Click here to view our School's Webpage

Click here to view our Career and Technical Education Website

Click here to view our 2023-2024 Program of Studies Website

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National Honor Society Dismissal

Career and Technical Education

RI Department of Education Approved Pathways

Art

Computer Science

Engineering and Manufacturing

English

Family and Consumer Science

Health and Physical Education

Mathematics

Music

Science

Social Studies

World Language

Special Education Services

Clubs

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Our Mission

Core Values and Belief Statement

Student Academic Expectations

Social Expectations

Civic Expectations

Statement of Nondiscrimination

Accreditation Statement

School Counseling

Selecting Courses and Changing Schedules

Proficiency Based Requirements

Course Credits

Other Graduation Requirements

Seal of Bi-Literacy

Advanced Course Network

Pathway Endorsements

Dual and Concurrent Enrollment

Reporting System

Rank-in Class Procedures

High School Honor Roll

Periods 8 and 9

National Honor Society

STATEMENT OF NON-DISCRIMINATION

The Scituate School Department does not discriminate on the basis of age, sex, sexual orientation, marital status, race, religion, national origin, color, creed, political affiliation or disability in any of its educational programs and activities, and in employment and application for employment, as required by Title IX of the Education Amendments of 1972, the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973, Title VI and VII of the Civil Rights Act of 1965, the Age Discrimination Act of 1975, and other federal and state laws that prohibit discrimination. The following person has been designated to handle inquiries regarding the non-discrimination policies: Equal Employment Officer, P.O. Box 188, North Scituate, Rhode Island 02857, Telephone: (401) 647-4100; Email: EEO@ScituateSchoolsRI.net. You may also direct inquiries directly to: Office for Civil Rights (Boston Office), U.S. Department of Education, 8th Floor, 5 Post Office Square, Boston, MA 02109-3921, Telephone: (617) 289-0111; Facsimile: (617) 289-0150; Email: OCR.Boston@ed.gov. If you require an accommodation to attend a meeting or program at a school, call the Equal Employment Officer at least two business days in advance of the meeting or program.

ACCREDITATION STATEMENT

Scituate High School is accredited by the New England Association of Schools and Colleges, Inc., a non-governmental, nationally recognized organization whose affiliated institutions include elementary schools through collegiate institutions offering post-graduate instruction.

Accreditation of an institution by the New England Association indicates that it meets or exceeds criteria for the assessment of institutional quality periodically applied through a peer group review process. An accredited school or college is one which has available the necessary resources to achieve its stated purposes through appropriate educational programs, is substantially doing so, and gives reasonable evidence that it will continue to do so in the foreseeable future. Institutional integrity is also addressed through accreditation.

Accreditation by the New England Association is not partial but applies to the institution as a whole. As such, it is not a guarantee of the quality of every course or program offered, or the competence of individual graduates. Rather, it provides reasonable assurance about the quality of opportunities available to students who attend the institution.

Inquiries regarding the status of an institution's accreditation by the New England Association should be directed to the administrative staff of the school or college. Individuals may also contact the Association:

COMMISSION ON PUBLIC SECONDARY SCHOOLS

New England Association of Schools and Colleges

209 Burlington Road, Suite 201

Bedford, MA 01730-1433

(781) 271-0022

SCHOOL COUNSELING DEPT.

The Scituate School Department Counseling Program’s mission is to provide a comprehensive, developmental counseling program addressing the academic, career, and social/emotional development of all students.

Guidance services involve counseling students using both individual and group approaches, consulting with parents and teachers, administering tests, providing applications and testing information, offering vocational, career, and education information, and assisting with selection and scheduling of courses. The Scituate School Counseling Department adopted the Naviance Individualized Learning Plan (ILP) Program. This all encompassing program will enable students reach their academic, social/emotional and career goals using current technology and resources. School counselors work in conjunction with students and families to support growth in each of these areas. This work aligns with the American School Counselor Association model of expectations.

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Guidance Curriculum Overview

Grade 9

School counselors strive to build a relationship with all ninth grade students. Counselors work to ensure that students are placed in an appropriate academic setting, understand how to access support, learn ways to research careers, are knowledgeable about graduation requirements, understand the course selection process, and learn how to schedule an appointment with their counselor. Counselors recognize and understand that this is a transitional year for Freshman and work to provide the necessary supports for success.

Grade 10

School counselors strive to ensure that Sophomores are in an appropriate academic setting, understand the course selection process and understand graduation requirements. Counselors review students’ Individual Learning Plans and discuss PSAT results with students. Career possibilities are investigated through interest inventories and access to the annual Career Fair.

Grade 11

School counselors strive to ensure that Juniors are in an appropriate academic setting, understand how to sign up for appropriate standardized tests, develop a list of colleges and/or post-secondary options, utilize the PSAT test results to prepare for standardized testing, understand how to visit a college and the initial steps towards the college application process, how to search for scholarships, and understand college requirements for admission.

Grade 12

School counselors strive to ensure that Seniors are in an appropriate academic setting with an emphasis on completing all necessary requirements for graduation. Counselors work with students to develop a post-secondary plan, explain how to sign up for appropriate standardized tests, develop a list of colleges, jobs, and/or majors of interest, learn how to visit a college, request teacher recommendations and transcripts, and understand the college application process.

Every effort will be made to match each student with the courses they have requested in accordance with what the school department is able to offer for each given year.

SELECTION OF COURSES

The selection of courses is an important responsibility that is shared by the school staff, parents and students. The achievements, interests, abilities and future goals of the student should be considered when selecting courses. The courses offered at Scituate High School are diversified to meet the broad range of needs and talents among students.

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In order to ensure a positive and successful experience for all students, certain classes have prerequisites. Honors, Early Enrollment, and Advanced Placement courses are rigorous offerings and should be elected by students who possess the skills, motivation, and desire to perform to the highest of standards, and the required prerequisites. In some cases, a waiver form may be needed.

Failure of a course may affect the final student schedule for the new school year. Students must be aware of course prerequisites. Students not meeting prerequisites may have their final schedules changed.

Student enrollment in all courses may be adjusted according to student selection and eligibility. Determination for all course enrollment is based on students’ final course grades.

DROPPING COURSES & CHANGING SCHEDULES

In the new calendar year, students, with the assistance of parents and school counselors, give serious consideration to the selection of subjects for the following year. These selections consider what best fit the students' needs and abilities for their college and/or career interests.

After the fifteenth day of class, no changes are made in student schedules. Exceptions to this policy are made only after consultation among the principal, the respective school counselor, parent, department chairperson and all teachers involved.

Any change that is made is in the best interest of the student. If dropping a course results from the aforementioned meeting, the student receives his/her grade at the time the class is dropped. This grade will appear on the student's report card for the given quarter; however, the grade will not be included on the student's final transcript. The course will appear on the student's transcript with a “w” to designate the class as one from which the student withdrew.

PROFICIENCY BASED GRADUATION REQUIREMENTS (PBGR)

Classes of 2022-2024

Each student graduating from Scituate High School must meet the following graduation requirements:

• Completion of 21 Credits
• State Testing Requirement (PSAT/SAT/NGSS Science)
• Successful Completion of a Senior Project

COURSE CREDITS

For the Class of 2027 and subsequent classes, students must earn twenty-one (21) credits to receive a high school diploma. Of the twenty-one credits, eighteen (18) credits are required coursework:

Proficiency Based Graduation Requirements (PBGR) Policy for the class of 2027 and beyond are subject to change pending school committee approval before October 1, 2023

English

4 Credits

Mathematics

4 Credits

Science

3 Credits

US History I

OR US History Honors

1 Credit

Social Studies

2 Credits

Fine Art

1 Credit

Physical Education

4 years

Health

4 years

OTHER GRAD REQUIREMENTS

STATE TESTING

Every year, students are administered state required tests. Actual testing dates are established by the state. Students are required by the Rhode Island Department of Education to participate in these assessments. There are no exemptions.

SENIOR PROJECT

During senior year, all students are required to successfully complete a Senior Project. See the Senior Project Handbook for specific details and requirements. CTE pathway students must select a topic and mentor in the field of which they are enrolled. (Biomedical Science, Computer Science, Engineering, or Entrepreneurship) Work-Based Learning Standards (CTE Students Only)

*All PBGR will be tracked via a Scituate High School Course Audit Sheet. This sheet is completed by the student’s school counselor and kept in the guidance office. It includes sections on course requirements, state assessment, and Senior Project.

Any student who has not fulfilled the graduation requirements of Scituate High School will not be allowed to participate in graduation exercises unless granted special exception by the Scituate School Committee under extenuating circumstances.

All students must carry a full schedule of 5.75 credits a year. A credit is earned for successfully completing any subject meeting four times a week for one year.

COMMISSIONER’S SEAL

Earning Commissioner’s Seal Council Designation: Student Requirements

The Commissioner’s Seal Council Designation certifies that a student is proficient in standards aligned to high school expectations in English Language Arts and Mathematics, as confirmed by external evidence. To earn a Commissioner’s Seal, students must successfully meet the established benchmark on both an approved ELA assessment and an approved mathematics assessment in order to earn the one Commissioner’s Seal.

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Click Here to View Requirements from the Department of Education

SEAL OF BI-LITERACY

The Seal of Biliteracy celebrates students who have multilingual competence – a critical skill in today’s global society and an asset that will prepare RI graduates for success in the local and global economy. The Seal of Biliteracy certifies that a student has demonstrated skills in the English language and one or more other world languages. Students earn a Seal of Biliteracy by demonstrating competence in English Language Arts standards as defined by the Commissioner Seal or English Proficiency standards, and nationally-recognized world language standards.

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At Scituate High School, students may be awarded a seal of biliteracy

The Seal of Biliteracy can be achieved at two levels:

• Gold Seal of Biliteracy: The Rhode Island Gold Seal of Biliteracy will be awarded to students who have demonstrated their ability to narrate and describe in past, present, and future in a world language. Their language functions allow them to deal effectively with unanticipated complications. The Gold level is aligned with the ACTFL “Advanced Low” Proficiency Guidelines (2012). Students will earn a Gold Seal of Biliteracy if they meet the performance standard on an English assessment and the Gold-level performance standard on a World Language assessment from the RIDE-approved assessment list.
• Silver Seal of Biliteracy: The Rhode Island Silver Seal of Biliteracy will be awarded to students who have demonstrated ability to create with language, initiate, maintain, and bring to close a simple conversation by asking and responding to simple questions in a world language. The Silver level is aligned with the ACTFL “Intermediate Mid” Proficiency Guidelines (2012). Students will earn a Silver Seal of Biliteracy if they meet the performance standard on an English assessment and the Silver-level performance standard on a World Language assessment from the RIDE-approved assessment list to be determined by a committee at Scituate High School.

What is the Seal of Bi-literacy?

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• A distinction awarded by RIDE to graduating seniors who have met established criteria in listening, speaking, reading, and writing English and one or more other languages
• A physical label affixed to the graduation diploma
• A notation on the official school transcript
• A public recognition at the graduation ceremony
• A visual symbol of accomplishment
• A pathway towards college and career readiness
• A validation demonstrating to those outside the school setting that students are biliterate to an identified level

ADVANCED COURSE NETWORK

Students participating in the ACN earn credit toward their high school or middle school coursework requirements by enrolling in courses that are not traditionally offered at their public school. ACN courses are offered in a variety of modalities, including traditional (e.g. face-to-face), fully online, or a hybrid (e.g. blended) courses. The main difference is that the students are taking courses provided by other LEAs, organizations or higher education institutions. ACN courses have the same rigorous educational expectations and learning objectives as traditional advanced classes for high school or middle school students, respectively.

Click here to browse the Rhode Island Advanced Course Network

PATHWAY ENDORSEMENTS

For the Class of 2021 and Beyond

PrepareRI aims to increase and improve equitable learning opportunities for every student through personalization and multiple pathways. With this in mind, beginning with the graduating class of 2021, Rhode Island students will be able to earn Pathway Endorsements on their high school diploma to certify that a student has accomplished deep learning in a chosen area of interest and is prepared for employment or further education in a career path.

To earn a Pathway Endorsement, students must successfully complete three components:

1. academic study that includes the successful completion of three independent, connected courses;
2. career and interest engagement (work-based learning) that provides students with real world context in their chosen pathway area ; and
3. application of skills demonstrated through the performance-based diploma assessment (students must align their senior project to this field)

Students may earn a Pathway Endorsement in one or more of the following six discipline areas:

• The Arts Pathway Endorsement
• Business and Industry Pathway Endorsement
• Humanities and World Languages Pathway Endorsement
• Public Service Pathway Endorsement
• Science, Technology, Engineering, and Mathematics (STEM) Pathway Endorsement
• Teaching Pathway Endorsement

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Pathway Endorsements at Scituate High School

• Fitness Instructor
• Physical Training for Active Careers
• Intro to Kinesiology and Sports Medicine
• PE/Health 12 (First Aid, CPR, AED Training)

• Biomedical Sciences
• Principles of Biomedical Science
• Human Body Systems
• Medical Interventions
• Biomedical Innovations
• American Studies
• United States History I
• United States History II
• AP US Government and Politics
• World Cultures
• Modern World History
• Current Middle East Conflicts
• Perspectives on East Asia
• Education Pathway
• Working with Children I
• Working with Children II
• Working with Children III
• Fine Artist
• Portfolio Honors I
• Portfolio Honors II
• Visual Arts in Society Honors- EEP
• Digital Imaging
• Introduction to art and Introduction to Computer Imaging and Fine Arts
• Advanced Computer Imaging and Fine Arts II
• Digital Photography
• Writing and Rhetoric
• Any semester of Fundamentals of Writing
• Creative Writing
• Poetry
• Writing and Rhetoric Honors
• English 10 Honors
• AP Language or two semesters of English Honors 11/12
• AP Literature or Two Semesters of Honors 11/12
• Musician
• Concert Band or Concert Chorus
• Piano Lab or Guitar Lab
• EEP Music Theory or Theory/ Survey of Music
• Computer Science
• Computer Science Essentials (College Prep or AP)
• Computer Science Principles (College Prep or AP)
• Computer Science A (College Prep or AP)
• Engineering
• Introduction to Engineering and Design
• Civil Engineering and Architecture (Honors); or Computer Integrated Manufacturing (Honors); or Digital Electronics (Honors)
• Principles of Engineering Honors

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• Advanced Manufacturing
• (indent) Introduction to Engineering and Design
• (indent) Computer Integrated Manufacturing (Honors)
• (indent) Drone, Augmented Reality, and Virtual Reality
• ELA
• English 10 Honors
• AP Language or two semesters of English Honors 11/12
• AP Literature or Two Semesters of Honors 11/12

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DUAL & CONCURRENT ENROLLMENT

Scituate is committed to supporting students in taking college courses to earn credit while still in secondary school.

In 2013, the Rhode Island General Assembly passed legislation (RIGL 16-100) that called for the adoption of a statewide policy for dual enrollment that allows students to take college courses to earn credit at both the secondary school and the higher education institution. Subsequently, the Board of Education adopted regulations in April of 2015, that provide all qualified Rhode Island high school students access to college level coursework while still in high school.

Students can access college level courses in two ways by taking:

1. Concurrent enrollment courses at their high school: these courses are the same courses that are taught at the college, but are approved to be taught at the high school, by the high school teacher. (Advanced Placement, Early Enrollment, and Project Lead the Way Courses) All exam fees are waived through RIDE.
2. Dual enrollment courses at the institution’s campus: these courses are part of the institution’s regular schedule and are taught by a college professor. Dual enrollment means you receive the approval of your school counselor and principal to take a college class that is taught by the professor on the college campus. Make sure you verify that the course you want to take will also count toward your graduation requirements. Families will be responsible for the student’s own transportation to the dual enrollment class.
• Students will not be allowed to take dual enrollment courses that are offered in the Scituate High School Program of Studies.
• Completed coursework from other institutions will be be added to Scituate High School transcripts at the student/parent request, and will not be included in the calculation of GPA and class rank.

Upon successful completion of a dual or concurrent course, students will earn credit toward their high school graduation requirements and they will earn credit with the higher education institution where they are enrolled for the course. Depending on their plans after high school, students can choose to transfer the credit with another institution. Ultimately, all students have the opportunity to reduce the amount of time and expense required to obtain a college degree.

Click Here to View Requirements from the Department of Education

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Click Here to View the Dual and Concurrent Enrollment Guide

RECOMMENDATIONS FOR COLLEGE

Many colleges, including Rhode Island College and the University of Rhode Island, are requiring a minimum of eighteen (18) CORE CREDITS in the areas of English, Mathematics, Science, Social Studies, and World Language. Additional credits may be desired in other areas. All colleges have their respective requirements for admission. Therefore, early research into potential colleges is necessary to ensure course requirements are completed.

CLASS MEMBERSHIP

A student must have earned 4.25 credits to be a member of the Sophomore Class; 9.25 credits to be a member of the Junior Class; and 14.25 credits to be a member of the Senior Class.

REPORTING SYSTEM

Report cards are issued for students in grade nine through twelve four times yearly in November, February, April and June. Report cards are sent electronically to parents. Guardian emails using PowerSchool. Families may have a hard copy report card printed upon request. Student achievement is indicated on the report cards for grades 9-12 in the following manner:

A+

97-100

A

93-96

A-

90-92

B+

87-89

B

83-86

B-

80-82

C+

77-79

C

73-76

C-

70-72

D

65-69

E

60-64

F

Below 60

INC

Incomplete (Can only be issued with permission of the Principal)

There are two grades of failure: E and F. Students receiving a failing grade of E are eligible to attend summer school or be tutored; students receiving a failing grade of F are not eligible for credit from summer school or tutoring and must therefore repeat the class.

RANK-IN CLASS PROCEDURES

Rank-In-Class is calculated at the end of a student's Freshman, Sophomore, and Junior years. Rank-In-Class is calculated for Seniors at the end of the First Semester, which determines class Valedictorian and Salutatorian, and for the purpose of college applications. Students must have a minimum of 6 semesters at SHS to be eligible for Valedictorian or Salutatorian. The method of calculating rank is as follows:

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1. Include all students.

2. Include grades for all courses taken in grade 9-12.

3. Assume a letter scale with a numerical quality point value given to each letter:

Letter Grade

1 Credit

½ Credit

¼ Credit

A+

4.3000

2.1500

1.0750

A

4.0000

2.0000

1.0000

A-

3.7000

1.8500

.9250

B+

3.3000

1.6500

.8250

B

3.0000

1.5000

.7500

B-

2.7000

1.3500

.6750

C+

2.3000

1.1500

.5750

C

2.0000

1.0000

.5000

C-

1.7000

.8500

.4250

D

1.0000

.5000

.2500

E

0

0

0

F

0

0

0

4. All Honors and Early Enrollment courses will be assigned an additional weight factor of 1.0000 for full year courses and .5000 for semester courses. Grades of E and/or F will not receive an additional weight factor. Advanced Placement courses will be assigned an additional weight factor of 1.5000 for full year courses.

5. Rank-in-Class is determined by adding quality points earned (#3) divided by the total credits attempted.

HIGH SCHOOL HONOR ROLL

To achieve HIGH HONORS WITH DISTINCTION, a student must attain a Grade Point Average of 4.0000 with no grades below a B- in any subject.

To achieve HIGH HONORS, a student must attain a minimum GPA of 3.7000 with no grades below C- in any subject.

To achieve HONORS, a student must attain a minimum GPA of 3.0000 with no grades below C- in any subject. Weight factor will be applied to Honors’ courses only for GPA purposes.

NATIONAL HONOR SOCIETY DISMISSAL

Members of the National Honor Society are expected to maintain their selection standards. NHS membership is a commitment to the standards of Scholarship, Service, Leadership, and Character. If a student falls below his/her induction standards in any area, he/she will:

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• First: Receive a written explanation from the NHS advisor
• Second: Be given the opportunity for a hearing before the Faculty Selection Committee
• Third: Be given a limited amount of time to correct the deficiency or face dismissal.

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Discipline may include, but is not limited to, the following: probation, loss of privileges or participation for a limited time, additional community service, and dismissal from the NHS.

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According to the NHS Constitution, dismissal is permanent. Once dismissed, a student cannot be considered for re-admission. He/she must return the membership pin and certificate. Violations of school policies in the areas of substance abuse, weapons, or repeated problems in the same selection criteria may result in an immediate recommendation for dismissal. NHS discipline and dismissal decisions are subject to the same right of appeal as any other school discipline policy.

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SUMMER SCHOOL OR SUMMER TUTORING GUIDELINES FOR THE MAKEUP OF

FAILED COURSES

Students who are eligible to attend summer school in the summer will be allowed to make up only two (2) courses in which they receive a final grade of E.

Successful completion of a course in summer school will raise the final grade earned during the school year by taking an average of both the end grade earned in summer school.

NATIONAL HONOR SOCIETY

High School Juniors and Seniors are eligible for induction into the National Honor Society. Selection and continued membership are based on scholarship, service, leadership and character. Eligible students will be invited to apply for membership in NHS, and their applications will be reviewed by a Faculty Selection Committee. The Scholarship standard is based on a student's cumulative grade point average (GPA) beginning in grade nine and continuing until the end of the first semester of their current grade. To be eligible for consideration for the Society, a student must have a GPA of 3.600 or higher. Please note that the GPA is calculated at the end of each semester.

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The service standard is fifty (50) hours of documented service for grade eleven induction, eighty (80) hours for grade twelve, and a total of ninety (90) hours by March of the senior year. Service hours accumulate beginning in grade nine. The following pace is recommended: 10 hours in grade nine, 20 hours in grade ten, and 30 hours in both eleventh and twelfth grades. Verification forms are available from the Honor Society advisers and in the Media Center. Students are expected to find their own projects. Suggestions and information are available from the NHS advisor.

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PERIODS 8 AND 9

Senior Project, Advisory, CTSO’s and Academic Support

Period 8 on Tuesday and Period 9 on Thursday are designated for advisory, senior project seminar, career and technical educational student organizations, and academic support.

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Advisory: Advisory is a state requirement for all secondary schools in Rhode Island. At the heart of advisory is a simple, research-based concept: that students are more likely to thrive when they have stronger relationships — especially with at least one adult in the school building. Educational research studies find that students who developed strong relationships with their advisor performed better academically and socially. Advisory should meet at least weekly, with activities focusing on one or more of the following: Study skills and academic support; character development and social and emotional learning; and goal setting and college and career preparation using the online platform, Naviance. Unlike in academic classes, where the curriculum dictates what is covered, advisory should be flexible enough to meet the current needs of each group of students.

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Intervention:

When a student is identified by not meeting proficiency in a certain course at any point during the year, that student will be assigned to a period 8 and/or 9 intervention block. The student will remain in the class until the work needed to attain a passing grade is completed or if the intervention teacher deems the student has met proficiency in a specific topic, skill, or standard. Intervention is required and a student will not be able to attend a club until the student is exited from intervention .

CAREER AND TECHNICAL EDUCATION AT SCITUATE HIGH SCHOOL

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Career and Technical Education (CTE ) in Scituate is designed for individuals who are interested in entering the workforce and/or preparing for careers and who want to take advantage of post-secondary education and/or training opportunities. Scituate learners have unprecedented access to a broad array of educational programs.

At Scituate High School, there are many different options for pursuing Career and Technical Education. Options include career paths, work-based learning experiences and extracurricular activities, all leading to opportunities for individual advancement and acceleration.

For many learners, applying technical and academic skills to real-world activities make CTE classes more interesting, engaging, and motivating than standard academic classes. CTE not only gives learners a path to success, but it can also help reduce college tuition costs. CTE gives learners a competitive advantage for future postsecondary placement and/or employment opportunities. Hands-on learning experiences are critical components of all CTE preparation programs.

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Visit http://cte.scituateschoolsri.net/ to learn more!

Students enrolled in one of our four RI Department of Education approved CTE Academies, must complete the following requirements:

• A sequence of at least three or more courses within the academy (one per school year)
• One or more of courses must be advanced placement, project lead the way, and/or an early enrollment course
• Student will earn industry credentials embedded within each CTE academy
• Students must earn a three or higher on the advanced placement or Project Lead the Way exam within the academy
• Students must complete an online OSHA Safety Training course
• Beginning with the class of 2021, CTE academy students must complete a minimum of 80 hours of a Scituate Work-based learning approved activity
• Students must align their capstone senior project with their career area within the career academy
• Students will earn a Pathway Endorsement when they have completed all requirements of the CTE program

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Academy of Computer Science

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Academy of Engineering

How Do You Complete a CTE Academy?

Year 1: Introduction to Computing and Data Science*

Year 2: Computer Science Principles (AP)*

Year 3: Computer Science A (AP)*

Year 4: Senior Project Aligned to Career Cluster*

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Four Years of Math with at least Algebra II

80 hours of Work-Based Learning

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Other:

Student Technology Association (TSA)

Optional: Cyber Security

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OSHA 10 Certification

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Career Readiness Skills: Naviance

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*Students can earn 4 Concurrent Enrollment transcripted credits URI in this course.

Year 1: Introduction to Engineering Design (PLTW)

Year 2: Civil Eng. and Architecture (PLTW) OR

Computer Integrated Manufacturing OR Digital Electronics (Honors)

Year 3: Principles of Engineering (Honors) (PLTW)

Year 4: Senior Project Aligned to Career Cluster

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"Four Years of Science with at least Chemistry and Physics."

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Four Years of Math with at least Pre Calculus

80 hours of Work-Based Learning

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Other:

Technology Student Association (TSA)

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OSHA 10 Certification

80 Hours of work-based learning embedded throughout curricula and in partnership with local industry over four years

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Academy of Biomedical Science

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Academy of Entrepreneurship

How Do You Complete a CTE Academy?

Year 1: Principles of Biomedical Science (PLTW)

Year 2: Human Body Systems (Honors) (PLTW)

Year 3 : Medical Interventions (optional)(Honors) (PLTW)

Year 4: Biomedical Innovations (Honors) (PLTW)

Year 4: Senior Project Aligned to Career Cluster

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Three Years of Science including Physical Earth Sci. Bio, Chemistry

Complete Math through Algebra II

80 hours of Work-Based Learning

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Other:

HOSA - Future Health Professionals

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OSHA 10 Certification

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Career Readiness Skills: Naviance

Year 1: Entrepreneurship

Year 2: Introduction to Computing and Data Science*

Year 3: Economics (Early Enrollment)

Year 4: Senior Project Aligned to Career Cluster

Year 4 (optional) Psychology/ Sociology and/or Cybersecurity*

80 hours of Work-Based Learning

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Other: DECA

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Industry Credential:

NRF Certification (National Retail Federation)

Program (Everfi)

NOCTI Certification

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*Students can earn 4 Concurrent Enrollment transcripted credits URI in this course.

80 Hours of work-based learning embedded throughout curricula and in partnership with local industry over four years

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ART

The Art Department provides a variety of artistic experiences and challenges, teaching students new skills and raising their awareness of the world around them. Participation in the Arts encourages increased visual perception, an awareness of one’s surroundings and promotes personal involvement in one’s education. In class, students work in 2D and 3D media and study written and visual resources. Introductory, advanced and honors art courses are offered. Students have the opportunity to exhibit their artwork in statewide exhibits and compete in local and national art competitions. The Arts are part of the Core Curriculum as outlined in the Common Core of Learning. *Students are required to meet RI State Proficiency in the Arts.

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Visual Arts education students:

· develop problem solving and critical thinking skills.

· perceive and understand visual and aesthetic relationships in the environment.

. learn to express feelings, experiences, and ideas that they find meaningful.

· produce expressive works of art and discover the specific qualities of materials and how to use them.

· acquire knowledge of the history of Art and Design.

· evaluate works of art and make intelligent visual aesthetic judgements.

INTRODUCTORY ART STUDIO (0010)

Credit- .5

Grades: 9, 10, 11, 12

Prerequisite: None

This is a half year course taken during the first semester and is a prerequisite for Computer Imaging and Fine Arts and all advanced classes. No prior artistic skills are needed. Introductory Art Studio is a beginners art course. Students learn the basics of 2- Dimensional and 3-Dimensional design. The Elements and Principles of Art and Design are emphasized as students explore drawing, painting, printmaking and ceramics. Studies also include: Science, Visual Artists, Art History, Aesthetics, Art Criticism and Careers in the arts. Each lesson has a studio component in which design problems are explored. The class prepares students with a basic foundation in the Visual Arts. Students develop and maintain a portfolio of artwork reflective of their personal artistic growth.

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COMPUTER IMAGING AND FINE ARTS I (0011)

Credit-.50

Grades: 9, 10, 11, 12

Prerequisite: Introductory Art Studio

This is a half year course that is taken second semester after completion of Introductory Art Studio. Students are advised to take this course in the same year as Introductory Art Studio. The course provides a comprehensive investigation into the creation of original computer/multimedia generated art and design imaging using the computer as an artistic tool. Students gain hands-on experience using Adobe CC suite. Digital photography, drawing, painting and multimedia art-making are explored. Digital cameras, scanners and other equipment is used to learn about design and creative problem solving. Students develop a portfolio of artwork reflective of their personal artistic growth.

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ADVANCED COMPUTER IMAGING AND FINE ARTS (0015)

Credit-.50

Grades: 10, 11, 12

Prerequisite: Computer Imaging and Fine Arts

This course expands student knowledge of Computer Literacy and digital media in the Arts. It provides an in-depth study of design and explores advanced ways to utilize the computer and software programs as creative art-making tools. Students use various forms of media: printers, scanners, digital cameras, video equipment and software programs to produce computer generated art, digital photography, graphic images and videos, gifs and animations. Students investigate conceptual and visual problem-solving through expanded design projects. Emphasis is placed on the development of ideas. Assignments may include drawing, software painting techniques, design and mixed media processes. Students develop and maintain a digital portfolio of artwork reflective of their personal artistic growth.

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INTRODUCTION TO COMPUTING AND DATA SCIENCE (3712)

Elective Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: None.

Intro To Computing and Data Science (ICDS) is a course for all students (not just those interested in computer science as a career) that introduces computer programming in an engaging, fun, creative way and provides the computational thinking skills of programming, algorithm development, simulation and data analysis that can be used in other classes, such as the sciences, engineering and entrepreneurship. Students can earn 4 transcripted credits through URI for successful completion of this course.

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AP® COMPUTER SCIENCE PRINCIPLES (URI Concurrent Enrollment) (3708)

Elective Credit-1.0

Grade: 10, 11, 12

Prerequisite: Algebra 1 and recommendation from a math teacher.

Take out your phones! In AP® Computer Science Principles (AP® CSP), students seeking advanced college credit learn to use block-based programming languages to develop apps for iOS and Android. Creative, student-inspired AP® CSP projects include: music apps, animation apps, language translation apps, health & fitness apps, map-enabled apps, stock market apps, culinary apps, and many original games. Because AP® CSP is a project- and portfolio-based course, few traditional assessments are needed. Students design and implement innovative solutions using an iterative process similar to what artists, writers, scientists, and engineers use to bring innovative ideas to life. In AP® CSP, all students grow the confidence, digital literacy, and computational thinking skills that are in demand across all college majors and career fields. Students will receive four credits through the University of Rhode Island for successful completion of the course. Students enrolling in AP® Computer Science Principles do so with the understanding that they are required to take the AP® Exam in May. In addition to taking the AP® Exam in May, students are required to complete the course requirements in order to receive the AP® credit on their transcripts.

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AP COMPUTER SCIENCE A (3709)

Elective Math Credit-1.0*

Grade: 10, 11, 12

Prerequisite: Algebra 1 and recommendation from a math teacher.

AP® Computer Science A (AP® CSA) is a rigorous, full-year mathematics elective and CS CTE capstone course that uses Java, a leading text-based programming language. In AP® CSA, students explore advanced problem solving methodologies, design strategies, data structures, algorithms, analysis of solutions, and the ethical and social implications of computing. This course emphasizes both object-oriented programming and imperative problem solving and design as students develop scalable solutions to real-world problems. Students enrolling in AP® Computer Science A do so with the understanding that they are required to take the AP® Exam in May. In addition to taking the AP® Exam in May, students are required to complete the course requirements in order to receive the AP® credit on their transcripts. *This course can be used to meet one of the four mathematics credits required for graduation.

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Cybersecurity (3713) 4 URI CE Credits

Elective Credit-1.0

Grade: 9,10,11,12

Prerequisite: none

The Cybersecurity course introduces the tools and concepts of cybersecurity and encourages students to create solutions that allow people to share computing resources while protecting privacy. Nationally, computational resources are vulnerable and frequently attacked. in Cybersecurity, students solve problems by understanding and closing these vulnerabilities.

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This course raises students’ knowledge of and commitment to ethical computing behavior. It also aims to develop students’ skills as consumers, friends, citizens, and employees who can effectively contribute to communities with a dependable cyber-infrastructure that moves and processes information safely. No computer science experience is required to be successful in this course. Students can earn 4 transcripted general education credits from URI for successful completion of this course.

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Technology

INTRODUCTION TO ENGINEERING DESIGN (0073)

Elective Credit- 1.0

Grades: 9, 10, 11, 12

Prerequisite: None

Introduction to Engineering Design (IED) is a high school level foundation course in the PLTW Engineering Program. In IED students are introduced to the engineering profession and a common approach to the solution of engineering problems, an engineering design process. Utilizing the activity-project-problem-based (APB) teaching and learning pedagogy, students will progress from completing structured activities to solving open-ended projects and problems that require them to develop planning, documentation, communication, and other professional skills.

Through both individual and collaborative team activities, projects, and problems, students apply systems thinking and consider various aspects of engineering design including material selection, human-centered design, manufacturability, assemblability and sustainability. Students develop skills in technical representation and documentation especially through 3D computer modeling using a Computer Aided Design (CAD) application. As part of the design process, students produce precise 3D-printed engineering prototypes using an additive manufacturing process. Student-developed testing protocols drive decision-making and iterative design improvements.

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To inform design and problem solutions addressed in IED, students apply computational methods to inform design by developing algorithms, performing statistical analyses, and developing mathematical models. Students build competency in professional engineering practices including project management, peer review, and environmental impact analysis as part of a collaborative design team. Ethical issues related to professional practice and product development are also presented.

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PRINCIPLES OF ENGINEERING HONORS (0178)

Credit- 1.0

Grade: 10, 11, 12

Prerequisite: Algebra I; Recommend completion of: Geometry, Introduction to Engineering; Pathway Students: Recommend completion of Civil Engineering and Architecture OR Computer Integrated Manufacturing OR Digital Electronics.

Principles of Engineering (POE) is a foundation course of the high school engineering pathway. This survey course exposes students to some of the major concepts that they will encounter in a postsecondary engineering course of study. Through problems that engage and challenge, students explore a broad range of engineering topics, including mechanisms, the strength of materials and structures, automation, and kinematics. The course applies and concurrently develops secondary level knowledge and skills in mathematics, science, and technology.

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Students have the opportunity to develop skills and understanding of course concepts through activity-, project-, and problem-based (APB) learning. By solving rigorous and relevant design problems using engineering and science concepts within a collaborative learning environment, APB learning challenges students to continually hone their interpersonal skills, creative abilities, and problem solving skills. Students will also learn how to document their work and communicate their solutions to their peers and members of the professional community. It also allows students to develop strategies to enable and direct their own learning, which is the ultimate goal of education.

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CIVIL ENGINEERING & ARCHITECTURE HONORS (0078)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: None; Pathway Students: Recommend prior to completion of Intro to Engineering Design

Civil Engineering and Architecture (CEA) is a high school level specialization course in the PLTW Engineering Program. In CEA students are introduced to important aspects of building and site design and development. They apply math, science, and standard engineering practices to design both residential and commercial projects and document their work using 3D architectural design software. Utilizing the activity-project-problem-based (APB) teaching and learning pedagogy, students will progress from completing structured activities to solving open-ended projects and problems that require them to develop planning, documentation, communication, and other professional skills.

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Through both individual and collaborative team activities, projects, and problems, students will solve problems as they practice common design and development protocols such as project management and peer review. Students will develop skill in engineering calculations, technical representation and documentation of design solutions according to accepted technical standards, and use of current 3D architectural design and modeling software to represent and communicate solutions.

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COMPUTER INTEGRATED MANUFACTURING (0101)

HONORS

Credit: 1.0

Grade: 9, 10, 11, 12

Prerequisite: Pathway Students: Recommend prior to completion of Algebra 1 and Intro to Engineering Design"

Manufactured items are part of everyday life, yet few people understand the excitement and innovation that is used to transform ideas into products. This course provides an opportunity for students to recognize many of the exciting career opportunities in the manufacturing industry.

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Computer Integrated Manufacturing is one of the specialization courses in the PLTW Engineering program. The course deepens the skills and knowledge of an engineering student within the context of efficiently creating the products all around us. Students build upon their Computer Aided Design (CAD) experience through the use of Computer Aided Manufacturing (CAM) software. CAM transforms a digital design into a program that a Computer Numerical Controlled (CNC) mill uses to transform a block of raw material into a product designed by a student. Students learn and apply concepts related to integrating robotic systems such as Automated Guided Vehicles (AGV) and robotic arms into manufacturing systems.

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Throughout the course students learn about manufacturing processes and systems. This course culminates with a capstone project where students design, build, program, and present a manufacturing system model capable of creating a product.

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DRONE CERTIFICATION, VIRTUAL REALITY, AND AUGMENTED REALITY (3720)

Credit: 1.0

Grade: 9, 10, 11, 12

Prerequisite: None

Technology is changing the way we work every day. In this course, you will learn about several tools that are changing the way that engineers share and test their designs and entrepreneurs promote their products with potential clients. Computer scientists help bring all these ideas to industry users. Virtual Reality (VR) is the use of computer technology to create a simulated environment, while augmented reality (AR) is an enhanced version of reality created by the use of technology to overlay digital information on an image of something being viewed through a device. Both are extremely useful tools in the worlds of engineering, manufacturing, and marketing.

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This course provides you an opportunity to earn the FAA Part 107 Remote Pilot Certificate.

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DIGITAL ELECTRONICS (3721)

HONORS

Credit: 1.0

Grade: 9, 10, 11, 12

Prerequisite: None Pathway Students: Recommend prior to completion of Algebra 1 and Intro to Engineering Design"

Digital electronics is the study of electronic circuits that are used to process and control digital signals. In contrast to analog electronics, where information is represented by a continuously varying voltage, digital signals are represented by two discrete voltages or logic levels. This distinction allows for greater signal speed and storage capabilities and has revolutionized the world of electronics.

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The major focus of the DE course is to expose students to the design process of combinational and sequential logic design, teamwork, communication methods, engineering standards, and technical documentation.

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While many students may have been exposed to basic circuits and electricity in a science course, Digital Electronics is typically a unique experience for students because of its focus on understanding and implementing circuit design skills. The course is planned for a rigorous pace, and it is likely to contain more material than a skilled teacher new to the course will be able to complete in the first iteration. Building enthusiasm for rigorous exploration of electronics and circuit design for students is a primary goal of the course.

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ENGLISH DEPARTMENT

The English Language Arts Department of Scituate High School supports and actively engages students in the achievement of Scituate High School’s academic expectations and learner outcomes. Students engage in activities that promote effective communication through speaking, writing, listening and reading, critical thinking and problem solving, effective and responsible use of technology, and exploration of creativity and curiosity. Our courses at each grade level offer multiple opportunities for self-responsibility, recognition and respect for individual differences and diversities, and appreciation and respect for the abilities and achievements of others. Each course also offers the opportunity for students to practice leadership and membership skills by working in teams to solve problems.

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The department’s philosophy of instruction and assessment centers on a common academic vocabulary allowing for student progress to be commonly recognized and fairly and consistently accessed. We use the District-Wide Writing rubric, and other school-wide rubrics to instruct and measure: effective communication (written and verbal), and critical thinking. Additionally, we use common benchmarks as a calibration tool. We use data points from quarterly STAR© testing, as well as the PSAT-9©, PSAT-10© and SAT© to understand student growth in different skill sets and determine individualized, tiered supports for students who indicate need. These supports include Reading Class (Tier 3), and in class Tier 1 and 2 instructional supports, As we roll forward with College Board Springboard © curriculum (EdReport, greenlighted) we will further apply use of student data to determine individual progress and need based, targeted intervention.

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ENGLISH DEPARTMENT POLICIES

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Grading:

English grading criteria consists of the following categories. The final exam is a full 20% of the year-end grade constituting the fifth segment of the year.

Segment One only:

Summer reading

Tests, major papers, and projects

Quizzes

Homework

Segments Two, Three and Four

Homework

Tests, major papers, and projects

Quizzes

Midterm - The midterm is a graded piece of writing with a common prompt across all grade levels. Midterms are only given in full year classes.

Segment 5

Final Exam Includes: Vocabulary, grammar, and writing/reading

*Semester Classes in grades 11 and 12 will have project based final semester exams.

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STUDENT PLACEMENT

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There are two levels of English, Honors and Level One. Student placement is based on teacher recommendation, assessed reading level, and performance in the previous year’s English class. The pacing of both levels differ; however, each level provides instruction that aligns with the Rhode Island’s Common Core Standards and the school curriculum. Student leveling is always determined with the best interest of the student in mind, and is an effort to provide each student with the supports needed to successfully complete four years of high school.

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QUALIFICATIONS FOR HONORS ENGLISH

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Eligibility for Honors English (Grades 9-12), is determined by a student’s performance in the previous year of English. We recommend that a student earn a final grade of 90 or above in the previous year’s English class, obtain a teacher recommendation from the previous year’s English teacher, and achieve a reading level at or above the student’s current grade.

To remain in an Honors English class, we recommend a student earn a year-end grade of 80 or greater in the previous year’s Honors English class, obtain a teacher recommendation, and achieve a reading level on or above the student’s current grade level. In order for a student to move from Level 1 into Honors, we recommend the student have a year-end grade of 90 or greater, a teacher recommendation, and read at a grade level at or above that of the student’s current grade.

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ENGLISH 9

ENGLISH 9 HONORS (0900)

LEVEL ONE (0901)

Credit-1.0

Grade: 9

Prerequisite: See above

Ninth Grade English is a required course that, using the online EdReport green lighted College Board curriculum Springboard©, emphasizes exposure to various genres. The thematic premise for this year is “journeys.” Writing, speaking and listening skills acquired in the seventh and eighth grade are reinforced and expanded.

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ENGLISH 10

ENGLISH 10 HONORS (1000)

LEVEL ONE (1001)

Credit-1.0

Grade: 10

Prerequisite: See above

The curriculum for tenth grade English is grounded in the theme of “identity.” The first half of the year applies this theme to various texts; the second half of the year applies this theme to American Literature including: The Declaration of Independence, The Narrative of Frederick Douglass and several other pivotal American texts. Students also spend a significant amount of time on further development of their skills in reading, writing, speaking and listening.

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AP ENGLISH 11 LANGUAGE AND COMPOSITION (1112)

Credit-1.0

Grade: 11

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

This course is taken in place of junior English, and credit is given for one year of high school Honors English. Successful performance on an AP examination administered in May by the College Board and a college’s acceptance of AP credit may result in college course acceptance.

Students enrolling in AP English do so with the understanding that they are required to take the AP Exam in May. In addition to taking the AP Exam in May, students are required to complete the course requirements in order to receive the AP credit on their transcripts

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AP ENGLISH 12 LITERATURE AND COMPOSITION (1210)

Credit-1.0

Grade: 12

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

Course content emphasizes extensive reading coupled with student development of prose style through considerable writing, editing, and revision. The course is academic in nature; students selecting the course should expect to make a commitment of time and effort to their studies.

Advanced Placement English (AP) is a course available to honors qualified seniors. The course is taken in place of senior English, and credit is given for one year of high school Honors English. Successful performance on an AP examination administered in May by the College Board and a college’s acceptance of AP credit may result in college course acceptance

Students enrolling in AP English do so with the understanding that they are required to take the AP Exam in May. In addition to taking the AP Exam in May, students are required to complete the course requirements in order to receive the AP credit on their transcripts.

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Introduction to High School Writing (0903)

Credit - .25

Grade: 9

Prerequisite: None

Introduction to High School Writing is a required class for all grade nine students. Each student has the opportunity to earn .25 of a credit. This class includes a back-to-basics approach for writing where students review the fundamentals of sentence structure, sentence variation, and paragraph and essay development. During this course, students are engaged in peer and teacher conferencing, the writing process, and instruction on MLA format. This class is a rigorous and focused re-teaching of basic writing skills designed to prepare students to write effectively across the curriculum. The district-wide writing rubric is the primary rubric used for assessment.

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Real World Writing & Communication (1003)

Credit - .25

Grade: 10

Prerequisite: None

Real World Writing & Communication is a required class for all grade ten students. Each student has the opportunity to earn .25 of a credit. This class is designed to develop writing and speaking skills in real world situations through projects such as speech writing, college essays, résumés, and e-mail. The district-wide writing rubric is the primary rubric used for assessment.

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ELA LAB 11 (1416)/ELA LAB 12 (1417)

Credit- .25

Grade: 11, 12 (Separated by Grade Level)

This two day per week, semester course is assigned to students to support and/or accelerate English/Language Arts skills. This course meets twice a week opposite PE/Health. This is a pass/fail course.

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READING (0999)

Credit-Up to 1.0

Grade:9, 10, 11, 12

Prerequisite: None�Students are selected for this class through reading screening and diagnostic testing. *Students who are identified as needing literacy support are required to be enrolled in this course per the RI Department of Education.

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Scituate High School recognizes the inherent link between a student’s reading ability and his/her/their ability to succeed in all high school classes and in college or the work place after high school. The reading class is designed to help students acquire the skills necessary to comprehend texts in all curricular areas. This is an essential course for any student scoring two or more years below grade level.

A student identified as reading significantly below grade level is placed in the reading class and administered an in-depth screening by the reading specialist. The reading class runs up to four days per week. The goal of the reading class is to concentrate on the skills set forth in the student’s Personal Literacy Plan. The course concentrates on building skills that will allow a student to become an active and independent reader with analytical and interpretive abilities applicable across the content areas. A student cannot be exited from the program until that student is reading on grade level. Progress monitoring is an integral part of the course and students are tested on a quarterly basis.

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Semester Options for Grades 11 and 12

Grade 11 and 12 students have the opportunity to choose semester courses to complete their junior and senior credits for English. Each student must take two semesters of English per year to complete the requirement of that grade level. Students taking Advanced Placement (AP) classes in grades 11 and 12 must take that course of study for a full year. These AP students are welcome to select another semester English course as an elective credit.

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Myths & Legends (1401)

Credit - .50

Grade: 11, 12

Prerequisite: Successful completion of English 10/11

This semester course is an introduction to Greek, Roman, and Norse mythology. How do the beliefs in these gods and stories impact our view of history and our beliefs? What is it about this genre that has withstood thousands of years of time and change? Students will examine how different cultures explain occurrences in nature through the ancient art of storytelling, within their lives and the knowledge we somehow still hold onto. How do we view the world today in similar and different ways from people of the past and how will this understanding continue to impact the way we think of life? Students will connect the traditional stories of these ancient cultures to modern art, literature, architecture and culture, and their lingering impact.

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Poetry (1402)

Credit - .50

Grade: 11, 12

Prerequisite: Successful completion of English 10/11

Poetry is a semester-long course in which students will engage in close reading of a diverse group of texts, from contemporary slam and spoken word to Harlem Renaissance protest poems to Shakespearean sonnets. Poetry will be examined through analysis, writing, and creative performance. Students will answer essential questions such as: How do poets critique their society and culture? What can poetry teach us about ourselves? How can writers use form, structure, and poetic techniques to express themselves? Over the course of the semester, students will develop their own poetry portfolios to showcase their own progress in writing poetry.

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Science Fiction (1403)

Credit - .50

Grade: 11, 12

Prerequisite: Successful completion of English 10/11

Have you ever looked at the night sky and thought about an existence beyond our own? Do you ever stop and think about the vastness of space? Are you interested in science fiction? This class will examine these questions through various texts and discussion with the intention of opening your mind to all that is possible and all that is not. Science fiction texts may deal with alternate realities within our own world, but will also explore the many worlds authors create in their visions of the universe. Theories made famous by scientists such as Sagan, Hawkings or Einstein will be used to enhance our understanding. Films may be used to supplement texts and ideas when appropriate; an open mind, a willingness to read and a desire to question is all you need.

Survivors (1404)

Credit - .50

Grade: 11, 12

Prerequisite: Successful completion of English 10/11

In this semester course, students will examine the theme of survival through fiction and non-fiction texts. The need to survive is within all living beings; how is our culture and society forcing us to adapt more quickly as technology and knowledge continue to expand? Students will explore the conflicts of man vs. man, man vs. nature, man vs. society, and man vs. self, as well as the ability to endure, survive, and change as a result of these conflicts. Texts may include such topics as genocide, natural disaster, discrimination, and illness and how humankind has been forced to endure through adverse circumstances. How have groups in history survived persecution and hatred? How have individuals been able to defy the odds and love to have their stories told? Students should be able to think about the role humans have in both the destruction and perseverance of the world in which we live.

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Fantasy Fiction (HS1421)

Credit - .50

Grade: 11,12

Prerequisite: Successful completion of English 10/11

Amazon.com recently paid $715 million to make a new Lord of the Rings series. Wizards of the Coast, the owners of Dungeons & Dragons and Magic the Gathering, posted $1.3 billion dollars in revenue in 2021. The Game of Thrones series generated $2.2 billion profit for HBO. Elves, dragons, wizards, and orcs are not simply residents of a minor subset of literature but compose a major genre which has reached an all time high in popularity. This class will look at the history of fantasy stories from the early pulp magazines, as well as the rise of popular authors such as J.R.R Tolkien, C.S. Lewis, Ursula Le Guin, and Octavia Butler. Students will read short stories and self-select individual books for their own exploration. In addition, students will engage in a variety of written assignments which will examine the unique elements of this genre.

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Creative Writing (1406)

Credit - .50

Grade: 11, 12

Prerequisite: Successful completion of English 10/11

Students in Creative Writing will read and write in the genres of memoir and short story. Students will write daily, examine published works, learn the use of literary techniques, and create portfolios of their own memoirs and short stories.

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Documentaries and Social Issues (1407)

Credit - .50

Grade: 11, 12

Prerequisite: Successful completion of English 10/11

What current issues impact each of us? How are these subjects presented in the documentary film genre and varying news networks? This semester course examines current social problems through viewing documentaries and current nonfiction pieces. Topics for examination include: the environment, food, civil unrest, our justice system, the role of young people in our society, and other pertinent societal matters. Students will analyze documentary film techniques and the rhetorical structures used to inform.

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Dystopia (1408)

Credit - .50

Grade: 11, 12

Prerequisite: Successful completion of English 10/11

Why was The Hunger Games so popular? Why do so many people love The Walking Dead? What happens after it all goes wrong? Students in this course will examine current culture’s fascination with oppression, struggle, and destruction, and how authors address the condition of the human spirit in the face of despair.

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Horror Fiction (1409)

Credit - .50

Grade: 11, 12

Prerequisite: Successful completion of English 10/11

Why do some stories keep us up at night, checking in the closet and under the bed? How do some writers captivate our most primal fears? This semester course examines horror fiction. As part of this class students will explore works by Stephen King, Bram Stoker, Edgar Allan Poe, HP Lovecraft, and Joyce Carol Oates. Students will analyze the elements specific to the genre of horror fiction.

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Sports in Literature (1410)

Credit - .50

Grade: 11, 12

Prerequisite: Successful completion of English 10/11

Sports are an important component in the lives of many in the world. This class will look at texts related to both mainstream sports and the obscure; national pastimes and backyard games. In addition to reading short stories and novels, we will look at expository pieces written about the impact of athletes and sports in our culture and their influence on the young and old. Writing about your experiences in sports will help us understand the connection to others throughout the world who play sports for fun or as professionals. Additionally, the class will focus on how athletes either embrace or shun their time in the spotlight through their experiences, triumphs and failures through many decades of history. Short news or documentary pieces will be used to delve more deeply into the role sports and athletes play in the world.

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Introduction to Film Studies (1420)

Credit - .50

Grade: 11, 12

Prerequisite: Successful completion of English 10/11

Have you ever wondered what goes into making a film? Do you ever wonder why there are certain elements in some movies and not others? Are you passionate about film? Then this class might be for you. Introduction to Film Studies is a class where you can explore the where, why and how of film. We will study major directors from multiple genres. Interest in actors and films is a must! Movie buffs and fanatics welcome.

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Crime Stories (1413)

Credit - .50

Grade: 11, 12

Prerequisite: Successful completion of English 10/11

In this semester literature course, students will explore the genre of “True Crime,” through novels, short stories, radio, and film. As they examine cases of deceit, murder, and vice, students will create answers to essential questions: What drives ordinary people to desperate measures? How do authors create suspense, illusions of reality, and drama through narrative writing? What captivates readers about true crime in their society?

Students will work in teams to research, analyze and examine different real Real world cases while working on team building skills and missions. Students will research different aspects of crime and will complete a final term project which reflects their research.

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American Literature and Culture: The American Dream Honors (1414)

Credit: .5

Grades: 11, 12

Prerequisite: See Above

What is the American Dream? This course is a semester long honors course offered to any student who wishes to examine in depth the foundation and pursuit of the American dream. Students will examine in depth the founding documents of our nation and trace the development of America’s identity through literature and first person accounts up through present day.

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American Literature and Culture: Diverse Voices Honors (1415)

Credit: .5

Grades: 11, 12

Prerequisite: See Above

This course is a semester long honors course in which students will read a variety of texts by diverse authors. The course focuses on literature from Black, Indigenous, Asian American, and Latinx authors.

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FAMILY AND CONSUMER SCIENCE

The major goal of the Family and Consumer Science Program is to prepare young adults for the roles and responsibilities associated with independent living. The course offerings also include programs that help individuals in decision making for career choices. At the senior high level provision is made for experiences in developing life skills and a deeper understanding of the role of family and society. Service to community is an integral part of the high school curriculum. The curriculum integrates community interaction into each course and addresses the present and emerging needs of the students, the workforce, and the community. In the area of consumer education, it is hoped that the student will learn to think critically in the marketplace. Scientific principles are applied in a practical way to problem solve in the areas of food purchase and preparation, child growth and development, selection of consumer goods, career awareness and management skills.

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WORKING WITH CHILDREN I (0106)

Credit- 1.0

Grade: 9,10,11,12

Prerequisite: None

Child care in today’s society demands quality attention because of changing attitudes, roles of parents, role models, working parents, and the growth of child care centers. This full year course will provide students the opportunity to become aware of the development of children physically, intellectually, socially, and emotionally. This course will also help students develop skills needed for a career in childcare or a human service related occupation.

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WORKING WITH CHILDREN II (0107)

Credit-1.0

Grade: 10,11,12

Prerequisite: Working with Children I

Child Development 2 continues to explore the changing dynamic of the family, child care and development and its relationship to society and culture. This full year course develops a deeper understanding of the physical, emotional, social and intellectual growth of children as it relates to the ever changing environment. This course continues to develop career awareness and skills in the educational fields.

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WORKING WITH CHILDREN III (0108)

Credit – 1.0

Grade 11, 12

Prerequisite: Working with Children II

In this course students will prepare to paraprofessional certification as well as gain additional experience creating, supporting, and delivering lessons for students of various ages.

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CULINARY ARTS I (0050)

Credit - .50

Grade: 9, 10, 11, 12

Prerequisite: None

This half-year course allows students to acquire an understanding of the relationship between food, nutrition and good health. Students will learn how to utilize cooking skills in planning and preparing attractive healthy meals. Learning the proper use of convenience foods will assist students to develop wise consumer skills. Improving family nutrition and expanding variety in meal planning will be emphasized. Students are encouraged to take this course in conjunction with International and Regional Foods.

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CULINARY ARTS II (0048)

Credit - .5

Grade 10, 11, 12

Prerequisite: Culinary Arts I

Culinary Arts 2 continues to develop an understanding between the relationship of nutrition, exercise and good health. Students will expand upon their knowledge of proper food preparation, sanitation and safety procedures as well as healthy meal planning. Participation in various food laboratories throughout the semester will reinforce these principles.

CULINARY ARTS III (0049)

Credit - .5

Grades 11, 12

Prerequisite: Culinary Arts I and II

Culinary Arts 3 further helps to develop students’ knowledge of nutrition and its relationship to health throughout the life cycle. Participation in various foods laboratories reinforces prior knowledge as well as develops new skills in food preparation. This course also encourages leadership, time management and team building skills.

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INTERNATIONAL AND REGIONAL FOODS I (0051)

Credit - .50

Grade: 9, 10, 11, 12

Prerequisite: None

This course will study many areas of regional and foreign foods including meal planning, traditions, lifestyles, and cooking techniques. This course will offer numerous opportunities to learn about other countries and cultures as well as our own. Students are encouraged to take this course in conjunction with Culinary Arts.

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INTERNATIONAL AND REGIONAL FOODS II (0045)

Credit- .5

Grade 10, 11, 12

Prerequisite: International and Regional Foods I

This half year course continues to explore foreign and regional foods expanding students’ knowledge of international cultures, foods, environments, customs and how they affect food and society. Students are encouraged to take this course in conjunction with Culinary Arts II.

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INTERNATIONAL AND REGIONAL FOODS III (0044)

Credit- .5

Grade 11, 12

Prerequisite: International and Regional Foods I & II

This course is intended to further develop knowledge of cultures from different regions of the United States as well as various countries around the world. Food laboratories are utilized to expand skills of food preparation and service relating to the cultural diversity.

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CREATIVE DESIGN AND DECORATING (0058)

Credit - 1.0

Grade: 9,10,11,12

Prerequisite: None

This full year course is designed for students interested in the field of fashion design and interior design. It is also for students interested in developing skills in the various areas of fiber arts.

Sewing construction techniques, wardrobe selection, study of fashion, fabrics, and fibers, as well as home crafts such as embroidery, knitting, crocheting, quilting, needle felting and applique are the main emphasis of this course. This class also includes topics on home furnishings, housing, consumer education and career exploration.

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CREATIVE DESIGN II (0046)

Credit- 1.0

Grade 10, 11, 12

Prerequisite: Creative Design I

Creative Design II is a full year course that continues to expand students’ knowledge of fashion and interior design, quilting techniques, fiber and creative arts. Students will utilize prior knowledge as well as advanced techniques to complete projects.

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HEALTH and PHYSICAL EDUCATION

Health and Physical Education is a comprehensive program offered to students in grades nine, ten, eleven, and twelve. This course is designed to teach students the skills necessary to weigh options, to make responsible decisions, and to develop behaviors that promote healthy lifestyles. Students are instructed in the areas of physical, social, mental, and emotional well-being with the goal of enabling them to gain the knowledge and skills essential for developing a healthy lifestyle. Students are encouraged to assess their attitudes and behavior patterns and to understand the impact their lifestyle choices have on their communities and on their own well-being. Health and Physical Education strives to promote the health and wellness of all students. As an integral part of education, physical education has unlimited opportunities to guide the student in gaining appreciation and satisfaction from wholesome activity and working together. All physical education classes are assigned on a co-educational basis and are taught by a co-educational team of instructors.

Rhode Island State law mandates that all students in public schools be enrolled in a health and physical education program. In addition, the Scituate School Department policy requires that each student must receive a total of two credits in physical education (one-half credit each year) in order to graduate from Scituate High School. Physical Education is a four year course that meets twice a week for three quarters of each school year. Health education is a four-year course that meets twice a week for one quarter each year. It is worth .25 credit per year, and 1 full credit in health is required for graduation.

MINIMUM COURSE REQUIREMENTS FOR ALL GRADES

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· Students are expected to attend and fully participate to the best of their ability in all scheduled classes. Missed classes due to an absence from school must be made up at department night within two weeks of the absence. Students electing not to participate in a scheduled class will receive a written assignment counting for partial credit and cannot make up the remaining credit for the missed class. Athletes having physical education on the day of a game or practice must participate in the physical education class in order to participate in practice or a game.

· Students must provide and change into appropriate attire for physical education class.

· A locker will be provided and students can bring in a lock to secure their belongings during class.

· Students who are medically excused for an extended period of time (more than two weeks) will be assigned to a Directed Literacy class and be issued an assignment that will be graded for the students P.E. grade.

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PHYSICAL EDUCATION/HEALTH 9 (1181)

Credit-.5

Grade: 9

Prerequisite: Please note-students must pass four years of Health and PE to meet their graduation requirement.

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PHYSICAL EDUCATION 9:

This course is required for graduation. Students will become involved in a variety of activities requiring complex rules and strategies. A demonstration of greater skill level and a concern for the health and safety of others are expected. Continued testing involving strength, speed, cardiovascular endurance, and quickness is administered. This course meets two times a week for 3 quarters and offers .50 credit.

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HEALTH 9:

The 9^th grade health course meets twice a week for a quarter for .25 credit. The curriculum includes Life Skills Training: Value of good health, Decision Making, Risk taking and Substance abuse, the media and health, managing Stress anger and other emotions, Family communications, and health relationships. Also, Human anatomy and physiology as it relates to the growth of adolescents. Instruction in human sexuality, sexually transmitted diseases, and contraceptive methods are integrated into the curriculum.

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PHYSICAL EDUCATION/HEALTH 10 (1182)

Credit-.5

Grade: 10

Prerequisite: Please note-students must pass four years of Health and PE to

meet their graduation requirement.

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PHYSICAL EDUCATION 10:

This course is required for graduation. Students will become involved in a variety of activities requiring complex rules and strategies. A demonstration of greater skill level and a concern for the health and safety of others are expected. Continued testing involving strength, speed, cardiovascular endurance, and quickness is administered. This course meets two times a week for 3 quarters and offers .50 credit.

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HEALTH 10:

The 10^th grade health course meets twice a week for a quarter for .25 credit. The curriculum focuses on the topics of dental health, eyes, ears, and skin. Non Communicable disease and disability such as cardiovascular disease and cancer are discussed. Understanding and fighting communicable disease is covered as well as emerging disease and pandemics. Healthy relationships, depression, and suicide are also discussed.

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PHYSICAL EDUCATION/HEALTH 11 (1183)

Credit-.5

Grade: 11

Prerequisite: Please note-students must pass four years of Health and PE to meet their graduation requirement.

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PHYSICAL EDUCATION 11:

This course is required for graduation. Mastery of skills based on the capabilities of each student is expected. Knowledge of rules and full understanding of teamwork and planning strategies should also be accomplished. Students should appreciate and enjoy benefits of participation and recognize the different types of activities available for recreational and lifetime use. Physical fitness testing continues. Overall, the students should have gained an appreciation for the importance of physical activity and fitness. This course meets two times a week for 3 quarters and offers .5 credit.

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HEALTH 11:

The 11^th grade health course meets twice a week for a quarter for .25 credit. The curriculum emphasizes mental health issues and the impact of alcohol, drugs, and family relationships on one's mental health. Community health, health careers, and infectious diseases are integrated into the curriculum.

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PHYSICAL EDUCATION/HEALTH 12 (1184)

Credit-.5

Grade: 12

Prerequisite: Please note-students must pass four years of Health and PE to meet their graduation requirement.

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PHYSICAL EDUCATION 12:

This course is required for graduation. Mastery of skills based on the capabilities of each student is expected. Knowledge of rules and full understanding of teamwork and planning strategies should also be accomplished. Students should appreciate and enjoy benefits of participation and recognize the different types of activities available for recreational and lifetime use. Physical fitness testing continues. Overall, the students should have gained an appreciation for the importance of physical activity and fitness. This course meets two times a week for 3 quarters and offers .5 credit.

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HEALTH 12:

The 12^th grade health course meets twice a week for a quarter for .25 credit. Life Skills Training: Transitions curriculum is used covering goals for success, effective communication, managing stress, decision making and risk, managing time and money, building relationships. Emphasis is also placed on the effects of substance abuse, human sexuality, contraceptives, domestic and dating violence/abuse and prevention. Instruction in CPR/First Aid with the opportunity for certification is provided.

Introduction to Sports Medicine & Kinesiology (1180)

Credit: .5

Grade:11, 12

Prerequisite: This course is intended as an elective and will not take the place of the PE or Health requirement.

This course provides high school students with a general overview of athletic training, sports medicine, and human movement. It includes introductory information on injury prevention, treatment, rehabilitation, emergency injury management. This course is intended to help students gain an understanding of sports medicine, various associated disciplines and the role they play in the physically active community. Students will learn about the effects of physical activity on health and performance, the evolution of physical activity and sport. The course will focus on the study of skeletal muscles, joints, and biomechanical principles and how they can be applied to sport. The course helps prepare students for university programs in physical education and health, kinesiology, health sciences, health studies, recreation, and sports administration.

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Physical Training for Active Careers (1179)

Credit: .5

Grade:11, 12

Prerequisite: This course is intended as an elective and will not take the place of the PE or Health requirement.

This Course focuses on the physical demand of some career paths and the screening and testing regiments those career paths employ. Due to the increasing demand for physically fit citizens to occupy jobs such as military, police, corrections, tradespeople, fitness trainer and aerobics instructors this course will give students an opportunity to research, prepare, and practice for the physical demands of filling these types of professions. Differentiated instruction geared towards the individual interest and physical ability of each student will be taken into account creating a learning environment unique and directly applicable to the active career bound. Culminating this course, students will be eligible to apply for fitness instructor certification.

MATHEMATICS

The Mathematics Department at Scituate High School provides a broad range of course offerings to prepare students for college and career. These courses offer all students the opportunity to develop, as well as nurture, their problem solving abilities. Through these course selections, students will explore concepts, techniques, and applications of mathematics.

Students are provided opportunities to study advanced topics of mathematics and computer programming. In these courses, students will be able to apply their acquired knowledge of mathematics to other areas of study. Prerequisites in course descriptions are minimal course entry requirements. To meet the graduation requirements in mathematics, all students are required to successfully complete four mathematics credits. Beginning with the class of 2028 these four credits must include Algebra I, Geometry, and Algebra II.

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Additionally, in accordance with the RIDE’s recently updated graduation requirements, students shall successfully demonstrate proficiency in Computer Science (beginning with the Class of 2028) and Financial Literacy (beginning with the Class of 2024).

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Students can also choose to participate in our Computer Science CTE Pathway. The Pathway consists of a sequence of three Computer Science courses, two of which must be taken at the Advanced Placement level. To meet the Computer Science pathway requirements, students are required to successfully complete the following three computer science courses: Introduction to Computing and Data Science, AP Computer Science Principles, and AP Computer Science A. In addition to the three required courses within the pathway, students also have the option to take a Cybersecurity course as an elective within the pathway.

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Math Intervention (1999)

Credit: -0.25 Elective

Grades: 9, 10, 11, 12

Prerequisite: None

Students are selected for this class through STAR testing and screening. Identification will be ongoing throughout the school year, and students may be moved into or out of the math intervention. The goal of this class is to help students become more confident and successful learners of mathematics by building their understanding of math concepts that are identified gaps based.

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INTENSIFIED ALGEBRA 1 (3105) & ALGEBRA 1 LAB (3106)

Credit-1.0 Math & 1.0 Elective

Grade: 9

Prerequisite: Recommendation by 8th grade math teacher

Intensified Algebra I presents the Algebra I curriculum with cohesive, targeted supports and interventions. Those supports include co-teachers (math and special education) and additional time in the schedule. Intensified Algebra I is a comprehensive study of patterns, relations, and functions. Topics covered include traditional algebraic manipulations such as arithmetic operations with integers, polynomials, and operations with numeric variable expressions, graphing linear and quadratic functions, solving systems of linear equations and inequalities, exponents, and factoring polynomials. Students enrolled in Intensified Algebra I must also be enrolled in Algebra I Lab, as this is an additional instructional period required for this program.

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ALGEBRA I (3101)

Credit-1.0

Grade: 9, 10, 11

Prerequisite: None

Algebra I is a comprehensive study of patterns, relations, and functions. Topics covered include traditional algebraic manipulations such as arithmetic operations with integers, polynomials, and operations with numeric variable expressions, graphing linear and quadratic functions, solving systems of linear equations and inequalities, exponents, and factoring polynomials.

TRANSITIONAL MATH (3006)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: 8th grade IR Math or 9th grade IR Math, plus Teacher Evaluation Team Recommendation

Transitional Math is the study of the foundational skills and concepts needed to prepare students for the study of algebra and geometry. Topics covered include math symbols and vocabulary, properties of arithmetic, operations with integers, fractions, decimals, and percents, order of operations, simplifying and evaluating expressions, solving linear equations and inequalities in one variable, and graphing in one- and two-dimensional space.

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GEOMETRY HONORS (3200)

Credit-1.0

Grade: 9, 10, 11

This course is recommended for students with a final grade of A- or better in Algebra I.

Geometry Honors is the rigorous study of Euclidean Geometry. Topics covered include lines, angles, triangles, congruence, proportions, similarity, polygons, circles, area, volume, logic, and transformational geometry. Students will use inductive and deductive reasoning throughout this course. All topics include the study of formal geometric proof.

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GEOMETRY (3201)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: Passing grade in Algebra I/Intensified Algebra 1

Geometry is the study of Euclidean Geometry. Topics covered include lines, angles, triangles, congruence, proportions, similarity, polygons, circles, area, volume, logic, proof, and transformational geometry. Students will use inductive and deductive reasoning throughout this course.

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ALGEBRA II HONORS (3300)

Credit-1.0

Grade: 10, 11

This course is recommended for students with a final grade of A- or better in Algebra I and final grade of B- or better in Geometry Honors – or – final grade of A- or better in Algebra I and final grade of A- or better in Geometry.

Algebra II Honors is the continuation and expansion of the concepts studied in Algebra I. Concepts studied include: understanding the complex number system and using complex numbers to solve problems, performing arithmetic operations on polynomials and rational expressions, solving equations and inequalities in one- and two-dimensional space, applying and solving linear programming models, understanding, interpreting, analyzing, and graphing linear and nonlinear functions.

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ALGEBRA II (3301)

Credit-1.0

Grade: 10, 11, 12

Prerequisite: Passing grade in Geometry

Algebra II is the continuation and expansion of the concepts studied in Algebra II. Concepts studied include: understanding the complex number system and using complex numbers to solve problems, performing arithmetic operations on polynomials and rational expressions, solving equations and inequalities in one- and two-dimensional space, understanding, interpreting, analyzing, and graphing linear and non-linear functions.

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ALGEBRA III WITH TRIGONOMETRY (39)

Credit-1.0

Grade: 11, 12

Prerequisite: Passing grade in Algebra II

Students continue to extend the study of algebraic functions, linear programming, matrices, sequences, series, conic sections, and trigonometry. Analytic and geometric connections are made through graphical modeling. Students will also study trigonometric functions, the unit circle, and solving triangles. Juniors who successfully complete this course may elect to study Topics in College Mathematics or Pre-Calculus during their senior year. This full year course is designed for juniors and seniors who have successfully completed Algebra II and have not taken Pre-Calculus.

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TOPICS IN COLLEGE MATHEMATICS (3401)

Credit-1.0

Grade: 12

Prerequisite: Passing grade in Algebra II

Topics in College Mathematics is a full-year senior level course that includes the discrete mathematics topics typically introduced at the college level. Students broaden their study of topics in combinatorics, probability, statistics, set theory, matrices, linear programming, sequences and series, and Pascal’s Triangle.

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THE MATHEMATICS OF FINANCE (3404)

Credit-1.0

Grade: 12

Prerequisite: Passing grade in Algebra II or - concurrent enrollment in Algebra II

Strategies for critical thinking and problem solving are developed through activities in the classroom that look at the personal, local and global financial, economic, statistical, business, and industrial aspects of mathematics.

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PRE-CALCULUS HONORS (3500)

Credit-1.0

Grade: 11, 12

This course is recommended for students with a final grade of B- or better in Algebra II Honors – or – final grade of A- or better in Algebra II with teacher recommendation

Pre-Calculus Honors is the rigorous study of algebra, analytic geometry, and trigonometry. Concepts include an in-depth study of relations, polynomial functions, rational functions, absolute value functions, square root functions, step functions, trigonometric functions, exponential functions, logarithmic functions, the nature of graphs, inverse functions and relations, systems of equations and inequalities, conic sections, sequences and series, and an introduction to calculus. This course is the prerequisite to Calculus Honors or AP Calculus Honors.

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PRE-CALCULUS (3501)

Credit-1.0

Grade: 11, 12

This course is recommended for students with a final grade of C- or better in Algebra 2 Honors – or – final grade of B- or better in Algebra II – or – final grade of B- or better in Algebra III with Trigonometry

Pre-Calculus is the rigorous study of algebra, analytic geometry, and trigonometry. Concepts include the study of relations, polynomial functions, rational functions, absolute value functions, square root functions, step functions, trigonometric functions, exponential functions, and logarithmic functions, the nature of graphs (linear and nonlinear), inverse functions and relations, systems of equations and inequalities, and conic sections. This course is the prerequisite to Calculus Honors.

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AP CALCULUS HONORS (3610)

Credit-1.0

Grade: 12

This course is recommended for students with a Final grade of B or better in Pre-Calculus Honors

Advanced Placement Calculus is a full year study in calculus comparable to the study of calculus at the college or university level. The course is intended for students who have a thorough knowledge of college preparatory honors mathematics including algebra, axiomatic geometry, trigonometry, and (pre-calculus). This course is challenging and demanding with respect to conceptual content and application of methods. This course emphasizes a multi-representational approach to concept results and problems geometrically, numerically, analytically, and verbally. Topics covered include the study of functions, limits, continuity, differentiation, integration, and the Fundamental Theorem of Calculus. Students enrolling in AP Calculus do so with the understanding that they are required to take the AP Exam in May. In addition to taking the AP Exam in May, students are required to complete all course requirements in order to receive the AP credit on their transcripts.

CALCULUS HONORS (3605)

Credit-1.0

Grade: 12

This course is recommended for students with a final grade of C or better in Pre-Calculus Honors – or – Final grade of B or better in Pre-Calculus

This full year course in calculus is the study of differential and integral calculus. This course includes an in-depth study of the limit process, continuity and the derivatives of polynomial, rational, trigonometric, and transcendental functions. Applications of the derivative are investigated and are used to solve real world problems. Integral calculus includes the formal definition of the definite and indefinite integrals. Various techniques of integration are studied and applied. Graphing calculators are used throughout the course to enhance the study of the analysis and interpretation of functions for differentiation and integration.

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AP COMPUTER SCIENCE A (3709)

Elective Math Credit-1.0*

Grade: 10, 11, 12

Prerequisite: Algebra 1 and recommendation from a math teacher.

AP® Computer Science A (AP® CSA) is a rigorous, full-year mathematics elective and CS CTE capstone course that uses Java, a leading text-based programming language. In AP® CSA, students explore advanced problem solving methodologies, design strategies, data structures, algorithms, analysis of solutions, and the ethical and social implications of computing. This course emphasizes both object-oriented and imperative problem solving and design as students develop scalable solutions to real-world problems. Students enrolling in AP® Computer Science A do so with the understanding that they are required to take the AP® Exam in May. In addition to taking the AP® Exam in May, students are required to complete the course requirements in order to receive the AP® credit on their transcripts. *This course can be used to meet one of the four mathematics credits required for graduation.

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MATH LAB 9 (3107)/ MATH LAB 10 (3108)/MATH LAB 11 (3111)/MATH LAB 12 (3112)

Credit- .25

Grade: 9, 10, 11, 12 (Separated by Grade Level)

This semester course is assigned to students to support and/or accelerate mathematics skills. This course meets twice a week opposite PE/Health.

MUSIC

The mission of the Music Department is to provide an environment and curriculum that allows every student to develop their musical potential. Students will experience the importance of music and how it relates to their own humanity, self-expression, personal creativity, and imagination. Every student will develop skills in problem solving, analysis, and goal setting. The study of music demands individual accountability and cooperative group achievement in order for all performing ensembles to be highly successful. Students will have opportunities to experience personal enrichment through a variety of performance opportunities involving school, community, and beyond.

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BAND I (0091)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: Previous study on a band instrument is highly recommended.

Band I develops technique for playing brass, woodwinds, and percussion instruments and cover a variety of band literature styles. The Band is divided by grade and performance level into two concert ensembles. All band classes are full year courses open to students from all grade levels. Students are taught the fundamentals of ensemble playing with attendance at rehearsals, concerts, parades, and festivals being mandatory. Commitment and responsibility to the group is required along with practice.

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BAND II (0092)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: Concert Band or by instructor recommendation or audition.

Band II continues in helping students develop technique for playing brass, woodwinds and percussion instruments and cover a variety of band literature styles primarily for concert performances. The Band is divided by grade and performance level into two concert ensembles. This class is full year and requires participation, commitment and responsibility to attend mandatory rehearsals and performances. Private lessons are encouraged.

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BAND III (0093)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: Successful completion of Concert Band or by instructor/audition.

Band III continues in helping students to further develop technique for playing brass, woodwinds, and percussion instruments, while performing varied band literature styles and genres. Individual student performance standards are based on the student’s number of years in the course. This year long class requires participation, commitment, dedication, and responsibility to attend all mandatory rehearsals and performances. Private lessons are strongly encouraged.

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BAND IV (0094)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: Successful completion of Concert Band or by instructor/audition.

Band IV is intended to further develop instrumental techniques for advanced performers and give students the experience to perform in a large ensemble (Concert Band or Symphonic Band), and small ensembles. Course goals may include solo playing ability. This year long performance class requires participation, commitment, dedication, and responsibility to attend all mandatory rehearsals and performances.

BAND HONORS (0081)

Credit-1.0

Grade: 11, 12

Prerequisite: Instructor permission, signed contract agreement

This course is open to musicians in their 3^rd or 4^th year of Band. Students must attend class, rehearse and perform with the High School Band, and are required to meet the following criteria in addition to the regular Symphonic Band requirements. 1. Study privately on their major instrument (at least 6 lessons per marking period) 2. Audition for Rhode Island All-State groups; 3. Perform a solo in the RI Solo/ Ensemble Festival; 4. Become a member in good standing of another formal performing ensemble, either in school or outside of school (Jazz Band, RIPYO, GBYSO, etc.) and have a regular rehearsal and concert schedule; 5. Attend and report on one non-Scituate concert per marking period; 6. Perform a solo recital once each semester at school for evaluation; and 7. Honors Band students may opt to replace 4 or 6 with an independent project in Music Theory/ Composition using the computer.

CHORUS I (0095)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: None

Chorus is open to all students. Chorus courses provide the opportunity to sing a variety of choral literature styles while emphasizing proper vocal production. Each student is taught the fundamental skills of singing that include breath control, balance, dynamics, phrasing and diction. The opportunity for solo and small ensemble singing is offered. Members of the chorus are expected to attend all rehearsals and performances.

CHORUS II (0096)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: Chorus II

This chorus course provides further opportunities to sing a variety of choral literature styles for Men’s and/or Women’s voices and is designed to further develop vocal production and techniques. Chorus is a large vocal ensemble which performs several times per year. Rehearsals and performance are mandatory. Private lessons are encouraged.

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CHORUS III (0097)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: Chorus II

This class is a year-long course which requires participation, commitment and responsibility to the group for all rehearsals and performances. Students learn sight reading techniques and proper voice use and care. Repertoire performed is an overview of concert vocal literature, representing diverse genres and cultures. Private lessons are encouraged.

CHORUS IV (0098)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: Chorus III

Chorus is a year-long performance class which requires participation, commitment and responsibility to the group for all rehearsals and performances. Previous sight reading and singing music is encouraged. The opportunity for solo and small ensemble singing is offered. A variety of choral styles will be studied to further develop vocal techniques and the ability to sing parts. Private lessons are encouraged.

CHORUS HONORS (0085)

Credit-1.0

Grade: 11, 12

Prerequisite: Instructor permission, signed contract agreement

This course is open to musicians in their 3^rd or 4^th year of Chorus. Students must attend class, rehearse and perform with the High School Chorus, and are required to meet the following criteria in addition to the regular Chorus requirements. 1. Study privately on their major instrument (at least 6 lessons per marking period) 2. Audition for Rhode Island All-State groups; 3. Perform a solo in the RI Solo/ Ensemble Festival; 4. Become a member in good standing of another formal performing ensemble, either in school or outside of school (Select Choir, Providence Singers, Community Choirs, etc.) and have a regular rehearsal and concert schedule; 5. Attend and report on one non-Scituate concert per marking period; 6. Perform a solo recital once each semester at school for evaluation; and 7. Honors Chorus students may opt to replace 4 or 6 with an independent project in Music Theory/ Composition using the computer.

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Guitar Studio 1 (0111)

Semester 1

Credit- .5

Grades: 9, 10, 11, 12

Prerequisite: None.

This ½ year long class is designed for students with little or no previous playing

experience open to all grades 9 -12 students. Prior knowledge of reading music

notation is not necessary but encouraged. Students will learn about playing guitar in the classical, folk and rock and roll traditions. Students will learn a variety of styles, skills, and techniques. Areas of concentration will include: reading musical notation, strumming chords, playing rhythms and melodies, playing classical style with fingers and also a pick. The purpose is to give students skills so that when the class is over they will be able to learn and play melodies, riffs and chords to a variety of songs. This is an elective course. and a Fine Arts Academy elective course.

Materials: Hal Leonard Guitar Superbook and Classical Guitar, provided by the school.

GUITAR STUDIO WITH UKULELE (0112)

Credit - .5

Semester 2

Grades: 9,10,11,12

Prerequisite: None

Learn to play ukulele! This ½ year, semester 2 course is an introduction to the instrument and will provide students with an instant access to making music on the ukulele. Focus points will be strumming, rhythms, and reading music. This is an elective course.

Materials: Ukulele method book and Ukulele, provided by the school.

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PIANO LAB 1 (0121)

Credit - .5

Semester 1

Grades: 9, 10, 11, 12

Prerequisite: None.

Description: Students will learn to play and perform on the piano in both

individualized and group-instruction environments. Students will be

learning pieces based on their previous level of experience, however, no

previous experience is needed to take this class. All students will

experience a variety of repertoire from classical to modern, developing

skills necessary for a lifelong enjoyment of music. Open to all students

grades 9 through 12, without previous experience. This is an elective course and

a Fine Arts Academy elective course.

Materials: Alfred All-in-One Piano Method Book ($20), provided by

school; headphones or air bud set, provided by students.

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PIANO LAB PLUS (0122)

Credit .5

Semester 2

Grades: 9, 10, 11, 12

Prerequisite: None

Description: Students can continue in Piano from Semester 1, or choose start Piano in Semester 2. Students will learn to play and perform on the piano in both

individualized and group-instruction environments. Students will be

learning pieces based on their previous level of experience, however, no

previous experience is needed to take this class. All students will

experience a variety of repertoire from classical to modern, developing

skills necessary for a lifelong enjoyment of music. Open to all students

grades 9 through 12, without previous experience. This is an elective course a Fine Arts Academy elective course.

Materials: Alfred All-in-One Piano Method Book ($20), provided by

school; headphones or air bud set, provided by students.

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Elementary Music Theory Early Enrollment (0190)

This course will run in 2023-2024 school year NOT 2022-2023

Credit: 1

Grades: 9, 10, 11, 12

Prerequisite: None.

Scituate High School and Rhode Island College present Elementary Music Theory to motivated musicians who will learn the fundamentals of scale construction, intervals, clefs, rhythm patterns, and form. In conjunction with music theory, students will explore each of these concepts through sight singing, ear training and dictation.

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Survey of Music Early Enrollment (0192)

Credit: 1.0

Grades: 9, 10, 11, 12

Semester course 2022-2023

Prerequisite: None.

Scituate High School and Rhode Island College present an introductory music appreciation course. The goals of the course are to involve the student as an active listener-participant. It is designed to develop the student’s listening abilities and to heighten their interest in music. Lectures, demonstrations, listening and discussions of musical elements, forms and stylistic periods in music will occur. Facts and musical thinking are required but the ability to read music is not required.

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Intro to Music Theory and Songwriting (0083)

Credit: .5

Grades: 9, 10, 11, 12

Semester Course; 2022-2023

Prerequisite: None.

This course is for students who wish to gain a better understanding of music. This is an introduction to music notation, reading rhythm patterns, key signatures, intervals and listening analysis. The class goal is to use these tools to improve student’s musicianship and to explore more advanced areas such as composing and songwriting. This course is designed for the beginner student as well as students with previous knowledge.

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MUSIC 223: American Popular Music (0089)

Rhode Island College and Scituate High School

Credit- .5

Grades: 9,10,11,12

Early Enrollment Program

Semester Course; 2023-2024

From Blue to the Beatles to Bieber, this ½ year music elective will examine the evolution of music throughout our country’s history and its impact on American society and culture. Through listening, analysis, and interpretation, students will have the opportunity to investigate the historical and cultural developments of music in relationship with their culture and life. Open to all students in grades 9-12 with no prior musical experience.

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MUSIC 225: History of Jazz (0103)

Rhode Island College and Scituate High School

Credit- .5

Grades; 9,10,11,12

Early Enrollment Program

Semester Course;

Jazz styles, origins, artists, forms, and basic vocabulary are introduced through music literature and sound. Listening outlines will be created and used to develop skills. The ability to read music is not required. Open to all students in grades 9-12 with no prior musical experience.

SCIENCE

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Recognizing that we live in a highly technical society, it becomes necessary for students to have a good grasp of science and technology to understand our world. In order to achieve that aim, the courses offered in the Science Curriculum are varied to meet the needs of students. When selecting courses, students and parents should pay particular attention to course prerequisites.

Qualification for Honors Science Class Placement:

To be eligible for Honors Science grades 9-12, and additional science electives, a student must meet all of the course prerequisites and/or have a teacher recommendation.

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PHYSICAL/EARTH SCIENCE HONORS (4110)

Credit-1.0

Grade: 9

Prerequisite: It is recommended that students earn a final grade of A- or better in Grade 8 Science

This is a course for students who are considering careers in the fields of science and mathematics. This course is a rigorous treatment of concepts in Physical Science and Earth Science. Students taking this course will gain insight into the means by which scientific knowledge is acquired and how scientists work and think. The method employed is one of inductive reasoning, student experimentation, projects and guided analysis of the results of such experimentation.

PHYSICAL/EARTH SCIENCE (4111)

Credit-1.0

Grade: 9

Prerequisite: None

The successful completion of Physical/Earth Science gives students one credit toward graduation. This course explores the fundamentals of the science and technology of Physics and Chemistry, and their relationship to everyday experiences. It includes, but is not limited to, the study of matter, its structure and composition, and the various forms of energy (mechanical, heat, sound, and light).

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BIOLOGY EARLY ENROLLMENT HONORS (4240)

Credit-1.0 Grade: 10

Prerequisite: It is recommended that students earn final grade of B- or better in Physical Science 9 Honors or a Final Grade of A- or better in Physical Science

“It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change, that lives within the means available and works cooperatively against common threats.”

• Charles Darwin

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Sustainability is defined as the ability to meet the needs of a community without compromising the needs of future generations. Students enrolled in biology will learn how the globe has been impacted by humans in the past and present by discussing social, economic and environmental indicators. The question then becomes, how do we change the present course of human action to create a sustainable future? This issue oriented, inquiry based science class will engage students to make a personal connections and build their understanding of sustainability.

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Students will journey through the topics of ecology, cell biology, genetics and evolution all while focusing on the overarching idea of sustainability. Find out what can happen to an environment when people cause pollution while studying ecology. Gain knowledge about invasive species and their impacts on established ecosystems.

Investigate how genes and patterns of inheritance function in organisms and generations of organisms during the genetics unit. Also, students will master the procedures and results of genetic modification and about some of the benefits and tradeoffs of producing specific genetically modified organisms. Finally, during the evolution unit, students will investigate the levels of biodiversity and the evolutionary processes that increase, decrease, or maintain biodiversity.

During this full year course, students will gather information about these ideas through labs, investigations, modeling, reading and discussion. Along with this, honors students will also learn important literacy skills that will increase their success if considering a career in the sciences.

Students are eligible to earn Early Enrollment credit through Rhode Island College for this course. Students will need a passing grade of 70% or better to receive RIC credits. Institutes other than RIC may require a different passing grade for credit transfer.

BIOLOGY (4201)

Credit-1.0

Grade: 10

Prerequisite: Successful completion of Physical/Earth Science

“The greatest threat to our planet is the belief that someone else will save it.” ~Robert Swan

Sustainability is defined as the ability to meet the needs of a community without compromising the needs of future generations. Students enrolled in biology will learn how the globe has been impacted by humans in the past and present by discussing social, economic and environmental indicators. The question then becomes, how do we change the present course of human action to create a sustainable future? This issue oriented, inquiry based science class will engage students to make a personal connection and build their understanding of sustainability.

Students will journey through the topics of ecology, cell biology, genetics and evolution all while focusing on the overarching idea of sustainability. Find out what can happen to an environment when people cause pollution while studying ecology. Gain knowledge about invasive species and their impacts on established ecosystems. Investigate how different management strategies affect the sustainability of fisheries. Examine several diseases and their social, environmental, and economic consequences while learning about structure and function of cells. Learn about the mechanism of these diseases at the cellular level and how to address global health problems. Investigate how genes and patterns of inheritance function in organisms and generations of organisms during the genetics unit. Students will also master the procedures and results of genetic modification and about some of the benefits and tradeoffs of producing specific genetically modified organisms. Finally, during the evolution unit, students will investigate the levels of biodiversity and the evolutionary processes that increase, decrease, or maintain biodiversity.

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CHEMISTRY (4301)

Credit-1.0

Grade: 11, 12

Prerequisite: It is recommended that students earn at least a final grade of C- in Biology

“Never trust an atom – they make up everything!” This is an old joke with a serious message: All matter in the universe is made of atoms. Everything you are, everything you eat, everything you see is made up of atoms.

In Chemistry, students examine the atomic world to learn about composition of atoms and how that drives their behaviors. Students then proceed to examining the world of the electron and discover how electrons drive periodic behavior of elements. Next is chemical bonding, the sharing of electrons that allows atoms to link together and form larger molecules. With this, students are ready to explore chemical reactions, the key processes that we rely on for everyday life.

Students in Chemistry regularly carry out laboratory experiments and activities. Hone your scientific skills while you sleuth out the metal content of pennies. Examine radioactive materials and learn how we can protect ourselves from their dangerous energy. Run chemical reactions to create beautiful new crystals. See the principles from class come alive in the lab.

This full year course is intended for students who will be taking the liberal arts track in college, may enter a science related career and currently have a basic foundation in algebra.

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CHEMISTRY EARLY ENROLLMENT HONORS (4302)

Credit-1.0

Grade: 11, 12

Prerequisite: It is recommended that students earn at least a final grade of B- in Biology Honors or A- in Biology

“Never trust an atom – they make up everything!” This is an old joke with a serious message: All matter in the universe is made of atoms. Everything you are, everything you eat, everything you see is made up of atoms.

In Chemistry Early Enrollment Honors, students examine the atomic world to learn about composition of atoms and how that drives their behaviors. Students then proceed to examining the world of the electron and discover how electrons drive periodic behavior of elements. Next is chemical bonding, the sharing of electrons that allows atoms to link together and form larger molecules. With this, students are ready to explore chemical reactions, the key processes that we rely on for everyday life.

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Students in Chemistry Early Enrollment Honors regularly carry out laboratory experiments and activities. Hone your scientific skills while you sleuth out the metal content of pennies. Examine radioactive materials and learn how we can protect ourselves from their dangerous energy. Run chemical reactions to create beautiful new crystals. See the principles from class come alive in the lab.

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This full year course is intended for students who have an excellent foundation in algebra and are seriously considering a career in science or mathematics. Students may choose to earn Early Enrollment credit through Rhode Island College for this course. Students will need a passing grade of 70% or better to receive RIC credits. Institutes other than RIC may require a different passing grade for credit transfer.

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"S" in STEAM (4308)

Credit-1.0

Grade: 11, 12

Prerequisite: Successful completion of Physical Science and Biology. Students that have passed Chemistry or are currently enrolled in Chemistry are NOT eligible to take this course.

This course is intended as a third-year science course for students that elect not to take Chemistry.

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Need a third year of science but not sure if Chemistry is your bag? Try "S" in STEAM. There is a chemistry component in some of the activities but it is NOT a chemistry-based class. In this class, students will cover a variety of science topics through in-class discussions, labs, and projects.

STEAM: Science, Technology, Engineering, Arts, Mathematics.

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A framework for teaching that is based on natural ways of learning, customizable for ALL types of students and programs and is FUNctional! This class is student-based. This means the teacher takes on the role of facilitator as opposed to instructor. There are occasional lectures but that is not the focus of the class. Students are self-guided as they investigate topics and design their solutions to problems. Projects tend to be practical and touch on variety of science topics which employ the design techniques of engineering and the arts.

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PRINCIPLES OF BIOMEDICAL SCIENCE (4203)

Credit – 1.0

Grade 9 and 10 for CTE and pathway students

Prerequisite: Enrollment in PBS requires concurrent enrollment or successful completion of Physical Earth Science

The Principles of Biomedical Science (PBS) course provides an introduction to biomedical science through exciting hands-on projects and problems. Students investigate concepts of biology and medicine through a variety of experiences. In the first unit students investigate the mysterious death of Anna Garcia while learning about human anatomy and physiology and forensic science. Students then assume the role of medical professionals in the second unit and focus on learning about medical careers, professional communication and learning how to perform routine medical tests. As students move on to unit 3 they are presented with a series of events that challenge them to investigate how and why patients are getting sick and with what and determine a way to resolve the outbreak. Finally, the students will wrap up the class by investigating an innovation in medical device development and explore how biomedical science intertwines with computer science skills by using computer aided design and geographic information systems.

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The activities and projects in PBS introduce students to multiple scenarios that allow for practice and application of content and other transportable skills. This course is designed to provide an overview of all the courses in the biomedical science program and lay the scientific foundation for subsequent courses.

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The following is a summary of the units of study that are included in the course. Alignment with NGSS, Common Core, and other standards are available through the PLTW Alignment web-based tool.

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PBS Unit Summary

Unit 1: Medical Investigation

Unit 2: Clinical Care

Unit 3: Outbreaks and Emergencies

Unit 4: Innovation, Inc.

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HUMAN BODY SYSTEMS HONORS (4406)

Credit – 1.0

Grade: 10, 11, 12

Prerequisite: (For pathway students) Successful completion of Principles of Biomedical Science and concurrent enrollment or successful completion of Biology

Non-pathway students: Successful completion of Physical Earth Science and Biology

Step inside the human body and explore the systems that help us move, protect us from disease or injury, and facilitate communication within the body and with the outside world.

Solve a medical mystery. Analyze a medical case file and diagnose disease. Design experiments to explore structure and function of the human body.

How do the systems of the body work together to keep us well?

In the Human Body Systems (HBS) course, students examine the interactions of body systems as they explore identity, communication, power, movement, protection, and homeostasis. Students design experiments, investigate the structures and functions of the human body, and use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration. Exploring science in action, students build organs and tissues on a skeletal Manikin, work through interesting real world cases, and often play the role of biomedical professionals to solve medical mysteries.

Students practice problem solving with structured activities and progress to open-ended projects and problems that require them to develop planning, documentation, communication, and other professional skills.

The following is a summary of the units of study that are included in the course. Alignment with NGSS, Common Core, and other standards are available through the PLTW Alignment web-based tool. Activities, projects, and problems are provided to the teacher in the form of student-ready handouts, teacher notes, and supplementary materials, including resource documents, student response sheets, and presentations.

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HBS Unit Summary

Unit 1 Identity (15%)

Unit 2 Communication (20%)

Unit 3 Power (20%)

Unit 4 Movement (25%)

Unit 5 Protection (10%)

Unit 6 Homeostasis (10%)

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MEDICAL INTERVENTIONS Honors (4403)

Credit - 1.0

Grade: 11, 12

Prerequisite: Successful completion of Principles of Biomedical Science and Human Body Systems.

Medical Interventions (MI) allows students to investigate the variety of interventions involved in the prevention, diagnosis, and treatment of disease as they follow the lives of a fictitious family. A “How-To” manual for maintaining overall health and homeostasis in the body, the course will explore how to prevent and fight infection, how to screen and evaluate the code in our DNA, how to prevent, diagnose, and treat cancer, and how to prevail when the organs of the body begin to fail. Through these scenarios students will be exposed to the wide range of interventions related to immunology, surgery, genetics, pharmacology, medical devices, and diagnostics. Each family case scenario will introduce multiple types of interventions, reinforce concepts learned in the previous two courses, and present new content. Interventions may range from simple diagnostic tests to treatment of complex diseases and disorders. These interventions will be showcased across the generations of the family and will provide a look at the past, present, and future of biomedical science. Lifestyle choices and preventive measures are emphasized throughout the course as well as the important role that scientific thinking and engineering design play in the development of interventions of the future. Students practice problem solving with structured activities and progress to open-ended projects and problems that require them to develop planning, documentation, communication, and other professional skills.

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BIOMEDICAL INNOVATIONS HONORS (4402)

Credit-1.0

Grade: 11, 12

Prerequisite: Pathway students: Successful completion of Human Body Systems

Non-Pathway Students: Successful completion OR concurrent enrollment in Chem. Honors

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You are about to embark on detailed missions in science and medicine. Apply all you have learned in the BMS & HBS pathways to solve problems, design solutions, and complete each medical mission.

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In this capstone course, students apply their knowledge and skills to answer questions or solve problems related to the biomedical sciences. Students design innovative solutions for the health challenges of the 21st century as they work through progressively challenging open-ended problems, addressing topics such as clinical medicine, physiology, biomedical engineering, and public health. They have the opportunity to work on an independent project and may work with a mentor or advisor from a university, hospital, physician’s office, or industry. Throughout the course, students are expected to present their work to an adult audience that may include representatives from the local business and healthcare community.

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The following is a summary of the units of study that are included in the course Alignment with NGSS, Common Core, and other standards are available through the PLTW Alignment web-based tool. Activities, projects, and problems are provided to the teacher in the form of student-ready handouts, teacher notes, and supplementary materials, including resource documents, student response sheets, and presentations.

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BI Unit Summary

Problem 1 Design of an Effective Emergency Room

Problem 2 Exploring Human Physiology

Problem 3 Design of a Medical Innovation

Problem 4 Investigating Environmental Health

Problem 5 Combating a Public Health Issue

Problem 6 Molecular Biology in Action (Optional)

Problem 7 Forensic Autopsy (Optional)

Problem 8 Independent Project (Optional)

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BIOLOGY 2 HONORS (4401)

Credit- 1.0

Grade: 12

Prerequisite: Students must earn a final grade of B- or better in Early Enrollment Chemistry or an A- or better in Chemistry.

Biology II (Honors) is a continuation of the standard (non biomedical) biology curriculum. The class is for students who are looking to take additional science credits and are possibly going on to college to major in such things as biology, zoology, etc. The course focuses on topics in biology that may not be covered in Biology, such as, taxonomy, ecology, evolution and natural selection. The class includes lecture and lab formats and will be assessed with quizzes, tests, labs, projects and a cumulative final exam.

PHYSICS HONORS (4500)

Credit-1.0

Grade: 12

Prerequisite: It is recommended that students earn a final grade of B- or better in Chemistry Honors or a Final Grade of A- or better in Chemistry, and concurrent enrollment in Pre-Calculus or a higher- level mathematics course

The BIG BANG Theory! - E = mc² – Galileo – Newton – Einstein - Hawking

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Have you ever wondered about the nature of the Universe you inhabit and how it got here? Some of these questions and more will be addressed and sometimes answered in Physics.

Physics is essentially the study of matter and energy. Students enrolling in this course will be expected to have a strong command of mathematical skills based in Algebra and Geometry. From Galileo to Einstein and up to Hawking, students will follow the evolution of Physics with a strong emphasis on the role that mathematics has played. In addition to the applications of Physics in the world we live, students will engage in a continuous discussion related to science and society.

PHYSICS (4501)

Credit-1.0

Grade: 12

Prerequisite: It is recommended that students earn a final grade of C- or better in Chemistry, and concurrent enrollment in Algebra II or a higher-level mathematics course

Almost 3000 years in the making, Physics is the study of the Material Universe. This course will assume a basic knowledge and command of Algebra and Geometry while focusing on developing key concepts and ideas that have shaped present day Physics. Some of the key concepts and ideas will be the applications of vectors, force, work, heat, electricity and magnetism.

SOCIAL STUDIES

The Social Studies Department offers a variety of courses designed to provide all students with a solid foundation of history with exposure to current national and world affairs. Students will develop an understanding of global traditions and values, transitioning to a study of American institutions, our history, and the role of the United States on the world stage. Our elective courses emphasize the study of human behavior, motivations, and an analysis of the interrelationships of individuals as members of society. Through our course offerings, all students are actively engaged and developing skills in critical thinking, persuasive writing and informed citizenship. The Common Core English Language Arts Standards for literacy and writing have been incorporated into these courses. In addition, all students will demonstrate proficiency in civics by completing United States History I.

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MODERN WORLD HISTORY HONORS (5200)

Credit-1.0

Grade: 9

Prerequisite: A final grade of A in Grade 8 Social Studies and/teacher recommendation

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This course is a survey of the topics related to the development of the Modern World ranging from the fall of the Roman Empire to the End of the 19th Century. The goal of this course is to engage students in historical inquiry and examination of the development of democratic principles and civic institutions through extensive use of primary source documentation. Students will be held to the highest of standards in terms of positive classroom contributions, writing, reading, and critical thinking.

MODERN WORLD HISTORY (5201)

Credit-1.0

Grade: 9

Prerequisite: None

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This course is intended for all ninth grade students. It is a survey of topics related to the development of the Modern World ranging from the fall of the Roman Empire to the end of the 19th century. The origins of our democratic principles pertaining to the separation of church and state and individual civil liberties are stressed throughout the year. The goal of Modern World is to engage students in historical inquiry while analyzing and evaluating the events that have created the issues of the world today. Students will learn essential life skills that will prepare them for college level courses as well as the workplace. Collaboratively, students learn important life lessons that they cannot google.

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U. S. HISTORY I HONORS (5300)

Credit-1.0

Grade: 10

Prerequisite: a final grade of B or better in Modern World History Honors, or a Final Grade of A or better in Modern World History and/teacher recommendation

This course is intended for 10^th grade students and it fulfills the requirements set up in the RI Grade Span Expectations for civics and government. This course surveys the development of the United States from the beginnings of American government through the Gilded Age. Goals of this course are to engage students in historical inquiry, encourage them to effectively communicate through writing and speaking, and to provide them with the tools for active civic participation. There will be an added emphasis on independent civics projects and on assessing the role of the citizen in our representative democracy. Students will be held to the highest of standards in terms of positive classroom contributions, writing, reading, and critical thinking.

U.S. HISTORY I (5303)

Credit-1.0

Grade: 10

Prerequisite: None

This course is intended for 10th grade students and it fulfills the requirements set up in the RI Grade Span Expectations for civics and government. This course surveys the development of the United States from the beginnings of American government through the Gilded Age. Goals of this course are to engage students in historical inquiry, encourage them to effectively communicate through writing and speaking, and to provide them with the tools for active civic participation. There will be an added emphasis on independent civics projects and on assessing the role of the citizen in our representative democracy.

U.S. HISTORY II – HONORS (5305)

Credit-1.0

Grade: 11, 12

Prerequisite: Successful completion of U.S. History I. It is recommended that students complete US History Honors with a B or better or successful completion of U.S. History I with an A and/teacher recommendation

This course surveys the development of the United States from the Progressive Era until the Present. Goals of the course are to engage students in historical inquiry, to analyze historical documents, to emphasize morality and history, and to enlighten all students as to more recent developments in American History. Students are expected to fully participate in class and be independent learners at home as well. This course offers the tools you will need to feel confident that you understand the history of the United States and its interactions with the rest of the world. This class will assure that in the future you will have the necessary skills to read, write, and participate fully in college courses pertaining to the geopolitical landscape of the world.

U.S. HISTORY II (5304)

Credit-1.0

Grade: 11, 12

Prerequisite: Passing grade in U. S. History I Honors or U. S. History I

Students in United States History II will be actively developing their understanding of historic and current world issues. This course will address topics from the Progressive Era until the present day. While examining these topics, students will further their abilities to analyze history, comprehend historical text, write historical narratives, work cooperatively with others, present ideas effectively, use technology efficiently, and analyze current events. The knowledge and skills gained by students in this course will ultimately lead them to become educated, self-directed, life-long learners.

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SOCIOLOGY (5600)

Credit-.50

Grade: 11, 12

Prerequisite: None

Students are introduced to the scientific study of society through the

consideration of basic sociological concepts and theories. Sociology is concerned chiefly with the way people conduct themselves toward one another in their varied associations and interactions. Some of the

concepts covered will include culture, gender, class, race, politics, deviance, crime, education, family and mass media. Through this examination, students will gain an understanding of the sociological perspective and comprehend the connection between their own lives and the broader social world around them. As a result, students will develop a better recognition of societal opportunities and the constraints which affect them.

PSYCHOLOGY (5700)

Credit-.50

Grade: 11, 12

Prerequisite: None

The aim of this half-year course is to provide students with a learning experience similar to that obtained in most college introductory psychology courses, but at a less demanding level of inquiry. This course will explore the nature of psychology, the biological basis of behavior, theories of personality, emotions, and the abnormal. Through the study of scientific psychology, students gain an understanding of the complexities of human thought and behavior, both their own and of others, as well as the factors related to the differences among people.

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ENTREPRENEURSHIP AND MANAGEMENT (5501)

Credit-1.0

Grade: 9, 10, 11, 12

THIS COURSE DOES NOT FULFILL THE 3 SOCIAL STUDIES CREDITS REQUIRED FOR GRADUATION

Prerequisite: Please note that Grade 10 students can enroll only if they are concurrently enrolled in U.S. History I or U.S. History I Honors

This full year course is designed to provide students with the necessary skills to start and operate a business as well as understand basic fundamentals of economics. Students will learn the entire process of owning their own business exploring characteristics of successful entrepreneurs. Topics covered include marketing, economics, human resources, finance, accounting, management, global markets and business ethics. Students will research and develop a written business plan of their choice. After completing this course, students will have many of the skills needed to start and own a business. This course fulfills the Rhodes Island Personal Finance graduation requirement.

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GLOBAL ECONOMICS EARLY ENROLLMENT (5502)

Credit-1.0

Grade: 11, 12

Prerequisite: It is recommended that students complete U.S. History I Honors with a B or better or U.S. History I with an A and/teacher recommendation

This course will be a rigorous survey introduction to both macro and micro economics as well as general business principles. A wide range of topics including monetary and fiscal policy as well as the varied schools of economics will be covered. Other topics covered include inflation, GDP, scarcity, taxation, budgets, supply and demand and international organizations. Students will be asked to complete project based assignments related to marketing and advertising. Extensive readings and comprehension based questions related to markets, trade, and labor will be given. Students will receive four credits through Rhode Island College for successful completion of the course

AP U.S. GOVERNMENT AND POLITICS (5400)

Credit-1.0

Grade: 12

Prerequisite: It is recommended that students complete U.S. History I and/or II Honors with a B or better or U.S. History I and/or II with an A and/teacher recommendation

AP U.S. Government and Politics is an intensive study of the formal and ancillary institutions of American government. Topics and themes of study include: political ideology and foundations; studies in contemporary and historical political culture including political beliefs and behaviors; influences on political institutions, policy makers and policies including the media, public opinion and interest groups; the institutions that make up our national government and shape our lives such as the branches of government and bureaucracy; public policies in the United States and how they affect our lives and the lives of different social, cultural, economic and gender groups living in the United States. In addition, the course will include a study of civil liberties and how they have been limited and expanded throughout U.S. history. This college level seminar is designed to prepare students for the AP exam in May.

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INTRODUCTION TO EAST ASIAN CIVILIZATION

EARLY ENROLLMENT (5402)

Credit-1.0

Grade: 11, 12

Prerequisite: It is recommended that students complete U.S. History I Honors with a B or better or U.S. History I with an A and/or teacher recommendation

This course is a general survey of both the traditional and modern history of countries in East Asia, with emphasis on China and Japan. The course intensively examines major events and developments in traditions, culture, philosophical thoughts, political organizations, social structures, economic institutions, religious practices, the western impact, as well as the foreign relations of these nations. Through examination of Asian traditions and ideologies, we not only see how the East viewed the West but also vice versa. The study of East Asian history provides students with necessary information to understand, with a new perspective and enhanced worldview, a region with a more and more important role in international politics, as well as economic development today. Students will receive four three credits through Rhode Island College for successful completion of the course.

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THE MIDDLE EAST SINCE 9/11 (5404)

Credit: 1.0

Grade: 10, 11, 12

Prerequisite: Modern World History

Do you aspire to become a highly informed adult who can analyze the decisions of world leaders? Are you interested in going into international relations or the armed services? If so, this course is for you. The Middle East Since 9/11 takes an in-depth look at the trending stories happening in the Middle East, their effects on the rest of the globe, and the historical precursors that have led to them. You will gain the skills necessary to be able to draw your own conclusions about foreign relations and diplomacy, international treaties and alliances, abuses of power, terrorism, fundamental Islam, the status of refugees, the Palestinian-Israeli conflict, internally displaced people, the wars in Iraq, Syria, Afghanistan and Yemen, and much more. This course offers the tools you will need to feel confident that you understand this complicated region of the world, can be an informed voter, and can participate thoroughly in college courses pertaining to the geopolitical landscape of the world. Please come along for the journey as we continue to learn more about other cultures, people, and how interconnected we all really are.

Please note that Grade 10 students can enroll only if they are concurrently enrolled in U.S. History I or U.S. History I Honors

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HISTORY THROUGH FILM (4321)

Credit-.5 Grades: 10-12

Prerequisite: Modern World History

This semester course will be a thematic look at history through the writer’s pen and director’s lens. After an indepth look at the origins, course and conclusion (if any) of an historical event or period, including the use of primary sources and documentaries, students will watch a movie to evaluate it for historical truths and “Hollywood” discrepancies. Covering a full range of world history, possible topics could include the Roman Republic, Absolutist rule, Imperialism, the development of the Labor Union in the US, WW1, the formation of Communist China, the Vietnam War, the Cold War and modern political drama

Please note that Grade 10 students can enroll only if they are concurrently enrolled in U.S. History I or U.S. History I Honors

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HISTORY OF SCITUATE AND RHODE ISLAND (4320)

Credit-.5

Grades: 10-12

Prerequisite: Modern World History

This semester course will weave a narrative of Scituate in the context of Rhode Island history from the Colonial Era to the present. Areas of focus will include the Reservoir, the lost villages, State police, Scituate’s role in WWII, Danielson Pike and the architecture and archaeological history of the town. The Rhode Island History portion of the class will explore topics like the Dorr Rebellion, the John Gordon Murder Case, the rise of the Rhode Island Mob and the evolution of politics in Rhode Island. The class will also connect with the local Preservation Societies and other community stakeholders to look at material, culture, and items from the past and may take part in local activities such as archaeological digs.

Please note that Grade 10 students can enroll only if they are concurrently enrolled in U.S. History I or U.S. History I Honors

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WORLD LANGUAGES

Are you interested in traveling to new places and meeting people of different cultures? Now imagine being able to experience the new culture by communicating in the language of its people. Learning a second language is paramount to developing these relationships in today’s global world. Whether you are planning to pursue language to enhance your career opportunities or you are just in it for personal enjoyment, it is recommended that you elect a four-year sequential course of study of at least one major world language. This is especially recommended for those students who are planning to go on to a four-year college. A grade of C- is recommended in all levels to advance to the next level. Summer school or tutoring is recommended for any passing grade less than C-.

Today, more than ever, and according to the most recent studies of the state of American education, an emerging consensus places the study of world languages and cultures alongside the five basics of English, mathematics, computer science, social studies and natural sciences as fundamental components of a sound education. The study of a world language is an integral part of the educated, well-informed citizen and promotes cultural acceptance and tolerance.

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FRENCH I (2001)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: None

French I introduces the student to the skills necessary to develop listening, speaking, reading, and writing abilities. Emphasis is placed on using everyday vocabulary and situations to communicate as fully as possible in French. Elemental grammar patterns are studied and students communicate using the present tenses. The student becomes acquainted with French culture as it relates to France and the many francophone countries around the world.

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FRENCH II (2002)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: Successful completion of French I

French II continues instruction in listening, speaking, reading, and writing. Emphasis is placed on expanding the student’s knowledge of various grammatical structures and communicating in past tenses . Students continue to broaden their understanding of French culture around the world.

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FRENCH III (2003)

Credit-1.0

Grade: 10, 11, 12

Prerequisite: Successful completion of French II

French III extends listening and speaking skills in everyday situations. Emphasis is also placed on reading a variety of printed materials and on written expression. Students communicate in future, conditional and compound tenses. Cultural topics dealing with the travel, the arts, and literature are explored at this level.

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FRENCH IV EARLY ENROLLMENT OR HONORS (2004)

Credit-1.0

Grade: 11, 12

Prerequisite: Successful completion of French III and teacher recommendation.

French IV Early Enrollment offers the opportunity to receive college credit for work accomplished during the 4^th year of French. It offers a thorough review of basic grammatical concepts along with the introduction of advanced grammatical structures and various idiomatic expressions. This course also emphasizes in-depth discussion based on a survey of French Literature in its historical context. Present day topics are also used for discussion and written composition. This course has been approved as an inclusion in Rhode Island College's Early Enrollment program. Upon completion of this course students will receive four college credits in French at R.I.C. which may be transferred to many other institutions

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SPANISH I (2111)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: None

The purpose of this course is to facilitate the practical application of Spanish in everyday oral and written communication. Students will become acquainted with the four basic skills of listening, speaking, reading and writing. Students communicate using present tenses. Students will gain familiarity with the cultural practices of the Spanish-speaking people of the world.

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SPANISH II (2112)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: Successful completion of Spanish I

This sequel reviews, strengthens and extends the first-year study while including more reading. All four communicative skills will be reinforced (listening, speaking, reading and writing) as well as a review of material in Spanish I. Students communicate using past tenses. The study of Hispanic culture is continued.

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SPANISH III (2113)

Credit-1.0

Grade: 10, 11, 12

Prerequisite: Successful completion of Spanish II

Spanish III furthers the basic skills as well as deepens the practical application of composition, conversation, and reading A grammatical review as well as the introduction of new grammatical materials is also a part of this course. Students communicate using future, conditional, and compound tenses. The subjunctive mood is used for expression of opinions and recommendations. A deeper study of Hispanic culture remains a vital part of the course.

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SPANISH IV (2115)

Credit-1.0

Grade: 11, 12

Prerequisite: Successful completion of Spanish III

Spanish IV is a continuation of Spanish III. Reading for pleasure will be introduced. Current global issues are presented and for discussion and written composition. Hispanic culture is also a part of this course. This will be done through literature of an appropriate level.

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SPANISH IV EARLY ENROLLMENT OR HONORS (2114)

Credit-1.0

Grade: 11, 12

Prerequisite: Successful completion of Spanish III and teacher recommendation.

Spanish IV Early Enrollment offers students the opportunity to receive college credit for work accomplished during the 4^th year. Spanish IV is a continuation of Spanish III. Reading for pleasure will be introduced, and a variety of reading materials will be assigned. A deeper treatment of composition and conversation will be emphasized. A review of basic grammatical concepts along with the introduction of advanced grammatical structures and various idiomatic expressions is included. Hispanic culture is also part of this course and is especially evident in the literature that will be studied. This course has been approved as an inclusion in Rhode Island College's Early Enrollment Program. Upon successful completion of this course students will receive four college credits in Spanish at R.I.C. which may be transferred to many other institutions.

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SPANISH V EARLY ENROLLMENT OR HONORS

Credit-1.0

Grade: 11, 12

Prerequisite: Successful completion of Spanish IV HONORS.

Spanish V Early Enrollment offers students the opportunity to receive college credit for work accomplished during the 5^th year. Spanish V is a continuation of Spanish VI. Reading for pleasure will be introduced, and a variety of reading materials will be assigned. A deeper treatment of composition and conversation will be emphasized. Advanced grammatical structures and various idiomatic expressions are included. Hispanic culture is also part of this course and is especially evident in the literature that will be studied. This course has been approved as an inclusion in Rhode Island College's Early Enrollment Program. Upon successful completion of this course students will receive four college credits in Spanish at R.I.C. which may be transferred to many other institutions.

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SPECIAL EDUCATION SERVICES

The Special Education Program at Scituate High School provides instruction for students who have a documented disability and experience significant degrees of academic difficulty within the standard school curricula. Students receiving special education services have Individual Educational Plans (IEP) which describes specific skill instruction predicated on long-term goals and short-term objectives. The ultimate goal of the IEP process is to provide equal access to the general education setting. Students receive special education services as a result of a referral process initiated by staff and/or parents. The referral is evaluated by the evaluation team consisting of qualified professionals who make recommendations regarding special education eligibility. The team of qualified professionals follows the RI Department of Education criteria to determine eligibility.

Scituate provides a continuum of specialized services to meet the varying needs of our students. Most students with IEPs participate fully in the general education program. Special educators co-teach within the general education setting to provide specialized instruction as well as to ensure the appropriate accommodations are provided on an individual basis. The special educator plans lessons and assessments along with the general educator to support the needs of the IEP students.

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Special education students are also provided with specialized, small group instruction outside the general education classroom (in Study Skills class) as needed. For a few students, based on the needs identified in the IEP, specialized instruction classes are provided for a part of the day to address unique educational needs. Students are educated outside of the general education class only when the required instruction is not available or not instructionally feasible in the general education setting.

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INTENSIVE RESOURCE ENGLISH (1900)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: None

Intensive Resource English provides support to students with IEPs performing significantly below grade expectations. English is a required course that emphasizes exposure to various genres using a general theme as a context for this exposure. Writing, reading, speaking, and listening skills acquired will be reinforced and expanded upon. Students will be required to perform tasks of varying degrees of difficulty to achieve the standards. Placement: Is determined by the educational team based on student need.

INTENSIVE RESOURCE MODERN WORLD HISTORY (5202)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: None

Intensive Resource World History provides support to students with IEPs performing significantly below grade expectations. This course is designed for those who have not yet attained mastery of the basic social studies skills expected to be gained by students by the end of the eighth grade. Students will perform tasks of varying degrees of difficulty to achieve the standards.

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INTENSIVE RESOURCE U.S. HISTORY I (5901)

Credit-1.0

Grade: 10, 11, 12

Prerequisite: None

Intensive Resource United States History I provides support to students with IEPs performing significantly below grade expectations. United States History I is a survey course that covers the history of the United States from the age of exploration through the era of Reconstruction. Students will be required to perform tasks of varying degrees of difficulty to achieve the standards. Placement is determined by the educational team based on student need.

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INTENSIVE RESOURCE U.S. HISTORY II (5902)

Credit-1.0

Grade: 10, 11, 12

Prerequisite: None

Intensive Resource United States History II provides support to students with IEPs performing significantly below grade expectations. United States History II is a survey course that covers the history of the United States from the Progressive Era to the present day. Students will be required to perform tasks of varying degrees of difficulty to achieve the standards. Placement is determined by the educational team based on student need.

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INTENSIVE RESOURCE MATHEMATICS (3900)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: None

Intensive Resource Math provides support to students with IEPs performing significantly below grade expectations. This course will provide the students an opportunity to discover, learn and reinforce the connections of skills and concepts in Mathematics. Students will review the basic computational skills as they relate to applications and problem solving activities. Ninth grade student tasks focus on data collection with a focus on percent and probability, and graphing. Tenth grade tasks focus on geometry as they relate to surface area, perimeter, geometric shapes, and angles. Eleventh grade tasks focus on budgeting, and banking skills. In the twelfth grade the focus is on real life math skills. Placement is determined by the educational team based on student need.

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INTENSIVE RESOURCE BIOLOGY (4900)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: None

Intensive Resource Biology provides support to students with IEPs performing significantly below grade expectations. This course will provide the students an opportunity to study life science with emphasis placed on the relationship between organisms and their environment.Placement is determined by the educational team based on student need.

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INTENSIVE RESOURCE PHYSICAL SCIENCE (4901)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: None

Intensive Resource Physical Science provides support to students with IEPs performing significantly below grade expectations. This course explores the fundamentals of science and technology of Physics and Chemistry and their relationship to everyday experiences. Students study matter, and various forms of energy (mechanical, heat, sound, and light). Placement is determined by the educational team based on student need.

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INTENSIVE RESOURCE APPLIED SCIENCE (4902)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: None

This course provides academic support to special education students performing below the standards or fulfilling the alternate grade span expectations. This course will investigate the everyday chemistry and applied science events and processes. The course will span the practical and applied meaning of matter and energy to nutrition. Placement is determined by the educational team based on student need.

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STUDY SKILLS (1903)

Credit-1.0

Grade: 9, 10, 11, 12

Prerequisite: None

The Study Skills program (Grades 9-12) provides support to students with IEPs performing significantly below grade expectations.Special Education Staff provide instruction that addresses areas of weakness as well as providing strategies for the student to utilize. The student will receive a full credit for meeting four times per week. Recommendations for participation in the study skills course are made by the educational team.

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STUDY SKILLS PT (1904)

Credit-.50

Grade: 9, 10, 11, 12

Prerequisite: None

The Study Skills program (Grades 9-12) provides support to students with IEPs performing significantly below grade expectations. Special Education Staff provide instruction that addresses areas of weakness as well as providing strategies for the student to utilize. The student will receive half a credit for meeting twice a week. Recommendations for participation in the study skills course are made by the educational team.

Adaptive Physical Education (0268)

Credit-.5

Grade: 9, 10, 11, 12

Prerequisite: None

Adapted Physical Education ensures that all students are provided with physical education services that meet their unique needs. In consideration of the IEP team when determining if a child needs an adapted program would be the safety of the student in general PE and the level of development of a student’s fundamental motor skills and patterns. Our adapted physical education program strives to ensure that each student actively participates in physical education at their own level and that they are integrated into the general physical education program whenever possible. Other goals may include assisting students to develop self-esteem, further socialization skills, and promote sportsmanship. This course meets one or two times a week for 4 quarters determined by the student’s needs and progress is noted in the students report card and IEP.

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