1 | 2021-2022 | ||||||||
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2 | Course Name | Suggested Prerequisities | 9th | 10th | 11th | 12th | A-G Course | Course Description | Meets Graduation Requirement |
3 | AVID 10 (95271) | Application and Interview Process | x | G | AVID is a college preparatory program designed for students who have the academic potential and the desire to attend a four-year university, but need the extra support to get there. The best students for this class are students in the “academic middle” (B or C students), first generation college students, and/or those who are historically underserved at a four-year university. The goal of AVID is to provide committed participants with the support to complete A-G requirements, provide them with the study-skills necessary for college-level work, increase their motivation for seeking a college education, and college/career awareness. The recommended minimum grade point average for AVID 9 and AVID 10 is 2.0 GPA. | G-ELECTIVE | |||
4 | ANIMATION BEG (93374) | 10-12 GRADE | x | x | x | F | This course is continuation with the Art course related to technology. Students will learn graphic design techniques with the usage of Adobe software to produce animation related to story boarding techniques, creating film and animation to simulations. https://youtu.be/tWyHOoIkOjQ | VISUAL ART/PERFORMING ART (VAPA) | |
5 | AP Art History (90090) | 10th-12th graders, Self-nomination, Admininstration, Teacher, and/or Counselor recommendation | x | x | x | F | AP Art History is a course for those who are interested in the world around them.
The course focuses on 250 artworks that represent cultures throughout history and across the globe. Learn about interesting places such as Machu Picchu, the Great Pyramids at Giza, the Great Stupa at Sanchi, and the great Gothic Cathedrals! Study Greek and Roman sculpture, Chinese silk painting, modern artists such as Picasso and Matisse, African masks, prehistoric cave paintings! This class will truly open your eyes to the world around you! The culmination of this class is the AP test at the end of the year. Passing this test will earn you college credit…and not just one semester but generally two! Students find that passing this test earns more college credit than most other exams. It is also the only AP class that will give you your Fine Arts credit for graduation. Our goal is to build your knowledge and garner a love for the beautiful world in which we live! Join AP Art History! | VISUAL ART/PERFORMING ART (VAPA) | |
6 | AP Biology (92201) | A or B in IM 1, concurrent enrollment in IM2 or higher level math, A or B in Biology/Accelerated Biology | x | x | x | D | The study of living things from an advanced point of view, preparation for a nationwide exam for college credit | LAB SCIENCE | |
7 | AP Calculus AB (92082) | A’s in IM I, IM II, IM III and Pre-Calculus
A or B in Honors Pre-Calculus or Compacted IM III Complete two week summer bridge course. | x | x | C | AP Calculus AB is equivalent to a first-semester college calculus course devoted to topics in differential and integral calculus. As such, it is intended to be challenging and demanding. Because this course emphasizes a multi-representational approach to calculus, it requires a strong foundation in prior mathematical skills and knowledge. Prospective calculus students must be familiar with elementary functions (ie: linear, polynomial, rational, exponential, logarithmic, trigonometric and piecewise defined) and the properties, composition, algebra, language and graphs associated with these functions. | MATH | ||
8 | AP Calculus BC (92084) | A or B in Honors Pre-Calculus or Compacted IM III | x | C | AP Calculus BC is equivalent to a second semester college calculus course (math 151 at SDSU, math 10B UCSD). This course is reviews topics from AP Calc AB with a heavier emphasis on the following BC topics: Techniques and applications of integration (Integration by parts, partial fractions, Trigonometric substitution). Improper integrals. Differential equations. Infinite Series. Curves in parametric form. Polar coordinates. Vectors. | MATH | |||
9 | AP Chemistry (92199) | Students should have earned an A in IM3 and be enrolling in Pre-Calculus or a higher math class. Students need to have passed AP Bio, AP Physics or chemistry to be successful in this course. Please obtain a recommendation from your current science teacher or speak with the AP Chemistry teacher if you have an interest in this course. | x | x | D | AP Chemistry gives students a first-year college chemistry experience while in high school. Students will learn to apply fundamental chemistry principles in a variety of contexts. There is a heavy emphasis on critical thinking, reading and math skills applied to rigorous lab experiences. The course is also intended to prepare students for a nation-wide standardized test at the end of the year. | SCIENCE | ||
10 | AP Computer Science A (92958) | RECOMMENDED that students take AP CS Principles OR another computer programming course first, especially non-Seniors | x | x | x | C | The AP Computer Science A course is intended to serve both as an introductory course for future computer science majors and as a course for people who will major in other disciplines and want to be informed citizens in today's technological society. By the end of this course, students will be able to: • design, implement, and analyze solutions to problems • use and implement commonly used algorithms • use standard data structures • develop and select the appropriate algorithms and structures to solve problems • write solutions fluently in an object-oriented paradigm • write, run, test, and debug solutions in the Java programming language, utilizing standard Java library classes and interfaces from the AP Java subset. Read more here: https://sites.google.com/view/draft-suhsd-computer-science-p/home | C - MATH ELECTIVE | |
11 | AP COMPUTER SCIENCE PRINCIPLES (93364) | x | x | x | x | 3rd year (non-required) lab science course ("D"), and AP Computer Science A now fulfills the 4th year math "C" requirement | In this class, you'll learn about creative application development, how data is used to represent real-world phenomena, algorithms and programming, computer systems and networks, as well as the impact of computing on our society and cybersecurity. This is a project-based class that will improve your problems solving skills in a safe, inclusive, and collaborative learning environment. This class is open to everyone--no previous coding knowledge needed! To learn more, visit: https://apcentral.collegeboard.org/courses/ap-computer-science-principles/course AND https://sites.google.com/view/draft-suhsd-computer-science-p/home | D - SCIENCE ELECTIVE | |
12 | AP English Language and Composition (91144) | 11th and 12th graders | x | x | B | An 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 genre conventions and the resources of language contribute to effectiveness in writing. This course intends to prepare students for the demands of college level reading and writing and can be taken in either the junior or senior year. | ENGLISH | ||
13 | AP English Literature and Composition (91043) | 11th and 12th graders | x | x | B | Open to any student who feels that they are ready to take on the challenge of a college level course. Students are encouraged to self-nominate. While teacher recommendations are appreciated, they are not necessary for the student to elect to take the course. Primarily a course for 12th graders, but 11th graders may opt to take the course as well. Although recommended, this class may be taken without having taken AP English Language. This is a course for students who love a good story, who are interested in understanding the ways that writers use language to deepen meaning and provide pleasure to their readers. Through the exploration of a variety of literature we will attempt to draw parallels to not only our society but ourselves. This course will engage students in the careful reading and analysis of literature and focus on the elements of figurative language, imagery, symbolism and tone. | ENGLISH | ||
14 | AP Environmental Science (92843) | Successful completion of one year of high school Biology A or B grade, and one year of high school
Chemistry A or B grade,, and at least one year of Algebra. All students who are willing to accept the challenge of a rigorous academic curriculum designed to pass the National AP Exam in May. | x | x | D | The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them .Environmental science is interdisciplinary; it embraces a wide variety of topics from different areas of study . Yet there are several major unifying constructs, or themes, that cut across the many topics included in the study of environmental science . The following themes provide a foundation for the structure of the AP Environmental Science course | SCIENCE | ||
15 | AP HUMAN GEOGRAPHY (94482) | B- or higher in both English 8 and US History | x | A | AP Human Geography is a college-level class intended for freshmen to prepare them for future AP classes in high school. The course examines how humans live on the Earth’s surface and how humans interact with each other. Topics include population and migration; culture, language, and religion; ethnicity and political geography; development; agriculture; and urbanization. Students will build useful skills for both history and other core content subjects over the course of the year. There is a heavy emphasis on critical thinking and reading and writing skills. Students are expected to take the AP Test in May. | SOCIAL SCIENCE | |||
16 | AP MACRO ECONOMICS (94239) | Recommended that students have previous experience in the AP program. Evidence of ability to manage rigor and independent learning is encouraged. | x | G | Students interested in business, entrepreneurship, or marketing, should take this class. AP Micro/Macro Economics is a college level course designed to allow students to be make educated financial decisions. By studying fundamental economic concepts such as scarcity, opportunity costs, production possibilities, specialization, and comparative advantage, students will understand how and why companies and individuals make the decisions they do. Additionally, the class will learn about national economic performance and fiscal and monetary policy on an international level. Students are expected to take BOTH the AP Microeconomics and the AP Macroeconomics exams in May. Fulfills the Government graduation requirements. | SOCIAL SCIENCE | |||
17 | AP MIRCO ECONOMICS (94240) | Recommended that students have previous experience in the AP program. Evidence of ability to manage rigor and independent learning is encouraged. | x | G | Students interested in business, entrepreneurship, or marketing, should take this class. AP Micro/Macro Economics is a college level course designed to allow students to be make educated financial decisions. By studying fundamental economic concepts such as scarcity, opportunity costs, production possibilities, specialization, and comparative advantage, students will understand how and why companies and individuals make the decisions they do. Additionally, the class will learn about national economic performance and fiscal and monetary policy on an international level. Students are expected to take BOTH the AP Microeconomics and the AP Macroeconomics exams in May. Fulfills the Economics graduation requirement. | SOCIAL SCIENCE | |||
18 | AP Physics 1 (93353) | Concurrent enrollment in Pre-Calculus or higher, as well as an A in IM1, IM2, and IM3 each semester | x | x | D | The curriculum is similar to regular college prep Physics without thermodynamics. Also includes projectile motion, torque and simple harmonic motion. The course moves quickly, and labs are more complex than in college prep Physics. Must have a good working knowledge of solving for a variable, sine, cosine & tangent. Must be able to think in 2 dimensions. Passing the AP exam gets you college credit in the course that Biology and non-science majors have to take. Good introductory course for the motivated student who has excellent math skills. | SCIENCE | ||
19 | AP Physics C Electricity and Magnetism (semester 2) (92197) | Concurrent enrollment in AP Calculus AB or BC. A very proficient student in Pre-calculus could also do OK, but they’d have to learn some calculus during tutoring. Successful completion (C or better) of 1 year of Physics or AP Physics recommended. This is not a good class to take for your first introduction to Physics. | x | x | D | Intended for the mathematically adept student who wants to be an engineer, chemist, medical doctor or physicist. Second semester covers electric charge, electric fields, circuits, motors and magnetism in 3 dimensions. Passing the AP exam at the end of the year gets you one semester’s credit in one of the three Physics courses scientists and engineers must take. | SCIENCE | ||
20 | AP Physics C Mechanics (semester 1) | Concurrent enrollment in AP Calculus AB or BC. A very proficient student in Pre-calculus could also do OK, but they’d have to learn some calculus during tutoring. Successful completion of 1 year of Physics or AP Physics recommended. This is not a good class to take for your first introduction to Physics. | x | x | D | Intended for the mathematically adept student who wants to be an engineer, chemist, medical doctor or physicist. First semester studies how things move using Calculus to describe the motion and forces that propel objects. This is a course where the Calculus is the easy part. Passing the AP exam at the end of the year gets you one semester’s credit in one of the three Physics courses scientists and engineers must take. | SCIENCE | ||
21 | AP Psychology (94244) | Self-nomination, Administration, Teacher, and/or Counselor recommendation. Recommended that students have previous experience in the AP program. Evidence of ability to manage rigor and independent learning is encouraged. | x | x | A | Students interested in fields as diverse as psychiatry, advertising, education, business, engineering, and art should take this class. AP Psychology is a college level course designed to introduce students to how individuals and groups think, work, and interact. Additionally, students will examine the development of the individual throughout the lifespan and discover techniques designed to manipulate people and animals. The biological component of the course includes dissections of sheep brains and eyeballs. Guest speakers, ranging from the NCPD K9 unit and recovering drug addicts, illustrate the real life application of the course content. Students are expected to take the AP Test in May. | A - SOCIAL SCIENCE ELECTIVE | ||
22 | AP Spanish Language (91272) | Self-nomination, Administration, Teacher, and/or Counselor recommendation.
Recommended for 10th graders and above. Recommended Previous Course Grades of A & B. | x | x | x | E | This is an opportunity to earn college credit for those students who are proficient Spanish speakers and who would like to explore, in depth, the literature and grammatical structure of the Spanish language. 1 year each of a completed Advanced Placement Spanish Language and/ or Advanced Placement Literature will count for university A-G requirement and 6 units of university credit with a passing score on the AP Exam. | WORLD LANGUAGE | |
23 | AP Spanish Literature (91274) | Self-nomination, Administration, Teacher, and/or Counselor recommendation.
Recommended for 10th graders and above. Recommended Previous Course Grades of A, B, C in AP Spanish Language. | x | x | x | E | This is an opportunity to earn college credit for those students who are proficient Spanish speakers and who would like to explore, in depth, the literature and grammatical structure of the Spanish language. 1 year each of a completed Advanced Placement Spanish Language and/ or Advanced Placement Literature will count for university A-G requirement or 6 units of university credit with a passing score on the AP Examt. | WORLD LANGUAGE | |
24 | AP Statistics (92486) | x | x | C | The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data . Students are exposed to four broad conceptual themes: 1 . Exploring Data: Describing patterns and departures from patterns 2 . Sampling and Experimentation: Planning and conducting a study 3 . Anticipating Patterns: Exploring random phenomena using probability and simulation 4 . Statistical Inference: Estimating population parameters and testing hypotheses Program Flyer | MATH | |||
25 | AP United States Government and Politics (94027) | x | A | An introductory college course in United States government and politics or in comparative government and politics is generally one semester in length . In both subject areas there is considerable variety among the courses offered by colleges . In terms of content, there is no specific college course curriculum that an AP course in United States Government and Politics or in Comparative Government and Politics must follow . Therefore, the aim of an AP course should be to provide the student with a learning experience equivalent to that obtained in most college introductory U .S . or comparative overnment and politics courses | SOCIAL SCIENCE | ||||
26 | AP United States History (94076) | Highly recommended to take AP English Language concurrently | x | A | The AP U.S.History course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in U.S. history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses . Students should learn to assess historical materials—their relevance to a given interpretive problem, reliability, and importance—and to weigh the evidence and interpretations presented in historical scholarship . An AP U .S . History course should thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format. | SOCIAL SCIENCE | |||
27 | AP World History: Modern (94386) | Highly recommend an A or B in 9th grade English and social science course | x | A | The AP World History course content is structured around the investigation of five course themes and 19 key concepts in six different chronological periods, from approximately 1200 B.C.E. to the present. Overall, the framework gives teachers the flexibility to teach each key concept in a variety of ways, providing greater options for designing instruction. The AP World History course develops students’ capacity and ability to think and reason in a deeper, more systematic way, better preparing them for subsequent college courses. The skills, course themes, periodization, and key concepts are explained in detail in the curriculum framework that follows. | SOCIAL SCIENCE | |||
28 | ART ADVANCED (90051) | Art Beginning OR Art teacher recommendation | x | x | F | Continue using the Elements of Art and Principles of Design to refine your skills as an artist. Explore a wide range of materials and different techniques for each. Broad topics on social, personal, and global issues will be used as a base to allow you to develop your own projects, as well as write about them. | VISUAL ART/PERFORMING ART (VAPA) | ||
29 | ART APPRECIATION (97504) | X | x | x | x | F | This course can be taken for a semester as an elective or for a whole year to complete your Fine Arts credit for graduation or simply as an elective. Art Appreciation looks at different types of art around our world. We study three week units about a number of different topics such as Children’s books, Monuments and Memorials, Street Art, and Murals. In each unit we connect what we learn to the history of National City or the community of National City. We work in groups of three or four and our work usually consists of research, presentations, group creative projects and individual projects. You do not need to have artistic talent to enjoy this class! We try to incorporate at least one field trip a semester to locations like Chicano Park or Balboa Park. All are welcome! Join Art Appreciation! | VISUAL ART/PERFORMING ART (VAPA) | |
30 | ART BEGINNING (90047) | x | x | F | An introduction to explore 2 -and 3-dimensional art through the study of the Elements of Art, and Principles of Design. Basic techniques of drawing objects and perspective will be taught. Materials usually include pencil, chalk, charcoal and watercolors. Learn a bit of Art History while you use your creativity and imagination to improve your artistic skills! | VISUAL ART/PERFORMING ART (VAPA) | |||
31 | ASB LEADERSHIP (95013) | Application and Interview Process with ASB Dean of Activities | x | x | x | x | The Associated Student Body serves to promote student body activities, encourage school pride and spirit, foster a knowledge of democracy, provide cooperation between faculty and students, and construct a valuable sense of citizenship. ASB Officers: Students complete an application process and are elected by their peers at the end of an academic school year to serve as officers the following school year. Students interested in serving as an ASB officer must have a minimum of one year of ASB experience. ASB Commissioners: Students interested in serving in ASB as commissioners complete an application and interview process at the end of an academic school year to serve as commissioners the following school year. Commissioners are elected by the ASB officers and ASB advisor. As leaders on campus, students in ASB should maintain A’s and B’s in all their classes (scholarship and citizenship) and be good stewards of our school and community. ASB students Love SUHI Are energetic and passionate Are dedicated and committed to ensuring that all student-led activities promote school pride Know how to work as a TEAM Are responsible and highly dependable Always take initiative | ELECTIVE | |
32 | AVID 9 (95270) | Application and Interview Process | x | G | AVID is a college preparatory program designed for students who have the academic potential and the desire to attend a four-year university, but need the extra support to get there. The best students for this class are students in the “academic middle” (B or C students), first generation college students, and/or those who are historically underserved at a four-year university. The goal of AVID is to provide committed participants with the support to complete A-G requirements, provide them with the study-skills necessary for college-level work, increase their motivation for seeking a college education, and college/career awareness. The recommended minimum grade point average for AVID 9 and AVID 10 is 2.0 GPA. | G-ELECTIVE | |||
33 | AVID JUNIOR SEMINAR (95237) | Application and Screening Process | x | G | AVID is a college preparatory program designed for students who have the academic potential and the desire to attend a four-year university, but need the extra support to get there. The best students for this class are students in the “academic middle” (B or C students), first generation college students, and/or those who are historically underserved at a four-year university. The goal of AVID is to provide committed participants with the support to complete A-G requirements, provide them with the study-skills necessary for college-level work, increase their motivation for seeking a college education, and college/career awareness. The recommended minimum grade point average for AVID 11 is 2.5 GPA. | G-ELECTIVE | |||
34 | AVID SENIOR SEMINAR (95149) | Must have taken AVID at least one year 7-11th grade
Application and Screening Process | x | G | AVID is a college preparatory program designed for students who have the academic potential and the desire to attend a four-year university, but need the extra support to get there. The best students for this class are students in the “academic middle” (B or C students), first generation college students, and/or those who are historically underserved at a four-year university. The goal of AVID 12 is to provide committed participants with the support to complete A-G requirements, assistance with college and scholarship applications, and assistance filling out the FAFSA/DREAM Act Applications. The recommended minimum grade point average for AVID 12 is 3.0 GPA. | G-ELECTIVE | |||
35 | BAND CADET (90311) | x | x | x | x | F | This course is for students who have little to no experience playing a wind or percussion instrument. You will learn the basic fundamentals of your desired instrument as well as how to read music. Instruments to choose from include Flute, Clarinet, Saxophone, Trumpet, Trombone, French Horn, Euphonium, Tuba, and Percussion. This group will perform every semester in a concert with Band Wind Ensemble. During the Fall, this class functions as part of the Marching Band. You will play the same music as the marching band, but concurrent enrollment in Period 7 Marching Band is not required. The course can be taken with Period 7 Marching Band if you choose to commit to after school rehearsals and performances. | VISUAL ART/PERFORMING ART (VAPA) | |
36 | BAND WIND ENSEMBLE (90315) | Tryout required | x | x | x | x | F | This course is for students who have successfully completed Band Cadet and is focused on advanced music training. Students who desire to move from Band Cadet into Wind Ensemble must pass an audition in the spring semester. This ensemble performs musical repertoire that is more difficult than the Band Cadet, as the class is designed to challenge students and expand on their playing abilities. This group performs at many festivals and concerts throughout the year. During the Fall, this class functions as part of the Marching Band. You will play the same music as the marching band, but concurrent enrollment in Period 7 Marching Band is not required. The course can be taken with Period 7 Marching Band if you choose to commit to after school rehearsals and performances. | VISUAL ART/PERFORMING ART (VAPA) |
37 | BIO TECH (92863) | Must have at least a C in both semesters of Medical Biology/Biology AND Medical Chemistry/Chemistry | x | D | In this class you will learn the techniques to be a laboratory technician and pursue a career in clinical research or work in a microbiology lab setting. If you are interested in engineering DNA and other techniques used benefit the medical and science community, join this class. The curriculum includes making cheese, culturing bacteria, manipulating biofluorescent genes, making solutions, isolating DNA, possible college credit (credit by exam). In addition students who are enrolled in the class will have an opportunity to participate in an onsite internship making science kits for other students across San Diego County. | SCIENCE | |||
38 | BIOLOGY (92105) | Concurrent enrollment in IM 1 or higher level math | x | x | x | x | D | The study of living things and their environments | SCIENCE |
39 | BIOLOGY ACCELERATED (92681) | A or B in IM 1, concurrent enrollment in IM2 or higher level math | x | x | x | x | D | Same as bio, class moves a little faster, covers a few more topics, good preparation for AP Bio | SCIENCE |
40 | BIOLOGY BILINGUAL (92106) | Course is specific to students concurrently enrolled in ELD 1-4. | x | x | x | x | D | Biology is a one-year, college preparatory science course. Through the years, biology has changed from an observational to an experimental science, with the focus now being on molecular, cellular, genetic, ecological and body system interactions. A variety of written assignments and projects will be given. Problem solving, reading, note taking and scientific vocabulary will be emphasized. Laboratory work is a vital component in the biology experience with an emphasis on basic biological principles and microscope techniques. Successful completion of the one-year biology course will satisfy the district’s graduation requirement for life science and the laboratory science requirement for admission to the UC/CSU system. Prerequisites: Completed or concurrent enrollment in Algebra I. Recommendation: 50% or higher on standardized math and reading scores. | SCIENCE |
41 | BIOLOGY FUND (92951) | Specific to students in the fundamentals program. | x | x | x | x | Specific to students in the fundamentals program. | SCIENCE | |
42 | BIOLOGY MEDICINE & HEALTH (92845) | Participation in the CTE Health Academy | x | x | x | x | D | Biology is a one-year, college preparatory science course. Through the years, biology has changed from an observational to an experimental science, with the focus now being on molecular, cellular, genetic, ecological and body system interactions. A variety of written assignments and projects will be given. Problem solving, reading, note taking and scientific vocabulary will be emphasized. Laboratory work is a vital component in the biology experience with an emphasis on basic biological principles and microscope techniques. Successful completion of the one-year biology course will satisfy the district’s graduation requirement for life science and the laboratory science requirement for admission to the UC/CSU system. Prerequisites: Completed or concurrent enrollment in Algebra I. Recommendation: 50% or higher on standardized math and reading scores. | SCIENCE |
43 | CHEMISTRY (92111) | At least a C in IM 1, concurrent enrollment in IM2 or higher level math | x | x | x | D | The study of atoms and molecules, interactions between atoms, energy, gases, acids and bases, and nuclear energy | SCIENCE | |
44 | CHEMISTRY BILINGUAL (92206) | x | x | x | x | D | The study of atoms and molecules, interactions between atoms, energy, gases, acids and bases, and nuclear energy with bilingual supports. | SCIENCE | |
45 | CHEMISTRY HONORS (92185) | Students should have earned A’s in IM1 and IM2 and be enrolled in IM3 or a higher math class. | x | x | x | D | Chemistry honors offers students the opportunity to learn about ways that matter and energy change on the atomic level. This course focuses heavily on providing a fulfilling laboratory experience with a special emphasis on preparation for chemistry at the college level. Students who are interested in eventually taking AP Chemistry are encouraged to take chemistry honors as a first year course. | SCIENCE | |
46 | CHEMISTRY MEDICINE AND HEALTH (92912) | A or B in Biology | X | X | X | D | Chemistry is all around you, from the toothpaste you use in the morning, to the additives in your food, to the gasoline you put in your cars. Chemistry is a one year, rigorous college preparatory science course which is intended to provide students with problem-solving, critical thinking, and deduction skills. Students taking Chemistry need a sound basis in Algebra, especially the ability to solve algebraic equations and formulas. In addition, students must be able to understand written problems and translate that information into the language of Algebra. Chemistry requires the level of maturity and a disciplined approach to learning. Laboratory work in which students follow proper safety procedures and use equipment correctly is also a necessary component in the Chemistry experience. Completion of the one year course in Chemistry satisfies the district’s graduation requirement for a Physical Science course and is recommended/required for admission to most 4-year colleges. | SCIENCE | |
47 | CHOIR MIXED (9-12) (90418) | X | X | X | X | F | Choir is a performance-oriented course designed for students who enjoy participation in group singing. Musicianship is enhanced through rehearsal, analysis, and public performance of advanced choral literature involving a variety of styles. | VISUAL ART/PERFORMING ART (VAPA) | |
48 | CHOIR MIXED ADVANCED (9-12) (90419) | Audition required | X | X | X | X | F | Advanced performance choir is designed for students who have at least one year of prior vocal production experience and one year of dance/choreography. All students wishing to be in advanced choir must AUDITION. This choir performs many times throughout the year for local, county and state events. Additionally they attend a minimum of three Show Choir Festivals each year. Students who audition and are accepted into the group must be available for one evening two-hour rehearsal each week. Further, students have the additional expenses of uniforms, travel shirt, shoes, festival fees, transportation fees, as well as hotel and meal expense for state and out-of state competitions. Students will have opportunities to defray some costs through fundraising, but any outstanding balances due are the responsibility of the student and their supportive family members. | VISUAL ART/PERFORMING ART (VAPA) |
49 | COMPACTED INTEGRATED MATH III & PRE-CALCULUS (92949) | Integrated Math II | x | X | C | The Compacted Integrated Math III/Pre-Calculus course is designed to teach students the skills and concepts required for success in AP Calculus. Students electing to take this course should be quick learners who understand math at a deep level. This course contains 15 chapters while the traditional IM III course only contains 11. The focus of the course is functions, trigonometry, limits, and statistics. Facility with these topics is especially important for students intending to study calculus, physics, and other sciences, and/or engineering in college. | MATH | ||
50 | COMPREHENSIVE HEALTH (94010) | x | X | X | Comprehensive Health provides students with an introduction to basic personal health and wellness. Emphasis is on current and up-to-date health issues such as: nutrition - including healthy diets, foodborne illness, and links to disease. Mental health: including some of the most common mental illnesses and disorders; such as depression, anxiety, phobias, and how to help those around you with these issues. Drug/substance abuse; including the latest and most dangerous drugs of addiction and how to help those experiencing addiction. And finally, sexually transmitted infections (STIs); including different STIs and how to identify if a disease or infection is present and how to prevent infection. This course also examines healthy relationships, stress, and sexuality. Upon completion, students should be able to demonstrate an understanding of the factors necessary to maintain health and wellness in their lives. This course is a requirement for graduation. | HEALTH/SOCIAL SCIENCE | |||
51 | COMPREHENSIVE HEALTH FUND (98635) | Course is specific to students in the fundamental program. | X | X | X | X | Students will also learn how to access appropriate resources for positive lifestyle practices and how to evaluate personal health-related information, products and services. Students will be guided in designing a personal wellness plan to demonstrate how to apply the knowledge internalized in this unit. In addition to physical behaviors that can cause diseases, the course will examine mental and emotional problems that can contribute to diseases. A focus on drug, alcohol and tobacco use, and the effects of such use on the body and on relationships, and skills to avoid the use of these substances will provide students with the necessary tools to make choices to abstain from the use of these substances. Study of the social health of young people aids them in recognizing healthy and unhealthy relationships with family members, peers and dating partners, and furnishes them with skills essential to improving or avoiding unhealthy relationships. The course concludes with a study of the reproductive systems, sexually transmitted diseases, the benefits of abstaining from sexual activity, pregnancy prevention and methods of protecting sexual health. | SOCIAL SCIENCE | |
52 | CROSS-AGE TEACHING 1/2 (95034) | Self-nomination, Admininstration, Teacher, and/or Counselor recommendation 3.0 GPA
No D/F citizenship grades Less than 3 tardies or absences for the semester | X | X | Tutoring at the local middle/elementary school. Elective credit earned. | ELECTIVE | |||
53 | CSU EXPOSITORY READING AND WRITING (91830) | 12th graders only | X | B | Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct indepth analyses of recurrent themes.Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose and progression through the stages of the writing process.Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. | ENGLISH | |||
54 | CTE ADVANCED MANUFACTURING (97391) | CTE WELDING 1 (97020), CTE WELDING 2 (97242) | X | X | G | ADVANCED MANUFACTURING INTRODUCTION (CTE) Year III
This course provides entry-level training in Machining Technology. Instruction covers the following areas: Shop Safety practice, Hand/Power Tools, Blueprint Reading, Introduction to Machining, the use of a Manual Lathe, Manual Milling Machine, Machining measurement/measurement tools, Quality Assurance, Process Planning, Quality Control, Metal Composition/Classification, Continue Shop Safety and Pollution Prevention/Job Planning, Bench work and Layout, Drill press, As part of instruction, this course reneforces and applies basic skills in Reading, Writing, Speaking, Listening, and Mathametics in the context of a career. Intructional strategies used in this course also insist students to: Think critically, Make decisions, Solve problems, develop the ability to Learn/Reason. Students are given opportuinites to demeonstrate personal quailities including: Individual responsibility, Self-confidence, Self-management, Team work and Leadership. Studnets will: Demonstrate, Perform Skills All aspects of: Manipulative skills, shop practice, Labs, Activities, These assessments for students should be ongoing throughout the semester(s) | G-ELECTIVE | ||
55 | CTE AME Advanced Mariachi (97355) | Requirements 2-3 years experience on instrument and teacher recommendation/audition | X | X | X | X | F | Students focus on highly advanced instrument techniques as well as performing more. Class applies towards to year Mariachi Scholarship foundation scholarship requirement. | VISUAL ART/PERFORMING ART (VAPA) |
56 | CTE AME Beginning Mariachi Guitar (97399) | No experience Necessary | X | X | X | X | F | Students learn the basics of guitar, vihuela (small ukulele like guitar) and guitarron (6 string bass) as well as reading and writing music. All knowledge learned in this class can be applied towards any other musical genre. Class applies towards to year Mariachi Scholarship foundation scholarship requirement. | VISUAL ART/PERFORMING ART (VAPA) |
57 | CTE AME Beginning Mariachi Trumpet (97401) | No experience Necessary | X | X | X | X | F | Students learn the basics of trumpet technique as well as reading and writing music. All knowledge learned in this class can be applied towards any other musical genre. Class applies towards to year Mariachi Scholarship foundation scholarship requirement. | VISUAL ART/PERFORMING ART (VAPA) |
58 | CTE AME Beginning Mariachi Violin (97403) | No experience Necessary | X | X | X | X | F | Students learn the basics of violin technique as well as reading and writing music. All knowledge learned in this class can be applied towards any other musical genre. Class applies towards to year Mariachi Scholarship foundation scholarship requirement. | VISUAL ART/PERFORMING ART (VAPA) |
59 | CTE AME Intermediate Mariachi Guitar (97400) | CTE AME Beginning Mariachi Guitar, one year beginning Guitar class, or equivalent music experience | X | X | X | X | F | Students learn more advanced techniques for playing guitar, vihuela (small ukulele like guitar) and guitarron (6 string bass). Emphasis on more song learning. Class applies towards to year Mariachi Scholarship foundation scholarship requirement. | VISUAL ART/PERFORMING ART (VAPA) |
60 | CTE AME Intermediate Mariachi Trumpet (97402) | CTE AME Beginning Mariachi Trumpet, one year beginning Band (trumpet), or equivalent music experience | X | X | X | X | F | Students learn more advanced trumpet techniques and start to learn more songs and play more in an ensemble setting. Class applies towards to year Mariachi Scholarship foundation scholarship requirement. | VISUAL ART/PERFORMING ART (VAPA) |
61 | CTE AME Intermediate Mariachi Violin (97404) | Requirements: CTE AME Beginning Mariachi Violin, one year beginning orchestra (violin), or equivalent music experience | X | X | X | X | F | Students learn more advanced violin techniques and start to learn more songs and play more in an ensemble setting. Class applies towards to year Mariachi Scholarship foundation scholarship requirement. | VISUAL ART/PERFORMING ART (VAPA) |
62 | CTE HEALTH CARE ESSENTIALS SEMESTER 1 (97143) | Specific to students in the CTE Health Academy | X | G | Have you ever thought about a career in health care? The Health Careers Industry is one of the fastest growing industry clusters. This introductory course is the foundation course for Sweetwater High School Health and Fire Science Academy. We explore a vast array of careers in the health care industry. The program consists of success strategies, interpersonal dynamics, computer literacy for the health careers, safety and health maintenance, body structure and function and growth and development, cultural diversity, medical law and ethics and more. Note: Three units of college credit may be earned upon successful completion of this course. Students must be entering 10th grade to qualify for this course. | G-ELECTIVE | |||
63 | CTE HEALTH OCCUPATIONS (97431) | Specific to students in the CTE Health Academy | X | This course will provide opportunities for students to understand health as a combination of physical, mental and social factors. It will explain how the human body systems function, interact with each other and fail naturally, due to disease or by making unhealthy life choices. It will expose students to a variety of health careers and related skills and prepare them for the procedures of obtaining the post-secondary education and social skills for those careers.
This course is to prepare students for advanced training in health sciences and medical fields. It will also prepare students for their 11th grade Anatomy and Physiology course and prepare for their capstone course in their 12th grade year.. Students will develop professional skills, career readiness and college preparedness through evaluation of case studies, critical thinking and extraction of important concepts in reading medical articles, written development and visual arts skills through projects using analytical skills and researching skills. Students will be able to predict the meaning of medical terms and utilize scientific vocabulary. To prepare students to become CPR certified, First Aid certified & HIPPA certified. Students will develop a social awareness for social justice in the public health system in their community. | G-ELECTIVE | ||||
64 | CTE MEDICAL ASSISTANT ADMIN/CLINICAL (97122) | Specific to students in the CTE Health Academy, seniors only | X | G | Prepares students to sit for the CCMA (California Certified Medical Assistant) State Examination This course provides training for entry-level and advanced administrative positions in healthcare facilities. Instruction covers the following areas: proper workplace standards, etiquette and professionalism, effective verbal and non-verbal communication skills, medical charting, appointment scheduling, proper telephone etiquette, preparing and maintaining medical records, applying computer concepts for the medical office, patient confidentiality training and safety standards. A hospital internship is included. Placement in hospital internship is dependent upon completion of competencies and maintaining good attendance. Prerequisite: Medical Terminology (1 semester) Note: Four units of college credit may be earned upon successful completion. | G-ELECTIVE | |||
65 | CTE MEDICAL TERMINOLOGY SEMESTER 2 (97124) | Specific to students in the CTE Health Academy | X | G | Learn the language of medicine. This course provides medical terminology training for careers and occupations in the healthcare industry. Instruction covers the following areas: medical terminology, basic anatomy of body systems, diseases and conditions, related medical abbreviations, safety issues, patient confidentiality, basic first aid, and introduction to vital signs. This course is needed if you plan on enrolling in the advanced medical courses (Sports Medicine-Athletic Trainer, Medical Assisting Administrative and Clinical, or Fire Science. Note: Three units of college credit may be earned upon successful completion. | G-ELECTIVE | |||
66 | CTE SPORTS MEDICINE 1 (97349) | Priority to Health Academy Students (3 year students), must have taken at least one Health Academy Course to be enrolled. Must be 11th or 12th grade. | X | X | G | Students in the Introduction to Sports Medicine/ Physical Therapy will build upon the knowledge and skills learned in Medical Terminology, Health Care Essentials, and First Responder. Students learn about common injuries and medical conditions found in sporting environments. Through hands on learning students will develop the skills needed to evaluate sports injuries, manage medical emergencies, provide injury prevention techniques, and provide basic injury rehabilitation. Students will learn various prophylactic taping techniques and how to apply them to real athletes. Students will have the opportunity to intern as a Student Athletic Training room at high school sporting events and after school in the Sweetwater High Athletic Training room. Students will enhance critical thinking skills, problem solving approach, and patient centered learning to build an optimal learning experience in and out of the classroom. Upon completion of the course, students may receive certifications in CPR, First Aid, and Student Athletic Trainer proficiency to prepare for careers in the Health Sciences: nursing, physical therapy, occupational therapy, physician assistant, orthopedic surgeon, kinesiotherapist, athletic training, orthopedic technician and surgical technician. Through rigorous curriculum, problem based learning, leadership conferences, field trips, and hands on training, students apply concepts to real world situations to be college and career ready. | G-ELECTIVE | ||
67 | CTE SPORTS MEDICINE 2 (97350) | TBD | X | G | TBD | G-ELECTIVE | |||
68 | CTE UAS-Drone Technology | x | x | Students will be immersed into the emerging industry of Unmanned Aerial Systems (UAS), also known as drones. This course will focus on safety, operations, industry applications, platform selection, data collection and analysis, FAA and industry certification, and skill development. | ELECTIVE | ||||
69 | CTE WELDING 1 (97020) | Student must be 16 years of age or older. | X | X | X | WELDING INTRODUCTION (CTE) Year I
This course provides entry-level training in Welding and Metal fabrication. Instruction covers the following areas: Shop Safety Practice, Hand/Power tools, Blueprint reading, Oxy-Fuel Gas cutting, Plasma Arc Welding (PAW), Virtual Reality Arc Welding Trainer (VRAWT), Welding Terminology, Metal fabrication/Math for welders, Welding Fundamentals, Shielded Metal Arc Welding (SMAW) Fundamentals, Students can earn certifications in: Shop Safety and Pollution Prevention-SP2 (Welding Course), the awareness they need to recognize the hazards around them, personal and professional development courses, Land That Job: Building a Resume, Interview Skills, Ethics and YOU Industry Team building. As part of instruction, this course reneforces and applies basic skills in Reading, Writing, Speaking, Listening, and Mathametics in the context of a career. Intructional strategies used in this course also insist students to: Think critically, Make decisions, Solve problems, and develop the ability to Learn and Reason. Students are given opportuinites to demeonstrate personal quailities including: Individual responsibility, Self-confidence, Self- management and Team work. Students will: Demonstrate all aspects of: Manipulative skills, Shop practice, Shop Safety, Labs Activities. These assessments for students should be ongoing throughout the semester(s) | ELECTIVE | ||
70 | CTE WELDING 2 (97242) | Completion of CTE WELDING 1 - Student must be 16 years of age or older. | X | X | WELDING INTERMEDIATE (CTE) Year II
This course provides intermediate-level training in Welding and Metal fabrication. Instruction covers the following areas: Shop Safety and Pollution Prevention-SP2 (Welding Course), the awareness they need to recognize the hazards around them, personal and professional development courses, Land That Job: Building a Resume, Interview Skills, Ethics and YOU, Industry Team building, Math for welders, Shielded Metal Arc Welding (SMAW), Gas Metal Inertia Gas welding (MIG), Flux-Cored Arc Welding (FLUX), and Tungsten Interim Gas welding (TIG), Welding Symbols. Students prepare for certifications, in addition, students start internships with off-site partners. Introduction in welding certification in the: Flat, Horizontal, Vertical and Overhead positions. As part of instruction, this course reneforces and applies basic skills in Reading, Writing, Speaking, Listening, and Mathametics in the context of a career. Intructional strategies used in this course also insist students to: Think critically, Make decisions, Solve problems, and develop the ability to Learn and Reason. Students are given opportuinites to demeonstrate personal quailities including: Individual responsibility, Self- confidence, Self- management and Team work. Studnets will: Demonstrate all aspects of: Manipulative skills, Shop practice, Shop Safety, Labs Activities. These assessments for students should be ongoing throughout the semester(s) | ELECTIVE | |||
71 | DANCE CHOREOGRAPHY ADV (90159) | Membership in this class is by audition only. | X | X | X | F | The California State Standards for Visual and Performing Arts are followed. The focus of this class is performance. All the genres of dance are studied including jazz, hip hip, lyrical, contemporary, musical theater, and tap. | VISUAL ART/PERFORMING ART (VAPA) | |
72 | DANCE I (90483) | Self nomination (Open to All) | X | X | X | X | F | This course offers an overview of human anatomy as it relates to dance movement, along with various injury-prevention techniques and standard dance terms. A large portion of the introductory, beginning classes are devoted to stretching and conditioning, emphasizing proper placement and technique. Students become more familiar with the basic stretches, more focus shifting to dance and choreography through the semester. Student projects will include group dances, one performance with summation, and 1-2 winter pieces to be performed at the winter concert as well as 1-2 pieces to be performed at the Spring Dance Concert. Participation is mandatory. | VISUAL ART/PERFORMING ART (VAPA) |
73 | DANCE II (90484) | Grades 10-12; Successful completion of Dance 1 with C or better AND Dance audition or teacher approval | X | X | X | F | The class progresses as an extension from the introductory class. Dance II ballet, modern, jazz, Afro, lyric, musical comedy, and hip-hop. Student projects will include, group dances, and two performances with summations. and 2-3 winter pieces to be performed at the winter concert as well as 3-4 pieces to be performed at the Spring Dance Concert. Participation is mandatory.
Participation is mandatory. | VISUAL ART/PERFORMING ART (VAPA) | |
74 | DISCRETE MATH PRE-COLLEGIATE (95411) | 11 & 12 | X | X | C | This course is a general survey of mathematical topics that are useful in our contemporary world. The primary purpose of this course is to show students how mathematics can be applied to their lives in interesting, enjoyable, and meaningful ways. There are four major goals of this course: 1. To help students acquire knowledge of fundamental mathematics (as defined by the Statement of Competencies in Mathematics (2010); 2. To show students how mathematics can solve authentic problems that apply to their lives; 3. To enable students to understand and reason with quantitative issues and mathematical ideas they are likely to encounter in college, career, and life; and 4. To enable students to develop problem-solving skills, while fostering critical thinking, within an interesting setting. Topics include problem solving, critical thinking, set theory, logic, number systems, algebra, personal finance, measurement, geometry, counting methods, probability theory, statistics, voting, and graph theory. Success in this course offers students an opportunity to clear “conditional exemption” from the CSU’s Entry-Level Math (ELM) test via Early Assessment Program (EAP). | MATH | ||
75 | DRAMA BEGINNING (90441) | X | X | X | X | F | Beginning Drama is designed to give students an appreciation of the world of theatre and an opportunity to discover the artist we each hold within. In this course, students will study the wide range of knowledge demanded by theatre and develop personally as they apply their new found knowledge in classroom activities. Throughout this course we will be playing various improv games, memorize scenes and monologues, and put on a showcase at the end of each semester. This course enriches student’s awareness skills and self-appreciation enabling them to build a foundation for future arts development. | VISUAL ART/PERFORMING ART (VAPA) | |
76 | DRAMA INTERMEDIATE (90442A)
| X | X | X | F | Intermediate Drama is designed to give students preparation for the world of theatre and background to be involved in theater productions offered at Sweetwater High. In this course, students will study the wide range of knowledge demanded by theatre and develop personally as they apply their new found knowledge in classroom activities. Throughout this course we will be playing various improv games, memorize scenes and monologues, and put on a showcase at the end of each semester. This course enriches student’s awareness skills and self-appreciation enabling them to build a foundation for future arts development. | VISUAL ART/PERFORMING ART (VAPA) | ||
77 | EARTH SCIENCE (92710) | Students must have completed or be concurrently enrolled in Algebra. Recommended reading level at grade level or above or 50% or above on standardized reading scores. | X | X | D | This course covers the fundamental topics associated with the formation and changes in the earth’s crust, meteorology, astronomy, paleontology, materials of the earth, earth cycles, history of the earth, and earth in space. | SCIENCE | ||
78 | EARTH SCIENCE FUND (98581) | X | X | X | X | Specific to students in the fundamentals program. | SCIENCE | ||
79 | ECONOMICS (94188) | 12th graders only | X | G | This course will give the students a greater understanding of economics ranging from the viewpoint of the individual consumer or small business owner to the global economy. The course will study the law of supply and demand, forms of business, labor unions, government finances and influence on the economy, money and prices, inflation and deflation cycles. The course relates history and politics to the study of economics. | SOCIAL SCIENCE | |||
80 | ECONOMICS BILINGUAL (94199) | Concurrent enrollment in ELD 1-4 | X | G | This course will give the students a greater understanding of economics ranging from the viewpoint of the individual consumer or small business owner to the global economy. The course will study the law of supply and demand, forms of business, labor unions, government finances and influence on the economy, money and prices, inflation and deflation cycles. The course relates history and politics to the study of economics. | SOCIAL SCIENCE | |||
81 | ECONOMICS FUNDAMENTALS (98597) | Specific to students in the fundamentals program. | X | G | This course will give the students a greater understanding of economics ranging from the viewpoint of the individual consumer or small business owner to the global economy. The course will study the law of supply and demand, forms of business, labor unions, government finances and influence on the economy, money and prices, inflation and deflation cycles. The course relates history and politics to the study of economics. | SOCIAL SCIENCE | |||
82 | ELD I HOUR 1 (94529) ELD I HOUR 2 (94536) | Little or not receptive English skills | X | X | X | X | Students may demonstrate little or not receptive English skills. Oral and written production are usually limited. Frequent errors make communication difficult. Concurrent enrollement in ELD 1/2 HOUR 2 (91460) | ENGLISH | |
83 | ELD II HOUR 1 (94530) ELD II HOUR 2 (94537) | Completion of ELD 1/2 | X | X | X | X | Students continue to develop receptive and productive English skills. Oral and written production are usually limited to phrases, memorized statements, and questions. Frequent errors may interfere with communication. Concurrent enrollment in ELD 3/4 HOUR 2 (91464) | ENGLISH | |
84 | ELD III HOUR 1 (94531) ELD III HOUR 2 (94538) | Completion of ELD 3/4 | X | X | X | X | Students begin to tailor their English language skills to meet communication and learning demands. Oral and written production have usually expanded to sentences,paragraphs, original statements, and questions. Concurrent enrollment in ELD 5/6 HOUR 2 (91468) | ENGLISH | |
85 | ELD IV (94532) | Completion of ELD 5/6 | X | X | X | X | B | Early Advanced: Students begin to combine the elements of the English language in complex, cognitively demanding situations. Oral and written production are characterized by more elaborate discourse, fully developed paragraphs, and compositions. Concurrent enrollment in grade level English course. | ENGLISH |
86 | ENGLISH 10 (91129) | 10th graders only | X | B | English 10 is a one-year course designed to prepare you for college and/or post-high school career goals. Through rhetorical analysis of a variety of expository and fictional texts, you will work to strengthen your skills in critical thinking, writing, listening, and speaking. As 10th graders, you will focus on evaluating literary/rhetorical strategies used in articles, novels, poetry, drama, short stories, essays, and technical and consumer documents. You will also develop your writing through practice in several genres: persuasive, expository, response to literature, biographical narrative, and business letter. | ENGLISH | |||
87 | ENGLISH 9 FUND (98614) | x | English 9 is a one-year course designed to prepare you for college and/or post-high school career goals. Through rhetorical analysis of a variety of expository and fictional texts, you will work to strengthen your skills in critical thinking, writing, listening, and speaking. As 10th graders, you will focus on evaluating literary/rhetorical strategies used in articles, novels, poetry, drama, short stories, essays, and technical and consumer documents. You will also develop your writing through practice in several genres: persuasive, expository, response to literature, biographical narrative, and business letter. | ENGLISH | |||||
88 | ENGLISH 10 FUND (98616) | X | English 10 is a one-year course designed to prepare you for college and/or post-high school career goals. Through rhetorical analysis of a variety of expository and fictional texts, you will work to strengthen your skills in critical thinking, writing, listening, and speaking. As 10th graders, you will focus on evaluating literary/rhetorical strategies used in articles, novels, poetry, drama, short stories, essays, and technical and consumer documents. You will also develop your writing through practice in several genres: persuasive, expository, response to literature, biographical narrative, and business letter. | ENGLISH | |||||
89 | ENGLISH 11 (91140) | 11th graders only | X | B | Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct indepth analyses of recurrent themes.Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose and progression through the stages of the writing process. Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. | ENGLISH | |||
90 | ENGLISH 11 FUNDAMENTALS (98618) | Course is specific to students in the fundamental program. | X | Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct indepth analyses of recurrent themes.Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose and progression through the stages of the writing process. Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. | ENGLISH | ||||
91 | ENGLISH 12 FUNDAMENTALS (98620) | Course is specific to students in the fundamental program. | X | Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct indepth analyses of recurrent themes.Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose and progression through the stages of the writing process.Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. | ENGLISH | ||||
92 | ENGLISH 9 (91136) | 9th graders only | X | B | Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct indepth analyses of recurrent patterns and themes. Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose. Students progress through the stages of the writing process as needed. Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. | ENGLISH | |||
93 | ETHNIC STUDIES (93411) | x | x | x | This college-preparatory course presents an interdisciplinary study of the history of the United States of America through a social justice lens. Students will partake in an in-depth analysis of self from an emotional, psychological, cultural, social, historical, and political context. Students will identify their personal roles and identities in their communities as it relates to intersectionality and to society as a whole. Through rigorous reading and writing, students will exit the course with 21st century skills of collaboration and critical analysis demonstrated through summative projects and assessments. Students will embark on a community-building journey in order to analyze their own identities and basic needs to develop intercultural relationships and begin a healing process to address historical trauma. Through critical readings of U.S. history from the perspectives of workers, enslaved populations, migrant populations including European immigrants, LGBTQ persons, women, indigenous populations of the Western hemisphere, Chicanos, African Americans, Asian Americans and others not often included in traditional curriculum, students will examine the collective actions taken by students, communities, grassroots organizations, movements and progressive individuals working within current systems to create equitable educational spaces and advocate for justice, not simply adhere to the status quo. Students will learn how to investigate the dynamics of power and privilege, and to foster critical consciousness and social engagement within and beyond their local communities. | ELECTIVE | |||
94 | EXPLORING COMPUTER SCIENCE (93365) | X | X | X | X | G | Exploring Computer Science teaches the creative, collaborative, interdisciplinary, and problem-solving nature of computing with instructional materials that feature an inquiry-based approach to learning and teaching. As part of this course, students will delve into real world computing problems that are culturally relevant, and address social and ethical issues while delivering foundational computer science knowledge. Students will engage in several in-depth projects to demonstrate the real-world applications of computing. These applications include computational problem-solving, web-design, computer programming, and robotics, data analysis, and robotics. | G-ELECTIVE | |
95 | FILIPINO 1/2 (91244) | X | X | X | E | The Proficiency level of World Languages 1-2 in the California State Language Learning Continuum is Stage I, which is characterized as...”the ability to comprehend and produce formulaic language (memorized words, phrases and sentences; in some instances, paragraphs). Stage I language learners deal with discrete elements of daily life in highly predictable common daily settings.” | WORLD LANGUAGE | ||
96 | FILIPINO 3/4 (91246) | A good command of the Filipino grammar and considerable competence in listening, speaking, reading, and writing. | X | X | X | X | E | The proficiency level of World Languages 3-4 in the Language Learning Continuum is Stage II. Students in this stage continue to expand their oral and written skills in the target language by using authentic materials, audio and video texts, write letters, short compositions and simple paragraphs, and participate in a variety of oral and auditory exercises. Students perform these tasks with increasing fluency of vocabulary and little or no significant pattern of error. Students also learn about cultural and historical figures, places and events, and symbols to broaden their cultural horizons. | WORLD LANGUAGE |
97 | FILIPINO 5/6 (91248) | Successful completion of Foreign Language 3&4 or the ability to listen, speak, read, and write in Filipino | X | X | X | X | E | The proficiency level of World Languages 5-6 in the Language Learning Continuum is Stage III which is characterized as the “ability to comprehend and produce planned language (paragraphs and strings of paragraphs).” Language users at this stage deal with concrete and factual topics of public interests (external environment) in most informal and some formal settings. | WORLD LANGUAGE |
98 | FILIPINO 7/8 (91286) | Filipino 1-6, or fluency in listening, speaking, reading and writing in Filipino. | X | X | X | X | E | The Proficiency level of World Languages 7-8 is described The Language Learning Continuum (1999), Stage IV. At this level students expand their ability to express themselves in a variety of contexts in an accurate and culturally appropriate manner. They also develop new skills that allow them to think critically in the target language, and express their ideas through the analysis and evaluation of written and auditory stimuli. Stage IV students read authentic texts of moderate to high difficulty, create well organized compositions of substantial length, and engage in a variety of oral and auditory tasks. They perform all these functions using a wide range of vocabulary, and with few significant patterns of error. Through their learning, they embrace cultural concepts of broader cultural significance, such as political and social issues, history, geography, literature, and the arts. | WORLD LANGUAGE |
99 | FILIPINO AMERICAN HISTORY | 11/12TH GRADE | X | X | A | Course will focus on the economic, political, and social history of Filipinos in the Philippines and in the United States. Analyzes the effects of Spanish, American, and Japanese colonization on Filipino culture. Focuses on the major waves of migration to the United States and focuses on youth, intergenerational, women, gender, and political issues. | A - SOCIAL SCIENCE ELECTIVE | ||
100 | FINANCIAL ALGEBRA (92948) | Seniors who earned a D or F in IM II, or seniors who earned a D or F in IM III | X | C | This course covers a wide range of mathematical topics that will prepare students for life in the real world. The course features ten chapters under six financial umbrellas: Investing, Banking, Credit, Income Taxes, Insurance, and Household Budgeting. It reviews and strengthens algebra mechanics and problem–solving skills by building upon prior knowledge of math concepts from other courses, while at the same time teaching selected advanced mathematics topics. For example, Financial Algebra introduces students to piecewise functions, regression, limits, exponential functions, linear/quadratic systems, and more. | MATH | |||
101 | FOLKLORICO ADVANCED (90193) | Beginning Folklorico experience and Teacher recommendation | X | X | X | F | This course is designed for students who are willing to be more active members in performances on campus and around our community as well as to increase their appreciation to the heritage that the Mexican culture has to offer. Therefore, the focus of this course is to extend the repertoire of the various traditional dances from different regions of Mexico and extend the historical, geographical, and representational aspect of the dances, music, and costumes. In addition, this course will help students improve the techniques, posture, self-confidence, and creativity skills. | VISUAL ART/PERFORMING ART (VAPA) | |
102 | FOLKLORICO BEGINNING (90189) | No experience required | X | X | X | X | F | This course is designed to teach students the different traditional dances of Mexico through the historical, geographical, and cultural aspect. Different steps and choreographies of various dances from different regions of Mexico will be taught throughout the school year which will allow them to participate on selective performances. This course will help students learn the skills of dancing, improve certain techniques, posture, self-confidence, and creativity skills.
| VISUAL ART/PERFORMING ART (VAPA) |
103 | HUMAN ANATOMY & PHYSIOLOGY (92469) | Must have at least a C in both semesters of Biology. Lots to memorize! | X | X | D | The study of muscles, bones, nerves and ligaments in vertebrate animals. Involves dissection. | SCIENCE | ||
104 | HUMAN ANATOMY & PHYSIOLOGY HONORS (92748) | Must have and A or B in both semesters of Biology. Lots to memorize! | X | X | D | Research/Project based approach to the study of muscles, bones, nerves and ligaments in vertebrate animals. Involves dissection. | SCIENCE | ||
105 | INTEGRATED MATH 10 FUND (98789) | Course is specific to students in the fundamental program. | X | This course includes standards from the conceptual categories of Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability. | MATH | ||||
106 | INTEGRATED MATH 11 FUND (98790) | Course is specific to students in the fundamental program. | X | This course includes standards from the conceptual categories of Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability. | MATH | ||||
107 | INTEGRATED MATH 9 FUND (98784) | Course is specific to students in the fundamental program. | X | This course includes standards from the conceptual categories of Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability. | MATH | ||||
108 | INTEGRATED MATH I (92923) | X | X | C | This course includes standards from the conceptual categories of Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability. Some standards are repeated in multiple higher mathematics courses; therefore instructional notes, which appear in brackets, indicate what is appropriate for study in this particular course | MATH | |||
109 | INTEGRATED MATH I BILINGUAL (92932) | Course is specific to students concurrently enrolled in ELD 1-4. | X | X | C | This course includes standards from the conceptual categories of Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability. Some standards are repeated in multiple higher mathematics courses; therefore instructional notes, which appear in brackets, indicate what is appropriate for study in this particular course | MATH | ||
110 | INTEGRATED MATH II (92924) | Completion of Integrated Math I | X | X | C | This course includes standards from the conceptual categories of Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability. Some standards are repeated in multiple higher mathematics courses; therefore instructional notes, which appear in brackets, indicate what is appropriate for study in this particular course. | MATH | ||
111 | INTEGRATED MATH II BILINGUAL (92933) | Completion of Algebra, Course is specific to students concurrently enrolled in ELD 1-4. | X | X | C | This course includes standards from the conceptual categories of Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability. Some standards are repeated in multiple higher mathematics courses; therefore instructional notes, which appear in brackets, indicate what is appropriate for study in this particular course. | MATH | ||
112 | INTEGRATED MATH III (92926) | Completion of integrated Math II | X | X | X | C | This course includes standards from the conceptual categories of Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability. Some standards are repeated in multiple higher mathematics courses; therefore instructional notes, which appear in brackets, indicate what is appropriate for study in this particular course. | MATH | |
113 | INTEGRATED MATH III Bilingual (92934) | Completion of integrated Math II and concurrently enrolled in ELD 1-4 | X | X | X | C | This course includes standards from the conceptual categories of Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability. Some standards are repeated in multiple higher mathematics courses; therefore instructional notes, which appear in brackets, indicate what is appropriate for study in this particular course. | MATH | |
114 | INTRO TO DESIGN (93351) | X | X | X | X | The course introduces students to the art of graphic design. This course is designed to give students an understanding of and practical application of the creative process using Adobe Photoshop, Illustrator, InDesign, Premiere and After Affects. This course introduces students with design theory and foundations, that includes high-level concepts such as color theory, harmonies, font pairing, layout, typography & design psychology. In addition, the students will learn the notions of visual appeal, kerning, leading and form, as well as using type in practical applications related to ad layout, designing logos and printed collateral. The advance course focuses on finalizing the graphic design projects including vector drawing techniques, digital manipulation of images, print preparation and movie creation using audio-video digital manipulations. Students will develop and apply knowledge of artistic principles, aesthetics and acquire technical skills in producing video from concept to finished product. Students will produce original work including short video projects that demonstrate understanding of the fundamental aspects of the production process. https://youtu.be/tWyHOoIkOjQ | VISUAL ART/PERFORMING ART (VAPA) | ||
115 | JOURNALISM-YEARBOOK (91824) | Application process required. | X | X | X | This is a course in which students will write, edit, design and layout the school newspaper and yearbook. Students taking this course must be self-directed, with the ability to work with others. Additional time is required outside of class to attend school functions, sports games, and club activities | ELECTIVE | ||
116 | JOURNALISM-YEARBOOK (91824) | General Curiosity to learn and explore new design techniques is always appreciated. | X | X | X | X | F | This course introduces students to the art of graphic design. Students learn about the history and development of this art form, explore cultural influences and examine its role in societies from different parts of the world.
Study of the aesthetics of art and graphic design will allow students to develop perception and analysis skills that they can employ to critically examine their own work and the work of others. Students will demonstrate their knowledge of the elements of art and principles of design while developing and refining their creative skills utilizing a variety of media including digital. Building on the skills learned in Introduction to Design A, students will develop 2D and 3D visual communications of increasing sophistication and complexity. They will learn to critically observe their visual environment, solve design problems, and influence behavior through the use of graphic art. Through directed projects, they will explore the relationship of graphic imagery to the cultural, political, and psychological dynamics of information exchange.. Emphasis will be placed on the development of written reflections and critiques in a journal and the development of high-quality graphic art images for their portfolio and presentation. This course is designed to give students an understanding of and practical application of Adobe InDesign CC, basic Adobe Photoshop CC, Adobe Illustrator CC techniques and the offset printing press Students will learn, applications in Adobe In Design, Adobe Premiere, Adobe After Affects to create movies using audio-video digital manipulations. | ELECTIVE |
117 | LIFE SCIENCE FUNDAMENTALS (98753) | Course is specific to students in the fundamental program. | X | X | X | X | Life Science is the study of cells, heredity, biological populations and their changes over time. It includes human biology, ecology, diversity of organisms and the history and nature of science. In this course students will have the opportunity to conduct and design experiments, identify and classify organisms. We will work on developing skills in data recording, classifying, measuring, observing, hypothesising, analyzing, evaluation and inferring. | SCIENCE | |
118 | MARCHING BAND (90478A) | X | X | X | X | This course is for students who choose to be a part of the Red Devil Corps for our fall marching season. The Red Devil Corps has a busy performance schedule in the fall and students are graded on attendance. Enrollment in this class also requires attendance at weekly evening rehearsals to prepare for these performances. This course includes physical training as a part of most fall rehearsals. Concurrent enrollment in either Band Cadet or Band Wind Ensemble is required, however students are allowed one year of exemption ONLY IF they are eligible for Wind Ensemble based on their audition. In the spring, this class requires attendance at four or more basketball games to perform in the pep band. This class will also perform at special marching band events that only happen in the spring. | VISUAL ART/PERFORMING ART (VAPA) | ||
119 | MATH 12 FUND (98574) | Course is specific to students in the fundamental program. | X | This course is a review if the Integrated Math sequences which includes standards from the conceptual categories of Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability. This course supports students transitioning to the community college. | MATH | ||||
120 | MCJROTC 1/2 (95140) | X | X | X | X | This first year course provides cadets (students) with an introduction to both leadership and citizenship. The first year also gives the new cadets exposure to personal growth and responsibility and starts to establish a foundation of structure and tradition. Students are also introduced to problem solving, community service, and leadership practical application. Personal accountability and self-discipline are focal. In addition, cadets are introduced to physical fitness, nutrition, and selfcare which will help develop confidence. We like to have fun as we learn. For additional information please visit our website: https://sites.google.com/view/suhi-mcjrotc/home?authuser=0 | ELECTIVE | ||
121 | MCJROTC 3/4 (95142) | Completion of MCJROTC 1/2 | X | X | X | X | MCJROTC 3/4 Second year JROTC course. The class explores JROTC subjects in greater detail than 1/2 and emphasizes leadership theory, style and principles. Some leadership roles are assigned to second year cadets. This course is designed to instill into students the desire to accept responsibility utilizing various leadership techniques. Students are also introduced to problem solving, community service, and leadership practical application. Personal accountability and self-discipline are focal. For additional information please visit our website: https://sites.google.com/view/suhi-mcjrotc/home?authuser=0 | ELECTIVE | |
122 | MCJROTC 5/6 (95144) | Completion of MCJROTC 3/4 | X | X | X | X | MCJROTC 5/6 cadets will augment the 1/2 classes as training and leadership cadre. 5/6 cadets will begin to use their leadership training as they assume positions of increased responsibility within the MCJROTC program. For additional information please visit our website: https://sites.google.com/view/suhi-mcjrotc/home?authuser=0 | ELECTIVE | |
123 | MCJROTC 7/8 (95146) | Completion of MCJROTC 5/6 | X | X | X | X | The MCJROTC 7/8 class is principally practical application interspersed with leadership forums that include resolving group conflicts, equal opportunity/sexual harassment/fraternization, preparation of lesson plans, research papers, current events dealing with national security issues, and general military subjects. The MCJROTC 7/8 class is principally the operational and administrative cadre of the MCJROTC program. For additional information please visit our website: https://sites.google.com/view/suhi-mcjrotc/home?authuser=0 | ELECTIVE | |
124 | Mexican American Studies (94282) | 11TH AND 12TH GRADERS ONLY | X | X | A | The Mexican American Studies course seeks to enhance understanding of the Mexican and Mexican American experience, as well as the broader Latino experience. As Latinos currently are the fastest growing minority group in the nation and represent a substantial proportion of the population in southern California, the focus of this course is on an understanding of the Latino background. The social, historical, political and cultural history of Mexico is examined as well as the Mexican immigration into the United States. Current issues within the Mexian American community are investigated, touching upon diverse aspects of the Mexican American and Latino population. | A - SOCIAL SCIENCE ELECTIVE | ||
125 | PE ADAPTED 9-12 (93579) PE ADAPTED 9-12 TRANSITION (98781A) | Students enrolled in SPED program. | X | X | X | X | Modified Physical Education class specific to students in the SPED program. | PE | |
126 | PE HIGH SCHOOL COURSE I (9) (93576) | 9th grade student | X | x | x | x | Course 1 is the first of the two PE courses required to graduate. Units of instruction will include: introduction to physical education, fitness (including fitness technology), individual and dual sports, rhythms/dance and aquatics. This course is designed to give students the opportunity to learn through a comprehensive sequentially planned Physical Education program in accordance with the Physical Education Model Content Standards for California Public Schools. Students will be empowered to make choices, meet challenges and develop positive behaviors in fitness, wellness and movement activity for a lifetime. Emphasis is placed on students developing a personalized fitness program for a healthy lifestyle and meets the requirements for the FITNESSGRAM. | PE | |
127 | PE HIGH SCHOOL COURSE II (10) (93577) | 10th grade students who has passed the PE Fitnessgram | X | x | x | Course 2 is designed to be taken after Course 1. Units of instruction include: introduction to advanced physical education, fitness (including fitness technology), team activities, gymnastics/tumbling, and combatives.
This course is designed to give students the opportunity to learn through a comprehensive sequentially planned Physical Education program in accordance with the California Model Content Standards for Physical Education. Students will be empowered to make choices, meet challenges and develop positive behaviors in fitness, wellness and movement activity for a lifetime. This course includes a focus on fitness and individual fitness planning to aid and assist students to pass the Fitnessgram requirements during the testing windows | PE | ||
128 | PE HIGH SCHOOL COURSE II DANCE (93552) | Students who do not pass 5/6 of the Fitnessgram requirement in “Fitness for Life”, a course
closely aligned to High School Course II content standards with individual fitness planning to aid and assist students to pass the Fitnessgram requirements during the testing windows | X | x | x | Course 2 is designed to be taken after Course 1. Units of instruction include: introduction to advanced physical education, fitness (including fitness technology), team activities, gymnastics/tumbling, and combatives. The course includes a focus on fitness by incorporating a variety of dance styles. The dance styles learned are jazz, hip hop, and contemporary. | PE | ||
129 | PE HIGH SCHOOL COURSE III Aquatics - Rowing (93614) | Passing grade in PE High School Course I
Passing grade or concurrent enrollment in PE High School Course II | X | In Course 3 students apply previously learned movement concepts and principles to the attainment of advanced knowledge and skills in aquatics and rowing. Students learn about the safety issues related to aquatics and rowing so that they can enjoy it without injury. They also learn the characteristics and critical elements of the specialized skills required for participation in aquatics and rowing along with the biomechanics in the performance of these skills. Finally, they learn to be independent learners capable of creating their own learning plans. | PE | ||||
130 | PE HIGH SCHOOL COURSE III Dance (93616) | Passing grade in PE High School Course I
Passing grade or concurrent enrollment in PE High School Course II | X | In Course 3 students apply previously learned movement concepts and principles to the attainment of advanced knowledge and skills in dance. Students learn about the safety issues related to dance so that they can enjoy it without injury. They also learn the characteristics and critical elements of the specialized skills required for participation in dance along with the biomechanics in the performance of these skills. Finally, they learn to be
independent learners capable of creating their own learning plans. | PE | ||||
131 | PE HIGH SCHOOL COURSE III Team Sports (93626) | Passing grade in PE High School Course I
Passing grade or concurrent enrollment in PE High School Course II | X | In Course 3 students apply previously learned movement concepts and principles to the attainment of advanced knowledge and skills in team activities. Students learn about the safety issues related to team activities so that they can enjoy it without injury. They also learn the characteristics and critical elements of the specialized skills required for participation in team activities along with the biomechanics in the performance of these skills. Finally, they learn to be independent learners capable of creating their own learning plans. | PE | ||||
132 | PE HIGH SCHOOL COURSE III Weight Training & Conditioning (93622) | Passing grade in PE High School Course I
Passing grade or concurrent enrollment in PE High School Course II | X | In Course 3 students apply previously learned movement concepts and principles to the attainment of advanced knowledge and skills in weight training and conditioning. Students learn about the safety issues related to weight training and conditioning so that they can enjoy it without injury. They also learn the characteristics and critical elements of the specialized skills required for participation in weight training and conditioning along with the biomechanics in the performance of these skills. Finally, they learn to be independent learners capable of creating their own learning plans. | PE | ||||
133 | PE HIGH SCHOOL COURSE IV Aquatics - Rowing
(93615) | Passing grade in PE High School Course I
Passing grade or concurrent enrollment in PE High School Course II | X | Course 4 is designed to help students improve their performance of specialized motor skills. Students practice their skills in real-world settings. They acquire the necessary knowledge to analyze and evaluate the interrelationship between the principles of biomechanics and the use of strategies in high-level performance. They learn to create or modify their own practice/training plans. Each of these experiences prepares students for lifelong participation in the activity.
Video | PE | ||||
134 | PE HIGH SCHOOL COURSE IV Dance (93617) | Passing grade in PE High School Course I
Passing grade or concurrent enrollment in PE High School Course II | X | Course 4 is designed to help students improve their performance of specialized motor skills. Students practice their skills in real-world settings. They acquire the necessary knowledge to analyze and evaluate the interrelationship between the principles of biomechanics and the use of strategies in high-level performance. They learn to create or modify their own practice/training plans. Each of these experiences prepares students for lifelong participation in the activity. | PE | ||||
135 | PE HIGH SCHOOL COURSE IV Team Sports (93627) | Passing grade in PE High School Course I
Passing grade or concurrent enrollment in PE High School Course II | X | Course 4 is designed to help students improve their performance of specialized motor skills. Students practice their skills in real-world settings. They acquire the necessary knowledge to analyze and evaluate the interrelationship between the principles of biomechanics and the use of strategies in high-level performance. They learn to create or modify their own practice/training plans. Each of these experiences prepares students for lifelong participation in the activity. | PE | ||||
136 | PE HIGH SCHOOL COURSE IV Weight Training & Conditioning (93623) | Passing grade in PE High School Course I
Passing grade or concurrent enrollment in PE High School Course II | X | Course 4 is designed to help students improve their performance of specialized motor skills. Students practice their skills in real-world settings. They acquire the necessary knowledge to analyze and evaluate the interrelationship between the principles of biomechanics and the use of strategies in high-level performance. They learn to create or modify their own practice/training plans. Each of these experiences prepares students for lifelong participation in the activity. | PE | ||||
137 | PEER MEDIATION ADVANCED (94438) | Taken Peer Mediation Intro and recommendation from Peer Mediation Instructor | X | X | The purpose of this course is to provide students with the knowledge, skills, and experiences necessary to become responsible, caring, and contributing member of the family, school, and community. This course will provide students with the opportunity for learning, guidance, emotional support and growth which can translate into higher academic skills, reduced conflict, an increased understanding and appreciation of differences, more service to other reduced alcohol and drug involvement, and a lower incident of sexually transmitted diseases and unwanted pregnancy. This course promotes student leadership by preparing students to plan and execute assemblies, classroom presentations, and to facilitate conflict resolution interventions. | ELECTIVE | |||
138 | PEER MEDIATION INTRO (94437) | 11th and 12th graders, must be a LINK LEADER | X | X | X | X | G | This course will provide students with the opportunity for learning, guidance, emotional support, and growth which can translate into higher academic skills, reduced conflict, an increased understanding and appreciation of differences. This course promotes student leadership by preparing students to plan and execute assemblies, classroom presentations, and to facilitate conflict resolution interventions.
Thanks, | G-ELECTIVE |
139 | PHYSICS (92157) | IM 1 and 2 with at least a C grade all 4 semesters. Concurrent enrollment in IM3 or higher level math class | X | X | X | D | Want to be an engineer? A medical doctor? A scientist? An astronomer? Not sure what you want to be? This is the class for you. Physics is a laboratory science class that studies how things work. Velocity, acceleration, forces, momentum, work, gravitation and circular motion are covered first semester. Second semester is all about heat energy, light, sound, electric circuits, motors and magnetism. Ever wondered what all that stuff you learned in math class was good for? This class answers that question. | SCIENCE | |
140 | PHYSICS HONORS (92189) | At least a C in IM 2, and concurrent enrollment in IM3 or higher level math | X | X | X | D | Involves an honors project each semester, class moves at a faster pace than regular, cover a few more topics | SCIENCE | |
141 | PLTW Computer Integrated Manufacturing (97452) | 11th and 12th graders | X | X | D | Computer Integrated Manufacturing (CIM) is the study of manufacturing planning, integration, and implementation of automation. The course explores manufacturing history, individual processes, systems, and careers. In addition to technical concepts, the course incorporates finance, ethics, and engineering design. This reflects an integrated approach that leading manufacturers have adopted to improve safety, quality, and efficiency. Utilizing the activity-project-problem-based (APPB) teaching and learning pedagogy, students will analyze, design, and build manufacturing systems. While implementing these designs, students will continually hone their interpersonal skills, creative abilities, and understanding of the design process. Students apply knowledge gained throughout the course in a final open-ended problem to build a manufacturing system. Computer Integrated Manufacturing is a high school level course that is appropriate for 11th or 12thgrade students interested in manufacturing and automation. It is recommended that students are concurrently enrolled in grade level mathematics and science courses and have successfully completed the Introduction to Engineering Design (IED) course. CIM is one of the specialization courses in the Project Lead The Way high school engineering program. The course applies and concurrently develops secondary-level knowledge and skills in mathematics, science, and technology. Engineering pathway completers are students that take a foundational course (IED or POE) and pass the class with a C or better and also take the CIM class and pass with a C or better. Completers will receive a graduation sash for completing the engineering pathway at Sweetwater high school through the Careers for Technical Education program | D - SCIENCE ELECTIVE | ||
142 | PLTW INTRODUCTION TO ENGINEERING DESIGN HONORS (97457) | X | X | X | X | D | This course provides students exposure to design process, research and analysis, teamwork, communication methods, global and human impacts, engineering standards and technical documentation. Employment possibilities include Civil Engineering, Industrial Engineering, and Architecture, General Engineering and entry level Mechanical and Electrical Engineering. Instruction covers the following areas: Design process, introduction to technical sketching and drawing, measurement and statistics, design exercises, dimensions and tolerances, advance modeling skills, reverse engineering, visual analysis, functional and structural analysis, product improvement by design, engineering ethics and design teams.Students will learn how to use software to design 2D and 3D model projects that are used in the engineering and machine technology industry. Student will learn how to use various CAD (computer aided design) programs to design and model projects. Students will also learn how convert their 3D model files to print on a state of the art 3D printers. | D - SCIENCE ELECTIVE | |
143 | PLTW PRINCIPLES OF ENGINEERING HONORS (97454) | Must compete or concurrently be enrolled in Integrated Math II. | X | X | X | X | D | This course provides students exposure to design process, research and analysis, teamwork, communication methods, global and human impacts, engineering standards and technical documentation. Employment possibilities include Civil Engineering, Industrial Engineering, and Architecture, General Engineering and entry level Mechanical and Electrical Engineering. Instruction covers the following areas: Design process, introduction to technical sketching and drawing, measurement and statistics, design exercises, dimensions and tolerances, advance modeling skills, reverse engineering, visual analysis, functional and structural analysis, product improvement by design, engineering ethics and design teams. Students use equipment which includes: Computers, plotters and printers. Principles of Engineering (POE) is a high school-level survey course of engineering. The course exposes students to some of the major concepts that they will encounter in a postsecondary engineering course of study. Students have an opportunity to investigate engineering and high tech career. POE gives students the opportunity to develop skills and understanding of course concepts through activity-, project-, and problem-based (APPB) learning. Used in combination with a teaming approach, APPB learning challenges students to continually hone their interpersonal skills, creative abilities, and problem solving skills based upon engineering concepts. It also allows students to develop strategies to enable and direct their own learning, which is the ultimate goal of education. Employment possibilities include entry level Engineering, design, manufacturing, computer design, research and development (R&D), architecture, digital manufacturing, field engineer and drafter. Instruction covers the following areas: Engineering principals, engineering technology systems, math, science, problem solving, and computer aided design. Students use equipment which includes: Dial gauges, protractors, engineering rulers, computers, plotters and 3-d printers. | D - SCIENCE ELECTIVE |
144 | PRE-CALCULUS (92026) | X | X | X | C | This discipline combines many of the trigonometric, geometric, and algebraic techniques needed to prepare students for the study of calculus and other advanced courses. It also brings a measure of closure to some topics first brought up in earlier courses, such as Algebra II. The functional viewpoint is emphasized in this course. | MATH | ||
145 | PRE-CALCULUS HONORS (92332) | X | X | X | C | This discipline combines many of the trigonometric, geometric, and algebraic techniques needed to prepare students for the study of calculus and other advanced courses. It also brings a measure of closure to some topics first brought up in earlier courses, such as Algebra II. The functional viewpoint is emphasized in this course. | MATH | ||
146 | PREP FOR SUCCESS (95200) | x | Prep for Success is a course designed to motivate and inspire young people to set and achieve the goals they want to accomplish. Even though many young people are urged to get good grades, many feel lost when it comes to setting powerful goals and creating their own definition of success. It doesn’t matter if their goal is to become a better student or athlete, start a business, or simply find guidance and direction, the principles taught in this course are adapted from Jack Canfield's Success Principles for Teens and are designed as a road map to create success on demand. | ELECTIVE | |||||
147 | PSYCHOLOGY (94049) | Recommended for any 11th or 12th grader or 9th or 10th graders with strong reading, writing and discussion skills. | X | X | A | Intro to Psychology is the scientific study behavior and mental processes on a primarily individual level, in other words why individuals do what they do. This is a great class for those interested in how people think and why we do the things we do. It is also a great class for those interested in biology and the brain as all of our studies will connect back to the brain and how it works.
This course will give a basic overview of topics such as: • Learning and Memory • Motivation and Emotion • Consciousness (Sleep, Drugs, Hypnosis) • Stress and the Brain • Psychological Disorders and their treatment Grades will be based on active participation, in class assignments, and tests. | A - SOCIAL SCIENCE ELECTIVE | ||
148 | SOCIAL ISSUES IN FILM (94284) | 11th and 12th graders only | X | X | A | In this class students will examine current issues facing our society as seen in mainstream and documentary films. This course covers similar topics to those in Sociology but it views them through the lens of film. This is a good class for those who are interested in current events and time in class will be spent learning more about current events and how they connect to the topics we are discussing. Topics covered will be based on student input and current events at the time of the course but likely will include the following: • Race and ethnicity • Immigration • War and Terrorism • Gender and Sexuality • Media and Technology • Inequality in Society Grades will be based heavily on participation in multiple Socratic seminars so excellent attendance and willingness to speak in front of the class are essential in order to be successful. | A - SOCIAL SCIENCE ELECTIVE | ||
149 | SOCIOLOGY (94050) | Recommended for any 11th or 12th grader or 9th or 10th graders with strong reading, writing and discussion skills. 9th and 10th graders should be aware that mature topics will be covered and they should be comfortable discussing such topics in a class that is primarily juniors and seniors. | X | X | A | Intro to Sociology is the scientific study of how people behavior in the social world, in other words it looks at groups and group behavior in society instead of looking at the individual like psychology. This is a great class for those who are curious about the major issues facing our world today and topics will regularly be tied back to current events. Students who care about the society in which they live and who are open to learning more about the world around them will greatly enjoy this class.
This course will include the following units of study: • Culture • Social Class and Inequality • Race and Ethnicity and Inequality • Gender Identity and Inequality • Deviance, Crime and the Legal System Grades will be based on active participation, including multiple whole class Socratic seminars, and in class assignments along with conducting some minor “experiments” outside of class. | A - SOCIAL SCIENCE ELECTIVE | ||
150 | SPANISH 1/2 (91224) | X | X | X | X | E | The Proficiency level of World Languages 1-2 in the California State Language Learning Continuum is Stage I, which is characterized as...”the ability to comprehend and produce formulaic language (memorized words, phrases and sentences; in some instances, paragraphs). Stage I language learners deal with discrete elements of daily life in highly predictable common daily settings.” | WORLD LANGUAGE | |
151 | SPANISH 3/4 (91226) | A good command of the Spanish grammar and considerable competence in listening, speaking, reading, and writing.
Recommended completion of Spanish 1-2 with C or better. | X | X | X | X | E | The proficiency level of World Languages 3-4 in the Language Learning Continuum is Stage II. Students in this stage continue to expand their oral and written skills in the target language by using authentic materials, audio and video texts, write letters, short compositions and simple paragraphs, and participate in a variety of oral and auditory exercises. Students perform these tasks with increasing fluency of vocabulary and little or no significant pattern of error. Students also learn about cultural and historical figures, places and events, and symbols to broaden their cultural horizons. | WORLD LANGUAGE |
152 | SPANISH 5/6 (91228) | Successful completion of Foreign Language 3-4 or the ability to listen, speak, read, and write in
Recommended completion of Spanish 3-4 with C or better. | X | X | X | X | E | The proficiency level of World Languages 5-6 in the Language Learning Continuum is Stage III which is characterized as the “ability to comprehend and produce planned language (paragraphs and strings of paragraphs).” Language users at this stage deal with concrete and factual topics of public interests (external environment) in most informal and some formal settings. | WORLD LANGUAGE |
153 | SPANISH 7/8 (91230) | Successful completion of Foreign Language 3-4 or the ability to listen, speak, read, and write in
Recommended completion of Spanish 5-6 with C or better. | X | X | X | X | E | The Proficiency level of World Languages 7-8 is described The Language Learning Continuum (1999), Stage IV. At this level students expand their ability to express themselves in a variety of contexts in an accurate and culturally appropriate manner. They also develop new skills that allow them to think critically in the target language, and express their ideas through the analysis and evaluation of written and auditory stimuli. Stage IV students read authentic texts of moderate to high difficulty, create well organized compositions of substantial length, and engage in a variety of oral and auditory tasks. They perform all these functions using a wide range of vocabulary, and with few significant patterns of error. Through their learning, they embrace cultural concepts of broader cultural significance, such as political and social issues, history, geography, literature, and the arts | WORLD LANGUAGE |
154 | SPANISH FUNDAMENTALS (pending approval) | x | x | x | x | Pending Approval: A Spanish course targeted to our special education students, who currently are struggling with the General Education Curriculum. | WORLD LANGUAGE | ||
155 | SPANISH/SPANISH SPKRS 1-2 (91256) | Spanish 1-6, or fluency in listening, speaking, reading and writing in Spanish. | X | X | X | X | E | The proficiency level of Spanish for Spanish Speakers 1-2 in the Sweetwater Union High School District language learning continuum is stage one, which is characterized as…”the ability to comprehend and produce related language (sentences and strings of sentences). Stage one language users deal with everyday courtesy requirements and topics related to self and the immediate environment in some informal and transactional settings.” | WORLD LANGUAGE |
156 | SPANISH/SPANISH SPKRS 3-4 (91258) | Completion of SPANISH/SPANISH SPKRS 1-2 or teacher recommendation | X | X | X | X | E | The proficiency level of Spanish for Spanish Speakers 3-4 in the Sweetwater Union High School District language learning continuum is stage two, which is characterized as…”the ability to comprehend and produce related language (paragraphs and strings of paragraphs). Stage two language users deal with concrete and factual topics of public interest (the external environment), in most informal and some formal settings.” | WORLD LANGUAGE |
157 | SPANISH/SPANISH SPKRS 5-6 (91260) | Completion of SPANISH/SPANISH SPKRS 3-4 or teacher recommendation.
Recommended fluency in listening, speaking, reading and writing in Spanish. Recommended completion of SSS 3-4 with a passing grade of C or better. | X | X | X | X | E | The proficiency level of Spanish for Spanish Speakers 5-6 in the Sweetwater Union High School District language learning continuum is stage three, which is characterized as…”the ability to comprehend and produce related language (oral and written essays). Stage three language users deal with unfamiliar, abstract, practical, social, and professional topics in most informal and formal settings, and problem scenarios.” | WORLD LANGUAGE |
158 | SPANISH/SPANISH SPKRS 7/8 (91262) | Completion of SSS 5-6 or teacher recommendation.
Recommended fluency in listening, speaking, reading and writing in Spanish. Recommended completion of SSS 5-6 with a passing grade of C or better. Completion of SPANISH/SPANISH SPKRS 5-6 or teacher recommendation. | X | X | X | X | E | The proficiency level of Spanish for Spanish Speakers 7-8 in the Sweetwater Union High School District language learning continuum is stage three, which is characterized as…”the ability to comprehend and produce most forms and styles of extended language tailored to various audiences form within the target culture framework. Stage five language users deal with all topics and in all settings pertinent to professional needs.” | WORLD LANGUAGE |
159 | STUDY SKILLS CONCEPTS (98626) | Students with IEPS, who were identified by the case carrier, will be placed in the Study Skills course offered by the case carrier. | X | X | X | X | The Study Skills program at SUHI has been designed with two goals in mind: 1) assist students reach academic success and to learn, understand, and reinforce concepts and/or assignments presented in both the general/fundamentals curriculum, 2) for students to be able to lead their IEPs and create their own portfolios to describe progress on their goals. Students have the opportunity to develop and strengthen good study habits and learning strategies through various instructional methods and strategies. Specific goals and objectives identified in the student’s IEP will be integrated into the class. The study skills teacher will collaborate with regular education and SPED teachers on an on-going basis to develop study strategies and design lessons to best meet the academic requirements of a student’s program of study. Study Skills is a support class with emphasis placed on core classes. | ELECTIVE | |
160 | SWC Developmental Psychology Semester 2 (93379) | Students must commit to taking both SWC Developmental Psychology and SWC General Psychology, 2.5 GPA, Juniors/Seniors only. Must have passed SWC Psyc 101 or AP Psychology Exam with a score of 3 or higher. | X | X | A | Yearlong Committment: SWC General Psychology Semester 1 & SWC Developmental Psychology Semester 2. Southwestern College course offered at SUHi. Examines the physical, cognitive, emotional, and social development of the individual throughout the life span. Includes the development of the individual, beginning with conception and prenatal development and continuing through infancy, childhood, adolescence, adulthood, late adulthood, and death and dying. [D; CSU; UC; C-ID PSY 180]Yearlong Committment: SWC General Psychology Semester 1 & SWC Developmental Psychology Semester 2. | A - SOCIAL SCIENCE ELECTIVE | ||
161 | SWC GENERAL PSYCHOLOGY Semester 1 (95176) | Students must commit to taking both SWC Developmental Psychology and SWC General Psychology, 2.5 GPA, Juniors/Seniors only | X | X | A | Yearlong Committment: SWC General Psychology Semester 1 & SWC Developmental Psychology Semester 2. Southwestern College course offered at SUHi. Introduces the student to the scientific study of human behavior through the analysis of facts, theories, and concepts. Emphasizes biological, social, and cognitive influences on behaviors, such as learning, memory, perception, sexuality, personality, development, psychological disorders, and group behavior. Attention also given to historical developments and experimental techniques. [D; CSU; UC; C-ID PSY 110] | A - SOCIAL SCIENCE ELECTIVE | ||
162 | SWC Intro to Administration of Justice (94329) Semester Course | 2.5 GPA, Juniors/Seniors only | X | X | G | Introduces the history and philosophy of criminal justice with an overview of the criminal justice system identifying the various segments and the roles and interrelationships: overview of crime, criminals and causal theories, jurisdiction of local, state, federal criminal justice agencies, survey of professional career opportunities, and ethics and professionalism. | SOCIAL SCIENCE | ||
163 | THEATER PRODUCTION (90443) | Audition required. | X | X | X | X | F | Audition is required for this theatre production course (advanced acting). After auditioning during the month of February, students will be invited to join the theatre production classroom. This course is designed for students who will be strengthening their acting skills and techniques through | VISUAL ART/PERFORMING ART (VAPA) |
164 | TRANSITIONS 12 CONCEPTS (98812) | Specific to students in the fundamentals program. | X | Specific to students in the fundamentals program. | ELECTIVE | ||||
165 | US GOVERNMENT (94058) | 12th graders only | X | A | The Government course is a thought-provoking exploration of American Government and Politics. We will cover such topics as the Constitution, civil rights, interest groups, politics, voting, Congress, the Presidency, the Judiciary, laws, public policies, state & local government, and current events. | SOCIAL SCIENCE | |||
166 | US GOVERNMENT BIL (94059) | Concurrent enrollment in ELD 1-4 | X | A | Our focus for the 2017-18 school year will be Theatre for Social Change and Human Rights. | SOCIAL SCIENCE | |||
167 | US GOVERNMENT FUNDAMENTALS (98596) | Specific to students in the fundamentals program. | X | Successful completion of Drama beginning is an advantage, but it is not a requirement. | SOCIAL SCIENCE | ||||
168 | US HISTORY 11 (94074) | 11th graders only | X | A | Fulfills the F (Visual and Performing Arts) requirement. | SOCIAL SCIENCE | |||
169 | US HISTORY 11 BILINGUAL (94075) | Concurrent enrollment in ELD 1-4 | X | A | The focus of this course is the study of the historical development of American ideas and institutions from the Age of Exploration to the present. Students will learn fundamental concepts in civics, economics, and geography. They will obtain a basic knowledge of American culture through a chronological survey of major issues, movements, people, and events in United States | SOCIAL SCIENCE | |||
170 | US HISTORY 11 FUNDAMENTALS (98594) | Specific to students in the fundamentals program. | X | The focus of this course is the study of the historical development of American ideas and institutions from the Age of Exploration to the present. Students will learn fundamental concepts in civics, economics, and geography. They will obtain a basic knowledge of American culture through a chronological survey of major issues, movements, people, and events in United States | SOCIAL SCIENCE | ||||
171 | US HISTORY 11 HONORS (94073) | Self-nomination, Admininstration, Teacher, and/or Counselor recommendation | X | A | The focus of this course is the study of the historical development of American ideas and institutions from the Age of Exploration to the present. Students will learn fundamental concepts in civics, economics, and geography. They will obtain a basic knowledge of American culture through a chronological survey of major issues, movements, people, and events in United States. This course is in preparation for AP US Government. | SOCIAL SCIENCE | |||
172 | WORLD GEOGRAPHY (94322) | 9th graders only | X | A | World Geography is the study of the world’s peoples, places, and environments, with a focus on world regions. Particular emphasis is placed on students’ understanding and applying geographic concepts and skills to their daily lives. All students take the SOL test for World Geography. | SOCIAL SCIENCE | |||
173 | WORLD GEOGRAPHY BILINGUAL (94332) | Concurrent enrollment in ELD 1-4 | X | A | World Geography is the study of the world’s peoples, places, and environments, with a focus on world regions. Particular emphasis is placed on students’ understanding and applying geographic concepts and skills to their daily lives. All students take the SOL test for World Geography. | SOCIAL SCIENCE | |||
174 | WORLD GEOGRAPHY FUNDAMENTALS (98590) | Specific to students in the fundamentals program. | X | World Geography is the study of the world’s peoples, places, and environments, with a focus on world regions. Particular emphasis is placed on students’ understanding and applying geographic concepts and skills to their daily lives. All students take the SOL test for World Geography. | SOCIAL SCIENCE | ||||
175 | WORLD HIST & CULTURE (94397) | 10th graders only | X | A | The focus of this course is the study of the historical development of people, places, and patterns of life from ancient times until 1500 AD. Students will use skills of historical and geographical analysis to explore the early history of the world. | SOCIAL SCIENCE | |||
176 | WORLD HIST & CULTURE BIL (94401) | Concurrent enrollment in ELD 1-4 | X | A | The focus of this course is the study of the historical development of people, places, and patterns of life from ancient times until 1500 AD. Students will use skills of historical and geographical analysis to explore the early history of the world. | SOCIAL SCIENCE | |||
177 | WORLD HIST & CULTURE FUND (98624) | Specific to students in the fundamentals program. | X | The focus of this course is the study of the historical development of people, places, and patterns of life from ancient times until 1500 AD. Students will use skills of historical and geographical analysis to explore the early history of the world. | SOCIAL SCIENCE | ||||
178 | WORLD RELIGIONS (94439) semester course | X | X | G | The World Religions course focuses on the seven major religions, introducing them in order from the oldest to the youngest: Primal Religions, Hinduism, Buddhism, Taoism and Confucianism, Judaism, Christianity and Islam. Students will study the history, development and impact of each religion; read and interpret sacred literature; analyze the belief systems and practices; and identify sacred places, events and holy days of each religion. This course compliments World History by studying the cultural and traditional diversity of peoples. It also compliments US History and Government by appreciating the international differences between governments based on culture and religion. | SOCIAL SCIENCE - ELECTIVE | |||
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