presentations will demonstrate their learning. Written work will also be flexible. Some students focus on traditional essays. Others write short stories or poems. Others polish college application essays, or job-related writing such as resumes. Class work consists of time to read and write, discussions, mini-lessons, teacher conferencing, and presentations to the class. Recommended for students at any level interested in exploring new worlds, expanding their reading, and continuing to improve their writing skills. *This can be a dual enrollment course opportunity through Community College of Vermont if it meets CCV’s enrollment criteria. 10th grade students may take this course concurrently with American Literature.
British Literature 1 Block/credit Grade 11-12
This course traces the history of English language, literature, and culture, exploring timeless themes such as heroic quests, the struggle of good versus evil, the problems of faith and doubt, the attractions of love and beauty, and the corruption of power. Instruction emphasizes analytic reading and written response to literature through interpretive essays, philosophical argument, and personal narratives. Recommended for students interested in the history of literature, in college-level reading skills, and in discussion of important ideas.
Modern Expression 1 Block/credit Grade 11-12 This course builds reading and writing skills through a wide variety of modern short stories, short essays, magazine articles, and other recent texts, some selected by individual student choice. Writing assignments explore modern issues and topics of personal interest. Students learn to communicate effectively and professionally in both writing and speech, including essays, letters, resumes, and presentations. Instruction focuses on understanding the ideas of others, on developing personal positions, and on improving clarity, organization, and argumentation. Recommended for students interested in modern perspectives, practical communication, and working on fundamental reading and writing skills.
Voices in Literature 1 Block/credit Grade 11-12 This course offers an extensive study of literary “voice” through both reading and writing. Close reading activities teach students to discover meaning in a wide variety of texts (fiction and nonfiction, written and visual). Formal and informal writing assignments help students refine their personal writing process and create texts of their own including dramatic performances, film storyboards, analytical essays, and various creative writing pieces. This course includes the study of novels, plays, poetry, short stories, essays, drama, film, and television. Recommended for all students.
Visual Literacy .5 Block/credit Grade 11-12
Visual Literacy is an introduction to “reading” images and visual texts, such as film, television, still photos, and computer multimedia sources. You will learn the terminology and concepts of visual text analysis, evaluate visual communication including media bias, and practice interpreting a wide variety of specific visual texts. The course will emphasize responding to visual texts through writing and storyboarding, as well as offer you the chance to create various visual texts. Recommended for students interested in study of film and other media.
Humanities 1 Block/credit Grade 11-12
(English or Social Studies Credit)
This interdisciplinary honors course addresses some of the core questions of human existence: What is the purpose of life? How should I live? What should I value? How should I relate to others and to the world? How do I know what is true, what is good, what is beautiful? Students explore these questions by examining the art, literature, and philosophy of diverse cultures throughout history. The focus is on the relationships between self, society, and subject matter. The purpose is not to teach specific answers, but to help students develop, clarify, and enrich their own belief systems and to deepen their understanding of themselves. The course concludes with student presentations of extended personal research essays to a panel of community members. Recommended for students interested in engaging deeply with important ideas and personal beliefs.
Advanced Placement Literature & Composition 1.5 Block/credit Grade 11-12 Prerequisite: English teacher signature on course selection sheet. Successful completion of summer reading assignments and acceptable performance on the assessment of summer reading assignments.
AP Literature and Composition is our highest-level English course and emphasizes rigorous literary analysis, in-depth discussion, and focused expository writing. The course will focus on analytic composition relating to major works from across literary history including poetry, drama, novels, essays, and short stories. This course is writing and reading intensive and offers you the opportunity to earn college credit through the College Board’s AP exam in May. Recommended for students who are well organized and highly motivated to study literature.
Health and Physical Education
The goal of the VUHS Physical Education Department is to help students develop the desire, the motivation, and the skills for physical activity throughout their lives. Physical Education is an integral part of the educational experience. The curriculum is designed to help students develop healthy habits, a wide array of fitness attitudes and skills, decision making skills, confidence, positive self-esteem, and a healthy ability to create and maintain positive relationships. Students learn these skills, habits, and attitudes in a positive, safe environment. Courses give students multiple opportunities to explore and understand the five components of fitness: muscular strength, muscular endurance, flexibility, cardio-respiratory endurance, and body composition through the use of the Fitnessgram battery of tests. Please direct questions regarding Health and/or Physical Education to Ms. Choromanski, Ms. Cook, Mr. Vickers.
Adventure Physical Education .5 Block/credit Grade 9 Recommended for 9th graders (will be preselected for 9th grade students)
In this course students challenge themselves physically and mentally in an atmosphere that is safe, supportive, and fun. The program is designed to build confidence, self-esteem, trust, cooperation, and communication skills. Activities may include, but are not limited to, noncompetitive games, group problem solving initiatives, trust activities, knot tying, belaying techniques, as well as low and high ropes course challenges.
Health .5 Block/credit Grade 9-10 Recommended for 9th graders (will be preselected for 9th grade students)
This class is a skills based learning environment focusing on varying dimensions of wellness. Some examples of skills practiced include, but are not limited to, analyzing influences, advocacy, decision making and accessing valid and reliable information. The class covers topics including mental health/mental illness, nutrition, substance abuse prevention, sexuality and more through projects, guest speakers and small and large group discussions.
Healthy Living and Fitness .5 Block/credit Grade 10-12 For those students who have encountered wellness and/or fitness challenges, this class is designed for you. Healthy Living & Fitness allows students to design and carry out their own personal wellness plan. Each student develops lifelong wellness skills and habits by practicing new learning in the areas of nutrition, cooking, stress management, and physical fitness. Students have help figuring out the best and easiest ways to develop core strength, tone muscles, eat nutritionally, and generally achieve physical and mental fitness.
Personal Fitness .5 Block/credit Grade 10-12
Personal Fitness introduces students to the benefits of lifelong fitness by teaching them how to assess their fitness levels, write a personal fitness plan, and monitor and adjust the plan accordingly. Students learn proper technique and safety concerns of all weight room equipment. They are introduced to basic anatomy, the components of fitness and exercise, goal setting, and circuit training as well as examining recent trends in personal fitness.
Physical Education .5 Block/credit Grade 9-12 Physical Education offers a mixture of traditional team sports and lifetime leisure activities. Students demonstrate knowledge of the rules and the skills required to play various sports. Sportsmanship, team play, and fitness are incorporated into each athletic unit. The goal is for students to learn the fundamental skills needed for enjoyment and active participation in lifetime activities.
Mathematics
Our mathematics course sequence is aligned with the Common Core State Standards (CCSS) and college and career readiness expectations. All VUHS students will need to successfully complete three courses in mathematics to meet graduation requirements. Please direct questions regarding math selections to your current year math teacher or Ms. Kayhart.
Bridge to Math 1 1 Block/credit Grade 9
This course is meant to prepare students for Math 1. Topics to be covered include math standards on algebraic expressions, integers, equations and functions, decimals, fractions, exponents, ratios, proportions, percents, area, and graphing. Students will become familiar with properties and language of mathematics. Mathematical investigations will be explored to generalize and justify the math used to solve problems. Through a problem-solving approach, students will continue to develop critical thinking, collaboration and communication skills.
Math 1 1 Block/credit Grade 9
The Math I course is designed to give students a foundation in algebraic skills and to build connections in and among other genres of mathematics (geometry, statistics, and probability) through a problem-solving approach. Units of study include the following: Sequences, Linear & Exponential Functions, Equations, Inequalities & Systems, Geometric Transformations & Symmetry, and Modeling Data. Students’ development of mathematical skills will be acquired in tandem with the development of critical thinking, collaboration, and communication skills.
Math 2 1 Block/credit Grade 10-12
Prerequisite: Math 1
The Math 2 course is designed to build on Math I. Units of study include: quadratics, absolute value & piecewise functions, properties of similar and right triangles, including an introduction to trigonometry. Through a problem-solving approach, students will continue to develop critical thinking, collaboration and communication skills.
Problem-Solving 1 Block/credit Grade 10-12
Prerequisite: Math 2
This course is designed to review skills and concepts in numbers and quantities, algebra and functions, geometry, statistics, and probability. The development of problem-solving strategies through critical thinking and reflection is stressed throughout the course. Test-taking strategies are also practiced. This course is recommended for juniors who plan to take the SAT/ACT in the spring.
Math 3 1 Block/credit Grade 10-12
Prerequisite: Math 2
This course builds on the mathematical topics and problem-solving techniques developed in Math 1 and
2, including additional topics in algebra, geometry, trigonometry, and statistics. Units of study include: Inverse Functions, Logarithms, Polynomials, Modeling with Geometry, and Trigonometry. Through a problem-solving approach, students will continue to develop critical thinking, collaboration and communication skills.
Pre-Calculus* 1 Block/credit Grade 10-12
Prerequisite: Math 3
Pre-Calculus examines all math topics at a deeper level with a strong emphasis on using real-world applications. These topics include linear relations and functions, systems of linear equations and inequalities, polynomial and rational functions, trigonometric functions, identities and equations, exponential and logarithmic functions, and graphical representation of all topics. You are encouraged to have your own graphing calculator. *This course prepares students for college-level material and can be a dual enrollment opportunity through Community College of Vermont if it meets CCV’s enrollment criteria.
Statistics* 1 Block/credit Grade 11-12
Prerequisite: Math 2
This course is designed for students interested in pursuing any career that involves research and/or interpreting research results. The purpose of this course is to introduce the major concepts and tools for collecting, analyzing, and drawing conclusions from data. A significant amount of reading and writing is required. Students are encouraged to have their own graphing calculator. *This course prepares students for college-level material and can be a dual enrollment opportunity through Community College of Vermont if it meets CCV’s enrollment criteria.
Advanced Placement Calculus I AB 2 Blocks/credits Grade 11-12
Prerequisite: Pre-Calculus and Summer assignments are required.
This course is designed for students planning a career in science, mathematics, or engineering. Topics focus on advanced algebra, limits and continuity, concepts of a derivative, derivatives of functions and applications, integrals, area and volumes of revolution. Students are encouraged to have their own graphing calculator.
Performing Arts
Personal fulfillment and satisfaction can come to students when they make music with their peers in the band or choir. Students’ study of music will provide them with a lifelong skill and an appreciation of music which may be used as a performer or as a patron of the arts. Please direct all questions regarding Band to Mr. Mann, Choir to Ms. O’Hara, and Theater to Mr. Steen.
Theatre Arts 1 Block/credit Grade 9-12
This course will focus on drama as a unique form of creative expression. A workshop approach will be used to increase students’ comfort with playwriting and acting. Students will work on their acting through established plays, acting games, and their own writing.
Symphonic Band Offered During Compass/.5 credit/semester Grade 9-12
Prerequisite: Minimum two years of band experience or permission of the director.
Students experience the process of learning a wide variety of band literature in varying musical styles. The ensemble performs in several concerts and parades. Students experience the process of improving technique, rhythm reading and sight reading in order to become more independent. Students have the opportunity to receive critical feedback on their individual performance as well as critique and reflect on their personal and their ensemble’s process and growth. Students are expected to participate in all performances which often occur in the evenings or on weekends.
Concert Choir Offered During Compass/.5 credit/semester Grade 9-12 Students experience the process of learning a wide variety of choral literature in varying musical styles and languages including sacred and seasonal music. The ensemble performs in several concerts. Students experience the process of improving vocal technique, rhythm reading and sight singing in order to become more independent. Students receive critical feedback on their individual performance and critique and reflect on their personal and their ensemble’s process and growth. Students are expected to participate in all performances which often occur in the evenings or on weekends.
Guitar Class .5 Block/credit Grade 9-12 This class provides introductory guitar lessons to students in a group setting. No prior experience is needed. Students experience the process of learning to tune guitar strings, change guitar strings and the fundamentals of guitar technique in order to perform during the semester. Students follow a guitar method book with different styles of music and accompaniment patterns. VUHS guitars are available for use, but students are encouraged to bring their own.
Instrumental Class .5 Block/credit Grade 9-12
Prerequisite: High School Symphonic Band
Students learn secondary instruments while continuing to experience growth on their primary instruments. They compose and arrange music designed to be played by small ensembles. Students experience the process of working toward a performance and reflect on their process and personal growth.
Music History 1 Block/credit Grade 9-12
This course is designed to give students an understanding of the history of modern music and the ability to listen to music in an active and professional way. This course is designed for all students, including those who have little to no previous music experience. Music is presented with a historical perspective and emphasizes prominent composers, musical periods and styles. Students will get to learn about the origins of our current music, the development of electronic music and everything in between.
Music Theory and Composition 1 Block/credit Grade 9-12
Students will learn the basics of how music really works and will be provided with the tools to write their own music. Students will study chords, melody, harmony, rhythm, counterpoint and part writing to understand, analyze and compose written music. In addition, students will get practice in ear training to better understand the music they listen to and recognize what is happening in both modern songs and classical compositions.
Piano Class I .5 Block/credit Grade 9-12 This class is designed to provide introductory piano lessons to students in a group setting. No prior experience is needed. Students experience the process of learning the fundamentals of piano technique in order to perform during the semester. They have the opportunity to create a short composition and reflect on their growth during the semester.
Piano Class II .5 Block/credit Grade 10-12
Prerequisite: Piano Class I
This class is a continuation of Piano Class I. Students further refine their piano technique and create a more advanced composition.
Rock Band 1 Block/credit Grade 9-12
This class is an exploration into production and creation of popular music through the medium of modern “rock” band for students in grades 9-12. Students will be provided with the opportunity to learn and grow in basic knowledge of guitar, keyboard, bass, drum set, vocals, and creation of music through a “rock” combo. This course is designed so that any level of student can be a part of the ensemble and directed towards growth on each of the instruments. (Students wishing to play instruments not listed above are still welcome to join.)
Voice Class .5 Block/credit Grade 9-12
Prerequisite: One year of Concert Choir or teacher permission
This course is designed for students who wish to improve their vocal technique and solo voice. They explore aspects of good posture, diction, breathing, and tone as well as study solo repertoire in classical, pop, and musical theater styles. Students have in-class coaching and performance opportunities and study sight-singing.
World Drumming .5 Block/credit Grade 9-12 This class provides an introduction to music from around the world through drumming. Students will have the opportunity to play with the Vergennes African Drum Ensemble and learn the fundamentals of drumming on a number of different percussion instruments. Students will also learn the basics of reading music and the historical context for the music we perform.
Science
Traditionally, science has been concerned only with matters of fact and how new knowledge is discovered and validated. Much of what we do fits this traditional mold, but there is a difference between acquiring knowledge and being able to use it. Our goal is to promote scientific literacy. That literacy is viewed in two parts. One is acquiring the intellectual skills and knowledge of science and technology, and the second is using that knowledge in situations that require an understanding of science and technology. Our tomorrow is a highly technological society. Students will need to know the laws and facts that make up science and technology, AND to understand the influence of science on social, political, and economic processes. To meet graduation requirements, students must take three science courses. Details are listed below. Please direct all questions regarding science selections to Mr. Francis, Ms. Ploof, and Ms. Thompson.
Introduction to Life and Physical Science 1 Block/credit Grade 9
Required for 9th grade and graduation
This is a standards-based course focusing on creating scientifically literate students. Students will learn about topics in both physical and life science, basic laboratory skills, and other skills necessary to be successful in the science classroom. Ultimately students will gain a better understanding of the science they experience in their everyday lives and to help inform their future course selections. VUHS Science Proficiencies covered include Systems, Energy, and Matter.
Human Biology 1 Block/credit Grade 9-12
Prerequisite: Introduction to Life and Physical Science
This science course starts with animal cell structures and functions that build into organs and organ systems. We will study each body system and focus on how healthy systems maintain homeostasis, while disruptions in homeostasis cause illness. Within each unit students will have freedom to explore diseases, build models, and explore lab techniques. Time permitting, we will also explore human genetics and evolution. VUHS Science Proficiencies covered include Systems and Structure and Function.
Wildlife Biology 1 Block/credit Grade 9-12
Prerequisite: Introduction to Life and Physical Science
This course will explore ecosystems, including photosynthetic producers, food webs, invasive species, ecosystem dynamics, and biomes. Students will delve into key characteristics of living things, as well as specific traits of the diverse animal groups. We will also study animal behavior and adaptations. Students will learn content through reading, exploring local natural resources, and through hands-on simulations. VUHS Science Proficiencies covered include Change Over Time, Stewardship, Energy, and Systems.
Earth and Environmental Science 1 Block/credit Grade 10-12
Prerequisite: Introduction to Life and Physical Science
This course provides students with the opportunity to explore the important systems and processes that shape our planet and influence our lives and the environment. In-depth study of the atmosphere, hydrosphere, and lithosphere and their dynamics are some points of focus. Studies of how natural cycles, as well as human activities, alter the planet make students aware of the importance of environmental stewardship. Stewardship may be explored through social, economic, and political perspectives. VUHS Science Proficiencies covered include Systems and Stewardship.
Physical Science* 1 Block/credit Grade 10-12
Prerequisite: Introduction to Life and Physical Science
This class will cover introductory topics in both physics and chemistry with an emphasis on establishing a strong conceptual understanding of content. The physics portion of the curriculum will focus on fundamental concepts related to motion, energy, waves, and electricity while the chemistry portion will focus on the structure, organization, and changes of matter. VUHS Science Proficiencies covered will be Energy, Matter, and Systems. *Any student in the class of 2023-2026 who did not complete the Energy and Matter course offered until 2024, will need to take this course to meet graduation requirements.
Chemistry 1 Block/credit Grade 11-12
Prerequisite: Introduction to Life and Physical Science and successful completion of Math 2
This laboratory science course is designed as a foundation for students interested in future study of chemistry, a STEM profession, or a medical profession. The first half of the course begins with basic concepts concerning the classification of matter, atomic structure, the relationship between atoms, and the observable properties of matter. The second half investigates increasingly specific conceptual and mathematical aspects of chemical behavior and chemical reactions. Laboratory work and group work are integral parts of the course. The VUHS Science Proficiency covered is Matter.
Physics 1 Block/credit Grade 11-12
Prerequisite: Introduction to Life and Physical Science and successful completion of Math 3, or concurrent enrollment in Math 3 with a math teacher recommendation
This laboratory science course is intended for students that have a strong interest and aptitude for future study and/or application of science in STEM fields. The scope of topics will be those of a traditional physics course focusing on mechanics, waves, optics, electricity, and magnetism. An emphasis is placed on developing critical thinking and problem-solving skills through the application of mathematical and conceptual understanding of content. Labs and projects are inquiry based and allow students to discover fundamental relationships that govern the world around them. VUHS Science Proficiencies covered will be Energy, and Systems.
Advanced Placement Biology 2 Blocks/credits Grade 11-12 Prerequisite: Introduction to Life and Physical Science and Biology or Chemistry. Ms. Thompson’s signature on the course selection sheet is required. Summer assignments required.
This is a college-level laboratory course taught in high school based on the College AP Biology curriculum. The course covers a wide variety of biology topics in great detail and thus will make demands of even the most dedicated students. Topics range from biochemistry, cells and genetics to evolution and ecology. Summer work is meant to review some basic chemistry content and give students a better understanding of the work level before the add/drop period. In addition to reading a college-level text, students are asked to write several short essays making connections between topics, perform many inquiry-based laboratory experiments, and prepare to take the AP test in May. VUHS Science Proficiencies covered include Structure and Function, Systems, Energy, Matter, Change Over Time, and Stewardship.
Advanced Placement Physics 2 Blocks/credits Grade 11-12 Prerequisite: Introduction to Life and Physical Science and successful completion of, or concurrent enrollment in, Pre-Calculus. Mr. Francis’ signature is required on the course selection sheet. Summer assignments required.
This is a laboratory course based on the College Board AP Physics 1 curriculum. To be successful in this course, students must understand basic principles of physics, and demonstrate knowledge using critical thinking and reasoning skills. Key components of demonstration will be the ability to express thoughts mathematically, and conceptually through written language and calculation. Students need to be highly motivated, have a strong foundation in math, and have an interest in developing problem-solving skills. The course covers the full breadth of classical physics topics found in a first semester introductory algebra/trig-based college physics course. Consequently, students should expect to devote a significant amount of time studying material beyond the designated class time.
Social Studies
The Social Studies Department believes that students need to learn and understand the concepts and details of the past to make connections to current events. It is essential that students acquire an in-depth knowledge of the people, issues, and events that continue to shape their lives and world. All unit performance assessments, as well as the final performance assessment, are required components for each course. In all social studies courses, students are involved in the use of current technology and conducting research. The department is actively integrating the new social studies standards, the C3 Framework, and the Common Core into the curriculum. Please direct questions regarding social studies selections to Ms. Coffey, Mr. Grabin, and Mr. Kornman.
World Geography and Cultures 1 Block/credit Grade 9
Required for 9th grade and graduation
The human world around us is constantly changing. In World Geography and Cultures we are going to investigate the factors that have influenced change throughout the course of human history. We are going to begin our studies by being able to identify countries from many different continents, investigating world religions, and learning about how beliefs and values shape cultures. We will study concepts such as culture, civilizations, philosophy, nationalism, imperialism, and genocide. As we look at all of these larger pieces of the puzzle of world history we will look at how groups of people and individuals make change. Throughout this course, we will work on our analytical skills, by learning how to gather reliable sources, find accurate pieces of evidence and make solid claims. These skills will allow us to understand our world better and allow us to go out and become better world citizens.
United States History 1 Block/credit Grade 10-12
Recommended for 10th grade and required for graduation
Students focus on the major forces that contributed to the shaping and emergence of modern America and make connections to their own lives at the local, state, national and international levels. Students use historical inquiry methods to conduct research. They will understand the value of consulting both primary and secondary sources to help them gain an understanding of the history of the United States. Students use current technology to conduct and present their research.
Modern Citizenship .5 Block/credit Grade 11-12
Prerequisite: U.S. History and required for graduation
In this century, it is critically important to not only be a citizen of one’s own nation, but to see the world as a global community. In this course students explore how the American identity and experience has been shaped—and will continue to be shaped—by a diverse array of cultural influences and traditions. Students compare and contrast social and political movements while investigating contemporary issues. Students look at how these issues impact local, state, national and global policies and laws. This class includes critical analysis of public issues and allows students to participate in research, discussion, debate and real-world experiences supporting the curriculum.
Humanities 1 Block/credit Grade 11-12
(English or Social Studies Credit)
This interdisciplinary honors course addresses some of the core questions of human existence: What is the purpose of life? How should I live? What should I value? How should I relate to others and to the world? How do I know what is true, what is good, what is beautiful? students explore these questions by examining the art, literature, and philosophy of diverse cultures throughout history. The focus is on the relationships between self, society, and subject matter. The purpose is not to teach specific answers, but to help students develop, clarify, and enrich their own belief systems and to deepen their understanding of themselves. The course concludes with student presentations of extended personal research essays to a panel of community members. Recommended for students interested in engaging deeply with important ideas and personal beliefs.
Current Events .5 Block/credit Grade 10-12
This class provides students with the opportunity to better understand the world. Students will stay up to date on current issues via class discussion, research, and presentations. They will learn critical thinking skills, how to evaluate media bias, and how to discuss difficult topics respectfully. Students will be challenged to strengthen their opinions with evidence and explore multiple perspectives on a variety of issues.
Contemporary History .5 Block/credit Grade 10-12
In this course students will learn about modern history topics, starting in the 1950s to present day. Using inquiry skills students will investigate topics ranging from the Cold War to 9/11. Students will examine primary sources from the events to help them better understand the time period and their current day world.
Law and Justice .5 Block/credit Grade 11-12
In this course students will have the opportunity to learn about our system of laws and justice. While studying criminal and civil cases, students will explore both the development and current status of our legal system. Students will have the chance to dive into the procedural issues that drive court decisions, the principles underlying judicial decision making, and methods of interpreting the Constitution, while also exploring a hugely important mechanism for broad social change and justice. This course has a substantial focus on debate and discussion.
Advanced Placement Psychology 1.5 Blocks/credits Grade 10-12
Prerequisite: Requires Social Studies teacher signature on course request sheet
Psychology is a diverse discipline grounded in science, but with nearly boundless applications in everyday life. In this course students will learn that scientific research conducted by psychologists can guide those seeking help with issues affecting their personal lives, family relationships, and emotional wellness. Students in this class will be encouraged to take the AP exam in the Spring.
Technology
One-half block of technology is required for graduation. Technology proficiencies can also be met through the Patricia A. Hannaford Career Center. Please direct questions regarding technology to Mr. Crawford or Ms. Gingras.
Design with CAD I 1 Block/credit Grade 9-11 This course addresses the belief that now is the time for students to discover if any aspects of Engineering or Architecture could be part of their future. It presents the idea that know-how is not necessarily an intuitive ability. Students can begin to develop an operational knowledge of Engineering and Architecture by applying themselves to a disciplined course syllabus. While learning 3D software will expand students’ capacity to professionally present work, they must also bring a free expression of imagination and creativity to fully realize the opportunity this curriculum presents. Those who discover an interest in these fields are encouraged to enroll in the PHCC Engineering & Architecture Design Program during grades 11 or 12.
Design with CAD II 1 Block/credit Grade 10-11 This course expands upon the concept that Engineering and Architecture precepts are a conveyable body of knowledge. Those who wish to further develop their understanding from CAD I will complete relevant assignments focusing on innovative design and systems analysis incorporating science, technology, engineering & math. This curriculum requires each student to propose, complete and present several Product Design Innovations. Students can continue to pursue their interest in these fields by enrolling in the Engineering & Architecture Design program at PAHCC.
Design with CAD III 1 Block/credit Grade 10-11
This course is designed for students who have completed CAD I and CAD II and wish to progress and practice their skills on individual, self-directed projects. Students will further explore the advanced tools in the Key Creator, Chief Architect, and 3D printing software. Students may also choose to explore and learn introductory skills in other CAD software such as SketchUp, Revit, and AutoCAD360. Students must have excellent foundational CAD skills, and be self-motivated to create an individual path to progress their learning.
STEM (Science Technology Engineering Math) .5 Block/credit Grade 9-11 In this course, students explore and complete various activities, challenges and projects based on STEM (Science Technology Engineering Math). STEM proficient students are able to answer complex questions and develop solutions for challenges and real-world problems while applying the rigor and relevance of science, technology, engineering, and mathematics content. The challenges are “hands-on” activities intended to develop and reinforce critical thinking and problem-solving skills.
Small Business & Entrepreneurship 1 Block/credit Grade 9-11
.5 Technology graduation requirement can be met with this course
Ever thought of starting your own business or being involved in the management of a small business? In this course students choose a reasonable business concept and develop a real business plan detailing what it would look like to put their ideas into action. The business plan must clearly explain how the business will operate, the target market, and the financial situation. We will use agriculture as a lens through which to learn business planning, but students do not have to choose an agricultural business concept. We will consider what technology can make this task easier or the final product better. We will visit with local business owners throughout the course. Students should be able to impress an admissions counselor, a potential employer, or even a lender with their completed business plan.
Computer Science Principles 1 Block/credit Grade 10-12
Prerequisite: Math 1*
This course introduces students to the basics of computer science and challenges them to think about how computing and technology can change the world. Course will cover fundamental computing concepts, foundational coding skills, data-driven technological innovations, and the impact of technology on society. With a focus on real world applications, students will develop computational thinking skills that are transferable to various disciplines. *Note: Computer science builds upon a foundation of mathematical reasoning. Students should have a foundation of basic linear functions and problem-solving strategies.
Digital Applications .5 Block/credit Grade 9-12
This course covers essential digital skills needed to thrive in a digital world. Transform cell phone/tablet typing into proficient typing on a standard home row QWERTY keyboard with a goal of achieving 35-40 correct words per minute by course completion. This course also covers skills for digital citizenship, basic computer operations, and application software - including Google’s suite of tools and various digital design tools. Students will have the opportunity to apply digital skills to create a tangible product using tools that may include vinyl cutter, laser cutter/engraver or sewing machines.
Intro to Robotics .5 Block/credit Grade 9-12
This course introduces students to the fundamentals of coding and robotics through a combination of hands-on activities and research projects. Students will build robotic attachments with LEGO Technic pieces (LEGO Education Spike Prime kits) and write codes for autonomous robots to complete challenges. Projects will explore current and future applications of robotics to address real world challenges. Students will develop critical thinking, problem solving, and teamwork skills that are transferable to various disciplines.
Visual Arts
The following courses carry fine arts credit. These courses are designed to meet Vermont Framework and National Arts Education Association Standards. Please direct questions regarding art selections to Ms. Guinane or Ms. Macijeski
Art Essentials .5 Block/credit Grade 9-12 In Art Essentials students will explore and experiment with a variety of artistic media and techniques as they study the elements and principles of art. The elements of art (line, shape, value, space, texture, color and form) are basic tools used to make art, and the principles of art (balance, proportion, contrast, emphasis, pattern, rhythm, and movement) are the ways in which we combine those elements to make art. Each unit of study will focus on a different element and related principle of art, with a summative project where students will highlight their knowledge/skill of that element/principle in a finished work of art for display. The course will culminate in a final project where students will create their own original piece of artwork that exhibits mastery in at least three elements/principles of art.
Intermediate Drawing and Painting .5 Block/credit Grade 9-12
Prerequisite: Successful completion of Art Essentials
In this course students will expand on their basic drawing skills learned in Art Essentials. Students will improve their skills in observational drawing, shading, painting, color theory, and composition through still life, figure, and landscape drawing and painting from a combination of life and photographs. Students will work with a variety of drawing and painting media, including but not limited to graphite, charcoal, colored pencils, pastels, markers, watercolor, and acrylic paint.
Digital Media .5 Block/credit Grade 9-12
Prerequisite: Art Essentials
In this course students will learn basic digital photography skills and explore other forms of artistic digital media including digital illustration and stop motion animation on iPads. Class time will be spent working on various photography assignments and learning how to incorporate layers, levels, and other editing tools into a wide variety of images and themes. The students will be introduced to the iMovie program while creating animated short videos. Students will also learn the basics of digital illustration with Procreate. This course offers students an excellent opportunity to grow as an artist while developing within a medium that increases technical proficiency.
Digital Media 2 .5 Block/credit Grade 10-12
Prerequisite: Digital Media
In this course, students will expand on the skills learned in Digital Media. Students will extend their learning in digital illustration, graphic design, and animation using a variety of creative programs to create more advanced and in depth artistic projects. This course is for students who have taken Digital Media and are looking for a new creative challenge.
Sculpture .5 Block/credit Grade 9-12
Prerequisite: Art Essentials
In this course students will learn about the differences between additive and subtractive sculpture and practice each kind. Students will also create multiple different sculptures and end the course with a portfolio of their work. We will have different art talks to discuss how sculpture is made, what different processes are for different artists and how sculpture has existed throughout history. Students should have a basic understanding of artistic creation and have taken Art Essentials.
Sculpture 2 .5 Block/credit Grade 10-12
Prerequisite: Sculpture
In this course students will have the opportunity to extend their learning from Sculpture. Each project will build off of the skills they gained in Sculpture and challenge them to build new skills. This course is designed for students who have a strong interest in sculpture making and are looking for a challenge.
Advanced Placement Studio Art 1 Block/credit Grade 11-12
Prerequisite: Art teacher signature on course request sheet. Successful completion of Art Essentials and at least one additional art course. The course is open to Juniors and Seniors only.
AP Studio Art is a conglomerate of three AP courses: AP Drawing, AP 2-D Design, and AP 3-D Design. Each of these courses are designed to be equivalent to an introductory college-level studio art course. Students will choose which of these courses they wish to pursue based on their own personal artistic strengths and interests. Students will refine and apply skills and ideas they develop throughout the course to produce a cohesive body of creative work exploring common themes and media in depth. AP Studio Art courses culminate in a portfolio submission to the College Board in the spring.
World Languages
The study of world languages teaches the skills necessary to communicate in another language through speaking, listening, reading, and writing. Communication in another language promotes cross-cultural understanding, broadens social, travel, educational, and professional opportunities, and expands the ability to participate in our global community. Students in world language classes use a variety of technology to learn, present information, and enhance the development of the ability to understand languages in various contexts. The World Language department follows the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines which are a description of what individuals can do with language in terms of speaking, writing, listening, and reading in real-world situations in a spontaneous and non-rehearsed context. Please direct questions regarding the German program to Frau Kepes or the Spanish program to Ms. Kirkaldy.
Level I (German and Spanish) 1 Block/credit Grade 9-12 Students begin to develop their proficiency in Level 1. By the end of Level 1 students should be at the Novice Mid-level on the ACTFL proficiency scale and can understand some short and simple questions and statements about familiar topics. Students often need the speaker to pause, slow down, or repeat themselves. The same applies when students read; sometimes students will have to reread a passage. Students develop basic oral and written conversation skills and are able to communicate about basic daily functions using phrases and simple sentences. Students also begin to develop a cultural awareness of the customs in the countries where the language is spoken.
Level II (German and Spanish) 1 Block/credit Grade 10-12 Students continue to develop proficiency in Level 2 begun in the prior level. By the end of Level 2, students should be at the Novice High level on the ACTFL proficiency scale and understand short and simple questions and statements and provide basic information about familiar topics. Students begin to combine words and phrases to create original sentences but rely mostly on learned phrases and sentences. When listening, students sometimes need the speaker to pause, slow down, or repeat themselves. The same applies when students read; sometimes they will have to reread a passage. Students continue to develop their cultural awareness of the customs in the countries where the language is spoken.
Level III (German and Spanish) 1 Block/credit Grade 11-12 By the end of Level 3 students are at the Intermediate Low level on the ACTFL proficiency scale and can combine words and phrases to create original sentences on a range of familiar topics. Students use strings of simple sentences to express their thoughts with more detail and elaboration. Students initiate and respond to simple statements, ask and answer questions, and maintain face-to-face conversations in a limited number of interactive, social situations. Students understand full sentences in face-to-face conversations consisting of familiar words and phrases. In order to understand, students may need repetition and rewording. When students read, they can understand the main ideas and/or some facts from simple texts.
Level IV (German and Spanish) 1 Block/credit Grade 12
By the end of level 4 students are at the Intermediate Mid-level on the ACTFL proficiency scale and can use expanded vocabulary and expressions from a wide range of topics. Students use strings of sentences to describe or explain. Students combine simple sentences using connector words to create original, complex sentences. Students sometimes describe situations in the past or future. Students understand questions and statements from a variety of real-life situations that may take place face-to-face or electronically, such as simple announcements and reports over the media. When students read, they understand the main ideas and some facts from simple texts written for a wide audience.
Level V (German and Spanish) 1 Block/credit Grade 12
By the end of level 5 students are at the Intermediate High level on the ACTFL proficiency scale and can consistently use words and expressions to communicate ideas on a wide range of topics and use expanded vocabulary within a topic. Students use connected sentences to narrate, describe, or explain. They begin to communicate in paragraph length. Students initiate, sustain, and close a conversation. When students don’t know a word, they need to use strategies to express themselves in other ways. Students understand over longer stretches of connected speaking on a number of topics; sometimes they miss part of the main idea and/or details. Students read consistently with a full understanding of simple, connected texts. They are starting to understand when they read more complex texts and get some main ideas and information.
Conversational German or Spanish 1 Block/credit Grade 10-12
Prerequisite: Successful completion of Level 2 as well as teacher recommendation. This course can be taken concurrently with or after Level 3 or Level 4.
¿Hablas español? Sprichst du Deutsch?
The objective of this engaging and highly participatory course is to improve your speaking ability. In this course, you will build your skills to participate confidently in and maintain conversations. You will participate in a variety of discussions, share personal stories, role-play situations and expand your knowledge of vocabulary. You will be able to ask and answer questions, state opinions, ask for clarification, and offer suggestions. Activities will include exploring different vocabulary themes (such as food, nature, travel), sharing personal stories and anecdotes, learning new idiomatic expressions, situational role-plays, and abundant conversational practice in partners and as a group.
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