Amphitheater High School 2015

Transcription

Amphitheater
High School
2015 - 2016
Course Catalog
AMPHITHEATER PUBLIC SCHOOL
701 West Wetmore Road
Tucson, AZ 85705
696-5000
GOVERNING BOARD
Deanna Day, M.Ed. - President
Jo Grant - Vice President
Kent Paul Barrabee, Ph.D.
Julie Cozad, M.Ed.
Scott Leska
ADMINISTRATION
Patrick Nelson., Superintendent
Todd A. Jaeger, J.D., Associate to the Superintendent
Monica Nelson, Associate Superintendent
Scott Little - Chief Financial Officer
AMPHITHEATER HIGH SCHOOL
ADMINISTRATION
Jon Lansa, Principal
Laurie Sheber, Assistant Principal
Armando Soto, Assistant Principal
Julie Valenzuela, Instructional Support Asst.
POLICY NOTIFICATION STATEMENT
It is the policy of Amphitheater Public Schools not to discriminate on the basis of race, color,
religion, gender, age, national origin, disability, marital status, political affiliation, or veteran status
in its education program, activities or employment policies as required by federal and state laws.
The district abides by federal and state laws regarding people with disabilities. If you have a special
need, reasonable accommodations will be made in accordance with the Americans with Disabilities
Act of 1990. Inquiries regarding compliance with any of the above may be directed to the district’s
Equal Opportunity Specialist, 701 West Wetmore Road, Tucson, AZ 85705, (520) 696-6164; or to
the Director of the Office of Civil Rights, U.S. Department of Education, Federal Building, 1244
Speer Blvd., Suite 310, Denver, CO 80204-3582.
Table of Contents
Graduation Requirements…………………………………………...
2
AIMS / AzMERIT Testing
Academics…………………………………………………...
Education and Career Plan (ECAP)
Credit Transfer
Course Credit / Middle School Grades
Alternative Education Opportunities
Dual Enrollment Classes
College Competency Requirements
Scholar Programs ………………………….………………………..
Grading
Scholars’ Program
Academic Letter
Seal of Excellence
Arizona Academic Scholars
Advanced Placement (AP)
AP Self-Assessment
Scheduling Information……………………………………………...
4
5
8
Course Load
Pre-registration
Registration
Late Registration
Fees for Some Electives
Schedule Changes
Dropping & Adding Classes
Level Changes
Problem-Solving Process
Additional Programs and Services………………………………….
10
Career and Technical Education / JTED Program
Special Education / Student Support
Reach
English Language Development-ELD
Chronic Health
Homebound
Amphi District Activities
NCAA Eligibility
College and Career Readiness
Departmental Information & Course Descriptions
Career and Technical Education…………………………………
English Language Development ………………………………...
Fine Arts………………………………………….………………
Language Arts………..…………………………………………..
Mathematics………………………………………….…………..
Modern Languages……………………………………………….
Physical Education ……………………………………………….
Science………………………………………..…………………..
Social Studies………………………………………….………….
Special Education………………….…………………….……….
Specialized Courses…………………………..…………………..
Specialized Programs………………………….…………...……..
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26
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36
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50
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Graduation Requirements
Students must earn the total number of credits noted below and pass all three parts of the AIMS test (2016) or
AzMERIT (2017 and beyond). Below are specific requirements; the balance of credits are to be selected from
elective courses for a minimum total of 22 credits.
Students are encouraged to take 6 classes each year to be best prepared for college and career options.
Courses
Credit Requirement
English
4.0 credits
Mathematics
4.0 credits
Sequence begins:
 Algebra I
 Geometry
1.0 credit
1.0 credit
Science
3.0 credits
Social Studies
3.0 credits
Required:
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
World History
US/AZ History
American Gov
Economics
1.0 credit
1.0 credit
0.5 credit
0.5 credit
*Physical Education
** Career and Technical Education
or
Fine Arts
1.5 credits
1.0 credits
1.0 credit
1.0 credit
Elective Courses
5.5 credits
TOTAL CREDITS
22.0 credits
AIMS [Reading, Writing and Math]
AzMERIT
Class of 2016
Class of 2017 and beyond
*
Two (2) semesters of Marching Band or JROTC constitutes 0.5 credit physical education. At least
one (1) semester of PE must be taken, with the remaining done through Marching Band or JROTC.
** To fulfill this requirement, 1.0 credit must be earned in either CTE or Fine Arts.
Arizona Instrument to Measure Standards (AIMS)
The Arizona Instrument to Measure Standards (AIMS) is designed to measure proficiency and Arizona State
Standards in Reading, Writing, and Mathematics. The AIMS Test is offered in the fall and spring for seniors who
have failed one or more sections. Each section of the AIMS Test—Reading, Writing and Mathematics—is scored
separately in reference to Arizona State Standards with one of the following scores: 1) Falls Far Below; 2)
Approaching; 3) Meets; and 4) Exceeds. In order to pass each of the three tests, a student must score in the
Meets or Exceeds category for each test.
Pending statutory changes currently under consideration, the AIMS HS Graduation Requirement and the
alternative methods for meeting that requirement will remain in place through December 31, 2016. Spring 2014
was the last and final AIMS test administration to sophomores. AIMS retesting opportunities will be available for
seniors through Fall 2016.
Transitioning to Arizona’s Measurement of Education Readiness to Inform Teaching (AzMERIT)
Beginning in Spring 2015, students will take a new state exam, Arizona’s Measurement of Education Readiness
to Inform Teaching (AzMERIT). Beginning in 2016, if available, exam scores will be incorporated as a percentage
of course grades for courses with standards being assessed. The specific exam, courses, and percentages have
yet to be determined by the State Board of Education. Beginning in 2017, it is likely that the graduation
requirements will be based entirely on completion of the minimum course of study and competency
requirements, which will incorporate exam results.
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Education & Career Action Plan (ECAP)
Transcripts for transfer coursework must be
received by the campus registrar by May 1st of
Senior year. The student may not be allowed
to participate in commencement if transcript is
not received by May 1st.
“Effective for the graduation class of 2013,
schools shall complete for every student in
grades 9-12 an Arizona Education and Career
Action Plan.” (R7-2-302.05) “An ECAP reflects a
student’s current plan of coursework, career
aspirations,
and
extended
learning
opportunities in order to develop the student’s
individual academic and career goals. Ideally,
the initial plan will be developed in middle
school and updated on a yearly basis
throughout high school and the postsecondary
years.” (Arizona Department of Education)
Course Credit / Middle School
Grades
Students who take Algebra, Geometry, Algebra
II and/or Spanish I and/or Spanish II in the 7th
or 8th grade for high school credit will have the
grade posted on the high school transcript. The
grade will impact the high school grade point
average (GPA) and rank in class. In order for
any course from the above list to be used for
transferable high school credit it MUST have
been taught by a secondary certificated and
highly qualified teacher. When the above
criteria is not met for transferable credit,
students may earn credit for these courses by
taking and passing, with a score of 80% or
higher, a comprehensive course final exam
(see an administrator for more details).
The Amphitheater School District supports the
use of AZCIS ( www.azcis.intocareers.org ) to
help students build their ECAP’s. The student
account may be created at anytime with access
to it at anytime via the internet. Please refer to
the counseling web page for more information.
Credit Transfer
There are many wonderful opportunities
available to you as a student outside of the
district: summer programs, other school
programs, other course work, etc. Often, the
credits from these programs will not transfer to
your high school. If you are considering taking a
class for high school credit outside of the
district and you hope to use that credit towards
your high school graduation, it is imperative
that you check with your counselor prior to
signing up for the class.
Summer School
Summer school classes may be taken to
recover credit for a failed class or to make
room in a schedule for additional classes. The
student’s counselor must be consulted prior to
summer school enrollment in order to ensure
proper placement.
Amphi Academy Online
Amphi Academy is Amphitheater District’s
online program. Admittance to this program is
by counselor referral only. Please see your
counselor for information.
Amphitheater School District will accept:
 credit granted from previously attended
regionally accredited high school(s)
regionally
accredited institutions upon counselor
approval
 credit from a district approved alternative
or accredited online program upon
counselor approval
 summer school credit from
Mesa Distance Learning Program
Mesa Distance Learning is an online program
allowing students to earn credit toward
graduation requirements. Classes may be
taken during or outside of the school day.
Admittance to this program is by counselor
referral only.
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Academics
Dual Enrollment Classes
Arizona Board of Regents
Competency Requirements
Students may take approved classes through
Dual Enrollment allowing credit to be earned
on the high school transcript. Students must
consult with their counselor before choosing a
Dual Enrollment class that will complete a
required class for high school graduation.
Writing 100 at Pima Community College does
not meet the English 12 requirement.
English
4.0 credits
Mathematics
4.0 credits
(Algebra I, Geometry, Algebra II and advanced math for which Algebra II is a prerequisite)
Laboratory Science
3.0 credits
(Arizona Board of Regents approved courses)
Seniors who enroll in a Pima Community
College class during the semester they plan to
graduate and need the class to complete
graduation requirements MUST complete an
“Early Grade Report Form” available in the
Counseling Department. It is the student’s
responsibility to deliver the completed form in
an unopened envelope to the high school
Registrar by May 1st.
Social Studies
2.0 credits
(including American History)
Modern Language
2.0 credits
(two credits of the same language)
Fine Arts
1.0 credit
For a complete list of requirements by
university, click on the Arizona Board of
Regents:
At the end of each course, the student must
request an official transcript be sent to the
high school Registrar. The request for the
transcript should be made at the PCC campus
Admissions Office. A diploma will not be issued
until an official transcript is received and the
grade is posted on the high school transcript.
http://www.azregents.edu/public/default.aspx
Private and Out of State
Students interested in attending private and
out-of-state colleges should consult college
websites for information regarding application
deadlines and admission requirements. This
process begins early in the high school career
and is supported by the Education Career
Action Plan (ECAP) activities on AzCIS.
Four–Year University Admission
In State
Students planning to attend a university are
encouraged to consult the college admissions
counselor concerning admission requirements,
merit-based scholarships, honors college
admission and financial aid.
www.azcis.intocareers.org
The college preparatory requirements for
Arizona universities include the following
courses and credits for high school graduates
and are subject to change:
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Scholar Programs
Scholars’ Program
Scholar programs have rigorous academic demands such as extensive reading, analytical
writing, long-term projects, and/or challenging
lab experiences as well as high expectations.
The courses are designed for the selfmotivated student who is an independent
learner and requires little teacher direction or
repetition to master difficult material.
Students who meet the Scholars’ Program requirements will receive special recognition during Senior Honors Night as well as designation
on their diploma.
Requirements:


Scholars’ Programs are designed to prepare
students to successfully compete for selective
college entrance and college honors programs,
as well as potentially earn college credit. It is
not the intent of Scholars’ Program teachers to
award students with A’s or B’s. Students are
expected to meet the rigorous demands of the
courses and earn their grades. Student schedules will not be changed simply because their
grades are lower than desired (see Level
Changes). Additionally, students should understand that following the drop/add period, enrollment in a Scholars’ Program course is a
year-long commitment.

Please see your counselor or REACH teacher
for additional information regarding this program.
Academic Letter
Grading
An Academic Letter is available to Juniors and
Seniors who meet GPA requirements while taking Scholars’ classes. Applications are available at the beginning of each semester.
Weighted vs. Unweighted grade values:
The unweighted grade scale is:
A=4
B=3
C=2
Requirements:
D=1
F=0


D=2
F=0

The weighted grade scale is:
A=5
B=4
Overall weighted GPA of 3.5 or higher
Successful completion of 12 or more
Scholars’ Program classes during high
school career
Scholars’ Program includes all classes designated as receiving a weighted grade as
well as any math class accelerated at least
one grade level. The typical grade level in
math begins with Algebra I in the freshman
year.
C=3
Each student’s cumulative weighted grade
point average (GPA) will be used to determine
the student’s official class ranking.

Some courses are designed to be more challenging. As a result, these courses receive
weighted grades. Weighted courses are noted
in the course description section of this catalog.
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Overall weighted GPA of 3.5 or higher
Weighted GPA of 3.5 or higher for the semester in which the letter is awarded
Two or more “Scholars’ Classes” taken in
the semester for which the letter is awarded
Scholars’ classes are: Any class with the
word “Advanced” in the course name, any
class with a weighted grade, any dualenrollment class taken on school campus,
and any math class accelerated at least
one grade level. The typical grade level begins with Algebra I in the freshman year.
Scholar Programs
Seal of Excellence
Advanced Placement (AP)
In recognition of outstanding achievement,
each department has established criteria for
Seals of Excellence, which are awarded in the
senior year and affixed to a student diploma.
Criteria is different for each department.
Specific details are available on the Counseling
website. Students should be aware that criteria
for a Seal of Excellence applies to courses and
grades earned from grade 9 through grade 12.
It is recommended that students check the
application process in the freshman year so
that all requirements may be met by the end of
their senior year.
Advanced Placement courses follow a
nationally recognized curriculum. This
curriculum is designed to be college level. The
amount of material covered within a year
typically forces much of the classroom
instruction to be lecture style.
In May, a comprehensive test is offered in
each subject where students, if they score well,
may earn college credit. College credit is
determined by each college or university and
varies in the type and amount of credit.
Students should check colleges and
universities of their choice for information as to
whether credit is given and if so, on the
amount of credit available. Recent research
indicates that students with high PSAT, ACT
and SAT scores will do well on the Advanced
Placement exams. The research indicates that
these higher scores are better predictors of AP
exam success than a student’s GPA.
Arizona Academic Scholars
An initiative of the Arizona Business and
Education Coalition (ABEC), Arizona Academic
Scholars is a community-based incentive
program for Arizona high school students to
motivate them to complete an academicallyenriched high school course of study. The
course of study gives students the foundation
they need to succeed in a technical school,
community college, university, the military, or
industry.
Students sign-up and pay for AP exams at the
bookstore in the spring. Fee waivers are
available for students who qualify. Please see
a counselor or administrator for assistance.
Before enrolling in any rigorous coursework,
students should complete the AP SelfAssessment on the following page and discuss
the results with their parent/guardian, teacher
and counselor. While the assessment is
geared specifically toward AP, the guidelines
are applicable to all Scholars’ curriculum.
Students must earn a “C” or better in the
required courses AND meet all other district
graduation requirements to successfully
complete the Arizona Academic Scholars
program.
Requirements:
Arizona Academic Scholar
Required Courses and Credits
English
4.0 credits
Mathematics
(Algebra I, Geometry, Algebra II and
advanced math for which Algebra II
is a prerequisite)
4.0 credits
Laboratory Science
3.0 credits
Social Studies
3.0 credits
Modern Language
(two credits of the same language)
2.0 credits
Fine Arts or CTE
2.0 credits
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Scholar Programs
AP Self-Assessment
Advanced Placement classes offer tremendous rewards including the opportunity to earn college credit
while in high school. Take a few minutes to honestly
complete the following survey. Your honest answers
will help determine if AP classes are right for you.
Read each question. If your answer to the question is
YES, place a check in the box next to the question. If
your honest answer is NO, leave the box blank.

Are learning and excelling in school top priorities for
you?

Have you taken a class that requires at least thirty
minutes of homework per night?

Do you generally understand a new topic the first
time?

When you don’t understand a new topic the first
time, have you asked your teacher for assistance?

Have you asked your teacher for additional explanation or tutoring during your own time such as before
school or during a conference period?

Do you have one or two friends with whom you meet
to study and discuss class topics?

Do you meet with your friends to study and discuss
class topics outside of class such as in the evenings, weekends or conference periods?

Do you enjoy the subject you are planning on studying?

Do you enjoy the subject enough that you are willing
to sacrifice other immediate academic, athletic, or
job opportunities to learn more about the subject?

Have you done well in a class that offers little or no
extra credit?

Have you taken a class that stresses your ability to
think about the subject and make your own conclusions rather than simply memorizing and repeating
what the teacher says about the subject?

Have you done well in a class that emphasizes your
ability to think about the subject?


Are you a good reader?

When you haven’t done as well as you would have
liked on a test or assignment, have you immediately
met with the teacher to find out how you can do
better next time?
Have you asked questions about class subjects because you are genuinely interested in the answers?
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
Have you willingly re-done tests or assignments to
demonstrate that you’ve learned from your mistakes?
Each of the survey questions reflects a particular
reality of AP classes.
1. If you answered YES to most or all of the questions, you will likely experience success in the
course you are considering. You may want to
consider taking several AP courses.
2. If you answered YES to some of the questions,
you may still experience success in the course or
courses you are considering. Just be aware that
the course may be a bigger challenge than what
you have previously experienced. The survey contains clues to how you can still successfully meet
the challenge. Be prepared to commit extra
nightly study time, practice good study skills, see
your teacher outside of class time for assistance,
ask questions, and participate in a study group.
3. If you answered YES to only a few, or none of the
questions, you may want to consider if AP is right
for you at this time. These courses are challenging and rigorous. If you decide to still take on the
challenge, use the clues to success contained in
the survey to help you meet the challenge. Be
prepared to commit extra nightly study time,
practice good study skills, see your teacher outside of class time for assistance, ask questions,
and participate in a study group.
If you are planning on attending college, the challenge of an AP course will help prepare you for the
challenges of college while also providing an opportunity to earn college credit.
Additional information on Advanced Placement:
http://apcentral.collegeboard.com/
Scheduling Information
Course Load
Registration
Students must carry six (6) classes in their
schedule each semester during their freshmen,
sophomore, and junior years. Seven (7) is the
maximum number of classes a student is
allowed to carry.
In late July/early August, students complete the
registration process commonly known as “Walkthrough Registration.” At this time students will
receive a schedule of classes, a student ID,
textbooks, and pay applicable fees.
Seniors who have earned eighteen (18) credits
and are on track for graduation must take a
minimum of four (4) classes.
Late Registration
Senior students with less than a full schedule
may not have an open period within their class
schedule and will not be allowed to remain on
campus during unscheduled class time.
Pre-Registration
Pre-registration for the next school year is held in
the spring and students have a variety of choices
in selecting their courses. Enrollment numbers
are used to create the master schedule.
Selecting courses during pre-registration should
be done with reference to the student’s
Education and Career Action Plan (ECAP).
Students are encouraged to seek teacher
recommendations for proper level placement, as
well as read the course descriptions and
prerequisites described in this catalog to make
informed decisions about the classes they are
requesting.
Parents and students need to
understand, however, that there are some
limitations:

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
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Some classes may not be offered as a
result of insufficient enrollment.
Some classes may be cancelled due to
programmatic needs.
Class schedules are typically determined by
seniority of grade, e.g. seniors scheduled
first, then juniors etc. As a result, freshmen
may not receive their first elective choice.
Some classes offer limited enrollment due
to the facility, e.g. use of the weight room.
At times schedule conflicts are unavoidable
when classes are offered only once or twice
in the school day.
Due to the limitations listed above, use of
alternate course requests may be used for
scheduling.
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Students who enroll after the first ten (10) school
days of the semester may not receive semester
credit for classes without transfer grades from
another school.
Fees for Some Electives
Many elective classes require a FEE that is
approved by the Governing Board. Fee waivers
may be available to eligible students with
administrative approval.
Schedule Changes
Parents and students should be aware there are
limited opportunities for making changes to a
student’s schedule, and, at times, this eliminates
the opportunity for changes.
Please note: Administration reserves the right to
change student schedules at any time (e.g.,
leveling class size, etc.) without parent
permission.
Consideration for schedule changes:
Acceptable requests include:


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administrator or teacher recommendation
student received credit for the class
student failed a class required for graduation
student did not complete prerequisite class(es)
Unacceptable requests include:

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
student prefers a different lunch
student prefers a different teacher
student prefers a class with a friend
student prefers classes in a different order
Scheduling Information
Dropping & Adding Classes
Problem-Solving Process
Students who wish to change their schedule
must do so during times determined by the
Counseling Department. The times are as follows:



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It is expected that students and parents will
work with the teacher when encountering
difficulties. Requesting a schedule change
should not be the first option. Schedule
changes after the first ten days of the semester will only be considered by administration
if it has been documented that:
Schedules may be changed upon availability during the first ten days of the school
year. However, priority will be given to students with incomplete schedules and new
student registration on the first and second
days of the school year.
Second semester course changes are encouraged to be made prior to Winter Break.
The first five days of second semester,
class changes may be made based upon
failing grades received from first semester.
Students who drop a class after the first
ten days of the semester will receive a
grade of “F” for the semester. The “F” will
not be reflected on the student’s progress
report but will post on the student’s transcript.
Academic schedule changes, including level
changes, require parent permission and teacher input. When registering for year-long classes, students are strongly reminded of the year
-long commitment they are making to those
classes.

The student is making a sincere effort to
do the work in the class.

The student is regularly making contact
with the teacher in the classroom and
during tutorial periods to ask questions.

The student and parents have worked
with the teacher to understand the scope
and nature of the problems causing difficulties.

The student and parents have consulted
with the counselor, so the counselor can
offer general support and can talk to the
teacher with the student.
If it is agreed upon that there has been consistent effort by and communication between
the student, parents, teacher, and counselor,
and yet no improvement in the situation is
evident, then an administrator may deem
that a schedule change is warranted.
A student must continue to attend their scheduled classes until their new schedule has been
processed by the counselor and bookstore.
NOTE: Student schedules will not be changed
simply because the student’s grade is lower
than desired.
Level Changes
It is imperative that students and parents
choose classes carefully. If students are experiencing difficulty with placement in the rigorous
curriculum of a particular class, students and
parents will work with the teacher toward improvement.
Following the first ten days of the school year,
only teacher-initiated level changes may be
allowed, provided the Problem-Solving Process
has been followed.
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Additional Programs and Services
REACH Services
Career and Technical Education /
JTED Program

The JTED Program provides students with
expanded course opportunities for career
readiness following high school graduation.
JTED courses are offered during the school day
on each campus as well as afternoon and
evening hours at other locations throughout
Pima County. Upon successful program
completion, students may receive high school
credit, certification in their field, and/or college
credit depending on program specifications. A
JTED program listing may be found in the
Career and Technical Education course
description section of this catalog.
Please see the JTED counselor in the
Counseling Office for additional information.
Special Education/Student Support
Federal and state laws mandate that school
districts provide programs for students with
identified handicaps. Students may be eligible
for special education or 504 services.
A comprehensive evaluation by the school
psychologist and support staff team members
determines eligibility for placement in special
education or 504 programs. The appropriate
plan is developed by a team consisting of
educational professionals, the student and the
parents.
If you feel your child qualifies for support
services, please contact the Special Education
Department Facilitator or the School
Psychologist.
REACH Program for Gifted Students
Eligibility: Students who score in the 97th
percentile or above on any state approved test
of cognitive abilities qualify for services.
10

Intern 101 and 102 (Grades 11-12)
Student/Parent/Staff support
Qualifying for the REACH Program

Students who have qualified for the
REACH program in previous grade levels
do not need to re-qualify.

Students who have previously
participated in gifted programs outside of
Amphitheater may qualify based upon
previous assessments. Please contact
the REACH teacher.

Testing: Please contact the REACH office
to pick-up a testing permission form or
print
the
form
online
at
www.amphi.com/departments/reach/
permission.html
English Language Development—
ELD
The English Language Development Program is
a developmental program which assists
students in the acquisition of the English
language.
The program’s goals are to support the limited
English proficient students as they become
independent learners and to promote the
awareness and acceptance of diversity.
Students focus on verbal, reading and writing
skills in ELD classes as well as through
accommodations made by classroom teachers
for ELD students enrolled in regular classes.
The ELD program is designed to meet
students’ academic, cognitive, and affective
needs as they move toward full participation in
mainstream classrooms with eventual exiting
of the ELD program. Placement is determined
by evaluation on the Arizona English Language
Learner Assessment (AZELLA). Students are
monitored for progress and advancement
throughout the year.
Additional Programs and Services
Chronic Health
The Chronic Health program is for students
with a chronic health condition—as certified by
a physician— who are unable to attend classes
regularly (per attendance policy) due to an
illness or accident. Forms to be filled out by
the physician must be obtained through the
Health Office.
These A.I.A. and District requirements should
be used to guide parents and students in
selecting courses.
Additionally, the Governing Board requires
students to maintain good attendance and
deportment. Students with excessive absences
or disciplinary infractions, both defined by the
school and/or district, may be ineligible.
For further assistance, visit the Athletic
Director’s Office.
Homebound
Students with a serious health condition
preventing them from attending school on a
regular basis may continue their education
through Homebound services.
A doctor’s
statement is required verifying a student will
not be able to attend school for at least 60
consecutive days.
A Homebound instructor will see the student in
his/her home to provide instruction. Not all
courses offered can be offered within
Homebound schooling. For additional
information contact the Health Office.
Amphitheater District Activities—
Eligibility Requirements
The Amphitheater Governing Board has
changed the eligibility requirements for
students that participate in Arizona
Interscholastic Activities (A.I.A.).
The new
requirements include:
1. Seniors must be enrolled in a minimum of
four classes.
2. Freshmen, Sophomores, and Juniors must
be enrolled in a minimum of five (5)
classes. [Note: District requirement is six (6) classes]
3. Students must not receive a failing grade
at specified grade checks.
4. Students must have a “C” average at
specified grade checks.
11
NCAA Freshman—Eligibility Standards
Students interested in competing in athletics
at the college level should be knowledgeable
about the National Collegiate Athletic Association (NCAA) eligibility standards and cleared for
eligibility in the spring of the junior year. For
further assistance, please visit the Athletic Office.
Please verify that core courses taken are listed
on the NCAA Eligibility Center’s website at
h tt ps :/ / we b1 .nca a .o r g/ h s po r ta l/ e xe c /
homeAction.
Note: Non-traditional instructional programs
(i.e. online classes) may not qualify for NCAA
eligibility.
Grade-Point Average
Core Courses
The following table shows the core courses
students must take to be eligible to compete at
a Division I or a Division II college:

Only core courses are used in the calculation of the grade-point average.

To be eligible to compete at the Division I
level, a student must fulfill certain GPA and
test score requirements. As a student’s
GPA raises, the SAT/ACT score needed to
qualify lowers.

To be eligible to compete at the Division II
level, a student must have at least a GPA
of 2.0.
DIVISION I
16 Core-Course Rule
16 Core Courses:
4
3
2
1
2
4
years of English
years of mathematics (Algebra I or
higher)
years of natural/physical science (1
year of lab if offered by high school).
year of additional English, mathematics of natural/physical science
years of social science
years of additional courses (from any
area above, foreign language or nondoctrinal religion/philosophy)
Test Scores

Division I test score requirements differ
depending on the student’s core course
GPA.

The minimum SAT score requirement to
qualify for a Division II college is an SAT
combined score of 820 or an ACT sum
score of 68.

The SAT score used for NCAA eligibility includes only the critical reading and math
sections. The ACT score is a sum of the
four sections on the ACT: English, mathematics, reading and science.

All SAT and ACT scores must be reported
directly to the NCAA Eligibility Center by the
testing agency. Please use the Eligibility
Center code of 9999 to make sure the
score is reported to the Eligibility Center.
Test scores that appear on transcripts will
not be used.
DIVISION II
16 Core-Course Rule—2013 and after
16 Core Courses:
3
2
2
3
2
4
years of English
years of mathematics (Algebra I or
higher)
years of natural/physical science (1
year of lab if offered by high
school)
years of additional English, mathematics or natural/physical science
years of social science
years of additional courses (from
any area above, foreign language or
nondoctrinal religion/philosophy)
NCAA Website
For more information regarding athletic eligibility, please go to www.eligibilitycenter.org.
12
College and Career Readiness
Make High School Count
Freshman year is the time to start thinking about
your future. Use the following list as a guideline
to what you should be accomplishing during
grades 9-12.
College









Work hard to achieve good grades
Participate in extracurricular activities
Take advantage of leadership opportunities
Make a list of the schools that interest you
Gather information from each school
Take the SAT/ACT if applying to a four
year university
Apply early for admission and housing
Apply early for financial assistance
Make your decision






The average adult changes careers 7
times in his or her life.
Choosing a career path, not a specific job
title, is better and allows for more flexibility.
All jobs will require some degree of compromise.
Degrees do not ensure success; however
they improve your chances.
Career planning is a lifelong process.
Employment in the 21st Century
The following contains information regarding
the employment outlook in the United States.
Visit with friends and relatives who have
served in various branches of the military
Meet with the recruiters in the counseling
office
Evaluate any physical limitations that may
prevent you from serving
Take the ASVAB test
Explore your interests and abilities
Create a resume
Visit with adults who are working in careers
that may be of interest to you
Become familiar with major employers in the
area
Myths and Realities about Careers
Hardest Jobs to Fill in the United States:










Skilled Trades Workers
Restaurant and Hotel Staff
Sales Representatives
Teachers
Drivers
Accounting and Finance
Laborers
IT Technicians
Engineers
Nurses
Source: Manpower Talent Shortage Survey 2014
There will be upward of 47,000,000 new jobs
from 2008-2018:
Making a career decision is a difficult process.
The following are myths and realities about
career decision making.


Myths:




Employment



There is a perfect career.
If I get a degree, I will get a job.
Career planning is only for the young.
Realities:

Armed Forces




1 in 3 will require a Bachelors Degree or
higher.
1 in 3 will require an Associates Degree or
Post-Secondary Certificate.
Source: Center on Education and the Workforce
forecast of educational demand to 2018.
I need to have one career my entire life.
I need to decide on my career now.
13
Career & Technical Courses
The CTE Department offers students the opportunity to explore, develop and apply the skills and knowledge
learned in three different school-based learning and work-based learning areas. Course work and school-towork opportunities, including internships, job shadowing and on-the-job training will be provided in
Agriculture, Computer Applications and Design, Sports Medicine, Technical Theater, TV & Video
Productions and Photography.
TV & VIDEO PRODUCTIONS (3 Year Program)
Grades 9-12
 Create movies, advertisements and incredible special effects using professional software.
 Watch and discuss film, television and advertising as art and entertainment, and their place in society.
 Star or work behind the scenes on Amplified News, the school’s weekly announcements show
CAREER FOCUS:
Prepared for college-level multimedia and broadcasting programs, immediate employment in jobs such as
professional event videography and internships.
Courses must be taken in a sequence
Digital Media (Year 1)
TV Video Productions (Year 2)
Advanced TV Video Productions (Year 3)
TV Video Productions Internship (Optional Year 3 and 4)
WEB PAGE DEVELOPMENT (2 Year Program)
CTS150/JTS150
Grades 9-12 All Year
CTS176/JTS176
CTS178/JTS178
CTS177
Grades 9-12
 Create websites using professional software (Adobe Dreamweaver) and web-based computer languages: html,
css, php, java script and MySQL
 Design graphics, animation and imagery for web content with Adobe Photoshop and Fireworks
 Learn how the internet works, its history, how to build and maintain computers, and basic networking
concepts
CAREER FOCUS
Prepared for college-level web design and development courses, immediate entry-level employment in field of web
development and self-employment as a web designer.
CTS180/JTS180
CTS181/JTS181
CTS182/JTS182
Grade 11-12 All Year
Computer Applications and Design (Year 1)
Web Page Development I (Year 2)
Web Page Development II (Optional Year 3)
14
Web Page Development III (Option Year 4)
Information Technology Internship (Optional Year 3 and 4)
PHOTOGRAPHY (3 Year Program)
CTS206/JTS206
Grade 12
All Year
CTS185
Grade 11-12 All Year
Grades 9-12
 Create innovative photographs using artistic and technical skills
 Use professional cameras, computers, Photoshop and Light room (image editing software), studio lighting, and
large format printers
 Experience working for clients to design, produce and publish photos
CAREER FOCUS
Prepared for immediate employment in entry-level jobs such as Photography Studio Assistant and Portrait
Photographer. Students will have a chance to earn Adobe certification, a verification of skills in Photoshop that is
recognized by future employers. Also, students will be prepared to continue studying photography in a 2-year or 4year college. Examples of careers include Portrait and Fashion Photographer, Food Photographer, Fine Art
Photographer, Art Director, Gallery Owner
Courses must be taken in a sequence *Fine Art or CTE credit
Intro to Photography (Year 1)
Photography (Year 2)
Advanced Photography (Year 3)
Graphic Communications Internship (Optional Year 3 and 4)
YEARBOOK & DESIGN (3 Year Program)
CTS155/JTS155
CTS156/JTS156
CTS157/JTS157
CTS158
Grades 9-12
 Produce and design the yearbook using professional graphic design and photo editing software (Adobe
Photoshop, InDesign and Light Room) and by taking pictures at school events and interviewing students and
teachers
 Experience managing the yearbook staff through leadership positions (Editor in Chief, Editor)
 Promote the yearbook by creating advertising campaigns (posters, t-shirts, events)
CAREER FOCUS
Prepared for immediate employment in entry-level jobs in the photography and graphic design industry. Also,
students will be prepared to continue studying photography or graphic design in a 2-year or 4-year college. Examples
of careers include Photojournalist, Graphic Designer and Magazine Editor.
Yearbook & Design I (Year 1)
Yearbook & Design II (Year 2)
Yearbook & Design III (Year 3)
Graphic Communications Internship (Optional Year 3 and 4)
15
CTS153/JTS153
CTS154/JTS154
CTS159/JTS159
CTS158
ANIMAL SCIENCE (3 Year Program)




Grades 9-12
Develop skills working with various species of livestock.
Operate and manage aspects of livestock production.
Utilize an extensive knowledge of animal health to diagnose and prevent diseases in livestock.
During 11th and 12th grade year, students may elect to participate additionally in the Vet Science component of
the program where they may earn industry certification in Vet Assistant, Laboratory, or One Stop Health
*Student interested in the Vet Science component of the program may enter the program as a Junior or Senior taking
Animal Science II as the first course in the sequence if they have successfully completed Biology
CAREER FOCUS:
Prepared for careers such as Livestock producer, Veterinary’s Assistant/Technician, Agriculture Educator, Livestock or
Food Inspector
Courses must be taken in a sequence*
Applied Biological Systems – Plant and Animal Science (Year 1)
Applied Biological Systems – Animal Science (Year 2)
*Animal Science II (Year 3 of Animal Science) or (Year I for Optional Vet
Science Component)
Veterinary Science (Optional Year 4) Or (Year II of Optional Vet Science
Component)
Agriculture SOE (Taken in conjunction with another Animal Science class)
SPORTS MEDICINE (2 Year Program)
CTS195/JTS195
CTS196/JTS196
CTS197/JTS197
CTS198/JTS198
CTS199
Grades 10-12
 Diagnose and investigate anatomy, perform first aid/CPR, and taping.
 Work side by side with an Athletic Trainer during after school athletic practices and competitions.
 Use critical and logical thought to learn how to diagnose athletic related injuries
CAREER FOCUS
Prepares graduating students for entering a medically related program at a University, Community College or
Vocational school. Possible immediate employment could be working in a medical office, physical therapy clinic or
hospital in an administrative capacity as you prepare your future in medicine.
Sports Medicine I/Healthcare Foundations (Year 1)
Sports Medicine II (Year 2)
CTS140/JTS140
CTS141/JTS141
CTS143/JTS143
Grade 12 all year
Sports Medicine III (Optional year 3)
Sports Medicine Internship (Optional Year 3 and 4)
TECHNICAL THEATER (2 Year Program)
CTS142
Grades 9-12
 Design and operate Amphitheater High School’s theatrical and musical productions
 Create theatrical scenic design and construction; elements of lighting, sound, and costume design
16
 Build set designs and construct props
CAREER FOCUS
Prepared for a technical career in theater, film and/or television such as Sound or Lighting Technician, Scenic Artist,
Costume Designer or Technician. Also, students will be prepared to further pursue training and education at 2-year
and 4- year colleges and universities.
*Fine Art or CTE credit
Technical Theater I (Year 1)
Technical Theater II (Year 2)
Technical Theater III (Optional Year 3)
Technical Theater IV (Year 4)
Technical Theater Internship (Optional Year 3 and 4)
ENGINEERING (3 Year Program)
CTS170/JTS170
CTS171/JTS171
CTS173/JTS173
CTS174/JTS174
Grade 12
All Year
CTS172/JTS172
Grades 10-12


Learn how engineering plays a role in the subjects we use every day

Complete a number of hands on projects using the engineering design process, creative problem solving and collaboration
with other students

Learn about various types of Engineering including Biomedics, Robotics, Automation, and Computer Aided Drafting

Prepare for a wide variety of engineering careers such as mechanical, software, architectural, civil/structural, electrical,
chemical, and mining

Learn to design, build, and control complex robots

Learn to create models in Excel and Solidworks.

Learn teamwork and problem solving skills, technical skills, engineering fundamentals.
CAREER FOCUS
Prepared for immediate employment in entry-level jobs as a technician assistant, drafter, CAD operator. Students will be prepared
to study engineering or related fields in a 2-year or 4-year college. Examples of careers include Engineering Technicians or
Engineers in fields such as Biomedical, Civil, Computer Software, Electrical, Environmental, Mechanical, Robotics/Automation.
CTS131/JTS 131
Grades 10-12 all year
SCI013/JTS 129
CTS 130
Pathways to Engineering (Year 1)
Engineering 102 (Year 2, weighted grade)
Engineering Intern (Optional)
Students enrolled in Engineering 102 can be dual enrolled with the University of Arizona’s Engineering 102 for
3, fully transferable university credits by paying tuition to the University of Arizona.
17
AUTOMOTIVE DIESEL TECHNOLOGY (3 Year Program)
Grades 9-12
 Learn techniques and skills basic automotive care including tire mounting, tire balancing, tire rotation, and oil changes,
instruction in 4-stroke engine fundamentals.
 Demonstrate understanding of electrical functions in automotive applications
 Repair, service and maintenance of diesel engines
CAREER FOCUS
Students will be prepared for immediate employment in entry-level positions such as lube tech and basic technician. Students
may acquire industry certifications throughout the courses. Also, students will be prepared to continue studying automotive
and/or diesel repair at a technical school or a two year college.
Automotive Diesel I (Year 1)
CTS210/JTS210
OFF CAMPUS JTED COURSES
There are also additional opportunities to take off campus JTED courses. These courses
take place at off campus locations & meet after school. Most of these courses meet twice
per week; however, some courses meet every day, on the weekend, & some have
prerequisite course requirements. Students that want to take these courses will be rewarded elective credit
only (credits awarded vary by course). Please speak with our JTED/10th grade counselor about signing up.
Some of these JTED courses include:
*Certified Nursing Assistant
(12th) [Prerequisite: Healthcare Foundations (11th)]
th
*Medical Assistant
(12 ) [Prerequisite: Healthcare Foundations (11th)]
*Emergency Medical Technician
(12th)
*Fire Science
(12th)
*Cosmetology
(11th-12th)
3D Animation and Game Design
(10th-12th)
Heavy Equipment/Site Construction (11th-12th)
Law & Public Safety
(11th-12th)
Culinary Arts
(10th-12th)
Early Childhood Education
(10th-12th)
Electrical Power Transmission Technologies (12th)
Aviation Technology
(11th-12th)
Mining Technologies
(11th-12th)
Physical Therapy Aide
(11th-12th)
Precision Manufacturing
(11th-12th)
Veterinary Assistant
(11th-12th)
*License awarded upon course completion and passing certification exams
18
English Language Development Courses
Those students for whom English is not their first language and have been identified by an initial assessment
using the Arizona English Language Learner Assessment (AZELLA) will be placed in the English Language
Development (ELD) four hour block program. We recognize the essential needs of our students to become
proficient in English in order to meet the challenging state standards, fully participate in the content class
offerings and feel an integral part of our Amphitheater High School experience. Note: After taking the
AZELLA, the student’s parent(s) have the right to decline all services of this department.
Programs for English language learners (ELLs) at AHS consist of the following services:
ELD Pre-Emergent and Emergent
 Conversational English and Academic
Vocabulary
 English Reading
 English Writing
 English Grammar
ELD Basic
 Conversational English and Academic
Vocabulary
 English Reading
 English Writing
 English Grammar
ELD Intermediate
 Academic English Reading
 Academic English Writing and Grammar
 English Language Arts
Essential Questions
 How does reading help us to explore and understand our world? (Reading)
 How can understanding the rules of grammar and usage help us understand what others are
communicating? (Writing and Grammar)
 How can we be sure we are listening carefully and accurately? (Listening)
 How can we help our listeners understand what we are saying when we speak? (Speaking)
ELD012
Basic Conversation-Oral
ELD001
ELD Basic
Prerequisites: Placement based on a student’s ELD performance portfolio (Elective Credit)
These courses focus on providing students with basic oral and aural competence in a wide variety of English
language settings. Students also learn about academic culture related to school success. Students will
progress from the Emergent level to the Basic level.
ELD001
Basic English-Reading
ELD003
ELD015
ELD Basic
ELD Intermediate Reading
These courses concentrate on developing reading skills in four areas: word analysis, fluency and vocabulary,
comprehension, and basic literary analysis and response. Students will develop an English vocabulary
beginning with sight words through academic vocabulary. Students will participate in the Accelerated
Reader homework program. Students will progress from the Emergent level to the Intermediate level.
19
Basic English Writing
ELD010
ELD004
ELD Basic
Prerequisites: Placement based on a student’s ELD performance portfolio (English Credit)
Students in these courses receive direct instruction in aspects of English writing, including grammar,
sentence expansion and writing forms (paragraphs, essay, descriptive, narrative, and first person). Students
will learn specific skills for pre-writing, draft composition, and editing using a process writing format.
Students also are responsible for learning the spelling of a list of commonly used English words. Students
will progress from the Emergent level to the Basic level
.
Basic English Grammar
ELD007
ELD002
ELD Basic
These courses focus on foundational English language grammar and structure. Students will study basic
syntactic elements of English (nouns, verbs, modifiers, etc) along with phonemic and semantic aspects of the
language. Students are expected to study and be able to identify all eight parts of speech. Students will
progress from the Emergent level to the Basic level.
ELD006
Intermediate Academic English
This course will focus on the correct usage of higher level English language grammar and structure in the
production of more advanced writing forms.
ELD013 /ELD014
Intermediate Language A (2 hour block)
Prerequisites: Placement based on a student’s ELD performance portfolio (English Credit)
This multi-grade course is a two period block class that is based on Arizona English Language Learner and
English Language Arts Standards. The class prepares students to transition to mainstream classes. This
intensive course requires instruction in both English language development and subject-specific instruction;
clearly defined language and content objectives; modified curriculum, use of supplementary materials and
alternative assessments. Intermediate Level.
20
Fine Arts Courses
ART001
Introduction to Studio Art 2D
Prerequisites: None
Learn how to draw and paint! This course addresses how you create two dimensional (2D) art and the two
dimensional media and processes that artists use to make art. Find out all about drawing and painting in this
foundation level class required for intermediate and advanced 2D art classes. The class includes drawing,
painting, and design with a variety of styles and techniques. Explore and develop your creative side through
two dimensional media.
ART004
Introduction to Studio Art 3D
Prerequisites: None
Learn how to build in clay and use the potter’s wheel. This course addresses how you create three
dimensional (3D) art and the media and processes that three dimensional artists use to make art. Find out all
about clay in this foundation-level class required for all intermediate and advanced 3D art classes. Class
assignments include pottery and sculpture using clay, plaster and wire. Building in clay will be the main
focus of class including hand building with coils and slabs and learning to use the potter’s wheel.
CBR222
Cambridge Art 2D
Grades 9 All Year
Prerequisites: None
Cambridge Art 2D will completely follow the Cambridge IGCSE Art & Design (US) curriculum. This
course is aligned with the requirements needed to receive the Grand Canyon Diploma and serves as a prerequisite course for Advance Placement courses.
The IGCSE Art and Design (US) syllabus aims to encourage a personal response by stimulating imagination,
sensitivity, conceptual thinking, powers of observation and analytical ability. Students gain confidence and
enthusiasm as they develop technical skills in two dimensional form and composition, and are able to
identify and solve problems in visual and tactile forms. Students also learn how to develop ideas from initial
attempts to final solutions. An ideal foundation for further study, IGCSE Art and Design (US) also develops
a greater awareness of the role played by the visual arts in society and in history, broadening cultural
horizons and individual experience.
CBR225
Cambridge Art 3D
Grades 9 All Year
Prerequisites: None
Cambridge Art 3D will completely follow the Cambridge IGCSE Art & Design (US) curriculum. This
course is aligned with the requirements needed to receive the Grand Canyon Diploma and serves as a prerequisite course for Advance Placement courses.
The IGCSE Art and Design (US) syllabus aims to encourage a personal response by stimulating imagination,
sensitivity, conceptual thinking, powers of observation and analytical ability. Students gain confidence and
enthusiasm as they develop technical skills in three dimensional form and composition, and are able to
identify and solve problems in visual and tactile forms. Students also learn how to develop ideas from initial
attempts to final solutions. An ideal foundation for further study, IGCSE Art and Design (US) also develops
a greater awareness of the role played by the visual arts in society and in history, broadening cultural
horizons and individual experience.
21
ART002
Intermediate Art 2D
Prerequisites: Introduction to Studio Art 2D with a grade of “C” or better
This is an intermediate level course for those art students whose interests are in the two-dimensional media
like drawing and painting. The primary focus for first semester will be on observation skills, concentrating
on areas such as still life, the human figure, portraiture, landscape, perspective drawing and illustration.
Second-semester projects are designed to develop the imagination and a personal style from cartooning to
realistic rendering. A variety of media will be used both semesters, such as pastels, acrylic paint, watercolor,
colored pencil, pen and ink, charcoal, linocut, intaglio and silkscreen printing. How do you create 2-D work?
Why do you create 2-D work? What makes 2-D work successful?
ART006
Intermediate Art 3D
Prerequisites: Introduction to Studio Art 3D with a grade of “C” or better
This intermediate class is for students who like to create three-dimensional (3-D) art work in clay. Students
will learn how to use the potter’s wheel and advanced hand-building techniques. Most work will be
completed in clay but some students will also have the opportunity to work in plaster, wire, and a variety of
other media while they answer questions such as: How do you build 3-D work? Why do you build 3-D
work? What makes 3-D work successful?
ART003 / ART007
Advanced Art 2D
Prerequisites: Introduction to Studio Art 2D and Intermediate Art 2D
This course provides the advanced art student an opportunity to pursue more in-depth study in two
dimensional media. The primary goal of this course is for the 3rd and 4th year art student to produce and
assemble a body of work that exhibits the direction the student wants to pursue, culminating in a professional
portfolio. Big ideas addressed in this course focus around how to choose a message to communicate through
art and how to manipulate media to visually communicate a message. * Advanced Placement credit during
the senior year is possible. This course may be taken two years for credit.
ART003 / ART007
Advanced Art 3D
Prerequisites: Introduction to Studio Art 3D and Intermediate Art 3D
This course provides the advanced art student an opportunity to pursue more in-depth study in three
dimensional media. The primary goal of this course is for the art student to produce and assemble a body of
work that exhibits the direction the student wants to pursue, culminating in a professional portfolio. Big ideas
addressed in this course focus around how to choose a message to communicate through art and how to
manipulate media to visually communicate a message. * Advanced Placement credit during the senior year is
possible. This course may be taken two years for credit.
ART010
AP Art History
Prerequisites: World History
This course is for the student who has an interest in the history of art from Prehistoric to Contemporary.
Several essential questions addressed in this course include: What can art teach us about culture? How is art
history different from traditional history? How can the evolution of human knowledge be experienced
through art? Such aspects as style, the artist, the role of society, techniques, and the historical process in art
as a means of understanding art will be examined. First semester will cover Prehistoric Art through the
Gothic period. Second semester will cover the Renaissance Period through the 20th Century. One emphasis
of this course will be the development of a capacity for perceptive critical analysis. Students will have the
opportunity to visit museums as part of a school sponsored trip.
22
MUS003
Prerequisites: None
Introduction to Drama
How do voice, movement and emotion create a character? How do actors use pantomime? Take Introduction
to Drama to find out. Students will be introduced to the fundamentals of the stage. We will learn basic
vocabulary, voice and diction techniques, and work on monologues, scenes, and one act plays. Students will
also be exposed to the concepts of stagecraft, characterization, and the development of character
relationships.
MUS004
Intermediate Drama
Prerequisites: Beginning Drama and teacher approval or audition
Principles introduced in first year drama will be studied more in-depth, and will expand to include scene
building, improvisation, playwriting and stage management. How is a show produced? What impact does the
playwright have on performance? How does the structure of a work affect its performance? These questions
and more will be addressed in this course. *Students must meet District and AIA eligibility requirements.
MUS020
Advanced Drama
Prerequisites: Beginning Drama, or Audition and Teacher Approval
Students will participate in full-length productions as well as enter play festivals and competitions while
answering essential questions such as: What methods of character development are available? Which
techniques work best in certain situations? Students will be introduced to different styles of acting technique
while expanding their personal performance skills. *This course may be taken two years for credit. *Students
must meet District and AIA eligibility requirements.
MUS015
Prerequisites: None
Concert Choir
How can your singing voice sound amazing? What techniques and skills help you sing your best? Concert
Choir is for any student who loves to sing and wants to work in a fun, positive community focused on
improvement. Learn good vocal technique, basic music theory and improve your skills in aural perception,
sight-reading and singing in harmony. Enjoy choral literature from all periods of music history from
Renaissance madrigals to contemporary pop. Students will perform in evening and weekend concerts each
semester.
MUS021
Accompaniment
Prerequisites: At least six years of private study on the piano and teacher approval following an audition
and interview.
The student will learn: 1) the art of accompanying solo singers, small vocal and instrument ensembles and
large choirs; 2) rehearsal techniques for soloists and choral groups including some skills in vocal coaching;
3) vocal and sight-reading skills including some open-score reading on the piano. Time will be given for
keyboard practice as part of the course design. This course may be repeated for credit. *Students must meet
District and AIA eligibility requirements for competition.
23
MUS022
Marching Band
Grades 9-12 Fall
Prerequisites: None
What is the role of teamwork and how is marching band a working system are just two of the essential
questions in the marching band curriculum. Students are taught the contemporary skills of marching band,
responsibility, teamwork and self worth through discipline, pride and dedication. This course is combined
with Symphonic Band in the Spring semester.
MUS013
Auxiliary
Grades 9-12 Fall
Prerequisites: None
What’s a marching band without auxiliary units? This course is open to anyone willing to make the time
commitment that involves afternoons, evenings and weekends and a high degree of discipline and dedication
is expected of every member. Color Guard/Twirlers may be repeated for credit. *Students must meet District
and AIA eligibility requirements for competition.
MUS021
Jazz Band
Prerequisites: Teacher Approval
The premier music ensembles of A.H.S, explores all styles of jazz from big band to bop. Students are
expected to be proficient on his/her instrument prior registration. Essential questions in this course include:
What is swing? How is improvisation a method of communication? Course work includes advanced music
theory as well as an in-depth look into the history of jazz.
MUS017
Symphonic Band
Grades 9-12 Spring
Prerequisites: None
This class will strengthen the playing skills of each student and inspire musical growth and sensitivity while
addressing questions such as: How is music a form of communication? How do different musical styles
communicate effectively? Students will perform in competitions and for the community. This course is
combined with Marching Band in the Spring semester.
MUS008
Orchestra
Prerequisites: None
How does music communicate mood and emotions? What cultural role does music play? Exploring all types
of music, students will be able to answer these questions while gaining proficiency and appreciation for all
string instruments and music. Students will perform in competitions and for the community.
MUS018
Percussion
Prerequisites: None
Focusing on the modern percussion ensemble, students will become proficient in marching and concert
percussion. What is the value of the percussion family? Can musical ideas be communicated effectively
without percussion? Students enrolled in this class explore instruments such as a drum set, timpani, mallet
percussion and some marching percussion.
MUS025
Beginning Mariachi
Prerequisites: None
How does Mariachi celebrate the rich culture of the southwest? Learn the answer to this question by
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performing with a traditional Mariachi. Students enrolled in this course will develop skills on one of the
traditional Mariachi instruments of trumpet, violin, guitarrron or guitar.
MUS026
Advanced Mariachi
Prerequisites: Beginning Mariachi, Audition, One Year experience in Band, Orchestra or Guitar class
Students will continue to expand their playing experience with traditional Mariachi music. What makes
Mariachi unique? What is the role of teamwork in a Mariachi ensemble? Students in this course will be able
to answer those questions and enjoy extensive community performances.
MUS010
Introduction to Guitar
How do you play music on the guitar? This course is designed to introduce the skills necessary to become a
proficient guitarist. Beginning Guitar students also learn strumming and finger-style techniques in various
musical genres from classical to contemporary. The final exams are performance-based and are realized in
the form of two evening recitals.
MUS011
Advanced Guitar
Prerequisites: Introduction Guitar and/or Teacher Approval
Advanced Guitar students will explore advanced chord reading, soloing and accompaniment. Students
expand their repertoire and learn techniques for analyzing source material. Emphasis is on skill development
and application of knowledge to new skill-appropriate material. The final exam will be a performance
format concluding both semesters with a recital. This course may be repeated for credit.
MUS012
AP Music Theory
Prerequisites: One year of any music class
How does music work? Why does Rock n’ Roll rock? What did Beethoven do that was so special? Take this
class to understand what it takes to compose music. From scales, chords, progressions, ear training, sight
singing, and music analysis, students of all music instruments and mediums can receive college credit for
learning what makes music so special. *College credit is based on successful performance on the AP Music
Theory Exam.
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Language Arts (English) Courses
ENG009
English 9
Grade 9 All Year
Prerequisites: None
Cambridge English 9 is based on the Cambridge IGCSE First Language English (US) curriculum. The goal
of this course is to develop the ability to communicate clearly, accurately and effectively in both speech and
writing.
Students learn how to employ a wide-ranging vocabulary, use correct grammar, spelling and punctuation,
and develop a personal style and an awareness of the audience being addressed. Students are also encouraged
to read widely, both for their own enjoyment and to further their awareness of the ways in which English can
be used. IGCSE First Language English (US) also develops more general analysis and communication skills
such as synthesis, inference, and the ability to order facts and present opinions effectively
.
CBR200
Cambridge English 9
Grade 9 All Year
Prerequisites: None
Cambridge English 9 Honors will completely follow the Cambridge IGCSE First Language English (US)
curriculum. This course is aligned with the requirements needed to receive the Grand Canyon Diploma and
students will take the IGCSE board exam at the end of the course. This course serves as a pre-requisite
course for Advance Placement courses. Cambridge Honors courses are organized as a cohort with English,
Biology, History and Math.
The goal of this course is to develop the ability to communicate clearly, accurately and effectively in both
speech and writing. Students learn how to employ a wide-ranging vocabulary, use correct grammar, spelling
and punctuation, and develop a personal style and an awareness of the audience being addressed. Students
are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways
in which English can be used. IGCSE First Language English (US) also develops more general analysis and
communication skills such as synthesis, inference, and the ability to order facts and present opinions
effectively.
ENG010
English 10
Grade 10 All Year
Prerequisites: Passing Cambridge English 9
Cambridge English 10 is based on the Cambridge IGCSE Literature (US) curriculum. The goal of this
course is to develop the ability to read, interpret and evaluate texts using literature. This class is designed to
prepare students to earn a passing score on the AIMS. Students will review, learn and master Academic
Vocabulary essential to passing the AIMS. Star Reading scores and sample AIMS test data will guide
instruction throughout the year.
Students will study literal meaning, relevant context, and themes in literature. They will learn how authors
use literary devices to achieve a range of effects and will be able to respond appropriately through writing
and speech to the material they have read. Students will be guided to a better understanding of themselves
and of the world around them. Students are also encouraged to read widely, both for their own enjoyment
and to further their awareness of the ways in which English can be used. Questions like “How do Literature
and History connect past, present, future, and the individual?” and “Where are we coming from, where are
we going?” will guide instruction throughout the year.
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ENG017
Cambridge English 10
Grade 10 All Year
Prerequisites: Passing Cambridge English 9 (or Honors)
Cambridge English 10 Honors will completely follow the Cambridge IGCSE Literature (US) curriculum.
This course is aligned with the requirements needed to receive the Grand Canyon Diploma and students will
take the IGCSE board exam at the end of the course. This course serves as a pre-requisite course for
Advance Placement courses. Cambridge Honors courses are organized as a cohort with English, Biology,
History and Math. Students will prepare for AP success at the Junior level in reading, writing, critical
thinking, and work ethic.
The goal of this course is to develop the ability to read, interpret and evaluate texts using literature. Students
will study literal meaning, relevant context, and themes in literature. They will learn how authors use literary
devices to achieve a range of effects and will be able to respond appropriately through writing and speech to
the material they have read. Students will be guided to a better understanding of themselves and of the world
around them. Students are also encouraged to read widely, both for their own enjoyment and to further their
awareness of the ways in which English can be used.
ENG011
English 11
Grade 11 All Year
Prerequisites: Passing Cambridge English 10
This class focuses on U.S. American literature and rhetoric from Pre-Colonial to Modern Times. The theme
of “Americana” will guide the reading and writing as students read novels, plays, excerpts of literature, nonfiction accounts, essays, and assorted documents. Assessments are designed based on the Common Core
Standards. Journals, oral presentations, resumes and career exploration are required this year.
Students will understand that the American Dream is uniquely personal, yet also overarching and common
for those who live or strive to live in the United States. Questions like “What is an American?” and “Is the
American Dream attainable?” will focus instruction throughout the year.
ENG012
English 12
Grades 12 All Year
Prerequisites: Passing English 11
The theme of Global Awareness will guide the reading and writing for this course. An emphasis on current
events from periodicals and selected media will be made, in addition to classic and contemporary world
literature. Assessments will be designed based on the Common Core Standards.
Students will understand that we are citizens not only of our own local community, but of a Global
Community. The following questions will guide instruction throughout the year: How do I differentiate
between image and reality? What is my place in the world? How does human nature transcend cultural lines
and historical periods?
ENG019
AP English Language and Composition
Grade 11 All Year
Prerequisites: None
This class is an accredited College Board class. Students learn stylistic analysis pertaining to rhetorical
devices. After taking this course students will be able to demonstrate an understanding of how American
literature and U.S. historical documents can be analyzed for rhetorical strategy. Assessments are designed
based on the Common Core Standards. This course directly prepares students for the AP Language and
Composition exam. This class is clustered with AP U.S. History. (Please refer to the Advanced Placement
section of this handbook for more information regarding this program.)
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Students will understand that the American Dream is uniquely personal, yet also overarching and common
for those who live or strive to live in the United States. Questions like “What is an American? and “Is the
American Dream still attainable?” will also guide instruction throughout the year.
ENG018
AP English Literature
Grade 12 All Year
Prerequisites: Passing English 11 or AP Language and Composition
This class is an accredited College Board class. Students will read classic works of literature, and practice
rhetorical and literary analysis. Students should be motivated readers and feel confident about writing a
college-level essay. This class prepares students for the AP Literature exam and Honors English at the
university level.
Essential questions for this course include: What makes a classic, classic? and What is the value of reading
understanding “foreign” or global literature?
MSC011
English Prep
Grade 12 All Year
Prerequisites: Passing English 11 or AP Language and Composition
This yearlong English support class is guided by the Cambridge Literacy and Learning (CLL) curriculum.
The class is focused on reading with an intention to help students be successful on the First Language
English exam. The class has two goals: to enable students to regard themselves as readers and people who
learn by reading; and, to enable students to increase their ability to read and comprehend complex text.
The class is explicitly designed to support students in Cambridge courses to become more adept readers and
effective learners so they can be successful in all their courses.
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Mathematics Courses
The Amphitheater High School Math Department requires a minimum of four years of math for all students.
Math courses are designed to build on previous skills and sequenced to flow from one course to the next in
progression. See the flowchart that follows the math course listings to the correct sequencing of classes.
MTH009
Math Lab
Prerequisites: Teacher recommendation
Self-paced, blended course utilizing both computer-based and individual instructions. The course focuses on
preparing students to pass the math portion of the AIMS test, as well as recovering any previously failed math
credit. This is a required course for any student who has not yet passed the math portion of the AIMS test.
This course is an elective credit and cannot be counted as a math class for graduation.
MTH002
Algebra I
Prerequisites: Teacher recommendation
This common core based course covers topics on variables, solutions of linear equations, integral exponents,
polynomials, factoring, linear inequalities, graphing, radicals, solving systems of linear equations and
inequalities, problem-solving and quadratics including the quadratic formula. Equations are related to graphs
and the interrelationships of mathematical concepts are genuinely explored. Why and how do tables, graphs
and equations tell the same story?
CBR204
Cambridge Algebra
Grade 9 All Year
Prerequisites: None
Cambridge Algebra Honors will completely follow the Cambridge IGCSE Mathematics (US) curriculum.
This course is aligned with the requirements needed to receive the Grand Canyon Diploma and serves as a
pre-requisite course for higher level math and Advance Placement courses.
Cambridge Algebra reflects the way today's students like to learn: they will acquire a solid foundation of
mathematical algebraic skills and learn how to develop strategies for solving open-ended problems. The
course also allows students to develop and sharpen their investigation and modeling skills, and introduces
them to the use of graphical representation - a necessary part of the higher level mathematical processes.
MTHO12
Geometry
Prerequisites: Algebra 1 or equivalent credit
A common core course in Euclidean Geometry. Topics include transformations, congruence,
similarity, parallel lines, coordinate geometry, circles, perimeter, area, surface area, volume, and a
review of Algebra I concepts. Geometry students will understand the following big idea and essential
question. Geometry concepts are represented throughout the real world. Where are the geometric concepts
used in the world outside the classroom?
CBR206
Cambridge Geometry
Grade 9 All Year
Prerequisites: Algebra 1 or equivalent credit. Teacher recommendation
Cambridge Geometry follows the Cambridge IGCSE Mathematics (US) curriculum and the Arizona College
and Career Ready Standards. This course is aligned with the requirements needed to receive the Grand
Canyon Diploma and serves as a pre-requisite course for higher level math and Advance Placement courses.
Cambridge Geometry reflects the way today's students like to learn: they will acquire a solid foundation of
mathematical practice skills and learn how to develop strategies for solving logic and shape problems. The
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course also allows students to develop and sharpen their investigation and modeling skills, and make use of
algebra as strategy for solving problems of shape. Trigonometry will be investigated as a model for solving
triangles.
MTH010
Intermediate Algebra
Prerequisites: Teacher recommendation and two semesters of credit in both Algebra I and Geometry
This course is designed to provide students with a foundation of entry level statistics, financial mathematics
and algebraic applications. The curriculum will include a thorough review of critical algebra skills necessary
for success in applying mathematical ideas. The course counts as a math requirement for graduation, but does
not meet the upper level math level requirement for state universities.
MTH003
Algebra II
Prerequisites: Teacher recommendation or two semesters of credit in both Algebra I and Geometry
Students in this college preparatory course extend their understanding of concepts covered in Algebra I and
the following big ideas and essential questions: Linear equations can be used to model and analyze real world
situations. How is the graph of a linear equation related to the equation? What does it mean to solve an
equation? Quadratic equations can be used to model and analyze real world situations. What are the
differences and similarities between quadratic and linear equations? Topics include: equations, inequalities,
linear systems, fractional and negative exponents, quadratics, complex numbers, problem solving.
MTH004
Advanced Algebra II
Prerequisites: Teacher recommendation or two semesters of credit in both Algebra I and Geometry Or
Intermediate Algebra II
This college preparatory course covers higher-degree equations, multiple variable systems, complex numbers,
conic sections, graphing functions, logarithms, quadratics equations, rational equations, and trigonometry.
Polynomials and rational expressions use the same algorithms as fractions and whole numbers. How do the
basic operations (add, subtract, multiply, and divide) with fractions and whole numbers compare to the basic
operations with polynomials and rational expressions? Trigonometric functions describe triangular and
circular relationships. Why do surveyors use trigonometry to calculate distances?
MTH018
AP Statistics
Prerequisites: Intro to Calculus and Pre-Calculus
The purpose of this course is to introduce students to the major concepts and tools for collecting, analyzing,
and drawing conclusions from data. Students are exposed to four broad conceptual themes:

Exploring Data: Describing patterns and departures from patterns

Sampling and Experimentation: Planning and conducting a study

Anticipating Patterns: Exploring random phenomena using probability and simulation

Statistical Inference: Estimating population parameters and testing hypotheses
Students who successfully complete the course and examination may receive credit and/or advanced
placement for a one-semester introductory college statistics course. This does not necessarily imply that the
high school course should be one semester long. Each high school will need to determine the length of time
for its AP Statistics course to best serve the needs of its students. Statistics, like some other AP courses, could
be effectively studied in a one-semester, a two-trimester, or a one-year course. Most schools, however, offer it
as a two-semester course.
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MTH024
Statistics
Prerequisites: Two semesters of credit in both Geometry and Algebra II
This course integrates probability, statistics and data analysis with an emphasis on collecting, analyzing,
processing, and displaying data. A skills review is included in the 2nd semester of this class to better prepare
students for college-level math and to reinforce their understanding of the following big ideas and essential
questions. The normal distribution is the most common and applicable form of a continuous random variable.
What is the difference in how probabilities are calculated for continuous random variables as compared to
discrete random variables?
MTH014
Pre-Calculus
Prerequisites: Two semesters of credit in both Geometry and Algebra II
This year four math course will review and extend the student’s knowledge of trigonometry, complex
numbers and logarithms. Advanced algebraic concepts will be followed up on from algebra 2 with units
focusing on the nature of graphs, parametric equations, and limits. Students will explore how parent graphs
determine the characteristics of all other types of graphs. Trigonometric functions will be explored and used
in proof. Connections will be explored between the Law of Cosines and the Law of Sine’s.
MTH015
Intro to Calculus
Prerequisites: Teacher recommendation or two semesters of credit in Advanced Algebra II
This college preparatory course will review and extend the student’s knowledge of trigonometry and complex
numbers. It will introduce the concepts of the nature of graphs, parametric equations, sequences, series,
limits, and polar coordinates. Students will apply their understanding of the concepts in small group
projects/real world applications which focus on the following big ideas and essential questions. Graphs are
used to describe behavior over time. How do parent graphs determine the characteristics of all other types of
graphs? Trigonometric functions are used to determine triangle measures. How does the Law of Cosines
depend on the Law of Sines? Trigonometric identities are used to find measures for all angles. Why are the
identities important for solving the trigonometric functions without a calculator? This course is preparation
for and required for Calculus AB.
MTH016
AP Calculus AB
Prerequisites: Teacher recommendation and two semesters of credit in Intro to Calculus
This college preparatory course covers the study of limits and continuity, the derivative with applications,
integration techniques, transcendental functions and differentials. This course prepares students to take the
A/B Calculus AP exam. First semester is the study of limits, derivatives, and applications of Calculus.
Second semester is the study of integration, applications of integrals, and transformations of 2-D to 3-D.
Students are expected to take the AP Calculus A/B exam.
MTH017
AP Calculus BC
Prerequisites: AP Calculus AB
This course in a continuation of the concepts of college-level calculus and covers applications of
differentiation and integration, methods of integration, differential equations, infinite series and sequences,
series expansions, parametric equations, and vectors. This course prepares students to take the B/C Calculus
AP exam. First semester is the study of differentiation and integration, methods of integration, and
transformations of 2-D to 3-D. Second semester is the study of parametric curves, vectors, series and
sequences, and expansions of series. Students are expected to take the AP Calculus B/C exam.
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MTH009
Math Lab
Prerequisites: Teacher Recommendation
This is a self-paced, blended course utilizing both computer-based and individual instruction. The course is
designed to support students in developing basic math skills, prepare for standardized testing requirements,
and to recover credit in math classes that they have previously taken. This course is an elective credit and
cannot be counted as a math class for graduation. Students can however recover credits for math classes that
they have previously taken and failed.
Mathematics Flow Chart
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Modern Languages Courses
Because language and communication are at the heart of the human experience, the World Languages
program at Amphitheater High School aspires to equip students linguistically and culturally to communicate
in a pluralistic American society and abroad. Competence in another language and culture enables students
to communicate with others, gain direct access to information to participate more fully in the global
community and marketplace. In addition, students develop an enhanced perception of their own native
language and culture by comparing it to another. Previous second language experience may result in
placements at more advanced levels.
MLG050
Arabic I
Prerequisites: None
Introduction to modern standard Arabic language. Includes modern standard Arabic alphabet,
grammatical structures, interpersonal transactions, and cultural contexts. Also includes speaking,
listening, reading, and writing of Arabic.
Upon successful completion of the course, the student will be able to:
1.
Pronounce sounds, letters, and words using the modern standard Arabic alphabet and write one-letter
particles.
2.
Apply simple grammatical structures to daily communication.
3.
Describe common interpersonal transactions and protocols.
4.
Identify and discuss components of the Arabic culture.
MLG001
French I
Prerequisites: None
Students are introduced to the French language and culture, as well as to the Francophone world, e.g., Africa,
the Caribbean, South Pacific and North Pacific. How have specific events in French history impacted the
French people and the world? While the focus is on interactions and oral language, basics for written French
are introduced through questions such as: How can extending our vocabulary support us in our ability to
express personal thoughts in French? How and when should particular grammar constructions be applied?
The students will be initiated in French I to a 5 to 6 minute individual presentation conducted entirely in
French in front of the class.
MLG002
French II
Prerequisites: French I with a grade of D or above
French II students continue studying the elements of French language with increased grammatical and
conversational control. In what way does an artistic work or a story reflect, as well as shape, culture? What
do we learn by examining locations in France, their physical and political features? How can we begin to use
our knowledge of French vocabulary and grammar to express personal messages? Can we be creative with
the language? The cultural focus turns to France, its artists and cinematography.
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MLG003
French III
Prerequisites: French II with a grade of C or above
How do reading extensive, authentic, and literary texts in French increase our understanding of the language
and culture? In French III students refine and improve proficiency in both written and spoken expression.
Information is acquired through improved listening comprehension. Personal and informational narration
(story-telling/ reporting) promotes cross-cultural and interpersonal understanding. Making presentations in
French reinforces and extends ability to speak about complex topics. Cultural opportunities and literary
excerpts are included in the curriculum.
MLG024
AP French Language
Prerequisites: French III with a grade of C or above
What does it mean to communicate with fluency? Students continue to learn and understand French through
active communication. French current events provide subject matter for refining both oral and written
communication. (Refer to the Advanced Placement section for more information regarding this program.)
MLG 005
Prerequisites: None
German I
Beginning German opens the German-speaking world to students, combining traditional and modern
materials and methods. The focus is on interactions, so students learn to express themselves readily in
simple, oral German. Some background in writing and grammar is included. Numerous opportunities to
interface with German peers electronically and in real life give meaning and breadth to this learning of
language and culture. Our guiding questions include: How do people live in Germany? (What are their
schools like? Their families? Their free-time activities?) What historical incidents have impacted this lifestyle? How do the facts of daily life impact our viewpoints, here and in Germany? How is self expression in
German and English both similar and different, given that they are both considered Germanic languages?
MLG006
German II
Prerequisites: German I
How are speaking, listening, reading and writing important to second language development? In German II,
students focus on speaking German, while they improve their reading and writing skills. Cultural concepts
include: specifics of daily life and particular life for young people, witch differ in German speaking countries
and also differing perspectives that inform and expand our appreciation of your own lives.
MLG019
German III
Prerequisites: German II
This course goes beyond just formally learning the structure of a second language by including inquiring
topics that substantially affect the modern world of today. Global communication is the centerpiece of this
approach. This course will allow students to explore German current cultural aspects, that are more
relevant to the lifestyles of teenagers in Germany.
MLG009
Prerequisites: None
Spanish I
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This beginning course in Spanish combines both traditional and modern materials and methods. As the
student develops speaking, listening (oral comprehension), reading and writing skills, other questions will
guide the content: What are examples of celebrations and traditions that distinguish the cultures of Spanishspeaking peoples? How do different perspectives on daily life in Spanish-speaking countries help us to
expand the appreciation of our own lives? How do specific target culture perspectives compare to American
viewpoints?
MLG010
Spanish II
Prerequisites: Spanish I with a grade of D or above
Speaking, reading and writing skills are studied at a more advanced level. Increasing knowledge of the
verbal system of Spanish supports flexibility in expressing ideas about what has happened, was happening,
and does happen. What are the characteristics and organization of a complex sentence in Spanish and why
does it matter? Extending vocabulary supports students in talking about many aspects of Hispanic life,
situations and contexts. Students’ knowledge about the language and country is enhanced by reading more
extensive, authentic texts in Spanish.
MLG011
Spanish III
Prerequisites: Spanish II with a grade of C or above
The student will apply skills acquired in basic courses to increase language proficiency through extensive
writing and complex grammar. Explorations include: How does reading/viewing specific works expand our
perceptions? How does awareness of customs enhance our appreciation of diversity? How can the
examination of specific artistic products lead to an enhanced appreciation of our local world as well as the
Hispanic world? How can we use specific differentiated grammatical patterns to strengthen our
communication in Spanish and its authenticity?
MLG026
AP Spanish Language
Prerequisites: Spanish III with a grade of C or above, or Spanish for Native Speakers Level II with a
grade of C or above
What does it mean to communicate with fluency? Students will continue to learn, understand and use
Spanish for active communication. Short stories, plays, music, and current events provide subject matter for
refining both oral and written communication. (Please refer to the Advanced Placement section of this
handbook for more information regarding this program.)
MLG030
Spanish for Native Speakers Level I
Prerequisites: Teacher recommendation and placement testing
This first level is intended for those who already speak Spanish, especially at home, but who have little or no
experience with written Spanish. Students develop reading and writing skills, while they expand their
knowledge of the Hispanic world and speaking ability. This class is conducted in Spanish.
MLG031
Spanish for Native Speakers Level II
Prerequisites: : Teacher recommendation and placement testing and/or a grade of C or better in Spanish
for Native Speakers Level I
This level II course is for students who already speak, read and write in Spanish and who wish to develop
these skills further while extending their knowledge of the Hispanic world, its history and literature. This
class is conducted in Spanish.
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Physical Education Courses
The PE Department at AHS has developed educational and enjoyable health and physical education
programs that provide students with the basis to continue to participate in physical activities for life.
Some PE classes may be repeated for the three semester PE requirement or for elective credit. Please see
your counselor for more information.
PYS001
Aerobics / Fitness
Grades 9-12 Fall/Spr.
Prerequisites: None
In Aerobics you will learn about the principles of aerobic exercise through daily practice. This class includes
multiple forms of exercise, step, high/low impact and water aerobics as well as stretch and strength and
weight training. Students will have the opportunity to develop an understanding of the importance of a
healthy lifestyle (which includes nutrition). Students will have an opportunity to lead classmates through
exercise programs. Appropriate clothing for physical activity will be required.
PYS002
Aerobics / Fitness II
Prerequisites: Aerobics / Fitness
Students must demonstrate a complete understanding of how to instruct others through an aerobic exercise
program. Appropriate clothing for physical activity required.
PYS017
Aquatics/Weight Training
Prerequisites: None
This class is for all types of swimmers. Students will learn stroke development, first aid, water rescue, water
polo, diving and weight training basics (during the colder months) when pool is not heated. Red Cross Water
Instruction Standards will be used for swimming and students will work in ability level groups. Students
will learn various exercise techniques, anatomy, and the design of exercise programs for weight training
during the colder weeks of the semester. Students will be evaluated on daily participation, performance and
written material. Spring semester it will be more like a weight training class. Will not go into pool until
April. Appropriate clothing for physical activity will be required.
PYS008
Basketball
Prerequisites: None
Students learn skills, strategies and rules involved in the game of basketball. Students participate in various
tournaments and competitions. Appropriate clothing for physical activity will be required.
PYS009
Basketball II - Advanced
Prerequisites: Basketball or Teacher Approval
This course is designed for the more advanced basketball player. Students will learn higher level skills and
strategies to be used in organized competitive basketball games and tournaments. The course will also
include strength training and conditioning. Appropriate clothing for physical activity will be required.
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PYS018
Stunts and Tumbling I
Prerequisites: None
This course provides students with knowledge and skill in tumbling and stunts. Students will progress from
simple basics to more difficult and challenging skills. Tumbling, acrobatic moves and partner skills will help
build flexibility, balance, strength, agility, kinesthetic perception, rhythm, timing and self-confidence.
Students will progress at their own rate and learn the proper spotting techniques. Appropriate clothing for
physical activity will be required.
PYS019
Stunts and Tumbling II
Prerequisites: Teacher Approval and Minimum skill level – front or back handspring, walkover and
straight-up extension.
This course is designed for students with extensive experience and skill in tumbling and partner stunts. Each
student will work on advanced tumbling skills and advanced partner stunting to increase their strength,
flexibility, timing and kinesthetic perception. Students will also teach others on how to do the tumbling and
stunting skills. Appropriate clothing for physical activity will be required.
PYS015
Team Sports
Prerequisites: None
Students will participate and learn basic skills, rules and strategies in soccer, basketball, softball, volleyball,
football and other sports and be able to fully participate in them. Students will receive exposure to various
team concepts and systems of play Evaluation will be based on participation, successful demonstration of
specific sport skill, conditioning, test on rules, strategies, skills, team concepts and scoring. Appropriate
clothing for physical activity will be required.
PYS021
Weight Training and Conditioning
Prerequisites: None
Students will be provided opportunities to know, understand, and apply weight training and conditioning
basics; demonstrate an understanding of the various techniques of weight-training exercises, lifting routines,
and cardiovascular conditioning programs, including those for muscular endurance, strength, power, and
body building/shaping. They will be evaluated on daily participation, periodic analysis and evaluation of
lifting and conditioning performance and written tests to determine progress toward meeting course goals
and objectives. Specific training programs per student request and interest will be available. Appropriate
clothing for physical activity will be required
PYS012
Sports Conditioning
Prerequisites: None
Students will participate in fitness related (cardio, muscular strength and endurance, flexibility) and skill
related (speed, power, agility, balance, reactivity, coordination) training, drills, and sports activities designed
to improve fitness levels and athletic abilities. Activities will be designed to progress according to individual
fitness and skill levels and student needs. Performance on fitness and skill tests and written assignments will
be included. This class is ideal for the student looking to get in shape for, or develop their skills for sports.
Appropriate clothing for physical activity will be required.
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PYS052
Physical Conditioning and Sport
Grades 9-12 fall/Spr.
Prerequisites: None
Students will be provided opportunities for participation in lifetime fitness activities/games/sports. Basic
study of the parts of fitness, the health –related benefits of fitness, the principles of the conditioning progress
and the design/application of exercise programs will be undertaken. Students will participate in drills, games
and tournaments designed to improve and reinforce knowledge, understanding and application of rules in
participation of sports. Performance on physical fitness test and written assignments will be included.
Students are expected to participate in a swimming skill development unit. Appropriate clothing for
physical activity will be required.
38
Science Courses
CSI001
Biology
Grade 9 All Year
Prerequisites: None
This is an introductory biology course based on the Cambridge IGCSE Biology (US) curriculum. Students
learn the basic principles of biology through a mix of theoretical and practical studies. Topics include
ecology, biochemistry, cells, genetics, and evolution. As they progress, students learn how science is studied
and practiced, and become aware that the results of scientific research can have both good and bad effects on
individuals, communities and the environment.
CBR216
Cambridge Biology Honors
Grade 9 All Year
Prerequisites: None
Cambridge Biology Honors follows the Cambridge IGCSE Biology (US) curriculum. This course is aligned
with the requirements needed to receive the Grand Canyon Diploma and serves as a pre-requisite for
Advanced Placement courses. The Cambridge biology students learn the basic principles of biology, with an
emphasis on human biology, through a mix of theoretical and practical studies. Students learn how science is
studied and practiced, and become aware that the results of scientific research can have both good and bad
effects on individuals, communities, and the environment. Additionally, students will develop an
understanding of the scientific skills essential for further study in higher level science courses.
SCI018
AP Biology
Prerequisites: Pre-AP Chemistry and Pre-AP Biology or Biology
This course is designed to foster students’ deep understanding of biology and emphasize inquiry and
reasoning skills. The course curriculum is framed around four big ideas connected to evolution, biodiversity,
heredity, and the relationships between biological systems. Topics and labs will be covered at the depth of a
college-level course. Strong reading and writing skills are highly recommended. A basic understanding of
chemistry is needed to be successful in this course!
SCI014
Chemistry
Prerequisites: Algebra I and concurrent enrollment in a higher level math class
This is a course in general chemistry. It requires a firm foundation in writing, math and study skills as well
as a commitment to self-motivation. The course covers introductory topics including atomic structure,
chemical reactions, stoichiometry, the gas laws and acid-base chemistry. Mathematical problem-solving
and and conceptual understandings are stressed. Students are expected to design, execute, and evaluate
experiments.
CBR218
Cambridge Chemistry
Prerequisites: Algebra I and concurrent enrollment in a higher level math class
Cambridge Chemistry Honors will completely follow the Cambridge IGCSE Chemistry (US) curriculum.
pre-requisite course for higher level science and Advance Placement courses.
Cambridge Chemistry Honors helps learners to understand the technological world in which they live, and
take an informed interest in science and scientific developments. They about the basic principles of
Chemistry through a mix of theoretical and practical studies. Learners also develop an understanding of the
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scientific skills essential for further study at Cambridge International A Level, skills which are useful in
everyday life. As they progress, learners gain an understanding of how science is studied and practised, and
become aware that the results of scientific research can have both good and bad effects on individuals,
communities and the environment.
SCI019
AP Chemistry
Prerequisites: Chemistry with a “C” or better or teacher approval and completion of Algebra II or Adv.
Algebra-Trigonometry
This lab science course is an extension of first year chemistry and covers topics included in a first year
college chemistry course. It differs from first year chemistry by emphasizing chemical calculations, the
mathematical formulation of principles, and the types of laboratory work done.
SCI007
Prerequisites: None
Geosciences
How has technology shaped our theories about the origin of Earth and its continents? How do we study
Earth’s environment in the time before humans? Can technology save us from natural disasters? Why are
some of the most dangerous parts of Earth also the most populated? These questions and others will be
explored in this lab science course designed to challenge students with topics in astronomy, geology,
volcanology, and seismology.
SCI011
Physics
Prerequisites: None
Motion, forces, and energy are studied to build the foundation for future science and math courses; along
with topics in electricity, waves, and optics. A significant portion of this course includes labs where
designing experiments, graphing results, and interpreting data using computers are practiced using math
concepts from Algebra. Students practice and apply problem-solving skills throughout the year.
SCI015
Pre-AP Physics
Prerequisites: Geometry and concurrent enrollment in a higher level math class
Motion, forces, and energy are studied to build the foundation for future science and math courses; along
with topics in electricity, waves, optics. Students practice and apply problem-solving skills throughout the
year. A significant portion of this course includes labs where designing experiments, graphing results, and
interpreting data using computers are practiced using math concepts from Algebra and Trigonometry.
CBR235
Cambridge Physics
Prerequisites: Geometry and concurrent enrollment in a higher level math class
Cambridge Chemistry will completely follow the Cambridge IGCSE Chemistry (US) curriculum. This
course is aligned with the requirements needed to receive the Grand Canyon Diploma and serves as a prerequisite course for higher level science and Advance Placement courses.
Cambridge Physics Honors helps learners to understand the technological world in which they live, and take
an informed interest in science and scientific developments. They learn about the basic principles of Physics
through a mix of theoretical and practical studies. Learners also develop an understanding of the scientific
skills essential for further study at Cambridge International AS and A Level, skills which are useful in
everyday life. As they progress, learners gain an understanding of how science is studied and practised, and
become aware that the results of scientific research can have both good and bad effects on individuals,
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communities and the environment.
SCI021
AP Physics
Prerequisites: Algebra II and concurrent enrollment in a higher level math class
Designing experiments, graphing results, and interpreting data using computers are practiced extensively
as students apply problem-solving skills throughout the year. Motion, forces, and energy are studied to build
the foundation for future science and math courses; along with topics in electricity and magnetism, waves,
optics, and relativity.
SCI010 / SCI006
Oceanography/Forensics
Prerequisites: At least one credit of high school science
The Oceanography portion of this lab science course includes the physical, chemical, geological, and
biological factors of the ocean (marine life, currents, tides, pressure, salinity, and ocean floor topography).
Current ocean research, including discoveries being made on the deep sea floor, will be explored. The
Forensics portion of this course explores the science behind solving a crime (preserving and collecting
evidence, how evidence from soil, hair, fiber, glass, fingerprints, chemical substances, and blood is analyzed
and evaluated, and the role of the criminalist). Additional content includes the history of forensics and the
basics of preserving and collecting evidence at a simulated crime scene.
SCI031
Environmental Science
Prerequisites: None
Environmental Science is a lab-centered science course which integrates knowledge from Biology, Earth
Science, Chemistry, Math, and History. Humans are directly connected to our surroundings. Our choices and
actions affect the environment in many ways. This lab-based class explores the relationship between humans
and our resource use on Planet Earth.
SCI020
AP Environmental Science
Prerequisites: Biology and Geosciences or teacher approval
As human populations grow exponentially, so does our interaction with and dependence upon the
environment. Is the human footprint permanent? Is Earth stronger than life? Can technological advances
keep pace with resource degradation? Topics explored in this lab science course are land and water use,
pollution, global climate change, and extinction. As a project-based class, we will use student collaboration
and creativity to analyze environmental problems.
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Social Studies Courses
SOC005
World History
Grades 9,10 All Year
Prerequisites: None
The World History course is designated to build a foundation for understanding the beginnings of human
history across different cultures and civilizations in both Western and non-Western societies. Emphasis will
be placed on the interaction among world cultures, the linking of the past and present, and the importance of
the relationship of geography and history. Students will learn ideas and concepts which bridge the time and
space between the ancient and the modern world, including the development of art, philosophy, and religion.
They will learn that change, conflict, and cooperation are key concepts to understand as civilizations.
Cultural diversity will be emphasized as both profound and important and that culture our natural curiosity.
CBR212
Cambridge World History
Grade 9 All Year
Prerequisites: None
Cambridge World History Honors will completely follow the Cambridge IGCSE History (US) curriculum.
pre-requisite course for Advance Placement courses.
Cambridge World History is based on the Cambridge IGCSE History (US) curriculum. The IGCSE History
(US) syllabus looks at some of the major international issues of the nineteenth and twentieth centuries, as
well as covering the history of particular regions in more depth. The emphasis is on both historical
knowledge and on the skills required for historical research. Students learn about the nature of cause and
effect, continuity and change, similarity and difference and find out how to use and understand historical
evidence as part of their studies. IGCSE History (US) will stimulate any student already interested in the
past, providing a basis for further study, and also encouraging a lifelong interest in the subject.
SOC001
US / AZ History
Grades 10,11 All Year
Prerequisites: None
An introduction to the origins of America and a thematic exploration of the roots of the contemporary United
States. What is an American, and what is the American dream? What is the state of America? What issues
does the nation face, how did these issues originate, and what possibilities and opportunities do they
present? Study will focus on the origins of the American nation – is land, people, values, government,
politics, expansion, economy, and division, as well as issues such as race, industrialization, urbanization,
war, cultural conflict and foreign affairs. This course will also focus on Arizona’s place in the US and on
Arizona’s contributions to the United States. Some sections may be clustered with Junior English courses.
CBR214
Cambridge American History
Grade 10 All Year
Prerequisites: Sophomore Standing
Cambridge United States History Honors is aligned with the Grand Canyon Diploma requirements and is
designed around the Cambridge IGCSE American History syllabus. Student mastery of the syllabus content
will be assessed in May through the Cambridge Board Examinations. This course is strongly recommended
for students who intend to pursue Advance Placement studies.
Cambridge United States History Honors builds upon previous instruction in historical knowledge and skills.
Consideration of issues related to class, gender, and race, as well as distinctly American questions will
broaden students’ understanding of historical perspectives. In the Spring semester students will conduct a
major research investigation into the significance of a local site or object, reporting their conclusions in a
single extended essay.
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SOC010
AP World History
Grade 10,11,12 All Year
Prerequisites: Successful completion of World History or teacher recommendation
This course offers a study of the fundamentals of college level World History and the historical method,
including the recurring historical themes from the earliest human civilizations (8000 B.C.E.) to the present,
as evidenced across ten regions of the world. The essential question guiding the course is: How do the
contributions from early times impact our current world? Students will develop greater understanding of the
evolution of global processes and contacts in a variety of human societies. Students who wish to have
increased rigor and challenge are encouraged to take this course.
SOC008
AP United States History
Grade 11,12 All Year
Prerequisites: Successful completion of AP World History or teacher recommendation
This course offers a study of the fundamentals of college level American history and the historical method.
Demands include extensive reading and writing assignments, the capacity for cooperation and critical
thought, and dedication to the art of learning. Benefits include a rich academic experience, a deepened
understanding of our nation’s history, and a fresh perspective on our lives in 21st century America. Students
will experience and manage a college level work load and are encouraged to take the Advanced Placement
United States History Exam This class is clustered with AP English Language. (Please refer to the Advanced
Placement section of this handbook for more information regarding this program.)
SOC018
Psychology
Grade 10,11,12 Fall
Prerequisites: None.
Psychology is the study of behavior and the development of personality? How does nature vs. nurture
contribute to a person’s development? What aspects of human development determine who we become? The
topics covered in this introductory course include the history of psychology, research methods, and states of
consciousness (daydreams, sleep, dreams, hypnosis, and extra-sensory perception). Additionally, the topics
covered in this introductory course include: learning, memory cognition, and a particular emphasis on human
development (the human lifespan from birth to death). Through this course, students will gain insight into the
motivations determining behavior through various techniques such as observations, surveys, case studies,
individual analysis and numerous group/ class interactions. This class can be taken independently from
Psychology II.
SOC027
Sociology
Grades 10,11,12 Semester
Prerequisites: None
Sociology is a one semester course designed to introduce students to the study of society and social behavior.
This course focuses on the understanding of interaction, social organization, social institutions and social
change. The course is geared towards students who are considering a career in business, social work, law
enforcement, social and/or market research or any other occupation involving interpersonal contact. There
are nine units covered in this class and the material is taught through a variety of methods that build critical
thinking and problem solving skills.
SOC002
AP US Government and Politics
Grade 12 All Year
Prerequisites: AP US History or teacher recommendation
This college level class provides an analytical perspective on government and politics in the United States.
Upon completion of this course, students will; know important facts, concepts and theories pertaining to
government and politics, understand typical patterns of political processes and behaviors and their
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consequences, be able to analyze and interpret basic data relevant to US government and politics. Intensive
study will be focused in the following areas: Constitutional underpinnings, political beliefs and behaviors,
political parties, interest groups and mass media, institutions of national government, public policy and civil
rights and civil liberties. Students will be expected to take the AP exam at the completion of this course.
This course must be taken for a full year to receive credit for graduation.
SOC003
American Government
Grade 12 Semester
Prerequisites: None
Is democracy an effective form of government? Why do we consider democracy to be a grand and risky
experiment? What does citizenship have to do with government? Why is politics a challenge to understand?
Students will learn foundations of the U.S. and Arizona constitutions. They will learn the importance of
balance of powers within our system of federalism. They will learn what influences led to the formation of
the republic. They will compare the U.S. government with other types of governments. Students will learn
the law making process. They will understand the standards of civic duty and social responsibility.
SOC011
Economics
Grade 12 Semester
Prerequisites: None
Economics is the science of predicting human behavior related to wealth. Students will learn the basic
principles of the American economic system and that of other countries. Students will gain knowledge of
economic principles for use in everyday lives. Students will be familiarized with the American free market
system. This course develops 21st century skills for students to analyze critically and to make informed
decisions concerning public issues. Various types of economic systems and decisions, economic indicators
and cycles are explained. Personal economic decision-making concepts like credit and interest rates are
explained. Financial and governmental institutions workings are detailed. The primary objective is for all
learners to learn how to “think economically.”
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Special Education Courses
The AHS Special Education Department offers an education program that follows the general education
curriculum. AHS complies with the Individuals with Disabilities Education Act (I.D.E.A.) and the inclusive
philosophy of the least restrictive environment by mainstreaming students where appropriate. A multidisciplinary eligibility conference (M.E.T.) and an Individual Education Plan (I.E.P.) determine student
placement. Students may take classes more than once. All courses meet graduation requirements. Additional
special education services are available for students with identified needs. These include: speech and
language services, physical therapy, occupational therapy, psychological services and hearing and visual
impairment services. Placement in these classes is by Special Education Teacher and/or I.E.P. Team
recommendation.
ENG001
RR English 9
Grade 9 All Year
Prerequisites: Placement by IEP
RR English 9 is based on the Common Core State Standards. The goal of this course is to develop the ability
to communicate clearly, accurately and effectively in both speech and writing. Students learn how to employ
a wide-ranging vocabulary, use correct grammar, spelling and punctuation, and develop a personal style and
an awareness of the audience being addressed. Students are also encouraged to read widely, both for their
own enjoyment and to further their awareness of the ways in which English can be used. This class also
develops more general analysis and communication skills such as synthesis, inference, and the ability to
order facts and present opinions effectively.
ENG002
RR English 10
Grade 10 All Year
RR English 10 is based on common core standards. The goal of this course is to develop the ability to read,
interpret and evaluate texts using literature. This class is designed to prepare students to earn a passing score
on the PARCC Assessment. Students will review, learn and master Academic Vocabulary essential to
passing the PARCC Assessment. Star Reading scores and sample PARCC Assessment data will guide
instruction throughout the year. Students will study literal meaning, relevant context, and themes in
literature. They will learn how authors use literary devices to achieve a range of effects and will be able to
respond appropriately through writing and speech to the material they have read. Students will be guided to a
better understanding of themselves and of the world around them. Students are also encouraged to read
widely, both for their own enjoyment and to further their awareness of the ways in which English can be
used. Questions like “How do Literature and History connect past, present, future, and the individual?” and
“Where are we coming from, where are we going?” will guide instruction throughout the year.
ENG003
RR English 11
Grade 11 All Year
RR English 11 focuses on U.S. American literature and rhetoric from Pre-Colonial to Modern Times using
the common core standards. The theme of “Americana” will guide the reading and writing as students read
novels, plays, excerpts of literature, non-fiction accounts, essays, and assorted documents. Assessments are
designed based on the common core standards. Journals, oral presentations, resumes and career exploration
are required this year. Star Reading scores and sample PARCC Assessment data will guide instruction
throughout the year. Students will understand that the American Dream is uniquely personal, yet also
overarching and common for those who live or strive to live in the United States. Questions like “What is an
American?” and “Is the American Dream attainable?” will focus instruction throughout the year.
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ENG004
RR English 12
Grade 12 All Year
In RR English 12, the theme of Global Awareness will guide the reading and writing for this course. An
emphasis on current events from periodicals and selected media will be made, in addition to classic and
contemporary world literature. Assessments will be designed based on the Common Core Standards. Star
Reading scores and sample PARCC Assessment data will guide instruction throughout the year.
Students will understand that we are citizens not only of our own local community, but of a Global
Community. The following questions will guide instruction throughout the year: How do I differentiate
between image and reality? What is my place in the world? How does human nature transcend cultural lines
and historical periods?
MTH022
RR Pre-Algebra
This course covers objectives and critical concepts aligned with the Common Core State Standards that are
needed to enroll in RR Algebra or Algebra 1. Foundational computational skills and pre-algebra resources
reinforce the needed skills of using formulas and equations to prepare for the rigor of the Algebra course.
MTH020
RR Algebra 1
This course is aligned with the Common Core State Standards and focuses on expressions and applications;
quadratic equations, and systems of equations. Students will work with basic algebraic applications,
equations, polynomials, factoring, equalities and equalities, as well as statistics.
MTH021
RR Geometry
This course is aligned with the Common Core State Standards and focuses on plane geometry and simple
proofs. It is designed to prepare students for a mainstream mathematics course. Topics include lines,
transversals, triangles, quadrilaterals, transformations, circles, solid geometric figures, similarity,
trigonometric ratios, and volumes.
PYS010
Adaptive PE / PE IEP
Grades 9-12 Fall/Spring
Prerequisites: Placement by doctor’s statement prior to the start of the school year
This course is designed to provide a modified physical education class for students with physical limitations
that do not allow them to succeed in a traditional physical education class.
SPC010
Transition
Grades 9-12 Semester/Yr
This class is designed to provide an individualized set of activities to help students make a successful
transition from school to post-school options that may include post-secondary education, vocational training,
integrated employment, adult services and community involvement.
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SPC008
Transition Exploration
This course offers students the opportunity to try various jobs on campus. Instruction addresses specific job
skills as well as general employability skills such as on-task behavior, working well independently,
cooperation with coworkers, task completion and attitude.
SPC002
Careers-School-Based Enterprise
This class provides a hands-on approach to managing and maintaining a small business. Activities include
sales and marketing strategies, packaging and financial skills, ordering and purchasing products, and
supplies, inventory control and performance evaluations. Students participate in business meetings, sales
and classroom instruction.
SCI005
RR Biology
Students will be asked essential questions. What does it mean to be alive? Is DNA destiny? Was Darwin
right? Students will examine life on our planet from a biological perspective. Students will examine a wide
variety of topics connected to the study of life with an emphasis on experimental design and data analysis.
Students will understand that life is dependent on the relationships between organisms and their past, present,
and future environments and that evolution drives the natural world.
SCI008
RR Earth Science
Is Earth stronger than life? Students will understand that the forces of nature are essential to life on this
planet. This course will focus on the structure of the Earth and the benefits and hazards associated with that
structure. Understanding these forces will enable us to better protect our environment and harvest what it
offers. Students will be able to explain the evolution of the universe and the Earth. The course will cover
the interrelationship between geology, meteorology, oceanography, and biology as forces that enhance or
threaten our lives.
SOC026
RR World History
Grade 10 All Year
Students will explore the roots of Western Civilization through multiple forms of coursework. Reading for
central ideas, citing textual evidence and analyzing various accounts of history. Writing to support claims,
analysis, reflect and research in an informative text to examine and convey ideas of history. Technology and
collaboration will be used to produce projects that examine key historical events. By the end of the course
students will have a greater understanding of how history can be used to help explain the complex world that
surrounds them.
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SOC022
RR US History
Students will explore the history of the United States through multiple forms of coursework. Reading for
central ideas, citing textual evidence and analyzing various accounts of history. Writing to support claims,
analysis, reflect and research in an informative text to examine and convey ideas of history. Technology and
collaboration will be use to produce projects that examine key historical events. By the end of the course
students will have greater understanding of the United States and how its citizens are unique among the
nations of the world.
SOC022
RR US Government
Grades -12 All Year
Students will examine the fundamental principles and structure of American national and state governments
through multiple forms of coursework. Reading for central ideas, citing textual evidence and analyzing
various accounts of government. Writing to support claims, analysis, reflect and research in an informative
text to examine and convey ideas of government. Civic responsibilities will be studied and discussed.
Political behavior of the American people and government officials will be reviewed in the context of
contemporary issues.
MTH023
SC Math - Life Skills
Grades -9-12 All Year
Students who are enrolled in this class will learn the everyday basic math skills to assist them in having the
most independent living situation as is appropriate for them. Skills taught are basic money awareness and
management from counting coins to maintaining a checking account, Time awareness and management,
basic real world problem solving, computation skills, and kitchen math such as basic fractions and elapsed
time.
ENG020, 021,022,023
SC English - Life Skills
Students in this class will learn to recognize and effectively use real world text. Students continue to practice
basic decoding and word recognition when appropriate as well as recognition and identification of important
survival and community words. Students learn to read menus, bus schedules, find information in a
newspaper, explore fiction for leisure, and practice writing for functional purposes.
SP005
Life Skills –Daily Living Skills
In this class students learn the necessary skills for the most independent living possible. Students learn basic
household management and independent living skills such as accessing a grocery store and other community
facilities, doing laundry, safely accessing the kitchen to cook simple meals, food safety, washing dishes,
keeping a clean home, proper nutrition, gardening and maintaining appropriate social interactions and leisure
time activities.
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SP005
Life Skills –Basic Work Skills
This class provides the basic building blocks for a successful transition into fulfilling postsecondary
opportunities in competitive or supported employment. Students will begin to explore and research their
postsecondary interests as well as learn soft skills necessary for employment such as timeliness, effective
communication, task completion, team work and working with a supervisor. Students participate in a wide
range of classroom, campus jobs, and community jobs and exploration under the close supervision of an
adult.
SP009
Study Skills
This course assists students in a majority of core academic general education classes or by IEP team
placement. An emphasis is placed on organization of class materials, preparation for tests, study techniques
and learning strategies, as well as, time to do class assignments and projects. In addition, students are asked
to monitor their own progress through grade reports, which promotes self-reflection, self-advocacy,
and goal setting. Use of a planner is required for this course.
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Specialized Courses
MSC002
Academic Decathlon
Grade 9-12 All Year
Prerequisites: Placement by teacher or coach recommendation
This class requires an independent study contract and may not require daily attendance.
Students taking this honors elective course will be preparing for an academic competition in the areas of
social science, language and literature, mathematics, science, art, music, essay writing, speech and interview.
This course does not meet graduation requirements in any department. This course may be taken for more
than one year.
CBR236
Cambridge Lab
Grade 10-11, Fall/Spr.
Prerequisites: Currently enrolled in the Cambridge Academy and have been chosen to sit for at least one
IGCSE exam during a prior testing session.
This course is designed to prepare students for success in each of the following IGCSE courses: First
Language English, Literature, History (US), American History, Biology, Chemistry, Physics, and
Mathematics. The Cambridge Lab course offers students the opportunity to work both independently and
collaboratively to revise coursework and prepare to take or retake any of the IGCSE exams offered at AHS.
The course is constructed so that each student uses an individualized plan to drive their learning process.
Each student will develop a portfolio of work that provide proof of their readiness to be successful on an
IGCSE exam.
MSC
AVID
Prerequisites: Placement through application, interview and acceptance
This acronym stands for Advancement Via Individual Determination. AVID supports students, in the
Cambridge Academy and our Advanced Placement classes, through a rigorous approach to studying, notetaking, and organizing. It also provides an in class tutorial designed to teach learning through inquiry. This
course includes field trips to colleges, collaborative group work, and career planning.
MSC009
Grade: 12
Career Internship
Prerequisite: GPA of 2.0 or Teacher Approval
Are you self-motivated and interested in exploring a potential career? Think about taking Career Internship…
 Secure & participate in an internship tailored to your interests
 4 hours/week
 Gain insight and/or experience in an area of possible career interest
 Leave high school with real-world experience
 Weekly class focusing on workplace skills
 Interviewing, developing resume/reference list, applying workplace ethics
 Research careers, based on your interests and skills
 Earn 1 credit for year-long class
 Earn credit for work experience (paid or volunteer) and class participation
 Provide your own transportation to internship site
 Curriculum is designed for seniors; juniors enrolled only with instructor permission
Recommended: A high degree of initiative and responsible behavior, above-average attendance record, a capacity for independent,
self-directed work and strong communication skills.
MSC017
Internship 101 (REACH)
Prerequisites: Students must provide own transportation. Students must either be REACH students or
have demonstrated success in Honors level classes.
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Students will understand how their interests, skills, values and personality characteristics connect to the
world of work What are my personality characteristics? How do these abilities and talents relate to the world
of work? How does learning about ethical dilemmas impact me? How can I connect the information learned
this year to make meaning for my future? Students meet once a week for seminar discussions on various
topics and issues related to career decisions, complete 120 hours of fieldwork, keep a reflective journal of
their internship, create a portfolio, and complete a written assignment each quarter. Recommended: Strong
writing and critical thinking shills, capacity for very independent self-directed work. Grades are based upon
the student’s demonstration of insightful analysis and successful completion of basic internship
requirements.
MSC018
Internship 102 (REACH)
Grade 12 All Year
Prerequisites: : REACH / Honors Internship 101 with “B” or better
Students will continue learning about their interests, talents, and abilities connecting this knowledge to the
world of work. What are 21st Century Skills? How can I learn more about myself? How can what I have
learned impact my future? Seniors who have successfully completed REACH / Honors 101 may choose to
do a second year of career research. Students find and complete a second year internship, complete 120 hours
of fieldwork, and keep a reflective journal. Students meet for seminar discussions and develop and
incorporate their learning into a Senior Exit Project.
MSC028
Student Government
Prerequisites: Placement by election
This class is composed of elected student representatives who become involved in the solving of school
problems with an emphasis on the need for student participation in policy-making. This course may be
repeated for additional credit.
MSC003
Teacher’s Aide
Grades 11-12 Fall/Spr
Prerequisites: Placement may require an interview and teacher permission
Student must obtain teacher/supervisor permission prior to enrolling. Some typical assignments include:
Computer Lab Aide, Library Aide Counseling/Office Aide, Teacher Aide or Teacher Bilingual Assistant.
There is a two-semester credit limit for this course where students may receive credit for working at selected
office stations. In some cases the students must meet certain criteria including a minimum GPA, consistent
excellent attendance and interview with supervisor.
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Specialized Programs
Amphitheater High School provides alternative education options. Students may enroll in an alternative
program to enrich the traditional curriculum, accelerate advancement toward graduation, or to make up credit
deficiencies. The following alternative education opportunities may be available to Amphitheater High
School students, please see the course descriptions under the specialized courses list and meet with your
counselor to discuss the appropriateness of these options:
 Summer School (summer credit recovery classes)
 Mesa Distance Learning (online classes – during or outside of the school day)
 Integrated Block Program (flexible scheduling options for credit recovery)
 Math Lab (credit recovery for math)
 English Prep (targeted reading instruction)
Mesa Distance Learning (MDLP)
MDLP is a computer-based online learning program. Students submit course work and communicate with
teachers online. Amphitheater High School students participating in MDLP, depending on individual
circumstances, are assigned a class period during their regularly scheduled school day or they work on their
MDLP class entirely at home. Average to above average students who are motivated to learn are good
candidates for distance learning. Distance learning courses are very demanding and are developed to deliver
18 weeks of instruction.
Integrated Block
The Integrated Block Program is a self-paced credit recovery program built around an integrated English,
History, and Study Skills curriculum. The purpose of our program is to assist students in achieving their
highest potential through individualized, flexible, and structured educational experiences designed to
enhance their academic growth and foster lifelong learning.
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Cambridge Academy
The Cambridge Academy is a series of classes that are offered to Amphitheater’s 9th and 10th grade students.
These courses have typically been termed ‘Pre-Advanced Placement” or “Honors”. The Cambridge
Academy offers rigorous coursework that is based on the University of Cambridge IGCSE Curriculum. This
curriculum is the world’s most popular international curriculum for 14 to 16 year olds and is globally
recognized and valued by American Universities. Amphitheater High School is using this curriculum with
9th and 10th grade students to ensure that they will be prepared for Advanced Placement classes and have the
option of accepting the Grand Canyon Diploma. Students that intend to be prepared for Advanced Placement
courses should take courses in the Cambridge Academy.
The Cambridge Academy is designed around the following sequence of courses.
The Grand Canyon Diploma is a high school diploma available to any Arizona student who demonstrates
readiness for college level mathematics, science, history, English and fine art courses. Students qualify by
passing a series of board examinations (Cambridge International exams) to show college readiness. Students
can qualify for a Grand Canyon Diploma as early as the end of their 10th grade year. Students who earn a
Grand Canyon Diploma are entitled to all the rights and privileges of a person who graduates with a
traditional high school diploma. ARS. 15-701.01 (L)
53
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