In 2013 SBHS began a series of neighborhood learning conversations with the goal of revisiting our school’s graduation requirements. Students, staff and community members engaged in discussion to answer the question, “What should our high school graduates know?” The list of recommendations helped SBHS frame our initial construction of the Proficiency-based Graduation Requirements (PBGRs). Those conversations were also the beginning of the identification of our Core Values and Beliefs. In 2016-17, SBHS faculty extended the conversations by identifying what we value and believe about our learning community. Core Values and Beliefs manifest themselves in research-based, school-wide 21st century learning expectations.
Every component of the school is driven by the Core Values and Beliefs and supports all students’ achievement of the school’s learning expectations.
We value and believe in:
EQUITY
OPPORTUNITY
COMMUNITY
INDIVIDUALITY
TENACITY
INTEGRITY
CREATIVITY
It’s our RESPONSIBILITY...to Build a Proud Tradition
South Burlington High School’s Student Learning Expectations (SLE) are transferable skills that reach across the content areas and prepare students for college, career and life in general. Educators use a diverse array of proficiency-based assessment tools to measure both content and the SLEs throughout the year and report on the SLEs via proficiency-based reporting (class of 2020 and beyond).
Clear and Effective Communication
Self-Direction
Creative and Practical Problem Solving
Responsible and Involved Citizenship
Informed and Integrative Thinking
Contents
SBHS Core Values and Beliefs 2
Student Learning Expectations 2
South Burlington High School 5
2019-2020 School Board and Administration 5
South Burlington School District Mission Statement 5
South Burlington High School Non-Discrimination Statement 5
Graduation Requirements/Academic Credits 6
Student Learning Expectations (SLEs) 7
Student Learning Expectations 7
Student Academic Plan Requirements 7
Penalty for Dropping Courses 8
Policies on Issuing Partial Credit 8
Policy on Credit/Placement for Outside Study 9
National Collegiate Athletic Association (NCAA) 10
School Counseling Department 11
Guidance Course Descriptions 11
Alternative Programs and Student Support Programs 11
English Language Learning Program 13
Family and Consumer Science Department 17
Physical Education Department 23
Flexible Pathways: SBHS EXPLORE! 43
Career Development Center (CDC) 43
Dual Enrollment & Early College 44
Vermont Virtual Learning Cooperative – Online Courses 44
Burlington Technical Center 44
Center for Technology, Essex 45
South Burlington High School is a public 9-12 institution serving the community of South Burlington, Vermont, and those of many nearby towns. South Burlington High School is approved by the State Department of Education and is accredited by the New England Association of Schools and Colleges. Our school is a comprehensive high school, offering a variety of educational programs, which are open to all enrolled students. This Programs of Study booklet is designed to assist SBHS students and parents as they research, plan, and realize a comprehensive high school academic program. Offerings and programs described in this booklet are subject to change based upon student needs and interests and the availability of supporting resources. The electronic version of the Programs of Study is available on the Internet under “Resources” on the school website at: http://sbhs.sbschools.net/
Board of School Commissioners:
Mrs. Elizabeth Fitzgerald, Chairperson
Mr. Martin LaLonde, Clerk
Ms. Bridget Burkhardt
Mr. Alex McHenry
Mr. Brian Minier
Superintendent: Mr. David Young
Principal: Mr. Patrick Burke
Assistant Principal: Mr. John Craig
Assistant Principal: Ms. Lissa McDonald
Director of Student Activities: Mr. Michael Jabour
9th Grade Dean: Ms. Denise Weaver
Telephone numbers:
Superintendent’s Office 652-7250
High School Main Number 652-7000
Principal’s Office 652-7001
Attendance Office 652-7002
Guidance Office 652-7060
The mission of the South Burlington School District, a community committed to excellence in education, is to ensure that each student possesses the knowledge, skills, and character to create a successful and responsible life. We will do this by building safe, caring, and challenging learning environments, fostering family and community partnerships, utilizing global resources, and inspiring life-long learning.
The South Burlington School District fully supports the philosophy and intent of Title VI, Section 504, Title IX and all federal regulations promulgated therein; and to that end the District will not discriminate on the basis of age, race, color, creed, sex, national origin, sexual orientation or disability in all matters related to the operation of and the programs offered by the public schools of the City of South Burlington, Vermont.
In accordance with Vermont education law and South Burlington School District Graduation Policy, SBHS students will meet the requirements for graduation when the student demonstrates evidence of proficiency in academic content-areas and student learning expectations (SLEs) which outline student’s skills and habits across content areas.
Students will be introduced to graduation proficiencies through courses and experiences during their first two years of high school and assessed at the graduation level via courses and experiences during their final years of high school in the following areas:
Student Learning Expectations (SLEs):
In order to be assessed at the graduation level South Burlington High School[1] students typically enroll in the following program minimums. Department specific distribution recommendations and requirements are explained in each department’s section of this document.
Department Number of Years
English Language Arts 4
Social Studies 3
Mathematics 3
Science 3
Physical Education 1.5
Visual and Performing Arts 1
Health 0.5
Information Technology 0.5
Many post-secondary institutions require a course of study that exceeds the minimum program described above. Students should be sure to discuss post-secondary plans with their school counselor as part of the course registration process.
South Burlington High School’s Student Learning Expectations (SLEs) are transferable skills that reach across the content areas and prepare students for college, career and life in general. Educators use a diverse array of proficiency-based assessment tools to measure both content and SLEs throughout the year and report on the SLEs via proficiency-based reporting.
Student Learning Expectations | Where they arebeing assessed | |
SB1 | Clear & Effective Communication | English Math Science Social Studies Music World Language |
SB2 | Self Direction | Health Math Physical Education Technology & Business Music Visual Arts World Language |
SB3 | Creative & Practical Problem Solving | Health Math Physical Education Science Technology & Business Music Visual Arts |
SB4 | Responsible & Involved Citizenship | Health Social Studies World Language |
SB5 | Informed & Integrative Thinking | English Physical Education Science Social Studies Technology & Business Visual Arts |
All students should have a challenging academic plan that advances them toward graduation in a timely manner and takes advantage of the myriad opportunities for learning that exist at South Burlington High School.
At South Burlington High School, those courses with multiple sections may be divided into different levels, based upon the depth and breadth of concepts explored, the pace at which the course progresses, and the amount of independent work required of students in pursuing their studies. Teachers familiar with students’ achievement levels will make a recommendation for placement in the next sequential course. (Recommendations from teachers at both the high school and the middle school will be used for initial placement.)
Definition of Course Levels
Honors (H)Advanced Placement (AP): Comprehensive courses that require learning at an ambitious pace using critical analysis and independent inquiry.
Level 1 (L1): In depth courses that require independent work, critical analysis, and the ability to assimilate new material at a fast pace.
Level 2 (L2): These courses progress at a more deliberate pace, incorporating fewer fundamental concepts in greater depth and providing more in-class support.
During the registration period teachers make recommendations for student placement in sequential courses. Requests for a change of placement are initiated via a “Request for Change in Course Level Placement” form available in the high school Guidance Office. A transfer student will be placed in course levels at the discretion of the Guidance Department based on his/her previous academic records.
Students may change their schedules during an adjustment period of two weeks at the beginning of the first semester and one week at the beginning of the second semester. Since ample time has been allowed during these periods and throughout the spring for changing schedules, students will only be allowed to make schedule changes outside of these times in very unusual circumstances. To implement a schedule change, a student must:
In order to insure optimal instructional situations, the school reserves the right to adjust student schedules to balance classes.
The process of academic planning represents a great deal of effort on the part of students, parents, staff members and administrators. Therefore, students are strongly encouraged to remain in the courses that are on their schedule at the beginning of the school year. In cases where a course drop is necessary, the student’s academic record will be affected in the following manner:
Generally, no partial credit will be given for full-year or semester courses. Exceptions to this policy are as follows:
Students who find it necessary to change levels in a full-year course should arrange to do so no later than the close of the first marking period. Typically, students who change courses within an academic discipline at SBHS during the school year will have grades and attendance records follow them into the new course.
Courses that have been previously taken and passed may not be repeated for additional credit. If a course is repeated either here at SBHS, or through an approved correspondence school, the new grade will appear on the transcript for purposes of GPA calculation and total credits earned. The original grade will remain on the transcript but will not count towards the cumulative GPA.
Credit will only be given and listed on the transcript for programs of study from accredited institutions and in cases where this credit is being used toward meeting the requirements for graduation. (See Credit for non-SBHS Courses) Students will receive only placement (as opposed to credit applied toward graduation) from tutoring during the summer.[2]
Students planning to take courses through institutions other than SBHS, for which they wish to receive credit, must fill out a request form in the Guidance Office and gain approval for credit prior to taking the course. In addition:
Students who wish to take courses for enrichment without receiving credit may enroll on an audit basis. Students will be expected to attend class on a regular basis, and they will be responsible for completing and submitting all assignments. Tests and quizzes will be at the student’s option. A note from the student’s parents/guardian indicating approval of the audit should be placed in the student’s file.
Thanks to continued technology funding by the community, SBHS has taken great strides toward increasing the accessibility and usability of technology to enhance our students’ education. In line with recognized high school “best practices,” technology is both integrated into the content of our departmental offerings and is also a content area focus in the Technology Department, particularly through that department’s Business, Imaging, and Networking Labs.
For over a decade, the South Burlington School District has provided each student with a personal learning device of his or her own. In concert with this, teachers and students are making active use of Schoology, a flexible learning management system that enriches both teaching and learning experiences. This system fosters independent student work, as well as providing the opportunity for collaborating with others, both in and out of school. Schoology also includes communication components that allow students, teachers, and parents to collaborate and monitor progress to support student learning.
The high school offers both wired and wireless network access in all academic areas, and the local area network features a high-bandwidth connection to the Internet, making educational resources on the Internet accessible from any networked device in the building. All students are provided with free email services that can be accessed from any computer (on or off campus) with an Internet connection. Parental approval is required before students may send or receive email from outside the school network. Most academic areas have mounted projectors that display a computer’s output to the entire class, and many of the classrooms have interactive whiteboards and other educational technology devices.
The nationally recognized Comolli Center for Art & Technology has 24 workstations running 3D design, animation, and video editing applications. The Library has a state-of-the-art on-line card catalogue that can be accessed via the Internet as well as 14 workstations for student use.
For more information about SBHS and SBSD technology resources, visit the district website at http://www.sbschools.net.
ATTENTION STUDENT-ATHLETES!
The National Collegiate Athletic Association (NCAA) requires student-athletes who aspire to “practice, compete, and/or receive athletic scholarship as a freshman in college” at either Division I or II schools, to meet the following requirements:
Please refer to the NCAA eligibility center website for a breakdown of Div I and Div II core course and GPA requirements.
While the NCAA Eligibility Center has approved many courses offered at SBHS, it is important to note that the following were NOT APPROVED for 2021-22. Students-athletes enrolling in these classes in 2020-21 may not use them to meet NCAA “Core GPA” requirements:
All offerings in the following departments and programs are not approved:
It is the responsibility of the student to assure that the courses in which they enroll will be acceptable to the NCAA and that they meet the other requirements as defined by that association. If a student or parent is unsure of a course’s approval status, they should check with their school counselor prior to enrolling in the class.
Any student-athlete aspiring to play college Division I or Division II athletics is STRONGLY RECOMMENDED to access registration materials on-line at https://web3.ncaa.org/ecwr3/.
Pursuant to the intent of Federal legislation (i.e., Title IX of the Educational Amendments), the South Burlington School District will not discriminate on the basis of sex in all matters related to the operation of and the programs offered by the public schools of the City of South Burlington. Citizens desiring information relating to Title IX or wishing to fi le a complaint of sex discrimination within the South Burlington School District may do so by contacting The Superintendent of the South Burlington School District or the designated Title IX Complaint Officer at 550 Dorset Street, South Burlington, VT 05403. Telephone 802-652-7250.
The South Burlington High School Counseling Department serves the school through providing personal counseling, consultation, academic planning, college planning, career awareness, and preventive education. Adolescents progress through significant developmental changes during their high school years, and the School counselors provide programming to address those developmental needs as well as the availability to address individual issues as they arise. Most students are assigned a school counselor according to their last name. Students are able to have the same counselor all four years.
School Counselors:
Ms. Halina Gangi
Ms. Lindsey Hudson
Mr. Gavin Santacross
Ms. Nikki St. Mary
Ms. Meghan Sweet - Director of Guidance and Counseling
COLLEGE BOUND
The College Bound program is designed for “first generation” college bound students interested in attending college. A “first generation” student is defined as being from a family in which neither parent has graduated from a four year college or university. The purpose of the program is to provide support to these sophomores and juniors in developing and attaining their future goals. What are your strengths, challenges and interests? What are the steps involved in researching and selecting colleges? How does a student pay for college? What other options are available after high school? The group meets during FACE time once a week throughout the school year. The group also participates in team building activities, family informational dinners, several field trips to area colleges and an overnight trip to colleges in southern New England. Students who identify themselves as “first generation” students are invited to apply at the beginning of their sophomore year.
The SBHS-BHS Horizon School Program
The Horizons Program is offered to SB students through cooperation between South Burlington and Burlington Schools. It is an alternative school for students who have had difficulty succeeding in the traditional school setting and are better able to meet SBHS academic requirements through small classes and individualized instruction in an off-campus, non-traditional setting. Students who are interested in pursuing placement in this program should consult with their school counselor for further information.
Special Education Program
The Special Education program aims to develop the skills and independence of students with disabilities who are in need of specialized instruction. In order to receive special services a student must meet Vermont State eligibility requirements for special education. Each student’s program is based on an Individualized Education Plan (IEP), which is developed with a team that includes parents, students, general and special education teachers. Special education students work towards mastering the goals outlined in their IEPs. Special educators and other trained staff provide instruction in the basic skill areas of reading, math, written, and spoken language. Support is also provided to help eligible students meet regular course requirements. The program recognizes the importance of developing students’ executive functioning skills, especially during the 9th grade year. Executive functioning skills include the ability to plan, prioritize, organize, and manage time. Coordinated support in regular classes is provided by special educators through the co-teaching model. The special education program also offers transition planning and community-based experiences for older students who require support to prepare for post-secondary education, employment, and independent living.
Progressive Program
The Progressive Program is an alternative program for 9th and 10th grade students, located within the high school, that provides academic and behavioral support to students. Students may be part of the core group or participate in different aspects of the program. Academic instruction is provided in an alternative format by general education teachers in English, Social Studies, and Science. Students take Math at their level in mainstream classes. Study and social skills are an integral part of the program, and there is a general focus on self-exploration and team building in order to provide students with the skills they need to succeed in the general education environment. Ongoing parental involvement is an important component of this program, and there is a referral process to participate that is typically initiated by special education case managers or guidance counselors in 8th or 9th grade for the following year.
Literacy Labs
Literacy Labs are small classes taught by trained special educators where students receive direct instruction in areas of individualized need. Literacy labs provide structured, individualized instruction in areas including basic reading, fluency, and comprehension skills, as well as writing skills. Literacy Labs focus on developing basic skills that will enable students to better access content, as well as using the course content as a basis for skill instruction. Students earn course credit for successful participation in Literacy labs.
Leap 9/10 Program
The Leap 9/10 program is typically one block of scheduled support, in place of a regular study hall, that is available to eligible students who require additional structure and skill development in order to complete their work and be successful in regular classes. Under the guidance of trained Special Educators, students develop their executive functioning skills and ability to organize, plan, and prioritize their work. They receive academic support related to the content of their courses, and learn how to advocate for themselves and approach their teachers for assistance. There is a general focus on resilience, social/emotional regulation, and managing the “hidden” skills required for success in high school. Students do not earn credit for participation in Leap blocks; they are often a special education service.
Leap 11/12 Program
The Leap 11/12 program builds on the approach of the 9/10 program, but differs in that it offers specific courses in an alternative format. Leap 11/12 provides an alternative to the larger mainstream environment for 11th and 12th grade students, with smaller classes and more intensive support. The program is flexible and students can take a mix of regular or alternative classes. Leap offers alternative courses in English, Public Issues, U.S. History, and Financial Literacy. The courses are organized by a personal contract so that each student can work at their own pace. LEAP also offers supported study sessions for students to support their work in other classes. The focus is to provide additional support and structure that some students need in order to meet graduation requirements and build transition skills for their post-graduation pursuits. Students earn credit in the related content area for their classes.
Transition Academy
The SBHS Transition Academy is a flexible program that meets the needs of our students with more intensive special needs. Nearly all SBHS students have a highly inclusive school experience in grades 9-10, and this continues for most students in grades 11-12 as classes become more interest based. Examples of TA programming for 9th and 10th grade students include necessary curriculum modification in World History or Living Systems Science, so that students can participate in mainstream classes, or a Transition Academy Math class at the students’ level. Transition Academy is less of a set program or sequence of courses, and more of an evolving system of support that prepares students with identified needs for life after high school. In later years, the Transition Academy provides a wide range of opportunities and support, including community-based programming, independent living skills, employment skills, and joining with other schools to participate in specialized programming that creates a community for students with similar needs. These experiences meet the needs of older students who may require programming beyond the traditional high school experience to prepare for their ongoing education, employment, and independent living.
Driver Education
Course 091: .25 credit
An increase in RISK creates a decrease in SAFETY. How, then, does a driver reduce risk? A responsible driver is a defensive driver, and the best driver is a proactive (and not reactive) driver. In the state of Vermont, Driver Education is mandatory for a junior operator’s license. Driver Education is offered at South Burlington High School during the academic year as a .25 credit course, and the following qualifications and stipulations apply:
If you wish to be considered for participation in the Driver Education Program and you meet the qualifications which apply, sign up for this course on your registration form as you would for any other course.
HOMEWORK EXPECTATIONS FOR DRIVER EDUCATION It is strongly recommended that each student receive an additional 50 hours of supervised (parental) behind-the-wheel practice to supplement the six hours received during school. In addition, the student should expect to spend 30 minutes reading assigned materials for each class.
The ELL Center offers support to students from diverse language and cultural backgrounds. The center is staffed with instructors who get to know the students and help advocate for them in this new environment. We offer a program that parallels mainstream courses in order to provide support with the language and skills needed for success in high school. Professional interpreting is arranged for parents when communication with teachers is needed.
ELL US History Literacy
Course 118: .5 credit
This class is a companion to the US History class. It supports the content and assignments of the course. It specifically instructs the language, concepts, and strategies needed to be successful in a parallel US History course.
ELL ESS Literacy
Course 120: .5 credit
This class is a companion to the Earth Science Systems class offered in alternate years. It supports the content and assignments of the course. It specifically instructs the language, concepts, and strategies needed to be successful in a parallel ESS course.
ELL PIWA Literacy
Course 121: .25 credit
This class is a companion to the required PIWA class. It supports the content and assignments of the course. It specifi cally instructs the language, concepts, and strategies needed to be successful in a parallel PIWA course.
ELL Living Systems Literacy
Course 116: .5 credit
This class is a companion to the Living Systems class offered in alternate years. It supports the content and assignments of the course. It specifically instructs the language, concepts, and strategies needed to be successful in Living Systems course.
ELL Lab
Course 126: .5 or 1 credit
This is an individualized English Language Learning course. An assessment of English language skills is conducted. A plan for addressing and practicing specific skills is designed and revisited regularly. Students work with the instructor, in small groups, and with software and workbooks.
ELL Enrichment
Course 117: (credit is optional)
This is a supported study time where students receive individual help with their language development and homework help for their content classes.
11th & 12th Grade Semester Courses | Reading | Language | Writing | Listening & Speaking | Clear & Effective Communication | Informed & Integrative Thinking |
Engaging with Literature | X | X | X | X | ||
Grammar & Editing | X | X | X | X | ||
British Literature | X | X | X | X | ||
Poetry | X | X | X | X | X | |
Public Speaking | X | X | X | X | ||
Advanced Composition | X | X | X | X | X | |
Advanced Composition: Memoirs | X | X | X | X | ||
AP Language & Composition | X | X | X | X | X | X |
AP Literature & Composition | X | X | X | X | X | X |
Holocaust Studies | X | X | X | X | X | X |
Cont. Health Issues in Fiction | X | X | X | X | X | X |
Literature and Composition | X | X | X | X | X | X |
Courses for Freshmen:
Grade No. Course
9 141 English 9
Courses for Sophomores:
Grade No. Course
10 150 Honors American Studies
10 151 English 10
10 152 English 10 Honors
Full-Year Electives:
Grade No. Course
11 160 Advanced Placement Language and Composition
11-12 163 Holocaust Studies (Team-taught for credit in English and Social Studies)
12 170 Advanced Placement English Literature and Composition
10-12 191 Cont. Health Issues in Fiction (Team-taught for credit in English and in Health)
11-12 171 Literature and Composition
Semester Electives
Grade No. Course
11-12 192 Engaging with Literature
11-12 176 Grammar and Editing
11-12 175 British Literature
11-12 183 Poetry
11-12 186 Public Speaking
11-12 185 Integrative Project Seminar
11-12 187 Advanced Composition
11-12 139 Advanced Composition: Writing Memoirs
English 9
Course 141: 1 credit
This heterogeneously-grouped course will provide students the opportunity to practice skills that will lead them to proficiency. Our goal is to continue developing students’ reading, writing, speaking, listening, analysis and critical thinking skills. Students will craft narratives, literary analysis essays, and arguments, and write informally to explore ideas; read classic and contemporary literature to better understand themselves and their places in the world; and read books of their own choice with the goal of fostering a community of readers. Students will be pushed to stretch their learning to the best of their abilities.
Honors American Studies (Grade 10)
Course 150: 2 credits (1 credit English /1 credit Social Studies)
The United States = the U.S.= Us; however, does “us” mean all of us? When considering the post-Civil War era, westward expansion, our industrialization, the Great Depression, Civil Rights, Black Lives Matter, are the same lines of justice and law drawn consistently for everyone? What makes a good story? Does the American classic To Kill a Mockingbird tell the story of race in America as honestly and importantly as Lorraine Hansberry's A Raisin in the Sun? Honors American Studies is a combination of 10th grade Honors U.S. History and Honors English 10, 2 credits in one course. We meet daily. We learn much through cooperation and small-group work. We study exciting books. Whether discussing a document from 200 years ago, or debating the recent storming of the Capitol, we exhibit strong feelings and beliefs, making us better citizens. Self-discipline and reliability in completing homework are recommended skills for the course.
English 10
Course 151: 1 credit
All stories ask a question and then try to answer it. What questions are relevant to your own life? This course focuses on literature from the American canon (traditional list of famous American novels) as a basis for critical reading and writing of both fiction and nonfiction. Personal reading lists are developed to strengthen and reinforce reading skills and apply learning. Writing skills are emphasized, particularly using evidence to support an argument, position, or idea.
Honors English 10
Course 152: 1 credit
Time period plays a crucial role in human development. Consequently, how does a historical period affect individuals? This course focuses on American literature and how we see ourselves and our community through that writing. It examines whether individuals conform or not to the values of a specific society, how gender roles are constructed, and why it’s important to write. Through thematic study of American literature, students learn and improve on critical reading and writing skills as well as language use and vocabulary. This is an intensive pre-AP course in which students learn through group cooperation, writing, and critical thinking. As an honors course, students should expect a rigorous content level and pace. This course demands greater independence and responsibility, focusing on deeper learning and the development of higher level thinking skills.
Advanced Placement Language and Composition
Course 160: 1 credit (Grade 11)
How have writers of the past and present used nonfiction, fiction, poetry, and drama to communicate ideas? How can we employ the methods of these writers in our own communication? How can the process of writing lead to insight and meaning? Students start their work reading books during the summer and finish with an opportunity to earn college credit by taking a national three-hour examination given by the College Board. This course focuses on the development and revision of evidence-based analytic and argumentative writing and the analysis of nonfiction texts. Through discussion, writing, and presentations, we will build on the knowledge students bring to the course as well as prepare them for future courses in college. Self-discipline and reliability in completing homework are recommended skills for the course. (It is very strongly recommended that students enrolled in Advanced Placement courses take the Advanced Placement exam.)
Holocaust Studies
Course 163: 1 credit (.5 credit English/.5 credit Social Studies) (Grades 11-12)
Socrates stated, “It is better to suffer an injustice than to commit one.” How does this apply to the victimization of Jews by Nazi Germany? This course examines the complex and indefinable nature of human behavior as well as the social, political and economic factors that helped Hitler, and other oppressors in history, rise to power. We stretch our thinking by considering why genocides continue to occur and if we are we obligated to work to stop oppression. Holocaust Studies explores human behavior from historical and literary perspectives. Students will work to grow as contributing participants in class and develop as moral philosophers, critical consumers of information, and civic agents.
Advanced Placement English Literature
Course 170: 1 credit (Grade 12)
How does understanding what we read help us understand ourselves, others, and life? Advanced Placement English Literature requires students to go beyond comprehension to an understanding of how writing achieves its effects. Students start their work reading at least two books during the summer and finish with an opportunity to earn college credit by taking a national three-hour examination given by the College Board. The course presumes students’ willingness to work to understand sophisticated prose and poetry from the late 16th century to the present. Students should also look forward to the challenge of sustained analysis of texts and frequent participation in full-class discussion. Students write some long essays on literary topics, and they write many timed essays to prepare themselves for the AP examination, always remembering writing means what it says. It is recommended that students enrolling in AP Literature possess strong writing skills and a willingness to become a better reader. (It is very strongly recommended that students enrolled in Advanced Placement courses take the Advanced Placement exam.)
Literature and Composition
Course 171: 1 credit (Grade 11-12)
This course will focus on reading, writing and language skills. The purpose of this course is to explore the ways literacy skills can support cross-disciplinary learning and have real-world applications, primarily around student-selected topics. Students will identify and read literature of many varieties, and set goals around reading growth. Students will maintain a volume of independent reading that includes a range of genres, authors, and purposes, and increases in complexity over the course of the school year. A major facet of this course includes independent inquiry research around various topics of interest, as well as project-based applications of that research. Students are expected to craft thoughtful and insightful pieces of writing in a variety of genres with careful attention to the conventions of the English language. Seeking and responding to feedback on reading, writing, and learning skills is expected, and most work will be taken through the revision process.
Contemporary Health Issues in Fiction
Course 191: 1.0 credit English and satisfies Health requirement (Grades 10-12)
How do the decisions people make impact the quality of their lives? Students will understand that health is not just the absence of disease and that mindful practices enrich all aspects of wellness. Interpersonal communications and coping skills will be taught to aid students in making decisions about self-concept, goals, diet, stress, sexuality, substances, wellness and peers. Through literature, informational texts and discussions, students will examine issues that are going on in their daily lives. Completion of this course satisfies the health graduation requirement and 1 credit in English. Sophomores, juniors, and seniors may sign up for this course.
Engaging with Literature
Course 192: .5 credit (Grades 11-12)
What does it mean to be part of a literate community? What is the importance of the author’s craft? In this course, learn how reading is a multifaceted process that promotes understanding of the world and use writing to express your thoughts and opinions. Choose your own books to exercise your reading skills, build reading strategies, as well as form a habit of reading for pleasure.
Grammar and Editing
Course 176: .5 credit (Grades 11-12)
What are the basic grammatical structures of English, and how do speakers and writers use these structures to communicate? How can an understanding of grammar, language structures, and ways of linking words lead to the editing of drafts of writing? What are the basic approaches to editing? This course includes units of study that will familiarize students with grammatical structures and analysis of sentences. Editing practice will connect grammatical knowledge and readers’ needs to the editing of real student-written drafts. Skills will be sharpened for making drafts clear and easy to read.
British Literature
Course 175: .5 credit (Grades 11-12)
Why have certain pieces of literature written in England, from long ago to the present, continued to communicate to readers down through the ages? What is it about this literature that still attracts and influences readers and writers of our own time? We will talk about how culture affects literature and how literature influenced or was influenced by ideas of human equality and historical events. We will practice ways to approach reading this type of literature and poetry, and we will find meaning in short stories through the writing process. Through discussion, writing and presentations, we will build on the knowledge students bring to the course as well as prepare them for future courses in college.
Poetry
Course 183: .5 credit (Grades 11-12)
Poetry – spoken aloud – preceded written language. It is with this understanding that students enrolled in this course approach the poetry of the past, right alongside contemporary written and spoken poetry. Students answer essential questions like, What makes a poem a poem? How does poetry differ from prose? How do people write poetry, and who are the writers in the canon of the past? In order to write their own poetry, students read widely and deeply, asking, What are the different styles of poetic forms? and What place or importance does poetry have in my life?”
Public Speaking
Course 186: .5 credit (Grades 11-12)
Why is it important to speak well in public? What characterizes constructive criticism? How do we know when we are effective listeners? How can we improve our speaking skills? Students who take this course determine their own goals and use teacher feedback and peer feedback to help reach those goals. This course includes various speaking activities, formal speeches including a public reading and tribute as the exam.
Integrative Project Seminar
Course 185: .5 credit (Grades 11-12)
A student-driven English course designed around independent project cycles. The students bring the topics; the teachers provide the structure. Students independently move through the project process: project proposal, calendar, research notes, application (product), assessment, and reflection. This is a semester course offered for .5 English credit and can be taken multiple semesters. Reading, writing, communication, and integrative thinking PBGRs are addressed.
Advanced Composition
Course 187: .5 credit (Grades 11-12)
Students strengthen their writing skills by learning how to express their ideas and experience in logical, convincing, and meaningful ways. Students explore new ideas pertaining to their writing: How do audience and purpose influence writing? What are the differences between drafting, revising, and editing? How can I engage my readers’ attention? Reading and discussing examples of effective writing develops skills. Students participate in a public reading as part of the final exam.
Advanced Composition: Writing Memoirs
Course 139: .5 credit (Grades 11-12)
Why is it important for us to share our stories? What does it mean to bear witness? To not only tell the story but also have the story be heard and acknowledged? Memoir writing focuses on the relationship between the writer and a particular person, place, animal or object. It incorporates pieces of who we are and where we come from as it celebrates culture and diversity. Become part of a community of writers focused on discovering the art and process of creating a memoir, learning about others and sharing our commonalities and differences. Students read memoirs as models for their own writing and use professional writers as models for learning about authors’ craft. This writing intensive course may require participation in activities outside of the school day and culminates in the public sharing of memoirs. Advanced Composition I is not a prerequisite for this course.
The Family and Consumer Science Department is a place where you can practice your human relations and communications skills, learn more about healthy physical, mental, emotional and social development, and practice independent living skills that will help you now, on the job and in the future when you are on your own. You can test out your ideas about marriage, family life, child rearing, and family stress such as divorce and family violence.
The Family and Consumer Science Department supports the philosophy that homework assignments will be used to reinforce class work where appropriate. The expectation is that homework will be assigned in most elective classes one to two times per week.
Courses:
Grade No. Course
10-12 758 Health and Human Development Issues (Required for Graduation)
11 760 Peer Leadership I
12 781 Peer Leadership II
10-12 191 Contemporary Health Issues in Fiction[3]
Health and Human Development Issues
Course 758: .5 credit
How do you best help yourself and help a friend? When do you need to ask for help, and to whom should you turn? Throughout this one- semester class, students will learn that the decisions they make will impact the quality of their lives and the lives of others. Interpersonal communication and coping skills are taught to aid students in making decisions about such issues as wellness, diet, stress, sexuality, and relationships; and that mindfulness enriches all aspects of wellness. Completion of this course satisfies the Health graduation requirement.
Peer Leadership I
Course 760: .5 credit
Interested in developing your leadership skills? Students will prepare for leadership opportunities within the SBHS community and within their larger community. We will study group development and leadership styles. We will practice communication, team building and problem solving skills. Students should be open to public speaking, facilitating group activities, and receiving feedback. Expectations are for participants to step out of comfort zones and to create connections with all class members. See Ms. Dransfield or Ms. Randall for details.
Peer Leadership II
Course 781: 1 credit
Participants in the Peer Leadership class become co-facilitators of the Freshman SLAM (Student Leadership Advisory Meetings) groups. Members of the class participate in a retreat prior to the opening of school, assist with Freshman orientation, meet outside of class to prepare and process SLAM sessions, and facilitate SLAM groups. Students should be open to public speaking, facilitating group activities, and receiving feedback. Expectations are for participants to step out of comfort zones and to create connections with all class members. Participants for Peer Leadership II must be seniors and are selected through an application process (applications available on NEO). See Ms. Dransfield or Ms. Randall for details.
Contemporary Health Issues in Fiction
Course 191: 1.0 credit English (satisfies Health requirement)
How do the decisions people make impact the quality of their life? Students will understand that health is not just the absence of disease and mindful practice enriches all aspects of wellness. Interpersonal communications and coping skills will be taught to aid students in making decisions about such issues as self-concept, goals, diet, stress, sexuality, substances, wellness and peers. Through readings and discussions students will examine issues that are going on in their daily lives. Completion of this course satisfies the Health graduation requirement and 1 credit in English. Juniors, and seniors may sign up for this course.
Course Selection: There are a multitude of different paths that one could take to fulfill their math requirement at South Burlington High School. If a student is unsure of the path to take, we recommend having a conversation with their math teacher about their previous math history, academic goals, and interests.
Technology: Calculators and laptops are used to enhance the learning experience throughout the mathematics curriculum. Laptops are provided via the SBHS 1:1 program. The SBHS Math Department recommends students in Math 1 or higher purchase a calculator. Students who plan to advance through the math curriculum should purchase a graphing calculator (i.e. TI-84, TI-89, or TI-Nspire) as they will be used in multiple courses. Calculator recommendations are made for specific courses in the descriptions below. Students who are unable to buy their own graphing calculator will be provided with a loaner.
Homework: In general, students should expect homework to be assigned following each class meeting. We believe that homework can help to promote independent learning, foster more productive class discussions and work sessions, and expedite the learning process. The length of homework assignments will vary with the course.
Courses:
425 Foundations for Proficiency
434 Math 1 Level 1
435 Math 1 Level 2
430 Math 1 Lab
437 Math 2 Level 1
438 Math 2 Level 2
431 Math 2 Lab
439 Math 3 Level 1
440 Math 3 Level 2
455 Math 4
467 Discrete Math: Creative Ways of Counting
468 Essential Math for College & Careers (EMC2)
465 Statistics 1
466 Statistics 2
471 Calculus
464 Advanced Placement Statistics
470 Advanced Placement Calculus (AB)
490 Advanced Placement Calculus (BC)
425 Foundations for Proficiency
1 credit
At the successful conclusion of this course, a student will be prepared for Math 1.
Recommended Prep: Completion of Grade 8 Math and teacher recommendation.
Recommended Calculator: None
434 Math 1 Level 1
Algebra modeling, Statistics, and Geometry
1 credit
Students will develop an understanding of foundational algebraic, geometric, and statistical reasoning through examinations of applied problems. The first half of the year is dedicated to examining linear, exponential, polynomial, and rational equations through their application to various practical circumstances. From there, students transition to a unit in geometry that focuses on polygon properties and transformations. Finally, in the last unit of univariate statistics, students learn to communicate trends and patterns that they encounter in data. Students in this level 1 course will be provided with the opportunity to become proficient with the relevant Plus Common Core State Standards in Math.
Recommended Prep: Minimum grade of A- in Grade 8 Math.
Recommended Calculator: Scientific Calculator
435 Math 1 Level 2
Algebra modeling, Statistics, and Geometry
1 credit
Students will develop an understanding of foundational algebraic, geometric, and statistical reasoning through examinations of applied problems. The first half of the year is dedicated to examining linear, exponential, polynomial, and rational equations through their application to various practical circumstances. From there, students transition to a unit in geometry that focuses on polygon properties and transformations. Finally, in the last unit of univariate statistics, students learn to communicate trends and patterns that they encounter in data. Students in this level 2 course have extra time to become proficient with the curriculum through curriculum modification and are provided with the opportunity to enroll in the lab for this course. In addition to learning the mathematical content, students who enroll in this level 2 course will work to further develop their executive functioning skills.
Recommended Prep: Satisfactory completion of Grade 8 Math and teacher recommendation.
Recommended Calculator: Scientific Calculator
430 Math 1 Lab
1 credit
Students who take this course focus on content mastery of learning targets defined by their parallel math course (Math 1 Level 2). This course is structured through self-assessment, additional varied resources, and pre-teaching of future content standards. This course is not a study hall. Students also focus on the development of their executive functioning skills. Students will be assessed on their proficiency in communication, problem solving and self-direction aligned with the South Burlington High School graduation standards. This course is co-taught with a math teacher and special educator to support students in mastery of content and executive functioning skills. Math 1 Lab is assessed on a Pass/Fail basis.
441 Math 2 Level 1
Algebraic Solutions and Statistics
1 credit
Students continue their study of statistics from Math 1 by learning about bivariate statistics through linear regression applications. Students will learn to use the statistical software JMP to perform analysis and become familiar with reading computer output. From there, students will learn basic probability rules including conditional probability. After, students will be solving linear, quadratic, polynomial, exponential equations and inequalities. Students in this level 1 course will be provided with the opportunity to become proficient with the relevant Common Core State Standards in Math.
Recommended Prep: Minimum grade of B Math 1 Level 1.
Recommended Calculator: Scientific calculator or TI-84
438 Math 2 Level 2
Algebraic Solutions, Statistics, and Geometry
1 credit
Students continue their study of statistics from Math 1 by learning about bivariate statistics through linear regression applications. Students will learn to use the statistical software JMP to perform analysis and become familiar with reading computer output. From there, students will learn basic probability rules including conditional probability. After, Students will be solving linear, quadratic, polynomial, exponential equations and inequalities (where appropriate). Additionally, students will learn how to create good surveys, collect valid data and continue their study of geometry. Students in this level 2 course will be provided with the opportunity for extra time to become proficient with the curriculum through curriculum modification and are provided with the opportunity to enroll in the lab for this course. In addition to learning the mathematical content, students who enroll in this level 2 course will work to further develop their executive functioning skills.
Recommended Prep: Satisfactory completion of Math 1 and teacher recommendation.
Recommended Calculator: Scientific calculator or TI-84
431 Math 2 Lab
1 credit
Students who take this course focus on content mastery of learning targets defined by their parallel math course (Math 2 Level 2). This course is structured through self-assessment, additional varied resources, and pre-teaching of future content standards. This course is not a study hall. Students also focus on the development of their executive functioning skills. Students will be assessed on their proficiency in communication, problem solving and self-direction aligned with the South Burlington High School graduation standards. This course is co-taught with a math teacher and special educator to support students in mastery of content and executive functioning skills. Math 2 Lab is assessed on a Pass/Fail basis.
439 Math 3 Level 1
Algebraic Applications, Statistics, and Geometry
1 credit
Students learn geometric concepts including theorems, and proofs applied to polygons and circles. Students will learn to apply their knowledge of transformations to functions, including trigonometric, exponential and logarithmic functions.
Recommended Prep: Minimum grade of B in Math 2 Level 1.
Recommended Calculator: Scientific calculator, TI-84+, TI-89, or TI-Nspire
440 Math 3 Level 2
Algebraic Applications, Statistics, and Geometry
1 credit
Students learn many geometric concepts including theorems, constructions, and proofs for various polygons and conic sections. Next students learn to apply their knowledge of transformations of functions. In addition to learning the mathematical content, students who enroll in this level 2 course will work to further develop their executive functioning skills. Math 3 Level 2 students will be provided with the opportunity for extra time to become proficient through modification of the curriculum, however, there is no lab section for this course.
Recommended Prep: Satisfactory completion of Math 2 and teacher recommendation.
Recommended Calculator: Scientific Calculator
455 Math 4
1 credit
This course is built around two goals: to help students who enjoy math but do not feel prepared for calculus or statistics have an opportunity to improve their skills and to show new ways that mathematics connects to real-world situations. This is a year-long course that will be structured in a problem solving format which will promote assisted discovery, communication of process and examination of alternate solution routes.
Recommended Prep: Teacher recommendation.
Recommended Calculator: TI-83, TI-83+, TI-84, or TI-84+
467 Discrete Math: Creative Ways of Counting
1 credit
This course in discrete mathematics will draw from topics in the following areas of study: basic counting methods, the binomial theorem, recursion and generating functions, graph theory, logic and truth tables, Latin squares, set theory, inclusion-exclusion, and fair division & voting. This is a year-long course that will be structured in a problem solving format which will promote assisted discovery, communication of process and examination of alternate solution routes.
Recommended Prep: Minimum B in Math 2 and teacher recommendation
Recommended Calculator: None
468 Essential Math for College & Careers (EMC2)
1 credit
This course provides juniors or seniors an opportunity to improve their skills and alleviate the need for remediation in college. The Vermont State Colleges System (VSCS) has agreed that successful completion of this course will qualify students to enroll in credit bearing college math at any VSCS school without the need for remediation or an Accuplacer test score. This course will help Vermont high school students achieve college and career readiness before leaving high school. In addition, EMC2 will provide an opportunity for students to achieve graduation proficiency in critical math content and practices. Using principles from the National Council of Teachers of Mathematics (NCTM), and supported by the Math Association of America (MAA), this course is designed to be project/task based with guided student discussion and ‘debate’. Concepts are not taught by giving students algorithms but rather by discovering those algorithms within the tasks presented. The curriculum is also designed to have a ‘gradual release’ process whereby teachers guide the process early, set up classroom climate and expectations, and gradually the units are more and more student led. This model strengthens student skills for post-secondary endeavors. Students will be asked to assess their own understanding, learn where and how to seek support when necessary, and gradually become more independent learners.
Recommended Prep: Successful completion of Math 2 Level 2
Recommended Calculator: Scientific Calculator
465 Statistics 1
1 credit
Students will learn how to analyze data to find associations and make informed predictions. The course topics include univariate and bivariate data analysis, gathering data, and probability In order to perform many of the statistical analyses, students will learn to use the statistical software JMP and various other computer programs. Find more information about the course here.
Recommended Prep: Minimum C in Math 2 (Level 1 or 2) and teacher recommendation
Recommended Calculator: None
466 Statistics 2
1 credit
This course is a continuation of Statistics 1 and covers commonly used statistical inference methods for numerical and categorical data. Students will learn how to set up and perform hypothesis tests, interpret p-values, and report the results of analysis by hand and with computer output. Find more information about the course here.
Recommended Prep: Successful completion of Statistics 1 (required)
Recommended Calculator: None
471 Calculus
1 credit
This course is offered to the capable mathematics student who does not require the accelerated pace and theoretical aspects of AP Calculus (AB). The course is founded upon the idea that the limit is the cornerstone of calculus. With this important idea, we establish that differentiable functions are locally linear. The course focuses on the shapes of functions. Through differentiation we explore rates of change, and through integration we explore displacement. In both cases the course applies these concepts to mathematical models of the physical world.
Recommended Prep: Minimum A in Math 3 Level 2 or minimum B in Math 3 Level 1.
Recommended Calculator: TI-84
464 Advanced Placement Statistics
1 credit
AP Statistics follows the College Board Advanced Placement course curriculum. Students will learn how to analyze data to find associations and make informed predictions. The course topics include univariate and bivariate data exploratory analysis, gathering data, planning and conducting a study, probability, and statistical inference. The pace is rigorous. In order to perform many of the statistical analyses, students will learn to use the statistical software JMP and various other computer programs. It is very strongly recommended that students enrolled in Advanced Placement courses take the Advanced Placement exam. Find more information about the course here.
Recommended Prep: Minimum B in Math 2 Level 1 and teacher recommendation
Recommended Calculator: TI-84+ (may be provided by the Math Department)
470 Advanced Placement Calculus (AB)
1 credit
Calculus AB follows the College Board Advanced Placement course curriculum, spending equal time on differentiation and integration. The course emphasizes a multi-representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. Students enrolled in AP Calculus AB will be expected to complete a summer assignment. It is very strongly recommended that students enrolled in Advanced Placement courses take the Advanced Placement exam.
Recommended Prep: Minimum B+ in Math 3 Level 1 and teacher recommendation.
Recommended Calculator: TI-89 or TI-Nspire (may be provided by the Math Department)
490 Advanced Placement Calculus (BC)
1 credit
Calculus BC follows the College Board Advanced Placement course curriculum. It covers all of the topics covered in AP Calculus AB in addition to those found in a second-year calculus course. This is a fast-paced, highly rigorous course. In addition to daily homework, there are long-term assignments. All students enrolled in AP Calculus BC will be expected to complete a summer assignment which covers pre-requisite skills for Calculus. The course emphasizes a multi-representational approach to calculus with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. It is very strongly recommended that students enrolled in Advanced Placement courses take the Advanced Placement exam.
Recommended Prep: Minimum A in Math 3 Level 1 and teacher recommendation
Recommended Calculator: TI-89 or TI-Nspire (may be provided by the Math Department)
Please Note:
Courses:
Grade No. Course
9-12 056 Mindful Movement
9-12 055 Personal Fitness - Muscular Fitness
9-12 053 Lifetime Activities
10-12 071 Virtual Personal Fitness[4] - Fall (up to .25 credits)
10-11 072 Virtual Personal Fitness - Winter (up to .25 credits)
10-11 073 Virtual Personal Fitness - Spring (up to .25 credits)
9-12 061 Period 0 Fitness[5] - Basketball
9-12 062 Period 0 Fitness - Ice Hockey
9-12 063 Period 0 Fitness - Speed School
Mindful Movement
Course 056: .50 credit
Build and strengthen compassion, confidence and resiliency by developing a strong mind-body connection guided by breath and movement in a safe environment. Learn meditation techniques, practice yoga and build mindful practices. Learn about the physiological response to stress and how to diffuse challenging situations and enhance joyful ones both by just using your breath! Develop body awareness and sequences of movement to improve ability in your favorite physical activity; set small goals with the accountability support of the instructor; and practice resting! Conclude the term feeling empowered with a deeper connection to self.
Personal Fitness – Muscular Fitness
Course 055: .50 credit
Personal Fitness is designed to provide opportunities for students to work on achieving a baseline understanding of functional movement patterns and to develop a healthy lifestyle through resistance training and plyometric drills. The acute program variables include posture, body alignment, balance, proprioception, muscular strength, muscular power, muscular endurance, flexibility, and heart rate correlations to various activities. Fitness needs continual effort to be achieved and maintained. Fitness is not a sport, it’s a state of being that must be worked on and can enhance a person’s ability to participate in any activity longer and more frequently. Do you want to be able to do more of the activities you enjoy? It’s not about the weight you can move, but rather, how well you can control your body with the weight you’re moving. Learn about the body, challenge yourself, and have fun with resistance training!
Lifetime Activities
Course 053: .50 credit
What are some different activities that will improve my overall personal well-being? What is the relationship between these activities and physical/emotional fitness? Recreational Sports is designed to provide opportunities for the students to elect individual and team activities that have carryover value associated with them. These lifetime activities allow for mixed grade, co-educational participation and will provide a variety of life and leisure time offerings. The Recreational Sports objectives include assisting students in the development of physical fitness and motor ability; aiding the student’s physical, mental, and social growth; and offering activities which facilitate meeting these program objectives. Activities may include: Field Hockey, Lacrosse, Golf, Tennis, Frisbee, Bowling, Soccer, Flag Football, Volleyball, Personal Fitness, Aerobics, Badminton, Table Tennis, Lacrosse, Indoor Soccer, Snow Shoeing, Racquetball, Pickleball, Team Handball, and Gatorball.
Virtual Personal Fitness
Course 071, 072, 073: .25 credit
Can I receive credit for something I do outside the school day? How can I relate athletics and outside activity to the standards set by the SBHS PE Department? What is the value of what I do in my own time? The Physical Education Department will give PE credit toward graduation for participation in SBHS interscholastic activities or specific out-of- school activities which meet certain criteria consistent with departmental practice and philosophy. This credit is only available to second-semester sophomores, juniors, and first-semester seniors who achieve PE objectives while involved in interscholastic athletics and are on the final team rosters at the end of each sport season or students who demonstrate and participate in a rigorous, consistent, and supervised physical activity outside of the school day. The objectives of this course include improving physical development, hand-eye coordination, physical strength, and general motor ability. Individual programs will be designed to meet the student’s specific needs and will be online based. Students will be required to do readings, complete assignments, and document activity. One-quarter (.25) credit can be earned per sport season, or per out-of-school activity, to a maximum of one-half (.50) credit (two sport seasons).
Period Zero Fitness - Basketball
Course 061: .50 credit
This fitness-based basketball course is designed for the student looking for time in their schedule to enhance personal fitness in a recreational basketball setting without the time constraints of the normal school day. Students will be able to develop their muscular fitness, cardiovascular speed, agility, and balance training before the school day begins. This basketball based approach to improved fitness will be centered on recreational game play for students of all skill levels.
Period Zero Fitness – Ice Hockey
Course 062: .50 credit
This fitness-based ice hockey course is designed for the student looking for time in their schedule to enhance personal fitness without the time constraints of the normal school day. Students will be able to develop their muscular fitness, cardiovascular speed, agility, and balance before the school day begins. This course will be a comprehensive fitness program developed for the athlete within all of us. This course will take place at Cairns Arena. Proper equipment is required.
Period Zero Fitness – Speed School
Course 063: .50 credit
This fitness-based speed/agility course is designed for the student looking for time in their schedule to enhance personal fitness without the time constraints of the normal school day. Students will be able to develop their muscular fitness, cardiovascular speed, agility, and balance before the school day begins. This course will be a comprehensive fitness program developed for the athlete within all of us.
Courses:
Grade No. Course
9 341 Earth/Space Systems (ESS)
10 351 Living Systems
9*-12 386 Science Research Lab
11-12 360 AP Chemistry
11-12 361 Chemistry
10-12 364 Exploring the Human Machine
10-12 365 Exploring the Physical World
11-12 367 Weather, Climate, and Atmospheric Studies
11-12 369 Environmental Studies
11-12 370 AP Environmental Science
10-12 371 Biology for the Medical Profession
11-12 380 AP Physics
10-12 381 Physics
11-12 382 Physical Geography and Geologic Hazards
10-12 384 Astronomy
11-12 390 AP Biology
10-12 391 School of Rock: Physics of Sound, Music, and Musical Instruments
graduation level achievement in all content area proficiencies (PBGRs) and Student Learning Expectations (SLEs).
All students will be required to take ESS & Living Systems prior to taking other science courses. Exceptions to this may be granted by the Curriculum Area Supervisor (CAS).
Earth/Space Systems (ESS)
Course 341: 1 credit
Students will explore how forces change the interactions among different Earth/Space systems. Students will investigate fundamental physical science principles in order to model and explain these systemic changes. Alternative Energy and climatic patterns will also be studied. These fundamentals will be used to understand earth and space systems such as earthquakes, plate tectonics, stellar evolution, and space travel. This will allow students to become better stewards of our planet, be able to care for ourselves, and appreciate the world around us.
Living Systems
Course 351: 1 credit
Living Systems is an in-depth study of biological principles through inquiry-based laboratory investigations and outside readings as well as classroom activities. Successful completion of ESS is required.
Science Research Lab
Course 386: 0.5 OR 1.0 credit
Take this class if you are passionate about STEM and want to improve your science & engineering research skills through structured and/or self-designed projects. Students will learn to design investigations, collect and analyze data, troubleshoot problems, and communicate findings. You will decide what technologies we learn and what field trips we take. All students will complete a capstone project by the end of the class and will be strongly encouraged to present their work at the VT STEM Fair in March.
This course can be taken as a full-year or 1-semester class and is open to students 9*-12.
*With CAS Approval
Advanced Placement Biology
Course 390: 1 credit
AP Biology is a college-level life science offering. This course offers an in-depth study of molecular and cellular biology as well as genetics, evolution, and populations through laboratory investigations, group projects, individual research, and classroom activities. A comprehensive look at bioethical issues and the impact of science on society will be at the forefront. Students in this class should be passionate about the subject area, have disciplined independent work habits, and be prepared for assignments to be completed over the summer. Prerequisites: Confident completion of ESS, Living Systems, and Chemistry and/ or CAS approval. (It is strongly recommended that students enrolled in Advanced Placement courses take the Advanced Placement exam.)
Biology for the Medical Profession
Course 371: 1 credit
Students will have authentic, hands-on opportunities to actively explore areas that are integral to health care-related careers including current methods, technology, terminology, and specific content knowledge. This course is designed for students interested in pursuing careers in Nursing, Physical Therapy, Emergency Medicine, Radiology, Veterinary Medicine, as well as other general health care-related occupations. Prerequisite: Students are expected to have successfully completed ESS and be concurrently taking or have confidently completedLiving Systems.
Advanced Placement Chemistry
Course 360: 1 credit
AP Chemistry is taught at the college level and adheres to the expectations of the College Board for an AP course in both content and structure as a second year offering. AP Chemistry uses a college-level textbook, offers a rigorous laboratory program, has a strong emphasis on calculations and principles, and covers core topics with a high level of depth. Students who wish to take this class must be committed to maximizing their time in class and to individual work time outside of class. Students are expected to have confidently completed a full-year high school chemistry course (or equivalent) and be concurrently enrolled in Math3 or Calculus throughout the year. (It is strongly recommended that students enrolled in Advanced Placement courses take the Advanced Placement exam.)
Chemistry
Course 361: 1 credit
This course covers the main themes and skills that scientists use to explain and explore natural phenomena at its smallest scales. In addition to gaining laboratory skills, students will learn: structure and characteristics of matter, how matter changes, how knowledge of these concepts is obtained, and how that knowledge can be used. Diagrams, calculations and written explanations will be created by students to explain some of the phenomena that occur around them every day in surprising ways. Successful completion of ESS & Living Systems is required. Enrollment in Math3 is recommended.
Advanced Placement Physics
Course 380: 1 credit
Advanced Placement Physics follows a national curriculum that is approved by the College Board and is designed to be equivalent to a first-semester college course in algebra-based physics as well as to prepare students for the national AP Physics Year 1 Exam. AP Physics uses a college-level textbook, offers a rigorous laboratory program, has a strong emphasis on calculations and principles, and covers core topics with a high level of depth. Students who wish to take this class must be committed to maximizing their time in class and individual work time outside of class. No prior coursework in physics is necessary for students to enroll in AP Physics. The AP Physics curriculum utilizes algebraic manipulations as well as the basic use of trigonometric functions. Students should learn these skills in either a prior or concurrent math (Math 3 or Calculus) course and will practice and apply them within the course itself. Successful completion of ESS & Living Systems is required. (It is strongly recommended that students enrolled in Advanced Placement courses take the Advanced Placement exam.)
Physics
Course 381: 1 credit
Physics is a lab-based study of kinematics, forces, momentum, energy, basic wave motion, sound and light behavior, the electromagnetic spectrum, static and current electricity, and magnetic and electric fields. Computers are used to capture and analyze data as well as to create models to match the observed data. Students’ development as independent learners is emphasized. Students should be confident with their mathematical skills and be enrolled in Math 3. Successful completion of ESS & Living Systems is required.
School of Rock: The Physics of Sound, Music, and Musical Instruments
Course 391: .5 credit
In this course students will learn about the specific physics concepts related to sound waves and resonance and how they pertain to how musical instruments work. This will be done through a cadre of hands-on labs. In addition, students will be required to design and construct (and perform with) their own instrument (string, wind, or percussion). This will provide an opportunity for students to learn, develop, and practice their STEM skills. Digital design, 3d printing, laser cutting, and the use of a CNC router will be encouraged. This course is open to any student who is currently enrolled in or has successfully completed Living Systems.
Advanced Placement Environmental Science
Course 370: 1 credit
This is a cross-disciplinary course incorporating elements of study from biology, chemistry, earth science, and environmental studies. APES is a college level class that stresses scientific practices with a strong laboratory component. The course follows a curriculum approved by the College Board designed to provide students with the principles, concepts, and methodologies needed to understand the natural world and to analyze environmental issues. Topics will be addressed through discussions, role-plays, field trips, and consultants. This course is open to juniors and seniors who have confidently completed Living Systems and Math 2. (It is strongly recommended that students enrolled in Advanced Placement courses take the Advanced Placement exam.)
Environmental Studies
Course 369: 1 credit
Environmental Studies is an elective full-year course for the student interested in the science of human impact on local and global ecosystems. The successful student will have a keen interest in the environment, especially Vermont’s, and an interest in solving individual and political environmental problems. It is a lab-based and field work-oriented science class where data will be collected and analyzed. Formal lab reports will be produced along with considerable outside reading with both written and oral analysis. All areas of human and environmental interaction will be considered, including some basic science review. Topics will cover ecology, earth science, weather, water, soil, air, population, energy, alternative energy, and case studies illustrating current attempts to correct and prevent environmental damage. Local resources will be called upon to demonstrate many of the concepts and issues presented in the class. This course is open to juniors and seniors who have successfully completed Living Systems and Math 2.
Weather, Climate, and Atmospheric Studies
Course 367: 1 credit
This course is focused on developing a basic understanding of the atmosphere and the processes that constantly shape and change it. Topics of study will be climate, global warming, weather prediction, and a look at extreme weather phenomena, including hurricanes, El Nino, and tornados. This course is open to juniors and seniors who have successfully completed Living Systems and Math2.
Physical Geography and Geologic Hazards
Course 382: .5 credit
Credit Physical Geography provides an opportunity to understand the complex physical environment in which human beings live. Students will study the dynamics of land formation, soil science, and watershed processes. Throughout the course, students look at patterns of human activity that respond to and often change the landscape. This includes a study of valuable earth resources and the potential hazards posed by geologic processes such as earthquakes, volcanoes, floods, and tsunamis. Students will also learn about the current applications of cartography with special emphasis on digital mapping, and GIS. This course is open to sophomores,juniors and seniors who have successfully completed or are currently taking Living Systems. The mathematics involved is limited to topics learned in Math 1 and 2 plus a few skills that will be taught within the course.
Exploring the Human Machine
Course 364: .5 credit
Are you looking for an opportunity to make life science relevant to your daily life? This hands-on, project-oriented course will use authentic technological tools to study and model the fundamental functions and systems of the human body, life systems, and the environment. Structure, function, maintenance, and first aid of human body systems will be the central focus of the learning.
Exploring the Physical World
Course 365: .5 credit
Are you looking for an opportunity to make physical science more relevant to your daily life? Using various technologies ranging from simple hand tools to cutting-edge data collection equipment and computer models, this hands-on, project-oriented course is for you. Concepts related to forces, energy, light, and electricity will be explored through in-depth investigations, projects, and discussion focused on the latest developments in science and technology. Students are encouraged to enroll in both of these courses (364 and 365) for a full-year experience; however, credit may be earned at the successful completion of each semester.
Astronomy
Course 384: .5 credit
Astronomy is a one-semester course designed to continue where ESS leaves off. Students will learn how to identify planets and stars in the night sky and will uncover new fascinating details about those celestial objects. Learning activities include recreations of famous astronomical experiments, film analysis, and a computerized night sky simulation.The mathematics involved is limited to topics learned in Math 1 and 2 plus a few skills that will be taught within the course.
Grade 9 students are required to take Global Citizenship. Students in grade 10 will take United States History since 1867, Honors United States History or Honors American Studies. Upon completion of the required grade 10 course, a student will be eligible to take any of the elective courses available in grades 11 and 12. Students must take PIWA during the senior year. Students must pass a total of three credits in Social Studies.
10th Grade Courses | Geography * | Inquiry | History | Civics, Government & Society | Economics | Clear & Effective Communica- tion | Responsible & Involved Citizenship | Informed & Integrative Thinking |
Grade 10 US History Courses | x | |||||||
11th & 12th Grade Courses | Geography * | Inquiry | History | Civics, Government & Society | Economics | Clear & Effective Communica- tion | Responsible & Involved Citizenship | Informed & Integrative Thinking |
AP World: Modern | x | x | x | x | x | x | x | |
AP Psychology | x | x | x | x | x | x | ||
Holocaust Studies | x | x | x | x | x | |||
Semester Courses | Geography * | Inquiry | History | Civics, Government & Society | Economics | Clear & Effective Communica- tion | Responsible & Involved Citizenship | Informed & Integrative Thinking |
American History Through Film | x | x | x | x | x | x | ||
AP Government & Politics | x | x | x | x | x | x | ||
Economics | x | x | x | x | x | x | ||
Global Studies | x | x | x | x | x | x | ||
Psychology | x | x | x | x | x | |||
PIWA | x | x | x | x | x |
*Geography will be assessed for graduation level proficiency in the 10th grade through the various US History options.
Required Courses:
Grade No. Course
9 242 Global Citizenship
10 250 Honors American Studies
10 252 Honors US History
10 251 US History
12 271 Public Issues & World Affairs
Elective Courses:
Grade No. Course
10-12 264 American History Through Film: 1915 to Modern Movies
11-12 263 Holocaust Studies
11-12 267 Economics
11-12 270 AP US Gov’t. & Politics
11-12 281 AP Psychology
11-12 290 Psychology
11-12 287 Global Studies
11-12 282 AP World History: Modern
11-12 266 Sports and Society
Global Citizenship
Course 242: 1 credit
This course explores today’s world and uses history to understand how it came to be. By exploring the ideas of identity, culture, and pivotal events students will gain a deeper understanding of the complexity of today’s current issues. Students will analyze how the past influences our current reality and will think about how they can make change to create a more inclusive society.
Honors American Studies
Course 250: 2 credits (1 credit English / 1 credit Social Studies)
How do literary works reflect history? Do the times create the people or do the people create the times? Honors American Studies is an intensive, interdisciplinary pre-AP course in which students learn through group cooperation, writing, and critical thinking. This course endeavors to reinforce the role literature plays in telling the story of American history. Students should expect a rigorous content level and pace. This course demands greater independence and responsibility, focusing on deeper learning and the development of higher level thinking skills. This course uses an AP level textbook.
Honors U.S. History
Course 252 1 Credit
U. S. History is a year-long course in which students focus on American history from the post-Civil War time period until the present. Students will understand how historical events have shaped the American experience and their own lives. A variety of teaching techniques and strategies are used throughout the course to help students seek answers to fundamental questions such as: What is the role of the individual in creating change in America? How have Americans defined and redefined the concepts of freedom and rights throughout our history? As an honors course, students should expect a rigorous content level and pace. This course demands greater independence and responsibility, focusing on deeper learning and the development of higher level thinking skills. This course uses an AP level textbook.
U.S. History
Course 251: 1 credit
U. S. History is a year-long course in which students focus on American history from the post-Civil War time period until the present. Students will understand how historical events have shaped the American experience and their own lives. A variety of teaching techniques and strategies are used throughout the course to help students seek answers to fundamental questions such as: What is the role of the individual in creating change in America? How have Americans defined and redefined the concepts of freedom and rights throughout our history?
American History Through Film: 1915 to Modern Movies
Course 264: .5 credit
American History Through Film is a Social Studies elective which explores the relationship between the social and cultural history of the United States and American movies. Students will learn how to view American films as a mass audience text to help us better understand ourselves and our shared perspectives on our history. Students will develop answers to the essential question: How have American films both reflected and shaped American history and culture? The culminating event will be a student presentation about an individual actor, director, genre, or series chosen by the student which connects to American cultural history.
Holocaust Studies
Course 263: 1 credit (.5 credit Social Studies/.5 credit English)
Socrates stated it is better to suffer an injustice than to commit one. Is that always true? How does this apply to the victimization of Jews by Nazi Germany? This course examines the complex and indefinable nature of human behavior as well as the social, political and economic factors that helped Hitler, and other oppressors in history, rise to power. Why do genocides continue to occur? Are we obligated to work to stop oppression? Holocaust Studies explores human behavior from a historical and literary perspective.
Economics
Course 267: .5 credit
Economics is a semester-long course covering topics such as economic systems, how markets work, the relationship between business and labor, stock market, government in the economy, the global economy, and current economic events. During this semester, students will examine questions such as: How are economic systems chosen? How are economic decisions made? How does the relationship between supply and demand affect prices? What is globalization? What are the economic impacts of one commodity on history and the current global economy? What criteria do you consider when making personal economic choices?
AP U.S. Government and Politics
Course 270: .5 credit
This course attempts to explore the definition of a democracy and how the organization of our government promotes those democratic ideals. Students will investigate the impact of political parties, the media, and the major institutions of our government – the Presidency, the Congress, and the Supreme Court. Two of the most relevant questions addressed are: How can a citizen be an effective participant in the democratic system? What is the proper balance between the preservation of civil liberties and the need for order and security? (It is very strongly recommended that students enrolled in Advanced Placement courses take the Advanced Placement exam.)
AP Psychology
Course 281: 1 credit
AP Psychology is a year-long course that investigates the scientific study of the behavior and mental processes of human beings and other animals. Students will learn about core psychological principles, influential theorists, and each of the major subfields within psychology. Additionally, students will discover the ethics and methods that psychologists use in their science and practice. Within each unit of study, students will address essential questions that will guide their understanding; for example: How do groups impact individuals? How does stress influence health and behavior? What motivates human behavior? (It is very strongly recommended that students enrolled in Advanced Placement courses take the Advanced Placement exam.)
Psychology
Course 290: .5 credit
Psychology is a semester course covering topics such as emotions, learning, how behavior is influenced, how the brain works, abnormal psychology, gender differences, and perception. During the semester, students will examine questions such as: What is normal versus abnormal behavior? What does my personality say about me? How does stress affect my life? What factors affect behavior and why? How do expectations influence what one sees?
Global Studies
Course 287: .5 credit
How do nations interact? How do citizens influence their nation’s goals? What is the U.N.’s role in the global community? Global Studies is a semester course that examines how a particular nation’s culture and geography influence their role in the global community. This course will emphasize how nations act on self-interest and influence each other’s decisions. Throughout this process students will look closely at the workings of the U.N. since 1953, thus enriching their understanding of how the U.N. functions within global affairs. For students interested in Model U.N., Global Studies is a valuable foundation for resolution writing and persuasive thinking.
AP World History: Modern
Course 282: 1 credit
Students investigate significant events, individuals, developments, and processes from 1200 to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change over time. The course provides six themes that students explore throughout the course in order to make connections among historical developments in different times and places: humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation.
(It is very strongly recommended that students enrolled in Advanced Placement courses take the Advanced Placement exam.)
Public Issues and World Affairs (PIWA)
Courses 271: .5 credit
PIWA is a required one-semester course that covers local and world affairs by examining how societies define themselves, what action democratic societies take to accommodate differing perspectives of their citizens, and how the past influences future affairs. Each student will spend the semester completing Project Citizen, which will help students address the questions: How do I use my voice as a citizen? What are the rights and responsibilities of an American citizen? Students will take practical action working to implement and change public policy based on their own research.
Sports and Society
Course 266: .5 credit
What is the essential role of play for human beings? How did sports evolve over time? What role have sports played in addressing issues of global concern? Are sports an avenue for equality? Through this course students will learn the historical importance of games and sports in human society. Much of the course will focus on the role of sports in America and how sports and athletes have helped to address issues of inequality both at home and abroad.
Students must successfully complete one semester or equivalent in order to demonstrate graduation level content level proficiency in Technology. Technology content area proficiencies and the Student Learning Expectations (SLEs) are embedded in all technology courses.
Gender Equity Statement: The Technology Department is committed to gender equity. The Department recognizes the excellent career opportunities for both females and males in careers that require technological knowledge and skill. No favoritism is made in any course for or against individuals, regardless of gender. All students are encouraged to enroll in our exciting diversity of courses.
Homework Statement: The philosophy of the high school regarding homework is that “every teacher has the right to expect that their students will complete assigned homework; such homework is largely independent practice in skill building and content acquisition that supports the teachers’ learning objectives for their students.” While homework is not assigned for every class period, many Technology Department classes include satisfactory completion of assignments as a component of student assessment.
Teaching Assistants: Motivated students are encouraged to talk with an instructor about the possibility of earning credit as a teaching assistant in any Technology Department courses. Credit can be earned through the Career Development Center.
Courses:
Grade No. Course
Business Strand
9-12 808 Introduction to Business
9-12 807 Build Your Own Business
11-12 812 Personal Finance
Comolli Center for Art and Technology Lab Strand
9-12 824 Character and Game Design
9-12 822 Digital Video
9-12 827 Fashion and Apparel Design
9-12 828 Creating Graphic Novels
Technology Education Strand
9-12 832 CAD and Engineering
9-12 847 Graphic Design
9-12 837 Robotics and Engineering
9-12 838 PC Hardware and Software
9-12 839 Intro to Computer Science
10-12 840 AP Computer Science (A)[6]
9-12 841 Digital Photography
Introduction to Business
Course 808: .5 credit (Grades 9-12)
What is unique about business ventures in the 21st century? Have you ever wondered about what makes a business successful and sustainable? What can we learn from ‘Shark Tank’ and ‘The Apprentice’? This introductory class helps students learn basic business concepts and then apply these skills in hands-on projects that solve real-world situations. Students will also practice these techniques with case studies, computer simulations, field trips and other interactive methods. This is an excellent class for any student who may be interested in a future in business or who wants to be more successful in DECA while earning a technology credit.
Build Your Own Business
Course 807: .5 credit (Grades 9-12)
Have you ever thought of starting or owning your own business? When you hear ‘Shark Tank’ do you think of successful business moguls and hopeful entrepreneurs? Here is an opportunity to learn how to build your own business. This project-based class will combine entrepreneurship, marketing, and accounting with a focus on sustainability. Students will explore a variety of business concepts, identify a market niche and construct an authentic individual business plan. This is an excellent class for any student who is creative, resourceful, and considering a career in business. Intro to Business would be a great preliminary course to Build Your Own Business but not required.
Personal Finance
Course 812: .5 credit (Grades 11-12)
Do you want to get better at handling your personal finances? Do you want to learn to manage your money instead of having your money (or lack thereof) control your life? Every student should take this class! Students will navigate through real-life financial situations using case studies, computer simulations, and other interactive methods. Topics include banking, investments, credit cards, car loans, housing, taxes, insurance, budgeting and having enough left at the end of the month to save for a vacation! Don’t be caught not knowing how to make ends meet once you leave high school! Instead, get a jump start on making and keeping your first million.
Character and Game Design
Course 824: .5 Credit (Grades 9-12)
Dating back to prehistoric times, games have played a dynamic part in social structures. Games reflect the values and expectations of a cultural norm while influencing the surrounding society. Character and Game Design introduces students to a curriculum of creative choice using a structured set of communication rules. Students use these math and language rules to develop custom applications that demonstrate game play functions. The skills are then reworked into a game designed by the student, developing rules, challenges, and interactions for a community presentation.
Digital Video
Course 822: .5 credit (Grades 9-12)
What makes a film memorable? Is it the casting, the shots, the musical score, or all of the above? How can you create a fi lm that will make people think, long after they’ve watched it? Today, anyone can become a cinematographer with the purchase of a camcorder and the press of a button; but what makes an appealing video, and what distinguishes good cinematography and digital video work from the bad? In this course, students gain new perspective as filmmakers, starting with the basics of fi lm work, from storyboarding to shot lists and treatments to cinematic execution and final editing. Students will work in a variety of video genres including informational documentation, narrative storytelling, commercial and experimental work. Students will gain new perspectives in working behind the camera, empowering them as active storytellers and viewers, able to critically assess fi lm validity. Technologies including studio lighting setups, camera mounts, audio equipment, and computer editing programs will be used in conjunction with each project, allowing students ownership over a complete process, from conception to audience impact.
Fashion and Apparel Design
Course 827: .5 credit (Grades 9-12)
The world of fashion design is a competitive and creative market that historically has been the basis of popular culture and trendsetting. Why do certain clothing trends stick? Who decides what’s “in” and what’s “out?” How easy is it to become a fashion designer? This course introduces students to the construction and business components in fashion and apparel design, allowing students to become designers themselves, using industry design software. Students will learn about the history of fashion design, create fashion drawings, attain pertinent concepts in cloth and textile design, learn sewing and color approaches to apparel construction, and bring ideas to final form.
Creating Graphic Novels
Course 828: .5 credit (Grades 9-12)
This course will provide students with advanced knowledge of techniques and skills in the application of digital/computer/web technologies using industry-standard software. The integration of technical skills and aesthetic expression are emphasized along with a study of different comic themes, comic art, and emerging/existing technologies to create graphic novels. Projects will require research, collaboration, experimentation, and editing. Students will develop skills necessary to create unique graphic novels. Each student will produce a series of individual and collaborative graphic novels covering a variety of subject matter that will be printed, published, and promoted. Check out the 2020 Graphic Novels Anthology
Computer-aided Design and Engineering
Course 832: .5 credit (Grades 9-12)
Virtually every object that is created by professionals is completely modeled in 3D using professional CAD software. Proficiency with these complex programs is a requirement for engineers, architects, designers, and even many technicians. In this course, you will not only learn how to use advanced CAD software, you will learn how engineers work within a design process to ensure the success of the product. You will also see your designs come to life through 3D printing and CNC machine tools.
Robotics and Engineering
Course 837: .5 credit (Grades 9-12)
How would you design a robot to perform a specific task or solve a problem? How do you create and program a robot so that it responds to its surroundings? This course provides opportunities for students to engage in a challenging, practical, team-based approach to solving engineering problems and to develop critical thinking, research, leadership, and communication skills for application in science, engineering, and technology. Students will use robotics as the environment to learn that design is accomplished most effectively when a design process is followed; that computer programs incorporate logic to control circuits that cause a robot to perform specific tasks and to allow the robot to interact with its environment; and that problem-solving strategies are applied to develop solutions to design challenges. This course provides excellent preparation for the First Robotics Technical Challenge competition.
PC Hardware and Software
Course 838: .5 credit (Grades 9-12)
What makes one computer fast and another slow? How can you make a sick computer run like new again? How can you harden your computer against all the security threats it faces when you go online? This course will help you gain an in-depth understanding of computer hardware and operating systems. You will learn how modular approaches to technological systems make them easier to upgrade and repair, while encouraging innovation; that computer problems are best solved by following a problem-solving process; that security is an essential part of the design and operation of every aspect of a computer system; and that computer technicians must be able to work effectively and efficiently with people as they help them get their computers running again.
Introduction to Computer Science
Course 839: .5 credit (Grades 9-12)
How are computer programs written? Where do you start when you want to write a program to solve a problem? Computer science is one of the hottest career fields, with more jobs available than applicants and salaries that outpace most other occupations. CS is not only for programmers and geniuses, however--most people can benefit from mastering the logical, sequential thinking strategies that are critical for good program design. It doesn’t matter if you don’t know that Python is not a snake, this course will give you a solid start on learning what the world of coding is all about. This course is a great choice for anyone who loves solving puzzles or who wants to learn how to think logically, as a computer must.
AP Computer Science Principles (Alternating year course, not offered in the 2021-2022 school year)
Course 849: 1 credit (Grades 9-12)
AP Computer Science Principles introduces students to the foundational concepts of computer science and challenges them to explore how computing and technology can impact the world. With a unique focus on creative problem solving and real-world applications, AP CS-P prepares students for college and career. Whether it’s 3-D animation, engineering, music, app development, medicine, visual design, robotics, or political analysis, computer science is the engine that powers the technology, productivity, and innovation that drive the world. CS experience has become an imperative for today’s students and the workforce of tomorrow. The goal of AP CS-P is to create leaders in computer science fields and to attract and engage students who are traditionally underrepresented in CS careers. AP CS-P has no prerequisite course, and may be taken before, after, or instead of AP Computer Science (A). (It is very strongly recommended that students enrolled in Advanced Placement courses take the Advanced Placement exam.)
AP Computer Science (A) (Alternating year course, offered 2021-2022)
Course 840: 1 credit (Grades 10-12)
How does one “think logically?” How do you apply a logical approach to solving a problem? How do you break up seemingly insurmountable problems into solvable component parts? In AP Comp Sci, you will learn how programming languages are like human languages and that object-oriented languages focus on defining reusable data and logic structures. You will learn how to create and use software objects as you work with the most popular modern programming language, JavaTM. This course is for all students who want to improve their ability to think logically, not just future programmers. Programming is one of the few growth career fields right now; and if you find you like it, you’ll have a head start on a college degree! (It is very strongly recommended that students enrolled in Advanced Placement courses take the Advanced Placement exam.)
Digital Photography
Course 841: .5 credit (Grades 9-12)
What does a “good” photograph look like? Is a picture really worth a thousand words? Students in Digital Photography will spend the semester exploring these questions by taking their own photographs and viewing and discussing those created by their classmates. This course uses photography as a means to investigate the students’ world by exploring the design process, from idea through execution to critical evaluation.
Graphic Design
Course 847: .5 credit (Grades 9-12)
Ever feel your pulse quicken while looking at a snowboard catalog? Well, it isn’t just because of the pretty people. By understanding the demographics of their intended audience, savvy designers craft the principles and elements of design to create graphics that market all types of products and services. Effective graphic design can stir emotions, grab attention, provide detail, offer information and, yes, even excite us. Now you, too, can learn the techniques of the experts using industry standard software to develop graphics that just might get people to take action.
South Burlington offers a variety of courses to expose students to the aesthetic, creative, and intellectual opportunities available by participating in the visual and performing arts. The following courses allow students to experience and gain knowledge in visual art, music and drama. . A sequence of classes is offered to teach students in each of the art forms. Introductory Level courses are offered to students entering the high school arts programs and provide the fundamental skills needed to continue into the Intermediate and Advanced courses. Intermediate Level classes are directed toward the students who would like to specialize their study (drawing/painting, pottery, jazz, chamber ensembles). Advanced Level courses are designed for the highly motivated student who wishes to refine skills with the option of developing a high-quality personal portfolio or prepare for auditions.
It is advised that students preparing for visual art portfolio review (architecture, graphic design, computer arts, fashion, interior design, or specializing their study in creative problem solving using a variety of art forms and processes, etc.) complete at least Art I and Art II. Homework may be assigned in all visual and performing arts classes.
Art Courses:
Grade No. Course Level
9-12 700 Art I Intro
9-12 705 Draw It Intro
9-12 702 Pottery Intro
9-12 704 Painting Intermediate
10-12 710 Art II Intermediate
9-12 712 Pottery II Intermediate
11-12 720 Art III Advanced
11-12 725 Art IV Advanced
Art I (Introductory Level Course)
Course 700: 1 credit
How does art help develop intuition, reasoning, and imagination? This introductory course will help you develop traditional art skills and your own sense of creativity through a variety of assignments. You will learn how to make connections between art, history, various cultures and your own life. Art 1 is recommended for students curious about art for personal interests and as preparation for further study in the visual arts. Students will begin to develop individual technique and create early portfolio pieces.
Draw It
Course 705: .5 credit
Have you always wanted to learn how to draw? This fun, “hands-on” and “how-to” course teaches the tricks and strategies for drawing. Participants will develop basic drawing and observational skills. Students can expect to work with pencils, ink, charcoal, pastels, and more. Representational, abstract, and expressive drawing will be encouraged. If you are looking for an experiential learning opportunity, this introduction to visual arts course is for you! This is a one-semester course. No prerequisite is required.
Pottery (Introductory Level Course)
Course 702: .5 credit
Art helps us engage in the creative process and to understand the connections between different cultures in the world. This course is designed for students interested in a “hands-on” approach to making art. Traditional clay hand-building techniques such as slab, pinch, and coil will be covered. Students will also learn basic pottery terminology and glaze applications. The elements of art will be used to guide the assignments and to ensure that the work has a strong visual appeal.
Painting (Intermediate Level Course)
Course 704: .5 credit
Express yourself!! This is a one-semester course offered to students who have an interest in exploring painting as a specific medium. Students will work from life and refer to artists from the 20th century in realistic, abstract, and nonrepresentational styles to create their own expressive paintings. Recommended Prep: Art I or Draw It.
Art II (Intermediate Level Course)
Course 710: 1 credit
Engage and apply your creativity to foster self-expression and artistic skill. Art II is designed for those students who wish to pursue art for personal interest, in college, or as a career. It provides preparation for further study in the visual arts (design, architecture, computer graphics, etc.). Students will develop advanced skills and create works of art to build their portfolios. Sketchbook assignments help students reinforce concepts and develop individual style. Recommended Prep: Art I, Draw It, or by teacher recommendation.
Pottery II (Intermediate Level Course)
Course 712: .5 credit
Learn to integrate the traditional techniques of pottery with your own personal development as a clay artist. Discover and develop your own style. Pottery II is designed for students interested in further exploration of clay as a three-dimensional medium. Some sculpture, hand building, and wheel work will be covered in assigned individual and group projects. Recommended Prep: Pottery/3D Studio.
Advanced Art III - Course 720: 1 credit (Advanced Level)
Advanced Art IV - Course 725: 1 credit (Advanced Level)
Apply skills and techniques to discover your own artistic hand. These courses are designed for those students who wish to pursue art in college, as a career, or for personal interest. They provide excellent preparation for further study in visual arts, design, architecture, or computer art. Students often have more freedom and choice of subject matter, media, and approach within the structure of assignments. This class helps students prepare portfolios for art school admission. Art III is open to juniors and seniors who have completed Art II. Art IV is designed for those students who have completed Art III. Recommended Prep: Art II for course 720, Art III for course 725.
Music Courses:
Grade No. Course
9-10 963 Concert Band
9-12 966 Mixed Chorus[7]
9-12 964 Jazz Ensemble
9-12 965 Symphonic Band
10-12 962 Concert Chorus[8]
10-12 973 Chamber Singers
9-12 980 Wind Ensemble
9-12 972 African Drumming
9-12 970 Caribbean Drumming; From Brazil to Cuba!
9-12 982 Creating Music Using Tech.
9-12 968 Music Theory and Piano
9-12 706 Drama 101 - Acting 101
9-12 986 Ukulele
Concert Band
Course 963: 1 credit
This is a large instrumental ensemble open to all 9th and 10th grade woodwind, brass, and percussion players without an audition. The Concert Band rehearses and performs music of all styles and performs three to four concerts each year, including participation in a music competition.
Mixed Chorus
Course 966: 1 credit
A small, full-year choral ensemble open to all 9th graders and first-year choral students. No previous experience is required. This course will focus on learning and performing standard choral repertoire, refining basic musicianship, theory skills, and choral technique. This ensemble will prepare its own music as well as the Concert Chorus music for performance at least three times per school year. Grades will be assigned on an individual basis based on classroom work, work outside of class, and skill assessment. Students enrolled in this ensemble also have the opportunity to participate in All-State, New England, and District Choral Festivals.
Jazz Ensemble
Course 964: 1 credit or .5 credit
Open to all students by audition. Rehearsals occur during the school day with occasional Thursday evenings. Concerts are in the evenings three to four times per school year. Students who pass the audition will be expected to attend all rehearsals, concerts, and two jazz festivals. Students take part in fundraising performances at their choice in small combo settings. This class is intended for serious instrumental and vocal students.
Symphonic Band
Course 965: 1 credit or .5 credit
This is a large instrumental ensemble open to woodwind, brass, and percussion players in grades 9-12 by audition only. Students in this ensemble will learn challenging wind ensemble literature and work on refining individual as well as ensemble musical skills. The Symphonic Band performs in three to four concerts each year, including participation in a music competition. Students are expected to practice their music assigned for performance as well as classroom assignments.
Concert Chorus
Course 962: 1 credit or .5 credit
Concert Chorus is a large, four-part vocal ensemble concerned with the study and performance of standard choral literature. Students enrolled in this class will also continue refining basic musicianship and theory skills and their individual vocal and choral technique. There are usually three concert performances per school year in addition to participation options in All-State, New England, and District Choral Festivals. Students are expected to practice the music assigned for performance as well as any written assignments. This is a full-year, performance- based offering. Students are graded on an individual basis. Open to students in grades 10-12 who have had prior choral experience. If you are new to the district or to the choral program, you must interview with the director. Grade 9 students are welcome to audition following completion of one year in mixed chorus.
Chamber Singers
Course 973: 1 credit
A smaller choral ensemble concerned with the study of more challenging repertoire, ranging from Renaissance to Jazz. The members of this ensemble are chosen through an audition process at the end of the previous school year. It is a year-long commitment. These singers have performed for WCAX Channel 3, Dessert Night, Graduation, faculty meetings, and dedications. In addition, this ensemble participates in VT American Choral Directors Association Mid-Winter Madrigal Festival. It is recommended that students be enrolled in Concert Chorus and have a basic knowledge of music theory and choral technique. Students will be graded on an individual basis according to classroom rehearsal and skills practice.
Wind Ensemble
Course 980: 1 credit
A small, select wind ensemble open to anyone in grades 9-12 by audition only. A “catch-all” class focused on intense musical study in every aspect, including theory, ear training, challenging wind ensemble, and chamber music repertoire. This class is recommended for the serious instrumental student who would like a challenge.
African Drumming
Course 972: .5 credit
World Drumming involves the study and practice of West African drumming, singing, and dancing. This is designed as an enjoyable, interactive performance class in which students of all musical abilities feel comfortable. Self-discipline, respect, teamwork, and good listening skills are all integral components in this class. There are several performances each year, including visits to the elementary schools and community outreach concerts. Students are graded on participation and preparation of material. Listen and learn more here! Open to anyone in grades 9-12.
Caribbean Drumming: From Brazil to Cuba!
Course 970: .5 credit
This one-semester course is a sequel to African Drumming. The class will concentrate on the unique rhythms and instruments found in the Carribean and South America from Brazil to Cuba. No experience is required. Instruments will be provided in class. This class is open to those who have taken African Drumming as well as those new to drumming. Though there may be opportunities to perform, the primary purpose of this class is to master the exciting rhythmic styles unique to this area of the world.
Creating Music Using Technology
Course 982: .5 credit
Have you ever had an idea for a song but no way to recreate it? Have you ever made a cool video and wanted to put your own music to it? Maybe you’ve wondered how your favorite song was remixed. In this music technology course, you will use laptop computers and electronic pianos to unleash your creativity and imagination through recording, editing, and mixing. You will also learn to sync your original music to video and know the copyright guidelines involved. Come join the class for one semester and take your music as far as it can go! All levels of music experience are accepted. No past experience needed, just a desire to make music. Students who have already taken this class may sign up again as an on-going course (earning new credit). In 2017-18, advanced song writers will have an additional component offered during this course, as the Creating Music Class and the Advanced Digital Video Class will team up for a “Real World Experience”; Work side by side combining your music and their video!
Music Theory and Piano
Course 968: .5 credit
You don’t need to already play the piano or read music to take this class. If you don’t play the piano but always wanted to learn, this is your chance! If you already play and want to learn more about music theory and harmony, this is for you. This class will be divided into two groups: those who cannot read music and those who can. You’ll feel comfortable practicing on a digital piano with headsets without others hearing you. Curriculum will include learning to read music and understand music theory while playing simple pop songs of your choice with two hands. Every Friday is “Fun Friday” where you’ll experience interesting and amazing things happening in the music world.
Drama 101 – Acting 101
Course 706: .5 credit
Drama 101 will focus on the actor as performer. This is a place to learn beginning acting skills; all performances are completed in class. Students will include script and scene study, characterization, physicality and movement in character. Students may choose to apply learned skills in straight acting or musical theatre. This class will be a safe space for actors to explore creative options in performance practice, as well as opportunities for collaboration with other students. Grading is based on Performing Arts PBGRs and three ESLs: Clear and Effective Communication, Self-Direction, and Creative and Practical Problem Solving. You will receive 1/2 Arts credit for this class.
Ukulele
Course 986: .5 credit
Why is music so important to humans? Did you ever want to do more than just listen? Join us in this one semester Ukulele class where you will learn basic Ukulele techniques such as strumming, picking, chords and lots of songs. You will have the opportunity to explore the history and culture of the Ukulele, learn how to read music and even write your own songs! This class is highly individualized so you will be able to work on songs that you love at your own pace. Any experience level welcome.
The most effective way to learn a second language is to be exposed to it for a sustained period of time. Most students need a minimum of four years of study to become comfortable in that language. During the first two years, students are given many fundamentals; however, it is during the third and fourth years that they begin to gain command of the language. In addition to learning further basic elements, they are also given a chance to express themselves more freely with much of what they have learned. Therefore, the World Language Department encourages students to consider following at least a four-year course of study. Teachers of world languages focus on the principles set forth in the ACTFL Oral Proficiency guidelines and the National Standards so that our curriculum may help students function as accurately as possible in the situations they are most likely to experience. These guidelines, developed by the American Council on the Teaching of Foreign Languages, consist of a series of descriptions of proficiency levels for speaking, listening, reading, writing, and culture in a foreign language. They have been undertaken in response to a recommendation of the President’s Commission on Foreign Language and International Studies to establish “language proficiency achievement goals for the end of each year of study at all levels, with special attention to speaking proficiency.”
Exchange programs with students from other countries are offered by the World Language Department with support from faculty members in many other departments. These programs include three-week exchanges where students live with families in German, French, Spanish, and Japanese environments; and longer, academic-year experiences at our partner schools, or through third parties such as the Rotary. Requirements for admission and costs for the programs vary. Programs are publicized through oral and written announcements at the high school well in advance of the application deadlines. Interested students and parents should feel free to contact the TIE coordinator, Theresa Mazza-Anthony, tmazza@sbschools. net, for further information.
NOTE: Middle school students who have successfully completed French/ Spanish 8 have the advantage of being able to enroll in the 2nd or 3rd level at the high school; however, no high school credit is awarded for middle school courses.
Courses:
Grade No. Course
9-12 501 Spanish 1
9-12 502 Spanish 2
9-12 503 Spanish 3
10-12 506 Spanish 4
11-12 515 Spanish 5
11-12 516 Spanish 6
9-12 510 French 1
9-12 512 French 2
9-12 513 French 3
9-12 517 French 4
11-12 518 French 5
11-12 519 French 6
9-12 531 German 1
10-12 532 German 2
10-12 533 German 3
12 534 German 4
9-12 541 Latin 1
10-12 542 Latin 2
10-12 543 Latin 3
11-12 544 Latin 4
9-12 560 Japanese 1
10-12 561 Japanese 2
10-12 562 Japanese 3
10-12 563 Japanese 4
Spanish 1
Course 501: 1 credit
Students learn why it is important to understand another culture and how one can use Spanish to enrich one’s life outside the classroom. This course is an introduction to the language and culture of the Spanish- speaking world. A high level of student participation is expected through the use of materials and activities designed to enable the student to use the language for communication. Special emphasis is placed on the national standards for communication, cultures, connections, comparisons, and communities.
Spanish 2
Course 502: 1 credit
Students learn: 1) how cultural legacies shape behavior and world views in the multiple countries and regions where Spanish is spoken; 2) how knowing a world language enhances career opportunities; 3) how learning another language increases understanding of one’s native language. This course is a continuation of previous courses. Emphasis is placed on helping the student to communicate orally according to the basic national standards. Continued guided practice on grammatical structures and vocabulary expansion is used to increase novice-level proficiency in all skill areas.
Spanish 3
Course 503: 1 credit
Students learn: 1) that the world is moving toward a global community; 2) it is increasingly important to attain proficiency in another world language; 3) to engage in conversations, interpret authentic materials, and present concepts in another language. This course is a continuation of Spanish, presenting the more complex structures of intermediate Spanish, increasing the student’s communicative vocabulary, and expanding the broad cultural themes of Spanish. Students use all simple tenses. This class is taught primarily in Spanish.
Spanish 4
Course 506: 1 credit
Students learn that the study of a world language not only serves as a vehicle to explore foreign cultures and ways of thinking, but also as a frame of reference for better understanding English and American “cultures” by comparison. This is a continuation of the Spanish 3 program. The emphasis is placed on the study of more advanced grammatical topics. Rapid acquisition of active and passive vocabulary through selected readings is also a major objective of this course. Written compositions based on the reading selections are required. Students work throughout the year with materials which are specifically designed to correlate with the ACTFL oral proficiency guidelines and the national standards. Students are expected to communicate successfully in basic survival situations. The class is conducted in Spanish.
Spanish 5
Course 515: 1 credit
Spanish 5 focuses on developing communication skills in Spanish in an immersion environment. Students in Spanish 5 can expect to increase their vocabulary, as well as their oral and written proficiency levels, through small-group work and conversation, while speaking and hearing Spanish 100% of the time. Topics of study are the future, travel, food and dining, and the natural world.
Spanish 6
Course 516: 1 credit
Spanish 6 focuses on developing high-level communication skills in Spanish in an immersion environment. Students in Spanish 6 can expect to increase their vocabulary, as well as their oral and written proficiency levels through small-group work and conversation, while speaking and hearing Spanish 100% of the time. Topics of study are identity, urban- rural living, art appreciation, media in the contemporary world, and Mesoamerican civilization.
French 1
Course 510: 1 credit
Students learn that it is important to participate in a global community where basic needs are expressed and met and information is exchanged. The primary purpose of this course is to establish the importance of participating in a global community. Effective communication skills help students express their basic needs and have these needs met. Students learn the present and near future while focusing on vocabulary acquisition. Reinforcement of classwork is done through the exploration of a variety of cultural topics ranging from Francophone geography to regional French cuisine.
French 2
Course 512: 1 credit
Students learn about other traditions and customs to increase their awareness of cultural perspectives. They learn how cultural legacies shape behavior and world views in the multiple countries and regions where French is spoken. Special emphasis is placed on the national standards for communication, cultures, connections, comparisons, and communities. Most classwork is conducted entirely in French with emphasis on increasing conversational skills. The cultural focus builds on topics covered in previous courses with a greater focus on everyday life, Paris, the chateaux of France, and Francophone countries and regions.
French 3
Course 513: 1 credit
Students learn: 1) that the world is moving toward a global community; 2) it is increasingly important to attain proficiency in another world language; 3) to engage in conversations, interpret authentic materials, and present concepts in another language. This course is a continuation of previous French courses, presenting the more complex structures of intermediate French, increasing the student’s communicative vocabulary, and expanding the broad cultural themes of French 1 and 2. This class is taught primarily in French.
French 4
Course 517: 1 credit
Students learn that the study of a world language not only serves as a vehicle to explore foreign cultures and ways of thinking, but also as a frame of reference for better understanding English and American “cultures” by comparison. This is a continuation of the French 3 program. The emphasis is placed on the study of more advanced grammatical topics. Rapid acquisition of active and passive vocabulary through selected readings is also a major objective of this course. Written compositions based on the reading selections are required. Students work throughout the year with materials which are specifically designed to correlate with the ACTFL oral proficiency guidelines and the national standards. Students are expected to communicate successfully in basic survival situations. The class is conducted in French.
French 5
Course 518: 1 credit
Students learn that literature and cinematography are vehicles for understanding universal themes (social class, racial identity, gender roles, philosophy, etc.) Much time is spent on increasing the students’ proficiency according to the ACTFL guidelines and national standards. Above all, at this advanced level, the aim is to perfect the students’ speaking as well as their writing ability. Students are exposed to many authentic, culturally rich experiences. Students will write short compositions, often through the acquisition of new French vocabulary. Emphasis is on group discussions, debates and small group presentations, often using multimedia. All classwork is in French.
French 6
Course 519: 1 credit
Students learn: 1) that the study of foreign cultures helps us better understand our own by comparison; 2) that cultural objectivity promotes tolerance and compassion; 3) what determines cultural identity. This course is equivalent to a second-year college course and is taught exclusively in French. It is intended for those students who have chosen to continue to develop their language proficiency in the four skill areas of listening, speaking, reading, and writing. Students are prepared to analyze critically the form and content of authentic works, have discussions on current topics, write essays in different formats, and hold daily conversations, all in French.
German 1
Course 531: 1 credit
Students learn that it is important to participate in a global community where basic needs are expressed and met and information is exchanged. The primary purpose of this course is to establish the importance of participating in a global community. Effective communication skills help students express their basic needs and have these needs met. Students learn basic tenses while focusing on vocabulary acquisition. Reinforcement of classwork is done through the exploration of a variety of cultural topics.
German 2
Course 532: 1 credit
Students learn about other traditions and customs to increase their awareness of cultural perspectives. They learn how cultural legacies shape behavior and world views in the multiple countries and regions where German is spoken. Special emphasis is placed on the national standards for communication, cultures, connections, comparisons, and communities. Most classwork is conducted entirely in German with emphasis on increasing conversational skills. The cultural focus builds on German 1 with greater focus on everyday life: shopping, going to movies, mailing a letter, buying a train ticket, and talking about past events.
German 3
Course 533: 1 credit
Students learn: 1) that the world is moving toward a global community; 2) it is increasingly important to attain proficiency in another world language; 3) to engage in conversations, interpret authentic materials, and present concepts in another language. The course is taught primarily in German. Upon completion of German 3, students will have learned all the basic German grammar. Emphasis is still primarily on the oral mastery of material, but students write compositions and Nacherzaehlungen regularly. Topics include travel, living in a German- speaking country, and how Germans celebrate holidays.
German 4
Course 534: 1 credit
Students learn that the study of a world language not only serves as a vehicle to explore foreign cultures and ways of thinking, but as a frame of reference for better understanding English and American “cultures” by comparison. Students are given a thorough review of German grammar. Students work throughout the year with materials which are specifically designed to correlate with the ACTFL oral proficiency guidelines and the national standards. Students are expected to communicate successfully in basic survival situations. Longer works of German literature are read and discussed including plays, short stories, opera selections, and articles on contemporary problems in the German speaking countries. Compositions are regularly written. German 4 is taught exclusively in German.
Latin 1
Course 541: 1 credit
Latin 1 provides the necessary background in the language to enable the student to read simple Latin. An attempt to understand how language (any language) operates is revealed through a comparison of a highly inflected language like Latin with a much less inflected language, English. In building vocabulary, the importance of English derivatives is constantly stressed. Basic grammar of declensions of nouns and conjugations of verbs plus other points of syntax are covered. The readings cover a broad overview of ancient Roman daily life and culture and form a basis for discussion of its influence on American and English culture. Additional cultural material includes the mythology of Ovid, Livy, and Vergil. Included are hands-on projects to learn about the culture of the ancient Roman world as well as to give students opportunities to acquire skills for real-world experiences. All work aligns with the Standards for Classical Language Learning.
Latin 2
Course 542: 1 credit
Latin 2 builds on the student’s knowledge from Latin 1 in an effort to read adapted Latin and gain perspective on Modern culture. This will be done through adapted source readings and modern readings based on daily life and popular mythology of the Romans; in particular, the entertainment and the great heroic myths. Grammar will focus on declining nouns and adjectives from all declensions and the conjugation of verbs in the present, perfect and future tenses; the passive and active voices; and the use of participles. Culture and history will be taught through readings which focus on the deeds of the Great Romans involved in the Punic Wars, the Rise and Fall of Caesar, and the creation of the Roman Empire. English vocabulary will be built through close attention to etymology and the use of prefixes and suffixes from Latin. Latin 2 addresses many of the common core principles in English Language Arts as well as various math and science standards.
Latin 3
Course 543: 1 credit
Latin 3 will focus on building the student’s ability to read adapted reading from native sources. Building on the topics covered in Latin 2, students will progress from the Ecce Romani text to using a variety of open-source readings on the myths and Deities of the Roman people. Grammar content will include advanced and more specific uses of all cases, the use of pronouns, and irregular adjectives in all declensions. Heavy emphasis will be placed on learning the hortatory and jussive subjunctive moods, as well as indirect commands, purpose and result clauses. Culture will cover the geography of the eastern Empire, and the heroes of the Republic, and Early Empire through level appropriate, adapted readings. Students will continue to investigate the English derivatives from Latin roots, suffixes, and prefixes, as well as a small selection of Greek derivatives also via roots, suffixes, and prefixes.
Latin 4
Course 544: 1 credit
Latin 4 will continue to build the student’s ability to read adapted selections from native sources, with a transition to reading original texts. Grammar content will include advanced uses of the ablative and dative cases, introduction of the passive mood, and review of the hortatory and jussive subjunctive moods. New material will include the uses of the subjunctive in the present and imperfect tenses. We will work towards the goal of translating authentic Latin in poetry, drama and prose. Culture will cover the geography of the Northern Empire with a focus on reading Caesar’s De Bello Gallico and selections of Livy’s History of Rome.
Japanese 1
Course 560: 1 credit
Students learn that it is important to participate in a global community where basic needs are expressed and met and information is exchanged. The primary purpose of this course is to establish the importance of participating in a global community. Effective communication skills help students express their basic needs, and have these needs met. This class is designed to get students speaking Japanese. Students can expect to be able to negotiate greetings; to describe family, hobbies, and daily routines. Students talk about food, prices, and schedules and learn two of three writing systems used in Japan (Hiragana and Katakana with 46 symbols each). There will be much emphasis on cultural context to support communication and interaction with native speakers.
Japanese 2
Course 561: 1 credit
Students learn about other traditions and customs to increase their awareness of cultural perspectives. They learn how cultural legacies shape behavior and world views in the multiple countries and regions where Japanese is spoken. Special emphasis is placed on the national standards for communication, cultures, connections, comparisons, and communities. This course expands the student’s communication skills in spoken Japanese and builds a basic (50-80) repertoire of Kanji. Topics from Japanese 1 are reviewed with more in-depth vocabulary and structures. New topics in language and culture include regional divisions and specialties within Japan, school subjects and grades, folktales, and language necessary for participating in travel and entertainment in Japan.
Japanese 3
Course 562: 1 credit
Students learn: 1) that the world is moving toward a global community; 2) it is increasingly important to attain proficiency in another world language; 3) to engage in conversations, interpret authentic materials, and present concepts in another language. This course expands the student’s intermediate communication intermediate skills in spoken Japanese and builds a larger repertoire of Kanji. Topics from Japanese 2 are reviewed with more in-depth vocabulary and structures. New topics in language and culture include target language survival level skills.
Japanese 4
Course 563: 1 credit
Students learn that the study of a world language not only serves as a vehicle to explore foreign cultures and ways of thinking, but also as a frame of reference for better understanding English and American “cultures” by comparison. This course is designed for students to review and reinforce previously learned structures of Japanese and acquire additional ones for successful oral and written communication. The course includes a thorough review of the writing systems introduced in Japanese 1, 2, and 3 and introduces a significant number of new kanji with an aim toward developing fluent reading comprehension of authentic written materials.
The International Experience (TIE)
Course 587: .25 credit
Four student foreign exchange programs are sponsored by the World Language Department with interdepartmental support from throughout the school. Students spend approximately 21⁄2 weeks living with families, attending our partner schools, and participating in activities planned by our hosts. Students participating in the French or Spanish programs must be enrolled at least in French 2 or Spanish 2. All TIE students must have and maintain a 2.5 grade point average. They must prepare reports on some aspect of life in the U.S. to be presented abroad. Regular attendance at orientation sessions and in classes at the foreign school is also required. Adherence to all TIE and SBHS program policies and the SBHS student handbook is required. Interested students submit an application form to a TIE selection committee in the spring preceding the school year in which students travel abroad.
Stand out from the crowd by creating your own pathway while exploring careers, content, and projects that are meaningful to you. Students who want to personalize their educational pathway and step outside of the classroom are encouraged to consider one or more of the following available options. All are credit bearing and/or have embedded proficiencies.
PROJECT LAB: IDEAS TO ACTION
Course BP 70 Credit: .5 - 1 (depending on experience)
Do you have an interest or idea that you’d love to pursue? Do you have a passion for something that you can’t find a course to fit? This flexible and student-driven course is for you! Students take any topic they are interested in learning more about and turn it into a project for school credit. A teacher advisor guides you through the process of developing a project plan, individualized learning goals and evaluation methods. Students can connect with an expert in the local or global community, who acts as a project consultant. Through this course, you get to decide what you want to learn and how you want to learn it!
INTERNSHIP: Skills
Course 33 Credits: .25
A course to prepare students for internships in local businesses and organizations. Focus is on writing resumes,interviewing, professional communication, self branding and giving and getting feedback. Student’s readiness for placement is determined by the level of engagement in this prep course and their demonstration of “work readiness skills”: Positive Work Ethic, Integrity, Self Representation, and Teamwork.
INTERNSHIP: Field Placement*
Course 36 Credits: .25
This course holds flexible space in your schedule for you to meet the 40 hours field based requirement for an internship experience. Students will be assisted in finding placements starting with informational interviews, shadow days, and the drafting of an Internship Agreement once an appropriate site is found. They will have to complete an Anthropology and Mentor Profile and gather other required components for an Apprenticing Portfolio. Mentors will be asked to provide mid-point and final feedback that will be reviewed at a meeting with CDC staff and the student present. A portfolio review will function as the Culminating Activity/Assessment for this course.
*Prerequisite- students need to have successfully completed the Internship Skills course to placement.
SENIOR CHALLENGE
Course 035 Credit: .50
The Senior Challenge Project, is a way to bring your high school experience to a special conclusion and a chance for you to break new ground: to be curious, to take a risk, to expand your horizons, and to make a difference in your community. You will also write a significant research paper on the topic of interest. This is a FANTASTIC experience for the types of writing you may be doing if you plan to go on to college. The research is a critical component to implementing a project as it allows us to focus on “solidarity versus charity.” The most meaningful and helpful interventions take the needs of the group served into consideration. What will your legacy be?
EXTENDED LEARNING OPPORTUNITY (ELO)
Course 0037 Credit: .5 - 1 (depending on experience)
Are you taking part in co-curricular activities or pursuit outside of the school day where you know you are learning a ton! You are able to gain proficiencies and school credit for this work. An agreement is completed between you and an ELO Advisor to detail the logistics and learning goals. Once this is in place you simply continue with your co-curricular activity/program and include reflections and evidence in your PLP/Portfolio.
BIG PICTURE PROGRAM
Course 0051
This innovative program has been at SBHS for over 10 years, allowing students to take full control over their education. BPSB is part of a network of over 200 schools worldwide and allows you to build a flexible schedule that fits your interests and goals. The work in BPSB is hands-on, through student-driven projects, community-based internships, service learning and travel. You will work independently within a supportive community of like-minded learners. Teacher advisors provide the structures and supports for students to learn beyond the classroom. Assessment is proficiency-based, through portfolios and exhibitions. Students can enter the program in any grade-level and can continue taking up to 4 SBHS or college classes.
*Admission process required: see website for application
DUAL ENROLLMENT
The Flexible Pathways Initiative, the Vermont Dual Enrollment program includes up to two college courses for eligible Vermont high school students. The Agency of Education has oversight of the dual enrollment program and will work with partner institutions of higher education to manage the delivery to students. Dual enrollment courses provided for in this legislation can be offered on a college campus and on-site at a participating high schools.
*See school counselor for information
*Students must get approval for their participation from their high school principal or designee
*Dual enrollment courses are put on the students’ SBHS transcript and the final grade is factored into the cumulative GPA
EARLY COLLEGE
Through the Flexible Pathways Initiative, Vermont's Early College Program (ECP) has made funds available to students accepted into full-time programs that are developed and operated by one of the Vermont State Colleges or an accredited private postsecondary school located in Vermont, and that are approved for operation by the Secretary of Education.
*See school counselor for information
*Students must get approval for their participation from their high school principal or designee
The Vermont Virtual Learning Cooperative (VTVLC) offers SBHS students access to over 50 different free online courses. Courses, facilitated by licensed Vermont teachers and meet rigorous national standards .. Here is a sample of course offerings during the 2020-21 academic year: Algebra 1 and 2, Geometry, AP Statistics, AP Macroeconomics, Psychology, Marine Science, Physics, English 10, Japanese, Chinese, Spanish, Game Design, Life Management Skills, and Personal Fitness.
For more information about VTVLC and the 2020-21 course catalog, talk with your school counselor or visit www.vtvlc.org.
Students from South Burlington High School who wish to enroll in a technical program may do so at either the Burlington Technical Center or Center for Technology, Essex, depending on the chosen course. The tuition is paid for by the South Burlington School District and The State Department of Education. These programs are open to juniors and seniors with the exception of the Essex Pre-Tech Program, which is open to sophomores. Programs taught at the Burlington Technical Center are half day in length and may be held in either the morning or the afternoon. Programs taught at the Center for Technology, Essex are full-day programs, with students returning to SBHS for a class at the end of the day.
Any student or parent/guardian interested in learning more about a particular program should contact their school counselor at the high school. There is a special application that students need to complete for these programs.
The Burlington Technical Center offers high school juniors and seniors the opportunity to develop the technical, academic, and employability skills needed to start careers either through employment after high school or by continuing on to college. BTC partners with area businesses and organizations to provide career exploration and develop technical and employability skills through job shadows, internships, or paid work experiences.
Students attend the Burlington Technical Center for 2 hours and 15 minutes, either in the morning or afternoon, and may earn a total of 3 credits each year toward graduation. They are able to return to their home schools for other academic courses. BTC programs are designed to be completed in two years, although some students attend for one year to begin an introduction to a career field. Many programs offer transcripted college credits through dual enrollment programs at Community College of Vermont and Vermont Technical College.
BTC Courses:
Auto Body RepairI
Auto Body RepairII
Automotive Science and Technology I
Automotive Science and Technology II
Aviation & Aerospace Technology I
Aviation & Aerospace Technology II
Criminal Justice I
Criminal Justice II
Culinary Arts I
Culinary Arts II
Design and Illustration I
Design and Illustration II
Digital Media Lab I
Digital Media Lab II
Health Sciences Academy I
Health Sciences Academy II
Human Services I
Human Services II
Programming & Computer Science I
Programming & Computer Science II
Welding & Metal Fabrication I
Welding& Metal Fabrication II
Visit the BTC website at http://www.burlingtontech.info for additional information and consult your school counselor to see how a BTC program might fit into your schedule.
The Center for Technology, Essex (CTE) operates a full-day, flexible block schedule. This schedule allows juniors and seniors to complete a technical program in one year. Most students attend CTE daily, from 9:40 a.m. - 2:05 p.m. Every program offers two to three academic credits (math, science, English, social studies, etc.) as well as up to four elective credits toward high school graduation. In addition, some students take separate academic courses (e.g. algebra, chemistry) at CTE, Essex High School, or a local college to meet graduation or college entry requirements.
The primary objective of our CTE programming is to provide each student with specific knowledge, skills, and theory to enable him/her to either obtain employment upon completion of the program and/or to enter college. All eligible students participate in a “Career Work Experience” (internship) related to their technical field during their program at CTE. For successful students, this may evolve into a paid work (co-op) position. Industry credentials and/or licenses are affiliated with all programs.
College Connection: Many CTE programs qualify for dual enrollment credits that award eligible students college credit for their CTE program. These agreements include college transcripts and transferable credit. CTE students are also offered the opportunity to take other college courses for free or at a reduced rate at area colleges.
CTE Full-day Courses for 11th and 12th Grade Students:
Automotive Technology I & II
Building Technology: Residential
Building Technology: Systems
Childhood Education/Human Services I & II
Computer Animation and Web Page Design I & II
Computer Systems Technology I & II
Cosmetology Arts and Sciences I & II
Dental Assisting
Design and Creative Media I & II
Engineering/Architectural Design I & II
Health Informatics
Natural Resources Technology: Mechanical Science
Natural Resources Technology: Forestry
Professional Foods I & II
CTE Full-day Courses for 10th Grade Students:
Pre-Tech Explorations - Health & Human Services
Pre-Tech Education: Building Arts and Small Engine Systems
Pre-Tech Explorations: Information Technology, Design, Engineering, and Arts
Pre-Tech Explorations: Natural Resources
Pre-Tech Explorations: Professional Foods & Hospitality
Visit the CTE website at http://www.gocte.org for program/ curriculum details.
Special thanks to
Alyssa Cady (‘22) for designing this year’s front and back cover and
[1] Although school personnel will make every effort to communicate with students and families, it is the student’s responsibility to insure that requirements for graduation are met.
[2] When a student takes a course not needed to meet graduation requirements, typically at an institution of higher education for academic enhancement, the transcript of the college or university shall be sole evidence of the student’s advanced standing and will not appear on the SBHS transcript. The exception to this is that any course taken through the Vermont Dual Enrollment Program will appear with a grade on the high school transcript.
[3]team-taught for Health & English credit; meets Health graduation requirement
[4] to include independent credit (led by qualified instructor) and athletics
[5] to be a fitness-based class that would incorporate activity-based units
[6] Alternating year course next offered in the 2021-2022 school year
[7] Jazz Explorations, Concert Band, and Mixed Chorus will be offered as one-credit courses for a block period of time (80 minutes). These three courses will be offered at the same time, making it possible for students to enroll in two courses for .5 credit each. For students who enroll in two of these courses, each group would meet for a single 40-minute class period.
[8] Jazz Ensemble, Symphonic Band, and Concert Chorus will be offered as one credit courses for a block period of time (80 minutes). These three courses will be offered at the same time, making it possible for students to enroll in two courses for .5 credit each. For students who enroll in two of these courses, each group would meet for a single 40-minute class period.