Course Description Directory

Georgia Department of Education
Standard
Course Number Course Title GSE; GPS;
CCGPS; QCC
23.00100 Language Arts/Grade K
GSE
23.00110 Reading/Grade K
GSE
23.00120 Reading/Grade 1
GSE
GSE
GSE
GSE
GSE
23.00200 Language Arts/Grade 1
GSE
23.00210 Spelling/Grade K
GSE
23.00220 Spelling/Grade 1
GSE
GSE
GSE
GSE
GSE
GSE
23.00310 Penmanship/Grade K
GSE
23.00320 Penmanship/Grade 1
GSE
GSE
GSE
GSE
GSE
GSE
23.00410 Writing/Grade K
GSE
23.00420 Writing/Grade 1
GSE
Dr. John D. Barge, State School Superintendent

May 15, 2014 • 1 of 138
Standard
CCGPS; QCC
GSE
GSE
GSE
GSE
GSE
GSE
GSE
23.01110 Language Arts/Grade 6 – Academic Block Remediation
GSE
23.01120 Language Arts/Grade 6 – Academic Block Enrichment
GSE
23.01160 Language Arts/Grade 6 – Connections Remediation
GSE
23.01170 Language Arts/Grade 6 – Connections Enrichment
GSE
GSE

May 15, 2014 • 2 of 138
Standard
CCGPS; QCC
GSE
GSE
GSE
GSE
GSE
GSE
GSE
GSE
GSE
GSE
23.01410 Reading/Grade 6 – Academic Block Remediation
GSE
23.01420 Reading/Grade 6 – Academic Block Enrichment
GSE
23.01460 Reading/Grade 6 – Connections Remediation
GSE
23.01470 Reading/Grade 6 – Connections Enrichment
GSE

May 15, 2014 • 3 of 138
Standard
CCGPS; QCC
GSE
GSE
GSE
GSE
GSE
GSE
GSE
GSE
GSE
GSE

May 15, 2014 • 4 of 138
Standard
CCGPS; QCC
23.01700 Connections Speech
GSE
23.02100 Mythology, (Greek, Roman, Norse)
GSE
23.02300 Shakespeare
GSE
23.02400 Literature and History of the Old Testament Era
GSE
23.02500 Literature and History of the New Testament Era
GSE
23.02600 An Introduction to Women’s Literature
GSE
23.03100 Writer's Workshop
GSE
23.03200 Journalism I
GSE
23.03300 Journalism II
GSE
23.03400 Advanced Composition
GSE
23.03500 Journalism III
GSE
23.03600 Journalism IV
GSE
23.03700 Advanced Placement (AP) Research, ELA AP
23.03800 Advanced Placement (AP) Seminar, ELA AP
23.03900 International Baccalaureate Theory of Knowledge ELA,
Year One IB
23.04000 International Baccalaureate Theory of Knowledge ELA,
Year Two IB
23.04100 History of the English Language
GSE
23.04200 Oral/Written Communication (Speech)
GSE
23.04300 Advanced Placement Language/Composition
AP/GSE
23.04600 Speech/Forensics I
GSE
May 15, 2014 • 5 of 138
Standard
CCGPS; QCC
23.04700 Speech/Forensics II
GSE
23.04800 Speech/Forensics III
GSE
23.04900 Speech/Forensics IV
GSE
23.05100 American Literature/Composition Only designated
substitutions may be made for this course.
GSE
23.05200 British Literature/Composition
GSE
23.05300 Advanced Placement English Language and
Composition/American Literature May substitute for
23.05100.
AP/GSE
23.05400 Technical College Readiness English (Student enrollment
limited by eligibility requirements) GSE
23.06100 Ninth Grade Literature/and Composition
GSE
23.06120 IB English B, Year One, (may substitute for 23.05100) GSE
23.06130 IB English B, Year Two GSE
23.06200 Tenth Grade Literature/and Composition
GSE
23.06300 World Literature and Composition
GSE
23.06400 Literary Types and Composition
GSE
23.06500 Advanced Placement English Literature and Composition
AP/GSE
23.06600 Contemporary Literature and Composition
GSE

May 15, 2014 • 6 of 138
Standard
CCGPS; QCC
23.06700 Multicultural Literature and Composition
GSE
23.06800 International Baccalaureate English A Literature, Year
One (May substitute for 23.05100)
GSE
23.06900 International Baccalaureate English A Literature, Year
Two
GSE
23.07300 International Baccalaureate English A Language and
Literature Year One, (may substitute for 23.05100) GSE
23.07310 International Baccalaureate English A Language and
Literature Year Two IB
23.07320 International Baccalaureate, Literature and Performance,
Year One IB
23.07330 International Baccalaureate, Literature and Performance,
Year Two IB
23.08100 Communication Skills
None
23.08200 Reading Enrichment
None
23.08300 Basic Reading/Writing I
None
23.08400 Basic Reading/Writing II
None
23.08500 Basic Reading/Writing III
None
23.08600 Basic Reading/Writing IV
None
23.09100 English ESOL I
None
23.09200 English ESOL II
None
23.09300 English ESOL III
None
23.09400 English ESOL IV
None
23.09500 Advanced Study English ESOL V None
23.09600 Advanced Study English ESOL VI None

May 15, 2014 • 7 of 138
Effective Date
Course Description
This course will focus on kindergarten students making the transition from oral literacy to written literacy. Kindergarteners will begin to 3/5/2008
recognize some basic conventions of language, and they will begin to identify some basic sight words. By the end of the year, students will
know the basics of the sound-print code. Students will read and listen to books for a variety of purposes and from different genres. Their
level of oral language will grow in complexity as they begin to acquire new vocabulary. In writing, students will develop the abilities to
write letters and represent words with letters. They will begin to write in a variety of genres. Specific elements will be learned for each type
of writing.
This course will focus on introducing the basics of decoding the written word. Kindergarteners will begin learning about concepts of print, 8/11/2011
recognizing some basic conventions of language, and identifying some basic sight words. Students will also read and listen to books for a
variety of purposes and from different genres. By the end of the year, students will know the basics of the sound-print code.
This course will focus on first grade students improving their reading through phonics skills and phonological development. They will 8/11/2011
begin to read with more accuracy and fluency while monitoring and self-correcting their reading. Students will read, listen to, and discuss
more complex stories. Students will continue to read and write in a variety of genres.
This course will focus on students further developing their reading skills, particularly fluency and comprehension. Second graders will 8/11/2011
develop their vocabulary through increased word study. They will read, listen to, and comprehend increasingly more complex text from a
variety of genres.
This course will focus on students reading and writing in many genres and about a variety of topics. The students’ abilities in reading aloud 8/11/2011
with fluency and comprehension will increase as well as their vocabulary. Students also will read and understand informational texts from
other subject areas in addition to language arts. Third graders will use comprehension strategies as they independently read, and they will
demonstrate understanding of specific elements in their written pieces.
In this course, fourth graders will read and comprehend texts from a variety of literary and informative genres. Students also will read and 8/11/2011
understand informational texts from other subject areas in addition to language arts. In addition, students will continue to develop their
vocabulary through explicit word study based on the texts presented in class. Fourth graders will independently use metacognitive
strategies to help with comprehending more complex text from a variety of genres.
In this course, fifth graders will deepen their understanding of concepts about text and comprehension strategies. They will develop their 8/11/2011
ability to analyze text and synthesize information from multiple texts and text structures. Students will study the effects of visual and
multimedia elements.Through an examination of words and phrases, students will increase their vocabularies, including those that convey
ideas and images, for reading and writing. Students will use reading as a tool for learning and have many opportunities to apply what they
have learned through the integration of reading with other subjects.
In this course, students will continue to learn and practice using language appropriately, including speaking in complete sentences, spelling 3/5/2008
words with increased accuracy and gaining command over grammar conventions.Students will work more on expanding sentences and
learning rules of grammar and spelling. Specific elements will be learned for each type of writing. This course will also focus on
developing the students’ vocabularies.
In this course students will spell simple words phonetically, drawing on knowledge of sound-letter relationships. Students will recognize 8/11/2011
that spoken words are represented in written language by specific sequences of letters and that words are separated by spaces in print. They
will capitalize the first word in a sentence and the pronoun, recognize and name end punctuation, and write a letter or letters for most
consonant and short-vowel sounds.
In this course students will learn the spelling-sound correspondences for common consonant digraphs, decode regularly spelled one- 8/11/2011
syllable words, know final -e and common vowel team conventions for representing long vowel sounds, and use knowledge that every
syllable must have a vowel sound to determine the number of syllables in a printed word. They will use conventional spelling for words
with common spelling patterns and for frequently occurring irregular words and spell untaught words phonetically, drawing on phonemic
awareness and spelling conventions.
Students will identify words with inconsistent but common spelling-sound correspondences and recognize and read grade-appropriate 8/11/2011
irregularly spelled words. They will be able to generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil)
and will consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Students will use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, 8/11/2011
smiled, cries, happiness). They will use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable
patterns, ending rules, meaningful word parts) in writing words and will consult reference materials, including beginning dictionaries, as
needed to check and correct spellings.
In this course, students will use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., 8/11/2011
roots and affixes) to aid in correct spelling. They will correctly use frequently confused words (e.g., to, too, two; there, their) and will spell
grade level appropriate words correctly, consulting references as needed.
In this course, students will use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., 8/11/2011
roots and affixes) to aid in correct spelling. They will spell grade-appropriate words correctly, consulting references as needed. Students
will use knowledge of language and its conventions when writing, speaking, reading, or listening.
This course will focus on students further developing their understanding of standard English grammar and usage in both writing and 3/5/2008
speaking. Second graders will also demonstrate their knowledge of language and its conventions when writing, speaking, reading, and
listening. They will continue developing their oral and written vocabulary through increased word study, participation in conversations, as
well as reading and listening to more complex text.
Students will recognize that spoken words are represented in written language by specific sequences of letters. They will understand that 8/11/2011
words are separated by spaces in print and recognize and name all upper- and lowercase letters of the alphabet. Students will use a
combination of drawing, dictating, and writing to communicate content. They will capitalize the first word in a sentence and the pronoun I.
they will write letter/letters for most consonant and short-vowel sounds.
Students will print with appropriate spacing between words and sentences, capitalize dates and names of people, use end punctuation for 8/11/2011
sentences and use commas in dates and to separate single words in a series.
Creates documents with legible handwriting. They will capitalize holidays, product names, and geographic names and use commas in 8/11/2011
greetings and closings of letters. Use an apostrophe to form contractions and frequently occurring possessives.
Students will write legibly in cursive. They will also routinely apply capitalization to appropriate names and titles, use commas in 8/11/2011
addresses, use punctuation appropriately in dialogue and possessives.
Students will write legibly in cursive, leaving spaces between letters in a word and between words in a sentence. Students will also 8/11/2011
routinely use correct capitalization and punctuation in all of their writings.
Students will leave spaces between letters in a word and between words in a sentence. Students will also routinely use correct capitalization 8/11/2011
and punctuation.
This course will focus on students understanding and applying the conventions of standard English when writing and speaking. Third grade 3/5/2008
students will deepen their vocabulary through word study and engagement in more complex text. They will also begin to use more complex
vocabulary when speaking and writing.
Students will use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the 1/12/2012
name of the book they are “writing” about and state an opinion or preference about the topic or book (e.g., My favorite book is…). They
will use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are
writing about and supply some information about the topic. They will use a combination of drawing, dictating, and writing to narrate a
single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what
happened. With support from adults, they can strengthen their writing, publish, and participate in shared research projects.
Students will write opinion pieces in which they introduce the topic or the name of the book they are writing about, state an opinion, supply 1/12/2012
a reason for the opinion, and provide some sense of closure. They will write informative/ explanatory texts in which they name a topic,
supply some facts about the topic, and provide some sense of closure. They will write narratives in which they recount two or more
appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some
sense of closure. With support from adults, they will strengthen writing as needed, including using pre-writing strategies such as graphic
organizers. They may use digital tools to produce and publish writing, including in collaboration with peers. They will participate in shared
research and writing projects.

May 15, 2014 • 8 of 138
Effective Date
Course Description
Students will write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that 1/12/2012
support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or
section. They will write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and
provide a concluding statement or section. They will write narratives in which they recount a well-elaborated event or short sequence of
events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
With support from adults, they will strengthen writing as needed by revising and editing and may include prewriting. With guidance and
support from adults, students will use a variety of digital tools to produce and publish writing, including in collaboration with peers. They
will also participate in shared research projects.
Students will write opinion pieces on topics or texts, supporting a point of view with reasons employing an organizational structure and 1/12/2012
providing reasons to support claims. They will write informative/explanatory texts to examine a topic and convey ideas and information
clearly grouping ideas together. Ideas should be developed with details and provide a conclusion. Students will write narratives to develop
real or imagined experiences or events using effective technique, descriptive details, and clear event sequences, organizing events naturally
and using dialogue. With support from adults, they will gear writing to a specific purpose and use appropriate structures for that purpose.
They will prewrite, plan, revise, and edit as needed. Students may use digital tools for publication and may conduct short research projects.
Students will write opinion pieces on topics or texts, supporting a point of view with reasons providing clear statements of purpose/thesis 1/12/2012
and using appropriate organizational structures. Students will write informative/explanatory texts to examine a topic and convey ideas and
information clearly, introducing topics clearly and grouping related information. Students will employ graphical and formatting aids such
as illustrations and headings as well as use concept maps to aid in organizing their ideas in a logical manner. Students should begin to
employ domain-specific and technical vocabulary. They will write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences that unfold naturally. They will also convey sensory details effectively
and orient their reader with narrative voice. Writing should reflect awareness of audience and purpose. With support from adults, fourth
grade students will strengthen their writing as needed during each step of the writing process, including sharing products digitally or
publishing manually. They will also conduct short research projects and begin to draw more heavily on text evidence to support their
analyses, reflection, and .research. Students must utilize the R.A.C.E. strategy in all formal writings where they restate, answer, cite textual
evidence and explain their rationale of the writing prompt.
Students will write opinion pieces on topics or texts, supporting a point of view with reasons providing clear statements of purpose/thesis 1/12/2012
and using appropriate organizational structures. Students will also write informative/explanatory texts to examine a topic and convey ideas
and information clearly, introducing topics clearly and grouping related information. They will write narratives to develop real or imagined
experiences or events using effective technique, descriptive details, and clear event sequences that unfold naturally and reflect knowledge
of pacing and structure. With guidance and support, students will strengthen writing as needed and use technology to produce, publish, and
collaborate with others. They will also conduct research projects and begin to draw evidence to support their analyses, reflection,
and .research.
This course will focus on students understanding and applying the conventions of standard English when writing and speaking. They will 3/5/2008
also deepen their oral and written vocabulary through word study and engagement in more complex text. Fourth graders will engage in a
range of collaborative discussions to express and support their ideas and also build on the ideas of others. In addition, they will write in a
variety of genres (opinion, informative/explanatory, narrative) for a variety of purposes and audiences. Students must show their
proficiencey of grade level conventions focusing on pronouns, verbs, prepositional phrases, commas, sentence structure, capitalization,
usage, spelling, puncuation, and mechanics. Students must be able to identify the above conventions in sentences and use the conventions
in the right context when writing complete sentences.
In this course, fifth graders receive integrated instruction emphasizing writing, speaking and listening and language usage and conventions 3/5/2008
to deepen their understanding of concepts about written language. Students will use writing as a tool for learning, and they will write in a
variety of genres (opinion, informative/explanatory, narrative) for a variety of tasks, purposes and audiences. They will conduct short
research projects using several sources to build knowledge through investigation and present their findings orally as well as in wriitng.
Students will use the writing process for composing their texts and use technology, including the Internet to complete and publish their
writing. Students will apply what they have learned about author’s craft to their own pieces. Fifth graders will increase their oral and
written vocabulary by being involved in classroom discussion and word study. They will also participate in oral discourse about a variety of
topics, concepts, and texts and have many opportunities to apply what they have learned through integration of language arts with other
subjects.
This course focuses on oral and written language, as well as media and technology for expressive, informational, argumentative, critical, 3/5/2008
and literary purposes. The course enables students to become skilled readers of more sophisticated literature by learning how to study and
analyze literature through voice and style. The student will compose writing in a variety of genres: argumentative, informative/explanatory,
narrative. The student will analyze and edit his or her writing by focusing on conventions, voice, and style. There is an increase in writing,
editing, and proofing. The student will continue learning the components of research. The student will also engage in viewing, listening,
and speaking activities. through oral presentations and dramatic interpretation; the student will explore the effects of media images, texts,
and sounds. Research becomes a critical component of this course.
narrative, The student will analyze and edit his or her writing by focusing on conventions, voice, and style. There is an increase in writing,
editing, and proofing. Research becomes a critical component of this course. The student will also engage in viewing, listening, and
speaking activities.
analyze literature through voice and style The student will compose writing in a variety of genres: argumentative, informative/explanatory,
narrative, The student will analyze and edit his or her writing by focusing on conventions, voice, and style. There is an increase in writing,
editing, and proofing.. Research becomes a critical component of this course. The student will also engage in viewing, listening, and
speaking activities.
analyze literature through voice and style. The student will compose writing in a variety of genres: (argumentative,
informative/explanatory, narrative). The student will analyze and edit his or her writing by focusing on conventions, voice, and style. There
is an increase in writing, editing, and proofing. Research becomes a critical component of this course. The student will also engage in
viewing, listening, and speaking activities. This course is to be used only as remediation, not in lieu of 6th grade language arts.
narrative. The student will analyze and edit his or her writing by focusing on conventions, voice, and style. There is an increase in writing,
editing, and proofing. Research becomes a critical component of this course. The student will also engage in viewing, listening, and
speaking activities. This course is to be used only as remediation, not in lieu of 6th grade language arts.
This course focuses on an appreciation of written and oral language, as well as media and technology for expressive, informational, 3/5/2008
argumentative, critical, and literary purposes. The course enables students to study and analyze compelling literature and to explore
author’s craft. The student expands his or her choices of writing modes and the students explores different types of sentence structure and
more complex convention techniques. The student will compose writing in a variety of genres (argumentative, informative/explanatory,
narrative), and increase abilities in writing, editing, and proofreading. The student will engage in oral presentations and dramatic
interpretation; the student will explore the effects of media images, texts, and sounds. The student will continue learning the components of
research. The student will also engage in viewing, listening, and speaking activities.

May 15, 2014 • 9 of 138
Effective Date
Course Description
This course focuses on an appreciation of written and spoken language, as well as media and technology for expressive, informational, 3/5/2008
author’s craft. The student expands his or her choices of writing modes and the students explore different types of sentence structure and
narrative, and increase abilities in writing, editing, and proofreading. The student will explore the effects of media images, texts, and
sounds. The student will continue learning the components of research. The student will also engage in viewing, listening, and speaking
activities.
research. The student will also engage in viewing, listening, and speaking activities.
This course focuses on an appreciation of written and spoken language, as well as media and technology for expressive, informational, 3/5/2008
author’s craft The student expands his or her choices of writing modes and the students explore different types of sentence structure and
narrative, and increase abilities in writing, editing, and proofreading. The student will explore the effects of media images, texts, and
sounds. The student will continue learning the components of research. The student will also engage in viewing, listening, and speaking
activities. This course is to be used only as remediation, not in lieu of 7th grade language arts.
research. The student will also engage in viewing, listening, and speaking activities. This course is to be used only as remediation, not in
lieu of 7th grade language arts.
This course focuses on extending the reading experience through a more complete study and analysis of compelling literature. The student 3/5/2008
will refine his or her skills in production of quality essays and narratives.Writing focuses on writing styles, A study of conventions will
build on previous instruction and extend beyond. . The student will continue with research. The student will also engage in viewing,
listening, and speaking activities.
will refine his or her skills in production of quality essays and narratives. Writing focuses on writing styles. A study of conventions will
build on previous instruction and extend beyond. . The student will continue with research. The student will also engage in viewing,
build on previous instruction and extend beyond. The student will continue with research. The student will also engage in viewing,
listening, and speaking activities.This course is to be used only for remediation, not in lieu of 8th grade language arts.
will refine his or her skills in production of quality essays and narratives. Writing focuses on writing styles, A study of conventions will
listening, and speaking activities. This course is to be used only for remediation, not in lieu of 8th grade language arts.
This course focuses on thoughtful and purposeful reading necessary for a student to interpret, comprehend, and extend understanding of the 3/5/2008
author’s intent and meaning. The student will examine texts carefully and discern the author’s perspective through the particular facts and
details that support it. The student will identify characteristics of various genres and identify and analyze sensory details and figurative
language and connotative meanings.. The student will analyze the elements of a story and will define and explain how tone is conveyed in
literature. The student will compare and contrast texts different forms or genres. The student will read and comprehend in order to develop
understanding and expertise. The student will acquire new vocabulary and use it correctly in both reading and writing about the reading. An
understanding of the context necessary for reading across subject areas will be developed and perfected.
details that support it, The student will identify characteristics of various genres and identify and analyze sensory details and figurative
language and connotative meanings. The student will analyze the elements of a story and will define and explain how tone is conveyed in
literature. The student will compare and contrast texts in different forms or genres. The student will read and comprehend in order to
develop understanding and expertise. The student will acquire new vocabulary and use it correctly in both reading and writing about the
reading. An understanding of the context necessary for reading across subject areas will be developed and perfected.
language and connotative meanings The student will analyze the elements of a story and will define and explain how tone is conveyed in
literature. The student will compare and contrast texts in different forms or genres. The student will read and comprehend in order to
develop understanding and expertise. The student will acquire new vocabulary and use it correctly in both reading and writing about the
reading. An understanding of the context necessary for reading across subject areas will be developed and perfected.
language and connotative meanings. The student will analyze the elements of a story and will define and explain how tone is conveyed in
literature. The student will compare and contrast texts different forms or genres. The student will read and comprehend in order to develop
understanding of the context necessary for reading across subject areas will be developed and perfected. This course is to be used only as
enrichment, not in lieu of 6th grade reading.
details that support it. The student will identify characteristics of various genres and identify and analyze figurative language and
connotative meanings.. The student will analyze the elements of a story and will define and explain how tone is conveyed in literature. The
student will compare and contrast texts in different forms or genres. The student will read and comprehend in order to develop
understanding of the context necessary for reading across subject areas will be developed and perfected. This course is to be used only as
enrichment, not in lieu of 6th grade reading.

May 15, 2014 • 10 of 138
Effective Date
Course Description
details that support it. The student will distinguish between the concepts of theme and author’s purpose. Likewise, the student will analyze
recurring themes across a variety of themes, distinguishing theme from topic. The students will analyze both dynamic and static
characters in prose and in plays. The student will explain the effects of figurative language, sound, form, and graphics in order to uncover
meaning in literature. The student will identify compare and contrast fictional literature to historical accounts. The student will read and
comprehend in order to develop understanding and expertise. The student will acquire new vocabulary and use it correctly in both reading
and writing about the reading. An understanding of the context necessary for reading across subject areas will be developed and perfected.
recurring themes across a variety of themes, distinguishing theme from topic. The students will analyze both dynamic and static characters
in prose and in plays. The student will explain the effects of figurative language, sound, form, and graphics in order to uncover meaning in
literature. The student will identify and analyze similarities and differences in traditional literature from different cultures. The student will
read and comprehend in order to develop understanding and expertise. The student will acquire new vocabulary and use it correctly in both
reading and writing about the reading. An understanding of the context necessary for reading across subject areas will be developed and
perfected.
perfected.
perfected. This course is to be used only as remediation, not in lieu of 7th grade reading.
perfected. This course is to be used only as enrichment, not in lieu of 7th grade reading.
details that support it. The student will compare and contrast genre characteristics from two or more selections of literature. The student
will analyze character traits, emotions, or motivations and give supporting evidence from the text. Recurring themes across a variety of
selections will be evaluated. The student will evaluate the structural elements of the text and their contribution. The student will analyze
and evaluate the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature. The student will read
and comprehend in order to develop understanding and expertise. The student will acquire new vocabulary and use it correctly in both
perfected.
selections will be evaluated. The student will evaluate the structural elements of the plot, the plot’s development. The student will analyze
perfected.
selections will be evaluated. The student will evaluate the structural elements of the plot, the plot’s development, The student will analyze
perfected.
perfected. This course is to be used only as remediation, not in lieu of 8th grade reading.
perfected. This course is to be used only as enrichment, not in lieu of 8th grade reading.

May 15, 2014 • 11 of 138
Effective Date
Course Description
This course focuses on developing public speaking skills. The students will identify effective methods to arrange ideas and information in 3/5/2008
written form and then convert the written form into an effective oral delivery. The course focuses on critical thinking, organizing ideas,
researching counter viewpoints, and communicating appropriately for different audiences and purposes. The students will analyze
professional speeches to enhance his or her knowledge of the speech writing process. The students will read informational and persuasive
text and incorporate the ideas within these genres into the speeches created. The students will speak in a manner that guides the listener to
understand important ideas and participate in student-to-teacher, student-to-student, and group verbal interactions.
This course introduces the importance of myths and tales of classical mythology, focusing on a comparative study of plot, characters, 3/5/2008
themes, and figurative devices. The course emphasizes the following: critical and analytical skills, vocabulary development, a study of the
influences of Greek, Roman, and Norse word origins on the English language, and composition. The study of the relationship between
people and their societies is a major emphasis, along with the impact of mythology on the literary world. Writing exploration through
media literacy and viewing will be a focus in this course. This course reflects grade-level appropriate Georgia Standards of Excellence.
This course offers the skills students need to explore and study William Shakespeare’s life and works. Through a survey of selected 3/5/2008
Shakespearean plays, students learn to read text accurately and imaginatively and to appreciate Shakespeare’s dramatic dimensions. The
plays are reviewed via a range of media: text, film, audio recording, and live performance. Students develop the ability to interpret
literature and complex ideas, recognize, discuss, and write about universal themes in literature, compare and contrast characters, and
become familiar with Elizabethan English. Critical writing skills, as well as speaking skills, are components of the coursework. This
course reflects grade-level appropriate Georgia Standards of Excellence.
This course focuses on the Old Testament as a literary and historical document which has greatly influenced the modern world. The course 3/5/2008
will familiarize students with contents of the Old Testament, the history recorded by the Old Testament, the literary style and structure of
the Old Testament, the customs and cultures of the peoples and societies recorded in the Old Testament, and the influence of the Old
Testament upon law, history, government, literature, art, music, customs, morals, values, and cultures. Topics may include historical
background and events of the period; the history of the Kingdom of Israel; the poetry of the Old Testament; the influence of Old Testament
history and literature on subsequent art, music, literature, law, and events, including recent and current events in the Middle East. This
course reflects grade-level appropriate Georgia Standards of Excellence.
This course focuses on the New Testament as a literary and historical document which has greatly influenced the modern world. The course 3/5/2008
will familiarize students with the contents of the New Testament, the history recorded by the New Testament, the literary style and
structure of the New Testament, the customs and cultures of the peoples and societies recorded in the New Testament and the influence of
the New Testament upon law, history, government, literature, art, music, customs, morals, values, and culture. The topics may include the
historical background and events of the period; the life of Jesus of Nazareth; the parables of Jesus; the life and travels of Paul; and the
influence of New Testament history and literature on subsequent art, music, literature, law, and events. This course reflects grade-level
appropriate Georgia Standards of Excellence.
This course introduces representative works by and about women from historical, social, and literary perspectives. The students learn how 3/5/2008
gender roles develop and change and how women's views of themselves are reflected in their writing. The students read different literary
forms and identifies motifs, themes, and stereotypical patterns in that literature. Additionally, the students learn historical, philosophical,
religious, and cultural information to help increase the understanding and appreciation of the works. By the end of the course, the students
demonstrate knowledge of the texts, the authors and literary and social movements that produced them, and the elements of those texts,
such as symbols, themes, and points of view. Critical writing skills, as well as speaking skills, are components of this course. This course
reflects grade-level appropriate Georgia Standards of Excellence.
This course offers opportunities for students to explore different writing genres: narrative, argument, and expository modes of discourse. 3/5/2008
The students will study a vareity of writers and their writer's style in the modes of discourse studied in the course. The students will have
opportunities to improve writing proficiency through a complete study of the components of solid writing:organization,fluency, style,
diction, grammar and usage, imaginative expressions, and details. The course allows students to utilize the writing process to write
independently to improve their ability to communicate effectively in writing. This course reflects grade-level appropriate Georgia
Standards of Excellence.
This course focuses on an introduction to journalistic writing through an analysis of newspapers, yearbooks, literary magazines, and 5/6/2018
broadcast journalism. A concentration on the following components of journalistic writing may include, but is not limited to the interview
process; evaluating sources; the purpose, structure, and diction in writing; and training in the various technology used in publishing.
Students should participate in news gathering, the study of journalism ethics and laws, and the aspects of copy writing, editing, and
revising. If a publication is produced, the students will be exposed to the process of publishing and how to manage a successful publication.
This course reflects the Georgia Standards of Excellence.
The course offers an advanced study of journalistic writing. Skills from Journalism I are continued as the students focus on a more intense 5/6/2018
analysis of print and broadcast journalism. This course requires more critical thinking and more in-depth writing as related to newspaper,
yearbook and/or literary magazine. Students will also be expected to gain more independence in the daily tasks of producing a publication.
This course reflects the Georgia Standards of Excellence.
This course focuses on the writing process (planning, drafting, and revising). The students will focus on different writing genres and 12/12016
organizational structures: expository,argument, narrative, descriptive, comparison-contrast, exemplification, process analysis, classification,
cause and effect, and definition. Advanced language skills (grammar and usage) will be a major component of this class. An emphasis on
research is also required.THIS COURSE MUST REFLECT THE GEORGIA STANDARDS OF EXCELLENCE.
This course is an extension of Journalism I and II; the students will enhance and hone the skills in journalistic writing, with a main focus on 5/6/2018
analysis of print and broadcast publications. An in-depth coverage of level-two topics will serve as the main premise. Students will evaluate
and apply skills appropriately and efficiently to various publication opportunities and activities, both in-school and out-of-school. This
course reflects the Georgia Standards of Excellence.
This course is designed for students who have mastered skills in Journalism III. The students will publish journalistic articles as appropriate 5/6/2018
either in a school newspaper (print or electronic), yearbook or literary magazine. The range of opportunities to apply skills will be increased
and students are expected to manage all aspects of the publishing process with the delivery of a final publication. This course reflects the
Georgia Standards of Excellence.
6/11/2015
6/11/2015
12/1/2016
12/1/2016
This course focuses on the origin of the English language and traces its growth and changes through the present century. The students will 3/5/2008
explore the characteristics and literature of the Old English, Middle English, and Modern English periods. The students will study
etymologies and dialects and how those two elements have influenced the language as a whole. Outside readings and research are required.
This course reflects grade-level appropriate Georgia Standards of Excellence.
This course focuses on developing public speaking skills. The students will identify effective methods to arrange ideas and information in 3/5/2008
written form and then convert the written form into an effective oral delivery. The course focuses on critical thinking, organizing ideas,
researching counter viewpoints, and communicating appropriately for different audiences and purposes. The students analyze professional
speeches to enhance their knowledge of solid speech writing.
This course focuses on content, purpose, and audience as the guide for the students’ organization in writing. The course will enable 3/5/2008
students to become skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts. The students will compose
for a variety of purposes with a clear understanding of writer’s purpose, audience expectations, and subjects as well as the way conventions
and resources of language contribute to writing effectiveness. Expository, analytical, and argumentative writings support the academic and
professional communication required by colleges; personal and reflective writing support the development of writing facility in any
context. Students will examine primary and secondary sources to synthesize materials for their writing. An AP syllabus will be submitted
and approved by College Board.
This course is a detailed study of forensic speaking including extemporaneous speaking, oration, interpretation of literature, and debate. 3/5/2008
There is an emphasis on understanding various forensic speaking formats and the importance of applying reasoning, research, and delivery
skills. Critical thinking is a major component of this course.

May 15, 2014 • 12 of 138
Effective Date
Course Description
This course is an extension of Speech/Forensic I. The course provides a review of the skills covered in the first course. The emphasis for 3/5/2008
this course is classical and contemporary theory. The students will understand the philosophical basis of argumentative theory.
This course is designed for intensive training in directed research. Students will research various sources including, but not limited to, 3/5/2008
computer networks, legal journals, and government documents. Students will become aware of the complexity of social issues and public
policy. Through this understanding, students will be able to formulate sound arguments and understand counterarguments. Speaking skills
will be honed through practice and performance.
This course is designed to provide students ample opportunities to improve the ability to present a persuasive position through speech. 3/5/2008
Persuasive speaking skills are refined by researching, effective presentation, and compelling articulation of persuasive ideas. The student
will understand and appreciate the importance of public speaking, clear writing, sound debate, advertising, mass media, politics, and law.
The key component will be to understand the role of advocacy in society.
This course focuses on the study of American literature and informational texts, writing modes and genres, and essential conventions for 3/5/2008
reading, writing, and speaking. The students read a variety of informational and literary texts in all genres and modes of discourse. Reading
across the curriculum develops students’ academic and personal interests in different subjects. While expository writing is the focus in
American literature, the students will also demonstrate competency in argumentative and narrative genres. The students will engage in
research, timed writing, and the writing process. Instruction in language conventions will occur within the context of reading, writing, and
speaking. The students demonstrate an understanding of speaking and listening for a variety of purposes. THIS COURSE MUST
REFLECT THE GEORGIA STANDARDS OF EXCELLENCE.
This course focuses on the study of British literature and informational texts, writing modes and genres, and essential conventions for 3/5/2008
reading, writing, and speaking. The students develop an understanding of chronological context and the relevance of period structures in
British literature. The students develop an understanding of the ways the period of literature affects its structure and how the chronology of
a work affects its meaning. The students encounter a variety of informational and literary texts and read texts in all genres and modes of
discourse. Reading across the curriculum develops the students’ academic and personal interests in different subjects. While the continued
focus is expository writing in British literature, the student will also demonstrate competency in argumentative and narrative genres.The
students will engage in research, the impact that technology has on writing, timed writing, and the writing process. Instruction in language
conventions will occur within the context of reading, writing, and speaking, rather than in isolation. The students demonstrate an
understanding of speaking and listening skills for a variety of purposes. THIS COURSE MUST REFLECT THE GEORGIA STANDARDS
OF EXCELLENCE.
This course focuses on the study of American literature and informational texts, embracing its rhetorical nature and recognizing the 3/5/2008
literature as a platform for argument. It also emphasizes a variety of writing modes and genres and the essential conventions of reading,
writing, and speaking. The students will develop an understanding of how historical context in American literature affects its structure,
meaning, and rhetorical stance. The course will enable students to become skilled readers of prose written in a variety of periods,
disciplines, and rhetorical contexts. The students will encounter a variety of informational, literary, and non-print texts from across the
curriculum and read texts in all genres and modes of discourse, as well as visual and graphic images. Instruction in language conventions
and essential vocabulary will occur within the context of reading, writing, speaking, and listening. The students will demonstrate an
understanding of listening and for a variety of purposes. This course will focus on the consideration of subject, occasion, audience, purpose,
speaker, and tone as the guide for effective writing, as well as the way generic conventions and resources of language contribute to writing
effectiveness. The students will compose a variety of writing, including expository, analytical, and argumentative writings which support
the academic and professional communication required by colleges; and personal and reflective writings which support the development of
writing facility in any context. The students will produce responses to timed writing assignments, as well as writing that proceeds through
several stages or drafts, which include opportunities for revision guided by feedback from teacher and peers. Students will analyze primary
and secondary sources and develop the research skills needed to effectively synthesize these sources for their writing. An AP syllabus must
be submitted and approved by the College Board. (This literature module must be taught in the 11th grade and is recommended as a
designated substitute for American Literature.) THIS COURSE MUST ALSO REFLECT THE GEORGIA STANDARDS OF
EXCELLENCE.
12/1/2016
This course focuses on a study of literary genres and informational texts; the students develop initial understanding of both the structure 3/5/2008
and the meaning of a literary work. The students explore the effect of the literary form in regards to interpretation. The students will read
across the curriculum to develop academic and personal interests in different subjects.The students will also demonstrate competency in a
variety of writing genres: argumentative, informational/expository, and narrative.The students will engage in research, timed writings, and
the writing process. Instruction in language conventions will occur within the context of reading, writing, and speaking, rather than in
isolation. The students demonstrate an understanding of speaking and listening for a variety of purposes. This course reflects grade-level
appropriate Georgia Standards of Excellence.
Follow International Baccalaureate (Standard Level) curriculum.

Follow International Baccalaureate (Higher Level) curriculum. May substitute for American Literature under IDA 2 only.
This course focuses on a study of literary genres and informational texts; the students develop understanding that theme is what relates 3/5/2008
literature to life and that themes are recurring in the literary world. The students explore the effect of themes in regard to interpretation. The
students will read across the curriculum to develop academic and personal interests in different subjects. While the focus is writing
argument in tenth grade literature, the student will also demonstrate competency in informative/expository and narrative writing genres.
The student will engage in research, timed writings, and the writing process. Instruction in language conventions will occur within the
context of reading, writing, and speaking, rather than in isolation. The students demonstrate an understanding of speaking and listening for
a variety of purposes. THIS COURSE MUST REFLECT THE GEORGIA STANDARDS OF EXCELLENCE.
This course focuses on a study of world literature and informational texts; the students develop an understanding of chronological context 3/5/2008
and the relevance of period structures in literature within world cultures. A focus is to explore the ways the work’s place of origin affects its
structure and how the chronology of a literary work affects its meaning. The students develop an understanding of literature as both a
culture’s product and a culture-bearer. An exploration of commonalities and differences among works of literature from different times and
places in the world is a major component. The students will read across the curriculum to develop academic and personal interests in
different subjects. This course reflects grade-level appropriate Georgia Standards of Excellence.
This course focuses on the major forms of fiction and nonfiction: short story, folktale, poetry, drama, essay, biography, autobiography, 3/5/2008
memoir, and editorial. A thorough study of the elements of each literary genre is critical (e.g. plot, characterization, purpose, structure,
evidence, etc.). Writing is a critical component of this course, emphasizing the following writing genres: argumentative, expository, and
narrative. Organizational structures (e.g. cause and effect, definition, and comparison and contrast) are emphasized. Since conventions are
essential for reading, writing, and speaking, instruction in language conventions will, therefore, occur within the context of reading,
writing, and speaking. The students observe and listen critically and respond appropriately to written and oral communication in a variety
of genres and media.
The course focuses on an intensive study of representative works from various literary genres and periods. The focus is on the complexity 3/5/2008
and thorough analysis of literary works. The students will explore the social and historical values that works reflect and embody. The
textual detail and historical context provide the foundation for interpretation: the experience of literature, the interpretation of literature, and
the evaluation of literature. Writing to evaluate a literary work involves making and explaining judgments about its artistry and exploring
its underlying social and cultural values through analysis, interpretation, and argument (e.g. expository, analytical, and argumentative
essays). The writers will develop stylistic maturity: strong vocabulary, sentence variety, and effective use of rhetoric to maintain voice. An
AP syllabus will be submitted and approved by College Board.
The course focuses on the short story, nonfiction, drama, poetry, and the novel (novella) since 1960. The students explore writing by 3/5/2008
international authors, focusing on various cultures, genders, races, and writing styles. Students write expository, analytical, and response
essays. A research component is critical. The students observe and listen critically and respond appropriately to written and oral
communication. Conventions are essential for reading, writing, and speaking. Instruction in language conventions will, therefore, occur
within the context of reading, writing, and speaking rather than in isolation. The students understand and acquire new vocabulary and use it
correctly in reading, writing, and speaking. This course reflects grade-level appropriate Georgia Standards of Excellence.

May 15, 2014 • 13 of 138
Effective Date
Course Description
The course focuses on world literature and informational texts by and about people of diverse ethnic backgrounds. Students explore themes 3/5/2008
of linguistic and cultural diversity by comparing, contrasting, analyzing, and critiquing writing styles and universal themes. The students
write argumentative, expository, narrative, analytical, and response essays. A research component is critical. The students observe and
listen critically and respond appropriately to written and oral communication. Conventions are essential for reading, writing, and speaking.
Instruction in language conventions will, therefore, occur within the context of reading, writing, and speaking rather than in isolation. The
students understand and acquire new vocabulary and use it correctly in reading, writing, and speaking.THIS COURSE MUST REFLECT
THE GEORGIA STANDARDS OF EXCELLENCE.
This course focuses on the thematic approach to world literature, research, oral and written composition including, but not limited to, major 3/5/2008
works of American literature and informational texts. The main emphasis is on the effect of history on American literature. Students write
expository, analytical, and research-based essays. The students gain an understanding of the different genres of literature and writing. The
students observe and listen critically and respond appropriately to written and oral communication. Conventions are essential for reading,
writing, and speaking. Instruction in language conventions will, therefore, occur within the context of reading, writing, and speaking rather
than in isolation. The students understand and acquire new vocabulary and use it correctly in reading, writing, and speaking. The course
covers all the required American Literature GEORGIA STANDARDS OF EXCELLENCE.
This course focuses on a thematic approach to world literature and includes reading Latin American works in translation and works written 3/5/2008
in English from any country other than the United States. The course focuses on world literature by and about people of diverse ethnic
backgrounds. Students explore themes of linguistic and cultural diversity by comparing, contrasting, analyzing, and critiquing writing styles
and universal themes. The students write expository, argumentative, narrative, analytical, and response essays. A research component is
critical. The students observe and listen critically and respond appropriately to written and oral communication. Conventions are essential
for reading, writing, and speaking. Instruction in language conventions will, therefore, occur within the context of reading, writing, and
speaking rather than in isolation. The students understand and acquire new vocabulary and use it correctly in reading, writing, and
speaking.
For course description information please contact International Baccalaureate Organization 4/23/2014
For course description information please contact International Baccalaureate Organization
This course focuses on reinforcement of the GEORGIA STANDARDS OF EXCELLENCE based course. The students receive 3/5/2008
reinforcement in the following strands: Reading Literary texts, Reading Informational texts, Writing, Speaking and Listening, and
Language.The emphasis is to offer reading skills, vocabulary development, reading opportunities, writing process activities, and
conventions study.
This course, an extension of the Communication Skills course, focuses on reinforcement of the GEORGIA STANDARDS OF 3/5/2008
EXCELLENCE based course. The student receives reinforcement in the following strands: Reading Literary texts, Reading Informational
texts, Writing, Conventions, Speaking and Listening, and Language.The emphasis is to offer reading skills, vocabulary development,
reading opportunities, writing process activities, and conventions study. The course enhances reading skills necessary to promote continual
development in language arts.
This course provides fundamental skills development in the five strands of the GSE courses: Reading Literary texts, Reading Informational 3/5/2008
texts Writing,Speaking and Listening, and Language.The setup is a language lab setting; the class includes drill and practice opportunities
in reading comprehension, vocabulary development, writing (according to the GSE literary and informational texts,and writing genres
associated with the students' English course), speaking, and critical thinking.
This course provides an extension of fundamental skills development addressed in Basic Reading/Writing I in the five strands of the GSE 3/5/2008
courses: Reading Literary texts, Reading Informational texts,Writing, Speaking and Listening, and Language.The setup is a language lab
setting; the class includes drill and practice opportunities in reading comprehension, vocabulary development, reading opportunities,
writing (according to the GSE literary and informational texts,and writing genres associated with the students’ English course), speaking,
and critical thinking. Also, test taking skills will be implemented.
This course enhances the fundamental skills development addressed in Basic Reading/Writing I and II in the five strands of the GSE 3/5/2008
courses: Reading Literary texts, Reading Informational texts, Writing, Speaking and Listening, and Language. The setup is a language lab
setting in order to create an intensive small group environment; the class includes drill and practice opportunities in reading comprehension,
vocabulary development, reading opportunities, writing (according to the GSE literary and informational texts and writing genres
associated with the students’ English course), speaking, and critical thinking. Also, test taking skills will be implemented.
This course enhances an in-depth concentration on the five strands of the GSE courses: Reading Literary texts, Reading Informational 3/5/2008
texts,Writing, Speaking and Listening, and Language.The setup is a language lab setting in order to create an intensive small group
environment; the class includes drill and practice opportunities in reading comprehension, vocabulary development, reading opportunities,
writing (according to the GSE literary and informational texts and writing genres associated with the students’ English course), speaking,
and critical thinking. Also, test taking skills will be implemented.
Refer to the descriptors for the corresponding GSE-driven course offered by the district. This course follows the aligned GSE course with 3/5/2008
differentiation and appropriate teaching strategies for English language learners.
4/2/2015
4/2/2015

May 15, 2014 • 14 of 138
Standard GSE; GPS;

Course Number Course Title CCGPS; QCC
50.00100 Visual Arts/Grade K

GSE
50.00110 Media Arts/Grade K
GSE
50.00120 Media Arts/Grade 1
GSE
GSE
GSE
GSE
GSE
GSE
GSE
GSE
50.00200 Visual Arts/Grade 1
GSE
GSE
GSE
GSE
GSE
GSE
GSE
GSE
50.01400 Visual Arts Exploratory/Enrichment/Grade 7 None
50.01500 Visual Arts Exploratory/Enrichment/Grade 8 None
50.02110 Visual Arts/Comprehensive I
GSE
50.02120 Visual Arts/Comprehensive II
GSE
50.02130 Visual Arts/Comprehensive III
GSE
50.02170 Visual Arts/Comprehensive VI
GSE
50.02180 Visual Arts/Comprehensive VII
GSE
50.02190 Visual Arts/Comprehensive VIII
GSE
50.02210 Media Arts I
GSE
50.02220 Media Arts II
GSE
50.02230 Media Arts III
GSE
50.02240 Media Arts IV
GSE

May 15, 2014 • 15 of 138
Standard GSE; GPS;

50.02400 Visual Arts/Comprehensive IV
GSE
50.02600 Visual Arts/Comprehensive V
GSE
50.03030 Visual Arts/Drawing III
GSE
50.03040 Visual Arts/Drawing IV
GSE
50.03100 Visual Arts/Painting I
GSE
50.03110 Visual Arts/Drawing I
GSE
50.03120 Visual Arts/Drawing II
GSE
50.03130 Visual Arts/Drawing & Painting I
GSE
50.03140 Visual Arts/Drawing & Painting II
GSE
50.03150 Visual Arts/Drawing & Painting III
GSE
50.03160 Visual Arts/Drawing & Painting IV
GSE
50.03220 Visual Arts/Painting II
GSE
50.03230 Visual Arts/Painting III
GSE
50.03240 Visual Arts/Painting IV
GSE
50.04110 Visual Arts/Ceramics I
GSE
50.04120 Visual Arts/Ceramics II
GSE
50.04130 Visual Arts/Ceramics III
GSE
50.04140 Visual Arts/Ceramics IV
GSE
50.04210 Visual Arts/Fibers I
GSE
50.04220 Visual Arts/Fibers II
GSE
50.04230 Visual Arts/Fibers III
GSE
50.04240 Visual Arts/Fibers IV
GSE
50.04310 Visual Arts/Applied Design I
GSE
50.04320 Visual Arts/Applied Design II
GSE
50.04330 Visual Arts/Applied Design III
GSE
50.04340 Visual Arts/Applied Design IV
GSE
50.04400 IB Visual Arts, Year One
IB
50.04500 IB Visual Arts, Year Two
IB
50.04530 IB Art History, Year One IB
50.04540 IB Art History, Year Two IB
50.04600 Visual Arts/Jewelry and Metalcrafts I
GSE

May 15, 2014 • 16 of 138
Standard GSE; GPS;

50.04620 Visual Arts/Jewelry and Metalcrafts II

GSE
50.04630 Visual Arts/Jewelry and Metalcrafts III
GSE
50.04640 Visual Arts/Jewelry and Metalcrafts IV
GSE
50.05110 Visual Arts/Printmaking I
GSE
50.05120 Visual Arts/Printmaking II
GSE
50.05130 Visual Arts/Printmaking III
GSE
50.05140 Visual Arts/Printmaking IV
GSE
50.06110 Visual Arts/Sculpture I
GSE
50.06120 Visual Arts/Sculpture II
GSE
50.06130 Visual Arts/Sculpture III
GSE
50.06140 Visual Arts/Sculpture IV
GSE
50.07110 Visual Arts/Photography I
GSE
50.07120 Visual Arts/Photography II
GSE
50.07130 Visual Arts/Photography III
GSE
50.07140 Visual Arts/Photography IV
GSE
50.07210 Visual Arts/Graphics I
GSE
50.07220 Visual Arts/Graphics II
GSE
50.07230 Visual Arts/Graphics III
GSE
50.07240 Visual Arts/Graphics IV
GSE
50.07250 Visual Arts/Digital Design I
GSE
50.07270 Visual Arts/Digital Design II
GSE
50.07310 Visual Arts/Video and Filmmaking I
GSE
50.07320 Visual Arts/Video and Filmmaking II
GSE
50.07330 Visual Arts/Video and Filmmaking III
GSE
50.07340 Visual Arts/Video and Filmmaking IV
GSE
50.08110 Visual Arts/Advanced Placement Studio:
Drawing Portfolio
GSE
50.08130 Visual Arts/Advanced Placement Studio: 2D
Design Portfolio
AP

May 15, 2014 • 17 of 138
Standard GSE; GPS;

50.08140 Visual Arts/Advanced Placement Studio: 3D

Design Portfolio
AP
50.09110 Visual Arts/Art History I
GSE
50.09120 Visual Arts/Art History II
GSE
50.09210 Visual Arts/Advanced Placement History of Art
GSE
50.09310 Visual Arts/Fashion Design I
GSE
50.09320 Visual Arts/Fashion Design II
GSE
50.09330 Visual Arts/Fashion Design III
GSE
50.09340 Visual Arts/Fashion Design IV
GSE
51.00100 Dance/Grade K
GSE
51.00200 Dance/Grade 1
GSE
GSE
GSE
GSE
GSE
GSE
51.01110 Advanced Dance/Grade 6
GSE
GSE
GSE
GSE
GSE
51.02100 Ballet I GSE
51.02200 Ballet II GSE

51.02300 Ballet III GSE
51.02400 Ballet IV GSE

51.02500 Ballet V GSE

May 15, 2014 • 18 of 138
Standard GSE; GPS;

51.03100 Jazz Dance I GSE
51.03200 Jazz Dance II GSE

51.03300 Jazz Dance III GSE
51.03400 Jazz Dance IV GSE
51.04100 Modern Dance I GSE
51.04200 Modern Dance II GSE
51.04300 Modern Dance III GSE
51.04400 Modern Dance IV GSE
51.05100 Dance History GSE

51.05200 Dance Composition GSE
51.05300 Dance I (Grades 9-12) GSE
51.05400 Dance II (Grades 9-12) GSE
51.05500 Dance III (Grades 9-12) GSE
51.05600 Dance IV (Grades 9-12) GSE

51.05700 IB Dance, Year One
IB
51.05800 IB Dance, Year Two
IB
51.06100 Men’s Dance GSE
51.06200 World Dance Forms I GSE
51.06210 World Dance Forms II GSE
51.06220 World Dance Forms III GSE
51.06230 World Dance Forms IV GSE
51.06300 Advanced Repertory Dance I GSE
51.06310 Advanced Repertory Dance II GSE
51.06400 Applied Anatomy and Kinesiology for Dance GSE
51.06500 Classical/Contemporary Partnering I GSE
51.06510 Classical/Contemporary Partnering II GSE

May 15, 2014 • 19 of 138
Standard GSE; GPS;

51.06520 Classical/Contemporary Partnering III
GSE
51.06530 Classical/Contemporary Partnering IV
GSE
51.06600 Dance for Theatre
GSE
51.06610 Dance Production I
GSE
51.06620 Dance Production II
GSE
51.06700 Music for Dancers I
GSE
51.06710 Music for Dancers II
GSE
51.06800 Performance Ensemble I
GSE
51.06810 Performane Ensemble II
GSE
51.06900 Pointe/Variatioms I
GSE
51.06910 Pointe/Variations II
GSE
51.09100 Media Arts for Dance I
GSE
51.09120 Media Arts for Dance II
GSE
51.09130 Media Arts for Dance III
GSE
51.09140 Media Arts for Dance IV
GSE
52.00100 Theatre Arts/Grade K
GSE
52.00110 Media Arts for Theatre/ Grade K
GSE
52.00200 Theatre Arts/Grade 1
GSE
52.00210 Media Arts for Theatre/ Grade 1
GSE
GSE
52.00310 Media Arts for Theatre/Grade 2
GSE
GSE
GSE
GSE

May 15, 2014 • 20 of 138
Standard GSE; GPS;


GSE
GSE
GSE
GSE
GSE
GSE
GSE
GSE
GSE
52.01400 Theatre Arts Exploratory/Enrichment/Grade 7 None
52.01500 Theatre Arts Exploratory/Enrichment/Grade 8 None
52.02100 Theatre Arts/Fundamentals I
GSE
52.02200 Theatre Arts/Fundamentals II GSE
52.02300 Theatre Arts/Fundamentals III
GSE
52.02400 Theatre Arts/Fundamentals IV
GSE
52.03100 Theatre Arts/Musical Theater I
GSE
52.03200 Theatre Arts/Musical Theater II GSE
52.03300 Theatre Arts/Musical Theater III GSE
52.03400 Theatre Arts/Musical Theater IV GSE
52.04100 Theatre Arts/Technical Theater I
GSE
52.04200 Theatre Arts/Technical Theater II
GSE
52.04300 Theatre Arts/Technical Theater III
GSE
52.04400 Theatre Arts/Technical Theater IV
GSE
52.04500 Lighting Design I
GSE
52.04600 Lighting Design II
GSE
52.04700 Lighting Design III
GSE
52.04800 Lighting Design IV
GSE
52.04900 Sound Design I
GSE
52.04910 Sound Design II
GSE
52.04920 Sound Design III
GSE
52.04930 Sound Design IV
GSE
52.05100 Theatre Arts/Advanced Drama I
GSE
52.05200 Theatre Arts/Advanced Drama II GSE
May 15, 2014 • 21 of 138
Standard GSE; GPS;

52.05230 Theatre Arts/Advanced Drama III GSE

52.05240 Theatre Arts/Advanced Drama IV GSE
52.05300 IB Theatre, Year One
IB
52.05400 IB Theatre, Year Two
IB
52.06100 Theatre Arts/Acting I
GSE
52.06200 Theatre Arts/Acting II GSE
52.06300 Theatre Arts/Acting III
GSE
52.06400 Theatre Arts/Acting IV
GSE
52.07100 Film & Television I
GSE
52.07130 Film & Television III
GSE
52.07140 Film & Television IV
GSE
52.07200 Film & Television II
GSE
52.07300 IB Film Year One
IB
52.07310 Acting and Production in Film I
GSE
52.07320 Acting and Production in Film II
GSE
52.07330
Acting and Production in Film III GSE
52.07340 Acting and Production in Film IV
GSE
52.07400 IB Film, Year Two
IB
52.08100 Theatre Arts/History and Literature I
GSE
52.08200 Theatre Arts/History and Literature II
GSE
52.09100 Theatre Management
GSE
52.09110 Media Arts for Theatre I
GSE
52.09120 Media Arts for Theatre II
GSE
52.09130 Media Arts for Theatre III
GSE
52.09140 Media Arts for Theatre IV
GSE
52.09200 Dramatic Writing (Film, Television, and Theatre
I) Course meets fourth English Language Arts
requirement
GSE
53.00100 Music, General/Grade K
GSE
53.00200 Music, General/Grade 1
GSE
GSE
GSE

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Standard GSE; GPS;


GSE
GSE
GSE
GSE
GSE
53.00910 Beginning Music Technology /Grade 6
GSE
53.00920 Beginning Music Technology /Grade 7
GSE
53.00930 Beginning Music Technology/ Grade 8
GSE
53.00940 Advanced Music Technology/Grade 6
GSE
GSE
GSE
53.01100 Music Appreciation/Grade 6
GSE
GSE
GSE
53.01400 Music Appreciation I (Grades 9-12) GSE
53.01500 Music Appreciation II (Grades 9-12) GSE
53.01600 Music Appreciation III (Grades 9-12)

GSE
53.01700 Music Appreciation IV (Grades 9-12)
GSE
53.02100 Beginning Music Theory and Composition
GSE
53.02200 Intermediate Music Theory and Composition
GSE
53.02210 Beginning Music Technology
GSE
53.02220 Intermediate Music Technology
GSE
53.02230 Advanced Music Technology
GSE
53.02270 Advanced Music Theory and Composition
GSE
53.02280 Mastery Music Technology
GSE
53.02300 Advanced Placement Music Theory
GSE
53.02400 Music History and Literature I
None
53.02500 Music History and Literature II None
53.02600 Contemporary Music Studies, Ethnic and Folk None

53.02900 IB Music, Year One IB
53.02910 IB Music, Year Two IB
53.03100 Band/Grade K-5
GSE
53.03200 Band/Grade 5

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Standard GSE; GPS;

53.03300 Beginning Band/Grade 6
GSE
53.03310 Intermediate Band/Grade 6
GSE
53.03320 Advanced Band/Grade 6
GSE
GSE
GSE
GSE
GSE
GSE
GSE
53.03610 Beginning Band I (Grades 9-12) GSE
53.03620 Beginning Band II (Grades 9-12)

GSE
53.03630 Beginning Band III (Grades 9-12)
GSE
53.03640 Beginning Band IV (Grades 9-12)
GSE
53.03710 Intermediate Band I (Grades 9-12)
GSE
53.03720 Intermediate Band II (Grades 9-12)
GSE
53.03730 Intermediate Band III (Grades 9-12)
GSE
53.03740 Intermediate Band IV (Grades 9-12)
GSE

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Standard GSE; GPS;

53.03810 Advanced Band I (Grades 9-12)
GSE
53.03820 Advanced Band II (Grades 9-12)
GSE
53.03830 Advanced Band III (Grades 9-12)
GSE
53.03840 Advanced Band IV (Grades 9-12)
GSE
53.03910 Mastery Band I (Grades 9-12) GSE
53.03920 Mastery Band II (Grades 9-12) GSE
53.03930 Mastery Band III (Grades 9-12) GSE
53.03940 Mastery Band IV (Grades 9-12) GSE
53.05100 Orchestra/Grade K-5

GSE
53.05200 Orchestra/Grade 5
53.05300 Beginning Orchestra/Grade 6
GSE
53.05310 Intermediate Orchestra/Grade 6
GSE
53.05320 Advanced Orchestra/Grade 6
GSE
GSE
GSE
53.05420 Advanced Orchestera/Grade 7
GSE
GSE
GSE
53.05520 Advanced Orchestra/Grade 8
GSE
53.05600 Prelude to Orchestra GSE

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Standard GSE; GPS;

53.05610 Beginning Orchestra I (Grades 9-12) GSE
53.05620 Beginning Orchestra II (Grades 9-12)

GSE
53.05630 Beginning Orchestra III (Grades 9-12)
GSE
53.05640 Beginning Orchestra IV (Grades 9-12)
GSE
53.05710 Intermediate Orchestra I (Grades 9-12) GSE
53.05720 Intermediate Orchestra II (Grades 9-12) GSE
53.05730 Intermediate Orchestra III (Grades 9-12) GSE
53.05740 Intermediate Orchestra IV (Grades 9-12) GSE
53.05810 Advanced Orchestra I (Grades 9-12) GSE
53.05820 Advanced Orchestra II (Grades 9-12) GSE
53.05830 Advanced Orchestra III (Grades 9-12) GSE
53.05840 Advanced Orchestra IV (Grades 9-12) GSE
53.05910 Mastery Orchestra I (Grades 9-12) GSE
53.05920 Mastery Orchestra II (Grades 9-12) GSE
53.05930 Mastery Orchestra III (Grades 9-12) GSE
53.05940 Mastery Orchestra IV (Grades 9-12) GSE

53.06100 Jazz/Grade 6
GSE
GSE
GSE
53.06410 Beginning Jazz I (Grades 9-12) GSE
53.06420 Beginning Jazz II (Grades 9-12) GSE
53.06430 Beginning Jazz III (Grades 9-12) GSE
53.06440 Beginning Jazz IV (Grades 9-12) GSE
53.06510 Intermediate Jazz I (Grades 9-12) GSE

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Standard GSE; GPS;

53.06520 Intermediate Jazz II (Grades 9-12) GSE
53.06530 Intermediate Jazz III (Grades 9-12) GSE
53.06540 Intermediate Jazz IV (Grades 9-12) GSE
53.06610 Advanced Jazz I (Grades 9-12) GSE
53.06620 Advanced Jazz II (Grades 9-12) GSE
53.06630 Advanced Jazz III (Grades 9-12) GSE
53.06640 Advanced Jazz IV (Grades 9-12) GSE
53.06710 African-American Music Studies I (Grades 9-12) None
53.06720 African-American Music Studies II (Grades 9-12) None
53.06730 African-American Music Studies III (Grades 9-12) None
53.06740 African-American Music Studies IV (Grades 9-12) None
53.06810 American Folk Music Studies I (Grades 9-12) None
53.06820 American Folk Music Studies II (Grades 9-12) None

53.06830 American Folk Music Studies III (Grades 9-12) None
53.06840 American Folk Music Studies IV (Grades 9-12) None
53.06910 Ethnic Music Studies I (Grades 9-12) None
53.06920 Ethnic Music Studies II (Grades 9-12) None
53.06930 Ethnic Music Studies III (Grades 9-12) None
53.06940 Ethnic Music Studies IV (Grades 9-12) None
53.07110 Beginning Choral Ensemble I GSE
53.07120 Beginning Choral Ensemble II GSE
53.07130 Beginning Choral Ensemble III GSE
53.07140 Beginning Choral Ensemble IV GSE
53.07210 Intermediate Choral Ensemble I GSE
53.07220 Intermediate Choral Ensemble II GSE

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Standard GSE; GPS;

53.07230 Intermediate Choral Ensemble III GSE
53.07240 Intermediate Choral Ensemble IV GSE
53.07310 Advanced Choral Ensemble I GSE
53.07320 Advanced Choral Ensemble II GSE
53.07330 Advanced Choral Ensemble III GSE
53.07340 Advanced Choral Ensemble IV
GSE
53.07410 Beginning Instrumental Ensemble I
GSE
53.07420 Beginning Instrumental Ensemble II
GSE
53.07430 Beginning Instrumental Ensemble III
GSE
53.07440 Beginning Instrumental Ensemble IV
GSE
53.07510 Intermediate Instrumental Ensemble I
GSE
53.07520 Intermediate Instrumental Ensemble II GSE
53.07530 Intermediate Instrumental Ensemble III GSE
53.07540 Intermediate Instrumental Ensemble IV GSE
53.07610 Advanced Instrumental Ensemble I GSE
53.07620 Advanced Instrumental Ensemble II GSE
53.07630 Advanced Instrumental Ensemble III GSE
53.07640 Advanced Instrumental Ensemble IV GSE
53.07700 Individual Vocal Projects None
53.07800 Song Writing None
53.08100 Guitar Techniques/Grade 6 GSE

53.08110 Guitar Performance/Grade 6
GSE

May 15, 2014 • 28 of 138
Standard GSE; GPS;


GSE
GSE
53.08410 Beginning Guitar Techniques I (Grades 9-12)
GSE
53.08420 Beginning Guitar Techniques II (Grades 9-12)
GSE
53.08430 Beginning Guitar Techniques III (Grades 9-12)
GSE
53.08440 Beginning Guitar Techniques IV (Grades 9-12)
GSE
53.08510 Intermediate Guitar Techniques I (Grades 9-12)
GSE
53.08520 Intermediate Guitar Techniques II (Grades 9-12) GSE
53.08530 Intermediate Guitar Techniques III (Grades 9-12) GSE
53.08540 Intermediate Guitar Techniques IV (Grades 9-12) GSE
53.08610 Advanced Guitar Techniques I (Grades 9-12) GSE
53.08620 Advanced Guitar Techniques II (Grades 9-12) GSE

53.08630 Advanced Guitar Techniques III (Grades 9-12) GSE
53.08640 Advanced Guitar Techniques IV (Grades 9-12) GSE
53.08650 Mastery Guitar GSE
53.09000 Piano/ Elementary K-5
GSE
53.09100 Piano Techniques/Grade 6
GSE
53.09110 Piano Performance/Grade 6
GSE
GSE
GSE
GSE
GSE
53.09410 Beginning Piano Techniques I (Grades 9-12) GSE
53.09420 Beginning Piano Techniques II (Grades 9-12) GSE
53.09430 Beginning Piano Techniques III (Grades 9-12)

GSE
53.09440 Beginning Piano Techniques IV (Grades 9-12)
GSE
53.09510 Intermediate Piano Techniques I (Grades 9-12)
GSE
53.09520 Intermediate Piano Techniques II (Grades 9-12)
GSE
53.09530 Intermediate Piano Techniques III (Grades 9-12)
GSE
53.09540 Intermediate PianoTechniques IV (Grades 9-12)
GSE
53.09610 Advanced Piano Techniques I (Grades 9-12)
GSE
53.09620 Advanced Piano Techniques II (Grades 9-12)
GSE

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Standard GSE; GPS;

53.09630 Advanced Piano Techniques III (Grades 9-12)

GSE
53.09640 Advanced Piano Techniques IV (Grades 9-12) GSE
53.09660 Advanced Piano Techniques V (Grades 9-12) GSE
53.09670 Advanced Piano Techniques VI (Grade 9-12) GSE
53.09680 Mastery Piano GSE
53.09700 Fundamentals of the Music Industry I

GSE
53.09800 Fundamentals of the Music Industry II
GSE
54.00500 Media Arts for Audio and Music/Grade K
GSE
54.00510 Media Arts for Audio and Music/Grade 1
GSE
GSE
GSE
GSE
GSE
GSE
GSE
GSE
54.00600 Media Arts for Audio and Music I (Grades 9-12) GSE
54.00620 Media Arts for Audio and Music II (Grades 9-12) GSE
54.00630 Media Arts for Audio and Music III (Grades 9-12) GSE
54.00640 Media Arts for Audio and Music IV (Grades 9-12) GSE
54.01100 Chorus/Grade K-5
GSE
54.01200 Chorus/Grade 5
54.01300 Beginning Chorus/Grade 6
GSE
54.01310 Intermediate Chorus/Grade 6
GSE
54.01320 Advanced Chorus/Grade 6
GSE
GSE

May 15, 2014 • 30 of 138
Standard GSE; GPS;

GSE
GSE
GSE
GSE
GSE
54.02110 Beginning Chorus I (Grades 9-12)
GSE
54.02120 Beginning Chorus II (Grades 9-12) GSE
54.02130 Beginning Chorus III (Grades 9-12) GSE
GSE
54.02170 Beginning Chorus IV (Grades 9-12)
54.02210 Intermediate Chorus I (Grades 9-12) GSE
54.02220 Intermediate Chorus II (Grades 9-12) GSE
54.02230 Intermediate Chorus III (Grades 9-12) GSE
54.02270 Intermediate Chorus IV (Grades 9-12) GSE
54.02310 Advanced Chorus I (Grades 9-12) GSE
54.02320 Advanced Mixed Chorus II (Grades 9-12) GSE
54.02330 Advanced Chorus III (Grades 9-12) GSE
54.02340 Advanced Chorus IV (Grades 9-12) GSE
54.02350 Mastery Mixed Chorus I (Grades 9-12)
GSE
54.02360 Mastery Mixed Chorus II (Grades 9-12)
GSE
54.02370 Mastery Mixed Chorus III (Grades 9-12)
GSE
54.02380 Mastery Mixed Chorus IV (Grades 9-12)
GSE
54.02410 Beginning Women's Chorus I (Grades 9-12)
GSE
54.02420 Beginning Women's Chorus II (Grades 9-12)
GSE
54.02430 Beginning Women's Chorus III (Grades 9-12)
GSE
54.02440 Beginning Women's Chorus IV (Grades 9-12)
GSE
54.02510 Intermediate Women's Chorus I (Grades 9-12)
GSE
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Standard GSE; GPS;

54.02520 Intermediate Women's Chorus II (Grades 9-12)
GSE
54.02530 Intermediate Women's Chorus III (Grades 9-12)
GSE
54.02540 Intermediate Women's Chorus IV (Grades 9-12)
GSE
54.02610 Advanced Women's Chorus I (Grades 9-12)
GSE
54.02620 Advanced Women's Chorus II (Grades 9-12)
GSE
54.02630 Advanced Women's Chorus III (Grades 9-12)
GSE
54.02640 Advanced Women's Chorus IV (Grades 9-12)
GSE
54.02650 Mastery Women's Chorus I (Grades 9-12)
GSE
54.02660 Mastery Women's Chorus II (Grades 9-12)
GSE
54.02670 Mastery Women's Chorus III (Grades 9-12)
GSE
54.02680 Mastery Women's Chorus IV (Grades 9-12)
GSE
54.02710 Beginning Men's Chorus I (Grades 9-12)
GSE
54.02720 Beginning Men's Chorus II (Grades 9-12)
GSE
54.02730 Beginning Men's Chorus III (Grades 9-12)
GSE
54.02740 Beginning Men's Chorus IV (Grades 9-12)
GSE
54.02810 Intermediate Men's Chorus I (Grades 9-12)
GSE
54.02820 Intermediate Men's Chorus II (Grades 9-12)
GSE
54.02830 Intermediate Men's Chorus III (Grades 9-12)
GSE
54.02840 Intermediate Men's Chorus IV (Grades 9-12)
GSE
54.02910 Advanced Men's Chorus I (Grades 9-12)
GSE
54.02920 Advanced Men's Chorus II (Grades 9-12)
GSE
54.02930 Advanced Men's Chorus III (Grades 9-12)
GSE
54.02940 Advanced Men's Chorus IV (Grades 9-12)
GSE
54.02950 Mastery Men's Chorus I (Grades 9-12)
GSE
54.02960 Mastery Men's Chorus II (Grades 9-12)
GSE
54.02970 Mastery Men's Chorus III (Grades 9-12)
GSE

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54.02980 Mastery Men's Chorus IV (Grades 9-12)
GSE

May 15, 2014 • 33 of 138
Effective
Course Description Date
Introduces creating, presenting, and responding to art, while connecting the world of art to other areas of learning and personal 6/15/2017
endeavors.
Introduces meaning and creative thinking, contextual understanding, assessment, reflection, and production to make connections from the 6/15/2017
world of art to other areas of learning and personal endeavors using available traditional and digital media.
Expands course 50.00110 introduces meaning and creative thinking, contextual understanding, assessment, reflection, and production to 6/15/2017
make connections from the world of art to other areas of learning and personal endeavors using available traditional and digital media.
Expands course 50.00120 and introduces meaning and creative thinking, contextual understanding, assessment, reflection, and production 6/15/2017
to make connections from the world of art to other areas of learning and personal endeavors using available traditional and digital media.
to make connections from the world of art to other areas of learning and personal endeavors using available traditional and digital media
The Media Arts standards develop students’ critical thinking abilities, creativity and curiosity. Students will gain the tools to appreciate 6/15/2017
the multiplicity of creative, cultural and historical perspectives in visual media.
The students develop their unique creative skills thru technology by exploring multiple platforms, such as animation, broadcast, film,
graphic design/illustration, photography, and web design.
The Media Arts standards continue increasing students’ critical thinking abilities, creativity and curiosity. Students will gain the tools to 6/15/2017
appreciate the multiplicity of creative, cultural and historical perspectives in visual media.
Students develop their unique creative skills thru technology by exploring multiple platforms, such as animation, broadcast, film, graphic
design/illustration, photography, and web design.
The Media Arts standards expand students’ critical thinking abilities, creativity and curiosity. Students will gain the tools to appreciate 6/15/2017
the multiplicity of creative, cultural and historical perspectives in visual media.
Students develop their unique creative skills thru technology by exploring multiple platforms, such as animation, broadcast, film, graphic
design/illustration, photography, and web design.
Expands on previous course through more in-depth exploration of creating, presenting, and responding to art, while connecting the world 6/15/2017
of art to other areas of learning and personal endeavors.
3/5/2008
3/5/2008
Introduces art history, art criticism, aesthetic judgment, and studio production. Emphasizes the ability to understand and use elements and 6/15/2017
principles of design through a variety of media, processes, and visual resources. Explores master artworks for historical and cultural
significance.
Enhances level-one skills in art history, art criticism, aesthetic judgment, and studio production. Emphasizes and reinforces knowledge 6/15/2017
and application of the design elements and their relationship to the principles of design. Explores different two- and three-dimensional art
media and processes. Investigates master artworks to increase awareness and to examine the role of art and the artist in past and
contemporary societies.
Enhances level-two skills in art history, art criticism, aesthetic judgment, and studio production. Provides practice in applying design 6/15/2017
elements and principles of design. Provides focus on different two- and three-dimensional art media and processes and master artworks.
Stresses idea development through production and creativity and through the study of master artists and developing personal artistic
voice.
Enhances level-five skills in art history, art criticism, aesthetic judgment and studio production. Provides opportunities to use two and 6/15/2017
three-dimensional art media and process in the development of individual portfolios. Stresses the use of research in student’s idea
development leading to the production of artwork. Emphasis is placed on the writing of master artists of both past and contemporary
societies.
Enhances level-six skills in art history, art criticism, aesthetic judgment and studio production. Provides opportunities to use two and 6/15/2017
three-dimensional art media and process in the development of individual portfolios used in job, art school and college applications.
Stresses research, planning and proposal writing for the production of artwork. Investigates idea development and theme in master
artworks of historical and contemporary societies.
Enhances level-seven skills in art history, art criticism, aesthetic judgment and studio production. Provides opportunities to use two and 6/15/2017
three-dimensional art media and process in the development of individual portfolios used in job, art school and college applications.
Stresses refining of portfolio and production of slides intended for submission for judging. Enhances art-criticism writing skills of both
master works and student productions. Provides opportunities for preparing and exhibiting art work.
Media Arts creatively explores diverse purposes and audiences. Individuals investigate various techniques using multiple platforms, such 6/15/2017
as animation, broadcast, film, graphic design/illustration, photography, and web design. Media Arts I introduces digital media by
designing prototypes, and evaluating the processes for media arts productions with the intent to understanding the techniques of a field of
technology.
Expands concepts taught in Media Arts I by creatively exploring diverse purposes and audiences. Individuals investigate various 6/15/2017
techniques using multiple platforms, such as animation, broadcast, film, graphic design/illustration, photography, and web design. Media
Arts II, expands digital media knowledge by designing a wider variety of media arts products and productions.
as animation, broadcast, film, graphic design/illustration, photography, and web design. Media Arts III, emphasizes critical thinking
expressing diverse, artistic, and creative processes indicating personal, social, and cultural exploration through multiple disciplines of
technology.
as animation, broadcast, film, graphic design/illustration, photography, and web design. In this advanced course, students will create
portfolios that showcase a variety of digital media skills and techniques.

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Enhances level-three skills in art history, art criticism, aesthetic judgment, and studio production. Provides opportunities for in-depth 6/15/2017
application of design elements and principles of design in two- and three-dimensional art media and processes. Stresses creative problem
solving through art production and the study of master artists and their works and further development of personal artistic voice.
Enhances level-four skills in art history, art criticism, aesthetic judgment and studio production. Provides opportunities to use two and 6/15/2017
three-dimensional art media and process in the development of individual portfolios. Explores idea development and media selection of
master artworks of historical and cultural significance.
Enhances level-two skills in technique and provides further exploration of drawing media. Reinforces drawing skills and critical analysis 6/15/2017
skills for responding to master drawings of different historical styles and periods. Examines solutions to increasingly complex drawing
problems and development of personal style.
Enhances level-three skills in technique and provides further exploration of drawing media. Reinforces drawing skills and critical 6/15/2017
analysis skills for responding to master drawings of different historical styles and periods. Examines solutions to complex drawing
problems and development of personal style.
Explores a variety of techniques and wide range of painting media. Emphasizes developing basic painting and critical analysis skills for 6/15/2017
responding to master paintings. Examines solutions to painting problems through the study of color theory and composition. Emphasizes
the concept and development of personal style. Covers Western and non-Western cultures.
Explores a variety of drawing techniques and media. Emphasizes development of basic drawing skills and critical analysis skills for 6/15/2017
responding to master drawings. Examines solutions to drawing problems through student drawings and those of other artists. Covers
Western and non-Western cultures.
Enhances level-one skills in technique and provides further exploration of drawing media. Reinforces basic drawing skills and critical 6/15/2017
analysis skills for responding to master drawings of different historical styles and periods. Examines solutions to drawing problems
through student drawings and those of other artists.
Introduces drawing and painting techniques and a variety of drawing and painting media. Stresses critical analysis of master paintings 6/15/2017
and drawings of different styles and historical periods; emphasizes problem-solving techniques to achieve desired results in personal
work.
Enhances level-one drawing and painting skills and provides opportunities to apply painting and drawing techniques in a variety of 6/15/2017
media. Stresses critical analysis of master paintings and drawings of different styles and historical periods; emphasizes problem-solving
techniques to improve techniques and mastery of materials.
Enhances level-two skills in technique and provides further exploration of drawing and painting media. Reinforces drawing and painting 6/15/2017
skills and critical analysis skills for responding to master drawings and paintings of different historical and contemporary styles and
periods. Examines solutions to increasingly complex mixed media works of art and the development of personal style and a body of
work.
Enhances level-three skills in technique and provides further exploration of drawing and painting media. Reinforces drawing and painting 6/15/2017
skills and critical analysis skills for responding to master drawings and paintings of different historical and contemporary styles and
periods. Examines solutions to increasingly complex mixed media works of art and the development of body of work as a portfolio.
Enhances level-one painting skills and offers opportunities to apply painting techniques in a variety of media. Emphasizes critical 6/15/2017
analysis skills for responding to master paintings of different styles and historical periods. Resolves selected painting problems and
emphasizes the concept and development of personal style.
Enhances level-two painting skills and offers opportunities to apply painting techniques in a variety of media. Emphasizes critical 6/15/2017
analysis skills for responding to master paintings of different styles and historical periods. Resolves increasingly complex painting
problems and continues development of personal style.
Enhances level-three painting skills and offers opportunities to apply painting techniques in a variety of media. Emphasizes critical 6/15/2017
analysis skills for responding to master paintings of different styles and historical periods. Resolves complex painting problems and
continues development of personal style.
Introduces the characteristics of clay and design in clay using various techniques of construction and decoration. Emphasizes hand 6/15/2017
building and introduces other forming techniques, surface decoration, and glaze applications. Covers styles of ceramic works from
Western and non-Western cultures.
Enhances level-one skills and provides opportunities to apply design techniques in clay through hand building and/or throwing on the 6/15/2017
potter's wheel. Introduces formulation of basic glazes and kiln firing; stresses evaluation of clay forms through art criticism.
Enhances level-two skills and provides opportunities to apply design techniques in clay through hand building and/or wheel throwing 6/15/2017
techniques while developing personal artistic voice. Presents ceramic/pottery forms as art and craft in historical context. Explores ideas
and questions about purposes and functions of ceramic forms, past and present.
Enhances level-three skills and provides opportunities to apply design techniques in clay through hand building and/or wheel throwing 6/15/2017
techniques while continuing to develop personal artistic voice. Emphasizes more complex form and surface treatments using tools,
glazes, resists, and multiple clay bodies.
Introduces fabric and fiber design techniques such as weaving, stitchery and printing and a variety of design techniques, materials and 6/15/2017
supplies. Explores historical origins and use of fabric in Western and non-Western cultures. Applies art criticism techniques to judgments
about fiber/fabric designs.
Enhances level-one skills in fabric/fiber design and provides opportunities to apply design techniques in a variety of media. Focuses on 6/15/2017
one, or a combination of, several techniques to produce two- and three-dimensional works. Expands knowledge of historical origins of
fibers/fabrics.
Enhances level-two skills in fabric design and provides opportunities to apply design techniques in a variety of media. Emphasizes 6/15/2017
mastery of more complex techniques and development of personal style. Continues historical study of past and present fabric/fiber artists
of different cultures.
Enhances level-three skills in fabric design and provides opportunities to apply design techniques in a variety of media. Emphasizes 6/15/2017
mastery of more complex techniques and further development of personal style. Continues historical study of past and present fabric/fiber
artists of different cultures.
Emphasizes design elements and principles in the production of applied design art products and/or designs such as architecture, 6/15/2017
advertisements, graphic designs, environmental designs, and product designs. Stresses proper use of equipment and vocabulary and
technical terms. Investigates the computer and its influence on and role in creating contemporary designs. Includes a cultural and
historical study of master design works of different periods and styles.
Enhances level-one skills and provides opportunities to apply design elements and principles in the production of applied design art 6/15/2017
products and/or designs such as architecture, advertisements, graphic designs, environmental designs, and product designs. Uses board-
and computer-generated designs for art products. Covers how to create designs and plan design presentations.
Enhances level-two skills and provides further opportunities to apply design elements and principles in the production of applied design 6/15/2017
art products and/or designs such as architecture, advertisements, graphic designs, environmental designs, and product designs. Uses
board- and computer-generated designs for art products. Covers how to create designs and plan design presentations.
Enhances level-three skills and provides opportunities to apply design elements and principles in the production of applied design art 6/15/2017
products and/or designs such as architecture, advertisements, graphic designs, environmental designs, and product designs. Uses board-
and computer-generated designs for art products. Covers how to create designs and plan their presentations.
Standard level: Provides students with the opportunities to make personal, soicocultural and aesthetic experiences meaningful through 3/5/2008
the production and understanding of art
Higher level: Provides students with the opportunities to make personal, soicocultural and aesthetic experiences meaningful through the 3/5/2008
production and understanding of art
4/23/2014
4/23/2014
Introduces jewelry-making as a historical and contemporary art form. A variety of media and tools are explored. The elements of art and 6/15/2017
principals of design are used to analyze, design, create, and evaluate jewelry. The course combines aesthetics, art criticism, and art
history with studio production of jewelry.

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Enhances level-one skills in jewelry-making, art criticism, aesthetic judgement, and studio production. Emphasizes historical and 6/15/2017
contemporary origins and functions of jewelry while also exploring and experimenting with non-traditional materials. Develops a voice
through the study of master artists and material choices.
Enhances level-two skills through advanced exploration, mastery of techniques, materials, tools, and equipment to create a cohesive body 6/15/2017
of jewelry works. Emphasizes personal voice and decision making based on aesthetic choices while gaining inspiration from jewelry
masters.
Students demonstrate abilities and versatility with jewelry-making techniques, problem-solving, and ideation. Develops mastery and 6/15/2017
quality in concept, composition, and execution of jewelry-making while showing a command of personal voice, ideas, and material
choices. Jewelry works culminate into a final gallery showing.
Introduces a variety of printmaking techniques using processes such as relief printing (monoprint, collograph, block), intaglio processes 6/15/2017
(etching, engraving) and serigraphy (silkscreen films, stencils, block-out). Investigates the historical development of printmaking in
Western and non-Western cultures. Emphasizes design elements and principles and introduces art criticism approaches applied to fine art
prints.
Enhances level-one skills and provides opportunities to practice intermediate printmaking techniques. Explores design, execution, 6/15/2017
printing and presentation of print editions; introduces master printmakers using various styles and techniques.
Enhances level-two skills and explores selected techniques using complex designs, materials, tools, and equipment. May include 6/15/2017
engraving on metal, wood, or plexiglass, lithography, photo silkscreen, and other techniques. Emphasizes development of artistic voice.
Enhances level-three skills and further explores selected techniques using complex designs, materials, tools, and equipment. May include 6/15/2017
further investigation of engraving on metal, wood or plexiglass, lithography, photo silkscreen, and other techniques. Stresses personal
expression of individual creative ideas and depth of exploration in selected techniques.
Introduces the design and production of relief sculpture and sculpture-in-the-round. Emphasizes the historical origins and functions of 6/15/2017
sculpture in Western and non-Western cultures. Includes additive, subtractive, and modeling methods. Explores traditional and
nontraditional materials for sculpted works and the work of both historical and contemporary sculptural artists.
Enhances level-one skills and explores the design and production of relief sculpture and sculpture-in-the-round. Emphasizes the historical 6/15/2017
origins and functions of sculpture in Western and non-Western cultures. Includes additive, subtractive, and modeling, methods. Explores
traditional and nontraditional materials for sculpted works and the work of a variety sculptural artists.
Enhances level-two skills and introduces advanced exploration and mastery of selected, complex techniques, designs, materials, tools, 6/15/2017
and equipment. Introduces casting, molding, gouging, brazing, soldering, piercing, and mixed media. Stresses personal expression of
creative ideas and depth of exploration in selected techniques Continues critical study of master sculptures and sculptors.
Enhances level-three skills and provides advanced exploration and mastery of selected, complex techniques, designs, materials, tools, and 6/15/2017
equipment. Further explores casting, molding, gouging, brazing, soldering, piercing, and mixed media. Stresses personal expression of
creative ideas and depth of exploration in selected techniques. Continues critical study of master sculptures and sculptors.
Introduces photography as an art form. Covers the historical development of photography and photographic design and its cultural 6/15/2017
influences. Emphasizes the basics of exposing and processing photographs by introducing traditional and digital photography. Stresses
appropriate processing techniques and safe use of photographic materials and equipment.
Enhances level-one skills and provides opportunities to apply photographic design methods. Stresses composing and processing 6/15/2017
techniques using a 35mm/or digital camera and pinhole camera with varied focal lengths. Emphasizes appropriate processing techniques,
darkroom techniques and digital photography editing. Continues to explore photography and photographers for historical and critical
appraisal.
Enhances level-two skills and provides opportunities to apply more complex photographic designs. Introduces advanced and 6/15/2017
experimental pinhole and/or 35mm photographic and/or digital techniques. Explores alternative/experimental developing chemicals and
digital processes. Stresses personal expression of ideas and depth of exploration in selected photo techniques. Continues to explore
photography and photographers for historical and critical appraisal.
Enhances level-three skills and provides opportunities to apply more complex photographic designs using advanced and experimental 6/15/2017
pinhole and/or 35mm photographic or digital techniques. Explores alternative/experimental processes in traditional or digital
photography. Stresses personal expression of ideas and depth of exploration in selected photo techniques. Continues to explore
photography and photographers for historical and critical appraisal.
Introduces graphic design as seen in posters, advertisements, logos, illustrations, signs, and package or product designs. Covers selected 6/15/2017
graphic design elements, vocabulary, and the media, tools, equipment, techniques, processes, and styles used for graphics. Investigates
the historical development of graphic design and its function in contemporary society. Stresses using the computer as a major design tool.
Explores career opportunities.
Enhances level-one skills in graphic design. Introduces advanced design problems and how to apply creative ideas using storyboards, 6/15/2017
layouts, and models. Stresses use of vocabulary, tools, media, equipment, and techniques in planning and producing graphic art products.
Enhances level-two skills in graphic design. Covers how to plan and present creative design ideas. Emphasizes design elements and 6/15/2017
principles, marketing psychology, production techniques, and schedules. Explores the design team concept.
Enhances level-three skills in graphic design. Further explores how to plan and present creative design ideas. Emphasizes design 6/15/2017
elements and principles, marketing psychology, production techniques, and schedules. Continues to explore the design team concept.
This course teaches illustration as it applies to sequential art and animation. Topics will include the narrative arc, rules of animation, 6/15/2017
character design, and anatomy for motion. Students will use a variety of hardware and software tools to create graphic design, digital
media, and animation projects.
Enhances level-one skills. Students use a variety of hardware and software tools to create digital media projects. Students will create 6/15/2017
portfolios that showcase a variety of digital media skills. Projects can include elements of illustration, electronic publishing, application
design, two-dimensional animation, video production, special effects, three-dimensional animation, music production, photography,
graphic design, interface design, and web design.
Introduce film as a communicative art form. The course covers technical and expressive considerations of production, such as equipment, 6/15/2017
lighting, costumes, setting, props, and script. It provides opportunities to participate in each phase of production, stressing analysis of
film and video production based on historical and critical analysis.
Enhances level-one skills and provides opportunities to apply technical, expressive, and compositional principles to film and video 6/15/2017
production. Emphasizes creative ideas and approaches to production, stressing analysis of creative and expressive techniques of major
film and video artists and their work.
Enhances level-two skills and provides opportunities to apply technical, expressive, and compositional principles to film and video 6/15/2017
production. Emphasizes creative ideas and stylistic approaches to production, stressing analysis of creative and expressive techniques of
major film and video artists and their works. Promotes continued discussion of film and video as an art form with aesthetic merit.
Enhances level-three skills and provides opportunities to apply technical, expressive, and compositional principles to film and video 6/15/2017
production. Interprets individual ideas with emphasis on compositional principles. Collaborates with other design team members.
Evaluates own film and video art and the art of other artists based on a predetermined set of criteria. Talks about the aesthetic merit of
film and video art.
Conforms to College Board topics for the Advanced Placement Studio Art Drawing Portfolio Examination. Requires submission of 3/5/2008
original works and slides to be evaluated on quality. Provides experiences using different drawing media and approaches; designed for
students interested in the practical experiences of art.
Conforms to College Board topics for the Advanced Placement Studio 2D Design Portfolio Examination. Requires submission of original 3/5/2008
works and slides to be evaluated on quality. Provides experiences using different drawing media and approaches; designed for students
interested in the practical experiences of art.

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Conforms to College Board topics for the Advanced Placement Studio 3D Design Portfolio Examination. Requires submission of original 3/5/2008
works and slides to be evaluated on quality. Provides experiences using different drawing media and approaches; designed for students
interested in the practical experiences of art.
Introduces art history through works of art from antiquity to the present. Covers style, symbolism, media, subject matter, and the 6/15/2017
purposes of art and artist. Explores the technological, economic, religious, political, and social influences on development of architecture,
painting, sculpture, and other art forms. Emphasizes the relationship of history to art criticism, aesthetics, and art productions.
Enhances level-one skills and covers ideas, theory, and style in works of art from antiquity to the present. Includes investigation into the 6/15/2017
social role of the artist, patronage and art audiences, originality, and contextual influences using sources such as books, slides, videos,
and reproductions. Offers opportunities to apply art criticism methods (describing, analyzing, interpreting and evaluating) to works of art
rather than to secondary sources.
Conforms to College Board topics for the Advanced Placement History of Art Examination. Covers prehistory to Egyptian, Greek and 3/5/2008
Roman, Early Christian, Byzantine, Early Medieval, Romanesque, Gothic, Renaissance and Mannerist, 17th and 18th century, 19th
century, 20th century and non-Western art.
Introduces fashion design techniques such as mood boards, illustration, draping, patternmaking, textile manipulation, and sewing. 6/15/2017
Explores historical origins and use of fashion in Western and non-Western cultures. Applies art criticism techniques to judgments about
historic and contemporary fashion designs.
Emphasizes design elements and principles in the production of two- and three-dimensional works. Enhances level-one skills in fashion 6/15/2017
design and provides opportunities to apply design techniques in a variety of media. Focuses on one or a combination of several
techniques to expand knowledge of historical origins of fashion design. Emphasizes mastery of more complex techniques and
development of personal style culminating in an illustrated portfolio.
Enhances level-two skills and provides opportunities to apply design techniques in a variety of media from a personal perspective. 6/15/2017
Continues historical study of past and present global fashion and its designers. Stresses proper use of equipment, vocabulary, and
technical terms. Culminates in a mini fashion collection to be presented to peers, community, or the public at large.
Enhances level-three skills and emphasizes mastery of more complex techniques and development of personal style. Investigates the 6/15/2017
computer and its influence on and role in creating contemporary fashion designs or portfolios. Includes a cultural and historical study of
master design works of different periods and styles. Culminates in a full fashion collection to be presented to peers, community, or the
public at large.
Introduces and demonstrates movement as an expression of creative thinking and cultural and historical significance, with an 5/3/2018
understanding of its impact on wellness and dance techniques. Develops introductory movement skills.
Enhances previous course. Introduces and demonstrates movement as an expression of creative thinking and cultural and historical 5/3/2018
significance, with an understanding of its impact on wellness and dance techniques. Introduces dance etiquette, active participation, and
how dance communicates meaning. Further develops introductory movement skills.
Enhances previous course. Introduces and demonstrates movement as an expression of creative thinking and cultural and historical 5/3/2018
significance, with an understanding of its impact on wellness and dance techniques. Further explores dance etiquette, active participation,
and how dance communicates meaning. Students learn dance terminology, concepts of principles, process and structure, and basic
understanding of how dance is related to other curricular areas. Continues development of movement skills.
Enhances previous course. Continues to introduce and demonstrate movement as an expression of creative thinking and cultural and 5/3/2018
historical significance, with an understanding of its impact on wellness and dance techniques. Further explores dance etiquette, active
participation, and how dance communicates meaning. Students continue to learn dance terminology, concepts of principles, process and
structure, and basic understanding of how dance is related to other curricular areas. Continues development of movement skills.
Enhances previous course. Elaborates on introductory concepts and terminology that recognizes anatomy and kinesiology of dance, 5/3/2018
emphasizes proper technique and choreographic principles, and executes a large range of locomotor movements and movement
combinations.
Enhances previous course. Develops dance concepts that recognize anatomy and kinesiology of movement, emphasize proper technique 5/3/2018
and choreographic principles, execute a large range of locomotor movements and movement combinations, and integrate the use of
technology and media.
Introduces students to basic dance knowledge in order to develop coordination, flexibility, and strength through various dance forms with 5/3/2018
an emphasis on ballet, jazz, and modern techniques. Students learn about dance history and movement sciences as they relate to injury
prevention and technical training.
This course is designed for students with previous dance technique knowledge and skills. Focuses on rigor pertaining to dance technique, 5/3/2018
terminology, and skills through various dance forms with an emphasis on ballet, jazz, and modern. Students will learn about dance
history and movement sciences as they relate to injury prevention and technical training. Students will participate in informal and/or
formal performances with their peers and demonstrate proper dance etiquette in the classroom and in the performance environment.
Enhances previous course. Introduces and refines basic dance knowledge, terminology, and skills through various dance forms with an 5/3/2018
emphasis on ballet, jazz, and modern techniques. Students learn about dance history and movement sciences as they relate to injury
prevention and technical training. Students participate in informal and/or formal performances with their peers, and demonstrate proper
dance etiquette in the classroom and in the performance environment. Students may or may not have taken the sixth grade course.
Enhances previous course. Students build on knowledge and skills from the 6th grade Advanced Dance course. Continued focus on rigor 5/3/2018
pertaining to dance technique, terminology, and skills through various dance forms with an emphasis on ballet, jazz, and modern.
Students participate in informal and formal performances with their peers and demonstrate proper dance etiquette in the classroom and in
the performance environment.
Enhances previous course. Introduces and refines basic dance knowledge, terminology, and skills through various dance forms with an 5/3/2018
emphasis on ballet, jazz, and modern techniques. Students learn about dance history and movement sciences as they relate to injury
prevention and technical training. Students participate in informal and/or formal performances with their peers, and demonstrate proper
dance etiquette in the classroom and in the performance environment. Students may or may not have taken the seventh grade course.
Enhances previous course. Students build on knowledge and skills from 7th grade Advanced Dance. Continued focus on rigor pertaining 5/3/2018
to dance technique, terminology, and skills through various dance forms with an emphasis on ballet, jazz, and modern. Students
participate in informal and formal performances with their peers and demonstrate proper dance etiquette in the classroom as well as in the
performance environment.
Introduces basic ballet technique and terminology. Covers placement, turn out, body lines, epaulement, adagio, and allegro skills. 5/3/2018
Stresses aesthetic perception, creative expression and performance, historical and cultural heritage, and aesthetic judgment and criticism.
Enhances Ballet I skills and terminology. Emphasizes the development and execution of weight placement, alignment, use of rotation, 5/3/2018
and musicality. Offers opportunities to perform and observe quality dance as an art form.
Enhances Ballet II skills and expands terminology. Emphasizes intermediate-level technical skills and use of battu, longer more rigorous 5/3/2018
combinations, maintaining rotation, and a broader experience of performance opportunities. May include pre-pointe concepts.
Enhances Ballet III skills and expands terminology. Emphasizes advanced-level technical skills including fluidity of movement, 5/3/2018
technique development, and artistic growth. May include introductory pointe concepts.
Enhances Ballet IV skills and expands terminology. Emphasizes advanced-level technical skills including risk taking, artistic growth, 5/3/2018
individual style, and performance quality. May include pointe concepts.

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Introduces basic jazz techniques and terminology including body isolations, core strength, syncopated rhythms, and polyrhythms. 5/3/2018
Emphasizes aesthetic perception, creative expression, and performance. Course study includes historical and cultural heritage and a focus
on aesthetic judgment and criticism.
Enhances previous course. Enhances Jazz I skills and terminology including combinations of jazz technique skills, complex rhythms, 5/3/2018
longer phrases, and specific techniques.
Enhances previous course. Enhances Jazz II skills and terminology. Emphasizes intermediate-level technical skills including increased 5/3/2018
tempo, increased elevation, a further expansion of jazz vocabulary, and a broader experience of performance opportunities.
Enhances previous course. Enhances Jazz III skills and terminology. Emphasizes advanced-level technical skills including risk taking, 5/3/2018
artistic growth, individual style, and performance quality. Further expansion of jazz vocabulary, improvisation, and a broader experience
of performance opportunities.
Introduces basic concepts and skills of modern dance technique including shape, form, line, contract and release, fall and recovery, 5/3/2018
coordination, balance, core support, clarity of movement, and weight shifts. Students explore individual expression and creativity.
Stresses aesthetic perception, creative expression, and performance, with a connection to historical/cultural heritage and aesthetic analysis
(e.g. traditional modern, post-modern, Afro-modern, contemporary).
Enhances previous course. Emphasizes complex rhythms, movement combinations, longer phrases, and transitions. Develops skills in 5/3/2018
contract and release, fall and recovery, and improvisation. Offers performing and observation opportunities.
Enhances previous course. Emphasizes intermediate-level technical skills centering on a specific technique (e.g. Horton, Graham, Limon, 5/3/2018
Cunningham, Dunham, Gaga) for further expansion of modern dance vocabulary, improvisation, and a broader experience of
performance opportunities.
Enhances previous course. Emphasizes advanced-level technical skills including speed and quality of movement, complex combinations, 5/3/2018
improvisational performance technique, development of individual style, and artistic growth. Continued opportunities for performance
experiences.
Introduces the history of dance, covering origins and cultural growth of dance in various societies and time periods, culminating in the 5/3/2018
modernization of current dance.
Introduces dance composition covering methods to identify and execute the basic principles of composition (e.g. improvisation, use of 5/3/2018
movement qualities, musical forms, design, production elements). Concentrates on the development of themes and performance of
multiple phrase compositions for individuals and groups. Emphasizes individual creativity and use of choreographic tools.
Introduces students to basic dance knowledge in order to develop coordination, flexibility, and strength while acquiring technical skills in 5/3/2018
preparation for further dance study. Students explore the role of dance in various cultures, and observe and critique dance performances
using specified criteria and appropriate dance terminology.
Enhances previous course. Further develops knowledge and skills in various dance forms with an emphasis on technical instruction in 5/3/2018
ballet, jazz, and modern techniques, public performance techniques, and choreographic concepts. Students study dance analysis, dance
history, and movement sciences as they relate to injury prevention and technical training.
Enhances previous course. Offers a comprehensive understanding of the elements of movement and dance technique. Areas of 5/3/2018
concentration include choreography, dance analysis, dance history, and movement science with an emphasis on intermediate technical
instruction in ballet, jazz, and modern techniques.
Enhances previous course. Refines knowledge of the elements of movement, dance history, and dance analysis, and hones skills in 5/3/2018
choreography and performance techniques, focusing on artistry and individuality.
The course focuses on the composition, performance and analysis of dance, or “expressive movement,” which is practiced amongst 5/10/2012
peoples of various backgrounds, and for a variety of purposes, throughout the planet. Students create, participate in, and reflect upon
dance forms and styles from a range of cultures and traditions, both familiar and unfamiliar. The recommended teaching time—150
hours (SL).
The course focuses on the composition, performance and analysis of dance, or “expressive movement,” which is practiced among people 5/10/2012
of various backgrounds, and for a variety of purposes, throughout the planet. Students create, participate in, and reflect upon dance forms
and styles from a range of cultures and traditions, both familiar and unfamiliar. The recommended teaching time— 240 hours (HL).
Focuses on the specifics of technical and physical expectations of dance with an increased focus on allegro, ballon, and turns. Students 5/3/2018
are introduced to ballet vocabulary, repertory, variations, conditioning, and athletic enhancement.
Exploration of basic dance movements and rhythms of world dance forms. Through traditional dances and songs, students gain an 5/3/2018
understanding of the history of movement and its cultural significance while developing basic sequencing skills and rhythm. Course may
include study of dance from varied cultures such as West African Dance, Folk Dance, Latin Dance, and Indian Dance, in addition to Hip-
Hop, Clogging, Tap, Stepping, and Line Dancing.elop basic sequencing skills and rhythm.
Enhances previous course. Continues development of basic dance movements and rhythms of world dance forms. Through the continued 5/3/2018
exploration of traditional dances and songs, students apply their understanding of the history of movement and its cultural significance to
develop basic sequencing skills and rhythms. May include study of dance from varied cultures such as West African Dance, Folk Dance,
Latin Dance, and Indian Dance, in addition to Hip-Hop, Clogging, Tap, Stepping, and Line Dancing.
Enhances previous course. Students execute dance movements and rhythms of world dance forms. Through exploration and performance 5/3/2018
of traditional dances and songs, students gain a comprehensive understanding of the history of movement and its cultural significance.
Students refine sequencing skills and rhythms. May include study of dance from varied cultures such as West African Dance, Folk
Dance, Latin Dance, and Indian Dance, in addition to Hip-Hop, Clogging, Tap, Stepping, and Line Dancing.
Enhances previous course. Students refine dance movements and rhythms of world dance forms. Through performance of traditional 5/3/2018
dances and songs, students understand the history of movement and its cultural significance, and exhibit sequencing skills and rhythm.
May include study of dance from varied cultures such as West African Dance, Folk Dance, Latin Dance, and Indian Dance, in addition to
Hip-Hop, Clogging, Tap, Stepping, and Line Dancing.
This is an intermediate-level dance technique class. Students explore and strengthen intermediate-level dance skills within the traditional 5/3/2018
format of a technique-based dance class including, but not limited to, ballet, modern, and jazz. Students learn choreography from
historical dance works by dance pioneers (e.g. Marius Petipa, Lev Ivanov, George Balanchine, Lester Horton, Alvin Ailey, Martha
Graham, Paul Taylor, Merce Cunningham, Twyla Tharp).
This is an advanced-level dance technique class that enhances previous coursework. Students explore and strengthen advanced-level 5/3/2018
dance skills within the traditional format of a technique-based dance class including, but not limited to, ballet, modern, and jazz. Students
learn choreography from historical dance works by dance pioneers (e.g. Marius Petipa, Lev Ivanov, George Balanchine, Lester Horton,
Alvin Ailey, Martha Graham, Paul Taylor, Merce Cunningham, Twyla Tharp).
This course is an introduction to the principles of anatomy and kinesiology in relation to dance as an art form and the development and 5/3/2018
well-being of the dancer as a performing artist. Emphasis is placed on the structure and function of the muscular and skeletal systems in
dance, as well as movement and range of motion through the planes of the body. Movement analysis, injury prevention, conditioning
principles, and basic nutrition is covered.
Introduces skills to build partnering elements of classical and contemporary partnering vernacular. For the classical work, dancers are 5/3/2018
paired by height and focus on learning promenades, turns, and lifts. Course covers brief partnering combinations to build new repertory
for the classical ballet genre. The contemporary work introduces weight sharing and equally and unequally distributed weight lifts,
finally exploring various points of attachment to create new components.
Enhances previous course. A continuation of skill development focuses on building beginner to intermediate partnering elements of 5/3/2018
classical and contemporary partnering vernacular. For the classical work, dancers are paired by height and focus on multiple and
combination promenades, turns, and lifts. Course covers longer partnering combinations to build new repertory for the classical ballet
genre. The contemporary work focuses on beginner weight sharing and equally and unequally distributed weight lifts, finally using
improvisation to create new elements to generate and develop new repertory and styles movement vocabulary.

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Enhances previous course. A continuation of skill development focuses on exploring intermediate to advanced partnering elements of 5/3/2018
classical and contemporary partnering vernacular. For the classical work, dancers are paired by height and focus on intermediate
promenades, turns, and lifts. The course covers shortened pas de deux repertory from the classical ballet genre. The contemporary work
focuses on intermediate weight sharing and equally and unequally distributed weight lifts, finally using self-developed vocabulary to
generate and develop new repertory and styles. Dancers will hone skills in strength, balance, and physical stamina.
Enhances previous course. A continuation of skill development focuses on exploring more demanding partnering elements of classical 5/3/2018
and contemporary partnering vernacular. For the classical work, dancers are paired by height and focus on advanced promenades,
advanced turns, and advanced lifts. The course covers full length pas de deux repertory from the classical ballet genre. The
contemporary work will focus on advanced weight sharing and equally and unequally distributed weight lifts, finally using self-
developed vocabulary to generate and develop new repertory and styles. Dancers will hone skills in strength, balance and physical
stamina.
Covers basic dance concepts and terminology vital for theatre specific dance development and growth. Students gain an understanding of 5/3/2018
introductory level movement skills in ballet, modern, and jazz dance techniques as applied to stage and theatre production performance.
Provides instruction and laboratory experience in methods and techniques involved in producing a dance concert which includes digital 5/3/2018
and print publicity, lighting, set construction, audio, costuming, audition production, performance skills, and dance critique and
assessment. Students technically assist all dance works from origin to close, creating and disseminating original materials to enhance
quality and exposure of dance productions.
Enhances previous course. Provides instruction and laboratory experience in methods and techniques involved in producing a dance 5/3/2018
concert which includes digital and print publicity, lighting, set construction, audio, costuming, audition production, performance skills,
and dance critique and assessment. Students take a managerial/directorial role in technical and publicity aspects of the dance production.
Introduces the elements of music that most closely relate to dance practice through the study of music theory, history, and compositional 5/3/2018
approaches. Through this study, students will explore musical form in relation to dance, diverse musical styles including Western and
Non-western cultural practices, the effect of musical style on dance movement, contextual and critical perspectives in relation to musical
style, and awareness of musicality in dance practice. Additional focus on working creatively with choreographic studies based on the
musical genres and theories studied in class.
Enhances previous course. Elaborates on the elements of music that most closely relate to dance practice through the study of music 5/3/2018
theory, history, and compositional approaches. Continued exploration of musical form in relation to dance, diverse musical styles
including Western and Non-western cultural practices, the effect of musical style on dance movement, contextual and critical
perspectives in relation to musical style, and awareness of musicality in dance practice. Additional focus on developing an
accompaniment ensemble that can function as the music for a complete dance class.
Focuses on utilizing pre-professional ballet and contemporary techniques with an emphasis on presenting faculty and student generated 5/3/2018
works in varied settings (e.g. traditional stages, site-specific works, younger audiences, assisted living communities). The goal of the
class is to increase dance awareness to the public by performing for the extended community at large. The group will function as a self-
governing entity with preparation for a professional dance occupation as a member of a dance company.
Enhances previous course. Focuses on managerial and leadership skills with an emphasis on choreographing student generated works to 5/3/2018
be presented in varied settings (e.g. traditional stages, site-specific works, younger audiences, assisted living communities). Class
familiarizes students with logistics and time management, becoming leaders/directors of the performance ensemble class, and prepares
students for a professional dance occupation as director of a dance company.
This intermediate-level pointe technique class explores and strengthens skills within the traditional format of a ballet class and includes 5/3/2018
intermediate-level pointe barre and pointe center work. Explores elementary variations from classical repertory including works by Petipa
and Ivanov, and focuses on development of mastery in technical and artistic merit.
This advanced-level pointe technique class explores and strengthens advanced-level pointe skills within the traditional format of a ballet 5/3/2018
class and includes professional level pointe barre and pointe center work. Focuses on multiple variations from classical repertory
including works by Petipa, Ivanov, Balanchine, Robbins, Tetly, Ashton, Martins, and Wheeldon, with continued mastery in technical and
artistic merit.
Creatively explores diverse purposes and audiences through the investigation of various techniques for content creation in the fields of 5/3/2018
dance, film, music, podcasts, and other dance-related media arts types. Course introduces digital media and evaluation of the processes
for media arts productions with the intent of understanding the techniques of the field of technology as they relate to dance.
dance, film, music, podcasts, and other dance-related media arts types. Course expands digital media knowledge through a more complex
variety of dance-related media arts products and productions.
dance, film, music, podcasts, and other dance-related media arts types. Course emphasizes critical thinking, expressing diverse, artistic,
and creative processes, and indicating personal, social, and cultural exploration through multiple disciplines of technology as they relate
to dance.
dance, film, music, podcasts, and other dance-related media arts types. Students create digital portfolios that showcase a variety of dance-
related digital media compositions.
Analyzes and constructs meaning from theatre experiences, acting, developing scripts, examining roles, exploring relevance, and 6/15/2017
engaging actively and appropriately as an audience member in theatre or other media experiences.
world of media arts for theatre to other areas of learning and personal endeavors, using available traditional and digital media.
Expands upon previous course, analyzing and constructing meaning from theatre experiences, acting, developing scripts, examining 6/15/2017
roles, exploring relevance, and engaging actively and appropriately as an audience member in theatre and/or other media experiences.
Enhances previous course and introduces meaningful and creative thinking, contextual understanding, assessment, reflection, and 5/3/2018
production to make connections from the world of media arts for theatre to other areas of learning and personal endeavors, using
available traditional and digital media.
roles, critiquing, exploring relevance, and engaging actively and appropriately as an audience member in theatre and/or other media
experiences.
Enhances previous course and introduces meaning and creative thinking, contextual understanding, assessment, reflection, and 5/3/2018
roles, critiquing, exploring relevance, and engaging actively and appropriately as an audience member in theatre or other media
experiences.
Expands upon previous course, analyzing and constructing meaning from theatre experiences through acting, developing scripts, 6/15/2017
examining roles, critiquing, exploring relevance, and engaging actively and appropriately as an audience member in theatre or other
media experiences.

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roles, critiquing, exploring relevance, and engaging actively and appropriately as an audience member in theatre or other media
experiences.
Students explore acting and improvisation. They learn the basic techniques of acting, character and voice development, presentation 6/15/2017
skills, and scriptwriting.
Students develop critical thinking abilities, creativity, and curiosity while gaining the tools to appreciate the multiplicity of creative, 5/3/2018
cultural, and historical perspectives in theatre media arts. Students develop unique creative skills through technology by exploring
various techniques for content creation in the fields of film, theatre, technical theatre, and other multimedia types. Techniques may
include acting for film, sound design, lighting design, video production, scenic design, and theatre marketing.
Students incorporate sensory and emotional experiences and observation techniques into presentational theatre activities. They apply 6/15/2017
vocal and movement techniques appropriate to theatre activities and presentations. The students learn beginning technical theatre skills
such as lighting and staging. Students begin performing in local school productions and participate in activities and workshops to enhance
drama skills.
Enhances previous course with continued development of critical thinking abilities, creativity, and curiosity while gaining the tools to 5/3/2018
appreciate the multiplicity of creative, cultural, and historical perspectives in theatre arts media. Students develop unique creative skills
through technology by exploring various techniques for content creation in the fields of acting for film, sound design, lighting design,
video production, scenic design, and theatre marketing. Students are offered more opportunity for choice in type and scope of project and
selected processes.
Students continue to apply ensemble skills through pantomime, improvisation, and acting. They design and create simple scenery, 6/15/2017
costumes, props, lighting, sound, music, and/or makeup for dramatic presentations, using research skills as needed to gather resources.
Students begin to create original scripts and adapt appropriate literature into scripted material for presentation.iterature into scripted
material for presentation.
appreciate the multiplicity of creative, cultural, and historical perspectives in theatre arts media. Students develop unique creative skills
through technology by exploring various techniques for content creation in the fields of acting for film, sound design, lighting design,
video production, scenic design, and theatre marketing. Students are offered increased opportunity for student choice in type and scope of
project and selected processes, and demonstrate more intentionality in selection of processes to achieve aesthetic goals.
4/2/2015
4/2/2015
This course serves as an introduction to the theatre arts. Students investigate theatre as a whole by exploring the techniques and origins 6/15/2017
of a wide variety of theatre arts in various cultures and periods.
Enhances level-one skills by producing specific theatre styles in depth with performance opportunities. 6/15/2017
Enhances level-two skills by producing and studying literature as related to theater. Provides opportunities for performance with focus on 6/15/2017
language arts classes.
Enhances level-three skills by producing and writing plays for presentation; explores the role of the playwright. Provides opportunities 6/15/2017
for practical application.
Introduces the style and characteristic elements of musical theater. Explores the mechanics of production, staging, voice, and dance. 6/15/2017
Explores the career opportunities available in musical theatre and offers opportunity for performance.
Enhances level-one skills with a focus on production and provides opportunities for performance. 6/15/2017
Enhances level-two skills with a focus on production and career paths while providing opportunities for performance. 6/15/2017
Enhances level-three skills with a focus on production and career paths while providing opportunities for performance. 6/15/2017
This introductory course explores the definition, design, and use of technical elements associated with theatre sets, props, costumes, 6/15/2017
makeup, lights, and sound.
Enhances level-one skills and introduces aspects of student design, creation of lighting, sound, properties, costumes, and make-up design 6/15/2017
while offering opportunities to apply skills in these areas.
Enhances level-two skills in drafting and set design, and includes in-depth exploration of light operation, sound operation, stage 6/15/2017
management, costume construction, set development, make-up, and production staff.
Enhances level-three skills and offers opportunities to solve problems in supervising and managing all aspects of production. Explores 6/15/2017
technical directing and directing responsibilities with opportunities to apply skills in these areas.
Introduces techniques of lighting design for theatre, covering script analysis, lighting instruments, color media, control consoles, 5/3/2018
conventional lighting techniques, lighting plots, equipment maintenance, and working with performers and patrons of the arts.
Enhances level-two techniques of lighting design for theatre, covering script analysis, lighting instruments, color media, control consoles, 5/3/2018
conventional lighting techniques, lighting plots, equipment maintenance, and working with performers and patrons of the arts while
offering opportunities to apply skills in these areas.
Enhances level-three techniques of lighting design for theatre; covering script analysis, lighting instruments, color media, control 5/3/2018
consoles, conventional lighting techniques, lighting plots, equipment maintenance, and working with performers and patrons of the arts
Masters techniques of lighting design for theatre, covering script analysis, lighting instruments, color media, control consoles, 5/3/2018
conventional lighting techniques, lighting plots, equipment maintenance, and working with performers and patrons of the arts. Students
must serve as lighting design technician for a theatre production.
Introduces techniques of sound design for theatre, covering basic digital audio editing technology, the components of sound systems and 5/3/2018
their application in the theatre, how they interconnect with each other, and how to use this equipment in live theatre settings.
Enhances level-two techniques of sound design for theatre, covering basic digital audio editing technology, the components of sound 5/3/2018
systems and their application in the theatre, how they interconnect with each other, and how to use this equipment in live theatre settings
Enhances level-three techniques of sound design for theatre, covering basic digital audio editing technology, the components of sound 5/3/2018
systems and their application in the theatre, how they interconnect with each other, and how to use this equipment in live theatre settings
Masters techniques of sound design for theatre, covering basic digital audio editing technology, the components of sound systems and 5/3/2018
their application in the theatre, how they interconnect with each other, and how to use this equipment in live theatre settings while
offering opportunities to apply skills in these areas. Students must serve as a sound design technician for a theatre production.
Studies the artistic, technical, management, and performance elements of a live theatre production. As a part of the planning, rehearsal, 6/15/2017
and performance, students assume positions of responsibility and demonstrate basic knowledge and skills in acting, directing, artistic
criticism, script analysis, staging, character creation, vocal techniques, and physical movement. Students recognize the responsibilities of
the producer, director, actors, designers, technicians, and managers through collaboration in the creation of a theatre performance.
Enhances Level-one skills, focusing on student direction and design. 6/15/2017

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Enhances Level-two skills, focusing on student direction, playwriting, and design. 6/15/2017
Enhances Level-three skills, focusing on student direction, playwriting, and design. 6/15/2017
Standard level: This course aims to help students understand the nature of the theatre by making it as well as by studying it, and to 3/5/2008
understand the forms it takes in other cultures.
Higher level: This course aims to help students understand the nature of the theatre by making it as well as by studying it, and to 3/5/2008
understand the forms it takes in other cultures.
Introduces the acting process and the role of the actor in various styles/methods with a focus on scene study. Stresses developing 6/15/2017
imagination, observation, concentration powers, and self-discipline. Includes developing physical and vocal control while transmitting
emotions, convictions, and ideas; enhances self-confidence and self-awareness. Theatre is used as a means to encourage cooperative
learning, team work, organization, and leadership skills. The class allows all students the opportunity to perform on a regular basis.
Enhances level-one skills with emphasis on classical and historical scene study. 6/15/2017
Enhances level-two skills with emphasis on advanced monologue work, advanced scene study, extensive audition training, student- 6/15/2017
directing, ensemble acting in a variety of main-stage productions, and object exercises.
Enhances level-three skills in advanced monologue work, advanced scene study, extensive audition training, student-directing, ensemble 6/15/2017
acting in a variety of main-stage productions, and object exercises.
Introduces film directing, acting, and production. Students investigate the techniques and origins of a wide variety of film and television 5/3/2018
productions while exploring historical and cultural differences. Provides opportunities to analyze film, television, and video productions,
and to develop criteria to evaluate these media forms.
Enhances level-two skills. Students assume the roles of director, actor, producer, and technician to focus on the production of products in 5/3/2018
video format.
Enhances level-three skills. Students assume the roles of director, actor, producer, and technician to focus on the production of products 5/3/2018
in video format.
Enhances level-one skills. Students assume the roles of director, actor, producer, and technician to focus on the production of products in 5/3/2018
video format.
At the core of the IB film course lies a concern with clarity of understanding, critical thinking, reflective analysis, effective involvement 5/10/2012
and imaginative synthesis that is achieved through practical engagement in the art and craft of film. Although the standard level (SL) and
higher level (HL) syllabus outlines share elements, there is a clear distinction between both the explicit and implicit demands at these
levels. Through a variety of teaching approaches, including the construction and deconstruction of film texts, all students, whether SL or
HL, are encouraged to develop their creative and critical abilities and to enhance their appreciation and enjoyment of film. Students are
assessed both externally and internally External assessment consists of a) the Independent study (rationale, script and list of sources for a
short documentary production on an aspect of film theory and/or film history, based on particular films from more than one country), and
b) the Presentation (an oral presentation of a detailed critical analysis of a continuous extract from a prescribed film) Internal assessment
consists of the Production portfolio (a student’s completed film project and its accompanying documentation (at HL includes a trailer).
Introduces the basics of acting and directing for the camera, with a focus on scene study and the differences between theatre and film. 5/3/2018
Students apply basic acting and directing techniques such as character development, audition techniques, vocal and physical techniques,
and script analysis. Introduces students to on-camera performance in various genres and addresses the technical requirements of film
acting such as framing, lighting, playing to the camera, shooting out of sequence, and other production considerations. Students explore
the process of finding auditions for film and television and getting work on camera.
Presents an advanced, hands-on approach to filmmaking. Students assume the roles of director, actor, producer, and technician to focus 5/3/2018
on the production of short films. Students apply acting and directing techniques such as character development, audition techniques,
vocal and physical techniques, and script analysis. Students address the technical requirements of film acting such as framing, lighting,
playing to the camera, shooting out of sequence, editing, and post-production. Students explore the process of finding auditions for film
and television and getting work on camera.
Enhances level-two skills. Presents an advanced, hands-on approach to filmmaking. Students assume the roles of director, actor, 5/3/2018
producer, and technician to focus on the production of short films. Students explore the process of finding auditions for film and
television and getting work on camera.
Enhances level-three skills. Presents an advanced, hands-on approach to filmmaking. Students assume the roles of director, actor, 5/3/2018
produce, and technician to focus on the production of short films. Students explore the process of finding auditions for film and television
and getting work on camera.
At the core of the IB film course lies a concern with clarity of understanding, critical thinking, reflective analysis, effective involvement 5/10/2012
and imaginative synthesis that is achieved through practical engagement in the art and craft of film. Although the standard level (SL) and
higher level (HL) syllabus outlines share elements, there is a clear distinction between both the explicit and implicit demands at these
levels. Through a variety of teaching approaches, including the construction and deconstruction of film texts, all students, whether SL or
HL, are encouraged to develop their creative and critical abilities and to enhance their appreciation and enjoyment of film. Students are
assessed both externally and internally External assessment consists of a) the Independent study (rationale, script and list of sources for a
short documentary production on an aspect of film theory and/or film history, based on particular films from more than one country), and
b) the Presentation (an oral presentation of a detailed critical analysis of a continuous extract from a prescribed film) Internal assessment
consists of the Production portfolio (a student’s completed film project and its accompanying documentation (at HL includes a trailer).
Introduces the historical development of theater and the literature of varied cultures and historical periods. Includes exploration of theatre 6/15/2017
text, character analysis, and evaluation of theatre literature from significant people and in response to significant events.
Enhances level-one skills and continues to explore the historical development of theater and the literature of varied cultures and historical 6/15/2017
periods. Includes exploration of theatre text, character analysis, and evaluation of theatre literature from significant people and in
response to significant events.
Emphasizes theater operation, production management, and theatre management including house management, building and equipment 6/15/2017
maintenance, marketing, media, budgeting, ticketing, sales, and working with performers and patrons of the arts.
Explores diverse purposes and audiences through the investigation of various techniques for content creation in the fields of acting for 5/3/2018
film, sound design, lighting design, video production, scenic design, and theatre marketing.
acting for film, sound design, lighting design, video production, scenic design, and theatre marketing.
acting for film, sound design, lighting design, video production, scenic design, and theatre marketing. Course emphasizes critical
thinking, and expressing diverse, artistic, and creative processes indicating personal, social, and cultural exploration through multiple
disciplines of technology.
acting for film, sound design, lighting design, video production, scenic design, and theatre marketing. Students create portfolios that
showcase a variety of media skills and techniques for theatre arts.
Applies skills to culminate in creating and developing dramatic writing for theatrical media with special emphasis on film and 5/3/2018
television. Includes development of “writerly stance” by reading, viewing, and analyzing tests and visual media from a writer’s point of
view, with focus on understanding the construction process and including the application of conventions of standard English grammar
and usage. Note: This course meets fourth English Language Arts core requirement.
Introduces creating, performing, and responding to music while connecting the world of music to other areas of learning and personal 3/5/2008
endeavors.
Enhances previous course through more in-depth exploration of creating, performing, and responding to music, while connecting the 3/5/2008
world of music to other areas of learning and personal endeavors.

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Students will learn how to use digital tools and resources to create, perform, respond, and connect to music as an art form and/or 5/3/2018
industry.
industry.
industry.
Students will learn and further expand on how to use digital tools and resources to create, perform, respond, and connect to music as an 5/3/2018
art form and/or industry. In addition, students will be prepared to enter upper level music technology or media technology courses at the
high school level through expanded and in depth project development.
Students develop an appreciation for music through the introduction of various aspects of singing, performing on classroom instruments, 5/3/2018
reading and notating music, and composing, arranging, improvising, listening and Evaluate music and music performances. Students
explore the relationship of music to disciplines outside the arts, and to history and culture.
Students continue to develop an appreciation for music by singing, performing on guitars and/or keyboards, reading and notating music, 5/3/2018
and composing, arranging, improvising, listening and Evaluate music and music performances. Students create original arrangements of
composed music and explore similarities and differences of categories of music (e.g. historical, ethnic, popular, folk).
Students continue developing their listening, performance, and creative skills. Students work individually and collaboratively to create 5/3/2018
compositions using a variety of sound sources. Students improve their writing skills by researching major composers, musicians, and
performers, and by making multimedia presentations, which highlight community musical organizations and various careers in music.
Introduces production and performance, covering terminology and idioms, elements of music, perceptive listening and attitudes, and 5/3/2018
appreciation. Stresses the ability to become a literate consumer along with the ability to speak and write fluently about music.
Enhances level-one skills and understanding. Emphasizes an in-depth approach to music through performance, creativity, and listening. 5/3/2018
Encourages independent music learning to develop a lifelong interest in music. Builds skills of perception and discrimination in listening.
Enhances level-two skills. Emphasizes developing a framework for critical analysis of music. Provides knowledge and skills for 5/3/2018
development of independent reading and performance on folk instruments. Encourages composition and use of electronic media.
Enhances level-three skills. Provides an individualized, in-depth examination of current issues in music such as ethnic influences, styles, 5/3/2018
values, and aesthetics. Encourages independent judgments based on critical analysis and the ability to write or speak objectively about
music.
Introduces the fundamentals of organized sound, emphasizing rules of Western music composition and offering opportunities to create 5/3/2018
original works. Students will develop the ability to describe, understand, and recognize aspects of tonal music, and skills in sight-singing,
dictation/aural, written aspects, composition, and analytical areas. Students will be exposed to a variety of exercises designed to develop
these skills including listening, performance, writing, creating, and analyzing music. While the main emphasis is placed on music of the
Common Practice Period (1600-1750), music of other stylistic periods may also be studied. Explores use of technology for composition.
Continued focus the fundamentals of organized sound, emphasizing rules of Western music composition and offering opportunities to 5/3/2018
create original works. Students will develop the ability to describe, understand, and recognize aspects of tonal music, and skills in sight-
singing, dictation/aural, written aspects, composition, and analytical areas. Students will be exposed to a variety of exercises designed to
develop these skills including listening, performance, writing, creating, and analyzing music. While the main emphasis is placed on
music of the Common Practice Period (1600-1750), music of other stylistic periods may also be studied. Explores use of technology for
composition.
Students learn how to use digital tools and resources to create, present, respond, and connect to music as an art form and/or industry. 5/3/2018
Students learn and further expand how to use digital tools and resources to create, present, respond, and connect to music as an art form 5/3/2018
and/or industry.
Students will compose and arrange songs using notation software, analyze formal elements of music, and learn correct operational 5/3/2018
techniques for sound reinforcement systems.
Continued focus the fundamentals of organized sound, emphasizing rules of Western music composition and offering opportunities to 5/3/2018
create original works. Students will develop the ability to describe, understand, and recognize aspects of tonal music, and skills in sight-
singing, dictation/aural, written aspects, composition, and analytical areas. Students will be exposed to a variety of exercises designed to
develop these skills including listening, performance, writing, creating, and analyzing music. While the main emphasis is placed on
music of the Common Practice Period (1600-1750), music of other stylistic periods may also be studied. Explores use of technology for
composition.
Enhances previous course. Students become career or college ready to use digital tools to professional industry standards in order to
create, present, respond, and connect to music as an art form and/or industry.
Conforms to College Board topics for the Advanced Placement Music Theory Examination. Covers terminology and notational skills, 3/5/2008
writing skills, visual analysis and aural skills and advanced levels of understanding.
Introduces musical genres, styles, composers and media in historical context. Includes comparison and contrast of musical style periods 3/5/2008
from antiquity to the contemporary period, the prominent composers and literature of the period, social and cultural influences,
interdisciplinary studies of art, theater, dance, politics, music of world cultures and indigenous American music. Emphasizes perceptive
listening and analysis and speaking and writing about music and musicians.
Enhances level-one skills. Offers further opportunities to study the historical development of musical genres, styles, composers and 3/5/2008
media through the ages. Includes contemporary and indigenous American music. Stresses perceptive listening and analysis and speaking
and writing about music and musicians.
Provides opportunities to explore the historical and socio-cultural development of indigenous American ethnic and folk music. Traces the 3/5/2008
roots of the music to its origins, styles, composers, performers and socio-political influences.
3/5/2008
3/5/2008
This performance-based class focuses on basic instrumental skill development and music reading. The goal of this class is to teach 3/5/2008
students the proper way to hold and play a brass, percussion, or woodwind instrument with the characteristic tone quality of the
instrument. Students can elect to play their instrument of choice with the band director’s approval and recommendation.
Expands course 53.03100 to develop listening to, analyzing, and describing music along with evaluating performances. COURSE 3/5/2008
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instrument. Students can elect to play their instrument of choice with the band director’s approval and recommendation. Participation in
concert performances outside of regular class hours is required.
students the proper way to hold and play a brass, percussion, or woodwind instrument with characteristic tone quality. Students can elect
to play their instrument of choice with the band director’s approval and recommendation. Participation in concert performances outside
of regular class hours is required.
This performance-based class continues the focus on basic instrumental skill development and music reading. The goal of this class is to 5/3/2018
teach students the proper way to hold and play a brass, percussion, or woodwind instrument with characteristic tone quality. Students can
elect to play their instrument of choice with the band director’s approval and recommendation. Participation in concert performances
outside of regular class hours is required.
concert performances outside of regular class hours is required. In addition to large group ensembles, individual growth and achievement
are encouraged through participation in solo and ensemble festivals, district honor bands, and private lessons. Participation in concert
performances outside of regular class hours is required.
This performance-based class focuses on the development, continuation, and expansion of basic skills begun the previous year that are 5/3/2018
necessary for effective instrumental music performance. In addition to large group ensembles, individual growth and achievement are
encouraged through participation in solo and ensemble festivals, district honor bands, and private lessons. Participation in concert
This performance-based class continues the primary focus on the development, continuation, and expansion of basic skills begun the 5/3/2018
previous year that are necessary for effective instrumental music performance. In addition to large group ensembles, individual growth
and achievement are encouraged through participation in solo and ensemble festivals, district honor bands, and private lessons.
Participation in concert performances outside of regular class hours is required.
concert performances outside of regular class hours is required. In addition to large group ensembles, individual growth and achievement
are encouraged through participation in solo and ensemble festivals, district honor bands, and private lessons. Participation in concert
This performing ensemble is for progressing wind and percussion instrumentalists. This year long course introduces “comprehensive 5/3/2018
musicianship” through music performance of challenging and varied literature. Skills and concepts from the previous year are developed
and expanded upon. In addition to continued refinement of individual performance skills, an emphasis is placed on ensemble
performance skills. Students will continue to develop their knowledge of music theory, begin to analyze and evaluate music, and use
critical thinking skills to make refinements in their performance. Individual and ensemble performance skills will be expanded through
musical expression and technical accuracy. Individual growth and achievement are encouraged through participation in adjudicated solo
and ensemble festivals, district honor bands, and private lessons. This is a performance-based class. Participation in concert
This performance-based class is the middle school’s most advanced performing ensemble for wind and percussion instrumentalists. This 5/3/2018
year long course introduces “comprehensive musicianship” through performance of challenging and varied literature. Skills and concepts
from the previous year are developed and expanded upon. In addition to continued refinement of individual performance skills, greater
emphasis is placed on ensemble performance skills. Students will continue to develop their knowledge of music theory, begin to analyze
and evaluate music, and use critical thinking skills to make refinements in their performance. Individual and ensemble performance skills
will be expanded through musical expression and technical accuracy. Individual growth and achievement are encouraged through
participation in adjudicated solo and ensemble festivals, district honor bands, and private lessons. Participation in concert performances
outside of regular class hours is required.
Provides opportunities to develop performance skills on a wind or percussion instrument. Emphasizes performance and production. May 3/5/2008
include analysis, historical and cultural influences, improvisation, and appreciation of music. Organizes objectives for self-paced
progress. Stresses individual progress and group experiences.
Enhances level-one skills. Provides opportunities to continue development of performance skills on a wind or percussion instrument. 3/5/2008
Continues emphasis on performance, production, analysis, and appreciation of music. Stresses individualized learning and group
experiences.
Enhances level-two skills. Provides opportunities to develop performance skills and precision on a wind or percussion instrument. 3/5/2008
Continues emphasis on performance, production, and analysis. Includes historical and cultural contributions and influences, and creative
aspects and appreciation of music. Builds reading skills and independent performance of one's part in an ensemble. Stresses
individualized learning and group experiences.
Enhances level-three skills. Provides further opportunities to develop performance skills and precision on a wind or percussion 5/3/2018
instrument. Continues emphasis on performance and production, analysis, and historical and cultural contributions and influences,
creative aspects of music, and appreciation of music. Stresses individualized learning and group experiences.
This performance-based class provides opportunities for intermediate-level performers to increase performance skills and precision on a 5/3/2018
wind or percussion instrument. Includes performance and production, analysis and theoretical studies, historical and cultural
contributions and influences, creative aspects of music, and appreciation of music. Stresses individual progress and learning and group
experiences. Strengthens reading skills. Individual growth and achievement are encouraged through participation in adjudicated solo and
ensemble festivals, district honor bands, and private lessons. Participation in concert performances outside of regular class hours is
expected.
This performance-based class enhances level-one skills and provides further opportunities for intermediate-level performers to develop 5/3/2018
reading techniques and increase performance skills. Covers performance and production, analysis and theoretical studies, historical and
cultural contributions and influences, creative aspects of music, and appreciation of music. Stresses individualized learning and group
experiences. Individual growth and achievement are encouraged through participation in adjudicated solo and ensemble festivals, district
honor bands, and private lessons. Participation in concert performances outside of regular class hours is expected.
This performance-based class enhances level-two skills and provides further opportunities for intermediate-level performers to build 5/3/2018
independence and leadership within the ensemble. Covers performance and production, analysis and historical and cultural contributions
and influences, creative aspects of music, and appreciation of music. Stresses individualized learning and group experiences. Individual
growth and achievement are encouraged through participation in adjudicated solo and ensemble festivals, district honor bands, and
private lessons. Participation in concert performances outside of regular class hours is expected.
This performance-based class enhances level-three skills and provides further opportunities for intermediate-level performers to increase 5/3/2018
performance skills and precision, and build independence and leadership skills within the ensemble. Covers performance and production,
analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music, and appreciation of music.
Stresses self-paced progress, practice strategies, and group experiences. Individual growth and achievement are encouraged through
outside of regular class hours is expected.

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This performance-based class provides opportunities for advanced-level performers to increase, develop and refine performance skills 5/3/2018
and precision on a wind or percussion instrument. Covers performance and production, analysis and theoretical studies, historical and
cultural contributions and influences, creative aspects of music, and appreciation of music at advanced levels of understanding. Organizes
objectives for self-paced progress. Stresses individual progress and learning strategies, and ensemble experiences. Individual growth and
achievement are encouraged through participation in adjudicated solo and ensemble festivals, district honor bands, and private lessons.
Participation in concert performances outside of regular class hours is expected.
This performance-based class enhances level-one skills and provides further opportunities for advanced-level performers to develop and 5/3/2018
refine performance skills and precision on a wind or percussion instrument. Covers performance and production, analysis and theoretical
studies, historical and cultural contributions and influences, creative aspects of music, and appreciation of music. Stresses self-paced
progress, individual learning strategies, and ensemble experiences. Individual growth and achievement are encouraged through
outside of regular class hours is expected.
This performance-based class enhances level-two skills and provides further opportunities for advanced-level performers to develop and 5/3/2018
refine performance skills and precision on a specific instrument. Covers performance and production, analysis and theoretical studies,
historical and cultural contributions and influences, creative aspects of music, and appreciation of music. Stresses self-paced progress,
individual learning strategies, and ensemble experiences. Individual growth and achievement are encouraged through participation in
adjudicated solo and ensemble festivals, district honor bands, and private lessons. Participation in concert performances outside of
regular class hours is expected.
This performance-based class enhances level-three skills and provides further opportunities for advanced-level performers to develop and 5/3/2018
refine performance skills and precision on a wind or percussion instrument. Covers performance and production, analysis and theoretical
studies, historical and cultural contributions and influences, creative aspects of music, and appreciation of music. Stresses self-paced
progress in an increasing breadth of repertoire, individual learning strategies, and ensemble experiences. Individual growth and
achievement are encouraged through participation in adjudicated solo and ensemble festivals, district honor bands, and private lessons.
Participation in concert performances outside of regular class hours is expected.
Provides opportunities for students to develop master skills in music reading and performance techniques. A variety of mastery band 5/3/2018
literature of various historical and contemporary styles and genres is performed. Students extend their knowledge of music theory,
including analysis of form. Exploration of compositional and improvisational techniques of instrumental music.
Enhances level-one master skills in music reading and performance techniques. A variety of mastery band literature of various historical 5/3/2018
and contemporary styles and genres is performed. Students extend their knowledge of music theory, including analysis of form. They
explore compositional and improvisational techniques of instrumental music.
Enhances level-two master skills in music reading and performance techniques. Students are expected to consistently demonstrate 5/3/2018
mastery level sight-reading skills and respond to expression markings in the musical score. Compositional and improvisational
techniques of mastery band ensembles are explored, and a variety of standard mastery band ensemble literature of various historical and
contemporary styles and genres is performed at the mastery level.
Enhances level-three master skills in music reading and performance techniques. Students are expected to consistently demonstrate 5/3/2018
mastery level sight-reading skills and respond appropriately to expression markings in the musical score. Compositional and
improvisational techniques of mastery band ensembles are explored, and a variety of standard mastery band ensemble literature of
various historical and contemporary styles and genres is performed at the mastery level.
This performance-based class focuses on basic instrumental skill development and music reading. Students learn the proper way to hold 5/3/2018
and play a string instrument. Students can elect to play violin, viola, cello, or bass, with the orchestra director’s approval and
recommendation. Participation in concert performances outside of regular class hours is required.
Expands course 53.05100 to to develop listening to, analyzing, and describing music along with evaluating performances. COURSE 3/5/2008
DELETED
students the proper way to hold and play a string instrument. Students can elect to play their instrument of choice (violin, viola, cello, or
bass) with the orchestra director’s approval and recommendation. Participation in concert performances outside of regular class hours is
required.
This performance-based class focuses on the development and expansion of basic skills learned in K-5 Beginning Orchestra which are 5/3/2018
encouraged through participation in adjudicated solo and ensemble festivals, district honor orchestras, and private lessons. Participation
in concert performances outside of regular class hours is required.
This performance-based class continues focus on basic instrumental skill development and music reading. The goal of this class is to 5/3/2018
teach students the proper way to hold and play an orchestral stringed instrument with the characteristic tone quality of the instrument.
Appropriate literature for the string ensemble is studied and performed. Participation in concert performances outside of regular class
hours is required.
required.
This performance-based class focuses on the development and expansion of basic skills learned in K-5 Beginning Orchestra which are 5/3/2018
encouraged through participation in adjudicated solo and ensemble festivals, district honor orchestras, and private lessons. Participation
This performance-based class continues focus on the development and expansion of basic skills learned in Sixth Grade Beginning 5/3/2018
Orchestra which are necessary for effective instrumental music performance. In addition to large group ensembles, individual growth and
achievement are encouraged through participation in adjudicated solo and ensemble festivals, district honor orchestras, and private
lessons. A variety of literature for the string ensemble is studied and performed. Participation in concert performances outside of regular
class hours is required.
required.
This year-long, performance-based class is an intermediate performing ensemble for string players. Skills and concepts from the previous 5/3/2018
year are developed and expanded upon. In addition to continued refinement of individual performance skills, greater emphasis is placed
on ensemble performance skills. Students will continue to develop their knowledge of music theory, begin to analyze and evaluate music,
and use critical thinking skills to make refinements in their performance. Individual and ensemble performance skills will be expanded
through musical expression and technical accuracy. Individual growth and achievement are encouraged through participation in
adjudicated solo and ensemble festivals, district honor orchestras, and private lessons. This is a performance-based class. Participation
This performance-based class is the most advanced year-long course for string players. Skills and concepts from the previous year are 5/3/2018
developed and expanded upon. In addition to continued refinement of individual performance skills, greater emphasis is placed on
ensemble performance skills. Students will continue to develop their knowledge of music theory, begin to analyze and evaluate music,
and use critical thinking skills to make refinements in their performance. Individual and ensemble performance skills will be expanded
through musical expression and technical accuracy. Individual growth and achievement are encouraged through participation in
adjudicated solo and ensemble festivals, district honor orchestras, and private lessons. Participation in concert performances outside of
regular class hours is required.
required.

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required.
Enhances level-one skills and provides further opportunities to develop performance skills and precision on orchestral stringed 5/3/2018
instruments. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences,
creative aspects of music and appreciation of music. Stresses self-paced progress and ensemble experiences.
Enhances level-two skills and provides further opportunities to develop performance skills and precision on orchestral stringed 5/3/2018
Enhances level-three skills and provides further opportunities to develop performance skills and precision on orchestral stringed 5/3/2018
Provides opportunities for intermediate-level performers to increase performance skills and precision on orchestral stringed instruments. 5/3/2018
Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects
of music and appreciation of music. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and
group experiences.
Enhances level-one skills and provides further opportunities for intermediate-level performers to increase performance skills and 5/3/2018
precision on orchestral stringed instruments. Covers performance and production, analysis and theoretical studies, historical and cultural
contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences.
Enhances level-two skills and provides further opportunities for intermediate-level performers to increase performance skills and 3/5/2008
Enhances level-three skills and provides further opportunities for intermediate level performers to increase performance skills and 5/3/2018
Provides opportunities for advanced-level performers to increase performance skills and precision on orchestral stringed instruments. 5/3/2018
group experiences.
Enhances level-one skills and provides further opportunities for advanced-level performers to increase performance skills and precision 5/3/2018
on orchestral stringed instruments. Covers performance and production, analysis and theoretical studies, historical and cultural
Enhances level-two skills and provides further opportunities for advanced-level performers to increase performance skills and precision 5/3/2018
Enhances level-three skills and provides further opportunities for advanced-level performers to increase performance skills and precision 5/3/2018
This course is for the most advanced string instrument students. Emphasis is placed on the standard orchestra repertoire, advanced 5/3/2018
techniques, independence and confidence in performance situations, and thorough understanding of the theoretical and historical basis for
the music performed.
This course is for the most advanced string instrument students. Continued emphasis is placed on the standard orchestra repertoire, 5/3/2018
advanced techniques, independence and confidence in performance situations, and thorough understanding of the theoretical and
historical basis for the music performed.
This course is for the most advanced string instrument students. Continued emphasis is placed on the standard orchestra repertoire, 5/3/2018
advanced techniques, independence and confidence in performance situations, and thorough understanding of the theoretical and
historical basis for the music performed.
This course continues to focus on the most advanced string instrument students who want to study and perform the string chamber 5/3/2018
ensemble repertoire. Students learn the unique skills of small ensemble performance.
Jazz Band students are selected by director's recommendation. Students learn simple jazz rhythms while continuing to develop basic 5/3/2018
instrumental playing skills and music reading skills. Through rehearsal and performance, students learn to play in the traditional “swing
style”.
Jazz Band students are selected by director's recommendation. Students learn more complex jazz rhythms as they continue to perfect 5/3/2018
their instrumental playing and music reading skills. Through rehearsal and performance, students learn improvisational techniques, and
play a variety of musical styles (e.g. traditional “swing style”, rock, blues).
Jazz Band students are selected by director's recommendation. Students learn jazz idioms, complex jazz rhythms, and improvisational 5/3/2018
techniques. They continue to perfect their instrumental playing and music reading skills. Through rehearsal and performance, students
learn improvisational techniques and play a variety of musical style (e.g. traditional “swing style”, rock, blues, funk, Latin).
Offers opportunities to develop performance skills and knowledge on instruments or voice in a jazz idiom. Includes performance and 5/3/2018
production, analysis and theoretical studies, historical and cultural contributions and influences. Emphasizes improvisation and
composition; stresses individual progress and group experiences. Emphasizes jazz as an indigenous American art form.
Enhances level-one skills and provides further opportunities to develop and refine performance skills and knowledge on instruments or 5/3/2018
voice in a jazz idiom. Includes performance and production, analysis and theoretical studies, historical and cultural contributions and
influences, creative aspects of music (especially improvisation and composition) and appreciation of music. Stresses self-paced progress
and group experiences. Emphasizes jazz as an indigenous American art form.
Enhances level-two skills and provides further opportunities to develop and refine performance skills and knowledge on instruments or 5/3/2018
voice in a jazz idiom. Includes performance and production, analysis and theoretical studies, historical and cultural contributions and
influences, creative aspects of music (especially improvisation and composition) and appreciation of music. Stresses self-paced progress
and group experiences. Emphasizes jazz as an indigenous American art form and a major component of our cultural heritage.
Enhances level-three skills and provides further opportunities to develop performance skills and knowledge on instruments or voice in a 5/3/2018
jazz idiom. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences,
creative aspects of music (especially improvisation and composition) and appreciation of music. Stresses self-paced progress and group
experiences. Emphasizes jazz as an indigenous American art form and a major component of our cultural heritage.
Offers opportunities for intermediate-level performers to increase performance skills and knowledge on instruments or voice in a jazz 5/3/2018
idiom. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative
aspects of music (especially improvisation and composition) and appreciation of music. Organizes objectives for self-paced progress
through all four levels. Stresses individual progress and group experiences. Emphasizes jazz as an indigenous American art form and a
major component of our cultural heritage.

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knowledge on instruments or voice in a jazz idiom. Covers performance and production, analysis and theoretical studies, historical and
cultural contributions and influences, creative aspects of music (especially improvisation and composition) and appreciation of music.
Stresses self-paced progress and group experiences. Emphasizes jazz as an indigenous American art form and a major component of our
cultural heritage.
cultural heritage.
Enhances level-three skills and provides further opportunities for intermediate-level performers to increase performance skills and 5/3/2018
cultural heritage.
Advanced Jazz I students are selected by director's recommendation. Offers opportunities for advanced-level performers to increase 5/3/2018
performance skills and knowledge on instruments or voice in a jazz idiom. Covers performance and production, analysis and theoretical
studies, historical and cultural contributions and influences, creative aspects of music (especially improvisation and composition), and
appreciation of music. Organizes objectives for self-paced progress. Stresses individual progress and group experiences. Emphasizes jazz
as an indigenous American art form and a major component of our cultural heritage.
Advanced Jazz II students are selected by director's recommendation. Enhances level-one skills and provides further opportunities for 5/3/2018
advanced-level performers to increase performance skills and knowledge on instruments or voice in a jazz idiom. Covers performance
and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music (especially
improvisation and composition), and appreciation of music. Stresses self-paced progress and group experiences. Emphasizes jazz as an
indigenous American art form and a major component of our cultural heritage.
Advanced Jazz III students are selected by director's recommendation. Enhances level-two skills and provides further opportunities for 5/3/2018
Advanced Jazz IV students are selected by director's recommendation. Enhances level-three skills and provides further opportunities for 5/3/2018
Explores African-American music. Emphasizes idioms such as jazz and reggae and traces their styles, characteristics, performers and 3/5/2008
media to their African roots. Covers historical and cultural contributions and influences, analysis and theoretical studies and perspectives
on African-American musicians of the 19th and 20th centuries.
Enhances level-one skills and offers further opportunities to explore African-American music. Emphasizes idioms such as jazz and 3/5/2008
reggae and traces their styles, characteristics, performers and media to their African roots. Covers historical and cultural contributions
and influences, analysis and theoretical studies and perspectives on African-American musicians of the 19th and 20th centuries.
Enhances level-two skills and offers further opportunities to explore African-American music. Emphasizes idioms such as jazz and 3/5/2008
Enhances level-three skills and offers further opportunities to explore African-American music. Emphasizes idioms such as jazz and 3/5/2008
Explores American folk music. Emphasizes concept of American folk music idioms such as Southern gospel, Appalachian music and 3/5/2008
music of the American West. Covers historical and cultural influences and contributions, analysis and theoretical studies and perspectives
on historic and contemporary folk musicians.
Enhances level-one skills and provides further opportunities to explore American folk music. Covers historical and cultural influences 3/5/2008
and contributions, analysis and theoretical studies and perspectives on historic and contemporary folk musicians.
Enhances level-two skills and provides further opportunities to explore American folk music. Covers historical and cultural influences 3/5/2008
Enhances level-three skills and provides further opportunities to explore American folk music. Covers historical and cultural influences 3/5/2008
Develops the understanding that there are many different, but equally valid, forms of musical and artistic expression and encourages 3/5/2008
students to develop a broad perspective based on understanding, tolerance and respect for a variety of opinions and approaches.
Enhances level-one skills and provides further opportunities to explore ethnic music studies. Reflects the ethnic diversity of the world and 3/5/2008
of the United States in particular through representative songs and instrumental selections, dances and guided listening.
Builds upon level-two skills and provides more in-depth analysis of styles and continued performance experiences. Encourages 3/5/2008
interdisciplinary study of ethnic cultures through art, literature, drama and social studies.
Expands upon level-three skills and provides opportunities for analysis, evaluation and synthesis of a variety of world music. Increases 3/5/2008
ability to perform, listen intelligently and appreciate many types of music.
Provides opportunities to develop performance skills and knowledge in ensemble singing. Limited to 16 to 20 performers and may 5/3/2018
include any style period. Covers performance and production, analysis and theoretical studies, historical and cultural influences, creative
aspects of music and appreciation of music. Stresses balance of individual progress and group success.
Enhances level-one skills and provides further opportunities to develop and refine performance skills and knowledge in large group 5/3/2018
choral singing. Limited to 16 to 20 performers, may include choral literature of all style periods. Covers performance and production,
analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music.
Stresses self-paced progress and group experiences.
Enhances level-two skills and provides further opportunities to develop performance skills and knowledge in large group choral singing. 5/3/2018
of music and appreciation of music. Stresses self-paced progress and group experiences.
Enhances level-three skills and provides further opportunities to develop performance skills and knowledge in large group choral singing. 5/3/2018
of music and appreciation of music. Stresses self-paced progress and group experiences; focuses on tone, balance and vocal production.
Provides opportunities for intermediate-level performers to increase performance skills and knowledge in large group choral singing. 5/3/2018
of music and appreciation of music. Stresses individual progress and group experiences; offers large and small ensemble experiences.
knowledge in large group choral singing. Limited to 16 to 20 performers and includes madrigal, notes, quartet and solo literature of all
style periods. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences,
creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences; builds skills in reading and
vocal performance.

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creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences; continues reading and
performance emphasis.
Enhances level-three skills and provides further opportunities for intermediate-level performers to increase performance skills and 5/3/2018
creative aspects of music and appreciation of music. Stresses self-paced progress, group experiences and tone, balance and musicianship.
Provides opportunities for advanced-level performers to increase performance skills and knowledge in large group choral singing. 5/3/2018
Limited to 16 to 20 performers and includes madrigal, notes, quartet and solo literature of all style periods. Covers performance and
production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and
appreciation of music. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and group
experiences and a variety of styles appropriate to the smaller ensemble.
Enhances level-one skills and provides further opportunities for advanced-level performers to increase performance skills and knowledge 5/3/2018
in large group choral singing. Limited to 16 to 120 performers and includes madrigal, notes, quartet and solo literature of all style
periods. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences,
creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences.
Enhances level-two skills and provides further opportunities for advanced-level performers to increase performance skills and knowledge 5/3/2018
in large group choral singing. Limited to 16 to 20 performers and includes madrigal, notes, quartet and solo literature of all style periods.
Enhances level-three skills and provides further opportunities for advanced-level performers to increase performance skills and 5/3/2018
Students are selected by director's recommendation. Offers smaller ensemble experience for instrumentalists in large band and orchestra. 5/3/2018
Emphasizes the performance style and literature of the instrumental chamber group medium. Includes brass, woodwind, percussion, and
string ensembles. Covers performance and production, analysis and theoretical studies, creative aspects of music, historical and cultural
influences, and music appreciation.
Students are selected by director's recommendation. Enhances level-one skills and provides opportunities to develop performance skills 5/3/2018
and knowledge in ensemble music. Emphasizes the performance style and literature of the instrumental chamber group medium. Includes
brass, woodwind, percussion, and string ensembles. Covers performance and production, analysis and theoretical studies, creative aspects
of music, historical and cultural influences, and music appreciation.
Students are selected by director's recommendation. Enhances level-two skills and provides further opportunities to develop performance 5/3/2018
skills and knowledge in ensemble music. Emphasizes the performance style and literature of the instrumental chamber group medium.
Includes brass, woodwind, percussion, and string ensembles. Covers performance and production, analysis and theoretical studies,
creative aspects of music, historical and cultural influences, and music appreciation.
Students are selected by director's recommendation. Enhances level-three skills and provides further opportunities to develop 5/3/2018
performance skills and knowledge in ensemble music. Emphasizes the performance style and literature of the instrumental chamber
group medium. Includes brass, woodwind, percussion, and string ensembles. Covers performance and production, analysis and
theoretical studies, creative aspects of music, historical and cultural influences, and music appreciation.
Students are selected by director's recommendation. Offers intermediate-level performers an alternative ensemble experience to large 5/3/2018
band and orchestra. Emphasizes the performance style and literature of the instrumental chamber group medium. Includes brass,
woodwind, percussion, and string ensembles. Covers performance and production, analysis and theoretical studies, creative aspects of
music, historical and cultural influences, and music appreciation.
Students are selected by director's recommendation. Enhances level-one skills and provides further opportunities for intermediate-level 5/3/2018
performers to increase performance skills and knowledge in ensemble music. Emphasizes the performance style and literature of the
instrumental chamber group medium. Includes brass, woodwind, percussion, and string ensembles. Covers performance and production,
analysis and theoretical studies, creative aspects of music, historical and cultural influences, and music appreciation.
Students are selected by director's recommendation. Enhances level-two skills and provides further opportunities for intermediate-level 5/3/2018
Students are selected by director's recommendation. Enhances level-three skills and provides further opportunities for intermediate-level 5/3/2018
Students are selected by director's recommendation. Offers advanced-level performers an alternative ensemble experience to large band 5/3/2018
and orchestra. Emphasizes the performance style and literature of the instrumental chamber group medium. Includes brass, woodwind,
percussion, and string ensembles. Covers performance and production, analysis and theoretical studies, creative aspects of music,
historical and cultural influences, and music appreciation.
Students are selected by director's recommendation. Enhances level-one skills and provides further opportunities for advanced-level 5/3/2018
Students are selected by director's recommendation. Enhances level-two skills and provides further opportunities for advanced-level 5/3/2018
Students are selected by director's recommendation. Enhances level-three skills and provides further opportunities for advanced-level 5/3/2018
An advanced vocal project will be selected by the student and approved by the teacher. The student’s selected area of interest in this 3/5/2008
independent study could include advanced vocal performance, conducting, arranging, or composition. Master classes and vocal coaching
will be offered based on an audition. A performance-based assessment tool will be used to evaluate final projects.
This course focuses on an effective process for writing songs. Students will learn how to express their ideas through lyrics and music. 3/5/2008
They will learn techniques for writing lyrics and setting them to music. Final songwriting projects will be performed in class, but no
prior songwriting or musical experience is necessary.
This is an introductory survey course in which students perform, respond, create, and connect to music through the guitar. 5/3/2018
An in-depth, performance-based guitar course in which students perform, respond, create, and connect to music through the guitar. 5/3/2018
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Enhances previous course. Continues in-depth, performance-based exploration in which students perform, respond, create, and connect to 5/3/2018
music through the guitar.
Enhances previous course. Continues in-depth, performance-based exploration in which students perform, respond, create, and connect to 5/3/2018
music through the guitar.
This course is designed to be a beginning guitar course in which students perform, respond, create, and connect to music through the 5/3/2018
guitar.
guitar.
guitar.
guitar.
Enhancing previous course, this class is designed to be an intermediate guitar course in which students perform, respond, create, and 5/3/2018
connect to music through the guitar.
Offers opportunities for advanced-level performers to increase performance skills and knowledge in guitar techniques. Covers 5/3/2018
performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of
music and appreciation of music. Provides an individualized setting.
This class is designed to be an advanced guitar course in which students perform, respond, create, and connect to music through the 5/3/2018
guitar.
Enhancing previous course, this class is designed to be an advanced guitar course in which students perform, respond, create, and connect 5/3/2018
to music through the guitar.
Enhancing previous course, this class is designed to be an advanced guitar course in which students perform, respond, create, and connect 5/3/2018
to music through the guitar.
Enhancing previous course, this class is designed to be a mastery level guitar course in which students perform, respond, create, and 5/3/2018
Introduces a varied repertoire of music. Enables students the ability to read, perform, and improvise melodies, create simple compositions 5/3/2018
of music within specified guidelines, and understand relationships between music and other arts and disciplines outside the arts. Students
listen to and describe music, and evaluate music and music performances.
Focus on the fundamental understanding of the components of the piano/keyboard, including the ability to read music, perform, compose 5/3/2018
and arrange music at the beginning level while gaining an understanding of the relationships between music, the other arts, and
disciplines outside the arts. Students will listening to and describe music from historical periods.
Focuses on understanding a varied repertoire of music. Enables students the ability to read, perform, and improvise melodies, variations,
and accompaniments. Students compose and arrange music within specified guidelines. Students will also listen to, analyze, and describe
music, and evaluate music and music performances while gaining an understanding of the relationships between music, the other arts,
and disciplines outside the arts. 5/3/2018
Focuses on understanding a varied repertoire of music. Enables students the ability to read, perform, and improvise melodies, variations, 5/3/2018
and disciplines outside the arts.
Focuses on understanding a varied repertoire of music. Enables students the ability to read, perform, and improvise melodies, variations, 5/3/2018
and disciplines outside the arts.
Introduces basic piano keyboard techniques. Covers performance and production, analysis and theoretical studies, historical and cultural 5/3/2018
contributions and influences, creative aspects of music and appreciation of music. Provides an individualized setting.
Enhances level-one skills and provides further opportunities for individualized study of keyboard techniques. Covers performance and 5/3/2018
appreciation of music.
Enhances level-two skills and provides further opportunities for individualized study of keyboard techniques. Covers performance and 5/3/2018
Enhances level-three skills and provides further opportunities for individualized study of keyboard techniques. Covers performance and 5/3/2018
Offers opportunities for intermediate-level performers to increase performance skills and knowledge in keyboard techniques. Covers 5/3/2018
Enhances level-one skills and provides intermediate-level performers further opportunities for individualized study of keyboard 5/3/2018
techniques. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences,
creative aspects of music and appreciation of music.
Enhances level-two skills and provides intermediate-level performers further opportunities for individualized study of keyboard 5/3/2018
Enhances level-three skills and provides intermediate-level performers further opportunities for individualized study of keyboard 5/3/2018
Offers opportunities for Advanced-level performers to increase performance skills and knowledge in keyboard techniques. Covers 5/3/2018
Enhances level-one skills and provides Advanced-level performers further opportunities for individualized study of keyboard techniques. 5/3/2018
of music and appreciation of music.

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Enhances level-two skills and provides Advanced-level performers further opportunities for individualized study of keyboard techniques. 5/3/2018
Enhances level-three skills and provides Advanced-level performers further opportunities for individualized study of keyboard 5/3/2018
Enhances level-four skills and provides advanced-level performers further opportunities for individualized study of keyboard techniques. 5/3/2018
Enhances level-five skills and provides advanced-level performers further opportunities for individualized study of keyboard techniques. 5/3/2018
Understanding piano through a varied repertoire of music, be able to read, perform, Improvise melodies, variations, and 5/3/2018
accompaniments., compose and arrange music within specified guidelines, Understand relationships between music, the other arts, and
disciplines outside the arts. at higher levels. Also should be able to critically listen to, analyze, and describe music, along with Evaluate
music and music performances.
This course combines education in music, music technology, and ethical business and industry practices with career preparation. 5/3/2018
This course enhances level one skills and provides opportunities for the advancement in the combination of education in music, music 5/3/2018
technology, and ethical business and industry practices with career preparation.
world of media arts for audio and music to other areas of learning and personal endeavors using available traditional and digital media.
production to make connections from the world of media arts for audio and music to other areas of learning and personal endeavors using
production to make connections from the world of media arts for audio and music to other areas of learning and personal endeavors using
production to make connections from the world of media arts for audio and music and film to other areas of learning and personal
endeavors using available traditional and digital media.
production to make connections from the world of media art for audio, music and film to other areas of learning and personal endeavors
using available traditional and digital media.
production to make connections from the world of media art for audio, music and film to other areas of learning and personal endeavors
using available traditional and digital media.
Students develop critical thinking abilities, creativity, and curiosity while gaining the tools to appreciate the multiplicity of creative, 5/3/2018
cultural, and historical perspectives in audio and music media. Students develop unique creative skills through technology by exploring
various techniques for content creation in the fields of film, music, video games, podcasts, and other multimedia types. Techniques may
include sound design, sound recording, mixing, mastering, composition, and scoring.
appreciate the multiplicity of creative, cultural, and historical perspectives in audio and music media. Students develop unique creative
skills through technology by exploring various techniques for content creation in the fields of film, music, video games, podcasts, and
other multimedia types. Techniques may include sound design, sound recording, mixing, mastering, composition, and scoring. Students
are offered more opportunity for choice in type and scope of project and selected processes.
Enhances previous course with continued development of critical thinking abilities, creativity and curiosity. Students gain the tools to 5/3/2018
appreciate the multiplicity of creative, cultural, and historical perspectives in audio and music media. Students develop unique creative
skills through technology by exploring various techniques for content creation in the fields of film, music, video games, podcasts, and
other multimedia types. Techniques may include sound design, sound recording, mixing, mastering, composition, and scoring. Students
are offered increased opportunity for student choice in type and scope of project and selected processes, and demonstrate more
intentionality in selection of processes to achieve aesthetic goals.
Students explore diverse purposes and audiences while investigating various techniques for content creation in the fields of film, music, 5/3/2018
video games, podcasts, and other multimedia types. Techniques may include sound design, sound recording, mixing, mastering,
composition, and scoring. Introduces digital audio and music by designing prototypes and evaluating the processes for media arts music
productions and/or projects with the intent to understanding the techniques of a field of technology.
Students explore diverse purposes and audiences while investigating various techniques for content creation in the fields of film, music,
composition, and scoring. Expands digital media knowledge by designing a wider variety of media arts products and productions.
Students explore diverse purposes and audiences while investigating various techniques for content creation in the fields of film, music,
composition, and scoring. Emphasizes critical thinking expressing diverse, artistic, and creative processes indicating personal, social, and
cultural exploration through multiple disciplines of technology.
Students explore diverse purposes and audiences while investigating various techniques for content creation in the fields of film, music, 5/3/2018
composition, and scoring. In this advanced course, students create portfolios that showcase a variety of digital audio and music skills and
techniques.
This performance-based class focuses on learning to use the vocal instrument to create a healthy and pleasing sound. In addition to 5/3/2018
learning proper vocal production and technique, students learn music reading skills, sight-singing skills, and performance skills. This
course offers opportunities for students to develop team building and leadership skills. Participation in concert performances outside of
Expands course 54.01100 to to develop listening to, analyzing, and describing music along with evaluating performances. COURSE 3/5/2008
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learning proper vocal production and technique, students learn music reading skills, sight-singing skills, and performance skills. Students
sing literature with and without accompaniment in up to three parts. Chorus offers opportunities for students to develop team building
and leadership skills. Participation in concert performances outside of regular class hours is required.
This performance-based class focuses on continued demonstration of proper breath control and correct singing posture. Students sing 5/3/2018
with and without accompaniment, and sing literature in up to three parts. Students demonstrate proficiency in sight-reading at the
expected competency level and read music with more complex melodies and rhythms. Participation in concert performances outside of
This performance-based class focuses on continued and consistent demonstration of proper breath control and correct singing posture. 5/3/2018
Students demonstrate open vowel sounds, properly articulated consonants, and appropriate tone quality on more advanced repertoire.
Students demonstrate more advanced proficiency in sight-reading at the expected competency level and read music with more complex
melodies and rhythms. Participation in concert performances outside of regular class hours is required.

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Provides opportunities to develop performance skills and knowledge in mixed choral singing. Covers performance and production, 5/3/2018
analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music.
Organizes objectives for self-paced progress through all four levels. Stresses individual progress and group experiences.
Enhances level-one skills and provides further opportunities to develop performance skills and knowledge in mixed choral singing. 5/3/2018
Enhances level-two skills and provides further opportunities to develop performance skills and knowledge in mixed choral singing. 5/3/2018
Enhances level-three skills and provides further opportunities to develop performance skills and knowledge in mixed choral singing.
of music and appreciation of music. Stresses self-paced progress and group experiences. 5/3/2018
Provides intermediate-level performers opportunities to increase performance skills and knowledge in mixed choral singing. Covers 5/3/2018
music and appreciation of music. Organizes objectives for selfpaced progress through all four levels. Stresses individual progress and
group experiences.
Enhances level-one skills and provides intermediate-level performers further opportunities to increase performance skills and knowledge 5/3/2018
in mixed choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and
influences, creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences.
Enhances level-two skills and provides intermediate-level performers further opportunities to increase performance skills and knowledge 5/3/2018
in mixed choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and
Enhances level-three skills and provides intermediate-level performers further opportunities to increase performance skills and 5/3/2018
knowledge in mixed choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural
Provides advanced-level performers opportunities to increase performance skills and knowledge in mixed choral singing. Covers 5/3/2018
music and appreciation of music. Organizes objectives for selfpaced progress through all four levels. Stresses individual progress and
group experiences.
Enhances level-one skills and provides advanced-level performers further opportunities to increase performance skills and knowledge in 5/3/2018
mixed choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and
Enhances level-two skills and provides advanced-level performers further opportunities to increase performance skills and knowledge in 5/3/2018
Enhances level-three skills and provides advanced-level performers further opportunities to increase performance skills and knowledge in 5/3/2018
This course provides opportunities for mastery-level performers to increase performance skills and knowledge in choral singing. It covers 5/3/2018
performance and production of more complex choral literature with an emphasis on analysis and theoretical studies, historical and
cultural contributions and influences, and the creative aspects of music and music appreciation. An emphasis is placed on self-paced
progress and a variety of group experiences.
Enhances level-one skills and provides further opportunities for mastery-level performers to increase performance skills and knowledge 5/3/2018
in choral singing. Covers performance and production of more complex choral literature with an emphasis on analysis and theoretical
studies, historical and cultural contributions and influences, and the creative aspects of music and music appreciation. Stresses self-paced
Enhances level-two skills and provides further opportunities for mastery-level performers to increase performance skills and knowledge 5/3/2018
Enhances level-three skills and provides further opportunities for mastery-level performers to increase performance skills and knowledge 5/3/2018
Provides opportunities for young women to develop performance skills and knowledge in all-female chorus singing. Covers performance 5/3/2018
and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and
appreciation of music. Stresses self-paced progress and group experiences.
Enhances level-one skills and provides further opportunities for young women to develop performance skills and knowledge in all-female 5/3/2018
choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences,
Enhances level-two skills and provides further opportunities for young women to develop performance skills and knowledge in all- 5/3/2018
female choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and
Enhances level-three skills and provides further opportunities for young women to develop performance skills and knowledge in all- 5/3/2018
female choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and
Provides opportunities for intermediate-level female performers to increase performance skills and knowledge in all-female choral 5/3/2018
singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences,
creative aspects of music and appreciation of music. Organizes objectives for self-paced progress through all four levels. Stresses
individual progress and group experiences.

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Effective
Enhances level-one skills and provides further opportunities for intermediate-level female performers to increase performance skills and 5/3/2018
knowledge in all-female choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural
Enhances level-two skills and provides further opportunities for intermediate-level female performers to increase performance skills and 5/3/2018
Enhances level-three skills and provides further opportunities for intermediate-level female performers to increase performance skills and 5/3/2018
Provides opportunities for advanced-level female performers to increase performance skills and knowledge in all-female choral singing. 5/3/2018
Enhances level-one skills and provides further opportunities for advanced-level female performers to increase performance skills and 5/3/2018
Enhances level-two skills and provides further opportunities for advanced-level female performers to increase performance skills and 5/3/2018
Enhances level-three skills and provides further opportunities for advanced-level female performers to increase performance skills and 5/3/2018
This course provides opportunities for mastery-level female performers to increase performance skills and knowledge in all-female choral 5/3/2018
singing. It covers performance and production of more complex choral literature with an emphasis on analysis and theoretical studies,
historical and cultural contributions and influences, and the creative aspects of music and music appreciation. An emphasis is placed on
self-paced progress and a variety of group experiences.
Enhances level-one skills and provides further opportunities for mastery-level female performers to increase performance skills and 5/3/2018
knowledge in all-female choral singing. Covers performance and production of more complex choral literature with an emphasis on
analysis and theoretical studies, historical and cultural contributions and influences, and the creative aspects of music and music
appreciation. Stresses self-paced progress and a variety of group experiences.
Enhances level-two skills and provides further opportunities for mastery-level female performers to increase performance skills and 5/3/2018
Enhances level-three skills and provides further opportunities for mastery-level female performers to increase performance skills and 5/3/2018
Provides opportunities for young men to develop performance skills and knowledge in all-male choral singing. Covers performance and 5/3/2018
appreciation of music. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and group
experiences.
Enhances level-one skills and provides further opportunities for young men to develop performance skills and knowledge in all-male 5/3/2018
Enhances level-two skills and provides further opportunities for young men to develop performance skills and knowledge in all-male 5/3/2018
Enhances level-three skills and provides further opportunities for young men to develop performance skills and knowledge in all-male 5/3/2018
Provides opportunities for intermediate-level male performers to increase performance skills and knowledge in all-male choral singing. 5/3/2018
group experiences.
Enhances level-one skills and provides further opportunities for intermediate-level male performers to increase performance skills and 5/3/2018
knowledge in all-male choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural
Enhances level-two skills and provides further opportunities for intermediate-level male performers to increase performance skills and 5/3/2018
Enhances level-three skills and provides further opportunities for intermediate-level male performers to increase performance skills and 5/3/2018
Provides opportunities for advanced-level male performers to increase performance skills and knowledge in all-male choral singing. 5/3/2018
Enhances level-one skills and provides further opportunities for advanced-level male performers to increase performance skills and 5/3/2018
Enhances level-two skills and provides further opportunities for advanced-level male performers to increase performance skills and 5/3/2018
Enhances level-three skills and provides further opportunities for advanced-level male performers to increase performance skills and 5/3/2018
This course provides opportunities for mastery-level male performers to increase performance skills and knowledge in all-male choral 5/3/2018
singing. It covers performance and production of more complex choral literature with an emphasis on analysis and theoretical studies,
historical and cultural contributions and influences, and the creative aspects of music and music appreciation. An emphasis is placed on
self-paced progress and a variety of group experiences.
Enhances level-one skills and provides further opportunities for mastery-level male performers to increase performance skills and 5/3/2018
knowledge in all-male choral singing. Covers performance and production of more complex choral literature with an emphasis on
Enhances level-two skills and provides further opportunities for mastery-level male performers to increase performance skills and 5/3/2018

May 15, 2014 • 51 of 138
Effective
Enhances level-three skills and provides further opportunities for mastery-level male performers to increase performance skills and 5/3/2018

May 15, 2014 • 52 of 138
Standard
CCGPS; QCC
17.00100 Health/Grade K GPS
17.00200 Health/Grade 1 GPS

17.01100 Health GPS
17.01200 Mental/Social Health None

17.01300 First Aid and Safety None
17.01400 Driver Education (1/2 unit) None
36.00100 Physical Education/Grade K GSE
36.00200 Physical Education/Grade 1 GSE

36.01100 General Physical Education I GSE
36.01200 General Physical Education II GSE
36.01300 General Physical Education III GSE
36.01400 General Physical Education IV GSE
36.01500 Principles of Athletic Training /Sports Medicine None

36.01600 Theory in Physical Education None
36.02100 Introductory Team Sports GSE
36.02200 Introductory Introductory Lifetime Sports GSE
36.02300 Introductory Track and Field GSE
36.02400 Introductory Aquatics/Water Sports GSE
36.02500 Introductory Outdoor Education GSE
36.02600 Introductory Rhythmics and Dance GSE
36.02700 Introductory Recreational Games GSE

36.02800 Introductory Gymnastics, Stunts and Tumbling GPS
36.02900 Introductory Self-Defense None
36.03100 Intermediate Team Sports GSE

May 15, 2014 • 53 of 138
Standard
CCGPS; QCC
36.03200 Intermediate Lifetime Sports GSE
36.03300 Intermediate Track and Field GSE
36.03400 Intermediate Aquatics/Water Sports GSE
36.03500 Intermediate Outdoor Education GSE
36.03600 Intermediate Rhythmics and Dance GSE
36.03700 Intermediate Recreational Games GSE

36.03800 Intermediate Gymnastics, Stunts and Tumbling GPS
36.03900 Intermediate Self-Defense None
36.04100 Advanced Team Sports GSE
36.04200 Advanced Lifetime Sports GSE
36.04300 Advanced Track and Field GSE
36.04400 Advanced Aquatics/Water Sports GSE
36.04500 Advanced Outdoor Education GSE
36.04600 Advanced Rhythmics and Dance GSE
36.04700 Advanced Recreational Games GSE
36.04800 Advanced Gymnastics, Stunts and Tumbling GPS
36.04900 Advanced Self-Defense None
36.05100 Personal Fitness GSE
36.05200 Physical Conditioning GSE

36.05300 Aerobic Dance GPS
36.05400 Weight Training GSE
36.05500 Exercise and Weight Control GPS
36.05600 Body Sculpting GSE
36.05700 Intermediate Aerobic Dance GPS
36.05800 Health and Personal Fitness Combined Note: This course GSE for PE
includes all standards from both of the required one half unit courses - GPS for HE
Health (17.01100) and Personal Fitness (36.05100).
36.06100 Advanced Personal Fitness GSE
36.06200 Advanced Physical Conditioning GSE

36.06300 Advanced Aerobic Dance GPS
36.06400 Advanced Weight Training GSE
36.06500 Advanced Exercise and Weight Control GPS
36.06600 Advanced Body Sculpting GSE
36.07100 Adaptive Physical Education I GPS
36.07200 Adaptive Physical Education II GPS
36.07300 Adaptive Physical Education III GPS
36.07400 Adaptive Physical Education IV GPS

May 15, 2014 • 54 of 138
Effective
Mastery of standards through project based learning, technical skills practice, and leadership development activities of the career and 3/5/2008
technical student organization Future Educators of America (FEA) or Family, Career & Community Leaders of America (FCCLA) will
provide students with a competitive edge for either entry into the education global marketplace and/or the post-secondary institution of
their choice to continue their education and training.
First grade students will understand how healthy behaviors impact personal health and disease prevention. 3/5/2008
Second grade students will identify concepts related to healthy behaviors and disease prevention. 3/5/2008
Third grade students will identify health enhancing behaviors and describe behaviors related to disease and injury prevention. 3/5/2008
Fourth grade students will describe healthy behaviors to prevent or reduce their risk of injury and/or illness. 3/5/2008
Fifth grade students will describe healthy behaviors to prevent or reduce their risk of injury and/or illness throughout their lifespan. 3/5/2008
Sixth grade students will identify actions and behaviors to prevent injuries, diseases, and disorders. 3/5/2008
Seventh grade students will describe patterns of healthy behaviors to prevent or reduce their risk of injury and /or illness throughout their 3/5/2008
lifespan.
Eighth grade students will describe patterns of healthy behaviors to prevent or reduce the risk of injury and/or illness throughout their 3/5/2008
lifespan. Students will examine the interrelationships of emotional, physical, social, and intellectual health, and how each aspect of health
can be impacted by their surroundings.
Explores the mental, physical and social aspects of life and how each contributes to total health and well-being. Emphasizes safety, 3/5/2008
nutrition, mental health, substance abuse prevention, disease prevention, environmental health, family life education, health careers,
consumer health , and community health.
Focuses on developing skills for mental and social health. Emphasizes self-concept, interpersonal relationships, and stress management. 3/5/2008
Focuses on developing safety habits. Stresses prevention of accidents and injuries, basic life-saving, and first aid techniques. 3/5/2008
Offers non-drivers and beginning drivers 15 years of age and older a minimum of 30 hours of classroom instruction and six hours of 3/5/2008
behind the wheel. Stresses defensive driving skills and refining perceptual and critical thinking skills for safe driving.
This course will introduce students to locomotor and non-locomotor skills. Students will explore manipulative skills using a variety of 3/5/2008
equipment (e.g., balls, scarves, and bean bags). Students will participate in basic physical fitness activities. Students will become
familiarized with rules, safety, and etiquette as it applies to self and others within a physical education setting.
This course will include participating in locomotor skills (dance, game, or combination with non-locomotor skills) that demonstrate 3/5/2008
mature form in the hop, jump, and leap skills. Students will demonstrate the ability to move in a variety of pathways, in different
directions, and at different levels in personal and general space. Several non-locomotor skills will be utilized in a sequence or in
conjunction with locomotor or manipulative skills. Students will demonstrate the ability to direct manipulative objects toward an intended
target.
This course will involve students performing skipping, sliding, and galloping with a mature form while moving through personal and 3/5/2008
general space; students will demonstrate the ability to change directions on teacher command or adapt movement in relation to a partner
and combine non-locomotor movements with manipulative and locomotor patterns in a variety of games and dances. Students will
demonstrate the ability to: maintain momentary body control during balance and weight transfer; master underhand throwing patterns
when performing manipulative skills; catch an object at a medium level of trajectory in a closed environment (not during game play); and
use underhand striking skills.
This course will involve students performing a variety of movement patterns within organized activities. Students will begin to 3/5/2008
demonstrate controlled manipulative skills. Emphasis will be placed on the value of health-related fitness activities and concepts; and
students will recognize the importance of personal responsibility in relation to safe and appropriate participation.
This course will involve the application of a variety of complex movement patterns within organized activities. Students will demonstrate 3/5/2008
mature manipulative skills and patterns. Health-related fitness activities and concepts will be reinforced and assessed. Students will
demonstrate personal responsibility in relation to safe and appropriate participation.
This course will extend the application of a variety of complex movement patterns within organized activities. Students will utilize 3/5/2008
mature manipulative skills and patterns in individual and group settings. Health-related fitness activities and concepts will be assessed
and analyzed. Students will understand, accept, model, and apply personal responsibility in relation to safe and appropriate participation.
Students perform motor skills that are combined and used in specific game and performance situations. Refine and vary skills learned in 3/5/2008
elementary years using them to participate in small-sided games, dance, or individual activities.
The seventh-grade student performs complex combinations of movement specific to game, sport, rhythms, and/or physical activity 3/5/2008
settings. Specialized skills are adapted to meet the requirements of increasingly complex strategies.
Students perform mature movement patterns and sequences that demonstrate the ability to use complex or specialized skills and tactics. 3/5/2008
Focuses on any combination or variety of team sports, lifetime sports, track and field events, aquatics/water sports, outdoor education 3/5/2008
experiences, rhythmic/dance, recreational games, gymnastics, and self-defense. Provides basic methods to attain a healthy and active
lifestyle.
Enhances level-one skills in any different combination or variety of team sports, lifetime sports, track and field events, aquatics/water 3/5/2008
sports, outdoor education experiences, rhythmic/dance, recreational games, gymnastics, and self-defense. Further promotes methods to
attain a healthy and active lifestyle.
Enhances level-two skills in any different combination or variety of team sports, lifetime sports, track and field events, aquatics/water 3/5/2008
Enhances level-three skills in any different combination or variety of team sports, lifetime sports, track and field events, aquatics/water 3/5/2008
Introduces techniques to prevent, recognize, evaluate, manage, treat, and rehabilitate athletic injuries. 3/5/2008
Provides opportunities to develop and apply physical education skills by assisting a physical education teacher at the middle school or 3/5/2008
elementary school level. Offers practical experience for students interested in recreation, coaching, or teaching careers.
Introduces fundamental skills, strategies, and rules associated with team sports such as basketball, volleyball, soccer, softball, baseball, 3/5/2008
field hockey, lacrosse, team handball, and flag football.
Introduces fundamental skills, strategies, and rules associated with lifetime sports such as bowling, golf, tennis, racquetball, baseball, 3/5/2008
badminton, roller skating, and skiing.
Introduces the history, rules, and basic skills involved in the various track and field events: hurdles, shot-put, high jump, relays, javelin 3/5/2008
throw and long jump.
Introduces basic swimming and safety skills; includes water games and sports. 3/5/2008
Promotes an appreciation of the outdoors; provides physical activities and adventures in an outdoor laboratory. Covers camping, fishing, 3/5/2008
hiking, orienteering, backpacking, repelling, outdoor cooking, boating safety, hunter safety, riflery and archery.
Introduces level, range, force and focus in the exploration of space through music and dance; may include creative and expressive dance, 3/5/2008
folk and ethnic dance and square dance or experiences developing fitness and the ability to synchronize movement with musical
structure. May include jump ropes, balls, sticks, streamers and bamboo poles.
Introduces recreational games suitable for lifetime leisure activities; may include table tennis, shuffleboard, frisbee, deck tennis, new 3/5/2008
games, horseshoes, darts and croquet. Emphasizes the rules of each game and the skills necessary to play.
Introduces gymnastics, stunts and tumbling; emphasizes safety measures. Uses basic gymnastic equipment such as the balance beam, 3/5/2008
uneven bars, parallel bars, rings, side horse and horizontal bars.
Introduces basic self-defense with practical application to everyday life. Covers various traditional self-defense methods and techniques 3/5/2008
including judo and karate. Addresses differences between the various martial arts and their contributions to both sport and self-defense.
Enhances skills and strategies in team sports such as basketball, volleyball, soccer, softball, baseball, field hockey, lacrosse, team 3/5/2008
handball and flag football.

May 15, 2014 • 55 of 138
Effective
Enhances skills and strategies in lifetime sports such as bowling, golf, tennis, racquetball, baseball, badminton, roller skating and skiing. 3/5/2008
Enhances skills in various track and field events: hurdles, shot-put, high jumping, relays, javelin throw and long jump. 3/5/2008
Enhances basic swimming and safety skills; includes water games and sports. 3/5/2008
Enhances skills and appreciation for camping, fishing, hiking, orienteering, backpacking, repelling, outdoor cooking, boating safety, 3/5/2008
hunter safety, riflery and archery.
Enhances level, range, force and focus in the exploration of space through music and dance; may include creative and expressive dance, 3/5/2008
folk and ethnic dance and square dance or experiences developing fitness and the ability to synchronize movement with musical
structure. May include jump ropes, balls, sticks, streamers and bamboo poles.
Enhances recreational games skills in table tennis, shuffleboard, frisbee, deck tennis, new games, horseshoes, darts and croquet. 3/5/2008
Enhances skills in gymnastics, stunts and tumbling; emphasizes safety measures. Uses basic gymnastic equipment such as the balance 3/5/2008
beam, uneven bars, parallel bars, rings, side horse and horizontal bars.
Enhances self-defense skills, methods and techniques in judo and karate. 3/5/2008
Provides opportunities to officiate and to enhance skills in team sports strategies. 3/5/2008
Refines skills and explores the technical aspects of lifetime sports. 3/5/2008
Provides further skills development in a chosen area of track and field. 3/5/2008
Provides opportunities to practice a variety of swimming strokes, to improve endurance and versatility in the water and to refine skills. 3/5/2008
Provides further skills development in a chosen area of outdoor education activities. 3/5/2008
Provides further development of technical skills and creative capabilities in rhythmic and dance activities. 3/5/2008
Provides further development of skills and exploration into technical aspects of recreational games. 3/5/2008
Provides further development of skills on floor and apparatus with more complex combinations and advanced stunts. 3/5/2008
Provides further development of advanced-level self-defense techniques. 3/5/2008
Introduces instruction in methods to attain a healthy level of physical fitness; implements a lifetime fitness program based on a personal 3/5/2008
fitness assessment and stresses strength, muscular endurance, flexibility, body composition, and cardiovascular endurance; includes
instruction in fitness principles, nutrition, fad diets, weight control, stress management, adherence strategies, and consumer information;
and promotes self-awareness and responsibility for fitness.
Provides opportunities to participate in a variety of activities to enhance flexibility, muscular strength and endurance, cardiovascular 3/5/2008
endurance and body composition. Includes fitness concepts for the development of healthy lifetime habits.
Provides opportunities to perform choreographic routines to music and to increase strength, cardiovascular and muscular endurance and 3/5/2008
flexibility. Includes fitness concepts for developing healthy lifetime habits.
Introduces weight training; emphasizes strength development training and proper lifting techniques. Includes fitness concepts for 3/5/2008
developing healthy lifetime habits.
Provides safe, effective and physiologically sound ways to manage weight and alter metabolism and body composition. Includes 3/5/2008
consumer information on products, programs and fitness concepts for developing healthy lifetime habits.
Provides methods to redefine body shape through specific exercises. Based on the American College of Sports Medicine guidelines for 3/5/2008
fitness and conditioning programs, this course covers weight training, conditioning exercises, and proper nutrition to improve muscle
tone, muscle definition, posture, bodily proportions, and overall condition of the body and energy levels.
Offers continuation of activities covered in Beginning Aerobics course. Includes continuation of cardiovascular and muscular strength 3/5/2008
training through a regular exercise program of aerobic progression. Emphasizes individual development of fitness, diet and stress
management.
Introduces instruction in methods to attain a healthy level of physical fitness; implements a lifetime fitness program based on a personal 8/1/2016
fitness assessment and stresses strength, muscular endurance, flexibility, body composition, and cardiovascular endurance; includes
instruction in fitness principles, nutrition, fad diets, weight control, stress management, adherence strategies, and consumer information;
and promotes self-awareness and responsibility for fitness. Explores the mental, physical and social aspects of life and how each
contributes to total health and well-being. Emphasizes safety, nutrition, mental health, substance abuse prevention, disease prevention,
environmental health, family life education, health careers, consumer health , and community health.
Provides advanced instruction to assist students in applying methods to attain a healthy level of physical fitness; implements a lifetime 3/5/2008
fitness program based on a personal fitness assessment focused on strength, muscular endurance, flexibility, body composition, and
cardiovascular endurance; and includes fitness advanced instruction in principles and nutritional concepts introduced in Personal Fitness
(36.05100).
Enhances cardiovascular endurance, flexibility, muscular strength and endurance and body composition. Emphasizes self-management 3/5/2008
and adherence strategies.
Enhances strength, cardiovascular endurance, flexibility, coordination and muscular endurance through aerobic dance. Emphasizes self- 3/5/2008
management and adherence strategies.
Increases strength and cardiovascular fitness through an individualized weight training program. Emphasizes self-management and 3/5/2008
adherence strategies.
Provides self-management and adherence strategies to continue weight control through a safe and effective exercise program. 3/5/2008
Provides additional opportunities to redefine body shape through specific exercises. Based on the American College of Sports Medicine 3/5/2008
guidelines for fitness and conditioning programs, this course covers weight training, conditioning exercises, and proper nutrition to
improve muscle tone, muscle definition, posture, bodily proportions, and overall condition of the body and energy levels.
Provided for students with Individualized Education Programs (IEPS) and in lieu of general physical education courses. Focuses on any 3/5/2008
combination or variety of team sports, lifetime sports, individual sports or other activities relating to development of physical and motoric
fitness or the appreciation of various athletic/sporting activities or events. Activities may include track and field events, aquatics/water
sports, outdoor education experiences, rhythmics/dance, recreational games, gymnastics and/or self-defense. Provides basic methods to
maintain healthy and active lifestyle.
Enhances level-one skills in any different combination or variety of team sports, lifetime sports, individual activities relating to 3/5/2008
development of physical and motoric fitness or the appreciation of various athletic/sporting activities or events. Activities may include
track and field events, aquatics/water sports, outdoor education experiences, rhythmics/dance, recreational games, gymnastics and/or self-
defense. Provides basic methods to maintain healthy and active lifestyle.
Enhances level-two skills in any different combination or variety of team sports, lifetime sports, individual sports or other activities 3/5/2008
relating to development of physical and motoric fitness or the appreciation of various athletic/sporting activities or events. Activities may
include track and field events, aquatics/water sports, outdoor education experiences, rhythmics/dance, recreational games, gymnastics
and/or self-defense. Provides basic methods to maintain healthy and active lifestyle.
Enhances level-three skills in any different combination or variety of team sports, lifetime sports, individual sports or other activities 3/5/2008
relating to development of physical and motoric fitness or the appreciation of various athletic/sporting activities or events. Activities may
include track and field events, aquatics/water sports, outdoor education experiences, rhythmics/dance, recreational games, gymnastics
and/or self-defense. Provides basic methods to maintain healthy and active lifestyle.

May 15, 2014 • 56 of 138
Standard
CCGPS; QCC
27.01100 Mathematics/Grade K GSE
27.01200 Mathematics/Grade 1 GSE

27.02110 Mathematics/Grade 6 – Academic Block Remediation GSE
27.02120 Mathematics/Grade 6 – Academic Block Enrichment GSE
27.02170 Mathematics/Grade 6 – Connections Enrichment GSE
27.02180 Mathematics/Grade 6 – Connections Remediation GSE

May 15, 2014 • 57 of 138
Standard
CCGPS; QCC
27.04810 GSE Foundations of Algebra GSE
27.05200 History of Mathematics GSE
27.05310 IB Mathematics: Analysis and approaches Standard Level N/A

(SL) Year One
27.05320 IB Mathematics: Analysis and approaches Standard Level N/A

(SL) Year Two
27.05330 IB Mathematics: Analysis and approaches Higher Level N/A

(HL) Year One
27.05340 IB Mathematics: Analysis and approaches Higher Level N/A

(HL) Year Two
27.05350 IB Mathematics: Applications and interpretation Standard N/A

Level (SL) Year One
27.05360 IB Mathematics: Applications and interpretation Standard N/A

Level (SL) Year Two
27.05370 IB Mathematics: Applications and interpretation Higher N/A

Level (HL) Year One
27.05380 IB Mathematics: Applications and interpretation Higher N/A

Level (HL) Year Two
27.05240 IB Mathematical Studies, Year Two N/A
27.05260 IB Further Mathematics, Year Two N/A

27.06130 IB Mathematics, Year Two N/A
27.07200 Advanced Placement Calculus AB N/A
27.07300 Advanced Placement Calculus BC N/A
27.07400 Advanced Placement Statistics N/A

May 15, 2014 • 58 of 138
Standard
CCGPS; QCC
27.07520 Differential Equations GSE
27.07700 Multivariable Calculus GSE
27.07800 Calculus GSE

27.07900 Advanced Mathematical Topics GSE
27.07910 Advanced Finite Mathematics GSE
27.08000 Engineering Calculus GSE
27.08500 Advanced Mathematical Decision Making GSE
27.08600 Mathematics of Industry and Government GSE
27.08700 Mathematics of Finance GSE
27.08800 Statistical Reasoning GSE
27.08900 College Readiness Mathematics GSE
27.09000 Technical College Readiness Mathematics (Student GSE

enrollment limited by eligibility requirements)
27.09710 GSE Coordinate Algebra for students who enter ninth grade in GSE
2012-13; May substitute for 27.09900; students who enter ninth grade
in 2008-09, 2009-10, 2010-11 and 2011-12 may substitute this course
for 27.08100 or 27.06210
27.09720 GSE Analytic Geometry for students who enter ninth grade in GSE
for 27.08200 or 27.06220

May 15, 2014 • 59 of 138
Standard
CCGPS; QCC
27.09730 GSE Advanced Algebra for students who enter ninth grade in GSE
for 27.08300 or 27.06230
27.09740 GSE Pre-Calculus for students who enter ninth grade in 2008-09, GSE
2009-10, 2010-11 and 2011-12 may substitute this course for 27.08400
or 27.06240
27.09750 Accelerated GSE Coordinate Algebra/Analytic Geometry GSE

A May substitute for 27.09710
27.09760 Accelerated GSE Analytic Geometry B/Advanced Algebra GSE

May substitute for 27.09720
27.09770 Accelerated GSE Pre-Calculus May substitute for 27.09740 GSE
27.09810 GSE Coordinate Algebra Support GSE
27.09820 GSE Analytic Geometry Support GSE
27.09830 GSE Algebra Support GSE
27.09840 Advanced Placement (AP) Research, Mathematics N/A
27.09850 Advanced Placement (AP) Seminar, Mathematics N/A
27.09860 International Baccalaureate Theory of Knowledge N/A

Mathematics, Year One
27.09870 International Baccaluareate Theory of Knowledge N/A
Mathematics, Year Two
27.09900 GSE Algebra I for students who entered ninth grade in 2015-2016; GSE
May substitute for 27.09710; student in 2008-2009 or after may
substitute this course for 27.08100 or 27.06210 or 27.09710

May 15, 2014 • 60 of 138
Standard
CCGPS; QCC
27.09910 GSE Geometry for students who entered ninth grade in 2015-2016; GSE
27.09920 GSE Algebra II for students who entered ninth grade in 2015-2016; GSE
27.09940 GSE Accelerated Algebra I/Geometry A may substitute for GSE

27.09900
27.09950 GSE Accelerated Geometry B/Algebra II may substitute for GSE

27.09910
27.09970 GSE Algebra I Support GSE
27.09980 GSE Geometry Support GSE
27.09990 GSE Algebra II Support GSE

May 15, 2014 • 61 of 138
Effective
In Kindergarten, instructional time should focus on two critical areas: (1) representing, relating, and operating on whole numbers, 3/5/2008
initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to
other topics.
In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for 3/5/2008
addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in
tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning
about attributes of, and composing and decomposing geometric shapes.
In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency 3/5/2008
with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.
In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and 3/5/2008
strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with
numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-
dimensional shapes.
In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit 3/5/2008
multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an
understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by
whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel
sides, perpendicular sides, particular angle measures, and symmetry.
In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and 3/5/2008
developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole
numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the
place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number
and decimal operations; and (3) developing understanding of volume.
In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and 3/5/2008
division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the
notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions
and equations; and (4) developing understanding of statistical thinking.
and equations; and (4) developing understanding of statistical thinking. This is to be used as a enrichment course, not in lieu of 6th
grade math.
and equations; and (4) developing understanding of statistical thinking. This is to be used as a remediation course, not in lieu of 6th
grade math.
In Grade 7, instructional time should focus on four critical areas: (1) developing understanding of and applying proportional 3/5/2008
relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3)
solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to
solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples.
solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples. This is to be
used as a enrichment course, not in lieu of 7th grade math.
solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples. This is to be
used as a remediation course, not in lieu of 7th grade math. Course Number Updated: Changed from 27.02190 to 27.02290 Dec.
2016
In Grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, 3/5/2008
including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations;
(2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional
space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.
space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem. This is to
be used as a remediation course, not in lieu of 8th grade math.

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space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem. This is to
be used as a enrichment course, not in lieu of 8th grade math.
Foundations of Algebra is a first year high school mathematics course option for students who have completed mathematics in grades 6 – 4/2/2015
8 yet will need substantial support to bolster success in high school mathematics. It will provide many opportunities to revisit and expand
the understanding of foundational algebra concepts, will employ diagnostic means to offer focused interventions, and will incorporate
varied instructional strategies to prepare students for required high school mathematics courses by emphasizing both algebra and
numeracy in a variety of contexts including number sense, proportional reasoning, quantitative reasoning with functions, and solving
equations and inequalities.
This is a one-semester elective course option for students who have completed AP Calculus or are taking AP Calculus concurrently. It 3/14/2011
traces the development of major branches of mathematics throughout history, specifically algebra, geometry, number theory, and
methods of proofs, how that development was influenced by the needs of various cultures, and how the mathematics in turn influenced
culture. The course extends the numbers and counting, algebra, geometry, and data analysis and probability strands from previous
courses, and includes a new history strand. (Prerequisite: Successful completion of Accelerated Pre-Calculus, Pre-Calculus, Accelerated
Mathematics III or Mathematics IV)
The Mathematics: Analysis and Approaches course is designed for students who wish to study mathematics as a subject in its own right 1/30/2019
or to pursue their interests in areas related to mathematics. This course includes analytic methods with a strong emphasis on calculus and
on algebraic, graphical and numerical approaches. It is designed for students who are interested in exploring real and abstract applications
of mathematical concepts. In this course, students will develop strong skills in mathematical thinking and become fluent in the
construction of mathematical arguments. Students will enjoy problem-solving and generalization. This course is suitable for students
who may go on to further study in subjects that have a significant level mathematics content, for example mathematics itself,
engineering, physical sciences or economics.
The Mathematics: Applications and Interpretations course emphasizes the applied nature of the subject and is designed for students who 1/30/2019
wish to understand how mathematics relates to the real world and to other subjects. This course includes applications and interpretation
with an emphasis on statistics, modeling and use of technology. It is designed for students who enjoy mathematics in a practical context.
In this course, students will develope their skills in solving practical problems, harnessing technology and exploring mathematical
models. This course is designed for students who may go on to further study in subjects that utilize mathematics in this way such as
social sciences, natural sciences, statistics, business, psychology or design.
This course is designed for students who do not anticipate a need for mathematics in their future studies. It develops the skills needed to 3/5/2008
cope with the mathematical demands of a technological society with an emphasis on the application of mathematics to real-life, everyday
situations.
Please check the International Baccalaureate web site for this description. 4/23/2014
IB Math II is the second year of the IB Math I. Students enrolled in this course should have already taken IB Math I. IB Math II is more 3/5/2008
extensive than IB Math I. Students taking this course will study the six core subjects: Numbers & Algebra; Functions & Equations;
Circular Functions and Trigonometry; Vector Geometry Statistics & Probability; and Calculus. They will also be required to study one of
the following subjects: Statistical Methods; Further Calculus; and Further Geometry. A portfolio is also required. This is internally
assessed by the teacher and externally moderated by the International Baccalaureate Organization (IBO). Assessment by the IBO is
criterion-reference.
Advanced Placement Calculus AB is a course that follows the College Board syllabus for the Advanced Placement Calculus AB 3/5/2008
Examination. Includes properties of functions and graphs, limits and continuity, differential and integral calculus. (Prerequisite:
Successful completion of Pre-Calculus or Accelerated Pre-Calculus)
Advanced Placement Calculus BC is a course that followsCollege Board topics for the Advanced Placement Calculus BC Examination. 3/5/2008
Covers Advanced Placement Calculus AB topics and includes vector functions, parametric equations, conversions, parametrically
defined curves, tangent lines, and sequence and series. (Prerequisite: Successful completion of Accelerated Pre-Calculus or AP Calculus
AB)
Advanced Placement Statistics is a course that follows the College Board syllabus for the Advanced Placement Statistics Examination. 3/5/2008
Covers four major themes: exploratory analysis, planning a study, probability, and statistical inference. (Prerequisite: Successful
completion of Advanced Algebra/Algebra II)

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Differential Equations is a course option for students who wish to enroll in a mathematics course beyond Multivariable Calculus. The 1/31/2018
course provides an introduction to ordinary differential equations. Topics include the solution of first, second, and higher order
differential equations, systems of differential equations, series solutions and Laplace transforms. There will be a strong focus on the
presentation of mathematical ideas through both written and oral communication. The goal is to give students the skills and techniques
they will need as they study advanced mathematics at the college level. (Prerequisite: Successful completion of Multivariable Calculus)
Course Number Updated: Changed from 27.07500 to 27.07520 Dec. 2018
This is a course option for students who have completed AP Calculus BC. It includes three-dimensional coordinate geometry; matrices 3/14/2011
and determinants; eigenvalues and eigenvectors of matrices; limits and continuity of functions with two independent variables; partial
differentiation; multiple integration; the gradient; the divergence; the curl; Theorems of Green, Stokes, and Gauss; line integrals; integrals
independent of path; and linear first-order differential equations. (Prerequisite: Successful completion of AP Calculus BC)
This is a course option for students who have completed Pre-Calculus, Mathematics IV or its equivalent. It includes problem solving, 2/10/2011
reasoning and estimation, functions, derivatives, applications of the derivative, integrals, and application of the integral.
This course is an introduction to Advanced Mathematical Topics. Topics, including logic and set theory, combinatorics, differential 5/29/2013
equations and mathematical proofs will be presented through an abstract approach that characterizes upper level mathematics courses.
The goal is to give students the skills and techniques they will need as they study advanced mathematics at the college level. The course
will look at mathematics in three areas: pure mathematics, applied mathematics, and application-oriented courses. There will be a strong
focus on the presentation of mathematical ideas through both written and oral communication. This is a post-AP course designed for
students who have completed the AP Calculus AB/BC curriculum. (Prerequisite: Successful completion of AP Calculus AB and/or AP
Calculus BC)
This is a course option for students who have completed Pre-Calculus or its equivalent and will pursue careers which require the mastery 12/1/2016
of discrete topics often associated with modern computer science. The course will examine mathematics in four areas through the lens of
both pure mathematics and applied mathematics: set theory, number theory, probability/combinatorics, and graph theory.
This is a course option for students who have completed AP Calculus BC. The course provides students with opportunities to develop an 5/29/2013
understanding of multivariable calculus as it applies to engineering systems, the history of engineering and its contributions to society.
The course includes three-dimensional coordinate geometry; matrices and determinants; limits and continuity of functions with two
independent variables; partial differentiation; multiple integration; the gradient; the divergence; the curl; Theorems of Green, Stokes, and
Gauss; line integrals; integrals independent of path; and linear first-order differential equations.(Prerequisite: Successful completion of
AP Calculus BC)
This is a course designed to follow the completion of Advanced Algebra, Algebra II, or Mathematics III OR Accelerated Analytic 3/5/2008
Geometry B/Advanced Algebra, Accelerated Geometry B/Algebra II, or Accelerated Mathematics II. The course will give students
further experiences with statistical information and summaries, methods of designing and conducting statistical studies, an opportunity to
analyze various voting processes, modeling of data, basic financial decisions, and network models for making informed decisions.
This is a course designed to follow the completion of Advanced Algebra, Algebra II, or Mathematics III OR Accelerated Analytic 3/5/2008
Geometry B/Advanced Algebra, Accelerated Geometry B/Algebra II, or Accelerated Mathematics II. Modeled after operations research
courses, Mathematics of Industry and Government allows students to explore decision making in a variety of industries such as: Airline -
scheduling planes and crews, pricing tickets, taking reservations, and planning the size of the fleet; Pharmaceutical - R& D management;
Logistics companies - routing and planning; Lumber and wood products - managing forests and cutting timber; Local government -
deployment of emergency services, and Policy studies and regulation - environmental pollution, air traffic safety, AIDS, and criminal
justice policy. Students learn to focus on the development of mathematical models that can be used to model, improve, predict, and
optimize real-world systems. These mathematical models include both deterministic models such as mathematical programming, routing
or network flows and probabilistic models such as queuing, and simulation.
The course concentrates on the mathematics necessary to understand and make informed decisions related to personal finance. The 3/5/2008
mathematics in the course will be based on many topics in prior courses; however, the specific applications will extend the student’s
understanding of when and how to use these topics.
Statistical Reasoning is a fourth mathematics course option for students who have completed Advanced Algebra, Algebra II, Accelerated 4/23/2014
Geometry B/Algebra II or AcceleratedAnalytic Geometry B/Advanced Algebra. The course provides experiences in statistics beyond the
GSE sequence of courses, offering students opportunities to strengthen their understanding of the statistical method of inquiry and
statistical simulations. Students will formulate statistical questions to be answered using data, will design and implement a plan to collect
the appropriate data, will select appropriate graphical and numerical methods for data analysis, and will interpret their results to make
connections with the initial question.
College Readiness Mathematics is a fourth course option for students who have completed Algebra I or Coordinate Algebra, Geometry or 3/31/2016
Analytic Geometry, and Algebra II or Advanced Algebra, but are still struggling with high school mathematics standards essential for
success in first year post-secondary mathematics courses required for non-STEM majors. The course is designed to serve as a bridge for
high school students who will enroll in non-STEM post-secondary study and will serve to meet the high school fourth course graduation
requirement. The course has been approved by the University System of Georgia as a fourth mathematics course beyond Algebra II or
Advanced Algebra for non-STEM majors, so the course will meet the needs of college-bound seniors who will not pursue STEM fields.
Technical College Readiness Mathematics is is designed to meet the needs of students who have passed Algebra I/Coordinate Algebra, 12/1/2016
have passed or are concurrently enrolled in Geometry/Analytic Geometry while taking this course, and intend to enroll in a technical
college program. The course is aimed at students who have experienced difficulty in passing middle school mathematics End of Grade
(EOG) assessments, have struggled significantly in the first two high school core mathematics courses, and have scored less than 229 on
the ACCUPLACER Placement Assessment. The course will examine numeracy, algebra, and geometry in a variety of contexts, including
number sense, linear and non-linear relationships, functions and their graphs, and measurement and geometry. The course will provide an
opportunity for students to review mathematics skills needed for success in Technical College and will extend students’ understanding of
mathematical concepts and skills by emphasizing topics from Foundations of Algebra, Coordinate Algebra/Algebra I, Analytic
Geometry/Geometry, and Advanced Algebra/Algebra II.
Coordinate Algebra is the first course in a sequence of three high school courses designed to ensure career and college readiness. The 1/12/2012
course represents a discrete study of algebra with correlated statistics applications and a bridge to the second course through coordinate
geometric topics. The fundamental purpose of Coordinate Algebra is to formalize and extend the mathematics that students learned in the
middle grades. The critical areas, organized into units, deepen and extend understanding of linear relationships, in part by contrasting
them with exponential phenomena, and in part by applying linear models to data that exhibit a linear trend. Coordinate Algebra uses
algebra to deepen and extend understanding of geometric knowledge from prior grades. The final unit in the course ties together the
algebraic and geometric ideas studied. The Mathematical Practice Standards apply throughout each course and, together with the content
standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make
sense of problem situations.
Analytic Geometry is the second course in a sequence of three high school courses designed to ensure career and college readiness. The 1/12/2012
course embodies a discrete study of geometry analyzed by means of algebraic operations with correlated probability/statistics
applications and a bridge to the third course through algebraic topics. Analytic Geometry is organized into 7 critical areas: 1) formal
understanding of similarity and congruence developed through transformations and proportional reasoning; criteria for similarity and
congruence of triangles are examined, facility with geometric proofs is developed, and both are applied in proving theorems and
generating geometric constructions involving lines, angles, triangles, and other polygons 2) right triangle trigonometry as an application
of similarity and as a tool for solving problems involving right triangles; 3) understanding and application of theorems and properties
related to circles and three-dimensional shapes; 4) properties of rational and irrational numbers to rewrite rational expressions and
perform operations on polynomials; 5) analysis of quadratic functions, including an investigation of key features of graphs and solving
quadratic equations limited to real number solutions; 6) algebraic verification of geometric relationships of circles in the coordinate
plane; 7) formal understanding of the rules of probability to compute probabilities of compound events and to interpret data using
independence and conditional probability. The Mathematical Practice Standards apply throughout each course and, together with the
content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability
to make sense of problem situations. (Prerequisite: Successful completion of Coordinate Algebra or its equivalent.)

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Advanced Algebra is the third course in a sequence of three high school courses designed to ensure career and college readiness. It is in 1/12/2012
Advanced Algebra that students pull together and apply the accumulation of learning that they have from their previous courses, with
content grouped into six critical areas, organized into units. They apply methods from probability and statistics to draw inferences and
conclusions from data. Students expand their repertoire of functions to include polynomial, rational, and radical functions. They expand
their study of right triangle trigonometry to model periodic phenomena. And, finally, students bring together all of their experience with
functions and geometry to create models and solve contextual problems. The Mathematical Practice Standards apply throughout each
course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject
that makes use of their ability to make sense of problem situations. (Prerequisite: Successful completion of Analytic Geometry or its
equivalent)
Pre-Calculus is a fourth course option for students who have completed Coordinate Algebra/Algebra I, Analytic Geometry/Geometry, 1/12/2012
and Advanced Algebra/Algebra II. The course focuses on standards to prepare students for a more intense study of mathematics. The
critical areas organized in seven units delve deeper into content from previous courses. The study of circles and parabolas is extended to
include other conics such as ellipses and hyperbolas. Trigonometric functions are further developed to include inverses, general triangles
and identities. Matrices provide an organizational structure in which to represent and solve complex problems. Students expand the
concepts of complex numbers and the coordinate plane to represent and operate upon vectors. Probability rounds out the course using
counting methods, including their use in making and evaluating decisions. The Mathematical Practice Standards apply throughout each
that makes use of their ability to make sense of problem situations. (Prerequisite: Successful completion of Advanced Algebra/Algebra II
or its equivalent)
Accelerated Coordinate Algebra/ Analytic Geometry A is the first in a sequence of mathematics courses designed to prepare students to 1/12/2012
take AB, BC Advanced Placement Calculus, or other higher level mathematics courses. The fundamental purpose of Accelerated
Coordinate Algebra/Analytic Geometry A is to formalize and extend the mathematics that students learned in the middle grades. The
critical areas, organized into units, deepen and extend understanding of linear relationships, in part by contrasting them with exponential
phenomena, and in part by applying linear models to data that exhibit a linear trend. The first unit in the course uses algebra to deepen
and extend understanding of geometric knowledge from prior grades. The next unit ties together the algebraic and geometric ideas
studied. Transformations on the coordinate plane provide opportunities for the formal study of congruence and similarity. The study of
similarity leads to an understanding of right triangle trigonometry and connects to quadratics through Pythagorean relationships. The
study of circles uses similarity and congruence to develop basic theorems relating circles and lines and rounds out the course. The
Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students
experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
Accelerated Analytic Geometry B/Advanced Algebra is the second in a sequence of mathematics courses designed to prepare students to 1/12/2012
take AB, BC Advanced Placement Calculus, or other higher level mathematics courses. It is in this course that students pull together and
apply the accumulation of learning that they have from their previous course, with content grouped into nine critical areas, organized into
units. Quadratic expressions, equations, and functions are developed, comparing their characteristics and behavior to those of linear and
exponential relationships from Accelerated Coordinate Algebra/ Analytic Geometry A. Circles return with their quadratic algebraic
representations on the coordinate plane. The link between probability and data is explored through conditional probability. Students
expand their repertoire of functions to include quadratic (with complex solutions), polynomial, rational, and radical functions. And,
finally, students bring together all of their experience with functions to create models and solve contextual problems. The Mathematical
Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics
as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. (Prerequisite: Successful
completion of Accelerated GSE Coordinate Algebra/Analytic Geometry A)
Accelerated Pre-Calculus is the third course in a sequence of mathematics courses designed to prepare students to take AB, BC Advanced 1/12/2012
Placement Calculus, or other higher level mathematics courses. The course focuses on standards to prepare students for a more intense
study of mathematics. The critical areas organized in nine units delve deeper into content from previous courses. The study of circles and
parabolas is extended to include other conics such as ellipses and hyperbolas. Trigonometric functions are introduced and developed to
include inverses, general triangles and identities. Matrices provide an organizational structure in which to represent and solve complex
problems. Students expand the concepts of complex numbers and the coordinate plane to represent and operate upon vectors. They apply
methods from statistics to draw inferences and conclusions from data. Probability rounds out the course using counting methods,
including their use in making and evaluating decisions. The Mathematical Practice Standards apply throughout each course and, together
with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of
their ability to make sense of problem situations. (Prerequisite: Successful completion of Accelerated GSE Analytic Geometry
B/Advanced Algebra)
This course should be used in conjunction with 27.09710; the purpose of a mathematics support class is to address the needs of students 1/12/2012
who have traditionally struggled in mathematics by providing the additional time and attention they need in order to successfully
complete their regular grade-level mathematics course without failing. Mathematics support courses are elective classes that should be
taught concurrently with a student’s regular mathematics class.
In AP Research, students cultivate the skills and discipline necessary to conduct independent research in order to produce and defend a 6/11/2015
scholarly academic paper. The course is designed to complement and enhance the in-depth, mathematics-specific student experienced in
other AP courses.
In AP Seminar, students investigate real-world issues from multiple perspectives, gathering and analyzing information from various 6/11/2015
sources in order to develop credible and valid evidence-based arguments. The course is designed to complement and enhance the in-
depth, mathematics-specific student experienced in other AP courses.
Algebra I is the first course in a sequence of three high school courses designed to ensure career and college readiness. The course 4/2/2015
represents a discrete study of algebra with correlated statistics applications. The fundamental purpose of Algebra I is to formalize and
extend the mathematics that students learned in the middle grades. The critical areas, organized into units, deepen and extend
understanding of functions by comparing and contrasting linear, quadratic, and exponential phenomena. The Mathematical Practice
Standards apply throughout the course and, together with the content standards, prescribe that students experience mathematics as a
coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. The pacing suggested allows
students to gain a foundation in linear, quadratic, and exponential functions before they are brought together to be compared and
contrasted. As key characteristics of functions are introduced and revisited, students gain a deeper understanding of such concepts as
domain and range, intercepts, increasing/decreasing, relative maximum/minimum, symmetry, end behavior, and the effect of function
parameters.

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Geometry is the second course in a sequence of three high school courses designed to ensure career and college readiness. The course 4/2/2015
represents a discrete study of geometry with correlated statistics applications. Building on standards from middle school, students
experiment with transformations in the plane, compare transformations that preserve distance and angle to those that do not and use
transformations and proportional reasoning to develop a formal understanding of similarity and congruence. Criteria for similarity and
congruence of triangles are examined, facility with geometric proofs is developed, and both are applied in proving theorems and
generating geometric constructions involving lines, angles, triangles, and other polygons. Similarity in right triangles is applied to
understand right triangle trigonometry. Students apply theorems about circles and extend the study of cross-sections of three-dimensional
shapes; use concepts of distance, midpoint, and slope to verify algebraically geometric relationships of figures in the coordinate plane;
solve problems involving parallel and perpendicular lines; and develop an understanding of independence and conditional probability to
be used to interpret data. The Mathematical Practice Standards apply throughout the course and, together with the content standards,
prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of
problem situations. (Prerequisite: Successful completion of Algebra I or its equivalent)
Algebra II is the third course in a sequence of three high school courses designed to ensure career and college readiness. It is designed to 4/2/2015
prepare students for fourth course options relevant to their career pursuits. It is in this course that students pull together and apply the
accumulation of learning that they have from their previous courses, with content grouped into six critical areas, organized into units.
They apply methods from probability and statistics to draw inferences and conclusions from data. Students expand their repertoire of
functions to include quadratic (with complex solutions), polynomial, rational, and radical functions. And, finally, students bring together
all of their experience with functions to create models and solve contextual problems. The Mathematical Practice Standards apply
throughout the course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and
logical subject that makes use of their ability to make sense of problem situations. (Prerequisite: Successful completion of Geometry or
its equivalent)
Accelerated Algebra I/Analytic Geometry A is the first in a sequence of mathematics courses designed to prepare students to take AB, 4/2/2015
BC Advanced Placement Calculus, or other higher level mathematics courses. The fundamental purpose of the course is to formalize and
extend the mathematics that students learned in the middle grades. The critical areas, organized into units, deepen and extend
understanding of functions by comparing and contrasting linear, quadratic, and exponential phenomena. The Mathematical Practice
Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a
coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. The pacing suggested will allow
students to gain a foundation in linear, quadratic, and exponential functions before they are brought together to be compared and
contrasted. As key characteristics of functions are introduced and revisited, students gain a deeper understanding of such concepts as
domain and range, intercepts, increasing/decreasing, relative maximum/minimum, symmetry, end behavior, and the effect of function
parameters. This course begins the study of geometry by building upon work students have done in 8th grade. The course provides
students with the opportunity to develop a formal understanding of similarity and congruence, then expands on similarity and the
Pythagorean Theorem to investigate right triangle trigonometry.
Accelerated Geometry B/Algebra II is the second in a sequence of mathematics courses designed to prepare students to take AB, BC 4/2/2015
Advanced Placement Calculus, or other higher level mathematics courses. It is in this course that students pull together and apply the
accumulation of learning that they have from their previous course, with content grouped into nine critical areas, organized into units.
Students continue to work with geometry concepts as the work with circles and theorems related to them. The students then move onto
applying the geometric concepts they have previously learned in the coordinate plane in finding distances and writing equations of
circles. They then build upon the probability concepts they learned in middle school. Students expand their repertoire of functions to
include quadratic (with complex solutions), polynomial, rational, and radical functions. And, finally, students bring together all of their
experience with functions to create models and solve contextual problems. The Mathematical Practice Standards apply throughout each
that makes use of their ability to make sense of problem situations. (Prerequisite: Successful completion of Accelerated Algebra
I/Geometry A or its equivalent)

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Standard
CCGPS; QCC
26.01100 Science (Grade 7)
GSE
26.01110 Science (Grade 7) Academic Block Remediation
GSE
26.01120 Science (Grade 7) Academic Block Enrichment
GSE
26.01160 Science (Grade 7) Connections Remediation
GSE
26.01170 Science (Grade 7) Connections Enrichment
GSE
26.01200 Biology I (Grades 9-12)
GSE
26.01300 Biology II (Grades 9-12)
None
26.01400 Advanced Placement Biology (Grades 9-12) May
substitute for 26.01200
AP
26.01500 Genetics (Grades 9-12)
GPS
26.01600 Applied Biology/Chemistry I (Grades 9-12)
None
26.01800 IB Biology, Year One, may substitute for 26.01200
IB
26.01900 IB Biology, Year Two
IB
26.02000 IB Sports and Exercise Science, Year One
IB

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Standard
CCGPS; QCC
26.02100 IB Sports and Exercise Science, Year Two
IB
26.03100 Botany
GSE
26.05100 Microbiology
GSE
26.06100 Ecology
GSE
26.06110 Environmental Science
GSE
26.06200 Advanced Placement Environmental Science
AP
26.06300 IB Environmental Systems, Year One
IB
26.06310 IB Environmental Systems, Year Two
IB
26.06400 Advanced Genetics/DNA Research
GPS
26.06500 Epidemiology (EPI)
GSE
26.06600 Advanced Placement (AP) Research, Life Science
AP
26.06700 Advanced Placement (AP) Seminar, Life Science
AP
26.06800 International Baccalaureate Theory of Knowledge Life
Science, Year One
IB
26.06900 International Baccalaureate Theory of Knowledge Life
Science, Year Two
IB
26.07100 Zoology
GSE
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Standard
CCGPS; QCC
26.07200 Entomology
GSE
26.07300 Human Anatomy/Physiology
GSE
40.01100 Physical Science (Grades 9-12)
GSE
GSE
GSE
GSE
GSE
GSE
40.01780 Science Research (Grade 8)
None
40.02100 Astronomy
GSE
40.04100 Meteorology
GSE
40.05100 Chemistry I
GSE
40.05200 Chemistry II
None

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Standard
CCGPS; QCC
40.05300 Advanced Placement Chemistry
AP
40.05500 IB Chemistry, Year One
IB
40.05600 IB Chemistry, Year Two
IB
40.05700 Organic Chemistry (For Magnet and Post AP only)
GPS
40.05800 Biochemistry (For Magnet and Post AP only)
None
40.05900 Materials Chemistry (Post AP Chemistry only)
GPS
GSE
GSE
GSE
GSE
GSE
40.06300 Geology (Grades 9-12)
GSE
40.06400 Earth Systems
GSE

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Standard
CCGPS; QCC
40.06500 Fundamentals of Geospatial Technology
GPS
40.06600 Applications of Geospatial Technology
GPS
40.07100 Oceanography
GSE
40.07110 Advanced Placement (AP) Research, Physical Science
AP
40.07120 Advanced Placement (AP) Seminar, Physical Science
AP
40.07130 International Baccalaureate Theory of Knowledge
Physical Science, Year One
IB
40.07140 International Baccaluareate Theory of Knowledge
Physical Science, Year Two
IB
40.08100 Physics I
GSE
40.08200 Physics II
None
40.08310 Advanced Placement Physics 1
AP
40.08320 Advanced Placement Physics 2
AP
40.08410 Advanced Placement Physics C: Mechanics
AP
40.08420 Advanced Placement Physics C: Electricity and
Magnetism
AP
40.08500 IB Physics, Year One
IB
40.08600 IB Physics, Year Two
IB
40.08700 Environmental Physics (Post AP Physics only)
GPS
40.08800 Special Topics in Modern Physics (For Magnet & Post AP
only)
None

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Standard
CCGPS; QCC
40.08900 Advanced Physics Principles/Robotics (Post AP Science
typically for Magnet students)
None
40.09100 Advanced Scientific Internship (Post AP Science typically
for Magnet students)
None
40.09210 Scientific Research I
None
40.09220 Scientific Research II
None
40.09230 Scientific Research III
None
40.09240 Scientific Research IV
None
40.09300 Forensic Science
GSE
40.09400 Chemical & Material Science Engineering (Post AP
Chemistry only)
GPS
40.09500 IB Design Technology, Year One IB
40.09600 IB Design Technology, Year Two IB
40.09700 IB Marine Science, Year One IB
40.09710 IB Marine Science, Year Two IB
41.01100 Science/Grade K
GSE
41.01200 Science/Grade 1
GSE
GSE
GSE
GSE

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Standard
CCGPS; QCC
GSE
41.02100 STEM Exploratory/Grade K
None
41.02200 STEM/STEAM Exploratory/Grade 1
None
None
None
41.02500 STEM Exploratory/Grade 4
None
None

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Effective Date
Course Description
The middle school life science course is designed to give students the necessary skills for a smooth transition from elementary life 3/5/2008
science standards to high school biology standards. The purpose is to give all students an overview of common strands in life science
including, but not limited to, diversity of living organisms, structure and function of cells, heredity, ecosystems, and biological evolution.
Students will develop the skill necessary to keep records of their observations and use those records to analyze the data they collect.
They observe and use observations to explain diversity of living organisms and how the organisms are classified. They use different
models to represent systems such as cells, tissues, and organs. They use what they know about ecosystems to explain the cycling of
matter and energy. They use the concepts of natural selection and fossil evidence in explanations. Seventh graders write instructions,
describe observations, and show information in graphical form. When analyzing the data they collect, seventh graders can recognize
relationships in simple charts and graphs and find more than one way to interpret their findings.
relationships in simple charts and graphs and find more than one way to interpret their findings. This is to be used as a remediation
course not in lieu of 7th grade science.
relationships in simple charts and graphs and find more than one way to interpret their findings. This is to be used as an enrichment
course not in lieu of 7th grade science
The Biology curriculum is designed to continue student investigations of the life sciences that began in grades K-8 and provide students 3/5/2008
the necessary skills to be proficient in biology. This curriculum includes more abstract concepts such as the interdependence of
organisms, the relationship of matter, energy, and organization in living systems, the behavior of organisms, and biological evolution.
Students will investigate biological concepts through experience in laboratories and field work using the processes of inquiry.
Enhances student’s skills and further develops the concepts on interdependence of organisms, energy flow in living systems, and 3/5/2008
biological evolution that were studied in Biology I.
This course is designed to be the equivalent of a two semester college introductory biology course usually taken by biology majors during 3/5/2008
their first year. The AP Biology course is designed to be taken by students after the successful completion of a first course in high school
biology and on in high school chemistry. It aims to provide students with the conceptual framework, factual knowledge, and analytical
skills necessary to deal critically with the rapidly changing science of biology. The topics covered on the course are molecules and cells,
heredity and evolution, and organisms and populations. (College Board course description September 2007)
This course introduces the basic principles of genetics. Classical genetics topics include: cell division, sexual reproduction, Mendel’s 3/5/2008
Laws of Heredity, the chromosomal basis of inheritance, the molecular basis of inheritance, gene to protein, gene expression and control,
and recombinant DNA. Students will acquire a basic understanding of the applications of molecular tools to the identification of isolated
populations, the detection of kin, and the reconstruction of phylogenetic relationships. Topics like the human genome project and forensic
applications of genetic knowledge will also be explored.
Explores science in the context of occupational issues, societal concerns, and personal needs. Includes any combination of the following 3/5/2008
topics: natural resources, water, air and other gases; plant growth and reproduction, continuity of life, nutrition, disease and wellness, life
processes, synthetic materials, waste and waste management, microorganisms, and community of life.
This course is offered at two levels, the higher level (HL) and the standard level (SL). At the HL level the course is taken over two years. 3/5/2008
Students taken the course at the SL level must take it on one year. Students at both levels study have the following five core topics;
cells, the chemistry of life, genetics, ecology and evolution, and human health and physiology. Optional course topics for students at
both HL and SL are evolution, neurobiology and behavior, applied plant and animal science, and ecology and conservation. Students at
SL also have the option of diet and human nutrition, physiology of exercise and cells and energy. Students at SL are required to study
any two options with a duration each of 15 hours. Students at HL are required to study any two options with duration each of 22.5 hours.
(IBO: A Guide to the IB Diploma Programme for Universities & Colleges).
This course is the continuation of HL International Baccalaureate Biology I. Students at HL must complete additional studies in the 3/5/2008
following areas: nucleic acids and proteins, cell respiration and photosynthesis, genetics, human reproduction, defense against infectious
disease, nerves, muscles and movement, excretion, and plant science. Optional course topics are evolution, neurobiology and behavior,
human physiology, applied plant and animal science, and ecology and conservation. Students at HL are required to study any two
options with duration each of 22.5 hours.
The Sports, exercise, and health Science (SEHS) course incorporates the disciplines of anatomy and physiology, biomechanics, 4/23/2014
psychology and nutrition, which are studied in the context of sport, exercise and health. A combination of syllabus content and
experimental work provides the opportunity for students to acquire the knowledge and understanding necessary to apply scientific
principles and analyse human performance. The SEHS is an SL course that requires 150 hours of teaching time over two years. Students
are required to spend 40 hours on practical/investigative work.

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The Sports, exercise, and health Science (SEHS) course incorporates the disciplines of anatomy and physiology, biomechanics, 4/23/2014
psychology and nutrition, which are studied in the context of sport, exercise and health. A combination of syllabus content and
experimental work provides the opportunity for students to acquire the knowledge and understanding necessary to apply scientific
principles and analyse human performance. The SEHS is an SL course that requires 150 hours of teaching time over two years. Students
are required to spend 40 hours on practical/investigative work.
Students are presented basic concepts of plant biology, focusing on the plant characteristics, unity and diversity, plant growth, plant 3/5/2008
reproduction, and photosynthesis. Students discuss current ideas in agriculture, horticulture, medicine, biotechnology, ecology,
conservation, and environmental issues. Students investigate botany concepts through experience in laboratories and field work using the
processes of inquiry.
This curriculum is extensively performance and laboratory based. It integrates the study of microbial physiology, ecology, and genetics 3/5/2008
with instruction focusing on the impact microorganisms have on health, agriculture, biotechnology and the environment. Careers related to
medicine, healthcare, research, food science and biotechnology should be emphasized throughout the course. Real-life applications should
be emphasized through case studies concerning diseases; epidemiology; food preparation and safety; and use of microbes in industry,
agriculture, biotechnology and the environment.
This course focus in the study of the distribution and abundance of life and interactions between and among organisms and their 3/5/2008
environment, including the impact of human activities on the natural world. It draws on elements from biology, chemistry, physics,
mathematics, and the social sciences. This curriculum is lab and field based. Whenever possible careers related to ecology and relevant
case studies should be emphasized.
The Environmental Science curriculum is designed to extend student investigations that began in grades K-8. This curriculum is 3/5/2008
extensively performance, lab and field based. It integrates the study of many components of our environment, including the human
impact on our planet. Instruction should focus on student data collection and analysis. Some concepts are global; in those cases,
interpretation of global data sets from scientific sources is strongly recommended. It would be appropriate to utilize resources on the
Internet for global data sets and interactive models. Chemistry, physics, mathematical, and technological concepts should be integrated
throughout the course. Whenever possible, careers related to environmental science should be emphasized.
AP Environmental Science is designed to provide students with the scientific principles, concepts, and methodologies required to 3/5/2008
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 and/or preventing them. The
following themes provide a foundation for the structure of the AP Environmental Science course: (1) Science is a process, (2) Energy
conversions underlie all ecological processes, (3) The Earth itself is one interconnected system, (4) Humans alter natural systems, (5)
Environmental problems have a cultural and social context, and (6) Human survival depends on developing practices that will achieve
sustainable systems. (Advanced Placement Course Description, May 1997. The College Board.)
This course is offered just at the standard level (SL). The course provides students with a coherent perspective on the environment that is 3/5/2008
essentially scientific, and above all enables them to adopt an informed and responsible stance on the wide range of environmental issues
they will inevitably come to face. Students are required to study four broad topics; systems and models, ecosystems, global cycles and
physical systems, and human population and carrying capacity. Students must complete additional study in analyzing ecosystems plus
one choice from either impacts of resources exploitation, conservation and biodiversity and/or pollution management.
Through studying environmental systems and societies (ES&S) students will be provided with a coherent perspective of the 4/23/2014
interrelationships between environmental systems and societies; one that enables them to adopt an informed personal response to the
wide range of pressing environmental issues that they will inevitably come to face. The minimum prescribed number of hours is 150. The
course is offered only at standard level (SL). External assessment consists of two written papers and provides opportunities for students
to demonstrate an understanding through the application, use, synthesis, analysis and evaluation of environmental issues, information,
concepts, methods, techniques and explanations. Internal assessment accounts for 20% of the final assessment and is comprised of a
series of practical and fieldwork activities. This assessment component enables students to demonstrate the application of their skills and
knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written
examinations.
As a branch of biology, genetics deals with the study of heredity and patterns of inheritance. Composed of DNA, genes are the chemical 3/5/2008
molecules containing the code that determine structure and function of all living organisms. In addition to the molecular processes
involving DNA and the basic laws of inheritance, this course teaches students that heredity is more than the random combinations of
dominant and recessive characteristics. An understanding of genetics in the modern world enables the student to better comprehend both
the benefits and drawbacks of this new biological technology. Finally, students will consider the ethical challenges, which will inevitably
arise, surrounding genetic manipulation. Genetic screening, designer drugs, DNA profiling and epigenetics are only a few of the issues
students will experience, both directly and indirectly, in their lifetimes. Through this human genetics course, the student will be exposed
to constructs like these and, as a result, gain insight into their scientific and social repercussions.
The epidemiology curriculum is designed to extend student investigations that begin in Biology. This curriculum is performance-based. 8/1/2014
It integrates scientific investigations using real world situations to find patterns and determine causation of pathological conditions.
Instruction should focus on the design, implementation, and evaluation of studies to increase students’ media literacy and their
understanding of public health. This course should expand their understanding of the scientific methods and develop critical thinking
skills.
In the AP Research, students cultivate the skills and discipline necessary to conduct independent research and inquiry in order to produce 6/11/2015
and defend their scholarly work. AP Research is the second course in the AP Capstone experience, allows students to deeply explore an
academic topic, problem, issue, or idea of individual interest. Students design, plan, and implement a yearlong investigation to address a
research question. Through this inquiry, they further the skills they acquired in the AP Seminar course by learning resrach methodology,
employing ethical research practices, and accessing, analyzing , and synthesizing information. Students reflect on their skill
development, document their processes, and cruate the artifacts of their scholarly work through a process and reflection portfolio. The
course culminates in an academic paper of approximately 4,000-5,000 words (accompanied by a performance, exhibit, or product where
applicable) and a presentation with an oral defense.
In the AP Seminar, students investigate real-world issues from multiple perspectives, gathering and analyzing information from various 6/11/2015
sources in order to develop credible and valid evidence-based arguments. The AP Seminar is a foundational course that engages students
in cross-curricular conversations that explore the complesities of academic and real-world topics and issues by analyzing divergent
perspectives. Using an inquiry framework, students practice reading and analyzing articles, research studies, and foundatinal, literary, and
philosophical texts; listening to and viewing speeches, broadcasts, and personal accounts; and experiencing artistic works and
performances. Students learn to synthesize information from multiple sources, develop their own perspectives in written essays, and
design and deliver oral and visual presentations, both individually and as part of a team. Ultimately, the course aims to equip students
with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence-based
arguments.
Theory of Knowledge Life (TOK) is a purposeful inquiry into different ways of knowing, and into different kinds of knowledge. TOK is 12/1/2016
composed almost entirely of questions. The most central of these is “How do we know?”, while other questions include: What counts as
evidence for X?; How do we judge which is the best model of Y?; What does theory Z mean in the real world?
Theory of Knowledge Life Year 2 (TOK) is a higher level of purposeful inquiry into different ways of knowing, and into different kinds 12/1/2017
of knowledge. TOK is composed almost entirely of questions. The most central of these is “How do we know?”, while other questions
include: What counts as evidence for X?; How do we judge which is the best model of Y?; What does theory Z mean in the real world?
In this course, students will recognize key features of the major body plans that have evolved in animals and how those body plans have 3/5/2008
changed over time resulting in the diversity of animals that are evident today. In addition to classification and recognition, this course
teaches students about the anatomical and physiological characteristics of animals. These characteristics relate to how an animal
functions and can help students see the connections uniting particular animal groups. An understanding of form and function allows
students to study how animals have evolved over time and to relate animals to their particular role in an ecosystem. Finally, students will
develop an understanding that all living things are interconnected. Students should realize that the worldwide activities of humans can
contribute to animal diversity both positively and negatively. It should also be understood that humans are dependent on animal species
for advances in medicine, ecosystem maintenance, and food supply. Investigations include comparative studies done during laboratory
observations and dissections.

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The Entomology Georgia Standards of Excellence are designed to continue student investigations that began in grades K-8 and high 3/5/2008
school biology. To achieve the goal of entomological literacy these standards provide students with basic understanding of insect
biology as it relates to agriculture, animal and human health, ecosystem functioning and monitoring, and insect products. Students will
investigate these entomological concepts through laboratory and field experience using the processes of inquiry.
The human anatomy and physiology curriculum is designed to continue student investigations that began in grades K-8 and high school 3/5/2008
biology. This curriculum is extensively performance and laboratory based. It integrates the study of the structures and functions of the
human body, however rather than focusing on distinct anatomical and physiological systems (respiratory, nervous, etc.) instruction
should focus on the essential requirements for life. Areas of study include organization of the body. Whenever possible, careers related
to medicine, research, health-care and modern medical technology should be emphasized throughout the curriculum. Case studies
concerning diseases, disorders and ailments (i.e. real-life applications) should be emphasized.
The Physical Science curriculum is designed to continue student investigations of the physical sciences that began in grades K-8 and 3/5/2008
provide students the necessary skills to have a richer knowledge base in physical science. This course is designed as a survey course of
chemistry and physics. This curriculum includes the more abstract concepts such as the conceptualization of the structure of atoms,
motion and forces, and the conservation of energy and matter, the action/reaction principle, and wave behavior. Students investigate
physical science concepts through experience in laboratories and field work using the processes of inquiry.
The middle school physical science course is designed to give students the necessary skills for a smooth transition from elementary 3/5/2008
physical science standards to high school physical science standards. The course provides an overview of common strands in physical
science including, but not limited to, the nature of matter, laws of energy, matter, motion and forces, and energy transformation. The
eighth grade physical science students work conceptually to develop understanding the concepts of conservation of matter, conservation
of energy, physical change, chemical change, motion, forces, and energy transformation. Eighth grade students keep records of
observations and analyze the data they collect. They describe observations and show information in graphical form. When analyzing
data eighth graders can recognize relationships in simple charts and graphs and find more than one way to interpret their findings. This
curriculum is NOT intended in any way to take the place of the high school physical science curriculum.
curriculum is NOT intended in any way to take the place of the high school physical science curriculum. This is to be used as a
remediation course not in lieu of 8th grade science.
curriculum is NOT intended in any way to take the place of the high school physical science curriculum. This is to be used as an
enrichment course not in lieu of 8th grade science.
This course is designed to guide students to complete an in-depth research project that builds upon their middle school earth, life, or 3/5/2008
physical science experience. Students will critically review literature on their chosen research problem, design and conduct a long-term
study, and report the results. Students should participate in on-going peer reviews that will help students refine their research protocol,
analysis, and conclusions. The course should have two culminating evaluative processes. First, students will present their findings at a
“board review” at the local school to teachers, parents, and a panel of “science experts.” Second, students will present their research in
one of several formats such as the following: at a regional or national meeting; as part of regional or national competition, e.g., Science
and Engineering Fair, FIRST Robotics, or selected Science Olympiad events; or state, regional, or national publication.
This course will provide the student with an introduction to the concepts of modern astronomy, the origin and history of the Universe and 3/5/2008
the formation of the Earth and the solar system. The course gives a description of astronomical phenomena using the laws of physics.
The course treats many standard topics including planets, stars, the Milky Way and other galaxies, black holes to more esoteric questions
concerning the origin of the universe and its evolution and fate. Although largely descriptive, the course will occasionally require the use
of sophomore-high level mathematics. Laboratory exercises include experiments in light properties, measurement of radiation from
celestial sources, and observations at local observatories and/or planetariums.
This course will provide the student with basic understanding of weather and climate. The student will develop an understanding of the 3/5/2008
structure and function of the atmosphere including the dynamics between its matter and energy and their effect on weather and climate.
The students will study the major components of weather such as temperature, humidity, pressure, precipitation, and winds and the
interactions between them. The course will address also aspects of air pollution and global climate change and provide them with an
understanding of basic weather forecasting.
The Chemistry curriculum is designed to continue student investigations of the physical sciences that began in grades K-8 and provide 3/5/2008
students the necessary skills to be proficient in chemistry. This curriculum includes more abstract concepts such as the structure of
atoms, structure and properties of matter, characterization of the properties that describe solutions and the nature of acids and bases, and
the conservation and interaction of energy and matter. Students investigate chemistry concepts through experience in laboratories and
field work using the processes of inquiry.
This course is design to enhance the concepts that were cover on Chemistry I. Chemistry II students acquire a deeper of understanding of 3/5/2008
qualitative and quantitative analysis and are introduced to organic chemistry.

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This course is designed to be the equivalent of the general chemistry course usually taken during the first college year. Students should 3/5/2008
attain a depth of understanding of fundamentals and a reasonable competence in dealing with chemical problems. AP chemistry students
should study topics related to the structure and states of matter (atomic theory, atomic structure, chemical bonding, nuclear chemistry,
gases laws, kinetic molecular theory, liquids and solids and solutions), chemical reactions (reaction types, stoichiometry, equilibrium,
kinetics, and thermodynamics), and descriptive chemistry (chemical reactivity, products of chemical reactions, relationships in the
periodic table, and organic chemistry). To develop the requisite intellectual and laboratory skills, AP Chemistry students need adequate
classroom and laboratory time. It is expected that a minimum of 290 minutes per week will be allotted for an AP Chemistry course. Of
that time, a minimum of 90 minutes per week, preferably in one session, should be spent in the lab. The AP Chemistry course is
designed to be taken after the completion of a first course in high school chemistry. In addition, the recommended mathematics
prerequisite for an AP Chemistry class is the successful completion of a second-year algebra course. It is highly desirable that a student
have a course in secondary school physics and a four-year college preparatory program in mathematics. (College Board course
description September 2007)
Standard level designed to introduce students to the theories and practical techniques involved in the composition, characterization, and 3/5/2008
transformation of substances. As the central science, the chemical principles investigated underpin both the physical world in which we
live and all biological systems
Higher level designed to introduce students to the theories and practical techniques involved in the composition, characterization, and 3/5/2008
transformation of substances. As the central science, the chemical principles investigated underpin both the physical world in which we
live and all biological systems
In this course, students learn to recognize and name organic functional groups. The course focuses on the properties and reactions of 3/5/2008
common classes of organic compounds; the relationship between the structures of organic compounds and their physical and chemical
properties. Students learn about systems to represent organic molecules, stereochemistry, how structure affects physical properties,
drawing resonance forms with proper arrow convention, organic acid-base reactions, substitution and elimination reactions and one-step
syntheses. In the laboratory, students investigate how structure affects physical properties such as reactivity, boiling point, melting point,
optical rotation, and solubility. Students also learn how to perform fundamental techniques such as crystallization, filtration, distillation,
refractive index, extraction, thin-layer, column and gas chromatography.
This course is designed to introduce students to the biochemical design of life both at the building block level and macromolecular level. 3/5/2008
A detailed analysis of the structures, properties, and functions of proteins, carbohydrates, and lipids; introduction to carbohydrate
metabolism; theory for the purification and analysis of proteins is presented. Biological structures and interactions are examined,
including membranes and supramolecular architecture. The course will include an in-depth analysis energetics required to maintain
biological order is studied through kinetics and thermodynamics of enzyme catalytic function and regulation, and metabolic pathways
involved in glucose metabolism.
The Materials Chemistry will introduce "Materials" as an area where Chemists have a leading role in the development and application of 5/29/2013
the new materials that are all pervasive in modern life. The course will explain how bulk mechanical, optical and conducting properties of
materials can be related to factors such as electronic structure, crystalline and molecular structure through an introduction to bonding in
solids, band theory, crystal chemistry, materials synthesis and characterization methods, together with examples of application in areas
such as microelectronics, polymer science, catalysis and nanotechnology. In addition this course covers structural aspects of colloidal
systems, surfactants, polymers, diblock copolymers, and self-assembled monolayers. We also cover the electronic properties associated
with organic conducting polymers, organic light-emitting devices, and transistors. The aim of the course is to provide a broad perspective
of the various contributions of chemistry to the development of functional materials.
The middle school earth science course is designed to give all students an overview of common strands in earth science including, but not 3/5/2008
limited to, meteorology, geology, astronomy, oceanography, resources, and human impact on the earth. Sixth grade students observe and
explain how an aspect of weather can affect a weather system. They use different models to represent systems such as the solar system
and the sun/moon/earth system. They use what they observe about the earth’s materials to infer the processes and timelines that formed
them. Sixth graders write instructions, describe observations, keep and analyze the data they collect, and show information in graphical
form. When analyzing the data they collect, sixth graders can recognize relationships in simple charts and graphs and find more than one
way to interpret their findings. The students replicate investigations and compare results to find similarities and differences.
way to interpret their findings. The students replicate investigations and compare results to find similarities and differences. This course
is to be uses as remediation and not in lieu of 6th grade science
way to interpret their findings. The students replicate investigations and compare results to find similarities and differences. This course
is to be uses as an enrichment and not in lieu of 6th grade science
This course is designed to give the student a scientific introduction to the structure of the earth, its origin and history. Students will study 3/5/2008
the geological timetable, biogeochemical cycles, forces affecting landforms structures, plate tectonics, rock and mineral classification,
and the geology of Georgia as well as the stewardship of our geological resources. Appropriate laboratory activities and everyday
technological applications reinforce the major concepts being studied.
Earth Systems Science is designed to continue student investigations that began in K-8 Earth Science and Life Science curricula and 3/5/2008
investigate the connections among Earth’s systems through Earth history. These systems – the atmosphere, hydrosphere, geosphere, and
biosphere – interact through time to produce the Earth’s landscapes, ecology, and resources. This course develops the explanations of
phenomena fundamental to the sciences of geology and physical geography, including the early history of the Earth, plate tectonics,
landform evolution, the Earth’s geologic record, weather and climate, and the history of life on Earth. Instruction should focus on inquiry
and development of scientific explanations, rather than mere descriptions of phenomena. Case studies, laboratory exercises, maps, and
data analysis should be integrated into units. Special attention should be paid to topics of current interest (e.g., recent earthquakes,
tsunamis, global warming, price of resources) and to potential careers in the geosciences.

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The major goals of this course are for students to develop geospatial reasoning, perform geospatial problem solving and to learn and 3/14/2011
apply cartographic techniques in the presentation of geospatial information. While the emphasis of the course will be on geospatial
technology, students will also be introduced to relevant topics such as careers, the limits of geospatial technology, basic programming,
global navigation systems and the fundamentals of remote sensing.
The major goals of this course are for students to develop geospatial reasoning, perform geospatial problem solving and to learn and 3/14/2011
apply cartographic techniques in the presentation of geospatial information. While the emphasis of the course will be on geospatial
technology, students will also be introduced to relevant topics such as careers, the limits of geospatial technology, basic programming,
global navigation systems and the fundamentals of remote sensing.
This course introduces the students to the study of the ocean composition and structure, the dynamics of energy flow within the ocean 3/5/2008
system, and the impact of human interaction with the ocean systems. The basic concepts of physical, chemical, geologic and biological
oceanography are addressed by discussions on marine mineral resources, ocean energy, living resources of the sea, marine pollution and
ocean management. Student will acquire practical laboratory and field experiences through the reading of charts, making basic
measurements of seawater chemistry, examination of coastal geology, wave and beach processes, and marine organisms and habitats.
In the AP Research, students cultivate the skills and discipline necessary to conduct independent research and inquiry in order to produce 6/11/2015
and defend their scholarly work. AP Research is the second course in the AP Capstone experience, allows students to deeply explore an
academic topic, problem, issue, or idea of individual interest. Students design, plan, and implement a yearlong investigation to address a
research question. Through this inquiry, they further the skills they acquired in the AP Seminar course by learning resrach methodology,
employing ethical research practices, and accessing, analyzing , and synthesizing information. Students reflect on their skill
development, document their processes, and cruate the artifacts of their scholarly work through a process and reflection portfolio. The
course culminates in an academic paper of approximately 4,000-5,000 words (accompanied by a performance, exhibit, or product where
applicable) and a presentation with an oral defense.
In the AP Seminar, students investigate real-world issues from multiple perspectives, gathering and analyzing information from various 6/11/2015
sources in order to develop credible and valid evidence-based arguments. The AP Seminar is a foundational course that engages students
in cross-curricular conversations that explore the complesities of academic and real-world topics and issues by analyzing divergent
perspectives. Using an inquiry framework, students practice reading and analyzing articles, research studies, and foundatinal, literary, and
philosophical texts; listening to and viewing speeches, broadcasts, and personal accounts; and experiencing artistic works and
performances. Students learn to synthesize information from multiple sources, develop their own perspectives in written essays, and
design and deliver oral and visual presentations, both individually and as part of a team. Ultimately, the course aims to equip students
with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence-based
arguments.
Theory of Knowledge Physical Science (TOK) is a purposeful inquiry into different ways of knowing, and into different kinds of 12/1/2016
knowledge. TOK is composed almost entirely of questions. The most central of these is “How do we know?”, while other questions
include: What counts as evidence for X?; How do we judge which is the best model of Y?; What does theory Z mean in the real world?
Theory of Knowledge Physical Science Year 2 (TOK) is a higher level of purposeful inquiry into different ways of knowing, and into 12/1/2016
different kinds of knowledge. TOK is composed almost entirely of questions. The most central of these is “How do we know?”, while
other questions include: What counts as evidence for X?; How do we judge which is the best model of Y?; What does theory Z mean in
the real world?
The Physics curriculum is designed to continue student investigations of the physical sciences that began in grades K-8 and provide 3/5/2008
students the necessary skills to be proficient in physics. This curriculum includes more abstract concepts such as interactions of matter
and energy, velocity, acceleration, force, energy, momentum, and charge. This course introduces the students to the study of the
correction to Newtonian physics given by quantum mechanics and relativity. Students investigate physics concepts through experience in
laboratories and field work using the processes of inquiry.
This course is design to enhance the concepts that were cover on Physics I. Physics II students acquire a deeper of understanding of 3/5/2008
circular and angular motion, thermodynamics, electric and magnetic fields, particle physics, nuclear physics, and special relativity. The
students investigate phenomena using the process of inquiry.
AP Physics 1 is an algebra-based, introductory college-level physics course that explores topics such as Newtonian mechanics (including 4/23/2014
rotational motion); work, energy, and power; mechanical waves and sound; and introductory, simple circuits. Through inquiry-based
learning, students will develop scientific critical thinking and reasoning skills.
AP Physics 2 is an algebra-based, introductory college-level physics course that explores topics such as fluid statics and dynamics; 4/23/2014
thermodynamics with kinetic theory; PV diagrams and probability; electrostatics; electrical circuits with capacitors; magnetic fields;
electromagnetism; physical and geometric optics; and quantum, atomic, and nuclear physics. Through inquiry-based learning, students will
develop scientific critical thinking and reasoning skills.
This course should provide instruction in each of the following six content areas: kinematics; Newton’s laws of motion; work, energy, 3/5/2008
and power; systems of particles and linear momentum; circular motion and rotation; and oscillations and gravitation. Laboratory
experiences should be included as part of the instruction. Students taken this course should be able to: design experiments; observe and
measure real phenomena; organize, display, and critically analyze data; analyze sources of error and determine uncertainties in
measurement; draw inferences from observations and data; and communicate results, including suggested ways to improve experiments
and proposed questions for further study. (College Board course description September 2007)
This course should provide instruction in each of the following five content areas: electrostatics; conductors, capacitors, and dielectrics; 3/5/2008
electric circuits; magnetic fields; and electromagnetism. Laboratory experiences should be included as part of the instruction. Students
taken this course should be able to: design experiments; observe and measure real phenomena; organize, display, and critically analyze
data; analyze sources of error and determine uncertainties in measurement; draw inferences from observations and data; and
communicate results, including suggested ways to improve experiments and proposed questions for further study. (College Board course
description September 2007)
This course is designed to introduce students to the laws of physics, the experimental skill required in physics, and the social and 3/5/2008
historical aspects of physics as an evolving body of human knowledge about nature. The course is offered at both higher level (HL) and
standard level (SL). Students at HL and SL study six topics: physical measurement, mechanics, thermal physics, waves, electricity and
magnetism, and atomic and nuclear physics. Optional course topics for students at both HL and SL, from which the HL student may
choose two, while the SL student may choose two from this list as well as the further options list. The optional course topics are:
biomedical physics, the history and development of physics, astrophysics, relativity, and optics. The further options for students at SL
include: mechanics extension, quantum physics and nuclear physics, and energy extension. Students at SL are required to study any two
options with duration each of 15 hours. Students at HL are required to study any two options with duration each of 22.5 hours. (IBO: A
Guide to the IB Diploma Programme for Universities & Colleges).
This course is the continuation of HL International Baccalaureate Physics I. Students at HL must complete additional studies in the 3/5/2008
following areas: measurement and uncertainties, mechanics, thermal physics, wave phenomena, electromagnetism, and quantum physics
and nuclear physics. Optional course topics are biomedical physics, the history and development of physics, astrophysics, relativity, and
optics. Students at HL are required to study any two options with duration each of 22.5 hours.
The Environmental Physics curriculum is designed to extend student investigations that began in grades K-8. This curriculum is 5/29/2013
extensively performance, lab based. The course will examine the physics behind contemporary environmental problems. Students will
explore global warming, the problem of ozone depletion in the stratosphere, alternative energy sources, and environmental issues
associated with nuclear power. Students will apply physical and mathematical principles to environmental problems. It would be
appropriate to utilize resources on the Internet for global data sets and interactive models. The prerequisite for this course is completion
of AP Physics.
This course is an honors-level, inquiry-based that builds upon GPS physics to explore specialized areas of modern physics. The content 5/5/2013
emphasis is divided between an overview of the key topics in modern physics and the application of those topics to an introduction of
astrophysics. Students will use observation and conceptual and mathematical analysis to solve the various problems, both concept- and
lab-based, presented throughout the course. Topics covered include: quantum mechanics, particle physics, relativity, and string theory,
among others.

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Course Description
Utilizing advanced Physics Principles, integrating concepts found in advanced placement courses, this course will consist of students 3/5/2008
working independently and collaboratively in the research, design, and development of robotics and automation technologies. There will
be an emphasis on the application and integration of physics principles in this course. Students will be introduced to the principles of
robotics and automation and the role of robotics in industry through research, speakers, and site visits, Students will apply physics
principles (learned in AP science) in an integrated study in the design and development of an array of robotic mechanisms. They will
also learn and apply relevant computer programming languages to advanced physics principles. Finally, working in teams, students will
build working robots which can accomplish specific pre-determined goals. The target population for this course will be students who
have at least completed Algebra II, Biology, Chemistry, Physics, and at least one AP science course (AP Physics is preferred). Students
should have completed at least one lab technology course in electronics, telecommunications, drafting, computer programming, or an
introduction to technology course.
This course will provide highly motivated and qualified students the skills necessary for advanced science research. Students will read 3/5/2008
professional scientific literature and translate this information into applicable research topics and projects. Advanced knowledge and
skills acquired from AP Biology, or AP Chemistry, or AP Physics will be applied to topics explored in this course. Students will
participate in laboratory research either by developing and executing their own research project or by participating in an on-going
research project with a science mentor. The target population will be students who have completed honors courses in Biology,
Chemistry, Physics, and at least one AP Science course and have made a commitment to advanced collegiate studies in science.
Culmination of this course will be a scientific paper which will be presented to a faculty/community/research panel.
Students taken the Research I will develop projects that are mostly suggested or required by their teacher. It is expected that this students 3/5/2008
will received strong support from their teacher and their research projects could be completed on a time frame of weeks. Presentation of
the projects developed at this level will happen mostly in a classroom setting or school site science fair.
Students taken the Research II course will develop projects based on their interests. These projects may be related to topics that they are 3/5/2008
covering in any of their science courses or could expand on those ideas. It is expected that the students will received some support from
their teachers but they will be working mostly independently. Projects at this level could be completed on a time frame of weeks to
months. Presentations of the projects developed at this level could take place at regional or state science fair competitions for example
Students taken the Research III course will develop projects based on their interests. Projects at this level would be original in nature and 3/5/2008
will investigate students’ ideas to solve a particular problem. It is expected that the students will work with someone outside the school
setting as they work towards the solution of their problem. This type of projects may take the whole length of the course to be
completed. Students’ completing these projects is expected to present their solutions to the appropriate interests groups (i.e. a particular
company, an interest group, etc.) or on settings like the Best Robotics competitions, Siemens, the High School Engineering Competition,
etc.
Students taken the Research IV will develop projects based on their interests. Projects at this level would be original in nature and will 3/5/2008
investigate students’ ideas to solve a particular problem. It is expected that the students will work with a university professor or in an
industrial setting to find the answer to their research question. This type of projects may take the whole length of the course to be
completed. Students’ completing these projects is expected to present their solutions to the appropriate interests groups (i.e. a particular
company, an interest group, etc.) or on settings like the Best Robotics competitions, Siemens, the High School Engineering Competition,
etc.
In this course students will learn the scientific protocols for analyzing a crime scene, how to use chemical and physical separation 3/5/2008
methods to isolate and identify materials, how to analyze biological evidence and the criminal use of tools, including impressions from
firearms, tool marks, arson, and explosive evidence.
This course is a Materials Science and Engineering-themed chemistry course that will expose students to topics that are taught in a 3/5/2008
college-level Introduction to Materials Science and Engineering course. In this course students will learn about the chemistry of each
class of materials: metals, polymers, ceramics, and composites. They will learn how they are fabricated, their mechanical properties, and
their use and impact on society. To master course content, students are strongly encouraged to complete all homework assignments and
seek additional study questions, and help from the instructor.
The prerequisite for this course is completion of AP Chemistry. Completion of AP Physics is preferred, but not required.

This course is designed to take full advantage of the Kindergarten student curiosity about the world around them. Kindergarteners 3/5/2008
describe, compare, and sort items according to physical attributes (i.e. number, shape, texture, size, weight, color, and motion). Through
the use their senses (sight, smell, taste, touch, and sound), Kindergarteners make observations about physical attributes and are aware of
similarities and differences. They use their observations to group objects. Kindergarteners learn to use whole numbers to describe
scientific data and how to identify parts of things (i.e. tools and toys). Simple safety rules are introduced.
Throughout this course first grade students make observations, ask questions about, and investigate patterns. They make predictions and 3/5/2008
plan simple investigations in order to understand the world around them. They notice repeating patterns in shadows, weather, and daily
needs of plants and animals. First grade students learn best from their own actions. They use whole numbers to analyze scientific data.
They identify what things can do when put together and what cannot be done when things are not put together. First graders create
drawings that correctly depict something being described. Safety rules are introduced and reinforced.
This course is designed to take full advantage student’s natural curiosity. Second grade students apply ideas to things in the world. They 3/5/2008
push, pull, and manipulate things to see what will happen. They observe changes of plants and animals as they grow and change. They
observe the changing patterns of the moon and stars. As a result, second grade students become aware of changes that take place. They
form ideas as to whether the changes are natural or manipulated. Throughout this course students will use whole numbers as well as
basic fractions (such as one-half and one-fourth) to identify and analyze scientific data. Second graders will find sums and differences of
single digit numbers and then justify the answer. They will give rough estimates to problems and estimate lengths, weights, and time
intervals. They will explain to others how to solve numerical problems related to a science activity. Safety rules are emphasized.
Third grade students study science by observing and comparing objects and using the information they obtain to answer their own 3/5/2008
questions. Their communication skills allow them to record findings and analyze data. They understand that the form or shape of an
object is frequently related to use, operation or function. They will use this information to explain rock cycles, features of plants and
animals, heat energy, and magnetic force. Third graders observe things with many parts and describe the ways in which the parts
influence or interact with one another. Throughout the course students keep records of observations without making alterations. They
add and subtract whole numbers mentally, on paper, and with a calculator. They observe, construct, and measure objects using ordinary
hand tools. They represent objects in the real world with geometric figures, number sequences, graphs, diagrams, maps, and stories.
They explain how the representations do not match their real world counterparts. Safety rules are emphasized.
Four grade science students are engage in investigations inside and outside the classroom. They compare and contrast physical attributes 3/5/2008
of starts, star patterns, and planets, use data tables and graphs and charts to predict weather events and to infer seasonal changes. They
observe and explain cycles like the phases of them moon, and the water cycle. They investigate the nature of light using mirrors, lenses
and prisms, and sound by vibrating objects. The students will study the relation between a force and the resulting motion (speed and
direction) caused by that force. In this course students differentiate between observations and ideas. They speculate about observations
they make. They add, subtract, multiply and divide whole numbers on paper, mentally, and with calculators. They list common
materials for making simple mechanical constructions and for repairing things. Fourth graders use records, tables, or graphs to identify
patterns of change. They write instructions and make sketches that allow others to carry out a scientific procedure. They determine
whether or not a comparison is fair if conditions are different for each thing being compared. They question claims or statements made
by people outside their field of expertise. Fourth graders know that safety is a fundamental concern in all experimental science and
adhere to rules and guidelines to show they are responsible with materials and equipment.

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Fifth graders students use hands on activities to discover and explain phenomena. They conduct experiments and report their findings in 3/5/2008
the form of written reports, charts, and various other presentations including multi-media projects. They use numerical data to describe
and compare objects. They identify the largest and smallest possible value of something. They will convert the fractions (halves, thirds,
fourths, fifths, tenths, and hundredths) to decimals in scientific calculations. Their scientific explanations emphasize evidence and begin
to use scientific principles, models, and theories. Fifth graders students investigate through experiments and demonstrations concepts on
static electricity, physical and chemical changes. They will identify the parts of various types of cells, classify organisms, learn about the
reasons why offspring can resembles parents, and how microorganisms benefit or harm larger organisms. Fifth graders know that safety
is a fundamental concern in all experimental science and adhere to rules and guidelines to show they are responsible with materials and
equipment.
The STEM-STEAM Exploratory class provides opportunities for students to engage in grade-level specific standards-based educational 4/2/2015
opportunities in science, technology, engineering, arts, and mathematics fields. In Georgia, STEM and STEAM education provides
opportunities for students to engage in project-based learning and student-centered development of ideas in preparation for 21st Century
workplace careers. The class focuses on critical thinking, analysis, and collaboration in which students integrate processes and concepts of
science, technology, engineering, mathematics, and/or arts in real world contexts. Students apply concepts from multiple disciplines to
answer complex questions and develop solutions to real world problems by supplying relevant data as evidence.

May 15, 2014 • 80 of 138
Standard GSE; GPS;

45.00100 Social Studies/Grade K
GSE
45.00200 Social Studies/Grade 1
GSE
GSE
GSE
GSE
GSE
GSE
45.00710 Social Studies/Grade 6 – Academic Block Remediation
GSE
45.00720 Social Studies/Grade 6 – Academic Block Enrichment
GSE
45.00760 Social Studies/Grade 6 – Connections Remediation
GSE
45.00770 Social Studies/Grade 6 – Connections Enrichment
GSE
GSE
45.00810 Social Studies/Grade 7 – Academic Block Remediation
GSE
45.00820 Social Studies/Grade 7 – Academic Block Enrichment
GSE

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Standard GSE; GPS;

45.00860 Social Studies/Grade 7 – Connections Remediation
GSE
45.00870 Social Studies/Grade 7 – Connections Enrichment
GSE
45.00900 Georgia Studies/Grade 8
GSE
45.00910 Georgia Studies/Grade 8 – Academic Block Remediation
GSE
45.00920 Georgia Studies/Grade 8 – Academic Block Enrichment
GSE
45.00960 Georgia Studies/Grade 8 – Connections Remediation
GSE
45.00970 Georgia Studies/Grade 8 – Connections Enrichment
GSE
45.01100 Comparative Religions
QCC
45.01110 IB World Religions, Year One IB
45.01120 IB World Religions, Year Two IB
45.01200 Current Issues
QCC
45.01300 Technology and Society
None
45.01310 IB Information Technology Global, Year One
IB
45.01320 IB Information Technology Global, Year Two
IB
45.01400 The Humanities/Social Studies
QCC
45.01500 Psychology
GSE
45.01600 Advanced Placement Psychology
AP
45.01700 IB Psychology, Year One
IB
45.01710 IB Psychology , Year Two
IB
45.01800 IB Philosophy, Year One IB
45.01810 IB Philosophy, Year Two IB
45.01820 Advanced Placement (AP) Research, History/Social
Studies AP
45.01830 Advanced Placement (AP) Seminar, History/Social Studies
AP
45.01840 International Baccalaureate Theory of Knowledge Social
Studies, Year One IB
45.01850 International Baccalaureate Theory of Knowledge Social
Studies, Year Two IB
45.02100 Anthropology
QCC
45.02200 IB Social and Cultural Anthropology, Year One IB
45.02300 IB Social and Cultural Anthropology, Year Two IB
45.02310 IB Political Thought, Year One IB
45.02320 IB Political Thought, Year Two IB
45.03100 Sociology
GSE
45.03200 Ethnic Studies
QCC
45.03210 IB Science, Technology and Society, Year One IB
45.03220 IB Science, Technology and Society, Year Two IB

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Standard GSE; GPS;

45.05200 Advanced Placement Government/Politics: United States

(may substitute for 45.05700)
AP/GSE
45.05300 Advanced Placement Government/Politics: Comparative
AP
45.05500 Constitutional Theory
QCC
45.05600 The Individual and the Law
QCC
45.05700 American Government/Civics
GSE
45.05800 Ethics and the Law
None
45.05900 Peer Leadership I
None
45.06100 Economics/Business/Free Enterprise
GSE
45.06200 Advanced Placement Macroeconomics (may substitute for
45.06100)
AP/GSE
45.06300 Advanced Placement Microeconomics (may substitute for
45.06100)
AP/GSE
45.06400 Comparative Political/Economic Systems
QCC
45.06500 IB Economics, Year One, May substitute for 45.06100.
IB/GSE
45.06600 IB Economics, Year Two IB
45.06700 Personal Financial Literacy
GSE
45.07110 World Geography
GSE
45.07200 Asian Studies QCC
45.07300 Latin American Studies
QCC
45.07400 Middle Eastern Studies
None
45.07500 Sub-Saharan Studies
None
45.07600 Local Area Studies/Geography
None
45.07700 Advanced Placement Human Geography AP
45.07800 IB Geography, Year One IB
45.07900 IB Geography, Year Two IB
45.08100 United States History
GSE
45.08110 Advanced Placement World History (may substitute for
45.08300) AP/GSE
45.08120 U.S. History in Film
None
45.08200 Advanced Placement United States History (may substitute
for 45.08100)
AP/GSE
45.08300 World History
GSE
45.08400 Advanced Placement European History
AP
45.08500 Georgia History
None
45.08600 Local Area Studies/History
None
45.08700 IB History of the Americas, Year One (U.S. History) May
substitute for 45.08100
IB/GSE
45.08800 IB Twentieth Century History, Year One IB
45.08810 IB Twentieth Century History, Year Two IB
45.08900 Modern U.S. Military History, 19l8-present
None
45.08910 Early U.S. Military History
None
45.08920 Recent U.S. Presidents
None

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Standard GSE; GPS;

45.08930 IB History of the Americas, Year Two

IB
45.09100 United States and World Affairs
QCC
45.09200 World Area Studies
None
45.09300 International Baccalaureate Internship
IB
45.09310 IB Global Politics, Year One IB
45.09320 IB Global Politics, Year Two IB
45.09400 IB Chinese Studies, Year One IB
45.09410 IB Chinese Studies, Year Two IB
45.09500 IB Classical Greek and Roman Studies, Year One IB
45.09510 IB Classical Greek and Roman Studies, Year Two IB
45.09600 IB History of Africa, Year One IB
45.09610 IB History of Africa, Year Two IB
45.09700 IB History of Asia/Oceania, Year One IB
45.09710 IB History of Asia/Oceania, Year Two IB
45.09800 IB History of Europe/ME, Year One, may substitute for
45.08300 IB/GSE
45.09810 IB History of Europe/ME, Year Two IB
45.09900 IB Human Rights, Year One IB
45.09910 IB Human Rights, Year Two IB
45.09810 IB History of Europe/ME, Year Two IB
45.09900 IB Human Rights, Year One IB
45.09910 IB Human Rights, Year Two IB

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Course Description
In kindergarten, students begin to understand the foundations of the social studies strands: history, geography, government, and economics. 6/9/2016
Students begin their introduction to United States history through the study of important American holidays and symbols. Basic concepts of
geography are presented. Civics provides students with an introduction to rules and character traits of good citizens. Basic economic
concepts are also introduced.
In the first grade, students continue their introduction to United States history through the study of selected historical figures. In the history 6/9/2016
strand, students study the important contributions each historical person made. In the geography strand, students learn about where these
historical people lived and explore important basic geographic concepts. The civics strand provides a study of the positive character traits
exhibited by these important historical figures. The economics strand continues the introduction of basic economic concepts.
In second grade, the various social studies strands become interwoven with the historical strand. The history strand focuses on important 6/9/2016
historical figures in Georgia and the Creek and Cherokee cultures in Georgia. The geography strand emphasizes the geography of
Georgia and relates to the historical study. In addition to the positive character traits of the individuals and groups in the historical strand,
the basic concept of government is also introduced. Basic economics concepts continue to be introduced.
United States History Year 1: American Indian Cultures through Colonization In third grade, students begin a three-year study of United 6/9/2016
States history in which all four strands (history, geography, civics/government, and economics) are integrated. Students learn about
American Indian cultures and the exploration and colonization of North America. The geography strand emphasizes the influence of
geography on early U.S. history. In the civics/government strand, students learn about the elements of our representative democracy and
their rights and responsibilities as good citizens. Students will extend and apply their understanding of basic economic concepts.
United States History Year 2: Revolution to Reconstruction In fourth grade, students continue with year two of a three year study of 6/9/2016
United States history in which all four strands (history, geography, civics/government, and economics) are integrated. Students begin the
year learning about the French and Indian War and end with the Reconstruction period. The geography strand emphasizes the influence
of geography on U.S. history during these same time periods. In the civics/government strand, students learn about concepts and rights
contained within our founding documents. The economic strand uses material from the history strand to deepen understanding of
economic concepts.
United States History Year 3: Industrialization to the Digital Age In fifth grade, students are in the final year of a three year study of 6/9/2016
United States history in which all four strands (history, geography, civics/government, and economics) are integrated. Students begin the
year learning about the growth of 19th century industry and innovation in the United States, and culminate the study with the events and
impact of September 11, 2001. The geography strand emphasizes the influence of geography on U.S. history during these same time
periods. In the civics/government strand, students learn about the rights of citizens contained within the Constitution, and how changes
have been made over time to the Constitution to protect the rights of citizens. In the economic strand, students explore the ways
consumers and producers have interacted in the American economy.
Sixth grade is the first year of a two-year World Area Studies course. Sixth grade students study Latin America, Canada, Europe, and 6/9/2016
Australia. The goal of this two-year course is to acquaint middle school students with the world in which they live. The geography
domain includes both physical and human geography. The intent of the geography domain is for students to begin to grasp the
importance geography plays in their everyday lives. The government/civics domain focuses on selected types of government found in the
various areas so that students begin to understand the variety of governments in the world. The economics domain builds on the K-5
economics standards; however, the focus shifts from the United States to how other countries answer the basic questions of economics.
The history domain focuses on major events in each region during the twentieth and twenty-first centuries.
The history domain focuses on major events in each region during the twentieth and twenty-first centuries.
The history domain focuses on major events in each region during the twentieth and twenty-first centuries. This course is to be used only
as remediation or enrichment, not in lieu of 6th grade social studies.
The history domain focuses on major events in each region during the twentieth and twenty-first centuries. This course is to be used only
as remediation or enrichment, not in lieu of 6th grade social studies.
Seventh grade is the second year of a two-year World Area Studies course. Seventh grade students study Africa and Asia. The goal of 6/9/2016
this two-year course is to acquaint middle school students with the world in which they live. The geography domain includes both
physical and human geography. The intent of the geography domain is for students to begin to grasp the importance geography plays in
their everyday lives. The government/civics domain focuses on selected types of government found in the various areas in order to help
students begin to understand the variety of governments in the world. The economics domain builds on the K-5 economics standards;
however, the focus shifts from the United States to how other countries answer the basic questions of economics. The history domain
focuses primarily on significant events in each region from the twentieth and twenty-first centuries.
focuses primarily on significant events in each region from the twentieth and twenty-first centuries.
Seventh grade is the second year of a two year World Area Studies course. Seventh grade students study Africa and Asia. The goal of this 6/9/2016
two year course is to acquaint middle school students with the world in which they live. The geography domain includes both physical
and human geography. The intent of the geography domain is for students to begin to grasp the importance geography plays in our
everyday lives. The government/civics domain focuses on selected types of government found in the various areas so as to help students
begin to understand the variety of governments in the world. The economics domain builds on the K-5 economics, however, the focus
shifts from the United States to how other countries answer the basic questions of economics. The history domain focuses primarily
significant events in each region from the twentieth and twenty-first centuries.

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Course Description
focuses primarily on significant events in each region from the twentieth and twenty-first centuries. This course is to be used only as
remediation or enrichment, not in lieu of 7th grade social studies.
focuses primarily on significant events in each region from the twentieth and twenty-first centuries. This course is to be used only as
In eighth grade, students study Georgia geography, history, government, and economics. While the four strands are interwoven, ample 6/9/2016
opportunity is also provided for in-depth study of the geography of Georgia and the government of Georgia. U.S. historical events are
included, as appropriate, to ensure students understand Georgia’s role in the history of the United States.
included, as appropriate, to ensure students understand Georgia’s role in the history of the United States. This course is to be used only as
included, as appropriate, to ensure students understand Georgia’s role in the history of the United States. This course is to be used only as
Compares major religions of the world; covers ethical-philosophical teachings, historical development, social and cultural impact on 3/5/2008
various societies and commonalities found in all religions. Integrates and reinforces social studies skills.
Analyzes current issues and influences that are related to these issues and examines how decisions are made concerning those issues. 3/5/2008
Integrates and reinforces social studies skills.
Investigates issues and societal changes that resulted in scientific and technological breakthroughs and stresses the decision-making 3/5/2008
process for these issues. Integrates and reinforces social studies skills. There are no QCC's or GPS's associated with this course.
Examines the interaction between information, technology and society. Designed to help students develop a systematic problem solving 3/5/2008
approach to processing and analyzing information using a range of information tools. The course also focuses on the impact of modern
information technology on individuals, on relationships among people, and on institutions and societies.
Examines the interaction between information, technology and society. Designed to help students develop a systematic problem solving 3/5/2008
approach to processing and analyzing information using a range of information tools. The course also focuses on the impact of modern
information technology on individuals, on relationships among people, and on institutions and societies.
Investigates philosophical ideas and values in human affairs with history and philosophy as the basis. Provides an interdisciplinary 3/5/2008
approach that embraces literature, language, composition, music and art, science and mathematics. Provides the curriculum connections
that encourage analytical, comparative and critical thinking skills development.
Psychology is the scientific study of behavior and mental processes. It is a unique science that often necessitates the use of special 6/9/2016
measurements and research methods. The course has four sections: psychological foundations and research, biological foundations,
change in behavior and cognition, and variability of behavior among individual and groups.
Conforms to College Board topics for the Advanced Placement Introductory Psychology Examination. Covers methods, approaches and 3/5/2008
the history of psychology as a science, biological bases of behavior, sensation and perception, states of consciousness, learning,
cognition, motivation and emotion, developmental psychology, personality, testing and individual differences, abnormal psychology,
treatment of psychological disorders and social psychology.
Gives students a broad understanding of psychology and of its different theoretical approaches. Guides students through the study of 3/5/2008
human behavior by examining key topics from four distinct perspectives: behavioral; cognitive; humanistic/ phenomenological; and
psychodynamic.
Gives students a broad understanding of psychology and of its different theoretical approaches. Guides students through the study of
human behavior by examining key topics from four distinct perspectives: behavioral; cognitive; humanistic/ phenomenological; and
psychodynamic.
6/11/2015
6/11/2015
12/1/2016
12/1/2016
Investigates humans from prehistory to the present. Focuses on aspects of human development, humanity and its social adaptations, 3/5/2008
biological development and cultural adaptations. Integrates and reinforces social studies skills.
This course is an introductory study in sociology, the study of social behavior and the organization of human society. Students will learn 6/9/2016
about the historical development of the field of sociology and the procedures for conducting research in sociology. Students will also
learn the importance and role of culture, social structure, socialization, and social change in today’s society.
Examines the diversity of American society; focuses on various ethnic groups that make up the American population. Covers cultural 3/5/2008
orientation, contributions of each group and cultural perspectives of each group. Integrates and reinforces social studies skills.

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Course Description
Conforms to College Board topics for the Advanced Placement United States Government and Politics Examination. Covers federalism, 3/5/2008
separation of powers, influences on the formulation and adoption of the Constitution, political beliefs, political parties and elections,
interest groups, institutions and policy processes and civil liberties and civil rights. (may substitute for 45.05700)
Conforms to College Board topics for the Advanced Placement Comparative Government and Politics Examination. Covers sources of 3/5/2008
public authority and political power, society and politics, citizen and state, political framework, political change and an introduction to
comparative politics.
Focuses on the philosophical basis for our judicial system and the history of the development of the law. Examines major court decisions 3/5/2008
and the consequences of those decisions for society. Integrates and reinforces social studies skills.
Analyzes the foundations and functions of the American legal system. Examines types of laws, the individual's relationship to the law 3/5/2008
and major court decisions. Integrates and reinforces social studies skills.
The government course provides students with a background in the philosophy, functions, and structure of the United States government. 6/9/2016
Students examine the philosophical foundations of the United States government and how that philosophy developed. Students also
examine the structure and function of the United States government and its relationship to states and citizens. This course meets the
state’s Citizenship requirement for graduation.
This elective course offers students an understanding of the basic legal components of the legal and criminal justice system in the United 3/5/2008
States. The entire course examines how the law and ethics are related and are pursued within our legal system. There are no QCC's or
GPS's associated with this course.
This course is intended for use by systems that choose to provide some credit for student government, leadership internships, or academic 3/5/2008
leadership course work outside of the classroom.
Economics is the study of how individuals, businesses, and governments make decisions about the allocation of scarce resources. The 6/9/2016
economics course provides students with a basic foundation in the field of economics. The course has five sections: fundamental
concepts, microeconomics, macroeconomics, international economics, and personal finance. In each area, students are introduced to
major concepts and themes concerning that aspect of economics. These sections and the standards and elements therein may be taught in
any order or sequence.
Conforms to College Board topics for the Advanced Placement Macroeconomics Examination. Covers basic economic concepts, 3/5/2008
measurement of economic performance, national income and price determination and international economics and growth. (may
substitute for 45.06100)
Conforms to College Board topics for the Advanced Placement Microeconomics Examination. Covers basic economic concepts, the 3/5/2008
nature and functions of product markets, factor markets and efficiency, equity and the role of government. (may substitute for 45.06100)
Identifies major political and economic theories and systems; compares the United State's political and economic systems with these of 3/5/2008
other major countries and discusses how the systems interact.
Focuses on an in-depth introduction to both microeconomic and macroeconomic functions, including the analysis of international trade, 3/5/2008
economic growth and development. Course may substitute for Economics (45.06100).
Financial literacy describes the skills needed for understanding the interactions of people with money and related matters. The course is 2/23/2017
designed to help students develop that understanding by describing, analyzing, and evaluating many financial topics that most students
will directly experience. The standards in the course are consistent with nationally recognized concepts that are important to healthy
financial literacy. The elements of the course are aligned with current technology and laws - both of which can change rapidly - so
instructors should verify any information they feel may be outdated. The standards and elements can be taught in any sequence.
The world geography course provides students with an analytical view of how geographic factors have and continue to influence human 6/9/2016
behavior on the earth. Students will examine how the physical and cultural geographic factors contribute to varying levels of cooperation
within the major world regions. Additionally, students will examine the importance that political, environmental, and economic factors
have in a region’s development.
Examines the geographic, political, economic and cultural development of Asian societies emphasizing selected case studies. 3/5/2008
Examines the geographical, political, economic and cultural development of Latin American societies emphasizing selected case studies. 3/5/2008
Examines the geographical, political, economic and cultural development of Middle Eastern societies emphasizing selected case studies. 3/5/2008
There are no QCC's or GPS's associated with this course.
Examines the geographical, political, economic and cultural development of African societies emphasizing selected case studies. There 3/5/2008
are no QCC's or GPS's associated with this course.
Examines the geographic, historic, cultural and economic development of the local community; emphasizes the role of its people and 3/5/2008
institutions and the impact of the natural features. Integrates and reinforces social studies skills.
Conforms to the College Board topics for Advanced Placement Human Geography. 3/5/2008
Conforms to the IB topics for Geography. 3/5/2008
The high school United States history course provides students with a survey of major events and themes in United States history. The 6/9/2016
course begins with English settlement and concludes with significant developments in the early 21st Century
Conforms to the College Board topics for Advanced Placement World History. Includes study of cultural, political, social and economic 3/5/2008
history. Stresses research and writing skills. (May substitute for 45.08300)
Explores United States History through film. This course includes analysis and interpretation of events through both print and film. 3/5/2008
There are no QCC's or GPS's associated with this course.
Conforms to College Board topics for the Advanced Placement United States History Examination. Covers discovery and settlement, 3/5/2008
Colonial Society, the American Revolution, Constitution and the New Republic, Age of Jefferson, Nationalism, Sectionalism, Territorial
Expansion, Civil War, Reconstruction, Industrialization, Progressive Era, World War I, Depression, New Deal, World War II, The Cold
War, through modern times. (May substitute for 45.08100)
The high school world history course provides students with a comprehensive, intensive study of major events and themes in world 6/9/2016
history. Students begin with a study of the earliest civilizations worldwide and continue to examine major developments and themes in all
regions of the world. The course culminates in a study of change and continuity and globalization at the beginning of the 21st century.
Conforms to College Board topics for the Advanced Placement European History Examination. Covers intellectual and cultural history, 3/5/2008
political and diplomatic history and social and economic history.
Investigates the history of Georgia, from pre-historic time to the present. Integrates and reinforces social studies skills. There are no 3/5/2008
QCC's or GPS's associated with this course.
Investigates the development of the local community, emphasizing its people, institutions and heritage. Covers the development of the 3/5/2008
changing community over time; integrates and reinforces social studies skills.
Emphasizes the comprehensive study of the colonization, development, independence and formative periods in United States history 3/5/2008
during the period of 1500 to 1995 with the emphasis on 1800 to 1995. Examines the social, political and cultural trends from a regional
perspective.
Conforms to the International Baccalaureate topics for study for 20th Century History. 3/5/2008
Investigates United States Military History from 1918 to the present. Includes analysis of major battles, strategies, and weapon 3/5/2008
development. Integrates and reinforces social studies skills, especially map and globe skills. There are no QCC's or GPS's associated
with this course.
Investigates United States Military History up to 1918. Includes analysis of major battles, strategies, and weapon development. 3/5/2008
Integrates and reinforces social studies skills, especially map and globe skills. No QCC or GPS associated with this course. There are no
QCC's or GPS's associated with this course.
The study of 20th century presidents. No QCC or GPS associated with this course. There are no QCC's or GPS's associated with this 3/5/2008
course.

May 15, 2014 • 87 of 138
Effective Date
Course Description
Higher level: Promotes the acquistion and understanding of historical knowledge in breath and in depth, and across different cultures and 3/5/2008
encourages an appreciation and understanding of history as a discipline, including the nature and diversity of its sources, methods and
interpretations.
Focuses on global interrelationships, analyzing strategic geographic, political, economic and social issues that influence the United States' 3/5/2008
relationships with other countries in an interdependent world.
Examines a region of the world, focusing on an investigation of the geographic, historic, cultural, economic and political development of 3/5/2008
the region. Might involve such topics as population, urbanization, environment and food supply. There are no QCC's or GPS's
associated with this course.
Offers an opportunity for a structured internship which includes career development activities in which students reflect on their on-site 3/5/2008
learning experiences in terms of their long-term career goals. Emphasizes business culture in different parts of the world as well as global
trends and business trends.
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May 15, 2014 • 88 of 138
Standard
CCGPS; QCC
60.00100 Kindergarten French
GPS
60.00200 French/Grade 1
GPS
GPS
GPS
GPS
GPS
GPS
GPS
GPS
60.01100 French I
GPS
60.01110 French VIII
GPS
60.01120 IB French, Year One, not a first or second year course
IB

May 15, 2014 • 89 of 138
Standard
CCGPS; QCC
60.01130 IB French, Year Two, not a first or second year course
IB
60.01140 IB French, ab initio, Year One First Year
IB
60.01150 IB French, ab initio, Year Two Second Year
IB
60.01200 French II
GPS
60.01300 French III
GPS
60.01400 French IV
GPS
60.01500 French V
GPS
60.01600 French VI
GPS
60.01700 Advanced Placement French/Language and Culture
AP
60.01900 French VII
GPS
60.02100 Kindergarten Italian
GPS
60.02200 Italian/Grade 1
GPS
GPS
GPS
GPS
GPS

May 15, 2014 • 90 of 138
Standard
CCGPS; QCC
GPS
GPS
GPS
60.02910 IB Italian, Year One IB
60.02920 IB Italian, Year Two IB
60.03100 Italian I
GPS
60.03200 Italian II
GPS
60.03300 Italian III
GPS
60.03400 Italian IV
GPS
60.03500 Italian V
GPS
60.04100 Kindergarten Portuguese
GPS
60.04200 Portuguese/Grade 1
GPS
GPS
GPS
GPS
GPS

May 15, 2014 • 91 of 138
Standard
CCGPS; QCC
GPS
GPS
GPS
60.05100 Portuguese I
GPS
60.05200 Portuguese II
GPS
60.05300 Portuguese III
GPS
60.05400 Portuguese IV
GPS
60.05500 Portuguese V
GPS
60.06100 Kindergarten Spanish
GPS
60.06200 Spanish/Grade 1
GPS
GPS
GPS
GPS
GPS

May 15, 2014 • 92 of 138
Standard
CCGPS; QCC
GPS
GPS
GPS
60.07100 Spanish I
GPS
60.07110 Spanish VII
GPS
60.07120 Spanish VIII
GPS
60.07130 IB Spanish, Year One, not a first or second year course
IB
60.07140 Workplace Spanish
GPS
60.07150 Advanced Workplace Spanish
GPS
60.07160 IB Spanish, Year Two, not a first or second year course
IB
60.07170 IB Spanish, ab initio, Year One
IB
60.07180 IB Spanish, ab initio, Year Two
IB
60.07200 Spanish II
GPS
60.07300 Spanish III
GPS
60.07400 Spanish IV
GPS
60.07500 Spanish V
GPS
60.07600 Spanish VI
GPS
60.07700 Advanced Placement Spanish/Language
AP
60.07810 IB Spanish A, Year One
IB
60.07820 IB Spanish A, Year Two
IB

May 15, 2014 • 93 of 138
Standard
CCGPS; QCC
60.07900 Spanish for Native Spanish Speakers Level 1
GPS
60.07910 Spanish for Native Spanish Speakers Level 2
GPS
60.07920 Spanish for Native Spanish Speakers Leve 3
GSE
60.08100 Connections French
GPS
60.08110 Advanced Placement Spanish Literature and Culture
AP
60.08200 Connections Italian
GPS
60.08300 Connections Portuguese
GPS
60.08400 Connections Spanish
GPS
60.08500 Connections German
GPS
60.08600 Connections Latin
GPS
60.08700 Connections Russian
GPS
60.08800 Connections Chinese
GPS
60.08900 Connections Japanese
GPS
60.09100 Connections Korean
GPS
60.09200 Connections Arabic
GPS

May 15, 2014 • 94 of 138
Standard
CCGPS; QCC
60.09300 Connections Hebrew
GPS
60.09400 Connections Swahili
GPS
61.00100 Kindergarten German
GPS
61.00200 German/Grade 1
GPS
GPS
GPS
GPS
GPS
GPS
GPS
GPS
61.01100 German I
GPS
61.01110 Magnet German World Studies Seminar
GPS
61.01120 IB German, Year One, not a first or second year course
IB

May 15, 2014 • 95 of 138
Standard
CCGPS; QCC
61.01130 IB German, Year Two, not a first or second year course
IB
61.01170 International Baccalaureate German, ab initio,Year One IB
61.01180 International Baccalaureate German, ab initio,Year Two IB
61.01200 German II
GPS
61.01300 German III
GPS
61.01400 German IV
GPS
61.01500 German V
GPS
61.01600 German VI
GPS
61.01700 Advanced Placement German/Language and Culture
AP
61.01800 German VII
GPS
61.01900 German VIII
GPS
61.02100 Greek (Classical) I
GPS
61.02200 Greek (Classical) II
GPS
61.02300 Greek (Classical) III
GPS
61.02400 Greek (Classical) IV
GPS
61.02500 Greek (Classical) V
GPS
61.02600 IB Greek, Year One IB
61.02610 IB Greek, Year Two IB
61.03100 Kindergarten Latin
GPS
61.03200 Latin/Grade 1
GPS
GPS
GPS
GPS
GPS
GPS
GPS
GPS
61.04100 Latin I
GPS
61.04110 Latin VIII
GPS
61.04120 IB Latin, Year One, not a first or second year course
IB

May 15, 2014 • 96 of 138
Standard
CCGPS; QCC
61.04130 IB Latin, Year Two, not a first or second year course
IB
61.04200 Latin II
GPS
61.04300 Latin III
GPS
61.04400 Latin IV
GPS
61.04500 Latin V
GPS
61.04600 Latin VI GPS
61.04800 Advanced Placement Latin
AP
61.04900 Latin VII
GPS
61.05100 Kindergarten Russian
GPS
61.05200 Russian/Grade 1
GPS
GPS
GPS
GPS
GPS

May 15, 2014 • 97 of 138
Standard
CCGPS; QCC
GPS
GPS
GPS
61.06100 Russian I
GPS
61.06200 Russian II
GPS
61.06300 Russian III
GPS
61.06400 Russian IV
GPS
61.06500 Russian V
GPS
61.06600 Russian VI
GPS
61.06700 Russian VII
GPS
61.06800 Russian VIII
GPS
61.06810 IB Russian, Year One IB
61.06820 IB Russian, Year Two IB
61.06830 IB Russian, ab initio, Year One IB
61.06840 IB Russian, ab initio, Year Two IB
62.00100 Kindergarten Chinese
GPS
62.00200 Chinese/Grade 1
GPS
GPS
GPS
GPS

May 15, 2014 • 98 of 138
Standard
CCGPS; QCC
GPS
GPS
GPS
GPS
62.01100 Chinese I
GPS
62.01200 Chinese II
GPS
62.01300 Chinese III
GPS
62.01400 Chinese IV
GPS
62.01500 Chinese V
GPS
62.01600 Chinese VI
GPS
62.01700 Chinese VII
GPS
62.01800 Chinese VIII
GPS
62.01900 IB Chinese, Year One, not a first or second year course
IB
62.01910 IB Chinese, Year Two, not a first or second year course
IB
62.01920 IB Mandarin Chinese, ab initio,Year One IB
62.01930 IB Mandarin Chinese, ab initio,Year Two IB
62.01950 International Baccalaureate Chinese HL
IB
62.01960 Advanced Placement Chinese Language and Culture
AP
62.02100 Kindergarten Japanese
GPS
62.02200 Japanese/Grade 1
GPS

May 15, 2014 • 99 of 138
Standard
CCGPS; QCC
GPS
GPS
GPS
GPS
GPS
GPS
GPS
62.03100 Japanese I
GPS
62.03200 Japanese II
GPS
62.03300 Japanese III
GPS
62.03400 Japanese IV
GPS
62.03500 Japanese V
GPS
62.03600 Japanese VI
GPS
62.03700 Japanese VII
GPS
62.03800 Japanese VIII
GPS
62.03900 Advanced Placement Japanese Language and Culture
AP
62.03920 IB Japanese, Year One
IB

May 15, 2014 • 100 of 138
Standard
CCGPS; QCC
62.03930 IB Japanese, Year Two
IB
62.04100 Kindergarten Korean
GPS
62.04200 Korean/Grade 1
GPS
GPS
GPS
GPS
GPS
GPS
GPS
GPS
62.05100 Korean I
GPS
62.05200 Korean II
GPS
62.05300 Korean III
GPS
62.05400 Korean IV
GPS
62.05500 Korean V
GPS
May 15, 2014 • 101 of 138
Standard
CCGPS; QCC
62.06100 Turkish I
GPS
62.06200 Turkish II
GPS
62.06300 Turkish III
GPS
62.06400 Turkish IV
GPS
62.07100 Hindi I
GPS
62.07200 Hindi II
GPS
62.07300 Hindi III
GPS
62.07400 Hindi IV
GPS
62.07500 Hindi V
GPS
62.08100 Urdu I
GPS
62.08200 Urdu II
GPS
62.08300 Urdu III
GPS
62.08400 Urdu IV
GPS
62.08500 Urdu V
GPS
63.00100 Kindergarten Arabic
GPS
63.00200 Arabic/Grade 1
GPS
GPS
GPS
GPS
GPS

May 15, 2014 • 102 of 138
Standard
CCGPS; QCC
GPS
GPS
GPS
63.01100 Arabic I
GPS
63.01200 Arabic II
GPS
63.01300 Arabic III
GPS
63.01400 Arabic IV
GPS
63.01500 Arabic V
GPS
63.01600 Arabic VI
GPS
63.01700 IB Arabic, Year One, not a first or second year course
IB
63.01800 IB Arabic, Year Two, not a first or second year course IB
63.01900 IB Arabic, ab initio, Year One
IB
63.01910 IB Arabic, ab initio, Year Two IB
63.02100 Kindergarten Hebrew
GPS
63.02200 Hebrew/Grade 1
GPS
GPS
GPS
GPS

May 15, 2014 • 103 of 138
Standard
CCGPS; QCC
GPS
GPS
GPS
GPS
63.03100 Hebrew I
GPS
63.03200 Hebrew II
GPS
63.03300 Hebrew III
GPS
63.03400 Hebrew IV
GPS
63.03500 Hebrew V
GPS
63.03600 IB Hebrew, Year One IB
63.03610 IB Hebrew, Year Two IB
63.04100 Kindergarten Swahili
GPS
63.04200 Swahili/Grade 1
GPS
GPS
GPS
GPS

May 15, 2014 • 104 of 138
Standard
CCGPS; QCC
GPS
GPS
GPS
GPS
63.05100 Swahili I
GPS
63.05200 Swahili II
GPS
63.05300 Swahili III
GPS
63.05400 Swahili IV
GPS
63.05500 Swahili V
GPS
63.06100 Farsi I
GPS
63.06200 Farsi II
GPS
63.06300 Farsi III
GPS
63.06400 Farsi IV
GPS
63.06500 Farsi V
GPS
64.00100 American Sign Language Kindergarten
GPS
64.00200 American Sign Language Grade 1
GPS
GPS
GPS
GPS
GPS
GPS
GPS
GPS
64.03100 American Sign Language I
GPS
64.03200 American Sign Language II
GPS
64.03300 American Sign Language III
GPS
64.03400 American Sign Language IV
GPS
64.03500 American Sign Language V
GPS

May 15, 2014 • 105 of 138
Standard
CCGPS; QCC
64.03600 American Sign Language VI
GPS
65.01000 Native Language (Not English) GPS
65.02000 Native Language Reading and Literacy I
GPS
65.02100 Native Language Reading and Literacy II
GPS
65.03000 IB Language A1 IB
66.01000 World Language - Level I (Less commonly taught
language)
GPS

May 15, 2014 • 106 of 138
Effective Date
Course Description
The Kindergarten language course focuses on the development of communicative competence in the target language and understanding 3/5/2008
of the culture(s) of the people who speak the language. It assumes that the students have minimal or no prior knowledge of the language
and culture. The major means of communication between students and instructors will be in the target language. Because students may
begin formal language learning at various stages of their cognitive development, teachers must adjust vocabulary and content to reflect
developmentally appropriate interests. An important component of language classes is the use of the language beyond the classroom in
the real world. The integration of technology is an important tool in accessing authentic information in the target language and in
providing students the opportunity to interact with native speakers. By the end of Kindergarten, students will exhibit Novice-Low
proficiency in speaking, listening, writing and reading (ACTFL Proficiency Guidelines 1999).
The Grade 1 language course focuses on the development of communicative competence in the target language and understanding of the 3/5/2008
culture(s) of the people who speak the language. It assumes that the students have minimal or no prior knowledge of the language and
culture. The major means of communication between students and instructors will be in the target language. Because students may begin
formal language learning at various stages of their cognitive development, teachers must adjust vocabulary and content to reflect
providing students the opportunity to interact with native speakers. By the end of Grade 1, students will exhibit Novice-Mid level
proficiency in speaking, writing, listening, and reading (ACTFL Proficiency Guidelines, 1999).
proficiency in speaking and writing, listening, and reading (ACTFL Proficiency Guidelines, 1999).
proficiency in speaking and writing and Novice-High level proficiency in listening, and reading (ACTFL Proficiency Guidelines, 1999).
providing students the opportunity to interact with native speakers. By the end of Grade 4, students will exhibit Novice-High level
Introduces the French language; emphasizes all skills: listening, speaking, reading, and writing in an integrated way. Includes how to 3/5/2008
greet and take leave of someone, to ask and respond to basic questions, to speak and read within a range of carefully selected topics and
to develop an understanding of French-speaking cultures.
Enhances skills in French and provides opportunities to increase levels of proficiency in all skill areas. Emphasizes a deeper 3/5/2008
understanding of French culture through advanced reading and advanced level topics for discussion and composition.
The IB Second Language courses Standard Level offers student an enriched study of language, literature, and culture with relevance to 3/5/2008
international societies. Students review all language concepts and study representative writers in the original language independently and
in groups. Students are immersed in a culturally rich environment in which they actively participate. They are assessed on effective and
accurate communication. Tasks of the advanced language learner include use of the language within and outside of school, information
and communication via technology, involvement in activities for personal enrichment and career development – all working to produce a
lifelong learner. To achieve an appreciation and understanding of cultures, students will partake in interactive endeavors and a culturally
rich environments where their ability to communicate effectively and accurately plays an essential role. Students will be exposed to
topics through thematic units and will demonstrate understanding and competence by presenting individual and group projects.

May 15, 2014 • 107 of 138
Effective Date
Course Description
The IB Second Language courses Higher Level offers students an enriched study of language, literature, and culture with relevance to 3/5/2008
lifelong learner. To achieve an appreciation and understanding of cultures, students will partake in higher-level interactive endeavors and
culturally rich environments where their ability to communicate effectively and accurately plays an essential role. Students will be
exposed to topics through thematic units and will demonstrate understanding and competence by presenting individual and group
projects.
IB World Language abinitio 1 courses emphasize the development of the student’s linguistic competence in a second language. Students 3/5/2008
explore the target through examining a wide variety of media written in the language. Newspapers and magazines, films, plays and
novels all aid in the growth of the student's linguistic abilities and allow students to gain an appreciation of the culture(s) in which the
language is spoken.
IB World Language abinitio 2 courses further develop the student’s linguistic competence in a second language. Students explore the 3/5/2008
target through examining a wide variety of media written in the language. Newspapers and magazines, films, plays and novels all aid in
the growth of the student's linguistic abilities and allow students to gain an appreciation of the culture(s) in which the language is spoken.
Enhances Level One skills in French and provides opportunities to develop listening, speaking, reading, and writing skills in an 3/5/2008
integrated way. Provides continued practice in how to greet and take leave of someone, to ask and respond to basic questions, and to
speak and read within a range of carefully selected topics. Provides opportunities to increase understanding of French-speaking cultures.
Enhances Level Two skills in French and provides further opportunities to increase listening, speaking, reading, and writing skills in an 3/5/2008
integrated way. Provides continued practice in previous topics and introduces new topics; offers further opportunities to increase
understanding of French-speaking cultures.
Enhances Level Three skills in French and provides further opportunities to increase listening, speaking, reading, and writing skills in an 3/5/2008
integrated way. Provides continued language development through exploration of familiar and unfamiliar topics and provides
opportunities to develop a broader and more extensive understanding of French-speaking cultures.
Enhances Level Four skills in French, provides opportunities to increase levels of proficiency in all skill areas and to deepen 3/5/2008
understanding of French-speaking cultures.
Enhances Level Five skills in French and provides opportunities to increase levels of proficiency in all skill areas and to deepen 3/5/2008
understanding of French-speaking cultures. Offers further opportunities to study French literature and advanced level topics.
Conforms to College Board topics for the Advanced Placement French Language Examination. Emphasizes using the language for active 3/5/2008
communication. Stresses the ability to understand French in various contexts, to develop a vocabulary sufficient for reading newspapers,
magazines, literary texts, and other nontechnical writing and to express oneself in speech and in writing coherently, fluently and
accurately.
Enhances skills in French and provides opportunities to increase levels of proficiency in all skill areas. Emphasizes a deeper 3/5/2008
understanding of French culture through advanced reading and advanced level topics for discussion and composition.

May 15, 2014 • 108 of 138
Effective Date
Course Description
Introduces the Italian language; emphasizes all skills: listening, speaking, reading, and writing in an integrated way. Includes how to 3/5/2008
to develop an understanding of Italian culture.
Enhances Level One skills in Italian and provides opportunities to develop listening, speaking, reading, and writing skills in an integrated 3/5/2008
way. Provides continued practice in how to greet and take leave of someone, to ask and respond to basic questions, to speak and read
within a range of carefully selected topics and to increase understanding of Italian culture.
Enhances Level Two skills in Italian and provides further opportunities to increase listening, speaking, reading, and writing skills in an 3/5/2008
understanding of Italian culture.
Enhances Level Three skills in Italian and provides further opportunities to increase listening, speaking, reading, and writing skills in an 3/5/2008
opportunities for a broader and more extensive understanding of Italian culture.
Enhances Level Four skills in Italian, provides opportunities to increase levels of proficiency in all skill areas and to deepen 3/5/2008
understanding of Italian culture.

May 15, 2014 • 109 of 138
Effective Date
Course Description
Introduces the Portuguese language; emphasizes all skills: listening, speaking, reading, and writing. Includes how to greet and take leave 3/5/2008
of someone, to ask and respond to basic questions, to speak and read within a range of carefully selected topics and to develop an
understanding of Portuguese-speaking cultures.
Enhances Level One skills in Portuguese and provides opportunities to develop listening, speaking, reading, and writing skills in an 3/5/2008
integrated way. Provides continued practice in how to greet and take leave of someone, to ask and respond to basic questions, to speak
and read within a range of carefully selected topics and to increase understanding of Portuguese-speaking cultures.
Enhances Level Two skills in Portuguese and provides further opportunities to increase listening, speaking, reading, and writing skills in 3/5/2008
an integrated way. Provides continued practice in previous topics and introduces new topics; offers further opportunities to increase
understanding of Portuguese-speaking cultures.
Enhances Level Three skills in Portuguese and provides further opportunities to increase listening, speaking, reading, and writing skills in 3/5/2008
an integrated way. Provides continued language development through exploration of familiar and unfamiliar topics and provides
opportunities for a broader and more extensive understanding of Portuguese-speaking cultures.
Enhances Level Four skills in Portuguese, provides opportunities to increase levels of proficiency in all skill areas and provides 3/5/2008
opportunities to deepen understanding of Portuguese-speaking cultures.

May 15, 2014 • 110 of 138
Effective Date
Course Description
Introduces the Spanish language; emphasizes all skills: listening, speaking, reading, and writing skills in an integrated way. Includes how 3/5/2008
to greet and take leave of someone, to ask and respond to basic questions, to speak and read within a range of carefully selected topics
and to develop an understanding of Spanish-speaking cultures.
Enhances skills in Spanish and provides opportunities to increase levels of proficiency in all skill areas. Emphasizes a deeper 3/5/2008
understanding of Spanish-speaking cultures through advanced reading and advanced level topics for discussion and composition.
Enhances skills in Spanish and provides opportunities to increase levels of proficiency in all skill areas. Emphasizes a deeper 3/5/2008
understanding of Spanish speaking cultures through advanced reading and advanced level topics for discussion and composition.
Prepares students for the examination of the International Baccalaureate (Spanish) in advanced listening, oral, reading, writing, and text 3/5/2008
handling skills with a wide range of oral and written texts on themes that explore change, groups in society and leisure.
Students learn specific vocabulary and phrases related to the work environment in such concerns as work safety, security, and simple 3/5/2008
directions appropriate to communicating with employees whose first language is Spanish. Emphasis is placed on oral and listening
applications of the language in the workplace, especially as a means of effecting better functional cross- communication between English
and Spanish speakers.
Students learn advanced vocabulary and phrases related to the work environment in such concerns as work safety, security, and simple 3/5/2008
directions appropriate to communicating with employees whose first language is Spanish. Advanced emphasis is placed on industry-
related vocabulary and speaking and listening applications in the workplace, especially as a means of effecting better functional cross-
communication between English and Spanish speakers.
projects.
IB World Language abinitio 1 courses emphasize the development of the student’s linguistic competence in a second language. Students 3/5/2008
explore the target through examining a wide variety of media written in the language. Newspapers and magazines, films, plays and
novels all aid in the growth of the student's linguistic abilities and allow students to gain an appreciation of the culture(s) in which the
language is spoken.
IB World Language abinitio 2 courses further develop the student’s linguistic competence in a second language. Students explore the 3/5/2008
target through examining a wide variety of media written in the language. Newspapers and magazines, films, plays and novels all aid in
the growth of the student's linguistic abilities and allow students to gain an appreciation of the culture(s) in which the language is spoken.
Enhances Level One skills in Spanish and provides opportunities to develop listening, speaking, reading, and writing skills in an 3/5/2008
and read within a range of carefully selected topics and to increase understanding of Spanish-speaking cultures.
Enhances Level Two skills in Spanish and provides further opportunities to increase listening, speaking, reading, and writing skills in an 3/5/2008
understanding of Spanish-speaking cultures.
Enhances Level Three skills in Spanish and provides further opportunities to increase listening, speaking, reading, and writing skills in an 3/5/2008
opportunities for a broader and more extensive understanding of Spanish-speaking cultures.
Enhances Level Four skills in Spanish, provides opportunities to increase levels of proficiency in all skill areas and to deepen 3/5/2008
understanding of Spanish-speaking cultures.
Enhances Level Five skills in Spanish, provides opportunities to increase levels of proficiency in all skill areas and to deepen 3/5/2008
understanding of Spanish-speaking cultures. Offers further opportunities to study Spanish literature and advanced level topics.
Conforms to College Board topics for the Advanced Placement Spanish Language Examination. Emphasizes the ability to comprehend 3/5/2008
formal and informal spoken Spanish, to acquire the vocabulary and grasp of structure to read newspapers, magazines and Hispanic
literature, to compose expository passages and to speak accurately and fluently.
Language B Standard Level (SL) and Higher Level (HL) are language acquisition courses for students with some previous experience of
learning the language. While studying the language, students also explore the culture(s) connected with it. Higher and standard levels are
differentiated by the recommended teaching hours, the depth of syllabus coverage, the required study or literature at HL, and the level of
difficulty and requirements of the assessment tasks and criteria.
The course is organized into themes. Three core themes are required: communication and media, global issues, and social relationships.
In addition, at both HL and SL, teachers select two more themes from five options provided. Finally, two works of literature are studied
at HL only.
at HL only.

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Course Description
Designed for Heritage Language Learners of Spanish, this course can accommodate a wide range of Heritage language learners, from 3/5/2008
those who are minimally functional (can comprehend Spanish but are not able to speak fluently, read or write) to those who are more
proficient and literate in Spanish. The recommended entrance requirement for the beginning level is at the Intermediate-Mid level of
proficiency in listening comprehension on the ACTFL scale. It is not necessary that students speak at the Intermediate level prior to
entering the course. This course will develop reading, writing, speaking and listening skills. The student will also develop an awareness
and understanding of Hispanic cultures, such as language variations, customs, geography and current events.
Designed for Heritage Language Learners of Spanish, this course can accommodate a wide range of Heritage language learners, from 3/5/2008
those who are somewhat functional (can comprehend spoken Spanish but speak haltingly and need improvement in reading and/or
writing) to those who are more proficient and literate in Spanish. The recommended entrance requirement is at the Intermediate-High
level of proficiency in listening comprehension on the ACTFL scale and an Intermediate-Mid level of proficiency in reading, writing and
speaking. This course will continue to develop reading, writing, speaking and listening skills and will promote a deeper understanding of
the Hispanic cultures, such as language variations, customs, geography, history, and current events.
The Spanish for Native Speakers (SNS) level III course is designed for heritage/native learners of Spanish who bring strong proficiency 1/17/2019
and literacy skills in Spanish as well as for those who have completed Spanish for Native Speakers II. The recommended entrance
requirement for the Spanish for Native Speakers III is the Intermediate-High to Advanced-Low level of proficiency in listening
comprehension on the ACTFL scale, and Intermediate-High level of proficiency in reading, writing, and speaking. This course focuses
on the development of advanced communicative competence in reading, writing, speaking and listening and viewing, refining language
forms and structures with an eye toward use of Spanish in professional settings, and development of a deep understanding of Hispanic
cultures and issues of identity of heritage/native speakers of Spanish in the United States.
Connections courses in modern languages other than English introduce students to the study of other languages. Students use components 3/5/2008
of language, make observations about languages and cultures, develop language study skills, and/or acquire simple communicative skills
in a second language. The goal for these courses is as much exposure as possible to the language as well as the target culture. Outcomes
may include an improvement in the ability to communicate in English, a facilitation of learning other languages, and a deeper
appreciation of other cultures and professional pursuits.
The AP® Spanish Literature and Culture course is designed to provide students with a learning experience equivalent to that of an 5/29/2013
introductory college course in literature written in Spanish. The course introduces students to the formal study of a representative body of
texts from Peninsular Spanish, Latin American, and U.S. Hispanic literature. The course provides opportunities for students to
demonstrate their proficiency in Spanish across the three modes of communication (interpersonal, interpretive, and presentational) and
the five goal areas (communication, cultures, connections, comparisons, and communities) outlined in the Standards for Foreign
Language Learning in the 21st Century. The overarching aims of the course are to provide students with ongoing and varied opportunities
to further develop their proficiencies across the full range of language skills — with special attention to critical reading and analytical
writing — and to encourage them to reflect on the many voices and cultures included in a rich and diverse body of literature written in
Spanish. The inclusion of “and Culture” in the title of the course reflects a purposeful alignment of the course to a standards-based
Spanish curriculum. In particular, the course reflects a meaningful integration of the cultures, connections, and comparisons goal areas of
the Standards. Emphasis is placed on approaching the study of literature through global, historical and contemporary cultural contexts.
Teachers and students are encouraged to make interdisciplinary connections and explore linguistic and cultural comparisons. A key
objective of the course is to encourage students not only to understand and retell the content of the texts they read but also to relate that
content to literary, historical, sociocultural, and geopolitical contexts in Spanish.
The classical languages, including but not limited to Latin and classical Greek, provide a viable alternative and/or addition to the 3/5/2008
exploration of modern languages. The study of a classical language de-emphasizes oral proficiency (without abandoning it) and
emphasizes reading and writing and the development of analytical thinking skills. As a result, the classical languages and their study
promote an awareness of the continuum of human existence from the distant past through the present into the future, culminating in an
appreciation of the historical-cultural-social significance of Western civilization as a rich and diverse heritage from the ancient world.
Other outcomes may include an improvement in the ability to communicate in English, a facilitation of learning other Latin-based
languages, and a deeper appreciation of certain academic and professional pursuits.

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Course Description
Introduces the German language; emphasizes all skills: listening, speaking, reading, and writing in an integrated way. Includes how to 3/5/2008
to develop an understanding of German-speaking cultures.
Develops skills in reading, writing, aural, and oral comprehension through discussions of modern world issues using methodology which 3/5/2008
incorporates abstract thinking. Includes some research.
Prepares students for the examination of the International Baccalaureate (German) in advanced listing, oral, reading, writing, and text 3/5/2008
handling skills with a wide range of oral and written texts on themes that explore change, groups in society and leisure.

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Course Description
Language B Standard Level (SL) and Higher Level (HL) are language acquisition courses for students with some previous experience of 3/5/2008
at HL only.
Enhances Level One skills in German and provides opportunities to develop listening, speaking, reading, and writing skills in an 3/5/2008
and read within a range of carefully selected topics and to increase understanding of German-speaking cultures.
Enhances Level Two skills in German and provides further opportunities to increase listening, speaking, reading, and writing skills in an 3/5/2008
understanding of German-speaking cultures.
Enhances Level Three skills in German and provides further opportunities to increase listening, speaking, reading, and writing skills in 3/5/2008
opportunities for a broader and more extensive understanding of German-speaking cultures.
Enhances Level Four skills in German, provides opportunities to increase levels of proficiency in all skill areas and to increase 3/5/2008
understanding of German-speaking cultures.
Enhances Level Five skills in German, provides opportunities to increase levels of proficiency in all skill areas and to deepen 3/5/2008
understanding of German-speaking cultures. Offers further opportunities to study German literature and advanced level topics.
Conforms to College Board topics for the Advanced Placement German Language Examination. Emphasizes having a strong command 3/5/2008
of vocabulary and structure, understanding spoken German, reading newspapers and magazines, contemporary fiction and non-technical
writing without using a dictionary and expressing ideas orally and in writing accurately and fluently.
Enhances skills in German and provides opportunities to increase levels of proficiency in all skill areas. Emphasizes a deeper 3/5/2008
understanding of German speaking cultures through advanced reading and advanced-level topics for discussion and composition.
Enhances skills in German and provides opportunities to increase levels of proficiency in all skill areas. Emphasizes a deeper 3/5/2008
understanding of German speaking cultures through advanced reading and advanced level topics for discussion and composition.
Introduces students to the ancient Greek language and civilization. Emphasizes the ability to write simple Greek phrases and to 3/5/2008
understand simple Greek passages through reading and writing.
Enhances Level I skills and provides opportunities to translate longer, more challenging passages. Emphasizes how the ancient Greek 3/5/2008
language and civilization has influenced Western civilization.
Enhances previously learned skills and introduces original works by Greek authors. The works of the authors may be selected in any 3/5/2008
order for courses designated at the third, fourth, and fifth year levels. Explores the political, economic and social characteristics
represented in the works studied and examines the various writing styles of the authors.
Latin stories are presented in authentic cultural contexts that are intrinsically interesting to young students. They learn vocabulary and 3/5/2008
sentence patterns, not by rote memorization, but by seeing key words and phrases repeated frequently in the stories and exercises and
often illustrated with diagrams or pictures. Students experience Roman customs, daily life, mythology, historical and legendary figures,
and life in the provinces.
The Latin program offers a comprehensive foundation in the language from the introduction of basic vocabulary and grammar through 3/5/2008
the study of grammatical syntax and literature. Reading comprehension, translation, and Latin prose and composition are explored in the
course. Readings from Roman authors focus on classical culture, history and mythology.
Introduces students to the Latin language and ancient Roman civilization. Emphasizes the ability to write simple Latin phrases and to 3/5/2008
understand simple Latin passages presented orally and in writing.
Enhances skills in Latin and provides for increased levels of proficiency in all skill areas. Emphasizes deeper understanding of Latin 3/5/2008
culture through advanced reading and advanced level topics and composition.
The IB Second Language courses Standard Level offers student an enriched study of language, literature, and culture with relevance to 3/5/2008
lifelong learner. To achieve an appreciation and understanding of cultures, students will partake in interactive endeavors and a culturally
rich environments where their ability to communicate effectively and accurately plays an essential role. Students will be exposed to
topics through thematic units and will demonstrate understanding and competence by presenting individual and group projects.

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projects.
Enhances Level One skills and provides opportunities to translate longer, more challenging passages. Emphasizes how ancient Roman 3/5/2008
language and civilization has influenced Western language and civilization.
Enhances previously learned skills and introduces original works by Latin authors. The works of the authors may be selected in any order 3/5/2008
for courses designated at the third, fourth, and fifth year levels. The authors whose works are studied are Catullus, Cicero, Horace, Ovid,
and Vergil. Selected works from authors such as Aulus Gellius, Juvenal, Livy, Martial, Cornelius, Nepos, Plautus, Sallust, Pliny, as well
as authors from later Latin, can be included. Explores the political, economic, social characteristics represented in the works studied and
examines the various writing styles of the authors.
Enhances Level Five skills and introduces a literary survey of Golden and Silver Age Latin literature within an historical context. 3/5/2008
The AP Latin course is designed to give students the experiences needed to be successful on the College Board AP Latin exam. The 5/29/2013
course’s goals are to develop the students’ abilities to translate the required passages from Caesar’s De bello Gallico and Vergil’s Aeneid
into English as literally as possible, to help them understand the context of the written passages (including the political, historical,
literary, and cultural background of each author and text), and to help them understand the reasons behind the particular style of writing
and the rhetorical devices employed. The course should also help students to be successful in analyzing Latin passages to understand how
and why the author uses the language in a particular way and the effects he is hoping to produce. Students will learn to analyze the text
and draw their own logical conclusions. This course should give students tools to read Latin prose and poetry aloud and with accurate
comprehension and appreciation. For the Vergil text, students will learn dactylic hexameter and how it is used to enhance the text and
create effect, and students will scan the
poetry at least once a week.
Enhances skills in Latin and provides opportunities to increase levels of proficiency in all skill areas. Emphasizes a deeper understanding 3/5/2008
of Latin culture through advanced reading and advanced-level topics for discussion and composition.

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Course Description
Introduces the Russian language; emphasizes all skills: listening, speaking, reading, and writing in an integrated way. Includes how to 3/5/2008
to develop an understanding of Russian-speaking cultures.
Enhances Level One skills in Russian and provides opportunities to develop listening, speaking, reading and writing skills in an 3/5/2008
and read within a range of carefully selected topics and to increase understanding of Russian-speaking cultures.
Enhances Level Two skills in Russian and provides further opportunities to increase listening, speaking, reading, and writing skills in an 3/5/2008
understanding of Russian-speaking cultures.
Enhances Level Three skills in Russian and provides further opportunities to increase listening, speaking, reading, and writing skills in an 3/5/2008
opportunities for a broader and more extensive understanding of Russian-speaking cultures.
Enhances Level Four skills in Russian and provides opportunities to increase levels of proficiency in all skill areas and to deepen 3/5/2008
understanding of Russian-speaking cultures.
Enhances Level Five skills in Russian and provides opportunities to increase levels of proficiency in all skill areas and to deepen 3/5/2008
understanding of Russian-speaking cultures. Offers further opportunities to study Russian literature and advanced level topics.
Enhances skills in Russian and provides opportunities to increase levels of proficiency in all skill areas. Emphasizes a deeper 3/5/2008
understanding of Russian speaking cultures through advanced reading and advanced level topics for discussion and composition.
Enhances skills in Russian and provides opportunities to increase levels of proficiency in all skill areas. Emphasizes a deeper 3/5/2008
understanding of Russian speaking cultures through advanced reading and advanced level topics for discussion and composition.

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Course Description
Introduces the Chinese language; emphasizes all skills: listening, speaking, reading, and writing in an integrated way. Includes how to 3/5/2008
to develop an understanding of Chinese-speaking cultures.
Enhances Level One skills in Chinese and provides opportunities to develop listening, speaking, reading, and writing skills in an 3/5/2008
and read within a range of carefully selected topics and to increase understanding of Chinese-speaking cultures.
Enhances Level Two skills in Chinese and provides further opportunities to increase listening, speaking, reading, and writing skills in an 3/5/2008
understanding of Chinese-speaking cultures.
Enhances Level Three skills in Chinese and provides further opportunities to increase listening, speaking, reading, and writing skills in 3/5/2008
opportunities for a broader and more extensive understanding of Chinese-speaking cultures.
Enhances Level Four skills in Chinese and provides opportunities to increase levels of proficiency in all skill areas and deepen 3/5/2008
understanding of Chinese-speaking cultures.
Enhances Level Five skills in Chinese and provides opportunities to increase levels of proficiency in all skill areas and to deepen 3/5/2008
understanding of Chinese-speaking cultures. Offers further opportunities to study Chinese literature and advanced level topics.
Enhances skills in Chinese and provides opportunities to increase levels of proficiency in all skill areas. Emphasizes a deeper 3/5/2008
understanding of Chinese speaking cultures through advanced reading and advanced-level topics for discussion and composition.
Practicing of Chinese characters will provide the opportunity for proficiency needed to write compositions and correspondences.
Enhances skills in Chinese and provides opportunities to increase levels of proficiency in all skill areas. Emphasizes a deeper 3/5/2008
understanding of Chinese speaking cultures through advanced reading and advanced-level topics for discussion and composition.
Practicing of Chinese characters will provide an opportunity for the proficiency needed to write compositions and correspondences.
Standard level: Prepares students for the examination of the International Baccalaureate (Chinese) in listening, oral, reading, writing, and 3/5/2008
text handling skills with a wide range of oral and written texts on themes that explore change, groups in society and leisure.
Higher level: Prepares students for the examination of the International Baccalaureate (Chinese) in listening, oral, reading, writing, and 3/5/2008
text handling skills with a wide range of oral and written texts on themes that explore change, groups in society and leisure.
A foreign language course for students with little or no previous experience of the target language
A foreign language course for students with little or no previous experience of the target language
projects.
Conforms to College Board topics for the Advanced Placement Language Examination. Emphasizes the ability to comprehend formal 3/5/2008
and informal spoken language, to acquire the vocabulary and grasp of structure to read newspapers, magazines and literature, to compose
expository passages and to speak accurately and fluently.

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Course Description
Introduces the Japanese language; emphasizes all skills: listening, speaking, reading, and writing in an integrated way. Includes how to 3/5/2008
to develop an understanding of Japanese culture.
Enhances Level One skills in Japanese and provides opportunities to develop listening, speaking, reading, and writing skills in an 3/5/2008
and read within a range of carefully selected topics and to increase understanding of Japanese culture.
Enhances Level Two skills in Japanese and provides further opportunities to increase listening, speaking, reading, and writing skills in an 3/5/2008
understanding of Japanese culture.
Enhances Level Three skills in Japanese and provides further opportunities to increase listening, speaking, reading, and writing skills in 3/5/2008
opportunities for a broader and more extensive understanding of Japanese culture.
Enhances Level Four skills in Japanese and provides opportunities to increase levels of proficiency in all skill areas and to deepen 3/5/2008
understanding of Japanese culture.
Enhances Level Five skills in Japanese and provides opportunities to increase levels of proficiency in all skill areas and to deepen 3/5/2008
understanding of Japanese culture. Offers further opportunities to study Japanese literature and advanced level topics.
Enhances skills in Japanese and provides opportunities to increase levels of proficiency in all skill areas. Emphasizes a deeper 3/5/2008
understanding of Japanese culture through advanced reading and advanced level topics for discussion and composition. Practicing of
Japanese characters will provide an opportunity for the proficiency needed to write compositions and correspondences.
Enhances skills in Japanese and provides opportunities to increase levels of proficiency in all skill areas. Emphasizes a deeper 3/5/2008
understanding of Japanese culture through advanced reading and advanced-level topics for discussion and composition. Practicing of
Japanese characters will provide an opportunity for the proficiency needed to write compositions and correspondences.
Conforms to College Board topics for the Advanced Placement Language Examination. Emphasizes the ability to comprehend formal 3/5/2008
and informal spoken language, to acquire the vocabulary and grasp of structure to read newspapers, magazines and literature, to compose
expository passages and to speak accurately and fluently.
difficulty and requirements of the assessment tasks and criteria. The course is organized into themes. Three core themes are required:
communication and media, global issues, and social relationships. In addition, at both HL and SL, teachers select two more themes from
five options provided. Finally, two works of literature are studied at HL only.

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Course Description
difficulty and requirements of the assessment tasks and criteria. The course is organized into themes. Three core themes are required:
communication and media, global issues, and social relationships. In addition, at both HL and SL, teachers select two more themes from
five options provided. Finally, two works of literature are studied at HL only.
Introduces the Korean language; emphasizes all skills: listening, speaking, reading, and writing skills in an integrated way. Includes how 3/5/2008
to greet and take leave of someone, to ask and respond to basic questions, to speak and read within a range of carefully selected topics
and to develop an understanding of Korean-speaking culture.
Enhances Level One skills in Korean and provides opportunities to develop listening, speaking, reading, and writing skills in an 3/5/2008
and read within a range of carefully selected topics and to increase understanding of Korean-speaking culture.
Enhances Level Two skills in Korean and provides further opportunities to increase listening, speaking, reading, and writing skills in an 3/5/2008
understanding of Korean culture.
Enhances Level Three skills in Korean and provides further opportunities to increase listening, speaking, reading, and writing skills in an 3/5/2008
opportunities for a broader and more extensive understanding of Korean culture.
Enhances Level Four skills in Korean and provides opportunities to increase levels of proficiency in all skill areas and to deepen 3/5/2008
understanding of Korean culture.
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Course Description
Introduces the Turkish language; emphasizes all skills: listening, speaking, reading, and writing in an integrated way. Includes how to
to develop an understanding of Turkish-speaking culture.
Enhances Level One skills in Turkish and provides opportunities to develop listening, speaking, reading, and writing skills in an
and read within a range of carefully selected topics and to increase understanding of Turkish-speaking culture.
Enhances Level Two skills in Turkish and provides further opportunities to increase listening, speaking, reading, and writing skills in an
understanding of Turkish-speaking culture.
Enhances Level Three skills in Turkish and provides further opportunities to increase listening, speaking, reading, and writing skills in
opportunities for a broader and more extensive understanding of Turkish-speaking cultures.
Introduces the Hindi language; emphasizes all skills: listening, speaking, reading, and writing in an integrated way. Includes how to greet
and take leave of someone, to ask and respond to basic questions, to speak and read within a range of carefully selected topics and to
develop an understanding of Hindi-speaking culture.
Enhances Level One skills in Hindi and provides opportunities to develop listening, speaking, reading, and writing skills in an integrated
within a range of carefully selected topics and to increase understanding of Hindi-speaking culture.
Enhances Level Two skills in Hindi and provides further opportunities to increase listening, speaking, reading, and writing skills in an
understanding of Hindi-speaking culture.
Enhances Level Three skills in Hindi and provides further opportunities to increase listening, speaking, reading, and writing skills in an
opportunities for a broader and more extensive understanding of Hindi-speaking cultures.
Enhances Level Four skills in Hindi and provides opportunities to increase levels of proficiency in all skill areas and to deepen
understanding of Hindi-speaking culture.
Introduces the Urdu language; emphasizes all skills: listening, speaking, reading, and writing in an integrated way. Includes how to greet
develop an understanding of Urdu-speaking culture.
Enhances Level One skills in Urdu and provides opportunities to develop listening, speaking, reading, and writing skills in an integrated
within a range of carefully selected topics and to increase understanding of Urdu-speaking culture.
Enhances Level Two skills in Urdu and provides further opportunities to increase listening, speaking, reading, and writing skills in an
understanding of Urdu-speaking culture.
Enhances Level Three skills in Urdu and provides further opportunities to increase listening, speaking, reading, and writing skills in an
opportunities for a broader and more extensive understanding of Urdu-speaking cultures.
Enhances Level Four skills in Urdu and provides opportunities to increase levels of proficiency in all skill areas and to deepen
understanding of Urdu-speaking culture.

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Course Description
Introduces the Arabic language; emphasizes all skills: listening, speaking, reading, and writing in an integrated way. Includes how to 3/5/2008
to develop an understanding of Arabic-speaking cultures.
Enhances Level One skills in Arabic and provides opportunities to develop listening, speaking, reading, and writing skills in an integrated 3/5/2008
within a range of carefully selected topics and to increase understanding of Arabic-speaking cultures.
Enhances Level Two skills in Arabic and provides further opportunities to increase listening, speaking, reading, and writing skills in an 3/5/2008
understanding of Arabic-speaking cultures.
Enhances Level Three skills in Arabic and provides further opportunities to increase listening, speaking, reading, and writing skills in an 3/5/2008
opportunities for a broader and more extensive understanding of Arabic-speaking cultures.
Enhances Level Four skills in Arabic and provides opportunities to increase levels of proficiency in all skill areas and to deepen 3/5/2008
understanding of Arabic-speaking cultures.
Enhances Level Five skills in Arabic and provides opportunities to increase levels of proficiency in all skill areas and to deepen 3/5/2008
understanding of Arabic-speaking cultures. Offers further opportunities to study Arabic literature and advanced level topics.
Prepares students for the examination of the International Baccalaureate (Arabic) in listening, oral, reading, writing, and text handling 3/5/2008
skills with a wide range of oral and written texts on themes that explore change, groups in society and leisure.
High level of a language and literature course for bilingual speakers and for highly competent users of the target language. 3/5/2008
The language ab initio course is a language acquisition course for students with little or no experience of the language. The course is 5/10/2012
organized into three themes: individual and society, leisure and work, and urban and rural environment. Each theme comprises a list of
topics that provide students with opportunities to practice and explore the language and to develop intercultural understanding. Through
the development of receptive, productive and interactive skills, students develop the ability to respond and interact appropriately in a
defined range of everyday situations.

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Course Description
Introduces the Hebrew language; emphasizes all skills: listening, speaking, reading, and writing in an integrated way. Includes how to 3/5/2008
to develop an understanding of Hebrew-speaking culture.
Enhances Level One skills in Hebrew and provides opportunities to develop listening, speaking, reading, and writing skills in an 3/5/2008
and read within a range of carefully selected topics and to increase understanding of Hebrew-speaking culture.
Enhances Level Two skills in Hebrew and provides further opportunities to increase listening, speaking, reading, and writing skills in an 3/5/2008
understanding of Hebrew-speaking culture.
Enhances Level Three skills in Hebrew and provides further opportunities to increase listening, speaking, reading, and writing skills in an 3/5/2008
opportunities for a broader and more extensive understanding of Hebrew-speaking culture.
Enhances Level Four skills in Hebrew and provides opportunities to increase levels of proficiency in all skill areas and to deepen 3/5/2008
understanding of Hebrew-speaking culture.

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Course Description
Introduces the Swahili language; emphasizes all skills: listening, speaking, reading, and writing in an integrated way. Includes how to 3/5/2008
to develop an understanding of Swahili-speaking culture.
Enhances Level One skills in Swahili and provides opportunities to develop listening, speaking, reading, and writing skills in an 3/5/2008
and read within a range of carefully selected topics and to increase understanding of Swahili-speaking culture.
Enhances Level Two skills in Swahili and provides further opportunities to increase listening, speaking, reading, and writing skills in an 3/5/2008
understanding of Swahili-speaking culture.
Enhances Level Three skills in Swahili and provides further opportunities to increase listening, speaking, reading, and writing skills in an 3/5/2008
opportunities for a broader and more extensive understanding of Swahili-speaking culture.
Enhances Level Four skills in Swahili and provides opportunities to increase levels of proficiency in all skill areas and to deepen 3/5/2008
understanding of Swahili speaking culture.
Introduces the Farsi language; emphasizes all skills: listening, speaking, reading, and writing in an integrated way. Includes how to greet
develop an understanding of Farsi-speaking culture.
Enhances Level One skills in Farsi and provides opportunities to develop listening, speaking, reading, and writing skills in an integrated
within a range of carefully selected topics and to increase understanding of Farsi-speaking culture.
Enhances Level Two skills in Farsi and provides further opportunities to increase listening, speaking, reading, and writing skills in an
understanding of Farsi-speaking culture.
Enhances Level Three skills in Farsi and provides further opportunities to increase listening, speaking, reading, and writing skills in an
opportunities for a broader and more extensive understanding of Farsi-speaking cultures.
Enhances Level Four skills in Farsi and provides opportunities to increase levels of proficiency in all skill areas and to deepen
understanding of Farsi-speaking culture.
The kindergarten course teaches basic signs and hand parameters in American Sign Language (ASL). Practices visual comprehension, 3/5/2008
signing, and basic expressive and receptive skills. Uses interactive activities to teach the cultural aspects of ASL and the deaf culture.
The first grade course teaches basic signs and hand parameters in American Sign Language (ASL). Practices visual comprehension, 3/5/2008
The second grade course teaches basic signs and hand parameters in American Sign Language (ASL). Practices visual comprehension, 3/5/2008
The third grade course teaches basic signs and hand parameters in American Sign Language (ASL). Practices visual comprehension, 3/5/2008
The fourth grade course teaches basic signs and hand parameters in American Sign Language (ASL). Practices visual comprehension, 3/5/2008
The fifth grade course teaches basic signs and hand parameters in American Sign Language (ASL). Practices visual comprehension, 3/5/2008
The sixth grade course teaches basic signs and hand parameters in American Sign Language (ASL). Practices visual comprehension, 3/5/2008
The seventh grade course teaches basic signs and hand parameters in American Sign Language (ASL). Practices visual comprehension, 3/5/2008
The eighth grade course teaches basic signs and hand parameters in American Sign Language (ASL). Practices visual comprehension, 3/5/2008
Introduction to basic knowledge about sign communication and deafness. Emphasis is placed upon acquisition of comprehension and 3/5/2008
production skills, knowledge of the Deaf community, and the development of cultural awareness.
Enhances Level I American Sign Language (ASL) skills and continues to develop receptive and expressive signing skills. Components 3/5/2008
include the study of communication, Deaf culture, connections with other disciplines, comparisons with the student's first language, and
potential for involvement in the Deaf community.
Enhances Level II American Sign Language (ASL) skills. This course is designed to increase receptive and expressive sign language 3/5/2008
skills. Expands all ASL II concepts and understanding of the complexities within the language.
Enhances Level III American Sign Language (ASL) skills and provides an opportunity to continue the development of receptive and 3/5/2008
expressive signing skills. Provides continued study of ASL linguistic features.
Enhances Level IV American Sign Language (ASL) skills. Provides further opportunities to increase receptive and expressive signed 3/5/2008
communication skills. Provides continued ASL development and opportunities for broader and more extensive understanding of Deaf
culture.

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Course Description
Enhances Level V American Sign Language (ASL) skills. Provides opportunities to increase levels of proficiency in all skill areas and to 3/5/2008
deepen an understanding of Deaf culture.
Provides native speakers an opportunity to maintain oral competency in their language. 3/5/2008
Provides native speakers an opportunity to maintain oral competency in their language and to acquire a more sophisticated level of 3/5/2008
competency in reading and writing. Promotes a deeper understanding of the native culture.
Provides native speakers a continued opportunity to practice communication shills, to maintain, improve and perfectoral competency in 3/5/2008
their language and to acquire a more sophisticated level of competency in reading authentic texts and writing. Promotes a deeper
understanding of an interest in the native culture.
The Level I language course focuses on the development of communicative competence in the target language and understanding of the 5/29/2013
culture. This course may be taught over two years (e.g., middle school programs), over one year (e.g., traditional high school programs),
or during one semester (e.g., 4 x 4 block schedule). The major means of communication between students and instructors will be in the
target language. Because students may begin formal language learning at various stages of their cognitive development, teachers must
adjust vocabulary and content to reflect developmentally appropriate interests. An important component of language classes is the use of
the language beyond the classroom in the real world. The integration of technology is an important tool in accessing authentic
information in the target language and in providing students the opportunity to interact with native speakers. By the end of Level I,
students will exhibit Novice-Mid level proficiency in speaking and writing and Novice-High level proficiency in listening, and reading
(ACTFL Proficiency Guidelines, 1999).

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Standard: GSE, GPS,

Course Number Course Title CCGPS, QCC
35.01400 Library/Research/Reading Skills 6 None

35.01700 Study Skills 6 None
35.02100 Survey of High School Courses 6 None
35.02400 Exploratory/Grade 6 None
35.02700 Skills for Adolescents 6 None
35.03000 Transition to High School I None
35.03100 Transition to High School II None
35.03200 Transition to High School III None
35.03300 Junior Leadership Core None
35.04100 Peer Facilitation I None
35.04200 Peer Facilitation II None
35.04300 Peer Facilitation III None
35.04400 Peer Facilitation IV None
35.05100 Social Skills I None
35.05200 Social Skills II None
35.05300 Social Skills III None
35.05400 Social Skills IV None
35.06100 Study Skills I None
35.06200 Study Skills II None
35.06300 Study Skills III None
35.06400 Study Skills IV None
35.06600 Scholastic Assessment Test (SAT) Preparation None
35.06700 Tools for College Success I None
35.06710 Tools for College Success II None
35.06720 Tools for College Success III None
35.06730 Tools for College Success IV None
35.06800 High School Transition IV (High School Transition None
Courses I-III are listed in grades 6-8.)
35.07100 IB Theory of Knowledge, Year One None
35.07200 IB Theory of Knowledge, Year Two None
35.08000 IB Approaches to Learning, Year One None
35.08100 Computer Literacy Grade K None
35.08110 Social Skills, Kindergarten None
35.08120 Social Skills, Grade 1 None
35.08200 Computer Literacy Grade 1 None
35.08210 Career Awareness, Kindergarten None
35.08220 Career Awareness, Grade 1 None
35.08310 Exploratory/Grade K None

May 15, 2014 • 125 of 138
Standard: GSE, GPS,


35.08700 IB Approaches to Learning, Year Two IB
35.08800 IB Personal and Professional Skills, Year One IB
35.08900 IB Personal and Professional Skills, Year Two IB
35.09000 Advanced Placement Seminar AP
35.09100 Advanced Placement Research AP
55.00100 ESOL/Grade K None
55.00200 ESOL/Grade 1 None
55.02100 Communication Skills I None

55.02110 Communication Skills in Math None
55.02120 Communication Skills in Science None
55.02130 Communication Skills in Social Studies None
55.02200 Communication Skills II None
55.02300 Reading and Listening in the Content Areas None
55.02400 Oral Communication in the Content Areas None
55.02500 Writing in the Content Areas None
55.02600 Reading and Writing in Science None
55.02610 Reading and Writing in Social Studies None

May 15, 2014 • 126 of 138
Standard: GSE, GPS,

55.02700 Academic Language of Science and Math None
70.01100 Mentorship I (For gifted program students only) None
70.01200 Mentorship II (For gifted program students only) None
70.01300 Mentorship III (For gifted program students only) None
70.01400 Mentorship IV (For gifted program students only) None
70.02100 Gifted Internship I For gifted program students only None
70.02200 Gifted Internship II (For gifted program students only) None
70.02300 Gifted Internship III (For gifted program students only) None
70.02400 Gifted Internship IV (For gifted program students only) None

May 15, 2014 • 127 of 138
Standard: GSE, GPS,

70.03100 Directed Study I (For gifted program students only) None
70.03200 Directed Study II (For gifted program students only) None
70.03300 Directed Study III (For gifted program students only) None
70.03400 Directed Study IV (For gifted program students only) None
70.04100 Community Service/Learning I (For gifted program None

students only)
70.04200 Community Service/Learning II (For gifted program None
students only)
70.04300 Community Service/Learning III (For gifted program None
students only)
70.04400 Community Service/Learning IV (For gifted program None
students only)
71.21000 Gifted Resource Class/Kindergarten None
71.21100 Gifted Resource Class/Grade 1 None
71.21200 Gifted Resource Class/Grade 2 None

May 15, 2014 • 128 of 138
Effective
This course shows how students can effectively use the library to improve reading and research skills.. 3/5/2008
To be used at the discretion of the school/system 3/5/2008
4/2/2015
4/2/2015
4/2/2015
4/2/2015
4/2/2015
4/2/2015
4/2/2015
4/2/2015
4/2/2015
This course enhances skills learned in Peer Leadership and provides practice in modifying instructional methods and materials, enabling 3/5/2008
communication, and demonstrating appropriate social interaction skills.
Enhances skills learned in Peer Facilitation I and provides additional practice in modifying instructional methods and materials, enabling 3/5/2008
Enhances skills learned in Peer Facilitation II and provides additional practice in modifying instructional methods and materials, enabling 3/5/2008
Enhances skills learned in Peer Facilitation III and provides additional practice in modifying instructional methods and materials, 3/5/2008
enabling communication, and demonstrating appropriate social interaction skills.
This course address the social and emotional needs of students. Areas stressed are problems solving, peer relations, and conflict 3/5/2008
resolution.
This course expands on Social Skills I, to enhance communication skills, problem solving strategies, appropriate peer relations, and 3/5/2008
solving conflict resolutions.
This course expands on Social Skills II, to enhance communication skills, problem solving strategies, appropriate peer relations, and 3/5/2008
This course expands on Social Skills III, to enhance communication skills, problem solving strategies, appropriate peer relations, and 3/5/2008
Focuses on preparing students to take the Critical Reading, Mathematics, and Writing portions of the SAT 3/5/2008
4/2/2015
4/2/2015
4/2/2015
Unifies knowledge that students acquired during the course of their schooling and includes reflection on acquired knowledge to 3/5/2008
distinguish the subjective from the objective, the particular from the universal and opinion from scientific knowledge.
The major goal of this course is for students to develop computer skills. 1/12/2012
4/2/2015
4/2/2015
4/2/2015
4/2/2015
4/2/2015
4/2/2015
The major goal of this course is for students to develop computer skills that adds to and enhances Grade K computer skills. 1/12/2012
4/2/2015
4/2/2015
4/2/2015
4/2/2015
4/2/2015
4/2/2015
The major goal of this course is for students to develop computer skills that adds to and enhances Grade 1 computer skills. 1/12/2012
4/2/2015
4/2/2015
4/2/2015
4/2/2015
4/2/2015
4/2/2015

May 15, 2014 • 129 of 138
Effective
Only two schools are doing this as a pilot course 4/23/2014
Only two schools are doing this as a pilot course 4/23/2014
This course is based on the WIDA Consortium English Language Proficiency Standards and emphasizes social and academic language 3/5/2008
proficiency. The curriculum integrates the WIDA Standards with the Kindergarten Georgia Performance Standards. Content is
individualized to meet the needs of each student based upon his/her language and literacy level. It focuses on the primary language
functions: reading, writing, listening, speaking, and viewing. Language support in all areas of the Kindergarten curriculum is provided as
needed.
proficiency. The curriculum integrates the WIDA Standards with the 1st grade Georgia Performance Standards. Content is individualized
to meet the needs of each student based upon his/her language and literacy level. It focuses on the primary language functions: reading,
writing, listening, speaking, and viewing. Language support for other 1st grade academic classes is provided as needed. Special emphasis
is placed in reading instruction.
proficiency. The curriculum integrates the WIDA Standards with the 2nd grade Georgia Performance Standards. Content is individualized
writing, listening, speaking, and viewing. Language support for other 2nd grade academic classes is provided as needed. Special emphasis
is placed in reading instruction.
proficiency. The curriculum integrates the WIDA Standards with the 3rd grade Georgia Performance Standards. Content is individualized
writing, listening, speaking, and viewing. Language support for other 3rd grade academic classes is provided as needed. Special emphasis
is placed in reading instruction and instruction which prepares students for the Grade 3 Writing Assessment.
proficiency. The curriculum integrates the WIDA Standards with the 4th grade Georgia Performance Standards. Content is individualized
writing, listening, speaking, and viewing. Language support for other 4th grade academic classes is provided as needed. Special emphasis
is placed in reading and writing instruction.
writing, listening, speaking, and viewing. Language support for other 5th grade academic classes is provided as needed. Special emphasis
is placed in reading instruction and instruction which prepares students for the Grade 5 Writing Assessment.
writing, listening, speaking, and viewing. Language support for other 6th grade academic classes is provided as needed.
writing, listening, speaking and viewing. Language support for other 7th grade academic classes is provided as needed.
writing, listening, speaking and viewing. Language support for other 8th grade academic classes is provided as needed. Special emphasis
is placed on instruction which prepares students for the Grade 8 Writing Assessment.
This course will focus on the acquisition of social and instructional language across the four language domains as prescribed in WIDA 3/5/2008
Standard 1. The suggested proficiency level of the student is PL 1-2. This course awards elective credit.
This course supports and enhances literacy and listening skills necessary for success in the mathematics content areas. Guiding the course
are the five basic WIDA Standards with particular emphasis on vocabulary, speaking, listening and reading skills in mathematics. The
content addresses all five WIDA Standards. The suggested proficiency level is CPL 2-3.
This course supports and enhances literacy and listening skills necessary for success in the content area of science. Guiding the course are
the five basic WIDA Standards with particular emphasis on vocabulary, speaking, listening and reading skills in science. The content
addresses all five WIDA Standards. The suggested proficiency level is CPL 2-3.
This course supports and enhances literacy and listening skills necessary for success in the content areas. Guiding the course are the five
basic WIDA Standards with particular emphasis on vocabulary, speaking, listening and reading skills in social studies. The content
addresses all five WIDA Standards. The suggested proficiency level is CPL 2-3.
This course is an expansion of Communication Skills I with the inclusion of some content language, particularly the discipline of English 3/5/2008
language arts. The five WIDA standards serve as its basis with emphasis upon proficiency in Standard 2 regarding the communication of
information, ideas and concepts necessary for academic success in the content area of language arts. The suggested proficiency level of
the student is PL 1-2. This course awards elective credit.
This course supports and enhances literacy and listening skills necessary for success in the content areas. Guiding the course are the five 3/5/2008
basic WIDA Standards with particular emphasis on reading and listening skills in language arts, science, social studies and mathematics.
The suggested proficiency level is PL 1-3. This course awards elective credit.
This course supports and enhances listening and speaking skills in the content areas and references the five basic WIDA standards with 3/5/2008
emphasis on the listening and speaking skills in the content areas. The suggested proficiency level of the student is PL 1-3. This course
awards elective credit.
This course focuses on writing across the standards of English language arts, science, mathematics, and social studies. The domains of 3/5/2008
reading, listening and speaking are integral to the writing process, both actively and critically. The content addresses all five WIDA
Standards. The suggested proficiency level is PL 2-4. This course awards elective credit.
This course supports and enhances reading and writing skills in Science and provides students with strategies for reading and
comprehending scientific texts. Although the primary purpose of this course enables students to develop a means of comprehension and
communication in a written format, listening and speaking skills should also be developed within the context of the course syllabus. The
suggested proficiency level is CPL 2-3.
This course focuses on reading and writing in social studies and provides students with interrupted or limited formal schooling the basic
skills and background preparation to enable them to successfully complete required social studies content courses. The domains of
reading and writing are integral to academic success in the social studies content courses and students must learn to develop both active
and critical inferential skills to ensure academic success in the social studies content courses. Although the primary purpose of this course
enables students to develop a means of comprehension and communication in a written format, listening and speaking skills should also
be developed within the context of the course syllabus. The suggested proficiency level is CPL 2-3.

May 15, 2014 • 130 of 138
Effective
This course focuses on teaching students with interrupted or limited formal schooling to decode the specialized vocabulary, symbols and
text in science and mathematics. Reading comprehension of texts, listening and comprehending lectures, and using correct scientific and
mathematical terminology when speaking and writing are integral to academic success in the mathematics and science content areas. The
content addresses all five WIDA Standards. The suggested proficiency level is CPL 2-3.
Gifted Mentorships are academic electives used in local systems when the high school's regular course offerings are insufficient to meet 3/5/2008
the needs of the most academically able and most highly motivated students. School system employees assist individual gifted students in
securing mentors who are capable of guiding the students through a rigorous course of study. The learning objectives of the mentorship
are developed jointly by the student, the mentor, gifted program personnel, department faculty at the high school, and central office
curriculum staff. The mentorship experience must be designed to extend academic knowledge and skills in an area of interest in ways that
are advanced well beyond the objectives typically taught at the high school level. An individual student contract is reviewed and
approved (if acceptable) by a district wide committee. The student contract must include specific learning goals and objectives, a plan for
achieving the objectives, a proposal for a final project or product, a plan for professional presentation of the product, and the criteria by
which the product will be evaluated. A school system employee with the gifted education endorsement supervises students participating
in Gifted Mentorship.
Gifted Internships are academic electives used in local systems when the high school's regular course offerings are insufficient to meet 3/5/2008
securing positions in a professional workplace where they can pursue advanced academic knowledge and skills in areas of interest. The
learning objectives of the internship are developed jointly by the student, gifted program personnel, department faculty at the high school,
and central office curriculum staff. A school system employee with the gifted education endorsement supervises students participating in
a Gifted Internship course; an individual in the workplace must also agree to communicate with the student and his/her faculty advisor
regarding the student's performance. An individual student contract is reviewed and approved (if acceptable) by a district wide
committee. The student contract must include specific learning goals and objectives, a plan for achieving the objectives, a proposal for a
final project or product, a plan for professional presentation of the product, and the criteria by which the product will be evaluated.

May 15, 2014 • 131 of 138
Effective
Gifted Directed Studies are academic courses used in local systems when (a) the high school's regular course offerings are insufficient to 3/5/2008
meet the needs of the most academically able and most highly motivated students and/or (b) scheduling conflicts created by the advanced
nature of the student's program of study do not allow the gifted student to enroll in a course he/she needs. Directed Studies allow gifted
students to learn academic content and skills that are far more advanced than those that can be offered for a larger group of students on a
high school campus. In addition to the applicable QCC standards, individualized learning objectives of the directed study are developed
jointly by the student, gifted program personnel, and department faculty at the high school. An individual student contract is reviewed
and approved (if acceptable) by a district wide committee. The student contract must include specific learning goals and objectives, a
plan for achieving the objectives, and the criteria by which the student's performance will be evaluated. A teacher with the gifted
education endorsement supervises and facilitates the work of students participating in a Gifted Directed Studies course.
Provides elective credit to students who show an interest in community based service or projects. 3/5/2008
Spends a portion of the day exploring and extending their general GPS academic knowledge and skills related to a content area(s) 3/5/2008
Spends a portion of the day exploring and extending their general GPS academic knowledge and skills related to a content area(s). 3/5/2008
Spends a portion of the day exploring and extending their general GPS academic knowledge and skills related to a content area(s). 3/5/2008

May 15, 2014 • 132 of 138
Course Number Course Title Standard: GSE, GPS,
CCGPS, QCC
35.01100 Computer Literacy 6 None

11.07300 GSE
Computer Science Kindergarten

11.07400 GSE
Computer Science First Grade

11.07500 GSE
Computer Science Second Grade

11.07600 GSE
Computer Science Third Grade

11.07700 GSE
Computer Science Fourth Grade

11.07800 GSE
Computer Science Fifth Grade

11.03000 GSE
Middle School Computer Science I

11.04000 GSE
Middle School Computer Science II

Course Description
Designed to offer basic or advance understanding of computer skills and techniques.
The kindergarten computer science course is designed to teach fundamental concepts around digital citizenship and computational
thinking as they relate to kindergarten students. These concepts are the foundation for computer science education and help students form
a perspective that incorporates living and learning in our digital society. This course assumes the students have no prior knowledge and
seeks to build an awareness of etiquette, safety, and privacy when interacting on digital devices and with other digital citizens. The
course will help students gain a comfort with using technology to efficiently enhance their learning. The course also presents early
characteristics of a systematic approach to problem solving that may be used by computer scientists as well everyone else in our society.
Computational thinking compels students to address every problem with a common, systemic approach that is iterative in nature and
leads to effective and efficient solutions. Characteristics of this approach are found in both the hard and social sciences, language arts,
and mathematics and can be applied to decision making processes in everyday life. Finally, this course introduces concepts and
vocabulary that may eventually be expanded upon in formal, skill-oriented computer science courses later in the students’ educational
experience.
The first grade computer science course is designed to teach fundamental concepts around digital citizenship and computational thinking
as they relate to first grade students. These concepts are the foundation for computer science education and help students form a
perspective that incorporates living and learning in our digital society. This course assumes the students have no prior knowledge and
experience.
The second grade computer science course is designed to teach fundamental concepts around digital citizenship and computational
thinking as they relate to second grade students. These concepts are the foundation for computer science education and help students
form a perspective that incorporates living and learning in our digital society. This course assumes the students have no prior knowledge
and seeks to build an awareness of etiquette, safety, and privacy when interacting on digital devices and with other digital citizens. The
experience.
The third grade computer science course is designed to teach fundamental concepts around digital citizenship and computational thinking
as they relate to third grade students. These concepts are the foundation for computer science education and help students form a
experience.
The fourth grade computer science course is designed to teach fundamental concepts around digital citizenship and computational
thinking as they relate to fourth students. These concepts are the foundation for computer science education and help students form a
experience.
The fifth grade computer science course is designed to teach fundamental concepts around digital citizenship and computational thinking
as they relate to fifth grade students. These concepts are the foundation for computer science education and help students form a
experience.
This course is designed to transition students from foundational concepts to specific skill sets in computer science. The course will
introduce students to the wide variety of applications for computing education. These applications range from specific programming
skills to the use of digital technologies in various career context. The course will introduce students to the formal computing pathways
available in middle and high school and how the foundational concepts they were exposed to in elementary school relate to those
pathways. The course is designed to integrate other content areas to show how computer science is an essential skill to everyone, not only
programmers. This course may serve as the first course in a progression that culminates in a skill specific middle school course such as
Foundations of Interactive Design, Foundations of Secure Information Systems, or Foundations of Computer Programming. It may also
be taught in isolation and be the spring board for deeper high school exploration.
This course is designed to further develop students’ understanding of the breadth of value and application in computing skills and
computational thinking. These applications range from specific programming skills to the use of digital technologies in various career
context. The course will expand on the formal computing pathways available in middle and high school and how the foundational
concepts they were exposed to in elementary school relate to those pathways. The course is designed to integrate other content areas to
show how computer science is an essential skill to everyone, not only programmers. This course may serve as the second course in a
progression that culminates in a skill specific middle school course such as Foundations of Interactive Design, Foundations of Secure
Information Systems, or Foundations of Computer Programming. It may also be taught in tandem with Middle School Computer Science
I and be the spring board for deeper high school exploration.
Effective Last Date It Was
Date Offered
3/5/2008
3/5/2008
3/5/2008
8/1/2019
8/1/2019
8/1/2019
8/1/2019
8/1/2019
8/1/2019
8/1/2019
8/1/2019

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Georgia Department of Education

Dr. John D. Barge, State School Superintendent

Dr. John D. Barge, State School Superintendent

Dr. John D. Barge, State School Superintendent

Dr. John D. Barge, State School Superintendent

Dr. John D. Barge, State School Superintendent

Dr. John D. Barge, State School Superintendent

Dr. John D. Barge, State School Superintendent

Dr. John D. Barge, State School Superintendent

Dr. John D. Barge, State School Superintendent

Dr. John D. Barge, State School Superintendent

Dr. John D. Barge, State School Superintendent

Follow International Baccalaureate (Standard Level) curriculum.

Dr. John D. Barge, State School Superintendent

For course description information please contact International Baccalaureate Organization

For course description information please contact International Baccalaureate Organization

Dr. John D. Barge, State School Superintendent

Standard GSE; GPS;

50.00100 Visual Arts/Grade K

Dr. John D. Barge, State School Superintendent

Standard GSE; GPS;

50.02400 Visual Arts/Comprehensive IV

Dr. John D. Barge, State School Superintendent

Standard GSE; GPS;

50.04620 Visual Arts/Jewelry and Metalcrafts II

Dr. John D. Barge, State School Superintendent

Standard GSE; GPS;

50.08140 Visual Arts/Advanced Placement Studio: 3D

51.02200 Ballet II GSE

51.02400 Ballet IV GSE

Dr. John D. Barge, State School Superintendent

Standard GSE; GPS;

51.03100 Jazz Dance I GSE

51.03200 Jazz Dance II GSE

51.03400 Jazz Dance IV GSE

51.04100 Modern Dance I GSE

51.04200 Modern Dance II GSE

51.04300 Modern Dance III GSE

51.04400 Modern Dance IV GSE

51.05100 Dance History GSE

51.05300 Dance I (Grades 9-12) GSE

51.05400 Dance II (Grades 9-12) GSE

51.05500 Dance III (Grades 9-12) GSE

51.05600 Dance IV (Grades 9-12) GSE

51.06210 World Dance Forms II GSE

51.06220 World Dance Forms III GSE

51.06230 World Dance Forms IV GSE

51.06300 Advanced Repertory Dance I GSE

51.06310 Advanced Repertory Dance II GSE

51.06400 Applied Anatomy and Kinesiology for Dance GSE

51.06500 Classical/Contemporary Partnering I GSE

51.06510 Classical/Contemporary Partnering II GSE

Dr. John D. Barge, State School Superintendent

Standard GSE; GPS;

51.06520 Classical/Contemporary Partnering III

Dr. John D. Barge, State School Superintendent

Standard GSE; GPS;

52.00510 Media Arts for Theatre/Grade 4

Standard GSE; GPS;

52.05230 Theatre Arts/Advanced Drama III GSE

Dr. John D. Barge, State School Superintendent

Standard GSE; GPS;

53.00500 Music, General/Grade 4

53.01600 Music Appreciation III (Grades 9-12)