Middle School Program 2016-2017

Transcription

Middle School
Program
2016-2017
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TABLE OF CONTENTS
Introduction ………………………………………………………. 1
Roster of Guidance & Counseling Personnel …………………….. 2
Choice Middle School Program Options …………………………. 3
Course Descriptions
English/Language Arts………………………………………5
Mathematics …………………………………………………6
Social Studies/History………………………………………. 8
Science……………………………………………………….8
Foreign Language…………………………………………… 9
Health & Physical Education……………………………….. 10
Career and Technology Education Courses
Business & Information Technology…………………11
Family & Consumer Sciences………………………..13
Technology Education………………………………..14
Art……………………………………………………………15
Music…………………………………………………………15
Practical Tips for Middle School Success ………………………
18
A Glimpse Into the Future
Family Connection ………………………………………. 20
Course Selection Planning Worksheet…………………… 21
Graduation Requirements………………………………… 22
Promotion Requirements………………………………… 23
The Academies of Hampton……………………………… 24
New Horizons …………………………………………… 26
HCS & TNCC Dual Enrollment Pathway …………………. 27
The Governor’s School for Science and Technology ……… 29
International Baccalaureate (IB)…………………………….34
INTRODUCTION
This guide provides information about Hampton City Schools’ academic programs and educational services designed for the middle school level. Information provided will help students and parents understand
the educational requirements and elective opportunities available.
The middle school program for students in grade six, seven, and eight provides a gradual transition from
the individual elementary classroom structure to the independent course, departmentalized structure of
the secondary level. All students take English/Language Arts, math, social studies, science, health and
physical education, and electives.
In addition to our traditional programs, we also offer a variety of choice program options. Detailed information can be found on page 3.
The curriculum features academic programs for students of all levels of ability. Interdisciplinary approaches, team teaching, flexible time blocking, and special programs are unique features in the middle school design. Exploratory elective courses are offered at all grade levels. Each school designs their programs based
on their curriculum offerings. Some electives are offered for a semester on a rotating basis and others may
be offered as a yearlong course.
There are also opportunities to take courses for high school credit. In accordance with the Standards of
Accreditation parents of middle school students taking high school courses may request that grades be
expunged from their child’s academic history. The student will not earn high school credit for the course
and this course will not count towards the student’s grade point average (GPA). The decision to count a
student’s grade for high school courses taken in middle school must be finalized at the end of each school
year. Once a student leaves middle school all changes are final. To be consistent with high school procedures, grades will be reported by semester and both semester grades will count towards the student’s GPA.
Individual semester grades cannot be expunged. Teachers of high school credit courses will provide consent forms at the end of each school year. Parents wishing to discuss which option is best for their student
should contact the school counselor.
Each student is assigned a school counselor who works with students, teachers, and parents during the
middle school years to provide personal, social, academic and career planning programs and services to
ensure maximum success for each student.
The school counselor, parent and student will develop an Academic and Career Plan that will address the
interests and aptitudes of the student. This plan will serve as a guide for yearly conferences and decisions
to be made throughout middle and high school. A worksheet is available on page 21 to assist with these
plans.
Parent conferences are welcomed and encouraged throughout the school year. To make an appointment
for a conference with the team, individual teacher or counselor, please contact the School Counseling Department secretary in each school.
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Hampton City Schools Administrative Center
1 Franklin Street
Hampton, Virginia 23669
Penny W. Petersen, Director of School Counseling
(757) 727-2760
MIDDLE SCHOOL
SCHOOL COUNSELING DEPARTMENT
Hunter B. Andrews: 268-3343
Davis Middle School: 825-4529
Justin Nielsen, Director
Sharon Stept, Director
3120 Victoria Blvd. 23666
Secretary – Tnikia West
1435 Todds Lane 23666
Secretary – Melissa Hellman
Eaton Middle School: 825-4549
Jones Magnet School: 850-7903
2108 Cunningham Drive 23666
Secretary – Theresa Smith
Lora Howerton, Director
1819 Nickerson Blvd. 23663
Secretary – Wendi Leonard
Shawn Hare, Director Lindsay Middle School: 825-4569
George P. Phenix: 268-3510
Tiffany Sutton, Director
Courtney Worrell, Director
1636 Briarfield Rd. 23661
Secretary – Mary Moore
1061 Big Bethel Road 23666
Secretary – Ebony Claiborne
Spratley Gifted Center: 850-5040
Syms Middle School: 850-5058
339 Woodland Rd. 23669
Secretary – Michelle Barnes
Alice Adams, Director 170 Foxhill Rd. 23669
Secretary – Mia Culler
Phylicia Littleton, Director
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Choice Middle School Program Options
Hunter B. Andrews PreK-8
Science, Technology, Engineering, and Mathematics applied to Engineering is the theme of this powerful
choice program.
The vision for the Hampton Middle School STEM Choice Program is to educate the next generation of
innovators necessary for Virginia businesses to remain competitive in a global economy. The rigorous curriculum is designed to motivate and challenge students by building their knowledge and critical thinking
skills through cutting-edge, technology-infused instruction. Project-based learning will connect students
to the world beyond the school walls, helping students to appreciate the social relevance of their studies
and explore STEM (science, technology, engineering, and mathematics) careers. The intentionally small
learning environment and strong support network of peers, teachers, and community members will help
every student achieve success. Siblings of selected students in grades K-8 will be allowed to attend Andrews. Transportation is provided for zoned students only.
Eaton Fundamental
Eaton Fundamental Middle School provides students and their families a comprehensive educational
experience to help foster within each student a desire for life long learning. Teachers of all academic areas
collaborate together to guarantee that students understand the relationship between all courses and their
every day application. We prepare our students to become competitive, global citizens, by providing new
computer technology and resources to all students. Students are given an opportunity to participate in the
pre-engineering program Gateway to Technology (GIT) to become proficient in design, modeling, robotics, automation, energy, and the science of technology. This is a project-based course which can lead to
Hampton City School’s High School Academies such as: Information Design and Engineering Academy,
Architecture and Applied Arts Academy, Aerospace and Information Technology Academy. Eaton’s
students, parents, and staff sign a Fundamental Contract ensuring a cooperative environment with high
academic and behavioral expectations. We believe that by building an open, communicative relationship
between parents, school and students we are providing students a safe, motivating environment for success
in school and the community.
Jones Magnet Middle School
Business and Information Technology Pathway – Departing from the traditional keyboarding and computer use program, Jones Business Pathway focuses on the world of business. Students will start with basic
computer use, develop their ergonomic keyboarding skills, and develop skills in word processing, spreadsheet, and presentation software. The 7th and 8th grade courses will focus on design, establish, and operate
a small group or class business, producing a service or product that meets an identified school or community need. Emphasis is placed on the introduction and application of business terminology, basic entrepreneurship concepts, and fundamental business principles. Basic academic skills (mathematics, science,
English, and history/social science) are integrated into this course. Students discover the roles of business
and marketing in the free enterprise system and the global economy. Basic financial concepts of banking,
insurance, credit, inheritance, taxation, and investments are investigated to provide a strong background as
students prepare to make sound decisions as consumers, wage earners, and citizens. The real-world impact
of technology, effective communication, and interpersonal skills is evident throughout this course. This
course also supports career development skills and explores career options.
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18 Week Keyboarding – 6th grade
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18 Week Make It Your Business – 7th Grade
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36 Week Principles of Business and Marketing – 8th grade (high school credit course)
Classes provide 90 minutes of uninterrupted instruction. Admission is through an application process that
is based on a lottery system.
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Academic Advancement and Enrichment Options
The Spratley Gifted Center (grades 3-8) provides a full-time program for identified gifted students
with highly advanced skills and aptitudes who have already demonstrated their capacity for complex processing abilities. These students require a fully differentiated educational environment, with an accelerated
program of studies across all content areas. This comprehensive instructional program is designed around
the cognitive characteristics and learning styles of gifted children, providing a multidisciplinary curriculum incorporating focused reflection, interaction, and discussion. In addition to mastery of basic content
and skills (as measured by Virginia SOL assessments), students attending the full time center are expected
to master advanced competencies across all content areas. Opportunities are provided for extensive research, inquiry based learning, literary and scientific analysis, and project based learning to focus on topics
of strength and interest.
The Excel Art Program is designed to nurture and enrich the gifts of young artists in grades 3-8. This
program focuses on advanced, concentrated instruction in the principles, theory, and practice of visual art.
Students participating in Excel Art meet at their home school with the art teacher. Students are accepted
into this program based on an adjudicated portfolio, superior potential in art skills and creativity, advanced
achievement in art, and recommendations by art teachers.
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ENGLISH/LANGUAGE ARTS
ENGLISH 6
The core curriculum at grade six is a genre-based study of literature. Students learn about the literary elements of the short story, the novel, and poetry. Nonfiction informational texts and media are also included
and students will analyze information and topics across genres. There are four strands of instruction: Communication: Speaking, Listening, Media Literacy; Reading; Writing; and Research. In each strand, students
read, write, think critically, and respond both orally and in writing. Writing at this level focuses on the process of writing a well developed, multiparagraph essay. Students write narration, description, exposition,
and persuasion. The students will also apply the research concepts of collecting and evaluatory information
and incorporate the information into a piece of writing. The curriculum has been aligned with the Virginia
Standards of Learning. Students will take the Grade 6 Reading SOL test.
ENGLISH 7
The core curriculum at grade seven is a thematic study of literature . This course of study includes short
stories, poems, novels, nonfiction, informational and media texts and students will analyze information
and topics across genres. There are four strands of instruction: Communication: Speaking, Listening, Media Literacy; Reading; Writing; and Research. Students will read, write, and think critically.Writing at this
level includes expository, narrative, and persuasive essay writing. The students will also apply the research
concepts of collecting and evaluatory information and incorporate the information into a piece of writing.
The curriculum has been aligned with the Virginia Standards of Learning. Students will take the Grade 7
Reading SOL test.
ENGLISH 8
The core curriculum at grade eight is a thematic study of literature. It includes fictional texts, narrative
nonfiction, poetry and media. There is both a literary and informational focus and students will analyze
information and topics across genres. Additionally there are four strands of instruction including Communication: Speaking, Listening, Media Literacy; Reading; Writing; and Research. Students will continue
to strengthen their skills in reading, writing, listening, and speaking. Writing at this level will challenge
students to produce narrative, expository, persuasive writings and a research product. The curriculum has
been aligned with the Virginia Standards of Learning. Students will take the Grade 8 Reading and Writing
SOL tests.
*All high school students in Hampton are required to complete summer reading prior to the start of school
in September. Various assignments will begin in all classrooms when school opens in September.
Summer reading titles and requirements will be made available spring 2016.
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MATHEMATICS
The secondary mathematics program provides a sequence of courses designed to meet the individual ability, interest and needs of each student. Basic concepts and processes are introduced and then reencountered as other ideas logically follow. Flexibility is provided in that different levels of a subject are offered. A
student may move from one level to another as his achievement dictates.
Traditional four-year college preparatory mathematics courses are available for the students who require an
educational program designed for careers in science, engineering, and mathematics. Each student enrolled
in Algebra I, II, or Geometry is encouraged to have a TI-84 Plus graphing calculator. Students who may
consider applying for the Governor’s School for Science and Technology should review the prerequisite
math courses on page 25.
GRADE 6 (COURSE I)
This course offers a myriad of opportunities for students to become active participants in learning mathematics. Technology is integrated through practice exercises and laboratory experiences. Through problem
solving, students explore numerous thinking strategies and interdisciplinary connections from historical,
social, scientific, mathematical and literary perspectives. Learning activities are organized to provide for
different learning styles, interests, and abilities. The major content of this course includes tools for problem
solving, graphs and statistics, operations with whole numbers, decimals and fractions, probability, patterns
and number sense, investigations in geometry, ratio, proportion, percents, area, volume, investigations with
integers, and an introduction to algebra. Students will take the Grade 6 Math SOL test.
GRADE 6 (COURSE I HONORS)
This course includes all of the concepts in Course I, as well as, several components of Course II. Emphasis
is on patterns, functions, and algebra, investigations in geometry, and probability and statistics. Students in
this course will take the Grade 6 math SOL test. Students who are successful in Course I Honors will take
Course II Honors the following year.
PRE-ALGEBRA – GRADE 6
This course focuses on the 8th grade SOLs and includes topics and concepts, which will prepare students
for Algebra I. SOLs for grades 6 and 7 are appropriately covered in the corresponding grade level. Simple
open sentences using whole numbers, rational numbers, and integers are solved. The course reviews proportions, percent applications, and geometry. Probability, statistics, graphs and the coordinate plane are
also included. Students will take the Grade 8 SOL Math test.
GRADE 7 (COURSE II)
Math 7 is the second course in the three-year sequence of an in-depth preparation for algebra. The content
of this course builds on Math 6 and continues to emphasize the basic fundamentals of mathematics while
expanding concepts of pre-algebra. The course offers myriad opportunities for students to become active
participants in learning mathematics. Hands-on experiential, as well as technology, are integral components of this program. Math 7 provides abundant opportunities for students to develop and integrate their
communication skills through modeling with manipulatives, speaking, writing, and demonstrating what
they have learned. The major content of this course includes tools for problem solving, applications with
whole numbers, decimals, fractions and percents, statistics and data analysis, patterns and number sense,
an introduction to algebra, integers, investigations in geometry, area, volume, ratio, proportion and percent, discrete mathematics and probability, and functions and graphs. Students will take the Grade 7 Math
SOL test.
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GRADE 7 HONORS (Course II Honors)
This course includes all of the concepts in Course III, as well as, the concepts in Course II that were not
taught in Course I Honors. Emphasis is on patterns, functions, and algebra; investigations in geometry;
and probability and statistics. Students in this course will take the Grade 8 mathematics SOL test. Students
who are successful in Course II Honors will take Algebra I the following year.
GRADE 8 (COURSE III)
In this course, concepts of the real number system are extended. The emphasis is on the solution of simple
open sentences with integers and rational numbers and the application of mathematics, especially decimals and percents in every day situations. Geometry, statistics, probability, and problem solving are also
included. Students will take the 8th grade SOL test. Additionally, students who successfully complete the
sequence of Course I, II, and III are prepared for Algebra I in the 9th grade.
ALGEBRA I - GRADES 7-8
Prerequisite: Pre-Algebra or Course II Honors
This course includes the development of the Real Number System, graphs, linear equations and inequalities, systems of linear equations, polynomials, functions, rational and irrational expressions, and roots of
numbers and statistics are explored and developed. Students will receive one high school credit for the
course and must take the Algebra I End of Course SOL test for a verified credit.
GEOMETRY - GRADE 8
Prerequisite: Algebra I
In this course students develop an understanding of the meaning and nature of Geometry. They obtain information about geometric relationships in order to use this information in future courses in mathematics,
science and related fields. Plane geometry, solid geometry and coordinate geometry are integrated within
this course. It is an accelerated course on the seventh and eighth grade levels. Students will take the Geometry End of Course SOL test.
ALGEBRA II
Prerequisite: Algebra I and Geometry
• Reporting Categories: Expressions/Operations; Equations/Inequalities; Functions; and Statistic
• Minimum math required for Governor’s School Program
• Students will take the Algebra II End of Course SOL test.
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SOCIAL STUDIES
GRADE 6 - UNITED STATES HISTORY TO 1865
This is the first portion of a two-year study of United States history in middle school. Beginning with an
in-depth study of the physical setting of the United States, the course proceeds into the analysis of how humans have interacted with the unique geographic setting throughout American history. The major historical periods for this course are life before the seventeenth century, early exploration, colonial life, challenges
faced by the new government, and key events and effects of the Civil War. Instruction is also devoted to reviewing and strengthening map and globe skills, analyzing and interpreting documents such as the United
States Constitution and the Bill of Rights, and developing historical thinking skills with an emphasis on
sequencing and cause and effect.
GRADE 7 - UNITED STATES HISTORY FROM 1865 TO PRESENT
This is the second portion of a two-year study of United States history in middle school. Beginning with
a review of the physical setting of the United States, the course proceeds into the analysis of how humans
have interacted with the unique geographic setting throughout American history. The major historical periods of this course are Reconstruction; effects of immigration and industrialization; involvement in World
War I; ideas and events of the 1920s and 1930s; the events and effects of the Great Depression, the major
causes, events, personalities of World War II; and economic, social, and political transformations since
World War II. Instruction is also devoted to reviewing and strengthening map and globe skills, analyzing
and interpreting documents, slogans, and patriotic speeches, and developing historical thinking skills with
an emphasis on sequencing and cause and effect.
GRADE 8 - CIVICS AND ECONOMICS
Topics for eighth grade students cover the role of the citizen in the American political and economics
systems. The focus is on gaining essential knowledge of the U.S. and Virginia Constitutions and the structure and functions of government institutions at the national, state, and local levels. Students also learn the
basic principles, structure and operation for the American economy. These topics are intended to foster
patriotism, respect for the law, a sense of civic duty and informed economic decision-making. Social science skill development extends into data organization and interpretation. Students will take the Civics and
Economics SOL test.
SCIENCE
The science curriculum of the Hampton School system places heavy emphasis on providing laboratory
experiences for all students. Opportunities are provided for students to investigate their environments
through a balanced program of life science, physical science, and earth-space science. Students who may
consider applying for the Governor’s School in science and technology should review the prerequisite science courses on page 25 and 26.
GRADE 6 - SCIENCE
The sixth-grade standards continue to emphasize data analysis and experimentation. Methods are studied
for testing the validity of predictions and conclusions. Scientific methodology, focusing on precision in
stating hypotheses and defining dependent and independent variables, is strongly reinforced. The Earth’s
environment is explored through the role of water, the sun’s energy, the atmosphere, and the impact of
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man. A more detailed understanding of the solar system becomes a focus of instruction. Natural resource
management and its relation to public policy and cost/benefit tradeoffs are introduced.
GRADE 7 - LIFE SCIENCE
Life science deals with the diversity of living things. This science encompasses all aspects of living things
from the study of cells to the complex interrelationships of all living organisms and their interaction within
their environment. Laboratory investigations and activities are the primary means for developing problem-solving and for understanding scientific concepts and principles. Whenever possible, these investigations and activities will relate to the students’ own life experiences.
GRADE 8 - PHYSICAL SCIENCE
Physical science contains certain general topics common to physics and chemistry. Some of the common
topics covered include work, power, energy, physical and chemical properties of matter, and electricity.
Many experiments completed by the teacher and the student will enable the students to gain a greater
depth of understanding of their environment. Students enrolled in this course will take the grade 8 Science
Standards of Learning test.
FOREIGN LANGUAGE
GRADE 6 COURSE
This is an introductory course to languages. The students will learn about language families. The students
will be introduced to French, German, Latin, and Spanish. The course also incorporates the study skills
that will facilitate student success in the study of foreign language.
MODERN FOREIGN LANGUAGE
Modern Foreign Language includes French I-IV/V, German I-IV and Spanish I-IV/V. Students who are
considering applying for the International Baccalaureate (IB) program should review the language requirements on page 32.
MODERN FOREIGN LANGUAGE I AND II
Prerequisite: Completion of sixth grade foreign language course
• Exchange simple spoken and written information in the foreign language
• Sustain brief oral and written exchanges in the foreign language
• Understand simple spoken and written language based on familiar topics that are presented through
a variety of media.
• Use verbal and non-verbal cues to understand simple spoken and written messages in the foreign
language
• Present orally and in writing information in the foreign language using a variety of familiar vocabulary, phrases and structural patterns
• Present rehearsed material in the foreign language, including dialogues, poetry and/or songs
• Develop an awareness of perspectives, practices and products of cultures where the foreign language
is spoken
• Recognize that the perspectives, practices and products of the cultures studied are interrelated
• Recognize how information acquired in the study of foreign language and information acquired in
other subjects reinforce one another
• Demonstrate an understanding of the significance of culture through comparisons between the cultures studied and the cultures of the United States
• Compare basic elements of the foreign language to the English language
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• Identify situations in which foreign language skills and cultural knowledge may be used beyond the
classroom setting for recreational, educational and occupational purposes
MODERN FOREIGN LANGUAGE II
Prerequisite: successful completion of Modern Foreign Language I
• Exchange spoken and written information and ideas in the foreign language
• Demonstrate skills necessary to initiate, sustain and close brief oral and written exchanges in the
foreign language using familiar and recombined phrases and sentences
• Understand basic spoken and written French based on new topics in familiar contexts that are presented in a variety of media
• Use verbal and non-verbal cues to interpret spoken and written texts in the foreign language
• Present orally and in writing information in the foreign language that combines learned as well as
original language in simple sentences and paragraphs
• Present rehearsed and unrehearsed material in the foreign language including skits, poems, play and/
or songs
• Demonstrate an understanding of perspectives, practices and products of the cultures and how they
are interrelated
• Use information acquired in the study of French and information acquired in other subject areas to
reinforce one another
• Demonstrate an understanding of cultural similarities and differences between the cultures studied
and the United States
• Develop a better understanding of the English language through the study of the foreign language
• Develop and apply foreign language skills and cultural knowledge in opportunities beyond the classroom setting for recreational, educational and occupational purposes
HEALTH AND PHYSICAL EDUCATION
The middle school health and physical education program in Hampton offers varied opportunities and
learning experiences designed for the development of physically, emotionally and socially competent citizens. Each course offers information and activities, which will help students develop the skills necessary
for developing an understanding of the importance of lifelong wellness habits.
PHYSICAL EDUCATION (GRADES 6 - 8)
Students in middle school physical education will experience a varied program of developmentally appropriate skills, activities and fitness education. Emphasis of the program is the acquisition and development
of basic skills and the confidence necessary to participate in and enjoy physical activity. A major focus of
the program is to provide enjoyable experiences to foster a positive feeling for physical activity, leading to a
physically active lifestyle.
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HEALTH (6 - 8)
Health Education at the middle school level is designed to help students acquire an understanding of age
appropriate health concepts and skills necessary for them to make healthy decisions in order to improve
and promote personal, family and community health. Students will receive 13 weeks of health education
interspersed throughout the year. Units of study include:
Sixth Grade
Seventh Grade
Body Systems & Impact of NonCommunicable Disease on the
Body
Personal Safety and Gang Involvement Resistance
Factors that Impact Physical
Health: Diet/Communicable
Disease/Safety Practices
Behaviors and Actions that
Impact Physical Performance:
RDA/Sleep/Rest
Eighth Grade
Setting Personal SMART Fitness Goals and Personal Fitness
Plans
Preventive Health Practices:
Preventive health measures, Factors that contribute to diabetes,
heart disease and stroke
Effects of Substances on the
Body: Effects of Alcohol/Tobac- Body: Addiction and the Impact Body: Short and long term health
issues related to use of tobacco,
co/Drugs on the body functionof Addiction on the Body
ing
alcohol, marijuana, etc.
Emotional Health: Character
Emotional Health: Coping skills/ Emotional Health: Stress ManTraits that Contribute to Emo- Time management/decision makagement / Depression /Eating
tional Growth and Happiness
ing/Academic Goal setting
Disorders
Social and Environmental
Social and Environmental
Social and Environmental Health:
Risks associated with gang-relatHealth: Bullying/ Conflict ResoHealth: Positive and Negative
lution/Friendship
Peer Pressure/Evaluating media ed activities / Bullying / Pollution
influences and messages
Family Life
Family Life
Family Life
BUSINESS & INFORMATION TECHNOLOGY
STUDENT ORGANIZATION: FUTURE BUSINESS LEADERS OF AMERICA
(FBLA) Students will participate in activities that promote leadership and contribute to the community
through membership. One or more of these courses may be recommended for Governor’s STEM or Career
Academy.
KEYBOARDING –GRADE 6
This course is designed for middle school students to develop touch skills for entering alphabetic, numeric,
and symbol information on a keyboard. Students learn to produce simple technical and non-technical
documents.
COMPUTER APPLICATIONS (18 WEEKS) – GRADE 7
Prerequisite: Keyboarding recommended
Students gain a basic knowledge of word processing, spreadsheet, database, and graphics applications.
Students demonstrate an understanding of computer concepts through application of knowledge. Students
learn to use a variety of software applications. State technology Standards of Learning are addressed.
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MAKE IT YOUR BUSINESS - (18 WEEKS) – GRADE 7
This introduction course in business is based on the application of business terminology, basic entrepreneurship concepts, and fundamental business principles Learn to design, establish, and operate a small
group or class business, Producing a service or product that meets an identified school or community need.
Basic academic skills (mathematics, science, English, and history/social science) are integrated into this
course.
PRINCIPLES OF BUSINESS AND MARKETING
(YEAR LONG - HIGH SCHOOL CREDIT COURSE) – GRADE 8
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Explore the roles of business and marketing in the free enterprise system and the global economy
Gain knowledge and appreciation of the American business system
Make decisions as consumers, wage earners, and citizens
Plan for further study in business and marketing careers
Research and projects are computer based
HEALTH AND MEDICAL SCIENCES STEM (PHENIX ONLY)
The vision for the Hampton Middle School STEM Program is to create interest and aptitude in healthcare,
one of the fastest growing careers in Hampton and the surrounding area. The intentionally rigorous curriculum is designed to motivate and challenge students by building their knowledge and critical thinking
skills through cutting-edge, technology-infused instruction. Project-based learning will connect students
to the world beyond the school walls, helping students to appreciate the social relevance of their studies
and explore STEM (science, technology, engineering, and mathematics) careers in the context of Health
and Medical Sciences. The intentionally small learning environment and strong support network of peers,
teachers, and community members will help every student achieve success. Course content may also include the criteria for entering certain biomedical scientific careers and activities dealing with communication, problem solving, and critical thinking.
GRADE 6: Explore families of health careers and related occupations, participate in self-awareness
activities, and receive an overview of the national health industry. Topics include exploring federal health
agencies, health and medical careers, and learning basic human body systems.
GRADE 7: Learn basic medical equipment, team concepts and customer service techniques while learn-
ing more about health and medical careers. Increase knowledge of human nutrition and first aid techniques, use of medical terms and be able to apply medical math and calculate personal health needs.
GRADE 8: Learn basic laboratory and medical equipment, add to your medical terminology, and iden-
tify potential health careers for yourself through hands-on learning and online learning systems. Continue
exploration of the national health industry. Join the Health Occupations Students of America (HOSA)
student organization. HOSA promotes student leadership, community service activities and demonstration
of medical knowledge through HOSA competitions.
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FAMILY AND CONSUMER SCIENCES
STUDENT ORGANIZATION: FAMILY, CAREER, AND COMMUNITY LEADERS
OF AMERICA (FCCLA)
Students will participate in activities that promote leadership and contribute to the community through
membership. One or more of these courses may be recommended for Governor’s STEM or Career Academies
ALL ABOUT ME (UNDERSTANDING SELF) – GRADE 6 (9 WEEKS)
Understand your role as an individual, and in family, career, and community roles and responsibilities
• Focus on areas of individual growth such as personal goal achievement, responsibilities within the
family, and accountability for personal safety and health
• Learn basic money management, clothing selection and maintenance, and food preparation
• Develop positive and caring relationships with others
• Explore careers and develop high-quality work habits
• Solve problems and learn leadership skills
DEVELOPING ME (COMMUNITY, RELATIONSHIPS, & RESPONSIBILITIES) –
GRADE 7 (18 WEEKS)
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Learn to manage individual, family, work, and community roles and responsibilities
Develop positive relationships with others
Learn to maintain your living and personal environments
Learn nutrition and wellness practices
Learn the basics in fashion and apparel concepts
Explore careers related to Family and Consumer Sciences
Explore your learning style
Learn early childhood concepts and leadership skills
Complete Red Cross Babysitting Training
Mathematics, science, language arts, social sciences, and technology are integrated throughout the
course
PLANNING MY FUTURE (CAREER EXPLORATION AND INDEPENDENT LIVING) - GRADE 8 (36 WEEKS)
Develop a strong foundation for managing individual, family, career, and community roles and responsibilities
• Learn your individual role in the community and how the community influences individual development
• Develop change-management and conflict-resolution skills and examine how global concerns affect
communities
• Enhance your knowledge of nutrition and wellness practices and learn how to maximize consumer
and family resources
• Apply textile, fashion, and apparel concepts to your daily life
• Learn the stages of early childhood development as related to childcare
• Develop a career plan in the Family and Consumer Sciences career cluster and develop job-search
skills and strategies
• Improve your leadership abilities and explore volunteerism
• Mathematics, science, language arts, social sciences, and technology are integrated throughout the
course.
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TECHNOLOGY AND ENGINEERING EDUCATION
GATEWAY TO TECHNOLOGY
(PROJECT LEAD THE WAY MIDDLE SCHOOL AT ANDREWS,
EATON, LINDSAY, AND SPRATLEY)
Science, Technology, Engineering, and Mathematics applied to Engineering Technology
Gateway to Technology PLTW students achieve significantly higher scores in reading, mathematics and
science. PLTW alumni are studying engineering and technology in greater numbers than the national
average, with a higher retention rate in college engineering, science and related programs than non-PLTW
students. As the nation’s leading provider of rigorous and innovative STEM education programs, our vision
is to ignite the spark of ingenuity, creativity and imagination within all students. PLTW courses are preparing students to become the most innovative and productive in the world. PLTW classes are hands-on,
based in real-world experiences, and engaging for students and teachers. We set the highest standards for
rigorous, focused and relevant study, and develop students’ innovative, collaborative, critical-thinking, and
problem-solving skills. Students enrolled in 7th and 8th grade Technology Education in these schools will
have additional experiences that lead toward engineering and technology careers.
STUDENT ORGANIZATION: TECHNOLOGY STUDENT ASSOCIATION
Students will participate in activities that promote leadership and contribute to the community through
membership
One or more of these courses may be recommended for Governor’s STEM or Career Academy
INTRODUCTION TO TECHNOLOGY – GRADE 6 (9 WEEKS)
• Experience technology including the basic elements of all technology, including processes, energy,
information, and people.
• Learn basic materials and apply simple machines to real problems.
• Explore up to six systems of technology, including biotechnology, energy, construction, transportation, communication, and production/manufacturing.
• Relate the impact of technology on society, environment, and culture to future decisions.
• Discover and explore personal interests, aptitudes and abilities.
INVENTIONS AND INNOVATIONS – GRADE 7 (18 WEEKS)
•
•
•
•
Learn modern materials and design processes.
Design and build a project.
Explore technological problems facing your community and the modern world
Learn to invent new products or innovations.
TECHNOLOGICAL SYSTEMS - GRADE 8 (36 WEEKS)
• Students combine resources and techniques into systems, realizing technology as a system.
• By simulating systems, assessing their impacts, and relating this experience to the two previous levels, students gain an insight into how to approach the problems and opportunities of a technological
world in a broad sense.
• They also explore occupational areas and educational programs for technology-oriented careers.
14
FINE ARTS – ART COURSES
The art curriculum is designed to develop skills in using a variety of art media as a creative means of personal expression and communication. Students will enhance communication skills through critiquing and
analyzing artworks. Students will learn important 21st century skills such as problem solving, communication, collaboration, and creativity through the art-making process.
GRADE 6
This course is designed to introduce students to the various media used in the visual arts. Students will
draw, paint, create using three-dimensional media, and explore craft traditions. Emphasis is on skill building and learning to critique and analyze works of art using the elements and principles of design, as well as
develop an appreciation for art as it relates to their lives.
GRADE 7
This course is designed to build on the skills previously learned in elementary or Grade 6 art. The focus is
on exploring a variety of media as a means of self-expression. Drawing, painting, crafts, and three-dimensional projects enhance the skills while teaching the students an appreciation for art history and culture.
Students will develop their art vocabulary through critiques and analyzing works of art using the elements
and principles of design. Student will develop an appreciation for art and how it impacts their community
and society through visual messages.
GRADE 8
This course is designed to build on the design elements through the manipulation of two-dimensional and
three-dimensional media. Students will create using a variety of media such as drawing, painting, clay,
paper-mache, jewelry making, printmaking, lettering, graphics, etc. Students will develop their art vocabulary through critiques and analyzing works of art. Students will explore art as a means of self-expression.
Students will develop an appreciation for art history, cultural artifacts, and the global impact art has on our
lives.
DIGITAL MEDIA AND ENTERTAINMENT ARTS
(Year Course) Only offered as a HS credit at Spratley Gifted Center
This course introduces the student to 2D and 3D digital media as they relate to the entertainment industry.
Using current technologies and industry standard software coupled with art design principles, students will
sharpen their problem solving and critical thinking abilities while creating 2D and 3D digital and animation projects.
•
Explore the history of animation and how it has evolved over time
•
Learn and create using 2D and 3D animation media principles
•
Develop digital photography design skills and explore special effects
•
Explore game design techniques and create a game that is publish-ready
•
Develop technology and software skills
•
Create a body of work for a digital portfolio
15
FINE ARTS – MUSIC COURSES
The music curriculum is designed to develop performance skills in singing or the various instruments of
band. Students develop the skills to proceed to high school music courses.
GRADE 6
EXPLORATORY MUSIC
This is a nine-week course designed to introduce students to the beginning knowledge and skills in chorus
and band. Students will explore both vocal and instrumental music.
BEGINNING CHORUS
This is a yearlong course for students who have no chorus experience or only an elementary chorus experience. The emphasis is on tone, beginning music reading, practice skills, and performing. School performances may be required.
BEGINNING BAND
This is a yearlong course for students who have no band experience using brass, woodwind, or percussion
instruments. The emphasis is on tone, beginning music reading, practice skills, and performing. School
performances may be required.
GRADE 7
BEGINNING CHORUS
This is a yearlong course for students who have no chorus experience or only an elementary exploratory
chorus experience. The emphasis is on tone, beginning music reading, practice skills, and performing. Students perform in a full chorus ensemble. School performances may be required.
INTERMEDIATE CHORUS
Prerequisite: Beginning Chorus or Chorus Director approval
This is a yearlong course for students who have taken beginning chorus. The emphasis is on tone, intermediate music reading, rehearsal skills, and performance. Students perform in a full chorus ensemble. Afterschool rehearsals and performances are required.
BEGINNING BAND
This is a yearlong course for students who have no band experience using brass, woodwind, or percussion
instruments. The emphasis is on tone, beginning music reading, practice skills, and performing. Students
may perform in a full band ensemble.
INTERMEDIATE BAND
Prerequisite: Beginning Band or Band Director approval
• The band director may divide this class into brass, woodwind, and/or percussion.
This is a yearlong course for students who have taken beginning band. The emphasis is on tone, intermediate music reading, practice skills, rehearsal skills, and performance. For percussion students the emphasis
is on intermediate music reading, practice skills, rehearsal skills, and performance skills using: snare drum,
mallet keyboards, timpani, auxiliary percussion, and drum set. Students perform in a full band ensemble.
After-school rehearsals and performances are required.
16
GRADE 8
INTERMEDIATE - ADVANCED CHORUS
Prerequisite: Beginning Chorus or Chorus Director approval
This is a yearlong course for students who have taken beginning chorus and have experience in a full
chorus ensemble. The emphasis is on tone, intermediate-advanced music reading, practice skills, rehearsal
skills, and performance. After-school rehearsals and performances are required.
INTERMEDIATE - ADVANCED BAND
Prerequisite: Beginning Band or Band Director approval
• The band director may divide this class into brass, woodwind, and/or percussion. This is a yearlong
course for students who have taken beginning band and have experience in a full band ensemble. The emphasis is on tone, intermediate-advanced music reading, practice skills, rehearsal skills, and performance.
For percussion students the emphasis is on intermediate-advanced music reading, practice skills, rehearsal
skills, and performance skills using: snare drum, mallet keyboards, timpani, auxiliary percussion, and
drum set. After-school rehearsals and performances are required.
QUESTIONS TO ASK MY COUNSELOR:
17
Practical Tips for Middle School Success
for Parents of Middle School Students
The middle school years are a notoriously tumultuous time for parents and kids alike. Below are
some tips for parents to help their child avoid the common pitfalls of middle school.
ORGANIZATION
To help kids take on the added responsibilities of the middle school years, encourage them to:
• Use a student agenda notebook. Encourage them to review their assignments before leaving
school to make sure they bring home the appropriate books and material.
• Use color-coded folders or binders to keep track of the supplies and paperwork for each
subject.
• Maintain school supplies at home.
• Consider a weekly family planning meeting.
STUDY SKILLS
To do well, students should:
• Spread project and test preparation over several days instead of the night before a due date.
• Establish a regular time and place to do daily homework.
• When in doubt, ask their teachers to explain assignments.
FINDING THE BALANCE BETWEEN FUN AND WORK
Choosing to make schoolwork a priority over socializing with friends is one of the biggest challenges facing middle schoolers. To help kids put schoolwork first:
• Institute a work first/play later policy.
• Encourage friendships with kids who take school seriously.
AVOID THE “WHY WORK HARD?” TRAP
During the middle years, many kids try to take the easy way out - they would rather take a lesser
grade than put in the extra time and energy needed to do really well. To avoid this trap:
• Show them the connection between their interests and what they are learning now.
• Offer praise for a job well done.
• Celebrate their success.
• Challenge them to take on the more difficult course work.
18
A Glimpse Into the Future
19
FAMILY CONNECTION
HCS is proud to announce a new opportunity for students/parents in middle and high schools! As
school counselors implement Naviance™, a web-based service to track and analyze data about college and
career plans, students and parents will have access to Family Connection – a comprehensive website that
parents and students can use to make plans about colleges and careers.
Family Connection allows students to:
• Get involved in the planning and advising process – Build a resume, complete online surveys,
and manage timelines and deadlines for making decisions about colleges and careers
• Research colleges – Compare GPA, standardized test scores, and other statistics to actual historical data from our school for students who have applied and been admitted in the past
• Research careers – Research hundreds of careers and career clusters, and take career assessments
• Create plans for the future – Create goals and to-dos, and complete tasks assigned by the school
to better prepare your student for future college and career goals.
Family Connection also lets counselors share information about upcoming meetings and events, local
scholarship opportunities, and other resources for college and career information.
20
Course Selection Planning Worksheet
Education and Career Planning
This worksheet is designed to assist you in planning your high school course of studies. Choose
elective courses according to your developing interests, educational and career goals. Complete
your worksheet in pencil. Each year your school counselor will review this plan with you.
To use this planning worksheet:
• Review diploma requirements, courses, and course sequences
• List required and elective courses for each year of school
• Save this information for future planning
DIPLOMA: ________Standard ________ Advanced Studies
Grade 11 School Year: ________________
English
______________
Math
______________
Science
_____________
VA/US History
______________
Foreign Language
______________
Econ & Personal Finance ______________
Elective
______________
Elective
______________
Grade 7
School Year: _________
High School Credit Bearing Courses
Math
______________
Foreign Language ______________
Other
_______________
Grade 8 School Year ___________
High School Credit Bearing Courses
Grade 12 School Year: ________________
English
______________
Math
______________
Science
______________
VA/US Government
____________
Foreign Language
______________
Elective
______________
Elective
______________
Elective
______________
Math
______________
Other
______________
Grade 9 School Year: _________
English
______________
Math
______________
Science
______________
Social Studies
______________
H/PE
______________
Elective
______________
Elective
______________
Notes / Questions:
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Grade 10 School Year _________
English
______________
Math
______________
Science
______________
Social Studies
______________
H/PE
______________
Elective
______________
Elective
______________
Please note: Courses are requested during spring course selection and
program planning; however, elective choices cannot be guaranteed for the
following year.
21
22
23
24
CAREER ACADEMIES
Career Academies were identified as component of the COMPASS School Reform plan. Currently listed under Goal One: Maximize Every
Child’s Learning in the Hampton City Schools 2015 Strategic Plan, Career Academies are based on the National Career Academies Coalition National Standards of Practice for career academies. These were developed by an informal consortium of national career academy
organizations and draw from over 40 years of research and best practices. The ten standards are key elements for successful, sustained
implementation of academies. Research shows that academies make a positive difference in graduation and dropout rates, guiding career choices for young people, and in academic achievement. Additionally, the term “career academy” is defined as a smaller learning
community and provides an immersive academic experience with a career focus.
Students have the opportunity to participate in a variety of special programs designed to support and enhance their high school experience. All students who complete the requirements of their academy program will receive a diploma seal upon graduation.
Each high school in Hampton houses a career academy with each having three or more plans of study. These plans help students identify
the academic and technical skills necessary to be successful and to be college and career ready. These include:
•
•
•
•
•
•
•
New Horizons Regional Educational Centers
The New Horizons Governor’s School for Science and Technology
International Baccalaureate (Hampton High School)
The Aerospace and Information Technology Academy (Hampton High School)
The Architecture and Applied Arts Governor’s Science, Technology, Engineering, and Mathematics (STEM) Academy (Kecoughtan
High School)
The Governor’s Health Sciences Academy (Bethel High School)
The Information Design & Engineering Academy (Phoebus High School)
More information about Career Academies may be found@ www.ncacinc.org. See your school counselor for detailed Plans
of Study within each academy.
AEROSPACE AND INFORMATION TECHNOLOGY ACADEMY
(Located at Hampton High School)
The Aerospace and Information Technology Academy is part of the Greater Peninsula Governor’s STEM Academy. During the four year
program, students will meet professionals in the pathway areas, visit sites to meet professionals in the career, and prepare for exciting
and futuristic careers.
Aerospace Plan of Study (Project Lead The Way) explores the evolution of flight, navigation and control, flight fundamentals, aerospace
materials, propulsion, space travel, and orbital mechanics. Learn alternative applications for aerospace engineering concepts. Analyze,
design, and build aerospace systems while applying knowledge gained throughout the course in a final presentation about the future of
the industry and their professional goals.
25
Students may opt for Air Force JROTC courses in lieu of PLTW.
Information Technology (IT) introduces the essential technical and professional skills required for students to pursue programs leading to
professional careers thinking INSIDE the box (i.e., the computer). Prepare for careers in programming, web design, and IT certifications.
Investigate career opportunities and technologies in four major IT areas: Information Services and Support, Network Systems, Programming and Software Development, and Interactive Media. Learn skills related to information technology basics, Internet fundamentals,
network systems, computer maintenance, upgrading, troubleshooting, computer applications, programming, graphics, Web page design,
and interactive media.
Learn the language of business and how to run a successful business or enterprise. Run a virtual enterprise and work with local professionals in banking, economic development, and other business and finance business leaders.
ARCHITECTURE AND APPLIED ARTS
GOVERNOR’S SCIENCE , TECHNOLOGY, ENGINEERING,
AND MATHEMATICS (STEM) ACADEMY
(Located at Kecoughtan High School)
The Architecture and Applied Arts Governor’s Science, Technology, Engineering, and Mathematics Academy (AAA Governor’s STEM
Academy) is housed at Kecoughtan High School, provides students with progressive coursework in the architectural and visual design
fields. The focus of the AAA Academy is to develop students through rigorous academic and professional experiences. Students may
choose one of four pathways as a career focus: architectural design, engineering & technology, visual arts, and merchandising. Students
of the AAA Academy will be immersed in visual arts and design curriculum that is intertwined in an academic environment designed to
help them become visually fluent, experience the career field of their choice and achieve college and career readiness.
GOVERNOR’S HEALTH SCIENCES ACADEMY
(Located at Bethel High School)
Healthcare careers are among the fastest growing occupations in and around Hampton. The Governor’s Health Sciences Academy is an
immersive education environment focused on building a foundation of medical knowledge, skills, and experiences in students while
completing high school. With this foundation, students will be able to make informed decisions to pursue education, training, and
licensing in health care and related careers. GHSA students apply their core academics in the context of medical careers to help them
find the path that best suits their aptitudes and interests. GHSA students are expected to take and apply rigorous academic science
and math coursework. Student experiences, as part of this program, include the GHSA classroom, laboratory and off-site work. A major
goal of this program is to offer opportunities to earn dual enrollment, honors, and advanced placement credits. The GHSA student must
be caring individuals who possess the maturity and independence to accept the challenges of working in a medical career where
courtesy, caring for people, nurturing, andprecision are preferred attributes while maintaining a high level of technical expertise. The
GHSA student should be able to embrace a constantly changing environment, is interested and excited about being part of an intimate
community of peers and faculty, and wants to make a difference in people’s lives every day.
INFORMATION DESIGN AND ENGINEERING ACADEMY
(Located at Phoebus High School)
The Information Design and Engineering Career Academy (IDEA) serves students who aspire to be information designers or engineers by
providing a rigorous curriculum supported by 21st Century technology. The IDEA academy prepares students for post-secondary education
and career readiness by maintaining high standards of personal responsibility and student expectations in an academic environment
enhanced by industry knowledge and expertise. Students can focus their experience on a particular pathway in engineering, information
technology and design, and media technology and design.
26
27
Human Services
Criminal Justice
Emergency Medical Technician@
Fire Fighter
Computer Systems Technology I,II
Both
Butler Farm
Butler Farm
Butler Farm
Woodside Lane
Both
Butler Farm
Butler Farm
Woodside Lane
Woodside Lane
Butler Farm
Butler Farm
Butler Farm-I&II
Woodside LaneII only
Butler Farm
Both
Both
PM only
Both
AM only
Both
Both
Both
Both
Both
I-AM; I&IIPM
Both
Both
AM only
Both
Both
Both
Butler Farm
Butler Farm
Butler Farm
Both
Both
Butler Farm
Woodside Lane
Both
AM/PM
SESSION
Butler Farm
CAMPUS*
(Woodside
Lane/
Butler Farm)
6 TNCC
9 TNCC
6 TNCC
3 TNCC
6 TNCC
(17 TNCC)
9 TNCC
17 TNCC
COLLEGE
CREDITS
NOCTI
EMT
Fire Fighter I & II
NOCTI
State Licensure/NOCTI
State Licensure/NOCTI
NOCTI
NOCTI
NHA Certification
Cert. Nursing Assistant
Va. Pharmacy Tech Exam
NOCTI
X-Ray Cert., NOCTI
Siemens Mechatronics
Systems Certification
AWS SENSE/NOCTI
NOCTI
NOCTI
EPA Technician
NOCTI
NOCTI,
ICAR
ASE/AYES
INDUSTRY
CREDENTIAL(S)
8702/8703
8333/8334
8705/8706
8622/8623
8740/8741
8527/8528
8285/8286
8360/8362
8305/8306
8083/8088
8345/8346
8328/8329
8672/8673
TBD
8547
8558
8601/8602
8603
8533/8534
8503/8504
8505
8676/8677
8678
8506/8507
Course
Numbers
For more information visit the web site at: www.nhrec.org or call 757-766-1100 and visit your school counselor.
@Selected students may be invited to return for a second year program. Very limited number of positions available.
* The Butler Farm (BF) Campus is located at 520 Butler Farm Road in Hampton VA while the Woodside Lane (WL) Campus is at 13400 Woodside Lane in Newport News, Virginia.
Revised October 20, 2015
NOTE: All course offerings listed above are contingent upon the necessary number of students enrolling in them. If a class does not attain minimum requirements then it may be cancelled. As such, students
are strongly encouraged to choose more than one course when completing an enrollment application.
(1 yr program)
(1 yr program)
(1 yr program)
Public Service
(1 yr program)
Information Technology
Barbering I, II
Cosmetology I, II
Early Childhood Education I, II
Nursing Assistant
Pharmacy Tech
Veterinary Science
(1 yr program)
(1 yr program)
(1 yr program)
Dental Assistant I, II
Welding I, II
Mechatronics
Electronics/Industrial Robotics Technology
Advance Industrial Robotics Technology
Carpentry I,II
Carpentry III
Electricity and Renewable Energy
HVAC I, II
HVAC III
Medical Assistant
(2 yr program)
(2 yr program)
(2 yr program)
COURSES
Auto Body Technology I, II
Auto Body Technology III
Automotive Technology I, II
(1 yr program)
(2 yr program)
Health Sciences
(2 yr program)
(1 yr program)
(1 yr program)
Engineering/Manufacturing Technology
(1 yr program)
nd
(2 yr optional)
(1 yr program)
(1 yr program)
nd
(2 yr optional)
Construction Technology
(1 yr program)
nd
(2 yr optional)
(2 yr program)
Automotive Technology
CAREER
CLUSTERS
New Horizons Career and Technical Education
Program of Studies SY 2016-2017
TNCC ASSOCIATES DEGREE OF SOCIAL SCIENCE
The following articulates a pathway for a qualifying student within Hampton City Schools to complete the TNCC Associates
of Science in Social Science concurrent with high school graduation:
These courses may be taken at an HCS high school. Completing courses in Column A will result in credit awarded at
TNCC for courses in Column B if qualifications are met as noted below.
COLUMN A
HCS #
HCS Course Name
HCS
Credits
1
1
1
1
2212
2380
2319
4370
-----4470
------4570
AP Human Geography
AP World History
AP US History
AP Biology
-----------AP Chemistry, OR
-------AP Physics I
2902
3163
1
1
3162
3177
1196
1195
AP Psychology
Elementary Functions, or
-----------------------------Pre-Calculus
AP Calculus BC
AP English Lang 11 and
AP English Lit 12
2445
AP US Government & Politics
TNCC Course #
COLUMN B
TNCC Course Name
TNCC Credits
Introduction to Cultural Geography
History of World Civilization I & II
US History I & II
General Bio I & II
---------------------General Chem I & II
College Chem I & II, OR
---------------------General College Physics I & II
Principles of Psychology
Pre-Calculus I & II
3
6
6
8
1
2
GEO 210
HIS 111/112
HIS 121/122
BIO 101/102
--------CHM 101/102,
CHM 111/112, OR
-------PHY 201/202
PSY 200
MTH 163, or
------------MTH 164
MTH 173/174
ENG 111/112
Calculus w/Analytic Geometry I & II
English Composition I & II
8
6
1
PLS 135
American National Politics
3
3
6
These courses may be taken on campus at TNCC. Completing courses in Column A will result in credit awarded at
Hampton City Schools for courses in Column B if qualifications are met as noted below.
COLUMN A
TNCC Course #
BIO 101 OR
CHM 101
BIO 102 OR
CHM 102
CST 100
HLT 106
HUM 201
HUM 202
ITE 115
SDV 100
2 Approved
Electives
COLUMN B
TNCC Course Name
TNCC
Credits
HCS #
HCS Course Name
General Biology I OR
General Chemistry I
General Biology II OR
General Chemistry II
Principles of Public Speaking
First Aid & Safety
Survey of Western Culture I
Survey of Western Culture II
Introduction to Computer Applications
& Concepts
College Success Skills
4
DE4700
DE4701
DE4700
DE4701
DE1600
8705
DE2952
DE2952
6611
Biology A Dual Enrollment
Chemistry A Dual Enrollment
Biology B Dual Enrollment
Chemistry B Dual Enrollment
Public Speaking Dual Enrollment
First Aid & Safety Dual Enrollment
Survey of World Culture I DE
Survey of World Culture II DE
Computer Apps Dual Enrollment
.5 credit/ weight 4
N/A
N/A
N/A
.5 credit per 3 hrs/
Pass/Fail
4
3
2
3
3
3
1
6
HCS Credits &
Course Weight
.5 credit/ weight 4
.5 credit/ Pass/Fail
.5 credit / Pass/Fail
.5 credit/ weight 4
.5 credit / weight 4
.5 credit / Pass/Fail
Notes:
(1) Any modifications to the above pathway will be outlined in writing and agreed upon by the college and school division. Any modifications will
not prevent students from obtaining the plan’s intended credential.
(2) In order to participate in the above pathway, a student must meet all dual enrollment admission requirements and college program requirements
and complete VCCS placement tests. In order to enroll in any of the courses noted in the pathway, all course pre-requisites must be met.
(3) AP courses must be passed with a score of 3 or higher on the AP examination in order to be counted towards DE credits.
(4) TNCC courses must be taken at the TNCC campus or through an approved online format.
(5) HCS Credits are based on .5 per semester, and are weighted in accordance with HCS policy as outlined in the Course Offering Handbook.
(6) Program information including purpose, occupational objectives, admission requirements, notes, computer competency requirements, and course
requirements may be found in the College catalog found at www.tncc.edu.
28
TNCC GENERAL EDUCATION CERTIFICATE
The following articulates a pathway for a qualifying student within Hampton City Schools to complete the TNCC General Education
Certificate concurrent with high school graduation:
These courses may be taken at an HCS high school. Completing courses in Column A will result in credit awarded at TNCC for
courses in Column B if qualifications are met as noted below.
COLUMN A
HCS #
2319
4370
4470
4570
DE1602
3135
--------3163
………..
3162
………..
3177
COLUMN B
HCS Credits
HCS Course Name
AP US History
AP Biology
AP Chemistry, OR
AP Physics B
1
1
Honors English 12 (DE)
1
Algebra II, or
---------------Elementary Functions, or
……………………………….
Pre-Calculus. or
……………………………….
Calculus
1
……………..
1
…………….
1
TNCC Course #
TNCC Course Name
HIS 121/122
BIO 101/102,
CHM 101/102,
CHM 111/112, OR
PHY 201/202
ENG 111/112
History of World Civilization I & II
General Biology I & II,
General Chemistry I & II,
College Chemistry I & II, OR
General College Physics I & II
English Composition I & II
MTH 158, or
…………………….
MTH 163, or
……………………….
MTH 164, or
--------------------MTH 174
College Algebra, or
………………………………….
Pre-Calculus I, or
………………………………….
Pre-Calculus II, or
------------------Calculus w/ Analytic Geometry I
TNCC Credits
6
8
6
3 or 4
………………
3 or 4
………………
3 or 4
These courses may be taken on campus at TNCC. Completing courses in Column A will result in credit awarded at Hampton
City Schools for courses in Column B if qualifications are met as noted below.
COLUMN A
TNCC
Course #
TNCC Course Name
TNCC
Credits
COLUMN B
HCS
Course #
HCS Course Name
HCS Credits &
Course Weight
BIO 101 OR
CHM 101
General Biology I OR
General Chemistry I
4
DE 4700
DE 4701
Biology A Dual Enrollment
Chemistry A Dual Enrollment
.5 credit/
weight 4
BIO 102 OR
CHM 102
CST 100 OR CST
126
SDV 100
Humanities
Elective
Social Science
Elective
General Biology II OR
General Chemistry II
Principles of Public Speaking OR
Interpersonal Communication
College Success Skills
4
DE 4700
DE 4701
DE 1600
Biology B Dual Enrollment
Chemistry B Dual Enrollment
Public Speaking Dual Enrollment
N/A
N/A
.5 credit/
weight 4
.5 credit/
Pass/Fail
N/A
.5 credit/
Pass/Fail
.5 credit/
Pass/Fail
3
1
3
3
Notes:
(1) Any modifications to the above pathway will be outlined in writing and agreed upon by the college and school division. Any modifications will not prevent
students from obtaining the plan’s intended credential.
(2) In order to participate in the above pathway, a student must meet all dual enrollment admission requirements and college program requirements and complete
VCCS placement tests. In order to enroll in any of the courses noted in the pathway, all course pre-requisites must be met.
(3) AP courses must be passed with a score of 3 or higher on the AP examination in order to be counted towards DE credits.
(4) TNCC courses must be taken at the TNCC campus or through an approved online format.
(5) HCS Credits are based on .5 per semester, and are weighted in accordance with HCS policy as outlined in the Course Offering Handbook.
(6) Program information including purpose, occupational objectives, admission requirements, notes, computer competency requirements, and course requirements
may be found in the College catalog found at www.tncc.edu.
29
Course Descriptions for the 2016-2017 School Year
Advanced Chemical Analysis (4471): (2 weighted high school science credits) This course focuses on the
fundamental principles and laws of chemistry. Extensive laboratory work will serve as the basic tools for
students to explore chemistry topics. The course will provide insights into inorganic and organic chemistry. The students will explore advanced concepts such as kinetics, acid/base chemistry, equilibrium,
thermochemistry, and electrochemistry. The course will emphasize problem solving through chemical
calculations. Advanced Chemical Analysis is a college-level course with a strong focus on laboratory work.
It examines topics typically studied during the first year of college by science majors.
Advanced Biological Analysis (4371): (2 weighted high school science credits) In the fall semester, topics
in the field of cell and molecular biology will be addressed, some of which include the roles of biological
macromolecules, cellular organization and metabolism, and cellular processes such as communication,
reproduction, respiration, and photosynthesis. In addition, mechanisms of inheritance and control of
gene expression will be examined, followed by a study of developments in biotechnology. In the spring
semester, evolution, phylogeny, and the diversity of living things will be discussed, with a special focus
on the anatomy and physiology of plants and animals. The laboratory experience is a major component
of the course, allowing students the opportunity to use technologies applied in research as well as medical and forensic laboratories while designing their own experiments and analyzing and interpreting their
results. The anatomy and physiology of various vertebrate organ systems will be compared while dissecting animals in the laboratory. Advanced Biological Analysis is a college-level course that examines the
topics typically studied during the first year of college by biology majors. Prerequisite Advanced Chemical
Analysis.
Calculus-based Engineering Physics I & II: Mechanics to ElectroMagnetism (4571): (2 weighted high
school science credits) This is a mathematical rigorous course that investigates the principals of classical
mechanics, gravitation, periodic motion, electric and magnetic field theory, AC and DC circuit theory,
geometric optics through in-depth discussion, concept development, and inquiry-based experimental
laboratory activities. The course also develops problem solving skills which emphasize the importance
of inquiry in science and integrates the overarching themes of conservation and symmetry. Laboratory
experiments use apparatuses such as dynamic tracks, ballistic pendulums, and different LabPro sensors to
investigate fundamental physics theories and mathematical concepts. Computer data acquisition software
is utilized to collect, analyze, and graph experimental data. The course encourages hands-on activities,
class participation, and students taking responsibility for their own learning. Students will be provided
many opportunities throughout the course to design and carry out investigations and to analyze and evaluate data. Learning fundamental principles, generalizations, model building and the ability to apply course
material to improve thinking, problem solving, and decision making are essential general goals. Gaining
factual knowledge and developing specific skills, competencies, and points of view needed by professionals
are important general goals. Co-requisite: Enrollment in GSST College Calculus Course.
30
Calculus-based Engineering Physics III and IV: Modern Physics and Applied Physics: Engineering
Design Principles (4580): (2 weighted high school science credits) Learning fundamental knowledge of
engineering and physics disciplines and the requisite skills to perform research, problem-solve, innovate,
and create opportunities in the real world are the overarching goals of this course. Extending the first year
physics material, the course includes investigations in modern physics topics such as relativity, quantum
mechanics, and nuclear physics, including, for example, conceptual understanding and practical applications of the wave function, Schrodinger’s Equation, and radiation and radioactivity. The course includes
also a series of project-based engineering learning experiences to help the student acquire and apply the
skills, tools, and best practices of the engineering profession. Learning tools include, for example, industry
standard engineering and research modeling and simulation software, hands-on design and troubleshooting of solid state electronics and digital systems, and industry standard computer-aided-design software,
and additive manufacturing fabrication systems. In challenging keystone projects, students are tasked to
identify real-world engineering problems or opportunities, to propose and seek client approval for their
unique solutions or innovations, then to design, build, and demonstrate their final products. The keystone
experiences include professional engagement with research and engineering leaders invited from community organizations such as NASA, SNAME, and the Jefferson Labs. Prerequisites: Engineering Physics I &
II, College Calculus.
Scientific Programming I: 4510/3185: (2 weighted high school credits -1 math & 1 science)
This course will provide a thorough study of the key concepts in object-oriented programming (Java /
Python) and design (data abstraction, data encapsulation, composition, inheritance and code re-use and
implementation design techniques), programming constructs (primitives, references, classes, methods and
interfaces), evaluating expressions (numeric, string and Boolean), program analysis (testing, debugging,
run-time exceptions, pre and post conditions, assertions, analysis of algorithms and numerical representation of integers), data structures (strings, lists, one and two dimensional arrays and their accompanying operations – traversals, insertion and deletion), searching (sequential and binary), sorting (selection,
insertion and merge sort) and develop an understanding of the ethical and social issues as it relates to the
study of Computer Science. Topics in mechanics and thermodynamics are covered in physics at non-calculus level. Prerequisite: Algebra II /Trig, Biology.
Scientific Programming II: 4520/3182: (2 weighted high school credits-1 math & 1 science). This course
will provide an exhaustive study of data structures (linked lists, stacks, queues, binary search tress and
graphs) and algorithms (searching, sorting, shortest path, and spanning tree). Students will also gain an
ability to design programming projects which implement concepts in the areas of graphical user interfaces, networking, cryptography, machine learning and modeling and simulation of discrete and continuous
systems. Students will continue to explore the advanced topics of object oriented programming in the Java
programming language. Prerequisite: Algebra II /Trig and Scientific Programming I.
College Modern Pre-calculus (3162): (1 weighted high school math credit) This course is an intensive,
rigorous approach to mathematics designed to prepare students for college calculus. First semester, students will focus on the algebraic and geometric properties of polynomial, rational, exponential, logarithmic, and trigonometric functions, and engage in discussions about how these models are represented in
the real world. Second semester, students will learn the analytic properties of trigonometric functions and
geometric conics, as well as learning the properties of polar coordinates, vectors, matrices, parametrics,
and sequences and series. The course concludes with an introduction to calculus.
31
College Calculus (3177): (1 weighted high school math credit) .This course covers 2 semesters of university-level calculus for scientists and engineers, emphasizing understanding and application. The first
semester covers limits and continuity of functions, techniques and applications of differentiation, and
introduces integration. The second semester covers applications and advanced techniques of integration,
differential equations, sequences and series, and analytical geometry. Upon completion of this course, student will understand both the geometric and rate of change analyses of differential and integral calculus.
Students will apply their understanding of calculus to modeling real-world situations mathematically and
be able to solve those mathematical models. Successful completion of this course will prepare students to
enroll in multivariable calculus / linear algebra.
Statistical Research Methods (3190): (1 weighted high school math credit) This course is a comprehensive conceptual and practical presentation of probability, descriptive/inferential statistics, and the key
ideas underlying statistical and quantitative reasoning. Statistical methods of organizing, summarizing,
and displaying data combined with statistical testing are used to solve problems from a myriad of areas
such as business, engineering, biology, and medicine. Advantages and limitations of statistical methods
are developed. Graphing calculators and Minitab statistical software are extensively utilized. The emphasis
is on the interpretation of the statistical results rather than the mere computation. Topics include random
variables, sampling, distribution families, binomial and Poisson probabilities, conditional probability,
estimations, data analysis, contingency tables, frequentist and Bayesian perspectives, simple and multiple
regression analysis including linear, power, and exponential fit, confidence intervals, hypothesis testing for
means and proportions, Chi-square, ANOVA, and several non-parametric testing, and design of experiments. GSST Program of Studies 2016-20176Y Revised 10.10.2015
Multivariable Calculus/Linear Algebra (3178/3179): (1 weighted high school math credit) In multivariable calculus, students extend their study of calculus from the plane into 3-dimensional space and beyond.
After an initial examination of geometry and algebra of 3-space, students will use differential and integral
calculus to study the nature of curves and surfaces in 3-space, Topics include linear approximations of
curves and surfaces in 3-space, optimization of functions in several variables, and use of integral calculus
to study area, volume, and other applications. The semester concludes with an examination of the calculus
of vector fields. In linear algebra, students use matrix theory to solve systems of linear equations and apply
knowledge of the determinant to describe the nature of those solutions. The algebra and applications of
linear transformations will be studied in both real and general vector spaces. Students will calculate eigenvalues and eigenvectors of linear transformations and use these to diagonalize linear systems. Applications
include best fit functions and solutions of systems of 1st order, linear differential equations. Prerequisite
GSST College Calculus or completion of AP Calculus BC with a score of 5 on the exam, or a score of 4 and
permission of the instructor.
Differential Equations and Math Methods in Physics (02123): (1 weighted high school math credit) The
first semester the emphasis will be on Ordinary Differential Equations (ODE). Partial Differential Equations (PDE) at the end of the first semester and conclude the second semester by looking at modeling the
four fundamental forces and other applied topics. The construction of mathematical models to address
real-world problems has been one of the most important aspects of each of the branches of science. It is
often the case that these mathematical models are formulated in terms of equations involving functions
as well as their derivatives. Such equations are called differential equations. These differential equations
are the language in which the laws of nature can be expressed. Understanding the properties of solutions
of differential equations is fundamental too much of contemporary science and engineering. If only one
independent variable is involved, often time, the equations are called ordinary differential equations. The
course will demonstrate the usefulness of ordinary differential equations for modeling physical and other
32
phenomena. Complementary mathematical approaches for their solution will be presented, including analytical methods, graphical analysis and numerical techniques. This course also covers the classical partial
differential equations of applied mathematics, physics, and engineering: diffusion, Laplace/Poisson, and
wave equations. It also includes methods and tools for solving these PDEs, such as separation of variables,
Fourier, Laplace, Legendre, Bessel series and transforms, eigenvalue problems, and Green’s functions.
Emphasis during the second semester will be placed on building and modeling the fundamental forces of
nature. Prerequisite for Differential Equations is successful completion of Multivariable Calculus/Linear
Algebra and permission of the instructor.
Research Methodology & Ethics (4610): (1 weighted high school science credit). Students will study
contemporary issues in scientific research while conducting independent research projects outside of class.
Students are encouraged to select projects consistent with their strand or career goals. Course topics include research design strategies, data analysis and representation (with and without computer-assistance),
norms of conduct for ethical research behavior, and the historical basis for current research regulations,
among others. All students must conduct a review of the primary literature to support their research
design assumptions, prepare and present a plan of their proposed research for institutional review and
approval, conduct their studies and report their findings via formal technical paper as well as oral presentation. All students present posters in our junior science symposium, judged by professionals in various
fields. All students complete application materials for the Tidewater Science and Engineering Fair, and
participation in this, and other fairs, is highly encouraged. This course will serve as a preparatory course
for the Honor Research and Mentorship Program.
Environmental Science: Research Applications / Mentorship (4271 / 4612): (2 weighted high school
science credits). In the fall semester, students integrate aspects of biology, chemistry, earth science, and
physics in the study of the environment. Exploration of relationships between organisms and their biotic
and abiotic environment at multiple levels of biological system hierarchy serves as the foundation for
this course. Laboratory and fieldwork are integral components of the course. Students undertake field
sampling for water quality and biotic components. While analyzing their own data, students will become
familiar with concepts such as spatial and temporal variation in natural systems, species diversity, and
community similarity indices. Critical thinking, risk analysis, and cost-benefit analysis will be emphasized
as students identify and analyze alternative solutions to complex environmental problems. Current or
on-going environmental issues and/or case histories will be emphasized. Spring semester will emphasize
ecological principals from physiological ecology to ecosystem ecology. Mentorship involves students in
concentrated research or project development in firms and laboratories throughout the Tidewater area.
Students are supervised by mentors who are scientists, engineers, physicians and other professionals. Students plan, implement, document and present research or projects chosen in consultation with their mentors. Students refine their research and presentation techniques, problem-solving, critical thinking and
leadership skills. Students gain proficiency with Minitab statistical software for presentation and analysis
of data. This course provides students with an opportunity to integrate theory, knowledge and application
through a research experience.
33
34
1 HS/7 TNCC credits for MV-LA
1 HS/3 TNCC credits for Statistics
1 HS credit for Differential Equations
2 HS credits for Env Sci / HR&M
4 TNCC credits for Env Sci
2 TNCC credits for HR&M
2 HS / 2 TNCC credits *pending approval
2 HS/8 TNCC credits
Environmental Science /
Honors Research & Methodology
1 HS /3 TNCC credits* pending approval
2 HS/8 TNCC credits
Advanced Biological Analysis
Research Methodology & Ethics
Advanced Chemical Analysis
1 HS/8 TNCC credits for Calculus
Calculus / Multivariable-Linear Algebra / Statistics / Differential Equations
1 HS/6 TNCC credits for Pre-Calculus
2 HS/11TNCC credits
2 HS credits
Inquiry Physics & Scientific Programming
II - Digital Devices
Inquiry Physics & Scientific Programming I
Calculus / Multivariable-Linear Algebra / Statistics / Differential Equations
1 HS/6 TNCC credits for Pre-Calculus
Modern Pre-Calculus / Calculus /
Multivariable-Linear Algebra
*Biological Science - It is recommended that students take high school Physics at their home school division.
12th grade year
11th grade year
Scientific Programming Strand (Prerequisites - 2 of the following sciences: Biology, Chemistry and/or Physics, with a math minimum of Algebra II/Trig ).
12th grade year
11th grade year
Modern Pre-Calculus / Calculus /
Multivariable-Linear Algebra
Multivariable-Linear Algebra /
Statistics / Differential Equations
1 HS/8 TNCC credits
2 HS/8TNCC credits
Calculus / MultivariableLinear Algebra (MV-LA)
Calculus-based Engineering Physics III &
IV: Engineering Design
Calculus-based Engineering Physics I & II
*Biological Science Strand (Prerequisites - Biology and Chemistry, with a math minimum of Algebra II/Trig).
12th grade year
11th grade year
Engineering Strand (Prerequisites - 2 of the following sciences: Biology, Chemistry and/or Physics, with a math minimum of Pre-Calculus.
(College Credit Subject to Review)
Program Model for GSST, 2016-2017 SY
Total
9 HS/28-33 college credits
Total
Total
4 HS/16 college credits
Revised 11/03/15
International Baccalaureate Program:
Hampton High School: An International Baccalaureate World School
Students in Grades 9 and 10 will participate in Hampton City School’s Pre-IB Program. This program
helps prepares students for entrance into the IB Diploma Program in the 11th grade. Students in the IB Diploma
Program (Grades 11 and 12) are mandated to take at least six (7) IB Diploma Program courses. At least 3, but
not more than 4, of these courses will be taken at the Higher Level (HL), with the rest taken at the Standard
Level (SL). All IB Diploma Program students will be expected to complete the requirements for the Advanced
Studies Diploma in addition to their IB Diploma Program coursework. In addition, all IB Diploma Program
students must complete an Extended Essay, participate in CAS (Creativity, Action, and Service) hours, and
complete the IB Theory of Knowledge requirements.
Students who apply for entrance into the IB Program at Hampton School for their ninth grade year
should have completed at least Algebra I. It is preferred that students complete Spanish I or French I as well.
Students must also have a minimum GPA of 3.0 in their middle school coursework.
Applications for the Pre-Diploma and International Baccalaureate Program at Hampton High School
are available at the IB website (http://www.hampton.k12.va.us/departments/ib/ib.html#.VABo4Ma6wuE) , in
middle school guidance offices, and at Hampton High School. Please feel free to contact the district coordinator
at 757-896-5745 with any questions.
Groups
Grade 9
Grade 10
Grade 11 (DP Year 1)
Grade 12 (DP Year 2)
Group 1:
Language A
Group 2:
Language B
HCS Pre-IB English 9 è
HCS Pre-IB English 10è
IB English 11è
IB English 12
HCS Pre-IB French IIè
HCS Pre-IB French III è
IB French IV SL/HLè
IB French V SL/HL
HCS Pre-IB French IIIè
HCS Pre-IB IB French IV
SL/HLè
IB French V SL/HLè
IB French VI SL/HL
HCS Pre-IB Spanish IIè
HCS Pre-IB Spanish IIIè
IB Spanish IV SL/HLè
IB Spanish V SL/HL
HCS Pre-IB Spanish IIIè
HCS Pre-IB IB Spanish IV
SL/HLè
IB Spanish V SL/HLè
IB Spanish VI SL/HL
OR
IB German SL I è
(Available if students request a
new language for the DP)
IB World History Topics HL è
OR
IB German SL II
(Available if students request a
new language for the DP)
IB History of the Americas HL
Group 3:
Individuals and Societies
AP World Historyè
HCS Pre-IB /AP Government è
IB Psychology Iè
IB Information Technology in a
Global Society Iè
Group 4:
Experimental Sciences
(Students must choose at least
one science in the IB Diploma
Program)
Group 5:
Mathematics
HCS Pre-IB Biology è
HCS Pre-IB Chemistry è
HCS Pre-IB Geometry è
HCS Pre-IB Algebra II/Trig. è
HCS Pre-IB Algebra II/Trig. è
HCS Pre-IB Pre-Calculusè
Elementary Funct.è
HCS Pre-IB Pre-Calculus è
HCS Pre-IB Pre-Calculus è
Health & PE Iè
AP AB Calculus è
Health & PE II
Additional Courses and IB
Requirements
HCS Pre-IB Inquiry
(Recommended)
Economics and Personal
Finance (VDOE Requirement)
Elective Option
Student Choice
Student Choice
Group 6:
Arts/Elective
35
IB Psychology II
IB Biology HL Iè
OR
IB Biology SL Iè
IB Information Technology in a
Global Society II
IB Biology HL II
OR
IB Biology SL II
IB Chemistry HL 1è
IB Chemistry HL II
IB Physics SL Iè
IB Physics SL II
IB Environ. Systems &
Societies SL Iè
IB Math Studies SL
or IB Math SL Iè
IB Environ. Systems &
Societies SL II
Math Elective Option
or IB Math SL II
IB Math SL I or IB Math HL Iè
IB Math SL II or IB Math HL
IIè
IB Math SL I or IB Math HL Iè
IB Math HL 1è
IB Art SL or HL Iè
OR
2nd subject from Groups 2-5
Integrated United States History
(Fulfills IB TOK and VA/US
History SOL Requirement)
Student Choice
IB Math SL II or IB Math HL
IIè
IB Math HL II
IB Art SL or HL II
OR
2nd subject from Groups 1-5
IB Theory of Knowledge (IB
Diploma Program Requirement)
Student Choice
NOTES
36
Content collected by:
Penny Petersen
Revised February 2016
Visit us on the web:
www.hampton.k12.va.us
HAMPTON CITY SCHOOLS
Hampton City Schools does not discriminate on the basis of race, color, national origin, sex, disability, age or other protected classes in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated
to handle inquiries regarding the non-discrimination policies: Robbin G. Ruth, Executive Director of Human Resources • One Franklin Street,
Hampton, VA 23669 • 757 727-2000

Middle School Program 2016-2017

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