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Middle SchoolProgram
2016-2017
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TABLE OF CONTENTS
Introduction ………………………………………………………. 1
Roster of Guidance & Counseling Personnel …………………….. 2 Choice Middle School Program Options …………………………. 3
Course Descriptions English/Language Arts……………………………………… 5 Mathematics ………………………………………………… 6 Social Studies/History………………………………………. 8 Science………………………………………………………. 8 Foreign Language…………………………………………… 9 Health & Physical Education……………………………….. 10 Career and Technology Education Courses Business & Information Technology…………………11 Family & Consumer Sciences……………………….. 13 Technology Education………………………………..14 Art…………………………………………………………… 15 Music………………………………………………………… 15
Practical Tips for Middle School Success ……………………… 18
A Glimpse Into the Future Family Connection ………………………………………. 20 Course Selection Planning Worksheet…………………… 21 Graduation Requirements………………………………… 22 Promotion Requirements………………………………… 23 The Academies of Hampton……………………………… 24 New Horizons …………………………………………… 26 HCS & TNCC Dual Enrollment Pathway …………………. 27 The Governor’s School for Science and Technology ……… 29 International Baccalaureate (IB)……………………………. 34
INTRODUCTION
This guide provides information about Hampton City Schools’ academic programs and educational servic-es designed for the middle school level. Information provided will help students and parents understand the educational requirements and elective opportunities available.
The middle school program for students in grade six, seven, and eight provides a gradual transition from the individual elementary classroom structure to the independent course, departmentalized structure of the secondary level. All students take English/Language Arts, math, social studies, science, health and physical education, and electives.
In addition to our traditional programs, we also offer a variety of choice program options. Detailed infor-mation can be found on page 3.
The curriculum features academic programs for students of all levels of ability. Interdisciplinary approach-es, team teaching, flexible time blocking, and special programs are unique features in the middle school de-sign. Exploratory elective courses are offered at all grade levels. Each school designs their programs based on their curriculum offerings. Some electives are offered for a semester on a rotating basis and others may be offered as a yearlong course.
There are also opportunities to take courses for high school credit. In accordance with the Standards of Accreditation parents of middle school students taking high school courses may request that grades be expunged from their child’s academic history. The student will not earn high school credit for the course and this course will not count towards the student’s grade point average (GPA). The decision to count a student’s grade for high school courses taken in middle school must be finalized at the end of each school year. Once a student leaves middle school all changes are final. To be consistent with high school proce-dures, grades will be reported by semester and both semester grades will count towards the student’s GPA. Individual semester grades cannot be expunged. Teachers of high school credit courses will provide con-sent forms at the end of each school year. Parents wishing to discuss which option is best for their student should contact the school counselor.
Each student is assigned a school counselor who works with students, teachers, and parents during the middle school years to provide personal, social, academic and career planning programs and services to ensure maximum success for each student.
The school counselor, parent and student will develop an Academic and Career Plan that will address the interests and aptitudes of the student. This plan will serve as a guide for yearly conferences and decisions to be made throughout middle and high school. A worksheet is available on page 21 to assist with these plans.
Parent conferences are welcomed and encouraged throughout the school year. To make an appointment for a conference with the team, individual teacher or counselor, please contact the School Counseling De-partment secretary in each school.
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Hampton City Schools Administrative Center 1 Franklin Street
Hampton, Virginia 23669
Penny W. Petersen, Director of School Counseling(757) 727-2760
MIDDLE SCHOOLSCHOOL COUNSELING DEPARTMENT
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Hunter B. Andrews: 268-33433120 Victoria Blvd. 23666Secretary – Tnikia WestJustin Nielsen, Director
Eaton Middle School: 825-45492108 Cunningham Drive 23666Secretary – Theresa Smith Lora Howerton, Director
Lindsay Middle School: 825-45691636 Briarfield Rd. 23661Secretary – Mary MooreTiffany Sutton, Director
Spratley Gifted Center: 850-5040339 Woodland Rd. 23669Secretary – Michelle Barnes Alice Adams, Director
Davis Middle School: 825-45291435 Todds Lane 23666Secretary – Melissa HellmanSharon Stept, Director
Jones Magnet School: 850-79031819 Nickerson Blvd. 23663Secretary – Wendi LeonardShawn Hare, Director
George P. Phenix: 268-35101061 Big Bethel Road 23666Secretary – Ebony Claiborne Courtney Worrell, Director
Syms Middle School: 850-5058170 Foxhill Rd. 23669Secretary – Mia CullerPhylicia Littleton, Director
Choice Middle School Program Options
Hunter B. Andrews PreK-8 Science, Technology, Engineering, and Mathematics applied to Engineering is the theme of this powerful choice program.
The vision for the Hampton Middle School STEM Choice Program is to educate the next generation of innovators necessary for Virginia businesses to remain competitive in a global economy. The rigorous cur-riculum is designed to motivate and challenge students by building their knowledge and critical thinking skills through cutting-edge, technology-infused instruction. Project-based learning will connect students to the world beyond the school walls, helping students to appreciate the social relevance of their studies and explore STEM (science, technology, engineering, and mathematics) careers. The intentionally small learning environment and strong support network of peers, teachers, and community members will help every student achieve success. Siblings of selected students in grades K-8 will be allowed to attend An-drews. Transportation is provided for zoned students only.
Eaton Fundamental Eaton Fundamental Middle School provides students and their families a comprehensive educational experience to help foster within each student a desire for life long learning. Teachers of all academic areas collaborate together to guarantee that students understand the relationship between all courses and their every day application. We prepare our students to become competitive, global citizens, by providing new computer technology and resources to all students. Students are given an opportunity to participate in the pre-engineering program Gateway to Technology (GIT) to become proficient in design, modeling, robot-ics, automation, energy, and the science of technology. This is a project-based course which can lead to Hampton City School’s High School Academies such as: Information Design and Engineering Academy, Architecture and Applied Arts Academy, Aerospace and Information Technology Academy. Eaton’s students, parents, and staff sign a Fundamental Contract ensuring a cooperative environment with high academic and behavioral expectations. We believe that by building an open, communicative relationship between parents, school and students we are providing students a safe, motivating environment for success in school and the community.
Jones Magnet Middle SchoolBusiness and Information Technology Pathway – Departing from the traditional keyboarding and com-puter use program, Jones Business Pathway focuses on the world of business. Students will start with basic computer use, develop their ergonomic keyboarding skills, and develop skills in word processing, spread-sheet, and presentation software. The 7th and 8th grade courses will focus on design, establish, and operate a small group or class business, producing a service or product that meets an identified school or com-munity need. Emphasis is placed on the introduction and application of business terminology, basic entre-preneurship concepts, and fundamental business principles. Basic academic skills (mathematics, science, English, and history/social science) are integrated into this course. Students discover the roles of business and marketing in the free enterprise system and the global economy. Basic financial concepts of banking, insurance, credit, inheritance, taxation, and investments are investigated to provide a strong background as students prepare to make sound decisions as consumers, wage earners, and citizens. The real-world impact of technology, effective communication, and interpersonal skills is evident throughout this course. This course also supports career development skills and explores career options. • 18 Week Keyboarding – 6th grade • 18 Week Make It Your Business – 7th Grade • 36 Week Principles of Business and Marketing – 8th grade (high school credit course)
Classes provide 90 minutes of uninterrupted instruction. Admission is through an application process that is based on a lottery system.
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Academic Advancement and Enrichment OptionsThe Spratley Gifted Center (grades 3-8) provides a full-time program for identified gifted students with highly advanced skills and aptitudes who have already demonstrated their capacity for complex pro-cessing abilities. These students require a fully differentiated educational environment, with an accelerated program of studies across all content areas. This comprehensive instructional program is designed around the cognitive characteristics and learning styles of gifted children, providing a multidisciplinary curricu-lum incorporating focused reflection, interaction, and discussion. In addition to mastery of basic content and skills (as measured by Virginia SOL assessments), students attending the full time center are expected to master advanced competencies across all content areas. Opportunities are provided for extensive re-search, inquiry based learning, literary and scientific analysis, and project based learning to focus on topics of strength and interest.
The Excel Art Program is designed to nurture and enrich the gifts of young artists in grades 3-8. This program focuses on advanced, concentrated instruction in the principles, theory, and practice of visual art. Students participating in Excel Art meet at their home school with the art teacher. Students are accepted into this program based on an adjudicated portfolio, superior potential in art skills and creativity, advanced achievement in art, and recommendations by art teachers.
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ENGLISH/LANGUAGE ARTS
ENGLISH 6The core curriculum at grade six is a genre-based study of literature. Students learn about the literary ele-ments of the short story, the novel, and poetry. Nonfiction informational texts and media are also included and students will analyze information and topics across genres. There are four strands of instruction: Com-munication: Speaking, Listening, Media Literacy; Reading; Writing; and Research. In each strand, students read, write, think critically, and respond both orally and in writing. Writing at this level focuses on the pro-cess of writing a well developed, multiparagraph essay. Students write narration, description, exposition, and persuasion. The students will also apply the research concepts of collecting and evaluatory information and incorporate the information into a piece of writing. The curriculum has been aligned with the Virginia Standards of Learning. Students will take the Grade 6 Reading SOL test.
ENGLISH 7 The core curriculum at grade seven is a thematic study of literature . This course of study includes short stories, poems, novels, nonfiction, informational and media texts and students will analyze information and topics across genres. There are four strands of instruction: Communication: Speaking, Listening, Me-dia Literacy; Reading; Writing; and Research. Students will read, write, and think critically.Writing at this level includes expository, narrative, and persuasive essay writing. The students will also apply the research concepts of collecting and evaluatory information and incorporate the information into a piece of writing. The curriculum has been aligned with the Virginia Standards of Learning. Students will take the Grade 7 Reading SOL test.
ENGLISH 8 The core curriculum at grade eight is a thematic study of literature. It includes fictional texts, narrative nonfiction, poetry and media. There is both a literary and informational focus and students will analyze information and topics across genres. Additionally there are four strands of instruction including Com-munication: Speaking, Listening, Media Literacy; Reading; Writing; and Research. Students will continue to strengthen their skills in reading, writing, listening, and speaking. Writing at this level will challenge students to produce narrative, expository, persuasive writings and a research product. The curriculum has been aligned with the Virginia Standards of Learning. Students will take the Grade 8 Reading and Writing SOL tests.
*All high school students in Hampton are required to complete summer reading prior to the start of school in September. Various assignments will begin in all classrooms when school opens in September.
Summer reading titles and requirements will be made available spring 2016.
MATHEMATICS
The secondary mathematics program provides a sequence of courses designed to meet the individual abil-ity, interest and needs of each student. Basic concepts and processes are introduced and then reencoun-tered as other ideas logically follow. Flexibility is provided in that different levels of a subject are offered. A student may move from one level to another as his achievement dictates. Traditional four-year college preparatory mathematics courses are available for the students who require an educational program designed for careers in science, engineering, and mathematics. Each student enrolled in Algebra I, II, or Geometry is encouraged to have a TI-84 Plus graphing calculator. Students who may consider applying for the Governor’s School for Science and Technology should review the prerequisite math courses on page 25.
GRADE 6 (COURSE I)This course offers a myriad of opportunities for students to become active participants in learning math-ematics. Technology is integrated through practice exercises and laboratory experiences. Through problem solving, students explore numerous thinking strategies and interdisciplinary connections from historical, social, scientific, mathematical and literary perspectives. Learning activities are organized to provide for different learning styles, interests, and abilities. The major content of this course includes tools for problem solving, graphs and statistics, operations with whole numbers, decimals and fractions, probability, patterns and number sense, investigations in geometry, ratio, proportion, percents, area, volume, investigations with integers, and an introduction to algebra. Students will take the Grade 6 Math SOL test.
GRADE 6 (COURSE I HONORS)This course includes all of the concepts in Course I, as well as, several components of Course II. Emphasis is on patterns, functions, and algebra, investigations in geometry, and probability and statistics. Students in this course will take the Grade 6 math SOL test. Students who are successful in Course I Honors will take Course II Honors the following year.
PRE-ALGEBRA – GRADE 6This course focuses on the 8th grade SOLs and includes topics and concepts, which will prepare students for Algebra I. SOLs for grades 6 and 7 are appropriately covered in the corresponding grade level. Simple open sentences using whole numbers, rational numbers, and integers are solved. The course reviews pro-portions, percent applications, and geometry. Probability, statistics, graphs and the coordinate plane are also included. Students will take the Grade 8 SOL Math test.
GRADE 7 (COURSE II)Math 7 is the second course in the three-year sequence of an in-depth preparation for algebra. The content of this course builds on Math 6 and continues to emphasize the basic fundamentals of mathematics while expanding concepts of pre-algebra. The course offers myriad opportunities for students to become active participants in learning mathematics. Hands-on experiential, as well as technology, are integral compo-nents of this program. Math 7 provides abundant opportunities for students to develop and integrate their communication skills through modeling with manipulatives, speaking, writing, and demonstrating what they have learned. The major content of this course includes tools for problem solving, applications with whole numbers, decimals, fractions and percents, statistics and data analysis, patterns and number sense, an introduction to algebra, integers, investigations in geometry, area, volume, ratio, proportion and per-cent, discrete mathematics and probability, and functions and graphs. Students will take the Grade 7 Math SOL test.
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GRADE 7 HONORS (Course II Honors)This course includes all of the concepts in Course III, as well as, the concepts in Course II that were not taught in Course I Honors. Emphasis is on patterns, functions, and algebra; investigations in geometry; and probability and statistics. Students in this course will take the Grade 8 mathematics SOL test. Students who are successful in Course II Honors will take Algebra I the following year.
GRADE 8 (COURSE III)In this course, concepts of the real number system are extended. The emphasis is on the solution of simple open sentences with integers and rational numbers and the application of mathematics, especially deci-mals and percents in every day situations. Geometry, statistics, probability, and problem solving are also included. Students will take the 8th grade SOL test. Additionally, students who successfully complete the sequence of Course I, II, and III are prepared for Algebra I in the 9th grade.
ALGEBRA I - GRADES 7-8Prerequisite: Pre-Algebra or Course II HonorsThis course includes the development of the Real Number System, graphs, linear equations and inequali-ties, systems of linear equations, polynomials, functions, rational and irrational expressions, and roots of numbers and statistics are explored and developed. Students will receive one high school credit for the course and must take the Algebra I End of Course SOL test for a verified credit.
GEOMETRY - GRADE 8Prerequisite: Algebra I In this course students develop an understanding of the meaning and nature of Geometry. They obtain in-formation about geometric relationships in order to use this information in future courses in mathematics, science and related fields. Plane geometry, solid geometry and coordinate geometry are integrated within this course. It is an accelerated course on the seventh and eighth grade levels. Students will take the Geom-etry End of Course SOL test.
ALGEBRA II Prerequisite: Algebra I and Geometry
• Reporting Categories: Expressions/Operations; Equations/Inequalities; Functions; and Statistic• Minimum math required for Governor’s School Program• Students will take the Algebra II End of Course SOL test.
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SOCIAL STUDIES
GRADE 6 - UNITED STATES HISTORY TO 1865This is the first portion of a two-year study of United States history in middle school. Beginning with an in-depth study of the physical setting of the United States, the course proceeds into the analysis of how hu-mans have interacted with the unique geographic setting throughout American history. The major histori-cal periods for this course are life before the seventeenth century, early exploration, colonial life, challenges faced by the new government, and key events and effects of the Civil War. Instruction is also devoted to re-viewing and strengthening map and globe skills, analyzing and interpreting documents such as the United States Constitution and the Bill of Rights, and developing historical thinking skills with an emphasis on sequencing and cause and effect.
GRADE 7 - UNITED STATES HISTORY FROM 1865 TO PRESENT This is the second portion of a two-year study of United States history in middle school. Beginning with a review of the physical setting of the United States, the course proceeds into the analysis of how humans have interacted with the unique geographic setting throughout American history. The major historical pe-riods of this course are Reconstruction; effects of immigration and industrialization; involvement in World War I; ideas and events of the 1920s and 1930s; the events and effects of the Great Depression, the major causes, events, personalities of World War II; and economic, social, and political transformations since World War II. Instruction is also devoted to reviewing and strengthening map and globe skills, analyzing and interpreting documents, slogans, and patriotic speeches, and developing historical thinking skills with an emphasis on sequencing and cause and effect.
GRADE 8 - CIVICS AND ECONOMICS Topics for eighth grade students cover the role of the citizen in the American political and economics systems. The focus is on gaining essential knowledge of the U.S. and Virginia Constitutions and the struc-ture and functions of government institutions at the national, state, and local levels. Students also learn the basic principles, structure and operation for the American economy. These topics are intended to foster patriotism, respect for the law, a sense of civic duty and informed economic decision-making. Social sci-ence skill development extends into data organization and interpretation. Students will take the Civics and Economics SOL test.
SCIENCE
The science curriculum of the Hampton School system places heavy emphasis on providing laboratory experiences for all students. Opportunities are provided for students to investigate their environments through a balanced program of life science, physical science, and earth-space science. Students who may consider applying for the Governor’s School in science and technology should review the prerequisite sci-ence courses on page 25 and 26.
GRADE 6 - SCIENCE The sixth-grade standards continue to emphasize data analysis and experimentation. Methods are studied for testing the validity of predictions and conclusions. Scientific methodology, focusing on precision in stating hypotheses and defining dependent and independent variables, is strongly reinforced. The Earth’s environment is explored through the role of water, the sun’s energy, the atmosphere, and the impact of
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man. A more detailed understanding of the solar system becomes a focus of instruction. Natural resource management and its relation to public policy and cost/benefit tradeoffs are introduced.
GRADE 7 - LIFE SCIENCELife science deals with the diversity of living things. This science encompasses all aspects of living things from the study of cells to the complex interrelationships of all living organisms and their interaction within their environment. Laboratory investigations and activities are the primary means for developing prob-lem-solving and for understanding scientific concepts and principles. Whenever possible, these investiga-tions and activities will relate to the students’ own life experiences.
GRADE 8 - PHYSICAL SCIENCEPhysical science contains certain general topics common to physics and chemistry. Some of the common topics covered include work, power, energy, physical and chemical properties of matter, and electricity. Many experiments completed by the teacher and the student will enable the students to gain a greater depth of understanding of their environment. Students enrolled in this course will take the grade 8 Science Standards of Learning test.
FOREIGN LANGUAGE
GRADE 6 COURSEThis is an introductory course to languages. The students will learn about language families. The students will be introduced to French, German, Latin, and Spanish. The course also incorporates the study skills that will facilitate student success in the study of foreign language.
MODERN FOREIGN LANGUAGEModern Foreign Language includes French I-IV/V, German I-IV and Spanish I-IV/V. Students who are considering applying for the International Baccalaureate (IB) program should review the language require-ments on page 32.
MODERN FOREIGN LANGUAGE I AND IIPrerequisite: Completion of sixth grade foreign language course
• Exchange simple spoken and written information in the foreign language• Sustain brief oral and written exchanges in the foreign language• Understand simple spoken and written language based on familiar topics that are presented through
a variety of media.• Use verbal and non-verbal cues to understand simple spoken and written messages in the foreign
language• Present orally and in writing information in the foreign language using a variety of familiar vocabu-
lary, phrases and structural patterns• Present rehearsed material in the foreign language, including dialogues, poetry and/or songs• Develop an awareness of perspectives, practices and products of cultures where the foreign language
is spoken• Recognize that the perspectives, practices and products of the cultures studied are interrelated• Recognize how information acquired in the study of foreign language and information acquired in
other subjects reinforce one another• Demonstrate an understanding of the significance of culture through comparisons between the cul-
tures studied and the cultures of the United States• Compare basic elements of the foreign language to the English language
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• Identify situations in which foreign language skills and cultural knowledge may be used beyond the classroom setting for recreational, educational and occupational purposes
MODERN FOREIGN LANGUAGE IIPrerequisite: successful completion of Modern Foreign Language I
• Exchange spoken and written information and ideas in the foreign language• Demonstrate skills necessary to initiate, sustain and close brief oral and written exchanges in the
foreign language using familiar and recombined phrases and sentences• Understand basic spoken and written French based on new topics in familiar contexts that are pre-
sented in a variety of media• Use verbal and non-verbal cues to interpret spoken and written texts in the foreign language• Present orally and in writing information in the foreign language that combines learned as well as
original language in simple sentences and paragraphs• Present rehearsed and unrehearsed material in the foreign language including skits, poems, play and/
or songs• Demonstrate an understanding of perspectives, practices and products of the cultures and how they
are interrelated• Use information acquired in the study of French and information acquired in other subject areas to
reinforce one another• Demonstrate an understanding of cultural similarities and differences between the cultures studied
and the United States• Develop a better understanding of the English language through the study of the foreign language• Develop and apply foreign language skills and cultural knowledge in opportunities beyond the class-
room setting for recreational, educational and occupational purposes
HEALTH AND PHYSICAL EDUCATION
The middle school health and physical education program in Hampton offers varied opportunities and learning experiences designed for the development of physically, emotionally and socially competent citi-zens. Each course offers information and activities, which will help students develop the skills necessary for developing an understanding of the importance of lifelong wellness habits.
PHYSICAL EDUCATION (GRADES 6 - 8)Students in middle school physical education will experience a varied program of developmentally appro-priate skills, activities and fitness education. Emphasis of the program is the acquisition and development of basic skills and the confidence necessary to participate in and enjoy physical activity. A major focus of the program is to provide enjoyable experiences to foster a positive feeling for physical activity, leading to a physically active lifestyle.
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HEALTH (6 - 8)Health Education at the middle school level is designed to help students acquire an understanding of age appropriate health concepts and skills necessary for them to make healthy decisions in order to improve and promote personal, family and community health. Students will receive 13 weeks of health education interspersed throughout the year. Units of study include:
Sixth Grade Seventh Grade Eighth GradeBody Systems & Impact of Non-Communicable Disease on the
Body
Personal Safety and Gang In-volvement Resistance
Setting Personal SMART Fit-ness Goals and Personal Fitness
Plans
Factors that Impact Physical Health: Diet/Communicable
Disease/Safety Practices
Behaviors and Actions that Impact Physical Performance:
RDA/Sleep/Rest
Preventive Health Practices: Preventive health measures, Fac-tors that contribute to diabetes,
heart disease and strokeEffects of Substances on the
Body: Effects of Alcohol/Tobac-co/Drugs on the body function-
ing
Effects of Substances on the Body: Addiction and the Impact
of Addiction on the Body
Effects of Substances on the Body: Short and long term health
issues related to use of tobacco, alcohol, marijuana, etc.
Emotional Health: Character Traits that Contribute to Emo-tional Growth and Happiness
Emotional Health: Coping skills/Time management/decision mak-
ing/Academic Goal setting
Emotional Health: Stress Man-agement / Depression /Eating
Disorders Social and Environmental
Health: Bullying/ Conflict Reso-lution/Friendship
Social and Environmental Health: Positive and Negative
Peer Pressure/Evaluating media influences and messages
Social and Environmental Health: Risks associated with gang-relat-ed activities / Bullying / Pollution
Family Life Family Life Family Life
BUSINESS & INFORMATION TECHNOLOGY
STUDENT ORGANIZATION: FUTURE BUSINESS LEADERS OF AMERICA (FBLA) Students will participate in activities that promote leadership and contribute to the community through membership. One or more of these courses may be recommended for Governor’s STEM or Career Academy.
KEYBOARDING –GRADE 6This course is designed for middle school students to develop touch skills for entering alphabetic, numeric, and symbol information on a keyboard. Students learn to produce simple technical and non-technical documents.
COMPUTER APPLICATIONS (18 WEEKS) – GRADE 7Prerequisite: Keyboarding recommendedStudents gain a basic knowledge of word processing, spreadsheet, database, and graphics applications. Students demonstrate an understanding of computer concepts through application of knowledge. Students learn to use a variety of software applications. State technology Standards of Learning are addressed.
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MAKE IT YOUR BUSINESS - (18 WEEKS) – GRADE 7This introduction course in business is based on the application of business terminology, basic entrepre-neurship concepts, and fundamental business principles Learn to design, establish, and operate a small group or class business, Producing a service or product that meets an identified school or community need. Basic academic skills (mathematics, science, English, and history/social science) are integrated into this course.
PRINCIPLES OF BUSINESS AND MARKETING(YEAR LONG - HIGH SCHOOL CREDIT COURSE) – GRADE 8
• Explore the roles of business and marketing in the free enterprise system and the global economy • Gain knowledge and appreciation of the American business system • Make decisions as consumers, wage earners, and citizens • Plan for further study in business and marketing careers • Research and projects are computer based
HEALTH AND MEDICAL SCIENCES STEM (PHENIX ONLY)The vision for the Hampton Middle School STEM Program is to create interest and aptitude in healthcare, one of the fastest growing careers in Hampton and the surrounding area. The intentionally rigorous cur-riculum is designed to motivate and challenge students by building their knowledge and critical thinking skills through cutting-edge, technology-infused instruction. Project-based learning will connect students to the world beyond the school walls, helping students to appreciate the social relevance of their studies and explore STEM (science, technology, engineering, and mathematics) careers in the context of Health and Medical Sciences. The intentionally small learning environment and strong support network of peers, teachers, and community members will help every student achieve success. Course content may also in-clude the criteria for entering certain biomedical scientific careers and activities dealing with communica-tion, problem solving, and critical thinking.
GRADE 6: Explore families of health careers and related occupations, participate in self-awareness activities, and receive an overview of the national health industry. Topics include exploring federal health agencies, health and medical careers, and learning basic human body systems.
GRADE 7: Learn basic medical equipment, team concepts and customer service techniques while learn-ing more about health and medical careers. Increase knowledge of human nutrition and first aid tech-niques, use of medical terms and be able to apply medical math and calculate personal health needs.
GRADE 8: Learn basic laboratory and medical equipment, add to your medical terminology, and iden-tify potential health careers for yourself through hands-on learning and online learning systems. Continue exploration of the national health industry. Join the Health Occupations Students of America (HOSA) student organization. HOSA promotes student leadership, community service activities and demonstration of medical knowledge through HOSA competitions.
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FAMILY AND CONSUMER SCIENCES
STUDENT ORGANIZATION: FAMILY, CAREER, AND COMMUNITY LEADERS OF AMERICA (FCCLA) Students will participate in activities that promote leadership and contribute to the community through membership. One or more of these courses may be recommended for Governor’s STEM or Career Acad-emies
ALL ABOUT ME (UNDERSTANDING SELF) – GRADE 6 (9 WEEKS)Understand your role as an individual, and in family, career, and community roles and responsibilities
• Focus on areas of individual growth such as personal goal achievement, responsibilities within the family, and accountability for personal safety and health
• Learn basic money management, clothing selection and maintenance, and food preparation• Develop positive and caring relationships with others• Explore careers and develop high-quality work habits • Solve problems and learn leadership skills
DEVELOPING ME (COMMUNITY, RELATIONSHIPS, & RESPONSIBILITIES) – GRADE 7 (18 WEEKS)
• Learn to manage individual, family, work, and community roles and responsibilities• Develop positive relationships with others• Learn to maintain your living and personal environments• Learn nutrition and wellness practices• Learn the basics in fashion and apparel concepts • Explore careers related to Family and Consumer Sciences• Explore your learning style• Learn early childhood concepts and leadership skills• Complete Red Cross Babysitting Training • Mathematics, science, language arts, social sciences, and technology are integrated throughout the
course
PLANNING MY FUTURE (CAREER EXPLORATION AND INDEPENDENT LIV-ING) - GRADE 8 (36 WEEKS)Develop a strong foundation for managing individual, family, career, and community roles and responsi-bilities
• Learn your individual role in the community and how the community influences individual develop-ment
• Develop change-management and conflict-resolution skills and examine how global concerns affect communities
• Enhance your knowledge of nutrition and wellness practices and learn how to maximize consumer and family resources
• Apply textile, fashion, and apparel concepts to your daily life• Learn the stages of early childhood development as related to childcare• Develop a career plan in the Family and Consumer Sciences career cluster and develop job-search
skills and strategies• Improve your leadership abilities and explore volunteerism • Mathematics, science, language arts, social sciences, and technology are integrated throughout the
course. 13
TECHNOLOGY AND ENGINEERING EDUCATION
GATEWAY TO TECHNOLOGY(PROJECT LEAD THE WAY MIDDLE SCHOOL AT ANDREWS,EATON, LINDSAY, AND SPRATLEY)Science, Technology, Engineering, and Mathematics applied to Engineering TechnologyGateway to Technology PLTW students achieve significantly higher scores in reading, mathematics and science. PLTW alumni are studying engineering and technology in greater numbers than the national average, with a higher retention rate in college engineering, science and related programs than non-PLTW students. As the nation’s leading provider of rigorous and innovative STEM education programs, our vision is to ignite the spark of ingenuity, creativity and imagination within all students. PLTW courses are pre-paring students to become the most innovative and productive in the world. PLTW classes are hands-on, based in real-world experiences, and engaging for students and teachers. We set the highest standards for rigorous, focused and relevant study, and develop students’ innovative, collaborative, critical-thinking, and problem-solving skills. Students enrolled in 7th and 8th grade Technology Education in these schools will have additional experiences that lead toward engineering and technology careers.
STUDENT ORGANIZATION: TECHNOLOGY STUDENT ASSOCIATION Students will participate in activities that promote leadership and contribute to the community through membership
One or more of these courses may be recommended for Governor’s STEM or Career Academy
INTRODUCTION TO TECHNOLOGY – GRADE 6 (9 WEEKS) • Experience technology including the basic elements of all technology, including processes, energy,
information, and people. • Learn basic materials and apply simple machines to real problems.• Explore up to six systems of technology, including biotechnology, energy, construction, transporta-
tion, communication, and production/manufacturing. • Relate the impact of technology on society, environment, and culture to future decisions.• Discover and explore personal interests, aptitudes and abilities.
INVENTIONS AND INNOVATIONS – GRADE 7 (18 WEEKS)• Learn modern materials and design processes.• Design and build a project.• Explore technological problems facing your community and the modern world• Learn to invent new products or innovations.
TECHNOLOGICAL SYSTEMS - GRADE 8 (36 WEEKS)• Students combine resources and techniques into systems, realizing technology as a system. • By simulating systems, assessing their impacts, and relating this experience to the two previous lev-
els, students gain an insight into how to approach the problems and opportunities of a technological world in a broad sense.
• They also explore occupational areas and educational programs for technology-oriented careers.
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FINE ARTS – ART COURSES
The art curriculum is designed to develop skills in using a variety of art media as a creative means of per-sonal expression and communication. Students will enhance communication skills through critiquing and analyzing artworks. Students will learn important 21st century skills such as problem solving, communica-tion, collaboration, and creativity through the art-making process.
GRADE 6This course is designed to introduce students to the various media used in the visual arts. Students will draw, paint, create using three-dimensional media, and explore craft traditions. Emphasis is on skill build-ing and learning to critique and analyze works of art using the elements and principles of design, as well as develop an appreciation for art as it relates to their lives.
GRADE 7This course is designed to build on the skills previously learned in elementary or Grade 6 art. The focus is on exploring a variety of media as a means of self-expression. Drawing, painting, crafts, and three-dimen-sional projects enhance the skills while teaching the students an appreciation for art history and culture. Students will develop their art vocabulary through critiques and analyzing works of art using the elements and principles of design. Student will develop an appreciation for art and how it impacts their community and society through visual messages.
GRADE 8This course is designed to build on the design elements through the manipulation of two-dimensional and three-dimensional media. Students will create using a variety of media such as drawing, painting, clay, paper-mache, jewelry making, printmaking, lettering, graphics, etc. Students will develop their art vocabu-lary through critiques and analyzing works of art. Students will explore art as a means of self-expression. Students will develop an appreciation for art history, cultural artifacts, and the global impact art has on our lives.
DIGITAL MEDIA AND ENTERTAINMENT ARTS(Year Course) Only offered as a HS credit at Spratley Gifted CenterThis course introduces the student to 2D and 3D digital media as they relate to the entertainment industry. Using current technologies and industry standard software coupled with art design principles, students will sharpen their problem solving and critical thinking abilities while creating 2D and 3D digital and anima-tion projects. • Explore the history of animation and how it has evolved over time• Learn and create using 2D and 3D animation media principles• Develop digital photography design skills and explore special effects• Explore game design techniques and create a game that is publish-ready• Develop technology and software skills• Create a body of work for a digital portfolio
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FINE ARTS – MUSIC COURSES
The music curriculum is designed to develop performance skills in singing or the various instruments of band. Students develop the skills to proceed to high school music courses.
GRADE 6
EXPLORATORY MUSICThis is a nine-week course designed to introduce students to the beginning knowledge and skills in chorus and band. Students will explore both vocal and instrumental music.
BEGINNING CHORUSThis is a yearlong course for students who have no chorus experience or only an elementary chorus experi-ence. The emphasis is on tone, beginning music reading, practice skills, and performing. School perfor-mances may be required. BEGINNING BAND This is a yearlong course for students who have no band experience using brass, woodwind, or percussion instruments. The emphasis is on tone, beginning music reading, practice skills, and performing. School performances may be required. GRADE 7
BEGINNING CHORUS This is a yearlong course for students who have no chorus experience or only an elementary exploratory chorus experience. The emphasis is on tone, beginning music reading, practice skills, and performing. Stu-dents perform in a full chorus ensemble. School performances may be required.
INTERMEDIATE CHORUS Prerequisite: Beginning Chorus or Chorus Director approvalThis is a yearlong course for students who have taken beginning chorus. The emphasis is on tone, interme-diate music reading, rehearsal skills, and performance. Students perform in a full chorus ensemble. After-school rehearsals and performances are required.
BEGINNING BANDThis is a yearlong course for students who have no band experience using brass, woodwind, or percussion instruments. The emphasis is on tone, beginning music reading, practice skills, and performing. Students may perform in a full band ensemble.
INTERMEDIATE BAND Prerequisite: Beginning Band or Band Director approval• The band director may divide this class into brass, woodwind, and/or percussion.This is a yearlong course for students who have taken beginning band. The emphasis is on tone, intermedi-ate music reading, practice skills, rehearsal skills, and performance. For percussion students the emphasis is on intermediate music reading, practice skills, rehearsal skills, and performance skills using: snare drum, mallet keyboards, timpani, auxiliary percussion, and drum set. Students perform in a full band ensemble. After-school rehearsals and performances are required.
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GRADE 8
INTERMEDIATE - ADVANCED CHORUS Prerequisite: Beginning Chorus or Chorus Director approvalThis is a yearlong course for students who have taken beginning chorus and have experience in a full chorus ensemble. The emphasis is on tone, intermediate-advanced music reading, practice skills, rehearsal skills, and performance. After-school rehearsals and performances are required.
INTERMEDIATE - ADVANCED BAND Prerequisite: Beginning Band or Band Director approval• The band director may divide this class into brass, woodwind, and/or percussion. This is a yearlong course for students who have taken beginning band and have experience in a full band ensemble. The em-phasis is on tone, intermediate-advanced music reading, practice skills, rehearsal skills, and performance. For percussion students the emphasis is on intermediate-advanced music reading, practice skills, rehearsal skills, and performance skills using: snare drum, mallet keyboards, timpani, auxiliary percussion, and drum set. After-school rehearsals and performances are required.
QUESTIONS TO ASK MY COUNSELOR:
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Practical Tips for Middle School Successfor Parents of Middle School Students
The middle school years are a notoriously tumultuous time for parents and kids alike. Below are some tips for parents to help their child avoid the common pitfalls of middle school.
ORGANIZATIONTo help kids take on the added responsibilities of the middle school years, encourage them to:
• Use a student agenda notebook. Encourage them to review their assignments before leaving school to make sure they bring home the appropriate books and material.
• Use color-coded folders or binders to keep track of the supplies and paperwork for each subject.
• Maintain school supplies at home.• Consider a weekly family planning meeting.
STUDY SKILLSTo do well, students should:
• Spread project and test preparation over several days instead of the night before a due date.• Establish a regular time and place to do daily homework.• When in doubt, ask their teachers to explain assignments.
FINDING THE BALANCE BETWEEN FUN AND WORKChoosing to make schoolwork a priority over socializing with friends is one of the biggest chal-lenges facing middle schoolers. To help kids put schoolwork first:
• Institute a work first/play later policy.• Encourage friendships with kids who take school seriously.
AVOID THE “WHY WORK HARD?” TRAPDuring the middle years, many kids try to take the easy way out - they would rather take a lesser grade than put in the extra time and energy needed to do really well. To avoid this trap:
• Show them the connection between their interests and what they are learning now.• Offer praise for a job well done.• Celebrate their success.• Challenge them to take on the more difficult course work.
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19
A Glimpse Into the Future
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FAMILY CONNECTION
HCS is proud to announce a new opportunity for students/parents in middle and high schools! As school counselors implement Naviance™, a web-based service to track and analyze data about college and career plans, students and parents will have access to Family Connection – a comprehensive website that parents and students can use to make plans about colleges and careers.
Family Connection allows students to:
• Get involved in the planning and advising process – Build a resume, complete online surveys, and manage timelines and deadlines for making decisions about colleges and careers
• Research colleges – Compare GPA, standardized test scores, and other statistics to actual histori-cal data from our school for students who have applied and been admitted in the past
• Research careers – Research hundreds of careers and career clusters, and take career assessments• Create plans for the future – Create goals and to-dos, and complete tasks assigned by the school
to better prepare your student for future college and career goals.
Family Connection also lets counselors share information about upcoming meetings and events, local scholarship opportunities, and other resources for college and career information.
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Course Selection Planning Worksheet Education and Career Planning
This worksheet is designed to assist you in planning your high school course of studies. Choose elective courses according to your developing interests, educational and career goals. Complete your worksheet in pencil. Each year your school counselor will review this plan with you. To use this planning worksheet: • Review diploma requirements, courses, and course sequences • List required and elective courses for each year of school • Save this information for future planning
DIPLOMA: ________Standard ________ Advanced Studies Grade 7 School Year: _________ High School Credit Bearing Courses Math ______________ Foreign Language ______________ Other _______________ Grade 8 School Year ___________ High School Credit Bearing Courses Math ______________ Foreign Language ______________ Other ______________ Grade 9 School Year: _________ English ______________ Math ______________ Science ______________ Social Studies ______________ H/PE ______________ Foreign Language ______________ Elective ______________ Elective ______________ Grade 10 School Year _________ English ______________ Math ______________ Science ______________ Social Studies ______________ H/PE ______________ Foreign Language ______________ Elective ______________ Elective ______________
Grade 11 School Year: ________________ English ______________ Math ______________ Science _____________ VA/US History ______________ Foreign Language ______________ Econ & Personal Finance ______________ Elective ______________ Elective ______________ Grade 12 School Year: ________________ English ______________ Math ______________ Science ______________ VA/US Government ____________ Foreign Language ______________ Elective ______________ Elective ______________ Elective ______________ Notes / Questions: ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ Please note: Courses are requested during spring course selection and program planning; however, elective choices cannot be guaranteed for the following year.
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23
24
25
CAREER ACADEMIES
Career Academies were identified as component of the COMPASS School Reform plan. Currently listed under Goal One: Maximize Every Child’s Learning in the Hampton City Schools 2015 Strategic Plan, Career Academies are based on the National Career Academies Coali- tion National Standards of Practice for career academies. These were developed by an informal consortium of national career academy organizations and draw from over 40 years of research and best practices. The ten standards are key elements for successful, sustained implementation of academies. Research shows that academies make a positive difference in graduation and dropout rates, guiding ca- reer choices for young people, and in academic achievement. Additionally, the term “career academy” is defined as a smaller learning community and provides an immersive academic experience with a career focus.
Students have the opportunity to participate in a variety of special programs designed to support and enhance their high school experi- ence. All students who complete the requirements of their academy program will receive a diploma seal upon graduation. Each high school in Hampton houses a career academy with each having three or more plans of study. These plans help students identify the academic and technical skills necessary to be successful and to be college and career ready. These include: • New Horizons Regional Educational Centers • The New Horizons Governor’s School for Science and Technology • International Baccalaureate (Hampton High School) • The Aerospace and Information Technology Academy (Hampton High School) • The Architecture and Applied Arts Governor’s Science, Technology, Engineering, and Mathematics (STEM) Academy (Kecoughtan
High School) • The Governor’s Health Sciences Academy (Bethel High School) • The Information Design & Engineering Academy (Phoebus High School) More information about Career Academies may be found@ www.ncacinc.org. See your school counselor for detailed Plans of Study within each academy.
AEROSPACE AND INFORMATION TECHNOLOGY ACADEMY (Located at Hampton High School)
The Aerospace and Information Technology Academy is part of the Greater Peninsula Governor’s STEM Academy. During the four year program, students will meet professionals in the pathway areas, visit sites to meet professionals in the career, and prepare for exciting and futuristic careers.
Aerospace Plan of Study (Project Lead The Way) explores the evolution of flight, navigation and control, flight fundamentals, aerospace materials, propulsion, space travel, and orbital mechanics. Learn alternative applications for aerospace engineering concepts. Analyze, design, and build aerospace systems while applying knowledge gained throughout the course in a final presentation about the future of the industry and their professional goals.
26
Students may opt for Air Force JROTC courses in lieu of PLTW.
Information Technology (IT) introduces the essential technical and professional skills required for students to pursue programs leading to professional careers thinking INSIDE the box (i.e., the computer). Prepare for careers in programming, web design, and IT certifications. Investigate career opportunities and technologies in four major IT areas: Information Services and Support, Network Systems, Program- ming and Software Development, and Interactive Media. Learn skills related to information technology basics, Internet fundamentals, network systems, computer maintenance, upgrading, troubleshooting, computer applications, programming, graphics, Web page design, and interactive media.
Learn the language of business and how to run a successful business or enterprise. Run a virtual enterprise and work with local profes- sionals in banking, economic development, and other business and finance business leaders.
ARCHITECTURE AND APPLIED ARTS GOVERNOR’S SCIENCE , TECHNOLOGY, ENGINEERING,
AND MATHEMATICS (STEM) ACADEMY (Located at Kecoughtan High School)
The Architecture and Applied Arts Governor’s Science, Technology, Engineering, and Mathematics Academy (AAA Governor’s STEM Academy) is housed at Kecoughtan High School, provides students with progressive coursework in the architectural and visual design fields. The focus of the AAA Academy is to develop students through rigorous academic and professional experiences. Students may choose one of four pathways as a career focus: architectural design, engineering & technology, visual arts, and merchandising. Students of the AAA Academy will be immersed in visual arts and design curriculum that is intertwined in an academic environment designed to help them become visually fluent, experience the career field of their choice and achieve col- lege and career readiness.
GOVERNOR’S HEALTH SCIENCES ACADEMY
(Located at Bethel High School)
Healthcare careers are among the fastest growing occupations in and around Hampton. The Governor’s Health Sciences Academy is an immersive education environment focused on building a foundation of medical knowledge, skills, and experiences in students while completing high school. With this foundation, students will be able to make informed decisions to pursue education, training, and licensing in health care and related careers. GHSA students apply their core academics in the context of medical careers to help them find the path that best suits their aptitudes and interests. GHSA students are expected to take and apply rigorous academic science and math coursework. Student experiences, as part of this program, include the GHSA classroom, laboratory and off-site work. A major goal of this program is to offer opportunities to earn dual enrollment, honors, and advanced placement credits. The GHSA student must be caring individuals who possess the maturity and independence to accept the challenges of working in a medical career where courtesy, caring for people, nurturing, and precision are preferred attributes while maintaining a high level of technical expertise. The GHSA student should be able to embrace a constantly changing environment, is interested and excited about being part of an intimate com- munity of peers and faculty, and wants to make a difference in people’s lives every day.
INFORMATION DESIGN AND ENGINEERING ACADEMY (Located at Phoebus High School)
The Information Design and Engineering Career Academy (IDEA) serves students who aspire to be information designers or engineers by providing a rigorous curriculum supported by 21st Century technology. The IDEA academy prepares students for post-secondary education and career readiness by maintaining high standards of personal responsibility and student expectations in an academic environment enhanced by industry knowledge and expertise. Students can focus their experience on a particular pathway in engineering, information technology and design, and media technology and design.
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28
TNCC ASSOCIATES DEGREE OF SOCIAL SCIENCE
The following articulates a pathway for a qualifying student within Hampton City Schools to complete the TNCC Associates of Science in Social Science concurrent with high school graduation:
These courses may be taken at an HCS high school. Completing courses in Column A will result in credit awarded at TNCC for courses in Column B if qualifications are met as noted below.
COLUMN A COLUMN B HCS # HCS Course Name HCS
Credits TNCC Course # TNCC Course Name TNCC Credits
2212 AP Human Geography 1 GEO 210 Introduction to Cultural Geography 3 2380 AP World History 1 HIS 111/112 History of World Civilization I & II 6 2319 AP US History 1 HIS 121/122 US History I & II 6 4370 ------ 4470 ------- 4570
AP Biology ------------ AP Chemistry, OR -------- AP Physics I
1 BIO 101/102 --------- CHM 101/102, CHM 111/112, OR -------- PHY 201/202
General Bio I & II ---------------------- General Chem I & II College Chem I & II, OR ---------------------- General College Physics I & II
8
2902 AP Psychology 1 PSY 200 Principles of Psychology 3 3163
3162
Elementary Functions, or ------------------------------ Pre-Calculus
1 MTH 163, or ------------- MTH 164
Pre-Calculus I & II 6
3177 AP Calculus BC 1 MTH 173/174 Calculus w/Analytic Geometry I & II 8 1196 1195
AP English Lang 11 and AP English Lit 12
2 ENG 111/112 English Composition I & II 6
2445 AP US Government & Politics 1 PLS 135 American National Politics 3
These courses may be taken on campus at TNCC. Completing courses in Column A will result in credit awarded at Hampton City Schools for courses in Column B if qualifications are met as noted below.
COLUMN A COLUMN B TNCC Course # TNCC Course Name TNCC
Credits HCS # HCS Course Name HCS Credits &
Course Weight
BIO 101 OR CHM 101
General Biology I OR General Chemistry I
4 DE4700 DE4701
Biology A Dual Enrollment Chemistry A Dual Enrollment
.5 credit/ weight 4
BIO 102 OR CHM 102
General Biology II OR General Chemistry II
4 DE4700 DE4701
Biology B Dual Enrollment Chemistry B Dual Enrollment
.5 credit/ weight 4
CST 100 Principles of Public Speaking 3 DE1600 Public Speaking Dual Enrollment .5 credit/ Pass/Fail HLT 106 First Aid & Safety 2 8705 First Aid & Safety Dual Enrollment .5 credit / Pass/Fail HUM 201 Survey of Western Culture I 3 DE2952 Survey of World Culture I DE .5 credit/ weight 4 HUM 202 Survey of Western Culture II 3 DE2952 Survey of World Culture II DE .5 credit / weight 4 ITE 115 Introduction to Computer Applications
& Concepts 3 6611 Computer Apps Dual Enrollment .5 credit / Pass/Fail
SDV 100 College Success Skills 1 N/A N/A N/A 2 Approved Electives
6 .5 credit per 3 hrs/ Pass/Fail
Notes: (1) Any modifications to the above pathway will be outlined in writing and agreed upon by the college and school division. Any modifications will not prevent students from obtaining the plan’s intended credential.
(2) In order to participate in the above pathway, a student must meet all dual enrollment admission requirements and college program requirements and complete VCCS placement tests. In order to enroll in any of the courses noted in the pathway, all course pre-requisites must be met. (3) AP courses must be passed with a score of 3 or higher on the AP examination in order to be counted towards DE credits. (4) TNCC courses must be taken at the TNCC campus or through an approved online format. (5) HCS Credits are based on .5 per semester, and are weighted in accordance with HCS policy as outlined in the Course Offering Handbook. (6) Program information including purpose, occupational objectives, admission requirements, notes, computer competency requirements, and course requirements may be found in the College catalog found at www.tncc.edu.
29
TNCC GENERAL EDUCATION CERTIFICATE
The following articulates a pathway for a qualifying student within Hampton City Schools to complete the TNCC General Education Certificate concurrent with high school graduation: These courses may be taken at an HCS high school. Completing courses in Column A will result in credit awarded at TNCC for courses in Column B if qualifications are met as noted below.
COLUMN A COLUMN B
HCS # HCS Course Name HCS Credits TNCC Course # TNCC Course Name TNCC Credits
2319 AP US History 1 HIS 121/122 History of World Civilization I & II 6 4370 4470 4570
AP Biology AP Chemistry, OR AP Physics B
1 BIO 101/102, CHM 101/102, CHM 111/112, OR PHY 201/202
General Biology I & II, General Chemistry I & II, College Chemistry I & II, OR General College Physics I & II
8
DE1602 Honors English 12 (DE) 1 ENG 111/112 English Composition I & II 6
3135 ---------
3163 ………..
3162 ………..
3177
Algebra II, or ---------------- Elementary Functions, or ………………………………. Pre-Calculus. or ………………………………. Calculus
1 ……………..
1 ……………. 1
MTH 158, or ……………………. MTH 163, or ………………………. MTH 164, or --------------------- MTH 174
College Algebra, or …………………………………. Pre-Calculus I, or …………………………………. Pre-Calculus II, or ------------------- Calculus w/ Analytic Geometry I
3 or 4 ………………
3 or 4 ……………… 3 or 4
These courses may be taken on campus at TNCC. Completing courses in Column A will result in credit awarded at Hampton City Schools for courses in Column B if qualifications are met as noted below.
Notes: (1) Any modifications to the above pathway will be outlined in writing and agreed upon by the college and school division. Any modifications will not prevent students from obtaining the plan’s intended credential. (2) In order to participate in the above pathway, a student must meet all dual enrollment admission requirements and college program requirements and complete VCCS placement tests. In order to enroll in any of the courses noted in the pathway, all course pre-requisites must be met. (3) AP courses must be passed with a score of 3 or higher on the AP examination in order to be counted towards DE credits. (4) TNCC courses must be taken at the TNCC campus or through an approved online format. (5) HCS Credits are based on .5 per semester, and are weighted in accordance with HCS policy as outlined in the Course Offering Handbook. (6) Program information including purpose, occupational objectives, admission requirements, notes, computer competency requirements, and course requirements may be found in the College catalog found at www.tncc.edu.
COLUMN A COLUMN B TNCC
Course # TNCC Course Name TNCC Credits
HCS Course # HCS Course Name HCS Credits &
Course Weight
BIO 101 OR CHM 101
General Biology I OR General Chemistry I
4 DE 4700 DE 4701
Biology A Dual Enrollment Chemistry A Dual Enrollment
.5 credit/ weight 4
BIO 102 OR CHM 102
General Biology II OR General Chemistry II
4 DE 4700 DE 4701
Biology B Dual Enrollment Chemistry B Dual Enrollment
.5 credit/ weight 4
CST 100 OR CST 126
Principles of Public Speaking OR Interpersonal Communication
3 DE 1600 Public Speaking Dual Enrollment .5 credit/ Pass/Fail
SDV 100 College Success Skills 1 N/A N/A N/A Humanities Elective
3 .5 credit/ Pass/Fail
Social Science Elective
3 .5 credit/ Pass/Fail
30
Course Descriptions for the 2016-2017 School Year
Advanced Chemical Analysis (4471): (2 weighted high school science credits) This course focuses on the fundamental principles and laws of chemistry. Extensive laboratory work will serve as the basic tools for students to explore chemistry topics. The course will provide insights into inorganic and organic chem-istry. The students will explore advanced concepts such as kinetics, acid/base chemistry, equilibrium, thermochemistry, and electrochemistry. The course will emphasize problem solving through chemical calculations. Advanced Chemical Analysis is a college-level course with a strong focus on laboratory work. It examines topics typically studied during the first year of college by science majors.
Advanced Biological Analysis (4371): (2 weighted high school science credits) In the fall semester, topics in the field of cell and molecular biology will be addressed, some of which include the roles of biological macromolecules, cellular organization and metabolism, and cellular processes such as communication, reproduction, respiration, and photosynthesis. In addition, mechanisms of inheritance and control of gene expression will be examined, followed by a study of developments in biotechnology. In the spring semester, evolution, phylogeny, and the diversity of living things will be discussed, with a special focus on the anatomy and physiology of plants and animals. The laboratory experience is a major component of the course, allowing students the opportunity to use technologies applied in research as well as medi-cal and forensic laboratories while designing their own experiments and analyzing and interpreting their results. The anatomy and physiology of various vertebrate organ systems will be compared while dissect-ing animals in the laboratory. Advanced Biological Analysis is a college-level course that examines the topics typically studied during the first year of college by biology majors. Prerequisite Advanced Chemical Analysis.
Calculus-based Engineering Physics I & II: Mechanics to ElectroMagnetism (4571): (2 weighted high school science credits) This is a mathematical rigorous course that investigates the principals of classical mechanics, gravitation, periodic motion, electric and magnetic field theory, AC and DC circuit theory, geometric optics through in-depth discussion, concept development, and inquiry-based experimental laboratory activities. The course also develops problem solving skills which emphasize the importance of inquiry in science and integrates the overarching themes of conservation and symmetry. Laboratory experiments use apparatuses such as dynamic tracks, ballistic pendulums, and different LabPro sensors to investigate fundamental physics theories and mathematical concepts. Computer data acquisition software is utilized to collect, analyze, and graph experimental data. The course encourages hands-on activities, class participation, and students taking responsibility for their own learning. Students will be provided many opportunities throughout the course to design and carry out investigations and to analyze and eval-uate data. Learning fundamental principles, generalizations, model building and the ability to apply course material to improve thinking, problem solving, and decision making are essential general goals. Gaining factual knowledge and developing specific skills, competencies, and points of view needed by professionals are important general goals. Co-requisite: Enrollment in GSST College Calculus Course.
31
Calculus-based Engineering Physics III and IV: Modern Physics and Applied Physics: Engineering Design Principles (4580): (2 weighted high school science credits) Learning fundamental knowledge of engineering and physics disciplines and the requisite skills to perform research, problem-solve, innovate, and create opportunities in the real world are the overarching goals of this course. Extending the first year physics material, the course includes investigations in modern physics topics such as relativity, quantum mechanics, and nuclear physics, including, for example, conceptual understanding and practical applica-tions of the wave function, Schrodinger’s Equation, and radiation and radioactivity. The course includes also a series of project-based engineering learning experiences to help the student acquire and apply the skills, tools, and best practices of the engineering profession. Learning tools include, for example, industry standard engineering and research modeling and simulation software, hands-on design and troubleshoot-ing of solid state electronics and digital systems, and industry standard computer-aided-design software, and additive manufacturing fabrication systems. In challenging keystone projects, students are tasked to identify real-world engineering problems or opportunities, to propose and seek client approval for their unique solutions or innovations, then to design, build, and demonstrate their final products. The keystone experiences include professional engagement with research and engineering leaders invited from commu-nity organizations such as NASA, SNAME, and the Jefferson Labs. Prerequisites: Engineering Physics I & II, College Calculus.
Scientific Programming I: 4510/3185: (2 weighted high school credits -1 math & 1 science) This course will provide a thorough study of the key concepts in object-oriented programming (Java / Python) and design (data abstraction, data encapsulation, composition, inheritance and code re-use and implementation design techniques), programming constructs (primitives, references, classes, methods and interfaces), evaluating expressions (numeric, string and Boolean), program analysis (testing, debugging, run-time exceptions, pre and post conditions, assertions, analysis of algorithms and numerical represen-tation of integers), data structures (strings, lists, one and two dimensional arrays and their accompany-ing operations – traversals, insertion and deletion), searching (sequential and binary), sorting (selection, insertion and merge sort) and develop an understanding of the ethical and social issues as it relates to the study of Computer Science. Topics in mechanics and thermodynamics are covered in physics at non-cal-culus level. Prerequisite: Algebra II /Trig, Biology.
Scientific Programming II: 4520/3182: (2 weighted high school credits-1 math & 1 science). This course will provide an exhaustive study of data structures (linked lists, stacks, queues, binary search tress and graphs) and algorithms (searching, sorting, shortest path, and spanning tree). Students will also gain an ability to design programming projects which implement concepts in the areas of graphical user interfac-es, networking, cryptography, machine learning and modeling and simulation of discrete and continuous systems. Students will continue to explore the advanced topics of object oriented programming in the Java programming language. Prerequisite: Algebra II /Trig and Scientific Programming I.
College Modern Pre-calculus (3162): (1 weighted high school math credit) This course is an intensive, rigorous approach to mathematics designed to prepare students for college calculus. First semester, stu-dents will focus on the algebraic and geometric properties of polynomial, rational, exponential, logarith-mic, and trigonometric functions, and engage in discussions about how these models are represented in the real world. Second semester, students will learn the analytic properties of trigonometric functions and geometric conics, as well as learning the properties of polar coordinates, vectors, matrices, parametrics, and sequences and series. The course concludes with an introduction to calculus.
32
College Calculus (3177): (1 weighted high school math credit) .This course covers 2 semesters of uni-versity-level calculus for scientists and engineers, emphasizing understanding and application. The first semester covers limits and continuity of functions, techniques and applications of differentiation, and introduces integration. The second semester covers applications and advanced techniques of integration, differential equations, sequences and series, and analytical geometry. Upon completion of this course, stu-dent will understand both the geometric and rate of change analyses of differential and integral calculus. Students will apply their understanding of calculus to modeling real-world situations mathematically and be able to solve those mathematical models. Successful completion of this course will prepare students to enroll in multivariable calculus / linear algebra.
Statistical Research Methods (3190): (1 weighted high school math credit) This course is a comprehen-sive conceptual and practical presentation of probability, descriptive/inferential statistics, and the key ideas underlying statistical and quantitative reasoning. Statistical methods of organizing, summarizing, and displaying data combined with statistical testing are used to solve problems from a myriad of areas such as business, engineering, biology, and medicine. Advantages and limitations of statistical methods are developed. Graphing calculators and Minitab statistical software are extensively utilized. The emphasis is on the interpretation of the statistical results rather than the mere computation. Topics include random variables, sampling, distribution families, binomial and Poisson probabilities, conditional probability, estimations, data analysis, contingency tables, frequentist and Bayesian perspectives, simple and multiple regression analysis including linear, power, and exponential fit, confidence intervals, hypothesis testing for means and proportions, Chi-square, ANOVA, and several non-parametric testing, and design of experi-ments. GSST Program of Studies 2016-20176Y Revised 10.10.2015
Multivariable Calculus/Linear Algebra (3178/3179): (1 weighted high school math credit) In multivari-able calculus, students extend their study of calculus from the plane into 3-dimensional space and beyond. After an initial examination of geometry and algebra of 3-space, students will use differential and integral calculus to study the nature of curves and surfaces in 3-space, Topics include linear approximations of curves and surfaces in 3-space, optimization of functions in several variables, and use of integral calculus to study area, volume, and other applications. The semester concludes with an examination of the calculus of vector fields. In linear algebra, students use matrix theory to solve systems of linear equations and apply knowledge of the determinant to describe the nature of those solutions. The algebra and applications of linear transformations will be studied in both real and general vector spaces. Students will calculate eigen-values and eigenvectors of linear transformations and use these to diagonalize linear systems. Applications include best fit functions and solutions of systems of 1st order, linear differential equations. Prerequisite GSST College Calculus or completion of AP Calculus BC with a score of 5 on the exam, or a score of 4 and permission of the instructor.
Differential Equations and Math Methods in Physics (02123): (1 weighted high school math credit) The first semester the emphasis will be on Ordinary Differential Equations (ODE). Partial Differential Equa-tions (PDE) at the end of the first semester and conclude the second semester by looking at modeling the four fundamental forces and other applied topics. The construction of mathematical models to address real-world problems has been one of the most important aspects of each of the branches of science. It is often the case that these mathematical models are formulated in terms of equations involving functions as well as their derivatives. Such equations are called differential equations. These differential equations are the language in which the laws of nature can be expressed. Understanding the properties of solutions of differential equations is fundamental too much of contemporary science and engineering. If only one independent variable is involved, often time, the equations are called ordinary differential equations. The course will demonstrate the usefulness of ordinary differential equations for modeling physical and other
33
phenomena. Complementary mathematical approaches for their solution will be presented, including ana-lytical methods, graphical analysis and numerical techniques. This course also covers the classical partial differential equations of applied mathematics, physics, and engineering: diffusion, Laplace/Poisson, and wave equations. It also includes methods and tools for solving these PDEs, such as separation of variables, Fourier, Laplace, Legendre, Bessel series and transforms, eigenvalue problems, and Green’s functions. Emphasis during the second semester will be placed on building and modeling the fundamental forces of nature. Prerequisite for Differential Equations is successful completion of Multivariable Calculus/Linear Algebra and permission of the instructor.
Research Methodology & Ethics (4610): (1 weighted high school science credit). Students will study contemporary issues in scientific research while conducting independent research projects outside of class. Students are encouraged to select projects consistent with their strand or career goals. Course topics in-clude research design strategies, data analysis and representation (with and without computer-assistance), norms of conduct for ethical research behavior, and the historical basis for current research regulations, among others. All students must conduct a review of the primary literature to support their research design assumptions, prepare and present a plan of their proposed research for institutional review and approval, conduct their studies and report their findings via formal technical paper as well as oral presen-tation. All students present posters in our junior science symposium, judged by professionals in various fields. All students complete application materials for the Tidewater Science and Engineering Fair, and participation in this, and other fairs, is highly encouraged. This course will serve as a preparatory course for the Honor Research and Mentorship Program.
Environmental Science: Research Applications / Mentorship (4271 / 4612): (2 weighted high school science credits). In the fall semester, students integrate aspects of biology, chemistry, earth science, and physics in the study of the environment. Exploration of relationships between organisms and their biotic and abiotic environment at multiple levels of biological system hierarchy serves as the foundation for this course. Laboratory and fieldwork are integral components of the course. Students undertake field sampling for water quality and biotic components. While analyzing their own data, students will become familiar with concepts such as spatial and temporal variation in natural systems, species diversity, and community similarity indices. Critical thinking, risk analysis, and cost-benefit analysis will be emphasized as students identify and analyze alternative solutions to complex environmental problems. Current or on-going environmental issues and/or case histories will be emphasized. Spring semester will emphasize ecological principals from physiological ecology to ecosystem ecology. Mentorship involves students in concentrated research or project development in firms and laboratories throughout the Tidewater area. Students are supervised by mentors who are scientists, engineers, physicians and other professionals. Stu-dents plan, implement, document and present research or projects chosen in consultation with their men-tors. Students refine their research and presentation techniques, problem-solving, critical thinking and leadership skills. Students gain proficiency with Minitab statistical software for presentation and analysis of data. This course provides students with an opportunity to integrate theory, knowledge and application through a research experience.
34
Revi
sed
11/
03/1
5
Prog
ram
Mod
el fo
r GSS
T, 2
016-
2017
SY
(C
olle
ge C
redi
t Sub
ject
to R
evie
w)
11th
gra
de y
ear
12th
gra
de y
ear
2 H
S/8
TNC
C cr
edits
2 H
S/8
TNC
C cr
edits
1
HS/
8 TN
CC
cred
its fo
r Cal
culu
s 1
HS/
7 TN
CC
cred
its fo
r M
V-LA
1
HS/
3 TN
CC c
redi
ts fo
r Sta
tistic
s 1
HS
cred
it fo
r Diff
eren
tial E
quat
ions
1 H
S/6
TNC
C cr
edits
for P
re-C
alcu
lus
1 H
S/8
TNC
C cr
edits
for
Calc
ulus
1
HS/
7 TN
CC
cred
its fo
r M
V-LA
4 H
S/14
-16
colle
ge c
redi
ts
5 H
S/17
-22
colle
ge c
redi
ts
2 H
S cr
edits
for E
nv S
ci /
HR&
M
4 TN
CC c
redi
ts fo
r Env
Sci
2
TNCC
cre
dits
for H
R&M
1 H
S /3
TN
CC c
redi
ts*
pend
ing
appr
oval
11th
gra
de y
ear
12th
gra
de y
ear
Engi
neer
ing
Stra
nd (P
rere
quisi
tes
- 2 o
f the
follo
win
g sc
ienc
es: B
iolo
gy, C
hem
istr
y an
d/or
Phy
sics,
with
a m
ath
min
imum
of P
re-C
alcu
lus.
2 H
S/8T
NCC
cre
dits
2 H
S / 2
TNC
C c
redi
ts *
pend
ing
appr
oval
1
HS/
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CC
cred
its fo
r MV-
LA
1 H
S/3
TNC
C cr
edits
for S
tatis
tics
1 H
S cr
edit
for D
iffer
entia
l Equ
atio
ns
2 H
S cr
edits
for E
nv S
ci /
HR&
M
4 TN
CC c
redi
ts fo
r Env
Sci
2
TNCC
cre
dits
for H
R&M
*Bio
logi
cal S
cien
ce S
tran
d (P
rere
quisi
tes -
Bio
logy
and
Che
mis
try,
with
a m
ath
min
imum
of A
lgeb
ra II
/Tri
g).
1 H
S/8
TNC
C cr
edits
1
HS/
7 TN
CC
cred
its fo
r M
V-LA
5 H
S/9-
13 c
olle
ge c
redi
ts
4 H
S/16
col
lege
cre
dits
1 H
S /3
TN
CC c
redi
ts*
pend
ing
appr
oval
Scie
ntifi
c Pr
ogra
mm
ing
Stra
nd (P
rere
quisi
tes -
2 o
f the
follo
win
g sc
ienc
es: B
iolo
gy, C
hem
istr
y an
d/or
Phy
sics,
with
a m
ath
min
imum
of A
lgeb
ra II
/Tri
g ).
12th
gra
de y
ear
11th
gra
de y
ear
2 H
S cr
edits
2 H
S/11
TNCC
cre
dits
1
HS/
8 TN
CC
cred
its fo
r Cal
culu
s 1
HS/
7 TN
CC
cred
its fo
r MV-
LA
1 H
S/3
TNC
C cr
edits
for S
tatis
tics
1 H
S cr
edit
for D
iffer
entia
l Equ
atio
ns
1 H
S/6
TNC
C cr
edits
for P
re-C
alcu
lus
1 H
S/8
TNC
C cr
edits
for
Calc
ulus
1
HS/
7 TN
CC
cred
its fo
r M
V-LA
4 H
S/6-
8 co
llege
cre
dits
5 H
S/20
-25
colle
ge c
redi
ts
1 H
S /3
TN
CC c
redi
ts*
pend
ing
appr
oval
2 H
S cr
edits
for E
nv S
ci /
HR&
M
4 TN
CC c
redi
ts fo
r Env
Sci
2
TNCC
cre
dits
for H
R&M
*Bio
logi
cal S
cien
ce -
It is
rec
omm
ende
d th
at st
uden
ts ta
ke h
igh
scho
ol P
hysic
s at t
heir
hom
e sc
hool
div
ision
.
Tot
al
9 H
S/25
-29
colle
ge c
redi
ts
Tot
al
9 H
S/28
-33
colle
ge c
redi
ts
Tot
al
9 H
S/31
-38
colle
ge c
redi
ts
Mod
ern
Pre-
Cal
culu
s / C
alcu
lus /
M
ultiv
aria
ble-
Line
ar A
lgeb
ra
Res
earc
h M
etho
dolo
gy &
Eth
ics
Inqu
iry P
hysi
cs &
Sci
entif
ic P
rogr
amm
ing
I
Inqu
iry P
hysi
cs &
Sci
entif
ic P
rogr
amm
ing
II -
Dig
ital D
evic
es
Cal
culu
s / M
ultiv
aria
ble-
Line
ar A
lge-
bra
/ Sta
tistic
s / D
iffer
entia
l Equ
atio
ns
Mod
ern
Pre-
Cal
culu
s / C
alcu
lus /
M
ultiv
aria
ble-
Line
ar A
lgeb
ra
Res
earc
h M
etho
dolo
gy &
Eth
ics
Envi
ronm
enta
l Sci
ence
/
Hon
ors R
esea
rch
& M
etho
dolo
gy
Adv
ance
d B
iolo
gica
l Ana
lysi
s
Adv
ance
d C
hem
ical
Ana
lysi
s
Mul
tivar
iabl
e-Li
near
Alg
ebra
/
St
atis
tics /
Diff
eren
tial E
quat
ions
Cal
culu
s / M
ultiv
aria
ble-
Line
ar A
lgeb
ra (
MV
-LA
)
Envi
ronm
enta
l Sci
ence
/
Hon
ors R
esea
rch
& M
etho
dolo
gy
Cal
culu
s-ba
sed
Engi
neer
ing
Phys
ics I
II &
IV
: En
gine
erin
g D
esig
n
Cal
culu
s-ba
sed
Engi
neer
ing
Phys
ics I
& II
R
esea
rch
Met
hodo
logy
& E
thic
s
Envi
ronm
enta
l Sci
ence
/
Hon
ors R
esea
rch
& M
etho
dolo
gy
Cal
culu
s / M
ultiv
aria
ble-
Line
ar A
lge-
bra
/ Sta
tistic
s / D
iffer
entia
l Equ
atio
ns
35
International Baccalaureate Program: Hampton High School: An International Baccalaureate World School
Students in Grades 9 and 10 will participate in Hampton City School’s Pre-IB Program. This program
helps prepares students for entrance into the IB Diploma Program in the 11th grade. Students in the IB Diploma Program (Grades 11 and 12) are mandated to take at least six (7) IB Diploma Program courses. At least 3, but not more than 4, of these courses will be taken at the Higher Level (HL), with the rest taken at the Standard Level (SL). All IB Diploma Program students will be expected to complete the requirements for the Advanced Studies Diploma in addition to their IB Diploma Program coursework. In addition, all IB Diploma Program students must complete an Extended Essay, participate in CAS (Creativity, Action, and Service) hours, and complete the IB Theory of Knowledge requirements.
Students who apply for entrance into the IB Program at Hampton School for their ninth grade year
should have completed at least Algebra I. It is preferred that students complete Spanish I or French I as well. Students must also have a minimum GPA of 3.0 in their middle school coursework.
Applications for the Pre-Diploma and International Baccalaureate Program at Hampton High School
are available at the IB website (http://www.hampton.k12.va.us/departments/ib/ib.html#.VABo4Ma6wuE) , in middle school guidance offices, and at Hampton High School. Please feel free to contact the district coordinator at 757-896-5745 with any questions.
Groups
Grade 9 Grade 10 Grade 11 (DP Year 1) Grade 12 (DP Year 2)
Group 1: Language A
HCS Pre-IB English 9 è HCS Pre-IB English 10è IB English 11è IB English 12
Group 2: Language B
HCS Pre-IB French IIè HCS Pre-IB French IIIè HCS Pre-IB Spanish IIè HCS Pre-IB Spanish IIIè
HCS Pre-IB French III è HCS Pre-IB IB French IV SL/HLè HCS Pre-IB Spanish IIIè HCS Pre-IB IB Spanish IV SL/HLè
IB French IV SL/HLè IB French V SL/HLè IB Spanish IV SL/HLè IB Spanish V SL/HLè OR IB German SL I è (Available if students request a new language for the DP)
IB French V SL/HL IB French VI SL/HL IB Spanish V SL/HL IB Spanish VI SL/HL OR IB German SL II (Available if students request a new language for the DP)
Group 3: Individuals and Societies
AP World Historyè
HCS Pre-IB /AP Government è IB World History Topics HL è IB Psychology Iè IB Information Technology in a Global Society Iè
IB History of the Americas HL IB Psychology II IB Information Technology in a Global Society II
Group 4: Experimental Sciences (Students must choose at least one science in the IB Diploma Program)
HCS Pre-IB Biology è HCS Pre-IB Chemistry è IB Biology HL Iè OR IB Biology SL Iè IB Chemistry HL 1è IB Physics SL Iè IB Environ. Systems & Societies SL Iè
IB Biology HL II OR IB Biology SL II IB Chemistry HL II IB Physics SL II IB Environ. Systems & Societies SL II
Group 5: Mathematics
HCS Pre-IB Geometry è HCS Pre-IB Algebra II/Trig. è Elementary Funct.è HCS Pre-IB Pre-Calculus è
HCS Pre-IB Algebra II/Trig. è HCS Pre-IB Pre-Calculusè HCS Pre-IB Pre-Calculus è AP AB Calculus è
IB Math Studies SL or IB Math SL Iè IB Math SL I or IB Math HL Iè IB Math SL I or IB Math HL Iè IB Math HL 1è
Math Elective Option or IB Math SL II IB Math SL II or IB Math HL IIè IB Math SL II or IB Math HL IIè IB Math HL II
Group 6: Arts/Elective
Health & PE Iè Health & PE II
IB Art SL or HL Iè OR 2nd subject from Groups 2-5
IB Art SL or HL II OR 2nd subject from Groups 1-5
Additional Courses and IB Requirements
HCS Pre-IB Inquiry (Recommended)
Economics and Personal Finance (VDOE Requirement)
Integrated United States History (Fulfills IB TOK and VA/US History SOL Requirement)
IB Theory of Knowledge (IB Diploma Program Requirement)
Elective Option
Student Choice Student Choice Student Choice Student Choice
NOTES
36
Content collected by:Penny Petersen
Revised February 2016
Visit us on the web:www.hampton.k12.va.us
HAMPTON CITY SCHOOLSHampton City Schools does not discriminate on the basis of race, color, national origin, sex, disability, age or other protected classes in its pro-grams and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the non-discrimination policies: Robbin G. Ruth, Executive Director of Human Resources • One Franklin Street,
Hampton, VA 23669 • 757 727-2000
