Curriculum Handbook - Delsea Regional School District

Transcription

- A nthony Robbins
DELSEA REGIONAL SCHOOL DISTRICT
OVERVIEW
I. EDUCATIONAL SYSTEMS
J.
A. Delsea is a comprehensive school district consisting
of two buildings; the high school houses students in
grades nine through twelve and the middle school
accommodates the seventh and eighth grade
population.
There are 14 Advanced Placement courses offered in
various content areas.
II. COMMUNITY OVERVIEW:
A. Delsea Regional is located in Gloucester County in the
southern part of the State of New Jersey. The school
district serves seventh through twelfth grade populations
of Franklin and Elk Townships.
B. The two communities of the regional district are
basically agrarian and their combined seventy-six square
miles of land are seventy percent undeveloped.
C. The two communities are located approximately
twenty-five miles from Philadelphia and are connected
to the Walt Whitman and Ben Franklin Bridges by major
arteries and expressways.
D. Franklinville is located on the borders of Routes 40 and
47, approximately halfway between Wilmington and
Atlantic City.
E. Elk Township abuts Route 77 at an area south of Mullica
Hill.
The Delsea Regional School District is a proponent
of Service Learning and Character Education. Both
Delsea High School and Delsea Middle School are:
New Jersey Service Learning Leader Schools
National Service Learning Leader Schools
New Jersey Mentor Schools for Character
Education through Service Learning
National Character Education Promising Practice
Schools
The schools have won the following awards:
New Jersey School Boards School Leader Award
New Jersey Department of Education Best Practice
Gloucester County Humanitarian Award
New Jersey Association of School Administrators
Exemplary Partnership Program
Scott McVay Unity Award (AWFNJ)
NJEA Exemplary Professional Development
PHILOSOPHY OF EDUCATION
Each middle school and senior high student has an
inalienable right to be offered the best education we are
capable of providing our students. The Delsea Regional
School District philosophy of education is based on the
concept of a "total" and "equal" education for each student
and is achieved through a balanced curriculum in both scope
and sequence. The school's responsibility for instruction
and learning has advanced to greater areas than ever before.
We do not consider intellectual education as the only
priority of education, but rather refer to "total" education
as encompassing phases of personal development which
include social, moral, physical, personal, emotional, and
intellectual growths. We believe in the interrelation of all
growth processes in one's total education; and that each
individual continually adjusts to his role in society through
participation in various activities in the total school
organization.
"Equal" education refers to comparable opportunities
for each student to obtain the highest quality of education
we can offer through a well-balanced, sequential,
comprehensive, and correlated program of studies.
Therefore, all our didactic processes are commensurate in
the quality of content, instructional processes, and
opportunities provided to each student. Flexibility is
provided so that a student is not rigidly committed to a
single tract of studies.
B. Multiple track programs are provided in which the
student selects or is placed in appropriate programs.
C. Basic Skills remedial programs in reading, writing,
and math are provided to students who fail to achieve
the recommended proficiency level on state
assessments.
D. Extensive curricular and extra-curricular programs
are offered.
E. Approximately 1800 students are enrolled in the
regional district.
F. Seventy-five to eighty percent of the graduation class
pursues post-secondary education.
G. Two-thirds of the student population is enrolled in
college preparatory courses, one-third in other
programs.
H. The high school teaching staff consists of
approximately 110 members plus special support
personnel; the middle school has approximately 60
teachers plus support staff.
I. Comprehensive special education programs are
provided to meet the needs of the handicapped
populations.
1
We recognize that all students differ in their learning
and behavioral characteristics. We are constantly aware
that each student is a separate individual and therefore not
expected to react identically toward all situations. We
are committed to helping every student reach his or her
individual potential, capabilities and goals, and in doing
so, provide a stimulating physical and social environment
which is designed to activate the appetite for learning and
motivate the potential drop-out to remain in school.
Therefore, a student achieves to his/her own ability
through the planned modification of behaviors and
growths in a positive direction.
7. Activities for the total growth of the student through
the shared responsibility and cooperation of the
students, the family, the school, and the community.
8. Comprehensive guidance and support services which
will assist all students in their present and future
aspirations; these services shall aid students in their
present and future aspirations; these services shall be
provided by certified guidance personnel and child
study team personnel.
9. Guidelines for measurements of pupil achievement in
order to determine individual advancement.
10. Students, teachers, and community members with
opportunities to make recommendations regarding
the operations of the school.
It is also our belief that education must be flexible and
oriented toward the future and that we must attempt to
LQVXUHWKHIXOILOOPHQWRIWKHVWXGHQWV·HGXFDWLRQDODQGRU
vocational aspirations and their correlated growth
characteristics. Our educational process shall continually
be improved, expanded, and evaluated to meet the
demands of the times. We must provide a physical and
social environment which discovers, develops, and
nurtures human talents, self-confidence, and critical
thinking. It is, therefore, the responsibility of this district
to prepare each student to participate effectively in the
changing world in which we live as a self-satisfied and
contributing member of a democratic society. We must
largely assume this responsibility for preserving and
developing the special talent and character of each
individual student.
O U T C O M E G O A LS
1.
All pupils leaving grade eight and eleven
shall have demonstrated competency in challenging
subject matter including reading, writing, mathematics,
science, social studies (civics, history, and geography),
health, physical education, and fine, practical and
performing arts;
a. 7R LPSOHPHQW WKH VWDWH·V FRUH FXUULFXOXP
content standards and appropriate assessments
to enable pupils to succeed and to evaluate
their performance.
b. To provide staff development opportunities
that ensure teachers are adequately equipped
to teach challenging and up-to-date subject
matter and to implement effective teaching
techniques.
DISTRICT GOALS / OBJECTIVES
The Delsea Regional School District shall provide the
following:
1. A broad, relevant curriculum that encompasses the
needs and interests of the student and the community.
This curriculum shall be commensurate with the
grade levels and ages of the students.
2. A skilled, competent staff which is highly
professional. The staff members will be provided
with opportunities to retain a high level of proficiency
and knowledge about the latest educational advances
in their fields.
3. The materials needed to fulfill instructional
responsibilities.
4. Diverse forms of instructional approaches to assure
opportunities for students to be creative and to fulfill
specialized/ individualized needs according to their
learning patterns.
5. Facilities which are properly equipped and
maintained.
6. Guidelines for student behavior which will promote
an educational atmosphere that is conducive to
learning and instruction and which will eliminate
disruptive elements.
2. All pupils shall learn to use their minds well, so that
they may be prepared for responsible citizenship,
further learning, and productive employment in our
modern economy;
a. To provide pupils with experiences in higher
level thinking, information processing, the
responsibilities
of
citizenship,
and
employability skills.
b. To develop self respect and respect for the
rights of others with an understanding of basic
ethical principles, applying them to one's
lifestyle.
c. To develop an understanding of the value of
self-motivation and good character.
d. To learn to develop short and long term goals
through an understanding of one's own worth,
abilities, interests, and potentials.
2
3. All pupils shall demonstrate respect for racial,
cultural, ethnic, and religious diversity.
a. To understand and appreciate the
various cultures which have formed the
patterns of American life.
b. To encourage open-mindedness.
c. To learn to get along with others.
7. All pupils will become familiar with and have exposure
to a wide range of occupations, including the salaries,
skill requirements, advantages, and disadvantages; to be
aware of the skills one has and to apply them to career
choices.
8. All pupils will learn to use leisure time effectively,
cultivating within the student an interest in extracurricular activities and hobbies.
4. All pupils shall increase their achievement levels in
science and mathematics to contribute to our
FRXQWU\·V DELOLW\ WR FRPSHWH DFDGHPLFDlly with all
other countries of the world.
a. To revise curriculum offerings according to
state standards.
b. To provide staff training in the teaching of
PDWKHPDWLFVDQGVFLHQFHWRLQFUHDVHWHDFKHUV·
understanding of and ability to teach these
subjects.
c. To attempt to assure that every student is
literate and possesses the knowledge and skills
necessary to compete in a global economy and
exercise the rights and responsibilities of
citizenship.
AFFIRMATIVE ACTION / EQUAL
OPPORTUNITIES
The Board of Education declares it to be the policy of
this district that each and every student in the school system
shall be provided equal opportunities to achieve his or her
maximum potential through enrollment in the programs
offered in the schools. The students will be unhindered by
any discriminatory attitudes or practices based on
distinctions of race, color, creed, religion, gender,
ancestry, national origin, place of residence, handicap, or
social or economic background. The district designated
vice-principal, Mrs. Jill Bryfogle, shall serve as the
Affirmative Action Officer and shall coordinate and monitor
all activities appropriate to this position.
5. All students will attend school in an environment free
of drugs and violence and be offered a safe, disciplined
environment conductive of learning.
a. To develop partnerships with parents to
establish the responsibilities of each to create
and maintain safe and healthy educational
environments for all pupils.
b. To provide programs and staffing to deal with
pupils at risk.
c. To expand their cooperative efforts with the
community to create drug and violence-free
environments.
INTRODUCTION TO CURRICULUM
The curricula descriptions in this booklet should be
carefully reviewed by the students and parents/guardians to
become familiar with the requirements and expectations of
each subject, and for planning one's future program of study
appropriate to course selection for each school year. The
courses offered at Delsea Middle School and Delsea High
School are designed to meet the needs of students in their
plans and aspirations for further education and/or the world
of work upon graduation from grade 12. Delsea is a
comprehensive school system which provides multiple
programs to meet the various individual needs of the
students. In the core areas of math, science, social studies,
world language, and communications courses, students are
grouped into subject levels according to their interests, past
academic achievements, and standardized test scores.
However, these program levels are considered 'open
enrollment' in that students may, with parental permission,
pursue a program level for which he/she is not
recommended. In doing so, students are expected to
fulfill all requirements without exception.
6. Pupils shall develop a positive view of self and learn to
use effective interpersonal skills.
a. To strive for a high school graduation rate of
at least 90 percent.
b. To provide least restrictive, alternative
programs for pupils who cannot succeed in
the regular high school environment,
including those students with disabilities. To
provide dropout prevention programs for
pupils at risk.
c. To acquire a positive attitude toward learning.
d. To acquire the skills necessary for adaption to
change.
3
MORAL / RELIGIOUS CONFLICTS WITH
CURRICULUM
ACADEMIC ADMISSION REQUIREMENTS FOR
MOST NJ STATE COLLEGES AND OTHER FOUR
YEAR COLLEGES
A Minimum of *16 academic units (academic courses) taken
in high school is generally required:
4 years academic English
3 years academic math (Algebra 1, Geometry, Algebra 2)
2 years lab science
3 years social studies
2 years world language
2 electives from the subject area listed above.
The Board of Education recognizes that, at times,
certain family living, science, or character/values issues
WDXJKWLQVSHFLILFFRXUVHVPD\FRQIOLFWZLWKWKHVWXGHQWV·
conscience or sincerely held moral or religious beliefs and
therefore grants these students the right to be excused
from that portion of the studHQWV· VXEMHFW 6XFK
individuals will be assigned to the school library where
they will pursue individual readings/assignments on
health or science topics during the time-frame in which
the class is addressing the 'controversial' segments of the
curriculum. Permission for the temporary exclusion
from a class is granted by the building principal upon the
receipt of a written request from the parent in
cooperation with the teacher. The student will not be
penalized for classroom absences during the time period
in which the morally conflicting units-of-study are being
addressed. We strongly recommend that parents read
the various course descriptions which are contained in
this document to better understand the contents of their
child's programs-of-study.
Parents, guardians, and/or pupils have the right to
decline to dissect, vivisect, incubate, capture, or
otherwise harm or destroy animals or any parts thereof as
part of a course of instruction. An alternative education
project will be mutually selected by the parents and
teacher. Within two weeks of this notice, the law
requires parents or guardians to notify the school of their
desire to have their child exempt from participation and
provided with an alternative education project. Parents
should contact Dr. Melissa Williams, at (856)694-0100
ext. 27.
Colleges may have a different breakdown of units.
Students need to research the colleges they are interested in
to get the specific academic breakdown so they can choose
appropriate courses to meet admission requirements.
SCHOLASTIC ELIGIBILITY FOR
INTERSCHOLASTIC ATHLETICS
The New Jersey State Board of Education addresses
athletic eligibility for students in grades nine to twelve.
Grades 10-12 are required to pass 27.5 credits during the
immediate preceding school year, including summer school,
to be eligible for participation in the first semester athletic
programs and must be passing 13.75 credits at the end of
the first semester to be eligible for second semester
programs. All incoming ninth grade students are required
to pass 15 credits at the end of the first semester to be
eligible for second semester programs per NJSIAA.
September 1 for
beginning of 1st
semester
CHARACTER / VALUES EDUCATION
The Governor of New Jersey established an Advisory
Committee to define a core of values which public
schools throughout the state could incorporate into their
curricula. The council developed a recommended
common core of values for character education in the
New Jersey public schools which were further evaluated
by a committee of community representatives and
educators from the Franklin, Elk, and Delsea School
Districts. The core values recommended by the State
Department of Education and adopted by the local
committee will be infused throughout appropriate
disciplines in the K-12 levels. These values are as
follows: civic responsibility, respect for others, respect
of environment, and respect for self.
January 31 for
beginning of 2nd
semester
Grade 9
Grade 10
Grade 11
Grade 12
All
students
are
eligible
15 credits
of first
semester in
9th grade
27.5
credits of
9th grade
courses
13.75
credits of
first
semester in
10th grade
27.5
credits of
10th grade
courses
13.75
credits of
first
semester in
11th grade
27.5
credits of
11th grade
courses
13.75
credits of
first
semester in
12th grade
$ERRNOHWHQWLWOHG´&ROOHJH%RXQG6WXGHQW$WKOHWHµZLOOEH
provided to all student athletes considering participation in
college athletics. See your guidance counselor for detailed
information.
4
HIGH SCHOOL ATHENEUM LEAGUE
The Board of Education of the Delsea Regional High
School District will recognize and honor all students in
grades ten, eleven, and twelve, who by virtue of their
outstanding academic achievements, meet the scholastic
criteria established for admission into the Atheneum
League. Eligibility for selection into the Atheneum
League will be determined by the stXGHQWV· FXPXODWLYH
academic average for each of the subjects in which the
student has been, and is, enrolled as computed at the
mid-year of grades ten, eleven, and twelve. Subjects
and/or programs which meet for more than one period
each day, such as vending and vocational school, will have
their grades adjusted to meet the class requirements for
the program eligibility (i.e., the single vending mark will
EHWDOOLHGWZLFHLQWKHDYHUDJLQJSURFHVV7KHVWXGHQWV·
cumulative average for admission into the program is
based on a 93 for tenth, eleventh and twelfth grade
students.
The Atheneum members will be honored annually in
the spring of each school year. The eligible students and
their parents or guardians will be guests of the District
Board of Education at a dinner awards ceremony held in
the high school.
Special adjusted qualifications for academic
organizations such as the National Honor Society and the
Atheneum League are granted to students who are
enrolled in the honors and or advanced placement
courses.
I.S.I.P.
Students who fail to achieve satisfactory scores on the
state tests, NJASK, HSPA, or the district administered
STest, must be provided with supplemental instruction
EDVHGRQWKHVWXGHQWV·VNLOOZHDNQHVVHV$QDQDO\VLVRIWKH
VWXGHQWV· WHVW UHVXOWV LV GHYHORSHG LQWR DQ ,QGLYLGXDO
Student Improvement Plan" (ISIP) which is used by the
WHDFKHU IRU DGGUHVVLQJ WKH VWXGHQWV· QHHGV Students in a
basic skills class can score out of the remedial class in the
next testing cycle.
NJASK and HSPA PREP COURSES
Reading, writing, and mathematics remediation is
required for students who score at or below the minimum
proficiency levels on district or state tests. All prep courses
include both developmental and remedial approaches to the
curriculum. These courses are taken in addition to the
VWXGHQWV·UHTXLUHG(QJOLVKDQGRUPDWKFRXUVHV
TESTING DATES
NJASK Grades 7 & 8 ² May 3,4,5,6, 2011
HSPA ² October 5,6,7, 2010 and March 1,2, 3, 2011
STest (High School) - March 1, 2, 3, 2011
High School Biology Test- May 17,18, 2011
High School Algebra I Test ² May 23-27 2011
GIFTED AND TALENTED POLICY HONORS
AND ADVANCED PLACEMENT PROGRAMS
TESTING
Every public school district in New Jersey must adhere
to the state laws which govern student testing. These
regulations are categorized as either state testing or local
district testing. The state tests are given to all seventh,
eighth and eleventh graders and any senior who has not
achieved at or above the state's minimum proficiency
levels on the HSPA in grade eleven; the local test is
administered to every student in grades nine and ten.
The Board of Education of the Delsea Regional
School District recognizes the need to expand and solidify
the college preparatory curricula to provide the students of
this district with college entrance skills which are
compatible to, and competitive with, the skills of academic
students in other post-secondary institutions in the nation.
It is therefore the intention of this Board of Education to
implement special academic curricula in grades seven
through twelve via a phase-in designated as Honors and
Advanced Placement courses which, together function
through an articulated and graduated program process from
Honors courses in the lower grade levels to Advanced
Placement programs in grades 10, 11 and 12.
LOCAL TESTING
State laws (6:8-2:8) mandate that each pupil be
assessed upon entrance into the educational system and
annually thereafter. The STest is administered by this
district to all students in grades nine and ten. Students in
grade 7 and 8 are given the NJASK and grade 11 must
take the HSPA. The Board of Education has established
minimum proficiency levels for the commercially
produced, nationally normed tests administered by
GLVWULFWVLQ1HZ-HUVH\6WXGHQWVZKRVFRUH´DWRUEHORZµ
these levels on the STest must be provided with
remediation the following year in the areas in which they
are not proficient.
5
A.P. EXAMS
The examinations for Advanced Placement courses are
administered by certified professionals, during the school
day, in a secured atmosphere.
PROGRAM ADMISSION:
The Honors and Advanced Placement courses are
open to any student who has the prerequisite and wishes
to participate in these programs; however, students
must be willing to complete all of the necessary
course work involved with the program. Students
who demonstrate high classroom achievement and attain
standardized reading and/or math test scores of at least
the 97 percentile and a mental ability index test score of
125 and above will be advised to pursue these special
academic tracks. The following recommended selection
criteria should be considered and will be reviewed with
the students and parents through an individual conference
prior to admission into the Honors or Advanced
Placement courses.
MIDDLE SCHOOL ADVANCED STUDIES
PROGRAM
A mathematics, science, and technology summer
enrichment program is offered to seventh and eighth grade
students who are enrolled in both Honors Science and
Honors Math. Students attend a one-week summer
institute that encompasses an integrated approach to
learning. Seventh grade students experience the 7KRXJKW·Q
Techniques program, which emphasizes scientific analysis
and scientific writing. Students also complete activities and
projects that include: building robots, hot air balloons, and
solar ovens. The eighth grade summer program lends itself
to the environment. Students participate in the GLOBE
project, biology, and field ecology activities.
The student should:
Be able to accelerate in an academic program.
Demonstrate a high reading ability
Be an avid reader
Achieve high grades in his/her subjects
Possess excellent writing skills
Be proficient in general academic abilities
Be independent learners
HIGH SCHOOL ADVANCED STUDIES
PROGRAM
A mathematics, science, and technology enrichment
program is available to those high school students enrolled
in the program. Ninth and tenth grade students participate
in a one-week summer program to build upon previously
learned skills. Eleventh graders attend engineering camps
and seniors take a college course.
The student and his/her parents will be advised of
the rigorous program expectations and of the necessity
for the teacher to rigidly adhere to the curricula contents
established for the course.
GUIDANCE
PROGRAM RESTRICTIONS
The guidance department of the Delsea Regional School
District is essentially a facilitating service for the parents,
teachers, students, and the community. Students and
parents are urged to avail themselves of the services offered
by the members of the department. Conferences are made
by appointment. Interested parents or guardians should call
the guidance secretary, 694-0100 high school ext. 277 or
middle school ext. 280 to arrange a consultation with the
counselor. The guidance department·s purpose is to help
each student develop to his/her maximum potential; to
provide him/her the greatest possible chance of success in
his/her school work and school existence; and to assist
students in their over-all development as related to their
future contributions to society.
The rigors of the Honors and Advanced Placement
courses suggest limitations on the number of program
areas a student should pursue in one year in grades 9-12.
Two (2) advanced placement or three (3) honors courses
or combination of three (3) honors & advanced placement
courses is the maximum recommended number. In
grades 7 and 8 no more than two honors classes are
recommended. Students who desire to enroll in more
than the recommended number of classes must receive
administrative approval. The Board of Education reserves
the right NOT to provide honors and/or advanced
placement courses in areas in which the student
enrollment in these programs is not sufficient to warrant
inclusion of the program.
RANKING WEIGHTS
The complexities of the honors and advanced
placement courses are reflected in the ranking weights for
these programs.
6
indicates that specific work and/or requirements in that
subject have not been satisfied. The student has two weeks
to make up any assignments or tests which have the
incomplete grade. Failure to satisfy the incomplete within
the two-week period will result in a failure for that marking
period. This policy does not apply to students who are
severely ill. Administrative decisions are applied to each
individual case.
COURSE SELECTION
Delsea Regional functions as a comprehensive school
in that each student is granted the privilege of combining
courses from different available curricular levels into
his/her yearly program-of-studies. The individual
selection of courses each year is an important decision
which requires careful thought based on the studenWV·
IXWXUH DVSLUDWLRQV 6XFK IDFWRUV DV WKH VWXGHQWV· SODQV
interests, aptitudes, and high school achievement are
important items to weigh in the selection of subjects each
year. Parents have an important part in this process.
They should review a description of the required and
elective courses and with their son/daughter, help in the
selection of courses which are appropriate to their child's
IXWXUH JRDOV 3DUHQWV PXVW VLJQ WKH VWXGHQWV· FRXUVH
selection sheet indicating their approval of these selected
courses. Guidance counselors will confer individually
with each student in grades eight to eleven in regard to
course selection. Counselors will contact parents if there
is any concern about the courses that the student has
selected. Also Parents may participate in the course
selection process through a conference with the counselor
and student. Students are encouraged to elect courses
which are recommended by the current teachers and/or
guidance counselor. Student grades are recorded on the
report cards each of the four (4) marking periods of the
VWXGHQWV·VXEMHFWV
7KHVHJUDGHVDUHDYHUDJHGWRREWDLQWKHVWXGHQWV·ILQDO
end-of-year grade in each of their subjects. All students
receive numerical grades for their courses.
DROPPING A SUBJECT
All course requests are final by June 30th. No student
will have their academic schedule altered after June 30th. If
a particular hardship develops, the student, with parent or
guardian, must submit a formal request in writing
explaining in detail the reason for the change.
Appeals will only be heard for a one week period
immediately following the close of the first marking period,
and for one week after the close of the first semester will
also be considered. The appeal will be heard before an
academic committee made up of the following:
1. 6WXGHQW·V JXLGDQFH FRXQVHORU DQGRU FDVH
manager.
2. Appropriate teaching staff.
3. Appropriate instructional supervisor
4. Principal or designee
Once the request is heard, the academic committee will
issue a decision in a timely manner. All decisions will be
final and not subject to another appeal.
First marking period grades will be reflected in the
cumulative average as well as GPA at the weighted level of
course the student is entering. If approved, the selection of
a replacement course will be based on student need and
course availability.
FAILURES AND INCOMPLETES
Student grades below 65 are failures. In grades nine
to twelve, failing a course will result in loss of credits
required for promotion or graduation; failures in grades
seven and eight may result in grade level retention for the
student. An end-of-year failure in a required course, for
students in grades nine to twelve, will necessitate makeup of the required course before the student is eligible for
graduation. This process can be completed through
summer school or, in some cases, by repeating the failed
VXEMHFW GXULQJ WKH VWXGHQWV· IROORZLQJ \HDU Only
students receiving a failing grade between 50 and
64 will be eligible to attend summer school to
make up the course. The procedures for end-of year
failure of an elective course are governed by two aspects,
GHSHQGLQJ RQ WKH VWXGHQWV· SHUVRQDO FKRLFHV ,I WKH
student wishes to continue with the program sequence,
he/she must make the course up at summer school or
repeat the subject the following year at Delsea. If the
student does not plan to pursue further studies in the area
failed, his/her total earned credits will be less than those
which are traditionally earned per school year. An
LQFRPSOHWH QRWDWLRQ RQ WKH VWXGHQWV· UHSRUW FDUG
COURSE ASSESSMENTS
All students in grades seven though twelve are required
to take marking period assessments. The grades for
assessment are included in each marking period grade. The
final grade for the course is the average of the 4 marking
period grades.
HONOR ROLL
The honor roll is established after each marking period;
final yearly averages are used for the final honor roll. A
student must have a full schedule to be placed on an honor
list. Incomplete grades, for any reason, may negate
placement of a student on an honor list if the incomplete
JUDGH LV RQ WKH VWXGHQWV· RIILFLDO UHFRUGV DW WKH WLPH WKH
names of the honor rolls have been compiled.
A student who receives an 85 or higher on all subjects is
named to the Principal's List. A student who receives a 93
or higher in all subjects is named to the Superintendent's
List.
7
CHANGES AFTER THE FIRST MARKING
PERIOD
CURRICULAR REQUIREMENTS
Middle School:
à 2 years of language arts literacy
2 years of science
2 years of social studies
2 years of math
* 2 years of health and physical education
2 year world language in 7th and 8th grades
2 years media /study skills
** 2 years of exploratory subjects or band or chorus
*
Including family living, aids education and ten
hours per year of drug education.
** Courses may be replaced by basic skills reading,
writing, and/or math if students do not
demonstrate proficiency on the NJASK.
All changes are subject to administrative approval and
may result in a loss of credit. The name of the class and the
grade at the time of exiting the class may appear on student
records. Students who request to drop vocational school
and/or have been dropped by Gloucester County
Vocational School will return to Delsea on a full-time basis,
but cannot receive full credits for the part-time attendance
at the vocational school or at Delsea. The policies covering
these actions are as follows: The Board of Education of the
Delsea Regional High School District, in offering a fair and
equitable system of education for all its students, accepts its
responsibility for providing classes to those students who
elect, or are mandated to discontinue their shared-time
vocational program at the county vocational school.
However, in providing equal opportunities for all students,
the Board of Education acknowledges that these students
cannot be granted full credit for classes which were
attended for only part of the school year. Students who
attended the county vocational school on a shared-time basis
who return to Delsea on a full-time basis, either through
voluntary or mandated processes, will be assigned at Delsea
based on such variables as subjects available, class period
enrollments, and other matters affecting convenient
acceptance of the student into specific classes. The
DGPLQLVWUDWLRQ ZLOO WDNH LQWR FRQVLGHUDWLRQ WKH VWXGHQWV·
past performance at the vocational school and efforts will be
made to place the students in comparable classes at Delsea.
Students who leave the County Vocational School to
return full time to Delsea will be granted partial credit for
successful achievement in the dropped vocational school
courses as based on 3-3/4 credits per marking period,
prorated basis based on number of credits students would
have been awarded. The building principal, with Board of
Education approval, shall be granted the right to refuse
acceptance of returning vocational students. This denial of
admission pertains primarily to the time of year a student
plans to return full-time to Delsea.
High School:
4 years of English
3 years of math
3 years of social studies (1yr World & 2 yrs. US)
3 years of science (including 1 Biological Science)
2 years of world language
4 years of health and physical education
1 year of visual and performing arts
1 year of Career Education, Consumer and
Family Skills or Voc. Tech Education
Class of 2013 and beyond ²
2.5 credits FinancialLiteracy
Cross content workplace readiness is infused through
existing or career related courses.
Grading System
A+ 98-100
A 95 - 97
A- 93 - 94
B+ 90 - 92
B 87 - 89
B- 85 - 86
C+
C
CD+
D
DF
82-84
79-81
75-78
72-74
70-71
65-69
0-64
8
SUBJECT AREA STATE AND
DISTRICT REGULATIONS
PROGRAM OF STUDY
All students are scheduled for eight periods of either eight
subjects or seven periods and one study hall for each of the
four high school years (grades 9-12). The required courses
and available elective periods per grade level are:
Grades 9
Grades 10
Grades 11
Grades 12
1. English
2. Health & PE
3. Math
4. World Hist.
5. Science
6. Fine & Prof.
Arts course
7. World Lang.
8.Practical Arts
1. English
2. Health &
PE
3. Math
4. U.S. Hist I
5. Science
6.Career Ed /
VoTech
7. World
Lang.
8.
1. English
2. Health &
PE
3. Math
4. U.S. Hist II
5.Science
6.
7.
8.
1. English
2. Health & PE
3.
4.
5.
6.
7.
8.
Communication
4 Years
(English)
Math
3 Years
Science
3 Years
H & PE
4 Years
Social Studies
3 Years
World Language
2 Years
Career Education
Infused
Visual/Performing Arts
1 Year
Career Education, Consumer
1 Year
Family Life Skills or Voc/Tech
Education
Family Living
Technology - Integrated through the curriculum
Basic skills programs in reading, writing, and/or math are
WDNHQLQDGGLWLRQWRWKHVWXGHQWV·UHTXLUHG(QJOLVKRUPDWK
subjects, and are scheduled in place of an elective course.
All students in grades eight to eleven must plan each of their
successive programs-of-study to meet the required courses
and elective periods indicated on the matrix.
An equivalent of 1/2 year of career education is infused
into each of the students' class period subjects. Credits and
grades are not awarded for this program; however, the
VWXGHQWV· WUDQVFULSW FRQWDLQV D VWDWement which indicates
that satisfactory participation in the units of study was
attained.
Family Living units of study and AIDS Education are
LQFRUSRUDWHG HDFK \HDU RQ WKH VWXGHQWV· KHDOWK DQGRU
science courses. A minimum of ten (10) clock hours on
the topic of Substance Abuse is mandated.
9
CREDIT / COURSE INFORMATION
IV. Auditing Courses
A student cannot audit a subject and carry a study hall
during the same year.
I. Students have the option of taking eight subjects or seven
subjects plus a study hall.
PROMOTION AND GRADUATION
REQUIREMENTS
II. Credits for Promotion and Graduation
1. Students must earn a minimum of 35 credits during
freshman year, 30 credits during the sophomore year, 35
credits during junior year, and 30 credits during the senior
year to be eligible for promotion and graduation. Total
credits for graduation equal 130.
There are four requirements which students must
successfully satisfy to be eligible for graduation and a stateendorsed high school diploma. The areas include: number
of credits, required curricular areas, satisfactory
achievement on the HSPA, and adherence to
attendance policies. Credits are awarded in grades nine
through twelve for satisfactory completion of each subject.
2. Students who prefer to take eight classes per year, rather
than seven, will be able to earn 40 credits per year.
Grade At The
End Of June
12 To Graduate
11 Into 12
10 Into 11
9 Into 10
III. Related Course issues
1. Health and Physical Education - A student may carry
two H & PE classes in their junior or senior year.
2. English - Because the English programs are sequentially
designed, a student cannot carry two levels during the same
academic year except for the senior year. If a student does
not attend, and successfully complete summer school for
the failed course he/she will repeat that course.
Total Minimum Credits
130 Credits
100 Credits
65 Credits
35 Credits
Requirements for graduation must be successfully
completed before the student may receive a state-endorsed
high school diploma. Regardless of the number of credits a
student has earned by the conclusion of grade 12, he/she
may not graduate unless he/she has successfully completed
the following courses:
3. Math - A student cannot take a failed math course and
the next math level simultaneously.
Communication:
One year for each year of enrollment. (20 Credits)
4. Science - In the case of a failed science course, the
student may take both the failed and another science course
during the same year. (With the exception of
honors/advanced placement courses, the science courses
are not totally sequential in content design).
Mathematics:
Three years of mathematics (15 credits)
Social Studies:
Three years of U.S. History/World History
(15 credits)
5. History - Because the U.S. History I and II programs are
sequentially based, a student cannot take level II until
he/she has successfully completed level I.
Failure of one of the three required courses; World
History, U.S. I, and U.S. II, will mandate summer school
attendance or deferring the ninth, tenth, and eleventh grade
requirements to grades ten, eleven, and twelve.
Science:
Three years of Science (15 credits)
Health/Phys. Ed: One year for each year of enrollment
(15-20 credits) Minimum 3.75 PE credits plus 1.25 for
Health/Drivers Education (2.5 PE credits for repeated
levels)
6. The Arts - The regulations for failure of the state
mandated "Arts" programs will follow the same guidelines
that are described under, failure of an elective course.
Visual and Performing Arts: One year (5 credits)
7. Electives - A student cannot take the next level of an
elective course without successfully passing the prerequisite.
Career Education: ½ year required
Career Education and Consumer, Family and Life
Skills or Vocational-Technical Education: One year
(5 credits)
8. World Language ² The district requires successful
completion of two years of a World Language .
2.5 credits Financial Literacy ² Class of 2012 and
beyond
10
Attendance requirements for promotion and graduation
are explained in the attendance section of the student
handbook. Students who do not earn the credits required
for promotion to the next grade level are retained in a
homeroom of the grade in which sufficient end-of-year
credits were earned for promotion. These students,
however, often carry subject(s) in their schedule which are
of the next grade level. Eleventh grade students who
do not earn sufficient credits for promotion to a
twelfth grade homeroom may not enjoy any senior
privileges (i.e., yearbook picture, senior class trip)
even though they expect to graduate. When it is
determined by final grades that the student will
graduate, he/she will be able to participate in
graduation exercises.
1. $OOFRXUVHVZLOOEHSDUWRIWKHVWXGHQWV·
a. promotion and graduation requirements
b. qualifications for honor roll and/or principal's list
c. post-secondary school requirements
d. eligibility for scholarships and contests
e. athletic and school activity eligibility
f. records and transcripts
g. total secondary school requirements for any and all
school purposes except class ranking.
CLASS RANKING CALCULATIONS
The ranking process is mathematically calculated from
each VWXGHQW·V earned credits, grades, and weights of
courses.
1. Every subject has a specified number of credits
assigned to it.
2. Every subject has a specifically assigned weight value.
3. Student grades are based on the absolute value of the
end-of-year grade.
4. These weights are used solely for the purpose of
computing *3$
VDQGWKHVWXGHQWV·FODVVUDQN
Student participation in graduation exercises is granted
only to those senior students who have successfully met the
four requirements indicated in this section. The Board of
Education policy states: "It is the policy of the Board of
Education that the significance, prestige, meaning, and
solemnity of the graduation ceremony must be maintained.
Therefore, the Board believes that participation in
graduation ceremonies must be reserved for those students
who have completed all diploma requirements."
7KHPDWKIRUPXODDSSOLHGWRFODVVUDQNJUDGH´[µFRXUVH
value divided by total attempted credits.
CLASS RANKING POLICY
School District provides a class ranking system which:
maintains a standard process for assigning a weighted value
for each subject and the subject groupings, incorporates a
value scale which accurately differentiates and reflects the
degree of difficulty among and between subjects and the
subject groupings, and includes a consistent statistical range
between the variables of course weights and student grades
for the course. Therefore, every course and every grouping
level for each course are classified into weighted value
categories based on a ten point scale for each of the
following three factors: the type of student population for
which the course and/or level are primarily designed, the
instructional and learning processes typical to the course
and level, and the type of projects, homework, and
assignments which are characteristic of the course and/or
level.
The mathematics weighting criteria will provide a
differential between the subjects and subject grades. Each
VWXGHQW·V class rank is calculated by a system which
multiplies the subject mark by the course value and by the
course credits and divides the total by number of credits
attempted.
HIGH SCHOOL COURSE
DESCRIPTIONS
All courses require a 65 percent mastery of the proficiencies
/ major units of study for successful completion of the
program. A variety of resources and technologies are used
to develop proficiencies in conjunction with State Core
Curriculum Content Standards.
11
12
HSPA PREPARATION CLASS
´1RWKLQJLVHYHUDFKLHYHGZLWKRXWHQWKXVLDVPµ
Ralph Waldo Emerson
NINTH THROUGH ELEVENTH GRADE HSPA
LANGUAGE ARTS LITERACY is a required course
NINTH THROUGH ELEVENTH GRADE HSPA MATH is
designed for students who have not achieved the minimum
proficiency level as mandated by the State Department of
Education. This program is taken in addition to the
required English course. Although grades and elective
credits are received for this course, the credits do not serve
as satisfying the English credits for graduation. The reading
and writing program primarily emphasizes development
through the "Individual Student Improvement PODQµ DQG LV
designed to prepare the student for meeting the state's
minimum proficiency level. Major units of study include
the skills and knowledge useful for word recognition, skills
in reading comprehension, and study skills necessary for
locating/obtaining information. All units of study address
both remedial/developmental approaches. In addition, the
abilities to synthesize reading material from various sources
and respond to open-ended questions are also stressed.
Reading material covers the areas of narrative text,
informational
text,
everyday
text,
and
persuasive/argumentative text. The course is designed to
provide the students with both developmental and remedial
skills in the area of punctuation, usage, spelling, vocabulary,
phrases, clauses, sentence structure, and paragraph
development. These skills are then applied to the more
complex processes involved in combining and organizing
ideas into well-constructed essays both persuasive writing
and picture prompts. Instruction also includes
reconstructing sentences, applying appropriate transition
words to complete paragraphs, correcting usage errors in
sentences, and revising written projects.
a required course designed for students who have not
achieved the minimum proficiency level as mandated by the
State Department of Education. Remediation is provided
for students who have demonstrated a need for
strengthening and reinforcing their mathematics foundation.
Major units of study include: number concepts and
applications, spatial sense and geometry, data analysis,
probability, statistics, and discrete mathematics, patterns,
functions, and algebra. Problem solving, communicating
mathematically, connecting math to real-life, improvement
reason, utilize technology plan and respond to open-ended
questions. 3ULPDU\HPSKDVLVLVRQWKHVWXGHQWV·"Individual
6WXGHQW ,PSURYHPHQW 3ODQµ. This course is taken in
DGGLWLRQWRWKHVWXGHQWV·UHTXLUHGPDWKHOHFWLYHFUHGLWVDUH
awarded toward requirements of graduation.
Student grades are based primarily on tests, quizzes,
homework, projects, class participation, notebooks, and
marking period assessments.
AHSA TWELFTH GRADE ALTERNATE HIGH SCHOOL
ASSESSMENT MATH/ENGLISH is a required course for
students who did not meet state and district examination
standards for graduation by the end of eleventh grade. This
course is taken in addition to the regular English and/or
math class and meets five days a week. AHSA 12 provides
remediation in reading and writing and/or math to prepare
students for the fall and spring administrations of the HSPA.
Students in the class are also given an opportunity to
complete a comprehensive assessment other than
standardized tests to show proficiency in basic skills. The
program emphasizes development, reinforcement, and
UHILQHPHQW RI VNLOOV WKURXJK WKH ´,QGLYLGXDO 6WXGHQW
IPSURYHPHQW 3ODQµ GHVLJQHG WR DVVLVW WKH VWXdents in
PHHWLQJWKHVWDWH·VPLQLPXPSURILFLHQF\OHYHO
13
14
BUSINESS AND TECHNOLOGY DEPARTMENT
"We keep moving forward, opening up new doors, and doing new things,
because we're curious DQGFXULRVLW\NHHSVOHDGLQJXVGRZQQHZSDWKVµ
Walt Disney
ACCOUNTING I is a 2.5 credit elective semester course for
students in grades 10-12. It is designed for beginning
vocational preparation for entry into business occupations
and as a background for business administration and/or
college accounting for college bound students. Major units
of learning include related careers, accounting principles,
practices and procedures related to a service business
organized as a proprietorship; starting an accounting system;
analyzing transactions into debit and credit parts; journalizing
and posting into journals and ledgers and using an automated
accounting system. Students are required to complete a
simulation set to implement the skills acquired in the
fundamental accounting process. Student grades are based
primarily on tests, quizzes, homework, simulations, class
participation, and marking period assessment. This course
will also put an emphasis on preparation for post secondary
education and employment through academic and technical
skill integration with the goal of a degree, certificate or
credential.
ACCOUNTING II is a 2.5 credit elective semester course for
students in grades 10-12 and requires satisfactory completion
of Accounting I. The subject is designed to provide the
knowledge and skills needed by students who are preparing
for an accounting position or who desire advanced
preparation for the study of accounting or business courses in
college. Major units of study include the accounting
profession, its framework and accepted accounting concepts;
the accounting cycle for proprietorship, establishing cash
control systems; preparing worksheets and financial
statements; recording adjusting and closing entries and using
an automated accounting system. Skills are reinforced using
both a manual and an automated accounting system.
Students are required to complete simulated business activity
sets to implement the knowledge and skills they acquire.
Students are encouraged to expand and use their analytical
thinking skills for decision making analysis. Student grades
are based primarily on tests, quizzes, homework,
simulations, class participation, and marking period
assessments. This course will also put an emphasis on
preparation for post secondary education and employment
through academic and technical skill integration with the goal
of a degree, certificate or credential.
COLLEGE ACCOUNTING is five credit elective course for
students in grades 11/12 and requires a satisfactory
15
completion of level 1 and 2 programs for entry into the
course. The course is designed to provide the knowledge
and skills needed by students who are preparing for an
accounting position or who desire advanced preparation
for the study of accounting or business courses in college.
Major units of study include but are not limited to:
accounting careers, the accounting cycle for a
departmentalized merchandise business, computing and
recording of uncollectible accounts, plant assets,
depreciation and promissory notes; and advanced
accounting procedures for a large business and/or
corporation. Students are required to learn the proper
method of performing the aforementioned skills using both
a manual and an automated accounting system. Students
are also required to complete simulated business activity
sets to implement the knowledge and skills they acquire.
homework simulations, class participation, and marking
period assessments. This course will also put an emphasis
on preparation for post secondary education and
employment through academic and technical skill
integration with the goal of a degree, certificate or
credential.
DESKTOP PUBLISHING I is a 2.5 credit, one semester
elective course designed for students to use their creative
ability to develop specific publishing skills. Students will
receive instruction in desktop publishing using CorelDraw
software which is used by newspapers in the area. Major
units of study include: composing various types of desktop
publishing documents. Skills learned in this course will be
the creation of: flyers, newspaper ads, cover pages,
FDOHQGDUV FKLOGUHQ·V DFWLYLW\ ERRNV HWF XVLQJ GLIIHUHQW
tools and graphics. Students will be exposed to related
career opportunities for those proficient and interested in
the field of graphic design or technical illustration. Student
grades will be based on quizzes, class assignments,
projects, and two marking period assessments. This
course will also put an emphasis on preparation for post
secondary education and employment through academic
and technical skill integration with the goal of a degree,
certificate or credential.
DESKTOP PUBLISHING II is a 2.5 credit, one semester
course for students who have already successfully
completed Desktop Publishing I. Students will learn
specific desktop publishing applications using Corel Draw.
They will enhance their documents with special effects and
design. Students will create their own printing company and
learn advanced applications. Skills in the areas of this course
will be the creation of: advanced newsletters, booklets,
brochures, product packaging, school related projects,
tabloids, business cards, and infusing graphics and tools to
enhance these documents. Student grades will be based on
projects, class assignments, and two marking period
through academic and technical skill integration with the goal
of a degree, certificate or credential.
FOUNDATIONS OF TECHNOLOGY is a 2.5 one semester
course for students in grade 9 -12 who want to be computer
proficient whether they plan to further their education or
enter the workforce. This course includes an overall tutorial
on applications in word processing, spreadsheets, charts, data
bases, and multi-media slide presentations. Students will be
able to create fantastic projects and designs associated with
the various programs. Student grades are based primarily on
projects, classwork, and marking period assessments. This
secondary education and employment through academic and
technical skill integration with the goal of a degree,
SIMULATED OFFICE ENVIRONMENT is a 2.5 credit elective
course for students in grades 10 - 12. This course involves
students who choose to work in an office environment. This
course will allow students the opportunity to work for credit
in various offices throughout the school. The course
prepares and assists students who are interested in working
with the school office staff during the course of the day. It
may also lead to entry level employment and career
opportunities in the business community. The course covers
such topics as phone skills, filing, office etiquette and
attitude, team work, computer skills and employment
knowledge.
Student grades will be based on class
SDUWLFLSDWLRQDQG´2IILFH6W\OHµSURMHFWVDVZHOODVPRQLWRULQJ
and on-the job observations in the school offices. This course
credential.
E-COMMERCE MARKETING is a 2.5 credit semester course
for juniors and seniors. This course will prepare students to
plan and market electronic products and services online.
Students will explore electronically linked distribution
systems, international e-commerce, e-tailing, digital media
design, digital marketplace design strategies, marketing
management, market research, online customer behavior,
16
data mining and warehousing, online partnerships and
security/privacy issues. Students taking this class are
expected to participate in all DECA activities. Student
grades are based primarily on tests, quizzes, projects,
written work and marking period assessments.
WEB BUILDER: INTRODUCTION TO DREAMWEAVER is a
2.5 credit elective course for students in grades 10 through
12. This course will introduce students to the latest web
building technology through the use of Dreamweaver.
Students will also receive instruction on the history of the
web and its evolution to present. Student grades are based
primarily on tests, quizzes, projects, written work and
marking period assessments. This course will also put an
emphasis on preparation for post secondary education and
credential.
Web Building 2, students will expand upon their basic
knowledge of web design gained from the intro course.
Students will participate in a web design simulation to
build a website for a Fitness Club. Students will then move
on to build interactive sites using DHTML and CSS in
conjunction with Dreamweaver. Students will be
responsible for finding a business and redesigning their
web presence or generate an entirely new site that does
not exist. After Web Building 2, students will have the
skills to enter the job field as an entry level Web Designer
and Webmaster. This course will also put an emphasis on
through academic and technical skill integration with the
goal of a degree, certificate or credential.
MICROSOFT WORD CERTIFICATION MOS 1 is a 2.5
credit, one semester course for all students (grades
10-12) who have completed the MOS prep course.
This course covers applications in the Microsoft
Office Package which includes Word for word
documents, PowerPoint for slideshow presentations
and Outlook for organizational management and
scheduling. Students will use Word to create,
organize, and format word documents. In the
PowerPoint application, students will utilize
knowledge learned in the MOS prep class to format
text, pictures and slides and apply transition
techniques to create slideshow presentations. Finally,
students will use Outlook to create, organize and
modify e-mails. MOS 1 prepares the student with the
knowledge and skills necessary to take the MOS
Word Expert Exam. Students completing MOS 1 will
also possess the foundation necessary in PowerPoint and
Outlook to continue to the MOS 2 class. Students
completing this course and choosing to take the MOS
certification test will have an increased strength of
computer skills and a recognized computer certification
to add to their resume. Student grades are based
primarily on projects, classwork, and marking period
preparation for post secondary education and
credential.
MICROSOFT POWERPOINT CERTIFICATION Formerly
known as PowerPoint Certification, MOS 2 is a 2.5
credit, one semester course for all students (grades 1012) who have completed MOS 1. This course covers
applications in the Microsoft Office Package which
includes Outlook for Organizational Management and
Scheduling, Excel for spreadsheets and Data Analysis
and PowerPoint for slide-show presentations. Students
will utilize Microsoft Outlook to schedule tasks and
input fictitious contacts and appointments. Students will
focus on Microsoft Excel and several of its powerful
data analysis tools to create graphs and visual
representations of the data. Finally students will utilize
PowerPoint to provide informal insight into the analysis
of their Excel data. MOS 2 provides the knowledge and
skill training to complete the MOS Expert Certification
in Microsoft Excel, MOS Specialist Certification in
PowerPoint and Outlook. Students completing this
course possess the skills to customize, organize, and
analyze data in Excel. In addition, students can
construct and present fluid PowerPoint Presentations
while scheduling tasks and managing contacts via
Outlook. Students completing this course and choosing
to take the MOS certification tests will increase the
strength of their resume in the area of computer skills
and certifications. Student grades are based primarily on
projects, classwork, and marking period assessments.
This course will also put an emphasis on preparation for
post secondary education and employment through
academic and technical skill integration with the goal of
a degree, certificate or credential.
JAVA is a full year, A level course, designed to teach
problem-solving methods, algorithm development using
top-down design, and challenging programming
techniques and styles. The focus will shift from
procedural-based programming to an object-oriented
approach. The course is designed to train the students
17
with the necessary skills and concepts to be able to
program in the JAVA language. The course will also
stress challenging program design and development as
well as reinforce problem-solving skills. Student
grades are based primarily on tests, quizzes, projects,
and written work and marking period assessments.
This course will also put an emphasis on preparation
for post secondary education and employment
through academic and technical skill integration with
the goal of a degree, certificate or credential. Visual
Basic II is the prerequisite course.
MANAGEMENT is a 2.5 credit elective course for 11 and
12 grade students. The program addresses a variety of
marketing and economic concepts, human resource
management concepts, and entrepreneurship skills.
Students are offered the opportunity to participate in
DECA activities. Student grades are based primarily on
tests, quizzes, homework, projects and class participation
and marking period assessments. This course will also put
an emphasis on preparation for post secondary education
and employment through academic and technical skill
credential.
RETAIL STORE MANAGEMENT is a 10 credit elective
course designed to appeal to those juniors and seniors
whose career goals include retail store management, retail
buying, security, sales, or promotion. The course will
utilize the school store as a lab site in conjunction with inclass lessons. The class will meet once a day and each
student will work in the store one period a day. To be
admitted into the class, the student must have passed
Marketing I or be taking Marketing I concurrently.
Students may take this class along with Marketing 2. This
LV D ´KDQGV-RQµ FODVV XVLQJ SURMHFWV DV WKH PDMRU Iorm of
student assessment. Students taking this course will be
encouraged to participate in all DECA activities available at
the high school. The topics to be covered include: retail
buying, cash register operations and retail math, human
relations, promotion, receiving, inventory, finance,
accounting, store operations, safety, housekeeping, risk
management, security, pricing, sales, marketing research,
and career exploration. This course will also put an
credential.
FOUNDATIONS OF MARKETING is a five credit elective
course designed to appeal to sophomores, juniors, and
seniors whose career goal may include the marketing field.
Students will study basic economics and marketing
concepts. Students are offered the opportunity to
participate in all DECA activities. Student grades are based
primarily on tests, quizzes, projects, and written work and
MARKETING I is a five credit college-prep elective course
designed to help juniors and seniors explore the vast
opportunities in marketing and requires satisfactory
completion of Foundations of Marketing. Students whose
career goals include marketing, management, or economics
should find this a challenging course. The curriculum allows
students to obtain knowledge in economics and marketing
useful in post secondary education and the world of work.
Students are expected to demonstrate their competency
through participation in all DECA activities. DECA
represents a method of learning utilized in the marketing
classroom which helps to prepare students for post secondary
course work and employment. Student grades are based
primarily on tests, quizzes, projects, and other multi-strategy
instructional methods. This course will also put an emphasis
on preparation for post secondary education and
employment through academic and technical skill integration
with the goal of a degree, certificate or credential.
MARKETING II is a five credit college pre elective course
designed for seniors who have successfully completed
Marketing I. Instruction designed to meet the needs of
students who are interested in an occupation requiring
competency in the marketing foundations (economics,
marketing and business, and human resources) and functions
(selling,
promotion,
pricing,
market-information
management, product/service planning, distribution and
financing). In addition, students are encouraged to develop
leadership skills, good citizenship traits, social intelligence,
and vocational understanding through participation in
DECA, the student organization for marketing students.
homework, projects, class participation and marking period
through academic and technical skill integration, with the
goal of marketing specialist certification, degree or
credential.
EMERGING TECHNOLOGIES is a 2.5 credit, one semester
course for students who want to increase their knowledge of
advancements in the area of technology that will assist them
both academically and personally. This course will cover the
newest technologies that are available today. Students will
learn how to use the Internet as a resource, create basic
WebPages using Microsoft Front Page, use of Palm
Organizers, use of digital cameras, photo editing software,
digital camcorders, video editing software, and more. They
will also learn what podcasts are and how to create podcasts.
Finally, they will create a digital portfolio of their work.
18
Emerging Technologies will provide students with a solid
base of knowledge and skills using a variety of different
technologies that they will be able to utilize in their
academic and personal projects. Student grades will be
based on creative projects, class assignments, quizzes,
tests, class participation, and demonstration of computer
skills. This course will also put an emphasis on preparation
for post secondary education and employment through
academic and technical skill integration with the goal of a
degree, certificate or credential.
PERSONAL FINANCIAL PLANNING AND INVESTING is a 2.5
credit, one semester course. Students will be able to
develop strategies for managing resources, learn to use
credit wisely, gain insight into the different ways of
investing money to increase their earnings potential and
have hands on practice in banking. Topics such as federal
income tax, personal checking accounts and banking
services, investing in mutual funds, credit procedures and
laws, insurance, and other issues will be covered. Students
will complete a personal and banking budget simulation
that will teach them the financial procedures necessary for
successful personal finance management, In addition,
students will incorporate technology into their work by
using spreadsheets, word processing, and projects such as
purchasing a car and investigating careers in the finance
field. Also, students will learn to buy, sell and track their
stocks in an investment simulation. The class incorporated
LQWRWKHVWXGHQW·VGDLO\OLYHVZLOOSURPRWHFULWLFDOWKLQNLQJ
skills and link finance to other areas of study. Budgeting,
taxes, and buying real estate will complete the course for
student learning.
PROGRAMMING IN VISUAL BASIC 1&2 are 2.5 credit
semester A level courses, designed to teach students the
skills necessary to write Visual Basic programs in a
structured environment. The focus will be on proceduralbased and efficient programming. The course will stress
good program design and development as well as reinforce
problem-solving skills. Student grades are based primarily
on tests, quizzes, homework, projects, class participation,
notebooks, and marking period assessments. The
prerequisite for this course is Programming I. This course
credential.
PROGRAMMING IN C ++ HONORS is a full year, five
credit, Honors level course that will reinforce structured
programming techniques and concepts as learned in the
pre-requisite course, Programming in Visual Basic II. The
course will stress sound programming techniques such a
top-down planning, structured modular programming and
modular design. Once techniques are learned, students
will be introduced to gaming using the DARK GDK
libraries. Any student successfully completing Visual Basic II
will be eligible to take Programming in C++. This course
credential.
ENTREPRENEURSHIP is a 2.5 credit elective course for
students in grades 10-12. It is designed to prepare students
who may wish to independently own and operate their own
business. Major units of learning include the role of small
business in the US economy, what it takes to be an
entrepreneur, creating a small business and managing a small
business. Students will complete a business plan to
implement the skills and knowledge they acquire. Students
will be offered the opportunity to participate in all DECA
activities. Student grades are based primarily on tests,
quizzes, projects and written work.
19
20
ENGLISH DEPARTMENT
³Shared ideas and drea ms preserve the integrity, stability and beauty of the community.´
- Successories
ENGLISH I is a required, full year, five credit course for all
ninth grade students. There are two program tracks ² H
and A - LQZKLFKWKHFRXUVHV·PDMRUFRQWHQWVDUHLGHQWLFDO
but the programs are differentiated by depth of skill
coverage, student expectations, percentage of time devoted
to each instructional component, and the required
independent summer reading for the H and A levels. The
curriculum addresses, but is not limited to, the VWDWH·V
established content standards. The major units of study will
include the following: review of grammar skills; analysis of
various literary forms, styles, and authors; development of
vocabulary skills, study, library, and research skills. The
major reading assignments include, but are not limited to,
Romeo and Juliet and Of Mice and Men. The major
projects include a position paper and a Service Learning
FKLOGUHQ·VERRN project. Student grades are based primarily
position papers, and marking period assessments.
tracking levels to meet the needs and abilities of the
students. Although the course contents are basically the
same for the H, A, B levels, the programs are differentiated
by depth of studies, student expectations, reading
selections, and percentage of time allotted to each major
unit of study. The primary components of the English II
curricula include the following: critical reading and thinking
skills; the writing process; various genres of literature; test
taking and study skills; and preparation for the HSPA. The
major assignments for this course include, but are not
limited to, critical literary analysis, independent readings,
and a persuasive speech. The curriculum addresses, but is
not limited to, the state's established Core Curriculum
Content Standards. Student grades are based primarily on
tests, quizzes, homework, projects, class participation,
notebooks, and marking period assessments.
ENGLISH II HONORS is a full year, five-credit course
designed for the accelerated sophomore English student in
preparation for the Advanced Placement English courses
and exams. The Honors student must be proficient in
English communication skills, willing to accept the
academic demands of self-directed studies and independent
readings in the summer and during the school year, and be
committed to excellence in performance and products. The
program includes a core of English skills which include the
following: critical reading of classic literature which
includes a multi- cultural perspective, note-taking,
research, a Service Learning project, and critical and
expository writing. Formal papers and in-depth research
projects are required and included, but are not limited to
the following classics: King Lear, The Scarlet Letter, The
Crucible, The Kite Runner, and others as designated by the
instructor. While exposition and analysis are stressed,
some creative writing is done. Projects assigned stress
utilizing various forms of media and applying technology to
assignments. The curriculum addresses, but is not limited
to, the state's established Core Curriculum Content
Standards. Student grades are based primarily on tests,
quizzes, homework, projects, class participation,
notebooks, marking period assessments, and a persuasive
speech. Summer reading is required of all levels.
ENGLISH I HONORS is designed to challenge and develop
WKH VWXGHQWV· FULWLFDO UHDGLQJ DQG ZULWLQJ VNLOOV WKURXJK D
survey of classical and contemporary literary forms and
developmental composition forms. This course, which
serves as a transitional program for entrance into the
Advanced Placement English courses, is distinguished by
independent study, accelerated pace, depth of analysis, and
extensive reading and writing requirements. The major
reading assignments include Romeo & Juliet, Hard Times,
The House on Mango Street, Taming of the Shrew, The
Alchemist, and others. The major units of study include
those listed under English I, but are characterized by more
long-range and independent assignments plus multiple
opportunities for students to write on various topics, to
respond to critical literary comments, and to further
develop creative writing skills. Student grades are based
primarily on tests, quizzes, homework, projects, class
participation, position papers, marking period assessments,
and required summer readings.
ENGLISH II is a five credit course required of all
sophomores. The program is designed to continue the
maintenance and sequential development of the essential
skills of communication. These include the following:
reading skills, critical analysis, grammar skills, and the
mechanics of written expression, composition skills and
speech. All students will read a variety of American
literary selections, which include a multi- cultural
perspective. The English II curriculum provides three
ENGLISH III is a five credit course required of all juniors
and includes an intensive program in composition,
vocabulary development, research skills, refinement of
HSPA skills, and American Literature, including a multicultural perspective. Other areas infused into these topics
21
include career education, critical thinking, and
reinforcement of grammar skills. English III provides three
tracking programs - AP, A and B - which are designed to
DGGUHVV WKH VWXGHQWV· QHHGV DELOLWLHV DQG SRVW-secondary
aspirations. The three levels are differentiated by depth of
content, instructional processes, time on skill areas,
independent studies, and student expectations. A position
paper is required in all program tracks. Specific units of
instruction include the following: review of grammar and
usage, reinforcement and expansion of reading skills,
vocabulary, composition writings, American literature, a
position paper and a Service Learning project. The
curriculum addresses, but is not limited to, the state's
established Core Curriculum Content Standards. Student
grades are based primarily on tests, quizzes, composition
writing, homework, projects, class participation,
notebooks, and marking period assessments. Summer
reading is required of all levels.
to, the State RI 1HZ -HUVH\·V Core Curriculum Content
Standards. Student grades are based primarily on tests,
notebooks, essay assignments, and marking period
assessments. This course provides the basic knowledge
necessary to take the College Board administered Advanced
Placement English Language and Composition Exam.
ENGLISH IV is a full-year, required five-credit course which
consists of three program tracks: AP, A and B. These
program levels are differentiated by depth of content,
instructional processes, student expectations, and time
devoted to each major skill unit. The A level is designed for
students who plan to attend four-year colleges. The major
focus of this track is on English literature with written
compositions infused into reading selections. If time
permits, an introductory overview of world literature is
included in the curriculum. Other units of study include
the following: research writing, grammar, editing and
proofreading, vocabulary development, test-taking skills,
career exploration, and critical thinking skills. In addition,
other major assignments include literary analysis papers and
periodic compositions. The B level program addresses the
academic needs of students who plan to attend two-year and
four-year post secondary institutions and those who are
entering the military or work world. The course content,
with the exclusion of world literature, is identical to the A
level but includes an extensive unit on careers and job skills
and does not include the breadth and acceleration of
coverage which is typical of the A track.
A research paper or position paper is required for
graduation, for every level of senior English. Students also
participate in a final culminating Service Learning project.
The curriculum addresses, but is not limited to, the state's
established Core Curriculum Content Standards. Student
grades are based primarily on tests, quizzes, composition
writing, independent readings, homework, projects, class
participation, notebooks, marking period assessments, and
research /position papers.
AP ENGLISH III is a five credit course offered to promote
the development of critical thinking and reading skills; to
develop the interpretation skills of a broad range of
American writing, including novels, essays, nonfiction, and
poetry, including a multi-cultural perspective. The course
is designed to provide to the highly motivated student the
skills necessary for the development of critical thinking,
reading, and writing, and for the knowledge and skills
necessary for use in addressing and answering essay
questions similar to those found on standardized tests, such
as AP exams; teacher-made tests; and to further the
understanding of effective composition through practice in
revising and editing; to study literature-related concepts
which would include the close reading and analysis of major
literary works through discussion of character, setting,
rhetorical styles, tone, and conflict; and to develop the
skills in written and oral analysis necessary for college level
essays and discussions. The students engage in teacherdirected or group learning activities involving language,
rhetoric, and writing; discussion and analysis for a variety of
different forms, such as non-fiction, fiction, drama, and
poetry; and refinement of their own composition abilities.
The course has been designed for the student who has
previously demonstrated strong writing and analytical skills
and is capable of doing college-level work while in high
school. Further, the student for whom the course is
designed must be willing to devote the time necessary to
address an extremely demanding course. Completion of
required summer readings and accompanying essay
assignments is the first requirement of the course. The
program stresses both classical and modern American
literature and literary styles. Essays, journal and blog
writing, outside reading, composition assignments, literarybased projects, and independent study work with discussion
of authors and their works are all a part of the requirements
of the course. The curriculum addresses, but is not limited
AP ENGLISH IV is a five credit course which emphasizes the
development of critical reading skills for imaginative and
discursive literature and requires the composition
proficiency to write about literature and related ideas. The
course, designed for students who are capable of doing
college-level studies while in high school and who are
willing to devote the energy necessary to complete a
rigorous and demanding academic program, will provide
students with a repertoire of selected novels, poetry, essays,
and drama to draw upon when formulating answers for
essay questions on standardized and teacher-made exams.
Students successfully completing this course should be able
to read and analyze an unfamiliar piece of writing and
produce a lucid essay on that writing under timed
conditions. Completion of required summer readings and
22
accompanying essay assignments is the first component of
the course. The course work during the school year
includes a survey of English and world masterpieces,
written essays, a minimum of six novels/dramas for reading
outside the classroom, and three long-range written
assignments. The curriculum addresses, but is not limited
to, the state's established core proficiencies in English.
homework, projects, class participation, marking period
assessments and research papers. This course provides
students with the basic knowledge necessary to take the
College Board administered AP exam.
grades will be assessed according to each final product,
participation in classroom discussions and peer-editing
workshops, and literature response journals. It is designed
specifically for those students who are looking to hone their
writing skills and voice while seeing their work published
for an audience.
CREATIVE WRITING II LVDFUHGLWKDOI\HDU´$µOHYHO
course offered during both the fall and spring semesters. It
will be available to all students in 10th , 11th or 12th grade
who have successfully completed Creative Writing I. The
purpose of this class is to continue with the forum of
interested peer writers to read, critique and improve
student projects in poetry. The art of script writing will
also be introduced and practiced. The ultimate goal is to
generate a short movie script to be produced by the class.
'XH WR WKH FRXUVH·V FRQWHQW VWXGHQWV ZLOO EH DVVHVVHG
according to each final product, participation in classroom
discussions, and peer-editing workshops. This course is for
serious writers, screenwriters, and poets only. It is
designed specifically for those students who are interested
in mastering their writing and voice while seeing their work
published for an audience.
COLLEGE PREP SEMINAR is a 2.5 credit course for
sophomores and juniors. The program is designed to
prepare students in the skills needed for standardized
testing. It is also designed to provide students with
information regarding careers, colleges, and the choices
they will encounter. The primary components include:
vocabulary enrichment, test taking strategies, reading
comprehension of information, data in visual form, and
scholarly and workplace text, inferential and critical
thinking skills, editing strategies, general math review,
various types of essay construction in all content areas,
research skills, career and college exploration and
workplace readiness standards.
JOURNALISM is a one semester 2.5 credit elective
course open to tenth, eleventh, and twelfth grade
students. The course is designed to introduce students
to the art of developing, interviewing for, and writing
of print and electronic media, particularly newspapers
and magazines. The course will address all aspects of
media, especially the writing styles unique to
newspapers and magazines. Units of study covered by
the course will include law and ethics and the press,
styles of writing for newspapers (inverted triangle
format), writing the news, headlining, interviewing,
writing editorials, sports, entertainment, and feature
stories, planning, and publishing a class newspaper.
Student grades are based primarily on projects,
classwork, and marking period assessments.
LATIN FOR CONTEMPORARY USE AND MYTHOLOGY is a
full year, five-credit elective course for tenth, eleventh, and
twelfth grade students. The mythology phase is designed to
provide the academic student with a broad background of
ancient mythology. Emphasis will be placed on the use of
mythological references in literature, music, art, and
advertising. The students will examine the Greek and
Roman myths primarily through assigned readings and
lectures. Each student will be required to compose an
"Album of Mythology." This course is designed for the
academic student who wishes to improve his/her writing
and speaking skills. The students will examine vocabulary
that covers everything from sports, art, medicine, and
music to cooking, math, and space. Emphasis will be placed
on the structural analysis of derivatives and affixes. Each
student will be required to complete a project based on
his/her academic level. Student grades are based on tests,
quizzes, homework, projects, class participation, marking
period assessments, and notebooks.
PUBLIC SPEAKING is a 2.5 credit, half year, course.
This course will focus on cultivating students· public
speaking skills. The students will learn the process of
speech writing, research techniques, effective outlines,
attention-getting introductions, proper sequencing of
ideas and data, graph designs and other visuals, and
voice and projection skills. The course will be
fashioned after public speaking courses offered at the
college level. The students will be graded on
speeches, tests, quiz and marking period assessments.
CREATIVE WRITING/ELECTRONIC PUBLISHING is a 2.5
credit, half-year course offered during both the fall and
spring semesters. It will be available to all who are not
enrolled in an HSPA prep course and have exhibited a
competency in grammar skills, vocabulary, and mechanics.
The purpose of this class is to create a forum of interested
peer writers to read, critique and improve student projects
in both SURVH DQG SRHWU\ 'XH WR WKH FRXUVH·V FRQWHQW
CONTEMPORARY NOVEL is a 2.5 credit, half-year course
offered to students in grades 10-12. This course is
23
designed to acquaint teenage readers with popular,
modern, young-adult novels that are not part of the
standard English curricula taught in grades 10-12.
Students will learn to comprehend different types of
OLWHUDWXUH WKURXJK KLJKHU OHYHO ¶6RFUDWLF· GLVFXVVLRQV
and through making connections with media
surrounding the cultural issues dealt with in the
readings. The purpose of this class is to create lifelong readers who have a thirst for knowledge and a
better understanding of the world around them.
Grades will be based on journal free-writes,
discussions, participation, assessments, and a final
media project.
integration with the goal of a degree, certificate, or
credential.
TELEVISION/VIDEO PRODUCTION III is a full year, 10
credit, non-consecutive double period course that builds on
the skills learned in TV/Video I and TV/Video II.
TV/Video 3 is a formal class period and one independent
period. Students will be expected to work on all phases of a
television production show. Students will produce shows
that will air on the local cable channel. Students are
required to attend after school events to produce highlight
videos for Delsea's clubs and sports teams. Students will
also be analyzing various film styles and genres. Student
grades will be based on tests, quizzes, and projects. This
certificate, or credential.
READING THE MOVIES is a 2.5 credit, half-year, A-level
class offered during both the fall and spring semesters
to students in grades 11 or 12. Students will learn to
´UHDGµ ILOPs and interpret them through an
examination of individual elements as well as by
discussing how the elements fit together as a whole.
The students will be encouraged to make connections
between cinema and the general importance of film in
contemporary culture. Grades will be based on tests
and quizzes.
TELEVISION/VIDEO PRODUCTION I is a full year five
credit course open to all sophomores, juniors, and seniors.
The course is designed to acquaint students with broadcast
production. Public speaking skills are also taught and
students will be required to work both in front and behind
the camera. Students will learn to operate cameras,
microphones, audio boards, lighting boards and editing
equipment. Several writing assignments, such as talk shows
and news broadcasts, will be required. Student grades will
be based on tests, quizzes and projects. This course will
also put an emphasis on preparation for post secondary
credential.
TELEVISION/VIDEO PRODUCTION II is a full year five
credit course designed as a follow-up to TV/Video
Production I. The students will bring to this the knowledge
they gained in the introduction course, and they will use
this knowledge to develop and produce commercials, music
videos, and short video projects. The programs the students
produce will be developed for the purpose of promoting
various programs that the school district offers. A brief
history of broadcasting and film production will also be
studied. Student grades will be based on tests, quizzes and
projects. Promotion to TV/Video 3 is contingent upon
completion of the final project. This course will also put an
24
25
FAMILY AND CONSUMER SCIENCES
"There are two educations. One should teach us how to make a living and the other how to live."
John Adams
FAMILY & CONSUMER SCIENCES I is a 2.5 credit, elective
course for students in grades 9-12. The program offers
hands on experience in food preparation. The units of study
will include general safety, kitchen safety, recipe math,
nutrition, basic cooking and measuring methods, small
appliances, kitchen tools and equipment, meal management
and the principles of baking. Math skills are reinforced
through the use of measurements and reading skills through
special reading assignments. Students are exposed to
careers in Family and Consumer Science. Spelling and
vocabulary terms related to the course are developed.
6WXGHQWV· grades are based primarily on tests, quizzes,
laboratory experiences, projects, worksheets, class
participation and notebooks.
INTERNATIONAL FOODS is a 2.5 credit elective course for
students in grades 10-12. The course will expose students
to a variety of multi cultural cuisines, eating patterns,
traditions, and geographical influences. The program is
GHVLJQHG WR H[SDQG WKH VWXGHQW·V VFRSH RI FRRNLQJ WR DQ
international level. Major units of study include: kitchen
safety rules, interpretation and calculation of recipes,
proper care and use of appliances, Middle Eastern, African,
Asian, European, and Latin cuisines. Spelling, vocabulary,
reading, and math skills will be developed through
application practices. Students will also be exposed to the
various careers in the food industry. Major assignments
include; projects in food preparation, calculation of recipes,
comprehension of geographic, climatic, and cultural factors
that influence food customs. Prerequisite: successful
completion of Foods and Advanced Foods.
FAMILY & CONSUMER SCIENCES II is a one semester
course that enhances the skills learned in Family and
Consumer Science I. It focuses on meal planning, nutrition,
and cooking techniques. Special emphasis is placed on more
challenging recipes. Demonstrations incorporate the use of
proper etiquette, different cooking techniques, and the use
of small appliances and equipment. The course is designed
WRLQFUHDVHDQGH[SDQGVWXGHQWV·NQRZOHGJHDERXWIRRGand
working in food related careers. 6WXGHQWV· grades are based
primarily on tests, quizzes, laboratory experiences, projects
and class participation notebooks. Prerequisite: Successful
completion of Family and Consumer Science I.
BAKING BASICS is a 2.5 credit elective course for students
in grades 10 -12. The program is designed to explore
EDNLQJ PHWKRGV DQG IXUWKHU GHYHORS WKH VWXGHQW·V
knowledge and interest in home life skills. Students taking
this course will have a working knowledge of cakes,
frostings and appropriate kitchen safety practices. Major
units of study include: interpretation and calculations of
recipes, proper care and use of appliances, kitchen safety
rules, baking and cake decorating. Spelling, reading, and
math skills will be developed in application. Students will
be exposed to various careers in the industry. Major
assignments include: projects, food preparation, recipe
calculation, baking techniques, quick breads, holiday
baking, pastry and cookies, and decorating. Prerequisite:
successful completion of Family and Consumer Science I
and II.
26
27
FINE & PERFORMING ARTS DEPARTMENT
´$OODFWVSHUIRUPHGLQWKHZRUOGEHJLQLQWKHLPDJLQDWLRQ.µ
- Barbara Grizzuti Harrison
ART I is a five credit full year course which fulfills the visual
/ performing art requirement. Art I introduces students to
fine arts and crafts through the use of a wide variety of
materials, techniques, and processes in both two and three
dimensional form. Major units of study include: jewelry;
mixed-media art; sculptures: plaster, metal, and wood;
drawing with different mediums; painting: water color,
tempera, pastel; color theory, design, printmaking, and art
history.
Techniques, spelling and vocabulary skills
appropriate to each unit of study are taught and developed.
Students are exposed to careers in art. At least one project
for each unit of study is required. Grades are based
primarily on projects, tests, participation, notebooks, and
critiques. This course will also put an emphasis on
required. Grades are based on projects, class participation,
notebooks, tests, and marking period assessments.
GRAPHICS I & II are half year 2.5 credit semester courses.
Graphics I is open to all students who have fulfilled the
prerequisite Art I. Students will have the opportunity to
explore the processes and techniques of graphic art involved
in both fine art and commercial art experiences. This course
includes projects in graphic design; pen and ink, colored
pencil, fantasy illustration, advertising; calligraphy and
collage using Adobe Illustrator. Students will be introduced
to the basic techniques of computer graphics. Emphasis is
placed on developing design, drawing and computer skills
that are important to careers in commercial art. Two and
three dimensional techniques and materials will be utilized.
Spelling, critique, and vocabulary skills appropriate to each
unit are developed. Grades will be based on projects, class
participation, notebooks, tests, homework, and a marking
period assessment. This course will also put an emphasis on
DESIGN, DRAWING AND PAINTING I & II are half year 2.5
credit semester courses, designed to direct and encourage
students to advance their skills in producing two
dimensional art work utilizing a variety of art materials. It is
open to all students who have fulfilled the prerequisite: Art
I. Emphasis will be placed on exploring creative techniques
that both represent and express a wide range of subject
matter and art styles. Students will be encouraged to
explore various approaches to personal express, as well as
both representing and interpreting their surroundings
artistically. This course includes projects in color design,
pencil drawing, charcoal shading, pen and ink, pastel
drawing, watercolor, acrylic painting and tempera painting.
Students are encouraged to develop an increased
appreciation of art history. Emphasis will also be placed on
reading, writing, spelling, vocabulary skills, and critique.
6WXGHQWV· JUDGHV DUH EDVHG RQ WHVWV TXL]]HV KRPHZRUN
projects, class participation, notebooks, and a marking
period assessment.
DIGITAL PHOTOGRAPHY is a half year 2.5 credit course
for students who have successfully completed Art I and
Graphics I. During this course students will learn the
mechanical aspects of the digital camera and practical
techniques in digital photography. Students will learn to
use the Adobe Photoshop program and how to manipulate,
alter, and enhance their photographs. Students will also
learn how to create original artistic images in digital
photography. Critique and vocabulary skills appropriate to
each unit are developed. Grades will be based on projects,
class participation, notebooks, tests, and marking period
CERAMICS I & II are half year 2.5 credit semester courses.
Students will have the opportunity to further their
knowledge and skills of three dimensional concepts and
techniques through the exposure to a wide variety of
materials. Students will be encouraged to develop hands-on
and creative thinking skills, as well as, an appreciation for
related historical art works.
This course includes
techniques of hard building, pinch, slab, coil, mold and
sculpting clay construction, and the potter's wheel.
Students will incorporate macramé in their projects.
Additional techniques will be explored: glaze, texture, etc.
Spelling, critique and vocabulary skills appropriate to each
unit are developed. One project for each unit of study is
ANIMATION is a half year 2.5 credit course for students
who have successfully completed Art I and Digital
Photography. During this course students will draw from
the knowledge learned in Digital Photography to use simple
2-D animation. Using Adobe Illustrator, Macromedia Flash
and Bryce 5 students will eventually build to more complex
3-D animations. The course is designed to acquaint
students with current technology being employed in the
computer animation industry. Scanners, digital cameras,
and the Internet will be used to import and enhance
presentations. Critique and vocabulary skills appropriate to
each unit are developed. Grades will be based on projects,
28
class participation, notebooks, texts, and marking period
years to prepare a portfolio for submission to College
Board.
ADVANCED PLACEMENT MUSIC THEORY is a full year,
five credit course designed for the musician who wishes to
further his/her musical education at the college level. It is
available to students in grades 11 and 12, who have
successfully completed Exploring Music In Theory or by
teacher recommendation for students who can demonstrate
the ability to read and write music proficiently. The course
will prepare students for the AP Music Theory exam.
Satisfactory performance on the exam may exempt students
from the first semester of music theory in college. The
students will review the basics of music theory and
concentrate on four part chorale writing in the style of J.S.
Bach. Analyzation of music as to its structure, form, meter,
key, etc. will be strongly emphasized. Sight singing and
dictation (rhythmic, melodic, and harmonic) will be
performed in class on a weekly basis. All areas are
constantly evaluated through effective class participation.
Tests and quizzes will be written, oral, and aural. Various
projects, presentations, compositions, and arrangements
will be required. Attendance at live music performances
both in and out of school is required. This course will also
put an emphasis on preparation for post secondary
credential.
SCULPTURE AND TEXTILES is a half year 2.5 credit semester
course. Students will have the opportunity to explore the
processes and techniques of Textiles ² paper making, paper
marbling, book making, collage; Sculpture ² sock
creatures, paper mache, plaster sculptures, and three
dimensional object construction.
Students will be
introduced to a wide range of art materials and three
dimensional object construction. Techniques, spelling and
vocabulary skills appropriate to each unit of study are
required. Grades are based primarily on projects, tests,
participation, notebook, and critiques. Some fees may be
applicable.
JEWELRY AND GLASS is a half year 2.5 credit semester
course. Students will have opportunity to explore the
techniques and craftsmanship of Jewelry Making ² basic
skills (cutting, piercing, drilling, hammering, sanding,
polishing, soldering of metal), enameling, bracelets, chain
making, stone setting, glass enameling on metal, fusing,
slumping, glass beads, stone making and stained glass.
Technique, spelling and vocabulary skills appropriate to
each unit of study are developed. Students are exposed to
careers in art. At least one project for each unit of study is
required. Grades are based primarily on projects, tests,
participation, notebooks, and critiques. Some fees may be
applicable.
INSTRUMENTAL MUSIC I is a full year, five credit course.
This course fulfills the visual/performing arts requirement.
It is designed for students in 9th grade with past musical
training at the intermediate level. Instruction is in the
following areas: instrumental techniques, musical terms,
dynamics, tempos, intonation, knowledge of major key
signatures and meters, and the ability to perform all major
scales or rudiments. Students will focus on proper
rehearsal techniques, music technology, and performance,
creative musical examples, research, and evaluation.
Students will be expected to know and utilize music
vocabulary, have good evaluative listening skills, and
participate in all concerts and performances. This course
presents career opportunities available to instrumentalists
who study music as an art form. Students are expected to
attend all extra rehearsals, concerts, and performances
SODQQHG E\ WKH GLUHFWRU 6WXGHQWV· JUDGHV DUH EDVHG
primarily on tests, homework, projects, class participation,
research, marking period assessments, and lesson
attendance. Performance attendance consists of 25% of the
VWXGHQWV·JUDGH6WXGHQWVZLOOEHHQFRXUDJHGWRSHUIRUPLQ
marching band, small ensembles, and auditioned groups.
ADVANCED PLACEMENT STUDIO ART is a full year five
credit art course which requires satisfactory completion of
Art I and Design, Drawing, Painting I and II or Ceramics
and Crafts I and II. The AP Studio Art program sets a
national standard for performance in the visual arts that
contributes to the significant role the arts play in academic
environments. AP Studio Art is not based on a written
exam; instead, students submit portfolios for evaluation at
the end of the school year. The AP Studio Art portfolios
are designed for students who are seriously interested in the
practical experience of art. The AP Studio Art course
addresses three major concerns that are constants in the
WHDFKLQJRIDUW$VHQVHRITXDOLW\LQDVWXGHQW·VZRUNWKH
VWXGHQW·V concentration on a particular visual interest or
SUREOHPDQGWKHVWXGHQW·VQHHGIRUEUHDGWKRIH[SHULHQFHLQ
the formal, technical and expressive means of the artist.
The AP Drawing, 2-D Design and 3-D Design portfolios
should reflect these three areas of concern: quality,
concentration and breadth when preparing their portfolios
for evaluation for college credit by College Board. The
demands of this course are so rigorous that it requires 2
29
ADVANCED INSTRUMENTAL MUSIC is a full year, five
credit course which is one of the available courses that
fulfills the visual / performing arts requirements. This
course is available to students in grades 10-12 and is a
continuation of the Instrumental Music I course with
emphasis on advanced instrumental techniques, major and
minor key signatures and more technical rudiments, and
basic knowledge of music theory. Students will study
characteristics from different historical eras and stylistic
periods. They will experience music from these periods
through performance, creating musical examples, research,
evaluation, and problem solving. Proper concert etiquette
and evaluative listening skills will be taught and the students
will participate in all concerts and performances. This
course will also present career opportunities to the
instrumentalist and will study music as an art form.
Students are expected to attend all extra rehearsals,
concerts, and performances planned by the director.
Students grades are based primarily on tests, homework,
projects, class participation, research, marking period
assessments, and lesson attendance.
Performance
DWWHQGDQFHFRQVLVWVRIRIWKHVWXGHQWV·JUDGH6WXGHQWV
will also be encouraged to perform in marching band, small
ensembles, and auditioned groups. This course will also put
an emphasis on preparation for post secondary education
and employment through academic and technical skill
credential.
musical examples, research, evaluation, and problem
solving. This course presents career opportunities to
musicians. Students will be expected to know and utilize
music vocabulary, have good evaluative listening skills, and
participate in all concerts and performances. Student
grades are based on projects, performances, tests, class
assignments, class participation, research papers, and
marking period assessments. In each successive level of this
class, different core curriculum content standards will be
addressed. A minimum of two days per week will be spent
doing academic work to achieve these standards. The
remaining time will be spent addressing these standards
through vocal techniques. Performance attendance is 25%
of the student·s grade.
CONCERT CHOIR is a full year, five credit elective course
which is one of the available courses that fulfills the visual /
performing arts requirement. This course is designed for
the serious vocalist. It is available to all students in grades
nine through twelve who can demonstrate their knowledge
of choral reading skills, a general background of music
terminology, and an understanding of vocal techniques.
These factors will be identified through a scheduled audition
and interview. Auditions will be given the school year prior
to course enrollment. Instruction will include reading and
writing music notation, clef signs, rhythmic notation,
advanced dynamics, tempo markings, meter and changing
meters, advanced vocal techniques, sound productions,
vocal control, intonation, vocal health, sight singing skills,
diction, breathing, posture, music technology, career
education, and music history. Music performed by the
concert choir will employ advanced techniques and range
from serious works by the masters to lighter show tunes.
This group will perform several times throughout the year.
Solo and small group performances are an important aspect
of techniques taught in this course. Students in this group
are encouraged to audition for various outside groups. In
each successive level of this class, different core curriculum
content standards will be addressed. A minimum of two
days per week will be spent doing academic work to achieve
these standards. The remaining time will be spent
addressing these standards through vocal techniques.
3HUIRUPDQFHDWWHQGDQFHLVRIWKHVWXGHQWV·JUDGH
EXPLORING MUSIC IN THEORY- is a full year five credit
course designed for the students in grades 9 - 12 who wish
to explore the many facets of music in a variety of settings.
The class will be introduced to the basics of music theory
(notation, scales & modes, key signatures, etc.), music
history (composers and their compositions), and
introductory performance skills (vocal and piano keyboard).
These elements will be demonstrated in the written, oral,
and aural forms. Many listening examples in a variety of
styles will be utilized. All areas are evaluated through
effective participation in class and attendance at live music
performances is required. This course is the prerequisite
for Music Major II (AP Music Theory).
INTRODUCTION TO VOCAL MUSIC is a full year, five credit
course that fulfills the visual / performing arts requirement.
This course is available to students in grade 9-12 who desire
to learn to sing and obtain some basic music theory skills.
Instruction is in the following areas: reading and writing
music notation, clef signs, pitch names, rhythmic notations,
dynamics, tempo markings, time signatures, music
technology, and specific elements of vocal techniques,
sound production, intonation, diction, breathing, and
posture. Students will study characteristics from different
historical eras and stylistic periods. They will experience
music from these periods through performance, creating
THEATER ARTS I is a five credit full year course for grades
9 -10, which can only be taken once. This course fulfills
the fine and performing art requirement. The course
includes the elements of theater needed to create aesthetic
awareness: responsibility of actors, vocal quality and
development, creation and interpretation of characters,
movement and pace, theater etiquette, identification of plot
and theme, structure and form of drama, and the basic
aspect of technical theater-properties, sound, lighting,
costuming, and stage directions. An examination of careers
in the theater will be included.
30
ADVANCED THEATER is a full-year five credit course
designed to offer experienced students the opportunity to
create live theatrical performances. Students will perform
published plays and scenes as well as create original pieces
to perform. They will produce a plays from conception,
through the audition, casting and rehearsal processes,
technical coordination and design, house management, and
performance. They will study advanced acting techniques.
This is a performance class and all students enrolled in it
will be expected to present live productions for audiences.
Students enrolled in this class must have taken Theater Arts
I as a prerequisite and have completed an
audition/interview with instructor to be admitted into this
course.
MUSIC TECH is a half year 2.5 credit semester course which
is open to any student in grades 9 ² 12. The course is
designed as an overview to and hands-on experience with
Garageband and other music related hardware and software
products. Knowledge of Mac computers is helpful, but not
required. Class time is devoted to gaining a practical
understanding of Garageband and applying if effectively in
the areas of compositions, recording, performance, and
education.
31
32
HEALTH & PHYSICAL EDUCATION DEPARTMENT
´7KHFRPELQDWLRQRIKDUGZRUNDQGVPDUWZRUNLVHIILFLHQWZRUNµ
-Robert Half
PHYSICAL EDUCATION is a required program which offers
a sequential seven to twelve curriculum designed to provide
skill development, knowledge, written application, physical
fitness and appreciation of lifetime/recreational activities.
The program functions cooperatively with the health
education curricula in the transfer of knowledge. However,
the two courses receive separate grades and credits.
Students take three marking periods of physical education
and one marking period of health education. Credits are
awarded for satisfactory completion of each year's physical
education program, and credit for satisfactory completion
of the health education. Students with a lab science which
meets one day per week receive 3 PE credits, 1 health
credit and 6 science credits. Report card grades for all
students, grades seven to twelve, are awarded in the same
manner as those earned in the other subject areas.
The physical education program for senior high
students is designed to provide skills and knowledge
necessary for the development of lifetime/recreational,
individual and team sport activities. The program serves to
motivate the students in pursuits of lifetime fitness and
athletic activities. Major units of study include the
development of skills and knowledge of rules in the
following activities: team and individual sports, dance,
lifetime/recreational activities, physical fitness and weight
training. The major requirements for this course are
participation and appropriate dress for physical education;
uniform shirt, uniform shorts, white socks, and sneakers.
Student grades are based primarily on participation,
preparation for class, attendance, and written tests for each
activity.
Any student who is not prepared for class will not be
allowed to participate in their assigned activities for that
given day. The discipline for this action will be to
complete a written report during that class period. The
written report will not substitute for the loss of points for
that given day. Students who fail to write the report during
the assigned time will have additional points deducted from
their grade.
4. Grades and credits shall be awarded based on the
VWXGHQW·VZULWWHQUHSRrt.
5. Failure to complete the assigned report(s) shall
negatively affect the physical education grade and may
result in failure. (No credits - no qualification for
graduation.)
6. Medical documentation is required to resume PE.
HEALTH is a required program for the high school students,
grades seven to twelve, which offers a sequential program
of study. The curriculum is proficiency based and patterned
after the state-endorsed Comprehensive Health (CHE)
guidelines. The objective is to provide each student, from
the time of entrance into the school system, with planned,
systematic, and ongoing learning opportunities designed to
maximize the prospect that each student will be able to
make decisions that promote personal growth throughout
life. The curriculum consists of twelve general segments:
1. Mental, Emotional, Physical, and Social Health:
Establishing positive patterns of behavior and gaining
knowledge which will enhance health skills that are
conducive to the promotion of wellness in accordance
with the holistic concept.
2. Family Life and Health: Appreciating the role of the
family in society in successfully preparing each member
for the responsibility of family membership, adulthood,
marriage and parenthood while acknowledging
imposed internal and external forces.
3. Body Structure, Function, and Growth: Acquiring
knowledge and understanding of the natural
progression that takes place in the growth of the human
body.
4. Personal Health Attitudes and Habits: Developing
sound personal health attitudes and habits.
5. Disease Prevention and Control: Acquiring knowledge
of diseases and assuming responsibility for methods of
prevention and control.
6. Chemical Substances; Use, Abuse, and Related
Problems:
Acquiring and applying knowledge
regarding positive choices and alternatives concerning
chemical substances including anabolic steroids, with
emphasis on prevention through the mastering of social
competencies.
7. Healthy Lifestyles: Developing knowledge of generally
accepted practices designed to ensure endurance and
optimum lifetime fitness.
8. Nutrition: Stressing the importance of life-long good
health through informed choices and developing a
nutritional regimen which promotes a healthy life style.
Medical Excuse from PE:
1. A student with a medical excuse for Physical Education
shall report to the school nurse with the excuse.
2. The student shall be assigned to the designated location
during his regularly scheduled physical education class.
Failure to report during the assigned time will result in
disciplinary action.
3. The student shall be assigned specific written reports
which shall be graded by the appropriate physical
education instructor.
33
9. Community Health: Understanding how individual and
community efforts contribute to a healthful
environment.
10. Safety, First Aid and Survival: Effectively addressing
behaviors and skills that promote safe living in the
home, school, and community.
11. Environmental
Health:
Acknowledging
that
environmental factors have a direct effect on the health
of the individual and community, and recognizing the
responsibility of the individual to take action to
maintain a healthy environment.
12. Consumer Health: Making appropriate choices among
available resources such as care products based on
critical evaluation of quality, advertising, and need.
13. Driver Education: comprehensive coverage of Driver
Education, State Drivers Education test will be
administered during the sophomore year.
science topics during the time frame in which the class is
addressing the conflicting segments of the curriculum.
Permission for the temporary exclusion from a class is
granted by the building principal, upon receipt of a written
request from the parents, in cooperation with the teacher,
the student, and parents. The student will not be penalized
for classroom absences during the time period in which the
morally conflicting units-of-study are being addressed.
FITNESS FOR LIFE is a program that will establish positive
patterns of behavior and students will gain knowledge
which will enhance health skills that are conducive to the
promotion of wellness in accordance with the holistic
concept. The students will develop knowledge regarding
positive choices to ensure optimum lifetime fitness and the
importance of good health through choices to obtain a
nutritional regimen which promotes a healthy lifestyle.
Each student will have four days of physical participation in
fitness activities and one day of classroom instruction. The
class periods are 43 minutes in length meeting five days a
week. Fitness for Life is designed to help students not only
learn, but apply principles correlating health-enhancing
behaviors with optimum physical and emotional health.
The program is characterized by the following:
1. Instruction intended to motivate health maintenance
and promote wellness with an emphasis on developing
positive attitudes and behaviors.
2. Activities designed to develop decision-making
competencies related to health and health behavior.
The emphasis is on underlying attitudes, behaviors, and
skills as they determine how facts are understood and
used in an effort to instill a sense of responsibility in
students. The application of problem-solving strategies
in health situations is essential to establishing healthy
lifestyles.
3. A planned, sequential, 7-12 curriculum based upon
students· needs and current and emerging health
concepts and social issues. This program suggests age
specific materials within a framework of systematically
reinforced and expanded content.
4. Opportunities for all students to develop and
demonstrate health-related knowledge, attitudes, and
practices, recognizing individual differences.
homework,
projects,
class
participation,
portfolios/notebooks, and marking period assessments.
Parents and/or guardians who would like to review the
instructional materials and/or receive a copy of the
curricula, may do so by calling, the physical education
department for an appointment. The Board of Education
recognizes that at times, certain Family Living and/or
science issues taught in specific courses may conflict with
WKHVWXGHQWV·FRQVFLHQFHRUVLQFHUHO\KHOGPRUDORUUHOLJLRXV
beliefs and therefore grants these students the right to be
H[FXVHG IURP WKDW SRUWLRQ RI WKH VWXGHQWV· VXEMHFW 6XFK
individuals will be assigned to the school library where they
will pursue independent readings/assignments on health or
34
35
INTEGRATED TECHNOLOGY ARTS
"One machine can do the work of fifty ordinary men. No machine can do the work of one extraordinary man."
Elbert Hubbard
TECHNICAL DRAFTING is a 2.5 credit elective course
designed for students in grades nine through twelve. The
study of fundamental techniques and skills within the field
of drafting are introduced and reinforced through the use of
drawing instruments and blueprint reading. Students will
learn and apply technical drawing techniques used in the
drafting industry to transmit ideas. The course is designed
to expose the student to a variety of object representation
formats while preparing them for advanced level course
work. Major units of study include: proper use and care of
instrumeQWV UHDGLQJ DQ DUFKLWHFW·V VFDOH VNHWFKLQJ EDVLF
geometric terms, lettering and notation, single views,
fractions, three views, isometrics, oblique, and sectional
views. Math skills are reinforced through the VWXGHQWV·
involvement with measurement, while comprehension skills
are developed through selected readings. Further, assigned
writing samples will be used to assess student
comprehension of the program and related occupations.
Primary grading is based upon the VWXGHQWV· completion of a
specific number of drawings each quarter. This course will
credential.
management, technical vocabulary, computer literacy,
analytical thinking and problem solving skills. Related
careers, education fields of study, mathematics, writing
samples and reading comprehension are incorporated in this
course. Major topics of study (drawing styles) include:
single-view drawings, three-view drawings, auxiliary views,
pattern development, isometrics engineer plates, sectional
drawings, 3-d wire frame models and 3-d solids. Student
grades are primarily based upon, but not limited to: a
specified number of drawings per quarter, technical writing
samples, tests, homework, and examinations. This course is
a prerequisite to CAA and CAE courses. This course will
credential.
CAA: COMPUTER AIDED ARCHITECTURE
is a five-credit course offered to students who have
successfully completed CAD I. This class will develop
student drafting and design skills in the planning for a
residential dwelling. The major goal of this class is to design
and create a fully detailed set of architectural plans. Student
plans will include, but are not limited to:
foundation/framing plan, first and second floor plans,
elevations, wall section and soil model. Students will
explore drawing methods and notation, construction
materials and methods and develop an awareness of building
codes and standards. Students grades will be primarily
based upon, but not limited to: a quarterly drawing
assignment list, selected readings from the course textbook,
quizzes, participation and an exit examination. This course
credential.
TECHNICAL DRAFTING 2 is 1/2 year course designed for
students planning on continuing to follow the procession of
courses in Delsea's Drafting and Design Technology
program. This course will build upon and expand the
concepts taught to students in Technical Drafting 1 as well
as prepare them for future computer-based courses. This
INTEGRATED TECHNOLOGIES is a one semester course
offered to students in grades 10-12. The course is designed
for students to gain fundamental skills and learn procedures
appropriate for fields of network systems and industrial
design reinforced through the use of computer applications.
The course will introduce students to real-life computer
application problems while preparing for advanced level
course work. Major units of study include: the Windows
operating system, network fundamentals, industrial
imaging, 3-d solid synthesis and design solutions.
CAE (COMPUTER AIDED ENGINEERING) is a five-credit
course offered to students who have successfully completed
CAD I. The course is designed to provide the student with
knowledge and practical experience in selected areas of
mechanical engineering/design. This course will assist the
students in building upon design skills, technical vocabulary,
mastery of CAD and solids-based software and mathematic
skills. Major topics of study include: fasteners, springs,
cams, gears and solid modeling and assembly and selected
design competitions. Student grades are primarily based
upon, but not limited to: a quarterly assignment list,
selected readings and vocabulary notes, unit tests, marking
period design projects, participation and an exit
CAD I is a five-credit course offered to any student who has
successfully completed Technical Drafting. The course
provides students with intermediate level drafting skills, file
36
examination. This course will also put an emphasis on
VENDING I is a single period, five credit, elective program
for eleventh graders and is designed to expose the students
to a technologically advanced career in a multifaceted
industry. The student is introduced to mechanical and
electrical theories, hand tools, safety, basic plumbing and
electronics through readings, discussions, and practical lab
experiences. The major units of study include: the use of
hand tools, installations, coin mechanisms, electrical
components, reading and drawing schematics, Ohm's Law,
principles of vending machines, and basic refrigeration
technology. Knowledge and use of safety measures are
essential. Related vocabulary and spelling skills are
developed. Math skills are increased through their
application to the vending processes. Students are exposed
to careers and opportunities in vending. Students grades
are based primarily on tests, quizzes, homework, projects,
class participation, notebooks, and exams (A National
Automatic merchandiser Association Certification Test will
be administered). The course will also put an emphasis on
BASIC COMPUTER AND NETWORKING is a one semester
course offered in grades 9-12. This course is for students
that want to reinforce their knowledge of computer use and
maintenance. Students will install and configure all
computer software needed by most home users. This
includes WindowsXP, virus programs, spyware and
firewalls. Networking topics include wireless and wired
home networking concepts. Lab work will include
designing class networks using routers, switches and
windows servers. This class is highly recommended for
those students interested in taking CISCO Networking.
CISCO NETWORKING ACADEMY is a full year five credit
course which centers on teaching students to design, build
and maintain computer networks. The Cisco Networking
Academy Program prepares students for the 21st century
workplace and serves as a model for successful learning.
The Academy provides a web-based curriculum that
students can access from inside or outside the classroom.
The online curriculum includes lessons, videos, e-labs,
quizzes, switches in the classroom. The Academy prepares
students for industry standard certifications including the
Cisco Certified Networking Associate (CCNA 640-821
intro) and CompTIANetwork + exams. Students must be
enrolled in the Academy for two years in order to cover the
entire curriculum and be prepared to take the second part
of the CCNA certification. Students must pass standardized
tests in language arts and math to qualify for this program.
VENDING II is a double period, ten credit elective course
for seniors who have successfully completed Vending I.
This program is designed to introduce seniors to a working
industry. By creating a working relationship between
business and school, our students will be introduced to
prospective employers. This can lead to possible
employment in the vending industry. In-shop experiences
include: repair of OCS equipment, diagnosis of all facets of
vending machines, continuation of electronic studies,
health, sanitation, and safety factors involved in vending,
work on all amusement vendors, soldering repairs of all
vendors and the importance of customer relations. Also
included in this course of study are job application
techniques, resume writing, union activities, job
expectations and interfacing between employer and
employee. Communications skills are improved through
reading, vocabulary, and spelling. Math skills are increased
through application of computations to vending. An
advanced electronic project is assigned. Student grades are
based primarily on tests, quizzes, homework, projects, class
participation, notebooks, and exams (A National Automatic
Merchandisers Association Certification Test will be
administered). This course will also put an emphasis on
CISCO NETWORKING ACADEMY II is a full year ten credit
course (2 periods) for seniors to complete the second part
of the Cisco two year curriculum. The two major areas of
study are Local Area Networks (LAN) - switches, virtual
LAN technology, networking design, network
management, network security and protocols and Wide
Area Networks (WAN) - WAN design, WAN protocols
and internet technology. There will be time to prepare
students for the Cisco Certified Networking Associate
(CCNA) exam. This course will also put an emphasis on
37
38
MATH DEPARTMENT
´7KHPDWKHPDWLFLDQLVIDVFLQDWHGZLWKWKHPDUYHORXVEHDXW\RIWKHIRUPVKHFRQVWUXFWV
DQGLQWKHLUEHDXW\KHILQGVHYHUODVWLQJWUXWKµ
J.B. Shaw
INTERACTIVE ALGEBRA is specifically designed for ninth
grade students who are technical and confluent learners and
will benefit from a hands-on-interactive approach to
Algebra. It is the first, of a series of four, standards based
mathematics classes aligned to the New Jersey Core
Content Standards. The curriculum focuses on four
mathematical strands: algebra/functions, geometry/
trigonometry,
statistics/probability,
and
discrete
mathematics. Topics included in each of the strands are:
tables, graphs, symbolic representations, measures of
central tendency, patterns and functions, numerical
analysis, data manipulation, linear and non-linear
relationships, algebraic equations and inequalities, vertexedge graphs, matrices, spatial sense, and some geometry
topics. Throughout the program, active learning allows
students to appreciate and discover mathematical
applications. Problem solving, hands-on activities,
mathematical modeling, group projects, and technology are
incorporated in the curriculum on a daily basis.
Assessments will include: tests, quizzes, projects, and
chance, solve problems involving HSPA skill clusters of
number sense and numerical operations, patterns and
algebra, and data analysis, probability and discrete
mathematics, communicate mathematically with written
and oral presentations, and appreciate and discover
mathematical applications across the curriculum.
Assessments will include: tests, quizzes, projects, and
INTERACTIVE ALGEBRA II This is the third in a series of
four courses designed to provide a common core of
broadly useful mathematics for all students. The
curriculum allows mathematics to become accessible
and more meaningful. Topics include power models,
inverse power models, quadratic models, square root
models, right triangle trig, simplifying radicals, radical
operations, simplifying expressions, multiplying
polynomials, factoring polynomials, and quadratic
formula. Modeling and the use of technology will be
emphasized as well as engaging students in
collaborating on tasks. The series is a unified
curriculum that replaces the traditional AlgebraGeometry-Algebra II sequence. Interwoven strands of
the New Jersey State Math Standards are featured so
that the students will be better prepared to pass the
High School Proficiency Assessment in grade 11.
projects, written work and marking period
assessments.
INTERACTIVE GEOMETRY is specifically designed for
students who have successfully completed Interactive
Algebra or those who have completed Algebra I and are
technical and confluent learners who will benefit from a
hands-on-interactive approach to Geometry. It is the
second, of a series of four, standards based mathematics
classes aligned to the New Jersey Core Content Standards.
The curriculum focuses on four mathematical strands:
algebra/functions, geometry/trigonometry, statistics/
probability, and discrete mathematics. Upon completion of
this course, students will be able to: make sense out of real
world data through the use of graphical displays and
summary statistics, recognize important patterns of change
among variables and represent those patterns using tables of
numerical data, coordinate graphs, verbal descriptions, and
symbolic rules, use linear functions to model and solve
problems in situations that exhibit constant rate of change
or slope, use vertex-edge graphs to represent and analyze
real world situations involving the relationships among a
finite number of elements including scheduling, managing
conflicts and finding efficient routes, use visualization skills
and an understanding of the properties of space shapes
including symmetry, area, and volume, use visualization
skills and an understanding of the properties of space shapes
including symmetry, area, and volume, use simulation
methods, particularly those involving the use of random
numbers, to make sense of real world situations involving
INTERACTIVE TRIG/PRE-CALCULUS is the final course in a
series of four courses, which is designed to prepare each
student for success in college, in careers, and daily life in a
contemporary society.
Topics include systems of
inequalities, functions, quadratic formula, imaginary
numbers, complex numbers, law of sines, law of cosines,
radians, reference and conterminal angles, graphing trig
functions, exact value, proving trig identities, sum,
difference, double, and half angles, identities, and polar
coordinates. Each year of the curriculum advances student
understanding of mathematics along interwoven strands of
algebra and functions, statistics and probability, geometry
and trigonometry, and discrete mathematics. These
mathematical strands are developed in coherent, focus units
that are connected by fundamental ideas such as function,
symmetry, and data analysis; and by mathematical habits of
mind such as visual thinking, recursive thinking, and
39
searching for and explaining patterns. The first three
courses, Interactive Algebra, Interactive Geometry, and
Interactive Algebra II, provide a common core of broadly
useful mathematics for all students. The fourth formalizes
and extends important mathematical ideas drawn from all
four strands, with a focus on the mathematics needed to be
successful in college mathematics and statistics courses.
Completion of the four-year Interactive Program is
synonymous to the completion of the traditional AlgebraGeometry-Advanced Algebra/Trigonometry-Pre Calculus
sequence.
ALGEBRA I is the first of five sequential courses in the
academic math track and is designed for the math students
who possess a strong background in math skills. Algebra I is
offered to students in grades eight to twelve. Major units of
study include:
solving first degree equations and
inequalities; solving second degree equations, using four
basic operations; learning monomials, polynomials, and
algebraic fractions using factoring-all varieties, graphing
linear equations; solving word problems with application of
the above skills; simplifying and the basic operations of
radicals and applying systems. Math vocabulary and spelling
skills are developed. Students are exposed to related
careers and emphasis is placed on the need for math skills in
life and work. Major assignments may include graphing
projects. The depth of course coverage and the complexity
of the algebra problems offered in the program serve to
differentiate the various levels. Student grades are based
participation, notebooks, and marking period assessments.
BUSINESS MATH is a full year, five credit course intended
for students in grade twelve. The course is intended for
those students
interested in office and marketing
occupations. The program is designed to provide students
with problem solving skills and the knowledge needed to
solve business problems. Major units of study include:
record keeping, payroll, budgeting, borrowing and
investing money, home and transportation expenses, taxes,
insurance, business statistics, and graphs. Emphasis is
placed on working with fractions, decimals, and
percentages. Use of the calculator is incorporated
throughout the curriculum. Student grades are based on
cooperative learning activities, notebooks, and marking
period assessments.
GEOMETRY is a full year, five credit course representing the
second sequence of the academic math program.
Satisfactory completion of Algebra I is required. This
course is designed to develop logical thinking and sequential
solving of problems. Calculators and computer programs
will be incorporated throughout the curriculum. Major
units of study include: sets of points, proofs, parallel lines,
congruent triangles, polygons, quadrilaterals, similar
triangles, circles, measurement, transformations, problem
solving patterns and relations, and discrete mathematics.
The program is offered to students in grades nine to twelve
and includes differentiation of content and methodologies
which reflect the honors and college preparatory programs.
Assessment strategies include: tests, quizzes, projects,
cooperative learning activities, hands-on activities, class
College Prep Math I is the first of two sequential courses
designed for students in the twelfth grade who are planning
to attend a community college and desire to enhance their
basic skills knowledge and techniques that are essential for
success in college mathematics and on the Accuplacer Test.
Major units of study include; operations with whole
numbers fractions, decimals, and signed numbers ; ratios
and proportions; percents , and solving word problems with
applications of the above skills. Student grades are based on
cooperative learning activities, notebooks, and marking
period assessments.
ALGEBRA II is the third sequence of the academic math
track and is offered to students in grades ten to twelve.
Satisfactory completion and a firm background of Algebra I
and Geometry is recommended for entry into the five credit
Algebra II program. Major units of study include; solving
multi-degree equations and inequalities; solving quadratic
equations and inequalities; the operations with polynomials;
operations with rational expressions; using the properties of
exponents; simplifying and the basic operations of radicals
and expressions containing rational exponents; matrices
solving systems of 2 X 2 and 3 X 3 equations; basic
analytical geometry with an introduction to conic sections;
operations with the complex number system; and an
exposure to elementary relations and functions; and related
graphing.
Math vocabulary and spelling skills are
developed. Students are exposed to related careers. The
curriculum addresses, but is not limited to, the state's
established core curriculum content standards.
Student
College Prep Math II is the second of two sequential
courses designed for students in the twelfth grade who are
planning to attend a community college and desire to
enhance their Algebra knowledge and techniques that are
essential for success in college mathematics and on the
Accuplacer Test. Major units of study include; operations
with signed numbers, evaluations of and simplification of
algebraic expressions, solutions of linear equations with
application, exponents, polynomials, factoring, and solving
word problems with applications of the above skills.
Student grades are based on tests, quizzes, homework,
projects, class participation, cooperative learning activities,
40
grades are based primarily on tests, quizzes, homework,
class participation, notebooks, and marking period
assessments.
elements of logic for application to his/her conceptual skill
development.
The course integrates algebraic and
geometric facts as coordinated units for addressing problem
solving activities appropriate to such standardized tests as
the HSPA, PSAT, and SAT. Application of these skills to
realistic life problems which require logic and reasoning is
stressed. The major units of study include: the basic
figures in geometry, introduction to two-column proofs,
parallel lines and planes, triangle congruency, postulates
and theorems, polygons with emphasis on quadrilaterals,
similarity properties of triangles, circles, properties of right
triangles, and areas and volumes of geometric figures.
Special projects required for the honors geometry program
include, but are not limited to: development of a series of
problems each marking period; peer demonstrations for
solving special problems from supplemental resources, and
special notebook. The curriculum addresses, but is not
limited to the state's established core content standards.
TRIGONOMETRY/ PRE-CALCULUS is a full year, five credit
course representing the fourth, in sequence, of five
academic math programs. The course is offered to students
in grades eleven and twelve. Satisfactory completion of
Geometry and Algebra II are required for entry into
Trigonometry and includes an introduction to pre-calculus.
This comprehensive program allows students to develop a
solid foundation of trigonometric skills and concepts. This
course actively involves students in learning to develop
their mathematical power through cooperative learning
projects, critical thinking, and reasoning activities. Major
units of study include the following: angle measure in
degrees and radians, functions, evaluating and graphing trig
functions, solving triangles, applying and proving
fundamental identities, law of sines and cosines, sum and
difference identities, double and half angle identities,
inverse relations and functions, solving trig equations,
graphing polar equations, complex numbers, exponential
and logarithmic functions, sequences, series, mathematical
induction. Math vocabulary and spelling skills are developed
throughout the curriculum and students are continuously
exposed to related careers. Assessment strategies include:
tests, quizzes, homework, projects, group work, class
ALGEBRA II HONORS is a five credit elective course which
serves as a integral in the Honors/AP track. It is a rigorous
and fast-paced subject designed for the highly motivated and
capable math students who have successfully completed
Honors Algebra I and Honors Geometry and are prepared
for an in-depth study of the complex number system.
Major units of study include: equations and inequalities;
polynomials; imaginary numbers; introductory analytical
geometry and conic sections; introductory circular
function. In addition, the students are exposed to the
logical development and sequencing of mathematical topics.
Although no major independent projects are required as
such, students will devote considerable time and effort to
self-directed studies and readings.
The curriculum
addresses, but is not limited to, the state's established core
content standards for math. Student grades are based
primarily on tests, quizzes, homework, assignments, class
HONORS CALCULUS is a five credit college preparatory
course offered to students who have completed Honors
Algebra II and who are either taking or have taken
trigonometry. The course contains five major units of
study. Those units are: advanced algebra, functions,
analytic geometry, applications and uses of differentiation
and integration. The first semester of the school year is
devoted to the advanced mathematics units, and the second
semester deals almost exclusively with calculus. Major
topics include: domain/range, function values, special
functions, inverse relations, distance from point to line,
translation of axes, asymptotes, limit theory, slopes of
tangent
lines,
instantaneous
velocity,
rational
approximations, area under a curve, and volumes of
revolution. Students will be exposed to the logical
development of mathematical ideas and thus be prepared to
make a smooth transition into college mathematics. Math
vocabulary and spelling skills are developed. Students are
exposed to related careers. Student grades are based
PRE-CALCULUS HONORS is a full year, five credit program
which represents the fourth honors math sequence course
for students who have successfully completed the previous
Algebra I, Geometry, and Algebra II prerequisites. The
major units include: linear relations and functions, systems
of equation and inequalities, nature of graphs, polynomial
and rational functions, trigonometric functions, graphs and
inverses of the trigonometric functions, trigonometric
identities, and equations, polar coordinates and complex
numbers, conics, exponential and logarithmic functions,
sequences and series, combinations and probability. Special
projects required for the Honors Pre-Calculus students
include, but are not limited to, group projects, field
experiences to include the use of surveying equipment and
calculators, independent study, and related projects
designed to enhance the students critical thinking skills.
Computer related activities are provided to supplement
HONORS GEOMETRY is a full year, five credit, accelerated
program which provides an in-depth study of Euclidian
Geometry with proofs for students who achieved excellence
in their Honors Algebra I course. The student is exposed to
41
JUDSKLQJ IXQFWLRQV DQG GLVFRYHULHV WKURXJK WKH VWXGHQWV·
creative methods. Student grades are based primarily on
AP CALCULUS is a five credit elective course for twelfth
grade students who have successfully completed the
previous honors math sequence and who have demonstrated
a mastery of algebra, geometry, and trigonometry. The AP
program provides a full academic year of calculus and
related topics which are comparable to college level calculus
courses. It is expected that students taking the AP Calculus
program will seek college credit or placement from
institutes of higher learning. Major units of study include
functions;
differential calculus; and integral calculus in
which higher levels of thinking and independent study skills
are refined and developed. AP Calculus is a college level
mathematics program for which most colleges grant
advanced placement status and credit. Although there are
no specifically designed student projects for the AP Calculus
course, a considerable amount of independent study and
outside reading is required. Student grades are based
42
43
SCIENCE DEPARTMENT
³:KHWKHUDSHUVRQVKRZVWKHPVHOYHVWRE e a genius in science or in writing a song,
WKHRQO\SRLQWLVZKHWKHUWKHWKRXJKWWKHGLVFRYHU\RUWKHGHHGLVOLYLQJDQGFDQOLYHRQ´
- Johann Wolfgang Von Goethe
ACADEMIC LAB BIOLOGY A introduces students to the
basic fundamentals of the biological sciences with emphasis
on classifications, and beneficial/harmful characteristics of
each phylum. The cellular basis of living things is
emphasized as the unifying principle among living things.
Major functional systems such as reproduction, cellular
control, photosynthesis, respiration, heredity, evolution,
and animal behavior are explored. Major phyla of animals
are used to explain and demonstrate these processes. Major
units of study include: the history of biology, classification
of animals, cytology, ecology, and genetics. Scientific
knowledge and cooperative learning skills are developed
through laboratory work. Vocabulary related to course
terms is developed and math skills are applied in data
analysis and genetic calculations. Students are exposed to
science related careers.
Major assignments and
requirements include notebooks, laboratory experiments
and computerized and/or preserved dissections of lab
animals. Student grades are based primarily on tests,
quizzes, homework, projects, class participation, labs,
should be on developing an understanding of concepts.
Essential to this conceptual understanding are the following:
a grasp of science as a process rather than as an
accumulation of facts; personal experience in scientific
inquiry; recognition of unifying themes that integrate the
major topics of biology; and application of biological
knowledge and critical thinking to environmental studies.
The AP Biology course is designed to be taken by students
after the successful completion of high school biology and
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. Student grades are based primarily on
tests, quizzes, labs, homework, marking period assessments
and outside reading assignments and papers.
CHEMISTRY is a six credit lab science in which satisfactory
completion of Algebra I is required for entry. The course is
designed to provide the students with the skills and
knowledge needed for a comprehensive chemical
background. The course is structured to give the student an
understanding of the fundamental principal phenomena.
Emphasis is placed on the relationship of atomic structure
and bonding to the physical and chemical properties of
substances. Students will also use computers for gathering
and processing lab data. Writing skills will be enhanced by
lab reports written on a weekly basis using: word
processing programs. Major units of study include
measurement, mathematical concepts, matter and energy,
phases of matter, gas laws, periodic table, atomic structure,
chemical formulas and equations, bonding, solutions,
kinetics, thermodynamics, equilibrium, acids, bases, and
salts, electrochemistry, and organic chemistry. Students
learn about scientists and possible career choices in the
scientific field. Student grades are based on tests, quizzes,
homework, lab work, class work, notebooks, midterm, and
HONORS BIOLOGY is a six credit laboratory course which is
an accelerated study of the Academic Biology curriculum
with the purpose of preparing students for Advanced
Placement Biology. The goal of this course is to give the
highly motivated student a solid background in the
fundamental concepts of Biology, while exposing him or her
to the biotechnological and or clinical applications of these
areas. Topics shall include, but are not limited to: the
scientific method, cell structure and physiology, DNA
structure and technology, genetics, evolution, and the
diversity of living things. Laboratory exercises shall
reinforce concepts as well as develop the students'
inquisitive, creative, and critical thinking skills. Projects,
cooperative learning, and peer instruction will also be used
to foster the students' development as life-long independent
learners. Animal dissections, both real and virtual, will be
utilized in examining species diversity. Student grades are
based primarily on tests, quizzes, lab reports, classwork,
projects, notebooks, participation and marking period
assessments.
HONORS CHEMISTRY is a full year six credit lab science in
which successful completion of Honors Biology and Honors
Algebra is required. The course is designed to provide the
students with the skill and knowledge needed for entry into
advanced placement chemistry. The course is also
structured to give the student an understanding of the
fundamental principles of inorganic chemistry. This is done
through the development of the laws and theories which
give a logical interpretation of chemical phenomena.
Emphasis is placed on the relationship of substances. Many
concepts and equations are used in AP chemistry. Students
will also use computers for gathering and processing lab
AP BIOLOGY is a six credit Laboratory course designed to
help students develop a conceptual framework for modern
biology. This course is structured to prepare students for
the AP Biology exam. The on-going information explosion
in biology makes these goals even more challenging.
Primary emphasis in an advanced placement biology course
44
data. Writing skills will be enhanced by lab reports written
on a weekly basis using word processing programs. Major
units include measurement, problem solving, matter,
energy, structures of the atom, chemical formulas,
mathematics of chemical equations, phases of matter, gas
laws, electron configurations, the periodic table, chemical
bonding, solutions, chemical kinetics and thermodynamics,
chemical equilibrium, acids, bases, salts, oxidation and
reduction, electrochemistry, and organic chemistry.
Additional activities designed for the honors program will
include, but are not limited to, open-ended laboratory
demonstrations, research on the Internet, applied chemistry
topics, computer laboratory experiments, and societal
issues. All students will be required to design a project for
Achievement Night. Student grades are based primarily on
tests, quizzes, homework, projects, notebooks, and
mathematics and is differentiated from academic physics in
the following ways: labs involve complex spreadsheets and
advanced graphical analysis and are more detailed; the
subject is addressed in more depth and detail, higher levels
of math skills are incorporated into the studies. Simply
stated, physics is a science which deals with the principles
that govern the behavior of the physical world. The major
units-of-study for honors physics include the following:
mechanics, thermodynamics, electromagnetism waves and
optics, and modern physics. Students will be exposed to
UHODWHGVFLHQFHFDUHHUV DQGWKHVWXGHQWV·UHDGLQJ DQGPDWK
skills will be expanded through the solutions to numerous
physics problems. Student grades are based primarily on
tests, quizzes, labs, homework, and marking period
assessments.
AP PHYSICS is a six credit lab science which requires
satisfactory completion of Honors Physics. The course is
designed to expose students to a college level physics
course. This course will prepare students for the AP Physics
B-Level test. Satisfactory performance on the AP test will
exempt students from liberal arts, physics requirement in
many colleges. (It doesn't exempt them from Engineering
Physics). The topics covered will be similar to, but in more
depth than in the honors physics. Students' writing skills
will be enhanced by writing lab reports on a weekly basis.
Many labs will also involve the collection of data using
computer probes. Students' critical thinking skills will be
developed by solutions to many physical problems.
Students will be exposed to related science careers. Student
grades are based primarily on tests, labs, homework, and
AP CHEMISTRY is a six credit lab science which requires
satisfactory completion of Honors Chemistry with a corequisite of Trigonometry or Pre Calculus. The course is
designed to expose students to a college level chemistry
course. This course will prepare students for the AP
Chemistry test. Satisfactory performance on the AP test
may exempt students from the first year college chemistry
course in many institutions. The topics covered will be
similar to, but in more mathematical and theoretical depth
WKDQ KRQRUV FKHPLVWU\ 6WXGHQWV· ZULWLQg skills will be
enhanced by lab reports written on a weekly basis.
6WXGHQWV· FULWLFDO WKLQNLQJ VNLOOV ZLOO EH GHYHORSHG E\
solutions to many physical problems. Students will be
exposed to related science careers. Student grades are based
primarily on tests, quizzes, labs, homework, and marking
period assessments.
APPLIED PHYSICAL SCIENCE is a five credit course designed
to give students a background in basic chemistry and
physics. Emphasis will be placed on the applications of the
physical and chemical laws as they apply to the world we
live in. Topics shall include: energy, motion, forces, work,
matter, atomic structure, chemical bonding, chemical
reaction, waves, light, sound, electricity, magnetism,
radioactivity, and energy sources. The following skills will
be used throughout the year: mathematical, graphing, lab,
reading, writing, safety, and problem solving. Grading will
primarily be based on homework, in class work, labs, tests,
quizzes, notebooks, and marking period assessments.
PHYSICS is a six credit lab science which requires
satisfactory completion of Algebra I and Geometry for
entry. Algebra II is a co-requisite for the program. This
course is designed to give students a good understanding of
the physical world around them and prepare them to fulfill
their college science requirement. Students planning to
major in engineering are strongly encouraged to take
Honors Physics. Simply stated, physics is a science which
deals with the principles that govern the behavior of the
physical world. Major units of study include: mechanics,
thermal physics, electricity and magnetism, waves and
optics, and modern physics. Students will be exposed to
related science careers and math and reading skills are
expanded through the solutions to problems. Student
grades are based primarily on tests, quizzes, labs,
homework, and marking period assessments.
FORENSICS is a half year 2.5 credit elective science course
for students in grade 12 which is designed to introduce
students to basic forensic science techniques and terms.
Forensics covers a wide range of subject areas including
chemistry, biology, physics, social sciences, biotechnology,
English/writing, and history. Major units of study include:
crime scene techniques, hair/fiber analysis, fingerprints,
handwriting analysis, chromatography, blood typing, blood
HONORS PHYSICS is a six credit lab science which requires
satisfactory completion of Algebra I, II, and Geometry. The
course is designed for advanced students in science and
45
spatter, and scene reconstruction. Students will also work
in cooperative groups and prepare logical conclusions to
crime scenes/situations based on data and observations.
Students will be exposed to historical cases in which
forensic science has played a vital role and to the many
related careers involved in this expanding area of science.
Student grades are based primarily on tests/quizzes,
homework, projects, labs, class participation, notebooks
and mock crime cases.
many branches of the horticulture industry, in greater
detail, to provide for each major unit of study. These major
units will include: Horticultural science, plant morphology,
integrated pest and disease management, greenhouse
production, landscape architecture, landscape maintenance,
floral designing, interior landscape and ecology
management. Student grades are based on test, quizzes,
homework, classwork, participation in CDE and SAE, and
teacher observation and marking period assessments. This
ANATOMY AND PHYSIOLOGY is a six credit elective lab
science for students in grades eleven and twelve who have
successfully completed Academic Biology. The program is
designed for the college preparatory student who is
considering a college major in the fields of science which
offers the student exposure to the anatomy and physiology
of the human body. The development of laboratory
procedures, and dissections of the frog and fetal pig are all
required segments of this program. A notebook and
ZULWWHQ ODE ZRUN DUH SDUW RI WKH VWXGHQWV· PDMRU
requirements for this course. In addition, vocabulary and
career units are infused into the program. Student grades
are based primarily on tests, quizzes, homework, projects,
class participation, notebook, and marking period
assessments.
HORTICULTURE III is a full year five credit elective course
. This course is designed to introduce the students to the
fundamental principles and practices of the landscape
industry through the study of landscape design, installation,
and maintenance. Through a variety of lectures and applied
labs, the students will be exposed to the factors that are
essential in developing an aesthetically pleasing and
functional residential landscape plan. The course will
review many of the agribusinesses associated with the
landscape design firms, landscape construction firms, and
landscape and lawn care maintenance companies. The
course will also stress premier leadership, personal growth,
and career development in the landscaping industry.
projects, written work, participation in CDE and SAE, and
marking period assessments. This course will also put an
credential.
HORTICULTURE I is a five credit elective course for
students in grades nine through twelve. The course is
designed to provide the students with a wide variety of
skills, knowledge and experiences appropriate in the
scientific advances in the horticultural industry. The use of
computer technology is incorporated into each major unit
of study. Students will explore the many branches of the
horticulture industry with emphasis being placed on career
opportunities. These branches include: Horticultural
science, greenhouse production, landscape architecture,
landscape maintenance and floral designing. Students will
make full use of the greenhouse by raising indoor plants,
vegetables, annuals and perennials for market. Student
grades are based on tests, quizzes, homework, classwork,
participation and teacher observation and marking period
HORTICULTURE II is a ten credit elective course for
students in grades 10 - 12. Students must have successfully
completed Horticulture I in order to take Horticulture II.
This program reinforces the skills, knowledge and
experiences taught in Horticulture I. This program places
great emphasis on science, math, reading, writing and
hands-on skills needed for college bound students or for
students interested in entry level positions in the
horticulture industry. This program will also explore the
46
\
47
SOCIAL STUDIES DEPARTMENT
´<RXPD\KDYHWRILJKWDEDWWOHPRUHWKDQRQFHWRZLQLW´
- Margaret Thatcher
WORLD HISTORY is a required five credit course for ninth
grade students.
World History inquires into the
perspectives of the past through a panorama of human
history from the Enlightenment to the present and, in the
broadest sense, includes the whole of human experience in
western and non-western histories. The major units of
study include: political history, economics, governments,
laws, and political leaders, military history, wars, weapons,
and strategies of warfare, social history that examines all
aspects of a people's way of life, intellectual history
concerning the ideas which motivate and direct the actions
of society, and economic history of goods and services
which people buy and sell, the products made, and the use
of environmental resources. The various events and ideas
of the past will be analyzed and evaluated in terms of their
correlation to, and lessons for, society today. Related
units-of-study include career education and reinforcement
of reading, writing, and math skills. Higher level critical
thinking skills along with note taking and listening skills will
be emphasized. Students will write a research paper.
Students are evaluated primarily on tests, quizzes,
U.S. HISTORY I is a full year five-credit course of study for
all tenth grade students. The course provides a focus into
the social, military, political and economic histories of the
United States. Major units of study include the American
Revolution, Reconstruction, the development of the
Constitution, expansion on the Western Frontier,
Industrialization, Urbanization,
Civil
War
and
Reconstruction/the
Gilded
Age,
Progressivism,
,PSHULDOLVP ::, DQG WKH ·V *HRJUDSK\ DQG FLYLFV
are infused throughout the curriculum. Students are
required to research relevant topics, compose and support
opinion essays and papers.
In addition, student
understanding and mastery will be assessed through tests,
quizzes, homework, class participation, projects, and
notebooks and marking period assessments
U.S. HISTORY I HONORS is a full year five credit course
and fulfills the tenth grade United States history
requirement. It is designed as an intense, in-depth study of
the political, social, military, and economic histories of the
United States during the seventeenth, eighteenth, and
nineteenth centuries. Texts used include the American
Pageant and the American Spirit (Primary Source readings)
both of which are written at the college level and the most
widely used by advanced placement courses.
The major units of study include, English Colonialism,
the American Revolution, the development of the
Constitution, expansion on the Western Frontier,
Industrialization, Urbanization, Immigration, and the
Gilded Age. Geography, economics and civics are infused
throughout the curriculum. Students in the Honors US I
course are responsible for independent study and resource
readings as well as historical analysis to facilitate the
historical interpretation of the time period and development
a historical perspective. Major projects include, but are not
limited to: position paper writing, independent readings,
research papers and written essays. Assessment includes:
tests, quizzes, homework, class participation, public
speaking, notebooks, interpretations, and marking period
assessments.
WORLD HISTORY HONORS course is a five credit required
subject designed to challenge the academically motivated
students through a fast-paced and introspective survey of
World History. The Honors World History track provides
an in-depth, critical analysis of man's history from the
Enlightenment to the present, and requires the selfmotivated student to investigate the histories of both
western and non-western man. The major units of study
include: political history, economics, governments, laws,
political leaders, military history, wars, weapons, and
strategies of warfare, social histories that examine aspects of
people's way of life, intellectual histories, and the use of
environmental resources. Students are required to draw
conclusions and form opinions on the events of the past and
make the necessary correlations to, and lessons for, society
today. Related units of study include career education,
study skills, independent study, and research projects which
include, but are not limited to, historical case studies, cause
and effect relationships, and historiography research. All
projects are assigned at the discretion of the teacher. The
World History Honors course requires extensive reading
and writing skills in addition to creative, independent,
critical, and deductive thinking skills. Students are required
to write a research paper. Students are evaluated primarily
48
U.S. HISTORY II is a five credit course required for all
eleventh grade students. Satisfactory completion of U.S. I
is required for entry to U.S. II. This course is designed to
challenge the student in the study of political, social,
military, economic histories related to the period of time
associated with US History II. Major units of study include
the Depression, New Deal, World War II, the Post War
Era, Civil Rights and Politics of Reform, the Era of Political
and Social Change, the return of Conservatism and the
United States today.
Spelling and vocabulary skills
appropriate to each unit of study are developed. Higher
level critical thinking skills are emphasized. Students are
exposed to related careers. Topics involving aging,
stereotypes, self values, and alcohol/drug abuse will also be
infused into the teaching content material. Students are
required to do a research paper. Student grades are based
SOCIOLOGY is a five credit elective course for eleventh and
twelfth grade students who are academically motivated.
The program examines selected sociological topics relative
to man's social and human behavior and focuses on the
structure and functioning of society. Within this content,
areas studied include: an analysis of culture, the extent to
which biological inheritance influences the development of
culture, the structure and analysis of group life, functional
analysis of social systems, and the process of socialization.
The course concludes with an application of selected
concepts to such problems as race relations, the nature and
etiology of war, environmental pollution, and urban blight.
Major units of study include: sociological methods,
cultural norms, values, sanctions, culture and the
individual, mass communications, the family, education,
religion, social problems, human ecology, and crime.
Students are exposed to related careers in the field of
sociology and will be expected to reinforce skills such as
reading, writing, and verbal presentations during the year.
homework, projects, a research paper, class participation,
UNITED STATES HISTORY II AP is a full year five credit
required course developed as the sequel to the honors
course. The class environment affords the historically
inquisitive student the opportunity to develop a conceptual
appreciation of the past and its relationship to the present
through the use of higher order thinking skills (application,
analysis, synthesis, and evaluation). The curriculum is
designed to address the expectations of the Advanced
Placement program (www.apcenteral.com) and to
challenge students to broaden the historical paradigm they
have thus far developed. The major focus of the course
addresses 20th century America where in-depth units of
study offer an accelerated examination of the Depression,
New Deal, WWII, the Cold War, the Civil Rights
Movement, Political Reform movements, the Era of
political and Social Change, the return of conservatism and
the United States today. Geography, economy and civics
are infused throughout the curriculum. Related skills
incorporated into the curriculum include reading, writing,
primary source reading and document interpretation, public
speaking, research, independent study and higher order
reasoning skills, all vital components of the AP United
States History program. Major projects include, but are not
limited to; position paper, summary reports on primary
source documents, student packets (accompany the text
material), and other materials relevant to the subject
content. Students are evaluated in a myriad of ways
including tests, quizzes, homework, notebooks, class
participation, research papers, marking period assessments
and essays. The AP course is intended to extend to students
the historical knowledge and writing skills appropriate and
necessary to successfully qualify on the AP history exam
administered by the College Board.
PSYCHOLOGY is a five credit elective course open to
academically motivated eleventh and twelfth grade
students. The basic areas of study covered in this course
correspond closely to introductory college level psychology
courses. Topics to be covered include a brief history,
methods, the brain, sensation, perception, learning,
memory, human development, personality, social
development, and abnormal behavior. Skills pertaining to
writing, vocabulary and careers appropriate to each unit
will be developed. Discussion of current events in
psychology is included when applicable. The purpose of
this course is to introduce students to scientific and
systematic study of behavioral and mental processes of
human beings. Students are exposed to the psychological
facts, principles and phenomena associated with each of the
major subfields within psychology. They will also learn
about the methods psychologists use in their science and
practice. Students are evaluated primarily on tests, quizzes,
ADVANCED PLACEMENT PSYCHOLOGY is a five credit
elective course open to academically motivated eleventh
and twelfth grade students who have a strong background
in biological science and have demonstrated above average
writing and critical thinking skills. The course is designed
to challenge students in the basic areas of study which
correspond closely to introductory college level psychology
courses. The course of study adheres to the national
standards for high school psychology curricula established
by the American Psychological Association (APA) and
includes: history, methods, careers, heredity and
49
environment, life span development, biological bases of
behavior, sensation and perception, motivation and
emotion, stress and health, learning, memory, states of
consciousness, cognition and language, personality,
psychological disorders, and social and cultural dimensions
of behavior. Advanced Placement Psychology introduces
students to systemic and scientific study of the behavior of
humans and animals. Students will be exposed to the
psychologists use in their science and practice. Higher
RUGHUWKLQNLQJVNLOOVRXWOLQHGLQ%ORRP·V7D[RQRP\ZLOOEH
emphasized. Emphasis will also be placed on preparing
students for the Advanced Placement Examination.
alternate assessments.
African Slave Trade and American Colonization; the
Revolutionary War; Slavery and Free Blacks; the
Antislavery Movement; the Civil War; Reconstruction;
Organization (Post-Reconstruction) and Migration; World
War I; the Harlem Renaissance; the Depression; World
War II; the Civil Rights Movement; the Black "Revolution"
of the 60's and African-America; Self-Image. Vocabulary,
reading and writing skills are enhanced throughout each unit
of study and introductions to related careers are provided.
journals, and marking period assessments.
WOMEN·S STUDIES is a half year 2.5 credit elective course
designed to integrate the women's experience into the
dominant narrative of American history by giving "voice" to
a new political, economic and social phenomena. The
course will reflect the cultural diversity of the Women's
experience and spotlight women who have built networks
of gender consciousness, both past and present. Major units
RI VWXG\ LQFOXGH ,QWURGXFWLRQ $ :RPHQ·V 3ODFH WKH
First Founding Mothers, Revolutionary War Era, Women
of the West, Women Suffrage Movement: 1848 - 1920,
Surviving the Great Depression, Women at Work, Women
and War, Women and the Constitution, Artistry of
Women. Student grades are based primarily on tests,
quizzes, homework, projects, a research paper, class
participation, journals, and marking period assessments.
MODERN EUROPEAN HISTORY AP is a full year five credit
elective course for students in grades 11-12 and is designed
for the academically motivated student. The course studies
the time period from the High Renaissance to the Rise of
New Europe. Analyzing the intellectual-cultural, politicaldiplomatic, and social-economic trends in Modern
European history. Topics include: Europe in the High
Renaissance, the Age of Louis XIV, the Age of the
Enlightenment, The French Revolution and Napoleon, the
Age of Liberalism and Nationalism, Pre-World War I.
World War I and its aftermath, World War II and its
aftermath, the Cold War to the Fall of Communism.
Related skills infused into the program include reading and
writing, with emphasis on position paper writing, primary
source reading, and document interpretation. Public
speaking skills, study skills, research skills, independent
study skills, and high reasoning skills are incorporated as
vital components of the course. The major projects
include, but are not limited to, at least one position paper
on each unit, summary reports on primary reading
assignments, unit and chapter worksheets, and other
materials relevant to subject content. Student grades are
based primarily on test, quizzes, homework, projects,
research paper, and marking period assessments. The
course is intended to extend to students the historical
background and writing skills appropriate for successful
achievement on the College Board administered Advanced
Placement exam.
JROTC is a five credit elective course designed for students
in grades 9 - 12. JROTC is a comprehensive program
which complements the curriculum of the entire school
with a focus on personal growth for the individual. The
program of instruction is based on a systematic progression
of learning designed for the cadets' development at each
grade level. Major units of study include: American
citizenship, techniques of communications, leadership, drug
abuse prevention, map reading, career opportunities, first
aid and hygiene, technology awareness, self-discipline, self
esteem, organization, ethics, integrity, and confidence. The
desired outcomes of the program are: 1) Understanding
ethics, values, and principles that underlie good citizenship;
2) Practical experience in leadership skills with the ability to
live and work with others; 3) Ability to think logically and
communicate effectively both orally and in writing; 4)
Appreciation of the importance of physical fitness in
maintaining good health; 5) Knowledge of the dangers of
substance abuse as well as techniques for resisting pressures
to try drugs; 6) Development of mental management
techniques, including goal-setting, visualization and positive
self-talk; 7) Familiarity with the history, purpose, and
structure of military services; 8) Knowledge of educational
and vocational opportunities, and how to make the most of
them; 9) Understanding the importance of high school
graduation to a successful future. In addition to the course
AFRICAN AMERICAN STUDIES is a half year 2.5 credit
elective course. As part of the diverse cultures that have
shaped and enriched the United States, African-American
studies will be presented from the African-American
perspective of American history. The course will focus on
the "gift" of African-American culture to society, the
continuous political, social, and economic struggles and the
forces that impact on the historical process of the AfricanAmerican experience, both past and present. Major units of
study include Afrocentric Thought; the African Homeland;
50
work, the JROTC program offers a wide variety of
extracurricular activities that enable students to develop the
knowledge, values and skills which they have learned in the
classroom. The mission of the JROTC program is to
motivate young people to be better citizens. The program
trains students in leadership and motivational skills that will
serve them throughout their lives.
ITALIAN AMERICAN HERITAGE is a one semester 2.5
credit elective course. This course will explore the
phenomenon of Italian American experiences from
immigration to ethnicity and beyond by using an
interdisciplinary approach. Students will be introduced to a
full range of resources employed in the production and
consumption of Italian American culture, through
background lectures, discussions of the readings,
independent research and cooperative assignments. This
course will provide students with a historical and theoretical
background that enable them to become aware of the
experience of Italians in the United States and New Jersey
and their unique cultural contributions to the American
experience. Major units of study include: Perceptions of
Italian Americans, Roman history, Italian art, science and
politics from the Renaissance, Italian immigration, and
Italians in New Jersey. Grades will be based upon tests,
quizzes, homework, class discussions, notebooks, projects
and marking period assessments.
51
52
WORLD LANGUAGE DEPARTMENT
´/DQJXDJHLVDZRQGHUIXOWKLQJ,WFDQEHXVHGWRH[SUHVVWKRXJKWV WRFRQFHDOWKRXJKWVEXWPRUHRIWHQWRUHSODFHWKLQNLQJµ
Kelly Fordyce
SPANISH I is a five credit course for students in grades
nine to twelve and is designed to provide the students
with basic communication skills in Spanish. Major units
of study include: culture, listening, speaking, reading,
and writing, subject pronouns, definite and indefinite
articles, present time (regular and irregular verbs)
introduction to preterit, adjectives, time, negatives,
object pronouns, numbers, prepositions, interrogatives,
and possessives. Spanish vocabulary, pronunciation and
intonation skills through textbook dialogues, various
activities in the language lab, and knowledge about the
geography and cultures of Spain and other Hispanic
countries are included in the study. Students are exposed
to related careers. Student grades are based on tests,
include: culture, listening, speaking, reading and
writing. Irregular present tense verbs, preterit and
imperfect tenses and their uses, future tense, object
pronouns, adverbs, grammar agreement and vocabulary
are learned. The conditional and present subjunctive are
introduced. Students are also exposed to related careers.
Satisfactory completion of Spanish I is required for entry
into Spanish II, the second level of a three year sequential
program. Student grades are based primarily on tests,
SPANISH II HONORS is a full year five credit course
designed for students who have successfully completed
the first level honors sequence and are interested in
continuing their studies of Spanish in an accelerated and
proficiency-based curriculum that may lead to an
advanced placement course in grade twelve. The course
presents a spiral approach to grammar and is intensely
language based as the students improve proficiency in the
foreign language. Many activities will take place in a
language lab. Major units of study for the Spanish II
Honors program include: vocabulary building with a
thematic approach; verb conjugations of the future;
conditional and subjunctive; the imperative, reading short
passages of Spanish literature; writing frequent 100 word
Spanish themes; and daily practice in oral and aural
activities. The curriculum reflects a rigorous set of
expectations on the part of the student because the
program is fast paced, includes independent and group
activities, and emphasizes the high level thinking skills of
analysis and synthesis. Creative thinking and production
are developed in the classroom, as well as through
assigned projects. Related careers are also studied.
By the end of the course, with circumlocutions, the
student is able to converse in the Spanish language on any
non-technical topic in conjunction with state core course
proficiencies. Student grades are based primarily on tests,
SPANISH I HONORS is a five credit course designed for
ambitious, highly capable, and interested students in
grades nine to twelve. The course is the first step of a
sequential Honors track that may conclude with the
advanced placement Spanish Language course in grade
twelve. The curriculum is proficiency-based and offers
an accelerated approach which includes advanced level
concepts and processes.
There is active student
participation as students practice proficiency through
independent, as well as, small group activities. Some
activities may take place in a language lab. Flexible and
fluent thinking, as well as, skills of inquiry, synthesis, and
evaluation are developed through assigned and selfdirected projects which include, but are not limited to,
one written research project on the Spanish speaking
world, taped oral reports in Spanish, and a culture based
project.
Major units include vocabulary building
(including idioms), phonetics and intonation, verb
conjugations in the present, and introduction to the
preterit, pronouns, interrogatives, adjectives, adverbs,
comparisons, geography, Hispanic culture, and related
careers. The highly motivated learner achieves enough
proficiency in Spanish to survive and work within
carefully defined areas in conjunction with state core
course proficiencies. Student grades are based primarily
SPANISH III HONORS is a full year five credit elective
course designed for highly motivated students who have
successfully completed the second level honors sequence
and are interested in broadening, refining, and perfecting
their proficiency in Spanish. This course is the final step
of the honors track which may result in the advanced
SPANISH II is a five credit course for students in grades
10-12. The course is proficiency based and is designed to
H[SDQG DQG EURDGHQ WKH VWXGHQWV· FRPPXQLFDWLRQ VNLOOV
and explore typical Spanish customs. Major units of study
53
placement Spanish Language course in grade 12. A spiral
approach to grammar is continued and the course
accelerates in content and products. Active student
participation in oral and written work is the norm.
Students improve listening comprehension with frequent
use of tapes of native speakers. Many activities will take
place in a language lab. Units-of-study include passive
voice, idiomatic verb usage, compound tenses, the
subjunctive mood, syntax of complex sentences,
vocabulary building, culture, and related careers.
include: development of French vocabulary and grammar
skills, subject pronouns, definite and indefinite articles,
past tense, partitive present tense, negatives, regular and
irregular verbs, passé compose, adjectives, time, and
possessives. Pronunciation and intonations skills
(textbook dialogues), and French geography and customs
are included in the program of study. Students are
exposed to related careers in foreign languages. Student
grades are based on tests, quizzes, homework, projects,
assessments.
FRENCH I HONORS course is a full year five credit
elective subject for students who are interested in
pursuing the advanced placement sequence in which
French I honors is the first of four progressive levels. The
curriculum is proficiency-based and offers an accelerated
approach to advanced level concepts and process for the
highly capable, ambitious, and motivated student. Active
daily student participation, flexible and fluent thinking,
application of inquiry, synthesis, and evaluation skills,
practices in proficiency, and development of self-directed
projects are the major characteristics of this honors
program. The units-of-study include; vocabulary
development, phonetics and intonation, verb
conjugations in the present and past tenses, negatives,
prepositions, pronouns, interrogative, adjectives,
adverbs, comparisons, geography, culture, and related
careers. Required major projects include; but are not
limited to: taped oral reports in the target language, short
written compositions in French, and a written or oral
research project in conjunction with state core course
proficiencies. Student grades are based primarily on
ADVANCED PLACEMENT SPANISH is a full year five
credit elective course designed to challenge able,
ambitious, and interested foreign language students in
grade twelve. It is the fourth and concluding step of a
carefully articulated sequential program, and is preceded
by three levels of Spanish courses. The AP Spanish
Language program offers advanced instruction for one full
academic year and is comparable in difficulty and content
to a level three college course in advanced Spanish
composition and conversation. The course focuses on
mastery of listening, speaking, reading and writing skills,
and not on the content of specific texts. Major units of
study include: vocabulary building, frequent Spanish
composition writings of 250 words, listening
comprehension of narratives, long/short dialogues in
Spanish on any non-technical topic, and the usage of all
verb tenses and moods, especially the subjunctive.
Students are encouraged to speak in class in the foreign
language. International career opportunities are also
VWXGLHG 7KH FRXUVH GUDZV RQ DOO RI WKH VWXGHQWV·
previous language learning but emphasizes the use of the
second language for active communication. Students
must work actively without constant teacher monitoring.
Many activities will take place in a language lab. The AP
program requires creative and independent performance,
as well as, critical thinking and advanced inquiry skills.
Toward the end of the program, AP students are
encouraged to demonstrate their proficiency on a
comprehensive examination prepared and administered
by the College Board. Depending on the grade of that
examination, a student may receive college credit or
advanced placement in a course at college. Student grades
are based primarily on demonstration of proficiencies in
Spanish.
FRENCH II is a full year five credit course subject
designed for students in grades ten through twelve. This
course is language based with emphasis on broadening
communication skills as well as exploring typical French
customs. Satisfactory completion of French I is required
for entry to French II, which is the second level of a three
year sequential program. Major units of study include:
the expansion of French vocabulary skills, grammar skills,
introduction to past tenses, irregular verbs, compound
verb forms, reflexive verbs, object pronouns, adverbs,
adjective agreements and related careers in conjunction
with state core course proficiencies. Student grades are
based primarily on tests, quizzes, homework, projects,
assessments.
FRENCH I is a full year five credit proficiency based
course for students in grades nine to twelve and is
designed to provide students with a basic foundation in
French communication skills (speaking, reading,
listening, and writing). An introduction to the culture of
the French people is also provided. Major units of study
FRENCH II HONORS program is a full year five credit
elective course designed for students who have
successfully completed the first level of the
54
Honors/Advanced Placement sequence and are interested
in continuing their study of French through an accelerated
and proficiency-based curricula approach. The major
units of study include: vocabulary development; verb
conjugations of the future, conditional, and subjunctive
moods; reading passages of French literature; writing
frequent 100 word French themes, and daily practice in
both oral and listening activities. The curriculum reflects
a rigorous set of student expectations, is fast-paced,
includes both independent and group activities, and
emphasizes the high level thinking skills of analysis and
synthesis.
Creative thinking and production are
developed in the classroom and through assigned projects
which include, but are not limited to; a video taped
French play and open-ended research projects. In
addition to the above listed components of the Honors
French II program, the course also addresses related
careers and focuses on the acquisition of communication
skills which enable the student to converse with clarity on
a non-technical subject in the target language in
conjunction with state core course proficiencies. Student
projects, class participation, notebooks, and marking
period assessments
focuses on mastery of listening, speaking, reading, and
writing skills in the target language and includes the
following major units-of-study:
refinement and
expansion of French vocabulary, frequent written
compositions of 250 words, comprehension of French
lectures and short dialogues, conversational French on
appropriate topics, and the usage of all verb tenses and
moods. The use of the French language will be employed
during all class periods and international careers will be
reviewed. A long-range assignment is required each
marking period and includes at least one project based on
French literature. Participants in the AP French program
are expected to work without constant monitoring by the
instructor; creative and independent performance, as
well as critical thinking in inquiry skills are also
expectations of the students. The French Advanced
Placement curriculum is designed to address all the
requirements of the national standards and successful
completion of the College Board administered exam.
ITALIAN I is a full year five credit course for students in
grades nine through twelve and is designed to provide the
students with a basic foundation in Italian communication
skills (speaking, reading, listening, and writing). An
introduction to the culture of the Italian people is also
provided. Major units of study include: development of
Italian vocabulary and grammar skills, subject pronouns,
definite and indefinite articles, present tense, regular and
irregular verbs, introduction to the preterite, adjectives,
time and possessives. Italian vocabulary, pronunciation
and intonation skills through textbook dialogues, various
activities in the language lab and Italian geography and
customs are included in the program of study. Students
are exposed to related careers. Student grades are based
notebooks and marking period assessments.
FRENCH III HONORS program is a full year five credit
elective course designed for the highly motivated students
who have successfully completed levels I and II of the
honors/advanced placement track and are interested in
broadening, refining, and perfecting their proficiency in
the French language. Honors French III is the last of the
three preliminary sequences leading to the advanced
placement fourth level course. The major units of study
of the Honors French III program include: diomatic verb
usage, compound tenses, syntax of complex sentences,
vocabulary building, culture, and related careers. The
required projects include, but are not limited to, taped
interviews and lectures, written reports, and research
and/or analytical studies. This program is accelerated in
content and products and incorporates active student
participation in both oral and written learning processes.
Listening comprehension is refined and developed
through the use of tapes of native speakers and the
readings of French literature in conjunction with state
core course proficiencies. Student grades are based
participation, and marking period assessments.
ITALIAN I HONORS is a five credit course designed for
ambitious, highly capable, motivated and interested
students in grades nine to twelve. The course is a first
step of a sequential honors track that may conclude with
the Advanced Placement Italian Language course in grade
twelve. The curriculum is proficiency-based and offers
an accelerated approach which includes advanced level
concepts and processes.
There is active student
participation as students practice proficiency through
independent, as well as, small group activities. Flexible
and fluent thinking, as well as, skills of inquiry, synthesis
and evaluation are developed through assigned and selfdirected projects which included, but are not limited to,
one written research project on the Italian speaking
world, taped short oral reports in Italian, and a culture
based project. Major units include vocabulary building,
phonetics and intonation, verb conjugations in the present
and past, pronouns, interrogatives, adjectives, adverbs,
ADVANCED PLACEMENT FRENCH is a full year five credit
elective course designed to challenge the able, ambitious,
and interested foreign language students who have
successfully completed the first three sequences of
Honors French. The AP program offers advanced
instruction which is comparable in content and standards
to a third year college course in French. The program
55
geography, Italian culture, and related careers. Student
projects, class participation, notebooks, and marking
period assessments.
assessments.
ITALIAN III HONORS is a full year five credit elective
course designed for the highly motivated student who has
successfully completed levels I and II and are interested in
broadening, refining, and perfecting their proficiency in
the Italian language. Honors Italian III is the final step of
the honors sequence leading to the Advanced Placement
fourth level course. The purpose of the program is to
provide an accelerated in-depth curriculum to advance
foreign language students in order that they refine and
perfect their proficiency in Italian. Students improve
listening comprehension with frequent use of tapes of
native speakers. The program will help develop
communication skills and provide information about
other cultures. It will also help prepare students for the
AP Italian language course and exam or other college
placement and achievement tests. Units of study include
idiomatic verb usage, compound tenses, subjunctive
mood, syntax of complex sentences, vocabulary building,
culture, and related careers. Student grades are based
primarily, but not limited to: tests, quizzes, homework,
projects, class participation, notebooks and marking
period assessments.
ITALIAN II is a full year five credit course for students
in grades ten though twelve. The course is language
based with an emphasis on communication skills and as
well as exploring typical Italian customs. Satisfactory
completion of Italian I is required for entry into Italian II,
which is the second level of a three year sequential
program. Major units of study include: the expansion of
Italian vocabulary skills, grammar skills, the subjunctive
and conditional moods, irregular verbs, compound verb
forms, reflexive verbs, object pronouns, adverbs,
adjective agreements, and related careers in conjunction
with State core course proficiencies. Student grades are
based primarily on tests, quizzes, homework, projects,
assessments.
ITALIAN II HONORS is a full year five credit elective
course designed for students who have successfully
completed the first level and are interested in continuing
their study of Italian through an accelerated and
proficiency based curriculum. The course presents a
spiral approach to grammar and is language based in its
emphasis on proficiency in the Italian language, function,
context, and accuracy. The major units of study include:
vocabulary development, verb conjugations of the future,
conditional, and subjunctive moods; reading passages of
Italian literature; writing frequent themes; and daily
practice in both oral and listening activities. The
curriculum reflects a rigorous set of expectations, is fast
paced, includes both independent and group activities and
emphasizes the higher level thinking skills of analysis and
synthesis.
Creative thinking and production are
developed in the classroom and through assigned projects
which included, but are not limited to, open-ended
research projects. In addition to the above listed
components for the honors Italian II program the course
also addresses related careers and focuses on the
acquisition of communication skills which enables the
student to converse with clarity on non-technical subjects
in WKH WDUJHW ODQJXDJH 7KH SURJUDP·V SXUSRVH LV WR
provide a proficiency-based curriculum which integrates
the language functions, context and linguistic forms so
that students will be able to function in the target
language. The program will help students satisfy possible
college language requirements as well as develop higher
level thinking skills, inquiry skills, and creative thinking
which are transferable across the disciplines. Student
ADVANCED ITALIAN program is a 5 credit elective
course designed to challenge the able, ambitious, and
interested world language students who have successfully
completed the first three sequences of Italian. The AP
program offers advanced instruction which is comparable
in content and standards to a third year college course in
Italian. Students who enroll should already have a basic
knowledge of the language and culture of Italian-speaking
peoples and should have attained a reasonable proficiency
in listening comprehension, speaking, reading, and
writing. The program focuses on mastery of listening,
speaking, reading, and writing skills in the target language
and includes the following major units of study:
refinement and expansion of Italian vocabulary; frequent
written compositions of 150 words or more; listening
comprehension of Italian lectures and short dialogs; and
the use of all verb moods and tenses. The use of the
Italian language will be employed during all class periods
and international careers will be reviewed. Participants
in the AP Italian program are expected to work without
constant monitoring by the instructor; creative and
independent performance as well as critical thinking and
inquiry skills are also expectations of the students. The
Italian Advanced Placement curricula is designed to
address all the requirements of the national standards for
this program and, in doing so, prepares the students for
successful achievement on the college level.
56
INDIVIDUALLY PRESCRIBED
ACADEMIC PROGRAMS
The Special Education Department at Delsea provides
individualized programs for students eligible for special
education and related services/eligible for speech and
language services. Students receive diagnostic services
through the child study team. The special education
department provides a variety of courses within its own
unit. Students not prepared for main streaming are offered
the same opportunities for course sequencing in the
instructional areas of mathematics, reading and writing,
science, social studies, language arts, Latin for vocabulary,
health and physical education. Special education students
may spend some portion of their day participating in the
regular classroom setting. These programs include, but are
not limited to, academic mainstreamed classes, health,
physical education, home economics, music, art, industrial
arts, world language, computers, and business courses.
Resource center, supplemental instruction, and after school
tutoring are also available. Parents and students should be
aware that all courses require a 65% mastery of the units of
study for successful completion.
when making decisions in areas of peer relationships, anger
and frustration. The decision making skills segment of the
course will allow students to become aware of an eight step
process to be used in decision-making.
Seventh and Eighth Grade Language Arts Literacy is a
course required of all students in the middle school and is an
extension of the elementary school programs. Language
Arts Literacy is designed to develop, reinforce and expand
WKH VWXGHQWV· IRXQGDWLRQ VNLOOV LQ WKH DUHD RI UHDGLQJ
writing, and comprehension. Although these basic units of
study are addressed in both the seventh and eighth grade
courses, the programs are sequentially designed and
articulated according to the special needs of the class and of
WKH VWXGHQWV· LQGLYLGXDOL]HG HGXFDWLRQDO SODQ 7KH PDMRU
units of study include: written expression, word analysis
skills, comprehension skills, critical information, oral
language skills, career exploration and academic
preparation. The language arts curricula for seventh and
eighth grade are designed to meet the educational needs of
each student and are differentiated through depth of unit
coverage and the percent of time devoted to each area. The
course provides students with practical communication
skills, which are necessary for success in learning, life, and
the work place. The program offers extensive drill and
exercises appropriate to the development of a strong, basic
foundation in the areas of language arts. Student grades are
based primarily on tests, quizzes, homework, class
participation, teacher observation, marking period
assessments and/or other criteria stipulated in the stXGHQWV·
individualized educational plan.
ENGLISH DEPARTMENT
Seventh and Eighth Grade Media and Study Skills is a
full year course required of all seventh and eighth grade
special needs students. The course is taken in addition to the
mandated language arts program. The programs are
sequentially designed over a two year period and are
differentiated by content, instructional strategies, and
student projects. Each of the four segments of this course;
Latin-4-vocabulary, library skills, study & thinking skills,
and decision making skills are integrated and correlated to
enhance articulation of one component to another. The
Latin-4-vocabulary segment traces the development of
words from their ancient origins. The word study is
organized through such cultural units as Roman and Greek
fashions, festivals, holidays, education, religion, and
entertainment. The library skills segment of this course
introduces all seventh and eighth graders to various library
technology. Students learn with a hands-on approach how
to use resources such as the dictionary and thesaurus. The
seventh and eighth grade levels are sequentially based.
Independent student projects are required for each level.
The final product is a research paper. The study skills
component of this program promotes active learning
through the growth of appropriate academic areas. The
major units-of-study include: auditory awareness, note
taking, interpreting visual data, problem solving, test
taking, and reading for comprehension. Independent
student projects are required throughout the course
program. Students need to be aware of choices they have
English I is a five credit required course for all ninth grade
students designed to extend and promote grammar,
composition, and reading skills. The ninth grade program is
a literacy-based curricula. The major units of study include
parts of speech and grammar skills, punctuation,
capitalization, vocabulary skills, improvement of study and
library skills, sentence writing, composition writing, study
of world literature, career education, and completion of
major reading assignments. Library and writing skills will
be explored through a research paper infusing the study of
world cultures. The programs are influenced and directed
E\WKHVWXGHQWV·,(3 6WXGHQWJUDGHV DUHEDVHGRQWHVWV
quizzes, homework, class participation, teacher
observation, marking period assessments and/or other
FULWHULDVWLSXODWHGLQWKHVWXGHQWV·LQGLYLGXDOL]HGHGXFDWLRQDO
plan. This course adheres to the school policy on
DWWHQGDQFHZKLFKJUHDWO\DIIHFWVDVWXGHQWV·JUDGH
57
English II is a five credit, required course taken by all
tenth grade students. The program is designed to continue
the maintenance and sequential development of the essential
skills of communication. These include: literature, library
skills, vocabulary development, word recognition, grammar
skills, the mechanics of written expression, and speech. All
students will continue to read a variety of literary
VHOHFWLRQV 7KH SURJUDP LV GLIIHUHQWLDWHG E\ WKH VWXGHQWV·
I.E.P. through depth of studies, student expectations,
reading selections, and percent of time devoted to each
major unit of study. The primary components of the
English II curricula include: grammar skills, critical reading
and thinking skills, the writing process, various genres of
literature, vocabulary, test taking and study skills. Library
and writing skills will be explored through a research paper.
homework, class participation, teacher observation,
marking period assessments and/or other criteria stipulated
LQWKHVWXGHQWV·LQGLYLGXDOL]HGHGXFDWLRQSODQ7KLVFRXUVH
adheres to the school policy on attendance which greatly
DIIHFWVDVWXGHQWV·JUDGH
Reading/Writing 9 is a five credit, full-year program
GHVLJQHG WR GHYHORS UHLQIRUFH DQG H[SDQG WKH VWXGHQWV·
previously learned foundation in the areas of reading,
writing, study, and comprehension skills. The programs
are sequentially designed and articulated for continued
instruction according to the special needs of the class and of
the individual student. The major units-of-study include:
develop vocabulary, analysis skills, literal and inferential
comprehension skills, study and library skills, critical
thinking skills, and composition writing. Student grades are
assessments, projects and/or other criteria stipulated in the
VWXGHQWV· LQGLYLGXDOL]HG HGXFDWLRQDO SODQ 7KLV FRXUVH
Reading/Writing 10 is a five credit, full year program
designed for tenth grade special needs students. The
program emphasizes the development of reading and
ZULWLQJ VNLOOV DV SUHVFULEHG E\ WKH VWXGHQWV· LQGLYLGXDOL]HG
educational plan, as well as the H.S.P.A. It is also designed
WR LPSURYH WKH VWXGHQWV· RYHUDOO FRPPXQLFDWLRQ VNLOOV
through reading and writing development. Reading units of
study include: reading literature, literal and inferential
comprehension skills, vocabulary skills, spelling skills,
reference and study skills and critical thinking skills.
Emphasis is also placed on reading orally. Writing units of
study incorporate sentence structure, organization of ideas,
paragraph development, editing and writing samples.
Both units of study incorporate social skills and listening
skills needed to become successful students and citizens.
marking period assessments, projects and/or other criteria
stipulated in WKH VWXGHQWV· LQGLYLGXDOL]HG HGXFDWLRQDO SODQ
This course adheres to the school policy on attendance
ZKLFKJUHDWO\DIIHFWVDVWXGHQWV·JUDGH
English III is a five credit, required course for all juniors.
The course includes units of study in the following:
composition, vocabulary development, literature, grammar
skills, critical thinking and career education. Specific units
of instruction include: review of grammar, review of
sentence and paragraph writing, review of punctuation and
capitalization, reinforcement and expansion of reading
skills, library research, vocabulary and spelling skills,
composition writing, and literature will be explored
through a research paper. The programs are differentiated
for each student as prescribed by his/her individualized
education plan. Student grades are based primarily on tests,
FULWHULDVWLSXODWHGLQWKHVWXGHQWV·LQGLYLGXDOL]HGHGXFDWLRQDO
Reading and Writing 11 is a five credit, full year program
designed for eleventh grade special education students. The
program emphasizes the reading and writing skills
previously taught, as well as, continued development of
VNLOOV SUHVFULEHGLQWKHVWXGHQWV·LQGLYLGXDOL]HGHGXFDWLRQDO
plan. Alternate proficiencies will also be incorporated. The
program is desLJQHG WR LPSURYH WKH VWXGHQWV· RYHUDOO
communication skills and increase student competency in
functional life skills reading and writing. The program also
focuses on social skill development in order to promote
appropriate interpersonal peer and adult interaction in
school, on the job, and in life. Reading units of study
include a brief refinement of reading and writing in
literature,
interpretive,
literal
and
inferential
comprehension skills, vocabulary, spelling, reference and
study, oral reading and critical thinking skills. Writing units
English IV is a five credit, required course for all seniors.
This course is a grammar and literature based program
designed for the development of skills and knowledge
needed for success in the world of work and society. The
major units of study include: review of grammar,
sentences, parts of speech, punctuation, capitalization,
spelling, paragraph writing literature and career skills.
Library and writing skills will be explored through a
research paper. Student grades are based primarily on tests,
FULWHULDVWLSXODWHGLQWKHVWXGHQWV·LQGLYLGXDOL]HGHGXcational
58
of study emphasize sentence structure, organization of
ideas, paragraph development, personal writing as well as
writing skills relative and applicable to life and the world of
work and/or post-secondary education. Student grades are
assessments, projects and/or other criteria stipulated in the
VWXGHQWV· LQGLYLGXDOL]HG HGXFDWLRQDO SODQ 7KLV FRXUVH
Seventh Grade Social Studies provides the special needs
students with an over-view of the significant historical
sequences of the United States from its discovery through
the Civil War and Reconstruction. The major units of
study include: geography, economics, colonization,
American Revolution, Constitution, Westward expansion,
Civil War and Reconstruction. Students grades are based on
tests, quizzes, homework, projects, classroom assignments,
and classroom participation consistent with the criteria
FRQWDLQHGLQHDFKVWXGHQW·V,(3
Reading and Writing 12 is a five credit, full year
program designed for twelfth grade special education
students who are exempt from the HSPA. The program
emphasizes the refinement of reading and writing skills
previously taught, as well as, the continued development of
VNLOOV SUHVFULEHGLQWKH VWXGHQWV· LQGLYLGXDOL]HGHGXFDWLRQDO
plan. The program is primarily designed to improve overall
communication skills and increase student competency in
functional life skills as well as critical reading and writing
skills. The program also focuses on social skill development
in order to promote appropriate interpersonal peer and
adult development in school, on the job, and in life.
Reading units of study focus on life skills in reading, literal
and inferential skills, comprehension, vocabulary, spelling,
reference, study, and oral reading. Included are selections
of fiction, nonfiction, poetry, and drama. Writing units
emphasize sentence structure, organization of ideas,
paragraph development and letter writing as relative and
applicable to life the world of work and/or post secondary
education. Student grades are based primarily on tests,
observation, marking period assessments, projects and/or
RWKHU FULWHULD VWLSXODWHG LQ WKH VWXGHQWV· LQGLYLGXDOL]HG
educational plan. This course adheres to the school policy
RQDWWHQGDQFHZKLFKJUHDWO\DIIHFWVDVWXGHQWV·JUDGH
Eighth Grade Social Studies provides the special needs
students with an introduction to the study of world regions
and history through the following topics: geography,
economics, major world religions, history, the people and
their culture. Students learn how the civilizations of the
SDVW LQIOXHQFH RXU FRXQWU\ DQG ZRUOG WRGD\ 6WXGHQWV·
classroom assignments, and classroom participation
FRQVLVWHQWZLWKWKHFULWHULDFRQWDLQHGLQHDFKVWXGHQW·V,(3
World History is a required five credit course for ninth
grade students examining the perspectives of the past
through a panorama of human history from the
Enlightenment to the present and in the broadest sense,
includes the whole of human experience in western and
non-western histories. The major units of study include:
political history, economics and government, laws, and
political leaders, military history, war, social and
intellectual history. Various events and ideas of the past
will be analyzed and evaluated in terms of their correlation
to, and lessons for, society today. Related units-of-study
include career education and reinforcement of reading,
writing, and math skills. Critical thinking skills along with
note taking and listening skills will be adapted and modified
for the students. Student grades are based primarily on
tests, quizzes, homework, class participation, teacher
observation, marking period assessment and/or other
FULWHULD VWLSXODWHG LQ WKH VWXGHQWV· LQGLYLGXDOL]HG HGXFDWLRQ
MATH DEPARTMENT
Seventh and Eighth Grade Math is a required course
designed to further expand and refine math concepts and
skills including, but not limited to, the four mathematical
operations. The learning outcomes are derived from the
VWXGHQWV· LQGLYLGXDOL]HG HGXFDWLRQDO SODQ DQG addresses the
IROORZLQJ DUHDV RI VWXG\ LQ GLUHFW UHODWLRQ WR WKH VWXGHQWV·
achievement level: whole numbers, decimals, fractions,
number theory, percents, geometry, statistics, probability,
pre-algebra, problem solving, and career/practical related
skills. Also covered are NJASK test skills, writing openended responses, and selecting multiple choice answers.
The course will require the use and operation of the
calculator. Student grades are based primarily on tests,
quizzes, class participation, teacher observation, marking
period assessment and other criteria stipulated in the I.E.P.
59
U.S. History I is a five credit, full year course required for
all tenth graders. The course covers the period of
Exploration and discovery to the Civil War and
Reconstruction. Major units of study include exploration,
discovery, establishment of colonies, growth of a new
nation, forming a new government, formation of political
parties, the growth of slavery and sectionalism, the Civil
War, Reconstruction, and westward settlement. 6WXGHQWV·
class participation, teacher observation, mid-term and final
marking period assessments and other criteria stipulated in
WKH VWXGHQWV· ,(3 7KLV FRXUVH DGKHUHV WR WKH VFKRRO
SROLF\RQDWWHQGDQFHZKLFKJUHDWO\DIIHFWVDVWXGHQWV·JUDGH
Reading, writing, mathematics and study skills are
UHLQIRUFHGWKURXJKRXWWKHFXUULFXOXP6WXGHQWV·JUDGHVDUH
based upon teacher observation, class participation,
classwork, quizzes, tests, laboratory work, projects and the
marking period assessments. The extent of skills covered in
the units of instruction reflects the goals and objectives
RXWOLQHGLQWKHVWXGHQWV·,(3
Eighth Grade Science centers on the concepts of life
science. Concepts are presented in a hands-on, highly
motivating manner which will enhance student success.
The course begins with a review of the scientific method
and continues with the organization of living things from a
cell to a system, with emphasis on the human body.
Students study ecology and how organisms are dependent
upon one another. The student will have the opportunity to
experience various laboratory skills; reading, writing, and
math skills are enforced throughout the entire program.
Knowledge of technology and career exploration are
infused into the science curriculum. This course also
includes a brief review of earth science. Reading, writing,
organization and study skills are reinforced throughout the
curriculum. Vocabulary and spelling skills related to course
terms will be introduced and developed. Students grades
are based upon teacher observation, class participation,
classwork, quizzes, tests, projects, laboratory work and the
marking period assessments. The extent of skills covered in
the units of instruction reflect the goals and objectives
RXWOLQHGLQWKHVWXGHQWV· I.E.P.
U.S. History II is a five credit, full year course required of
all eleventh graders. The program is designed to provide
students with an awareness of the major economic,
political, and social events of the nineteenth and twentieth
centuries and the effects on current society. Major units of
study include the Era of Reform, the American government
and its changing times, the various political parties and the
U.S. government, the 1920's, World War I, the depression
and Roosevelt's "New Deal", the war and reconstruction of
Europe and Asia, the identification of communism,
socialism and capitalism, and the United States as a free
world leader. Topics involving aging, stereotypes, selfvalues, alcohol/drug abuse, will also be infused into the
content material. Spelling and vocabulary skills appropriate
to each unit of study are developed. The basics of reading,
writing, and thinking skills are emphasized. Students are
also exposed to related careers. All units of study will be
FRUUHODWHGWRWKH VWXGHQWV· LQGLYLGXDOL]HGHGXFDWLRQDl plan.
This course adheres to the school policy on attendance
ZKLFKJUHDWO\DIIHFWVDVWXGHQWV·JUDGH*UDGHVDUHEDVHGRQ
homework, tests, quizzes, study guides, class participation,
teacher observation, mid-term, final marking period
assessments and oWKHU FULWHULD VWLSXODWHG LQ WKH VWXGHQWV·
I.E.P.
Earth Science is a five credit course for classified students
in ninth grade. The program is activity based and designed
to give students a general background in the four branches
of earth science. Units of study include: scientific skills and
methods, studying the earth minerals, rocks and how they
form, wearing down the earth, plate tectonics, the rock
records, the hydrosphere, the atmosphere, weather,
climate, natural resources, exploring space, the solar
system, motions of the earth and stars. Vocabulary and
writing skills related to course objectives are developed.
Students are exposed to careers in sciences. All units of
stud\DUHSUHVHQWHGLQDPDQQHUZKLFKUHIOHFWVWKHVWXGHQWV·
I.E.P. Student grades are based primarily on tests, quizzes,
projects, marking period assessments, and/or other criteria
stipulated in the studentV·,(3
SCIENCE DEPARTMENT
Seventh Grade Science centers on the concepts of physical
science. Concepts are presented in a hands-on, highly
motivating manner which will enhance student success.
Instructional materials are presented in a manner that will
address the needs and concerns of each student. The
program addresses the topics of physical science, astronomy
and geology. Physical science explores the nature and
interactions of matter and energy, the diversity of the
topics, and the composition and chemistry of matter and
energy. In the area of astronomy the solar system and the
vastness of the universe will be studied. In geology students
will study the structure, dynamics, and geophysical systems
of the earth. Knowledge of technology and career
exploration are infused into the science curriculum.
60
Academic Biology is a five credit full year course designed
to provide the students with a basic foundation of
knowledge in the fundamentals of biology as a science.
Major units of study include scientific studies, written
biology, classification of animals, and the anatomy and
physiology of various organisms in the plant and animal
world. Vocabulary and spelling skills related to course
terms are developed. Math skills are reinforced through
scientific calculations. Students are exposed to related
biology careers. All units of study are presented in a
PDQQHUZKLFKUHIOHFWVWKHVWXGHQWV·,(36WXGHQWJUDGHV
are based primarily on tests, quizzes, homework, class
assessmenWVDQGRURWKHUFULWHULDVWLSXODWHGLQWKHVWXGHQWV·
individualized educational plan. This course adheres to the
school policy on attendance which greatly affects the
VWXGHQWV·JUDGH
time management skills, task behavior, accurate daily
UHFRUGLQJ LQ WKH VWXGHQWV· DVVLJQPHQW ERRN DFcuracy of
assignment books and individualized behavior modification
plans which include class participation, homework, projects
and independent work. (Grades 9-12)
High Motivation Program is a full year, program
targeting the ninth through twelfth grade populations. This
program is guided behaviorally and academically by the
VWXGHQWV· ,(3 ZKLFK UHIOHFWV WKH VWXGHQWV· DELOLW\ OHYHO
Main streaming occurs in Art, P.E./Health, , and
Electives. The subject areas of reading, math, social studies,
science, and language arts, are taught in the classroom.
These areas correspond with that of the regular education
curriculum.
The following behavioral areas are addressed for Special
Needs students within the group:
1. Social interaction with peers and adults are skills
necessary to engage in meaningful group and one-onone relationships with peers, adults, and authority
figures. Interaction skills serve as a foundation for social
development.
2. Coping skills provide students with responding to the
environment. Effective skills are the basis for positive
manipulation of the environment.
3. Awareness skills include self-concepts and social
awareness which are necessary to understand one's self
and how one interacts with the environment. These
awareness skills are fundamental to emotional
development.
TECHNOLOGY
Organization /Management is a five credit elective
course offered to special education students in grades nine
to twelve. The program is sequentially designed over each
individual school year, differentiated by content,
instructional strategies, student responsibilities and
accountability. Each of the segments of this course is
integrated and correlated to enhance performance in all
other subject areas. The four components of the program
are based upon use of an assignment book, homework,
individual reinforcement activities, and study skills.
Through daily use of an assignment book organizational
skills which are relevant to academic success are fostered.
Student accountability is also established. The assignment
book is monitored on a daily basis by the teacher, ensuring
WKHVWXGHQWV·PDLQWDLQLQJFXUUHQW status in all other classes.
Each student is also monitored on a weekly basis by the
special instruction teacher and subject area teacher.
Students receive individual tutoring on homework
assignments as needed. The teacher also instructs students
in established priorities when doing assignments. Students
have individual work files based on monitoring forms
returned by subject area teachers. This work folder
becomes the primary responsibility of the student during
the supplemental instruction period. Daily conferencing
with the student insures use of strategies by the student in
setting goals, studying, notetaking, outlining, problem
solving and time management skills. Strategies are taught
individually as the need arises. All strategies and skills are
integrated with core academic subjects and textbooks.
Strategies are taught to help students be more successful in
test taking, setting goals, studying, notetaking, outlining,
interpreting visual data, problem solving, and reading for
comprehension. All of these skills are integrated with core
academic subjects and textbooks to insure student
utilization in the classroom. Student grades are based upon
When the long-term behavioral goals are accomplished
by the student, he or she will be mainstreamed into special
needs classes, one subject area at a time. To satisfy student
needs throughout the school year, the students may receive
individual and/or group counseling on a professional level
within the academic day.
61
The Resource Program is designed to provide replacement
instruction for those students in grades seven through
twelve. Delsea Middle School and Delsea High School
resource programs provide services for students that are
eligible for special education and related services. Eligibility
includes 13 categories. Dependent upon the student,
resource program instruction may be a modified version of
the regular education curriculum for that particular subject
area. If instruction is provided through the regular
education curriculum, it will be modified as per the
VWXGHQWV·,(3 7KHVHPRGLILFDWLRQV may include, but are
not limited to, a reduction of written assignments, oral or
typed reports, oral testing, Specific objectives may be
deleted in favor of more intensive concentration on more
critical concepts. Resource program teachers will evaluate
student progress based on 65% mastery of the objectives
designated as appropriate for a specific student. Students
will be evaluated based on completion of class work and
homework, class participation, standardized and teachermade tests and quizzes, and any projects or reports assigned
by the teacher.
Please forward all referrals to:
Dr. Anner Thompson
Director of Special Services/Director of CST
504 Coordinator
Delsea Regional School District
PO Box 405 Fries Mill Rd
Franklinville, NJ 08322
The SAVE program is a specialized Delsea program
designed to meet the academic, social and workplace
preparation needs of students with Multiple Disabilities.
The program is designed to meet the specific academic
needs of students as outlined in their Individual Education
Plan (IEP), while providing a variety of opportunities to
learn workplace and social interaction skills through
participation in school and community-based activities.
Academic instruction and program activities are aimed at
increasing WKHVWXGHQWV·FDUHHURSSRUWXQLWLHVDQGHQKDQFLQJ
their potential to become self-sufficient and independent
members of society.
The REACH program is a specialized Delsea program
designed for students whose disability includes varying
levels of difficulty with social interactions consistent with
Aspergers and/or Autism Spectrum disorders. The
program is designed to meet the specific academic needs of
the students as outlined in their individual Education Plan
(IEP) and includes support for participation in general
education classes as appropriate for each individual student.
The focus of this program is to provide students with the
consistency and support that they need to develop the skills
to be successful in the workplace and in society through
academic, social, behavioral and emotional support and
community-based activities.
62
The Delsea Middle School curriculum is
designed to address the needs of the seventh and eighth
grade students. The professional staff, along with a
meaningful curricula, provide an atmosphere conducive to
WKHVWXGHQWV·DFDGHPLFVRFLDODQGHPRWLRQDOJURZWK
All seventh and eighth grade students have a seven
period instructional day of sequentially designed classes.
Language arts literacy and math are given to each student in
an extended block of time. The students also have a class
period of social studies, science, a half year of Media and
Study Skills and a half year of World Language. Students
who are enrolled in NJASK classes will not take either
Media and Study Skills or World Language classes. All
students will have physical education and one marking
period of health. All students may elect one of the following
programs: Middle School Band, Middle School Chorus or
the Exploratory Program consisting of four cycle classes,
Art, Music, Technology and Keyboarding.
Students are scheduled into these programs based on
their interests, abilities, recommendations and parental
requests. Delsea Middle School has an open enrollment
policy.
Students who score below the minimum proficiency level
on the NJASK will be scheduled into the basic skills classes.
If a student is below minimum proficiency in math, he or
she will be scheduled into a Math class. If the student scores
below minimum proficiency in language arts, reading or
writing the student will be scheduled into a basic skills
language arts literacy class. These NJASK classes will be
taken in addition to the regular Math and/or Language Arts
Literacy class.
All seventh grade students will have an introduction to
Spanish for a half year in the World Language class. In
eighth grade students will have an introduction to French
for a half year in the World Language class.
I.
PROGRAMS OF STUDY
The Middle School educational programs are extremely
LPSRUWDQW VHJPHQWV RI WKH VWXGHQWV· HGXFDWLRQDO
experience. It is in these transitional years the students
experience a departmentalized educational program in
preparation for high school.
63
Honors classes - these classes are designed for the
highly motivated and accelerated student. An interview
is required before acceptance is granted into these
classes. These classes require summer projects,
independent reading and research projects throughout
the school year. The honors classes offered in seventh
grade are Honors Math (Pre-algebra), Physical Science,
Social Studies and Language Arts Literacy. In eighth
grade the honors classes offered are Algebra, Life
Science, Social Studies and Language Arts Literacy. We
recommend that only two honors classes be elected.
Administration approval is required for a student to
enroll in more than two honors classes.
II. Level I classes
These classes provide in depth study of the curriculum.
They are designed for the accelerated student and have
high student expectations.
7. Homework assignments are reinforcement and part of
the learning process.
SEVENTH AND EIGHTH GRADE PROMOTION
Credits are not awarded for successful completion of
subjects in grade seven and eight. Promotion from grade
seven to eight and grade eight to nine is determined by the
student attendance and the number of subjects the student
passes at the end of the school year. In order to successfully
complete a course, the student must obtain a final grade of
65 or better. Seventh and eighth grade students retained are
not permitted to attend summer school unless specifically
noted in the letter sent to the parent or guardian. Failure of
one course will result in promotion into the next grade
level. If a student fails two courses, he/she will be retained
and not promoted to the next grade level, however, the
student will have the opportunity to attend summer school.
A student failing more than two subjects cannot attend
summer school. A student failing two subjects must pass
one summer school course to be placed to the next grade.
Summer school tuition and transportation to the school are
the responsibility of parents and guardians.
There are many extracurricular clubs and activities
provided to meet the social needs, talents and interests of
the middle school student. The following are a list of clubs
available: Math Club, Natural Helpers, Peer Mediation,
International Club, Drama Club, Student Council, Year
Book, Art Club and Junior Atheneum League, as well as
many competitive and intramural sports.
III. Level II classes
The emphasis for these classes is the development and
reinforcement of skills. They are designed for the
average ability student.
All of the class levels will follow the same course of study
as described in the Curriculum Handbook. They are
designed to address the proficiencies/skills required in the
rigorous state mandated NJASK and Core Curriculum
Content Standards. The curriculum in all classes is the
same. The pace, depth and difficulty of the class differ in
the various levels to meet the students needs.
GRADING POLICY
1. While assessments comprise 70% of a students
marking period grade, the degree of the individual
DVVHVVPHQWLVZHLJKWHGDWWKHWHDFKHU·VGLVFUHWLRQ,
DQGZKHQFRPELQHGVHUYHDVRIWKHVWXGHQW·V
grade.
2. Projects, written reports, book reports, oral
reports, tests, quizzes, labs, and other assignments
count as a single grade unless administrative
approval has been given for a specific project to
receive multiple grades.
2. A minimum combined total of eight assessments
are given each marking period in a subject.
3. Grades for notebooks, written and oral reports,
science labs, and class participation are
departmental procedures.
4. Homework counts as 20% of a sWXGHQW·V PDUNLQJ
period grade. It is imperative that homework be
completed and handed in on time.
5. &ODVVZRUNFRQVWLWXWHVRIDVWXGHQW·VPDUNLQJ
period grade.
JUNIOR ATHENEUM LEAGUE FOR
ACADEMIC EXCELLENCE
School District recognizes the eighth grade students of
Delsea Middle School, who by virtue of their academic
achievements, meet the scholastic criteria for admission into
the Junior Atheneum League.
The Board of Education considers scholarship to be the
most important aspect of the total educational experience,
therefore eighth grade students who have demonstrated
academic excellence are honored by the Board.
(OLJLELOLW\ LV GHWHUPLQHG E\ WKH VWXGHQWV· FXPXODWLYH
average at the end of the seventh grade year. The criteria
for eligibility is an "A" (93) average in all full year courses
(minimum four marking periods) with no average in any
class being lower than 85. Each eligible member of the
Junior Atheneum League is awarded a certificate of
meritorious academic achievement. HOMEWORK POLICY
1. Written homework is given in each academic, or core
subject two-three times each week.
2. There are at least ten homework assignments in each
core subject per marking period.
3. Each homework assignment requires 10-30 minutes to
complete.
4. Late homework is not accepted.
5. +RPHZRUNFRXQWVRIWKHVWXGHQWV·JUDGH
6. Spelling, English mechanics, complete sentences, and
neatness, in addition to accuracy of assignment, are
included in the grading of homework.
64
COURSES OF STUDY
BASIC SKILLS DEPARTMENT
emphasized throughout the four major clusters. All units of
study address both remedial and developmental approaches.
SEVENTH AND EIGHTH GRADE NJASK LANGUAGE ARTS
is a required course for students who have not met the
minimum proficiency level (200) on the statewide test.
This course is taken in addition to the regular Language Arts
Literacy class and meets five days a week. The course is
designed to provide remediation to those students who have
demonstrated deficiencies in communication skills. This
program emphasizes development, reinforcement, and
refinement of skills through the "Individual Student
Improvement Plan" designed to assist the student in
meeting the state's minimum proficiency level. Each grade
level is differentiated by sequentially, more difficult work.
To further aid in this skill strengthening process, classes are
smaller than the average size and technology is utilized.
Major units of study in the reading portion include the
skills and knowledge useful for word recognition, structural
analysis applicable to vocabulary building, and skills in
reading comprehension. The course covers reading
material of four types: narrative, informational, persuasive
and everyday text. The writing portion of the course
provides a holistic approach to sentence structure,
punctuation usage, capitalization, phrases, parts of speech,
spelling, and writing. These skills are then applied to the
more complex process involved in combining and
organizing ideas into well-constructed sentences,
paragraphs, and essays. Writing focuses on persuasive,
speculative, explanatory/expository and open-ended
responses. All units of study address both remedial and
developmental approaches.
ENGLISH DEPARTMENT
SEVENTH GRADE LANGUAGE ARTS LITERACY is a full year
required course for all students and is an extension of the
elementary school program. The program is designed to
LPSURYH WKH VWXGHQWV· FRPPXQLFDWLRQ VNLOOV DQG DHVWKetic
appreciations through a developmental approach and
prepare students for successful performance on the state
mandated NJASK7. The major emphasis is based on
literature, and writing skills with an integration of grammar
and usage.
SEVENTH GRADE HONORS LANGUAGE ARTS LITERACY is
a full year program which is designed to provide a diverse
array of developmental skills and prepare students for
successful performance on the state mandated NJASK7.
These experiences are addressed both in class and through
independent studies which include several required summer
and school year independent readings. In addition, the
classroom instruction focuses on an accelerated approach to
all skill areas and expands the curriculum to include abstract
principles.
EIGHTH GRADE LANGUAGE ARTS LITERACY is a full year
course and is required of all eighth grade students. It is
designed to continue and broaden the skills covered in
seventh grade. In addition, it is designed not only to
prepare students for successful entry into the high school
English program, but also for successful performance on the
state-mandated NJASK8.
SEVENTH AND EIGHTH GRADE NJASK MATH is designed
for students who have not met the minimum proficiency
level (200) on the standardized tests. This is a semester
course for seventh grade and full year course for eight grade
that meets five days a week and is taken in addition to the
regular math class. NJASK math is designed to refine,
introduce, and develop skills for those students who have
demonstrated a need for strengthening and reinforcing their
math foundations. The major goal is to assist the students in
raising their achievement level through the Individual
Student Improvement Plan. The four major clusters
addressed are: 1. Number sense, concepts, and applications;
2. Spatial sense and geometry; 3. Data analysis, probability,
statistics, and discrete mathematics; 4. Patterns, functions,
and algebra.
Problem solving, communicating
mathematically, connecting math to real-life, reasoning,
technology,
numerical
operations,
measurement,
estimation, and open-ended responses are incorporated and
EIGHTH GRADE HONORS LANGUAGE ARTS LITERACY is a
full year course. It is designed to continue and broaden the
skills covered in seventh grade. In addition, it is designed
not only to prepare students for successful entry into the
high school advanced English program but also for
successful performance on the state-mandated GRADE
EIGHTH NEW JERSEY ASSESSMENT OF SKILLS AND
KNOWLEDGE (ASK).
Instruction will focus on the
development of the communication skills of reading,
writing, speaking, and listening. Students will learn to
write persuasively and creatively, and they will learn to
revise and edit writing samples. Students will acquire
higher level thinking skills through reading narrative,
informational, persuasive, informational texts.
The
Accelerated Reading program will be continued from grade
65
seven, and students will need to meet individual reading
level and point goals each marking period.
A major unit in the eighth grade curriculum is the
connection of language arts skills to Service-Learning and
the implementation of the project TAKING CARE OF
YOUR COMMUNITY BY TAKING CARE OF YOUR
PETS.
The accelerated pace distinguishes this course from other
instructional tracks. Student performance is based on a
rigorous set of expectations which include, but are not
limited to, extensive narrative, expository, and persuasive
writing, as well as projects, assessments, independent
reading of novels, and research and study.
exposure to art history is incorporated into each unit to
IXUWKHUGHYHORSWKHVWXGHQWV·DSSUHFLDWLRQRIWKHDUWV$UW
vocabulary, spelling skills, and related art careers are
included in the curriculum.
SEVENTH GRADE MUSIC is a nine week exploratory course
offering an investigation of the many facets of music. Since,
for many students, this program represents the only formal
contact with music education, every effort is made to
provide them with a well-rounded, all encompassing
approach. Strong emphasis is placed on the history of
western music, including musical notation, musicals, and
composers from many historical eras. During this nine
week period, the student is made aware of music as it
relates to his/her own lifestyle and development as a social
being. Major units of study include: music reading,
rhythm, musicals, grand staff, note values, music history
and composers. The primary purpose of this course is to
GHYHORSWKHVWXGHQWV·DSSUHFLDWLRQRIPXVLFDVDQDUWform.
MEDIA / STUDY SKILLS is a half year course required of
all seventh and eighth grade students and is taken in addition
to the mandated English courses. Each of the four segments
of this program is sequentially designed over a two year
period and is further differentiated by instructional
strategies and student projects per program level. The
eighth grade program expands and refines the program
presented in grade seven. The 'Media Skills' segment of this
program is designed to introduce the student to electronic
media research. The two sequential grade level programs
are designed with articulated and developmental course
content. The library unit culminates with an assigned
research paper in both seventh and eighth grades. 'Study
Skills', the second section of the required course, is
designed for active student participation to promote
competency in learning the development of effective study
skills. The program correlates student study skill methods
appropriate to all disciplines to more effectively create good
learning habits by the students. The major units of study
are: notetaking, Let Me Learn, problem solving, test
taking, public speaking and everyday test organization.
Special student produced projects are required for each of
the three course segments: word cells, media skills, and
study skills. Finally, an emphasis will be placed on writing
skills in preparation for the school English program and the
NJASK.
EIGHTH GRADE MUSIC continues the investigation of the
many facets of music. The history of western music,
including musical notation, musical ensembles, musicals,
and contemporary music will continue to be explored in the
second level of this sequential program. During this nine
week period, the student is made aware of music as it
relates to his/her own lifestyle and development as a social
being. Major units of study include: introduction of class
routine, grand staff, note/rest values, rhythm, Broadway
Musicals, American contemporary composers, music
history, conductors and performers, pop music, and rock
and roll. Students complete a project requiring the use of
their creative musical skills.
MIDDLE SCHOOL BAND is designed for the student with at
least an elementary instrumental music background. The
class will meet daily throughout the school year and consist
of instruction in the following areas: instrumental
techniques consisting of proper instrument care, posture
and embouchure/hand positions, musical terms, dynamics,
knowledge of key signatures and the ability to play a certain
number of major scales. This course will present students
the opportunity to perform in both small and large musical
groups and to perform in front of a live audience. Students
are expected to participate in the concert band and to
attend all extra rehearsals, concerts and performances
planned by the director.
FINE AND PERFORMING ARTS
SEVENTH GRADE ART is a nine week course designed to
provide students with fundamental skills and knowledge.
The major art units are critique drawing, ceramics, design,
printmaking, and color. Art history is incorporated into
each unit to develop an appreciation of the arts. Art
vocabulary, spelling skills, related art careers are included
in the curriculum.
MIDDLE SCHOOL CHOIR is designed for the student who
desires to learn to sing and be part of a performing
ensemble. The choir will meet each day and consist of
instruction in the following areas: skills in reading and
understanding music; use of musical notation; clef
signs/keys and time signatures, dynamics, specific elements
in vocal techniques including sound production, intonation,
EIGHTH GRADE ART is a nine week exploratory program
which is designed to further develop and reinforce art skills
and knowledge. The major art units are critique drawing,
ceramics, printmaking and design, and color. Additional
66
pronunciation, breathing and posture. Students will be
exposed to music from diverse styles and backgrounds.
Students are expected to participate in all rehearsals,
concerts, and performances.
COMPREHENSIVE HEALTH EDUCATION
The seventh and eighth grade required health
curricula is a sequential program of study. The
comprehensive health program continues throughout the
VWXGHQWV· KLJK VFKRRO FDUHHU The foundation for the
curriculum are the state mandated core curriculum content
standards and the legislative statutes. The twelve general
segments consist of the following:
1. Mental, emotional, physical and social health
2. Family life and health (the importance of
abstinence stressed)
3. Body structure, function, and growth
4. Personal health attitudes and habits
5. Disease prevention and control
6. Chemical substances: use, abuse, and related
problems
7. Healthy lifestyle,
8. Nutrition
9. Community health
10. Safety and first aid
11. Environmental health
12. Consumer health.
The Health Education course extends for one marking
period.
homework, projects, notebooks, and class participation.
(DFK VWXGHQW·V grades for physical education and health
class are combined for an end-of-the-year final grade.
Parents and/or guardians who would like to review the
instructional material, may do so by calling the Health and
PE department for an appointment.
The Board of Education recognizes that, at times,
certain Family Living and/or science issues taught in
VSHFLILFFRXUVHV PD\FRQIOLFWZLWKWKHVWXGHQWV·FRQVFLHQFH
or sincerely held moral or religious beliefs and therefore
grants these students the right to be excused from that
portion of the course instruction. Permission for the
temporary exclusion from a class is granted by the building
principal, upon receipt of a written request from the
parents.
The student will not be penalized for classroom
absences during the time period in which the morally
conflicting units-of-study are being addressed.
Such individuals will be assigned to the school media
center where they will pursue independent
reading/assignments on health or science topics during the
time-frame in which the class is addressing the
"controversial" segments of the curriculum. Students are
expected to work independently and turn in written
assignments to the teacher.
HEALTH/PHYSICAL EDUCATION DEPARTMENT
MIDDLE SCHOOL PHYSICAL EDUCATION is a required
course designed to develop physical fitness, motor skills,
sportsmanship, and knowledge of the rules and techniques
in sport and lifetime/recreational activities. Classes are
conducted daily for three marking periods. Conditions
permitting, the following units will be taught: touch
football, soccer, Frisbee football, lacrosse, civic fundraiser,
walk/jog, volleyball, badminton, basketball, dance,
3UHVLGHQW·V&KDOOHQJHILWQHVVVRIWEDOOWUDFNDnd field, and
lifetime/recreational activities. Grading is based on
preparation (gym shirt, shorts and sneakers), participation,
sportsmanship, attendance (75%) and written tests (25%).
A 65% mastery is required for successful completion of the
program. $SDUHQW·VQRWHWRH[FXVHDVWXGHQWIURPSK\VLFDO
education is limited to two days. An excuse needed after
WZRGD\VZLOOUHTXLUHDGRFWRU·VQRWH
$SDUHQW·VQRWHLVOLPLWHGWRWZRGD\V$QH[FXVHQHHGHG
DIWHUWZRGD\VZLOOUHTXLUHDGRFWRU·VQRWH
1. The student shall be assigned to the media center
during his/her regular scheduled physical education
class.
2. The student shall be assigned a 500 word report for
every week the student is absent, which shall be graded
by the appropriate physical education teacher.
3. Grades shall be awarded on the student·s written
report.
4. Incomplete or poorly written reports will result in a
lower or failing grade.
5. A student with a physical education medical excuse
shall report to the school nurse with the note.
6. If a student is on medical, he/she must report to the
media center for the time specified on the doctor's
note. Failure to do so will be considered cutting a class
and disciplinary action will result.
7. Medical documentation is required to resume PE.
Any student who is not in the required physical education
uniform will not be allowed to participate in their assigned
activities for that given day. The discipline for this action
will be to write a specific written report during that class
period. The written report will not substitute for the loss
of points for that given day. Students who fail to write the
report during the assigned time will have additional points
deducted from their grade.
67
experimentation, discovery and creativity. Students are
expected to work independently, as well as collaboratively
on projects, labs and research assignments which are
implemented to integrate science and technological
concepts.
MATH DEPARTMENT
SEVENTH GRADE MATHEMATICS is a required course
designed to further develop and maintain skills and concepts
of the four mathematical processes. The program will help
students recognize and appreciate the vital role mathematics
plays in the real world. Other important parts include
learning to understand the importance of patterns in
mathematics, reasoning and communication about skills and
ideas.
The major units of study include: number
relationships, fractions and mixed numbers, geometry in
the plane and space, ratios, proportions and percentages,
algebra and integers, data analysis, statistics and probability.
Problem solving and technology will be emphasized
throughout each major unit of study.
ALGEBRA I is the first of the five sequential courses in the
academic math track and is designed for the math student
who possesses a strong background in math skills. Major
units of study include: solving first degree equations and
inequalities, solving second degree equations, using four
basic operations, learning monomials, polynomials, and
algebraic fractions using factoring (all varieties), graphing
linear equations, solving word problems with application of
the above skills, applying systems (three ways). Students are
exposed to related careers and emphasis is placed on the
need for math skills in life/work. Major assignments are
required. The depth of course coverage and the complexity
of the algebra problems offered in this program serve to
differentiate the various levels.
EIGHTH GRADE MATHEMATICS helps students learn to
recognize and appreciate the role mathematics plays in the
real world. Mathematics is made accessible with a
consistent lesson format which focuses on student
understanding of each skill and then couples the skill with
daily life. Use of visual models, hands-on learning,
technology help make concepts clear and understandable.
Instruction is meaningful with a consistent use of real-life
data problems, chapter themes, projects and mathematical
modeling, which reminds students of the everyday
usefulness of mathematics. Major units of study include:
exploring patterns, investigating algebra, exploring the
language of algebra, data, graphs, modeling integers,
number theory, rational numbers, percent, proportion,
probability, real numbers, inequalities, geometry concepts,
spatial thinking, congruence, similarity, transformations,
measurements in geometry, linear equations, and
polynomials. With a comfortable bridge from the concrete
to the abstract and a broad yet solid foundation for both
algebra and geometry, the students will make the
connection from elementary to high school mathematics
more comfortably.
HONORS ALGEBRA I is an advanced course for motivated
students. The course is designed to stimulate thinking skills
which enable the student to independently investigate
algebraic ideas. Emphasis is placed on identifying and
extending patterns and usage of experiences and
observations to make conjectures (tentative conclusions).
In addition, students learn how to use counter examples to
disprove some conjectures and utilize models, known facts
and logical arguments to validate other conjectures. This
program motivates the students to further develop the
critical thinking skills needed for the sequential honors and
advanced placement courses. The major units of study
include: solving first degree equations and inequalities;
synthesizing algebraic operations and applications;
simplification of simple, complex, and algebraic fractions;
graphing linear equations; solving systems of equations and
quadratic equations; operating with exponents and solving
word problems with applications of the above skills. The
intellectual stimulus of mastering challenging problems and
discovering new ideas provides motivations for continued
math exploration. Required projects include, but are not
limited to, reports, graphing projects, and independent
study projects.
HONORS PRE-ALGEBRA is an accelerated course designed
to inspire the academically motivated student. This course
is integrated with the Honors Science curriculum. This
course incorporates a challenging curriculum that infuses an
in-depth cognitive appreciation of mathematics, science and
technology. Honors Pre-Algebra will develop critical and
analytical thinking skills necessary for successful entrance
into the succeeding levels of the Honors Math courses in
grades eight through twelve. The primary units of study
are: integers and expressions, solving equations, number
theory, rational numbers and expressions, ratios,
proportions and percent, equations and inequalities,
graphing in the coordinate plane, algebra in geometry and
measurement, area and volume formulas. In addition,
challenges
through
open-ended
tasks
promote
SCIENCE DEPARTMENT
SEVENTH GRADE SCIENCE is a course required of all
students. The program addresses the topics of physical
science, astronomy and geology. Physical science explores
the nature and interactions of matter and energy, the
diversity of the topics, and the composition and chemistry
of matter and energy. In the area of astronomy, the solar
system and the vastness of the universe will be studied. In
68
geology students will study the structure, dynamics, and
geophysical systems of the earth. Although the contents of
the program are identical among the various grouping
levels, the depth and breath of coverage is differentiated
among them. Writing, reading and math skills are part of
the program. Knowledge of technology and career
exploration are infused into the science curriculum.
body.
Students focus on the relationships in the
environment throughout the biosphere. This course also
exposes students to genetics. This course also includes a
global foundation for investigation and inquiry into earth
science where the students are exposed to studies of the
earth, its components, parts, and environment. Course
projects will include, but are not limited to: independent
creative models, research papers, oral presentations, and
hands-on lab activities. Knowledge of technology and
career exploration are infused into the science curriculum.
No extra credit work will be given for this course.
SEVENTH GRADE HONORS PHYSICAL SCIENCE is a
challenging and demanding course which focuses on the
foundations, principles and processes of Chemistry, Physics,
Astronomy and Earth Science in great depth. This
accelerated course involves students utilizing various
mathematical concepts. Students will take part in an
extended lab period one day a week. Students will
complete computerized activities independently and
collaboratively.
Assignments are very challenging and
expectations of completed work are very high. Inductive
and deductive reasoning will be used throughout the course.
Students will be required to do independent studies,
research papers, and projects. Topics of studies include:
problem solving, scientific method, laboratory safety, the
metric system, graphing, motion and forces, acceleration
and momentum, energy, phases of matter, atomic structure
and the periodic table. Also students will be exposed to
information about the solar system, HDUWK·V FRPSRVLWLRQ
and space exploration. Homework is given on a daily basis.
Technology and career exploration are integrated into the
course. No extra credit work is given.
SEVENTH GRADE SOCIAL STUDIES is a course required of
all students. Through the use of technology, literature, the
arts, primary source materials, and geographic tools,
students will study Colonization, the Constitution,
establishing a republic, national and regional growth,
adopting the policy of Manifest Destiny, the Civil War, and
Reconstruction. A multi-cultural approach is employed in
studying and appreciating the contributions and experiences
of Native American, immigrants, women, and African
Americans, their cultures and values. Students will be
exposed to career units within the area of Social Studies.
Across the curriculum, pupils will see logical connections
between other disciplines via reading, writing, and math
skills. Student grades are based primarily on tests, quizzes,
EIGHTH GRADE LIFE SCIENCE is a required course of all
students and is designed as an introductory course for high
school biology. The course begins with a review of the
scientific method and Metric system continues with the
organization of living things from cells to systems with
emphasis on the human body. Ecology, genetics,
classification and earth processes are also covered. The
students will have the opportunity to experience various
laboratory skills; reading, writing, and math skills are
enforced throughout the entire program. Knowledge of
technology and career exploration is infused into the science
curriculum.
SEVENTH GRADE HONORS SOCIAL STUDIES provides an
environment in which the academically motivated students
will develop an appreciation of this social science. Through
an intense and rigorous curriculum, pupils will acquire
deductive reasoning skills and employ evaluation and
interpretation procedures through extensive independent
reading and writing. The syllabus contains an accelerated
examination of the topics covered in the seventh grade
social studies course description. Through the use of
technology, literature, the arts, story, primary source
materials, historical documents, and geographic tools
students will study Colonization, the Constitution,
establishing a republic, national and regional growth,
adopting the policy of Manifest Destiny, the Civil War, and
Reconstruction. A multi-cultural approach is employed in
studying and appreciating the contributions and experiences
of Native American, immigrants, women, and AfricanAmericans cultures and values. Across the curriculum,
pupils will make logical connections between other
disciplines through reading, writing, and math skills.
homework, projects, class participation, journals, and
EIGHTH GRADE HONORS LIFE SCIENCE is a fast-paced,
challenging, creative study with an in-depth cognitive
appreciation of life and earth science. Students are
expected to exhibit proficient skills in reading, writing,
applicable math, problem solving techniques, and
laboratory skills involving hypothesis, validation and
evaluation. Independent studies are an integral part of the
program. The course provides a demanding approach to
the study of biology including application of the scientific
method. This course includes an intensive survey of living
things from cells to systems, with emphasis on the
structure, function, growth, and development of the human
69
EIGHTH GRADE SOCIAL STUDIES is required for all
students. This course will emphasize all of the social
sciences including economics, geography, political science,
sociology, anthropology, as well as current affairs. The
major units of study within the aforementioned time frame
will include: Economics, Geography, World Religions,
Early Civilization, Mesopotamia and the Middle East,
Egypt/Nubia, India, East Asia (China, Korea, Japan),
Greece, Rome, Latin America, Europe and the Middle
Ages. Student grades are based primarily on tests, quizzes,
apply higher level thinking skills. Throughout the course
students are required to expand their understanding,
analytical and evaluative skill through research and writing.
Skills such as inductive /deductive reasoning, independent
research, role playing, debates, public speaking, and
synthesis of information serve to challenge the honors
students to perform at a higher academic level. Course
units encompass Prehistory through the Middle Ages. Using
technology, literature, the arts, primary source materials,
and geographic tools, students will explore the social
sciences (economics, geography, political science,
sociology, anthropology), and current events. The major
units of study include: Economics, Geography, Prehistory,
World Religions, Early Civilization (i.e. Mesopotamia and
the Middle East, Egypt/Nubia, India, China and Latin
America), Greece, Rome and the Middle Ages. Student
projects, a research paper, class participation, and marking
period assessments.
EIGHTH GRADE HONORS SOCIAL STUDIES is designed to
motivate the academically oriented student in the pursuit
for knowledge and application of higher level thinking skills.
Throughout the course, students are required to expand
their comprehension of information, and writing through
research. The challenging variety of such skills as inductive
reasoning, independent research, role playing, debates,
public speaking, and synthesis of information serve to
motivate the honors students to perform at a level
commensurate with his/her ability. This course will
emphasize all of the social sciences including economics,
geography, political science, sociology, anthropology, as
well as current affairs. Through the use of technology,
literature, arts, primary sources material and geographic
tools, students will study world history from early
civilization period to the end of the Middle Ages. The major
units of study within the aforementioned time frame will
include: Economics, Geography, World Religions, Early
Civilization, Mesopotamia and the Middle East,
Egypt/Nubia, India, East Asia (China, Korea, Japan),
Greece, Rome, Latin America, Europe and the Middle
Ages. Student grades are based primarily on tests, quizzes,
TECHNOLOGY
TECHNOLOGY IN SOCIETY The seventh grade
Technology Exploratory Program is a nine week course
designed to give students an insight into technology in the
modern world. As part of the course, the students will
understand the role technology has played in our past, how
it affects us presently, and how it may change our lives in
the future. Emphasis will be placed on characteristics,
scope and core concepts of technology. The relationship
among technologies and the connect between technology
and other fields will be explored. How technology has
affected society will be studied in relation to its cultural,
social, economic and political affect. The course will also
address the effect of technology on the environment.
COMPUTER REPAIR/CONSTRUCTION The eighth
grade Computer Repair Program is a nine week
introductory course developed to teach students how to
build, repair, maintain, and upgrade a personal computer.
This course is designed to create an understanding of the PC
and all of its components. The design and function of
computer components will be studied and examined to
understand how each part operates independently and with
WKH V\VWHP $OO RI WKH 3&·V components will be removed
and replaced following proper safety guidelines.
8TH Grade World History Level 1 is a required course
for all eighth grade students encompassing the study of
Prehistory through the Middle Ages. This course
emphasizes the social sciences (economics, geography,
political science, sociology, anthropology as well as current
events) through the use of technology, literature, the arts,
primary source materials, and geographic tools. The major
units of study include: Economics, Geography, Prehistory,
World Religions, Early Civilization (i.e. Mesopotamia and
the Middle East, Egypt/Nubia, India, China and Latin
America), Greece, Rome and the Middle Ages. Student
projects, research assignments, class participation, and
8th Grade World Honors is designed to challenge the
academically motivated student to pursue knowledge and
70
WORLD LANGUAGE
SPANISH is a half year course for students in grade 7
designed to provide them with an exposure to the Spanish
language and culture. The course will introduce the
students to the spoken language and provide basic
information into the culture of Spanish speaking people
through a variety of practical topics. Major areas of study
will address the core curriculum content standards through
vocabulary, geography, culture and speaking presented
through films, pictures, magazines, and projects.
FRENCH is a half year course for students in grade 8. This
course is designed to provide students with an exposure to
the French language and culture. The course will introduce
the students to the spoken language and provide
information into the culture of French speaking people
through a variety of practical topics. Major areas of study
will address the core curriculum content standards through
vocabulary, geography, culture and speaking presented
through tapes, films, pictures, magazines, and projects.
71
D EPART M ENT
Basic Skills
F ine and
Performing
A rts
Business/Tech.
H I G H SC H O O L
C L ASSI F I C A T I O N O F C O U RSES O F R A N K I N G
C O U RSE
REQ
ELE
WT
9 10 11
Reading / Writing (*9 & 10)
B
X X
X
Math (*9 & 10)
B
X X
X
Art I
X
B
X X
X
12
X
X
X
P R E R E Q U ISI T E
Design, Painting & Drawing I *
Design, Painting & Drawing II *
X
X
B
B
X
X
X
X
X
X
Ceramics and Crafts I *
Ceramics and Crafts II *
Jewelry and Glass *
Sculpture and Textiles *
Graphic Design I *
Graphic Design II *
Graphic Animation *
Digital Photography *
X
X
X
X
X
X
X
X
B
B
B
B
B
B
A
A
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Advanced Placement Studio Art
X
AP
X
X
Art I
Design, Painting &
Drawing I
Art I
Ceramics and Crafts I
Art I
Art I
Art I
Graphic Design I
Graphic Design II
Graphic Design I /or
Desktop II
Design Painting & Drawing
II
Instrumental Music I
Advanced Instrumental Music
Advanced Placement Music
Theory
Introduction to Vocal Music
Concert Choir
Exploring Music in Theory
Theater Arts I
Advanced Theater Arts
X
X
X
B
B
AP
X
X
X
X
X
X
X
X
X
X
B
A
A
B
A
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Accounting I *
Accounting II *
College Accounting
Desktop Publishing I *
Desktop Publishing II *
E-Commerce *
Foundations of Marketing
Intro To Business: Careers In
Sports
Marketing I
Marketing II
Management *
Retail Store Management
Foundations of Technology *
Emerging Technology*
Programming in Visual Basic I *
Programming in Visual Basic II
*
Programming in Java
Programming in C++
X
X
X
X
X
X
X
X
A
A
A
B
B
B
A
B
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
A
A
B
B
B
B
A
A
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
H
H
X
X
X
X
X
X
MOS I (Special Cert.) *
MOS II (Special Cert.)*
X
X
A
A
X
X
X
X
X
X
* indicates ½ year semester course.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Exploring Music in Theory
Auditions
Theater Arts I
Audition/Rec.
Accounting I
Accounting II
Desktop Publishing I
Marketing I
Marketing I or Mgt.
Prog. in Visual Basic I
Prog. in Visual Basic II
Prog. in C or Prog. In
Visual Basic II
Fondations of Tech.
MOS I
D EPART M ENT
Business/Tech.
&RQ¶W
E nglish
H I G H SC H O O L
C O U RSE
REQ
ELE
WT
9 10 11
Per. Finance Planning/
X
B
X
Investing *
Simulated Office Environment *
X
B
X
X
Student Office Aide*
X
B
X
X
Entrepreneurships: Small
Business Management*
Web Builder: Intro to
Dreamweaver *
Web Builder 2: Dream Weaver
Advanced *
English I
English II
English III
English IV
Integrated
T echnical A rts
X
X
Foundations of Tech.
Simulated Office
Environment
A
X
X
X
X
B
X
X
X
X
A
X
X
X
HA
HA
APAB
APAB
X
X
X
X
X
X
X
A
X
X
X
X
A
X
X
X
X
X
X
X
X
X
A
A
A
B
B
A
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
B
B
B
B
B
B
X
X
X
X
X
X
X
X
X
Family & Consumer Science II*
X
B
X
X
X
X
International Foods *
X
B
X
X
X
Baking Basics *
X
B
X
X
X
Technical Drafting I*
X
B
X
X
X
X
Technical Drafting II*
CAD I
X
X
B
A
X
X
X
X
X
X
X
Computer Aided Architecture
Computer Aided Engineering
X
X
A
A
X
X
X
X
Health & PE I
Health & PE II
Health & PE III
Health & PE IV
Fitness for Life
Family & Consumer Science I*
X
X
X
A
A
X
X
X
X
X
Web Builder: Intro to
Dream Weaver.
X
X
X
X
College Preparation Seminar*
Latin for Contemporary Use and
Mythology
Creative Writing / Electronic
Publishing I *
Creative Writing / Electronic
Publishing II*
Journalism*
Public Speaking*
Reading the Movies*
Television Video Production I
Television Video Production II
Television Video Production III
F amily &
Consumer
Science
X
X
X
X
X
Contemporary Novel*
H ealth & P E
12
X
X
X
English I
English II
English III
Creative Writing I
Theater Arts I
Video Production I
Video Production II &
Project
X
X
Family & Consumer
Science I
Family & Consumer
Science II
Family & Consumer
Science II
Technical Drafting I
Technical Drafting /
Geometry
CAD I
CAD I
D EPART M ENT
Integrated
T echnical A rts
&RQ¶W
M ath
Science
Social Studies
H I G H SC H O O L
C O U RSE
REQ
ELE
WT
9 10 11
Cisco Networking Academy I
X
A
X
Cisco Networking Academy II
Integrated Technologies *
Basic Computing &
Networking*
Vending I
Vending II
Interactive Algebra I
Interactive Geometry
Interactive Algebra II
Interactive Trig/Pre-Calculus
Business Math
College Prep Math 1
College Prep Math 2
X
X
X
A
B
A
X
X
B
B
A
A
A
A
B
B
B
X
X
Algebra I
Geometry
A
AH
Algebra II
Trigonometry / Pre-Calculus
Honors Pre- Calculus
AH
A
H
Honors Calculus
H
AP Calculus
Earth
AP Biology
Honors Biology
Academic Biology
AP Chemistry
AP
AB
AP
H
AB
AP
Honors Chemistry
H
Chemistry
AP Physics
A
AP
Honors Physics
Physics
Applied Physical Science
Anatomy / Physiology
Forensics *
H
A
B
A
A
Horticulture I
Horticulture II
Horticulture III
World History
U.S. History I
U.S. History II
AP Modern European History
:RPHQ¶V6WXGLHV
X
X
X
X
X
X
X
X
X
B
B
B
HA
HAB
APAB
AP
A
X
X
X
X
X
12
X
X
X
Demonstrated Proficiency
in Reading, Writing and
Math
Cisco Networking I
X
X
Vending I
X
X
X
X
Interactive Alg. I or Alg. I
Geometry, Interactive Geo.
3 yrs of Math
X
X
X
X
College Prep Math 1
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
8th grade Math
Alg. I H for Geom. H
Alg. I A for Geom. A
Alg. I / Geom. Geometry and Alg. II
H. Geometry and
H Algebra II
Trig/Pre-Calc. or H. PreCalc.
H Pre-Calc
X
X
X
H. Bio & H. Chem.
8th Honors Science, Alg. I
X
X
X
X
X
X
Honors Chemistry / Trig.
Or Pre-Calc. Concurrently
Honors Biology / Algebra II
Concurrently
Algebra I
H. Physics / Trig or PreCalc. Concurrently
H. Chemistry / Alg. II
Chemistry / Alg. II
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Aca. / H. Biology
Algebra. II, Aca. Biology,
Chemistry
Horticulture I
Horticulture II
X
X
U.S. History I
D EPART M ENT
Social Studies
&RQ¶W
Special
E ducation
World
L anguage
H I G H SC H O O L
C O U RSE
REQ
ELE
WT
9 10 11
African American History *
X
A
X
Sociology
Italian American Heritage *
Advanced Placement
Psychology
Psychology
US Government and Politics
JROTC I
JROTC II
JROTC III
JROTC IV
English
Reading and Writing
Supplemental Math 9*
World History
U.S. History I & II
Earth Science
Academic Biology
Applied Physical Science
Spanish I
Spanish II
Organizational Management
P.A.V.E.
High Motivation
French I
French II
French III
Advanced Placement French
Spanish I
Spanish II
Spanish III
Advanced Placement Spanish
Italian I
Italian II
Italian III
Advanced Placement Italian
Two Years of a World
Language is required
(10 credits)
12
X
X
X
X
A
A
AP
X
X
X
X
X
X
X
X
X
X
X
X
X
X
A
AP
B
A
A
A
B
X
X
X
X
B
B
B
B
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
US II A or AP
JROTC I
JROTC II
JROTC III
X
X
X
X
X
X
X
X
X
X
X
X
B
B
B
B
B
B
B
B
NA
NA
HA
X
X
X
X
X
X
X
X
X
X
X
HA
H
AP
HA
HA
H
AP
HA
HA
H
AP
X
X
X
X
U.S. History I before II
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Spanish I
Must submit application
French I
French II
French III H
Spanish I
Spanish II
Spanish III H
Italian I
Italian II
Italian III H
D E P T.
A rt
Basic Skills
E nglish
H ealth & P E
M ath
F ine and
Performing
A rts
Science
Social
Studies
Special
E ducation
T echnology
World
L anguage
M I D D L E SC H O O L
C O U RSE
REQ
ELE
LEVEL
7
Exploratory Art
X
NA
X
NJASK Language Arts
BS
X
Literacy
NJASK Math
BS
X
Language Arts Literacy
X
H 1&2
X
Media & Study Skills *
X
NA
X
Health & PE
X
NA
X
Math
X
H 1&2
X
Honors Pre-Algebra
X
H
X
Algebra I
X
H
Art
X
NA
X
Exploratory Music
M.S. Choir
M.S. Band
Physical Science
Life Science
Social Studies
X
8
X
X
X
X
X
X
X
X
X
X
X
X
NA
NA
NA
H 1&2
H 1&2
H 1&2
X
X
X
X
X
X
X
Language Arts Literacy
X
SE
X
X
Math
Social Studies
Science
Media Study Skills & World
Language *
Read 180
Health & PE
P.A.V.E.
Behavior Disorder Program
Technology In Society
Computer Repair and
Construction
Spanish *
X
X
X
X
SE
SE
SE
SE
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
SE
SE
NA
NA
NA
NA
X
NA
X
French *
* Indicates ½ year semester
course.
X
NA
X
X
PR E R E Q U ISI T E
X
X
X
X
X

Curriculum Handbook - Delsea Regional School District

Transcription

Similar documents

instructions

bowers museum - Springs Charter Schools

Young Women`s Conference

Our Lady Queen of Martyrs School

Marjory Stoneman Douglas Elementary

9300 Low Res.

CAMP OVERNIGHTS

American Woodhenge: Archaeoastronoraly at Cahokia

1 Submitting Grades via Banner Self Service 1. Go to banweb.mtu

Open House - Norma Butler Bossard Elementary School