Algebra I

Course Description:

Algebra I is the first course in a sequence of three required high school courses designed to ensure career and college readiness. The course represents a discrete study of algebra with correlated statistics applications. The standards in the three-course high school sequence specify the mathematics that all students should study in order to be college and career ready. Additional mathematics content is provided in fourth credit courses and advanced courses including pre-calculus, calculus, advanced statistics, discrete mathematics, and mathematics of finance courses. High school course content standards are listed by conceptual categories including Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability. Conceptual categories portray a coherent view of high school mathematics content; a student’s work with functions, for example, crosses a number of traditional course boundaries, potentially up through and including calculus. Standards for Mathematical Practice provide the foundation for instruction and assessment.

Algebra II

Course Description:

Algebra II/Advanced Algebra is the culminating course in a sequence of three high school courses designed to ensure career and college readiness. It is designed to prepare students for fourth course options relevant to their career pursuits. The standards in the three-course high school sequence specify the mathematics that all students should study in order to be college and career ready. Additional mathematics content is provided in fourth credit courses and advanced courses including pre-calculus, calculus, advanced statistics, discrete mathematics, and mathematics of finance courses. High school course content standards are listed by conceptual categories including Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability. Conceptual categories portray a coherent view of high school mathematics content; a student’s work with functions, for example, crosses a number of traditional course boundaries, potentially up through and including calculus. Standards for Mathematical Practice provide the foundation for instruction and assessment.

 

Algebra Support

Course Description:

Foundations of Algebra will provide many opportunities to revisit and expand the understanding of foundational algebra concepts, will employ diagnostic means to offer focused interventions, and will incorporate varied instructional strategies to prepare students for required high school courses. The course will emphasize both algebra and numeracy in a variety of contexts including number sense, proportional reasoning, quantitative reasoning with functions, and solving equations and inequalities.

College & Career Readiness Math

Course Description:

This course emphasizes an understanding of math concepts, as opposed to memorizing facts. Math Ready students learn the context behind procedures and come to understand why to use a certain formula or method to solve a problem. By engaging students in real-world applications, this course develops critical thinking skills that students will use in college and careers.

Geometry

Course Description:

Geometry is the second course in a sequence of three required high school courses designed to ensure career and college readiness. The course represents a discrete study of geometry with correlated statistics applications. The standards in the three-course high school sequence specify the mathematics that all students should study in order to be college and career ready. Additional mathematics content is provided in fourth credit courses and advanced courses including pre-calculus, calculus, advanced statistics, discrete mathematics, and mathematics of finance courses. High school course content standards are listed by conceptual categories including Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability. Conceptual categories portray a coherent view of high school mathematics content; a student’s work with functions, for example, crosses a number of traditional course boundaries, potentially up through and including calculus. Standards for Mathematical Practice provide the foundation for instruction and assessment.

 

Geometry Support

Course Description:

Foundations of Geometry will provide many opportunities to revisit and expand the understanding of foundational geometry concepts, will employ diagnostic means to offer focused interventions, and will incorporate varied instructional strategies to prepare students for required high school courses. The course will emphasize both algebra and numeracy in a variety of contexts including number sense, proportional reasoning, quantitative reasoning with functions, and solving equations and inequalities.

Pre-Calculus

Course Description:

Pre-Calculus is a fourth mathematics course designed to prepare students for calculus and other college level mathematics courses. High school course content standards are listed by conceptual categories including Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability. Conceptual categories portray a coherent view of high school mathematics content; a student’s work with functions, for example, crosses a number of traditional course boundaries, potentially up through and including calculus. Standards for Mathematical Practice provide the foundation for instruction and assessment.

9th Grade Literature

Course Description:

This course is a survey of fiction and non-fiction works from a wide range of time periods and authors.  This class is designed for students to read, analyze, and write about this literature. Students will be examining recurring themes in world literature in alignment with the Georgia Standards of Excellence for grade 9.

10th Grade Literature

Course Description:

This course is a survey of fiction and non-fiction works from a wide range of time periods and authors.  This class is designed for students to read, analyze, and write about this literature. Students will be examining recurring themes in world literature in alignment with the Common Core Georgia Performance Standards for grade 10.

American Literature

Course Description:

This course is a survey of American Literature.  This class is designed for students to read, analyze, and write about literature.  Students will be examining recurring themes in American literature in alignment with the Georgia Standards of Excellence for grade 11.  This class is primarily a discussion based class. Students are expected to come prepared to work individually, with a partner, or in groups to discuss and find meaning in the texts that we read.  

British Literature

Course Description:

This course is a survey of British Literature.  This class is designed for students to read, analyze, and write about literature.  Students will be examining recurring themes in British literature in alignment with the Georgia Standards of Excellence for grade 12. This class is primarily a discussion based class. Students are expected to come prepared to work individually, with a partner, or in groups to discuss and find meaning in the texts that we read.

Journalism

Course Description:

Students will learn elements of journalism through the creation of the SHS Yearbook, which provides a history of the year for Swainsboro High School students, faculty, staff, and community.  By selling ads, photographing events, designing digital pages, writing copy and captions, and marketing the book, students will learn what goes into the creation and publication of media. Students will also learn about the history, ethical responsibility, and legal foundations of journalism.

Spanish I

Course Description:

Spanish I is a semester-long introductory course to the language and cultures of the Spanish-speaking world. Instruction is tied to the Georgia Performance Standards for Modern Languages.  The course strives to help the student acquire language proficiency by integrating the three modes of communication: interpersonal, interpretive, and presentational, as well as cultural perspectives, practices and products, and connections, comparisons, and communities, with an increased emphasis on oral proficiency; therefore, the use of Spanish in the classroom will be our primary goal.  Additional components include music, poetry, food, art, video, literature, current events, cultural and historical focus on Spain and Latin America.  Since students need as much practice as possible to increase their fluency, concentration in class and oral participation in Spanish are absolutely necessary.  An effort to use Spanish at all times is expected. 

 

Spanish II

Course Description:

Spanish II is a semester-long course to the language and cultures of the Spanish-speaking world.  The course strives to help the student acquire language proficiency by integrating the three modes of communication: interpersonal, interpretive, and presentational, as well as Cultural Perspectives, Practices and Products, and Connections, Comparisons, and Communities. Therefore, the use of the Spanish in the classroom will be our primary goal.  Since students need as much practice as possible to increase their fluency, concentration in class and oral participation in Spanish are utterly necessary.  An effort to use Spanish at all times is expected. Spanish II builds upon everything covered in Spanish I, including the vocabulary words and grammar structured covered. By the end of this course, students will have acquired a basic command of the key vocabulary and diversity of cultures of the Spanish-speaking world.

 

Spanish III

Course Description:

This course begins with a review of Spanish I and II. Level of instruction assumes a basic knowledge of grammar concepts and vocabulary introduced in Spanish I and II. Emphasis is on communicating in Spanish by the integration of the three modes of communication: interpersonal, interpretive, and presentational, as well as cultural perspectives, practices and products, and connections, comparisons, and communities. Students will participate in individual, paired, and group activities as well as complete written and oral exercises to practice new vocabulary and grammar concepts.

Spanish III is an in-depth course that will review and study many of the same topics presented in Spanish I and II but to a greater degree. Speaking, listening, writing, and reading skills will expand as you are challenged with the language. You will continue to study Hispanic culture and traditions, and will have the opportunity to make presentations about the culture. You will be introduced to higher level of vocabulary and grammar through different types of authentic material from Latin America and Spain.

At all times, the primary focus will be to increase your ability to communicate in Spanish with ease and confidence. So speaking in Spanish would be compulsory during class.

To take Spanish III, you must have a Spanish I and II credit either through taking the course or by placement test. It is highly recommended that you have made at least a final grade of 85 in Spanish II before taking Spanish III.

Anatomy

Course Description:

The human anatomy and physiology curriculum is designed to continue student investigations that began in grades K-8 and high school biology. This curriculum is extensively performance and laboratory based. It integrates the study of the structures and functions of the human body, however rather than focusing on distinct anatomical and physiological systems (respiratory, nervous, etc.) instruction should focus on the essential requirements for life. Areas of study include organization of the body; protection, support and movement; providing internal coordination and regulation; processing and transporting; and reproduction, growth and development. Chemistry should be integrated throughout anatomy and not necessarily taught as a stand alone unit. Whenever possible, careers related to medicine, research, health-care and modern medical technology should be emphasized throughout the curriculum. Case studies concerning diseases, disorders and ailments (i.e. real-life applications) should be emphasized.

Chemistry

Course Description:

The Chemistry curriculum is designed to continue student investigations of the physical sciences that began in grades K-8 and provide students the necessary skills to be proficient in chemistry. This curriculum includes more abstract concepts such as the structure of atoms, structure and properties of matter, and the conservation and interaction of energy and matter. Students investigate chemistry concepts through experience in laboratories and field work using the processes of inquiry.

Biology

Course Description:

The Biology curriculum is designed to continue student investigations of the life sciences that began in grades K-8 and provide students the necessary skills to be proficient in biology. This curriculum includes more abstract concepts such as the interdependence of organisms, the relationship of matter, energy, and organization in living systems, the behavior of organisms, and biological evolution. Students investigate biological concepts through experience in laboratories and field work using the processes of inquiry.

Environmental Science

Course Description:

The Environmental Science curriculum is designed to extend student investigations that began in grades K-8. This curriculum is extensively performance, lab and field based. It integrates the study of many components of our environment, including the human impact on our planet. Instruction should focus on student data collection and analysis. Some concepts are global; in those cases, interpretation of global data sets from scientific sources is strongly recommended. It would be appropriate to utilize resources on the Internet for global data sets and interactive models. Chemistry, physics, mathematical, and technological concepts should be integrated throughout the course. Whenever possible, careers related to environmental science should be emphasized.

Physical Science

Course Description:

The Physical Science curriculum is designed to continue student investigations of the physical sciences that began in grades K-8 and provide students the necessary skills to have a richer knowledge base in physical science. This course is designed as a survey course of chemistry and physics. This curriculum includes the more abstract concepts such as the conceptualization of the structure of atoms, motion and forces, and the conservation of energy and matter, the action/reaction principle, and wave behavior. Students investigate physical science concepts through experience in laboratories and field work using the processes of inquiry.

US History I / American Government

Course Description:

The combined United States history/ Government course provides students with a survey of major events and themes in history beginning with English settlement through Reconstruction and also provides students with a background in the philosophy, functions, and structure of the United States government.  Students also examine the structure and function of the United States government and its relationship to states and citizens.

 

US History II

Course Description:

The United States history course provides students with a survey of major events and themes in United States history beginning with the Gilded Age and concludes with significant developments in the early 21st Century.

Economics

Course Description:

The economics course provides students with a basic foundation in the field of economics. The course has five sections: fundamental concepts, microeconomics, macroeconomics, international economics, and personal finance. In each area, students are introduced to major concepts and themes concerning the aspect of economics.

World History

Course Description:

The world history course provides students with a comprehensive, intensive study of major events and themes in world history. Students begin with a study of the earliest civilizations worldwide and continue to examine major developments and themes in all regions of the world. The course culminates in a study of change and continuity and globalization at the beginning of the 21st century.

Business Communications

Course Description:

What message are you sending when you speak, write, and listen? As one of the most important skills for employers, students will explore the value of communication in their personal and professional life. The digital presence and impact of written and visual communication in a technological society will be addressed. Students will create, edit, and publish professionalappearing business documents with clear and concise communication. Creative design, persuasive personal and professional communications will be applied through research, evaluation, validation, written, and oral communication. Leadership development and teamwork skills will be stressed as students work independently and collaboratively. Presentation skills will be developed and modeled for students master presentation software in this course. Various forms of technologies will be used to expose students to resources, software, and applications of communications. Professional communication skills and practices, problemsolving, ethical and legal issues, and the impact of effective presentation skills are enhanced in this course to prepare students to be college and career ready. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of the employability skills standard for this course. Business Communications is the third course in the Business and Technology pathway in the Business Management and Administration cluster. Students enrolled in this course should have successfully completed Introduction to Business and Technology and Business and Technology. After mastery of the standards in this course, students should be prepared to take the end of pathway assessment in this career area.

 

Introduction to Business and Technology

Course Description:

Introduction to Business & Technology is the foundational course for Business and Technology, Entrepreneurship, and Human Resources Management pathways. The course is designed for high school students as a gateway to the career pathways above, and provides an overview of business and technology skills required for today's business environment. Knowledge of business principles, the impact of financial decisions, and technology proficiencies demanded by business combine to establish the elements of this course. Emphasis is placed on developing proficient fundamental computer skills required for all career pathways. Students will learn essentials for working in a business environment, managing a business, and owning a business. The intention of this course is to prepare students to be successful both personally and professionally in an information-based society. Students will not only understand the concepts, but apply their knowledge to situations and defend their actions/decisions/choices through the knowledge and skills acquired in this course. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the employability skills standards and content standards for this course. Various forms of technologies will be highlighted to expose students to the emerging technologies impacting the business world. Professional communication skills and practices, problem-solving, ethical and legal issues, and the impact of effective presentation skills are taught in this course as a foundational knowledge to prepare students to be college and career ready. Introduction to Business & Technology is a course that is appropriate for all high school students. After mastery of the standards in this course, students should be prepared to earn an industry recognized credential: Microsoft Office Specialist for Word Core Certification. The prerequisite for this course is advisor approval.

Business and Technology

Course Description:

How is technology used to solve business problems and communicate solutions? Business and Technology is designed to prepare students with the knowledge and skills to be an asset to the collaborative, global, and innovative business world of today and tomorrow. Mastery use of spreadsheets and the ability to apply leadership skills to make informed business decisions will be a highlight of this course for students. Publishing industry appropriate documents to model effective communication and leadership will be demonstrated through project based learning. Students will use spreadsheet and database software to manage data while analyzing, organizing and sharing data through visually appealing presentation. Various forms of technologies will be used to expose students to resources, software, and applications of business practices. Professional communication skills and practices, problem-solving, ethical and legal issues, and the impact of effective presentation skills are enhanced in this course to prepare students to be college and career ready. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of the employability skills standard for this course. Business and Technology is the second course in the Business and Technology pathway in the Business Management and Administration cluster. Students enrolled in this course should have successfully completed Introduction to Business and Technology.

Engineering Applications

Course Description:

Engineering Applications is the third course in the Engineering and Technology Pathway. Students will apply their knowledge of Science, Technology, Engineering, and Math (STEM) to develop solutions to technological problems. Solutions will be developed using a combination of engineering software and prototype production processes. Students will use market research, cost benefit analysis, and an understanding of the design cycle to create and present design, marketing, and business plans for their solutions. A capstone project will allow students to demonstrate their depth of knowledge of the engineering design process and prepare them for future opportunities in the field of engineering. The prerequisite for this course is Engineering Concepts.

 

Engineering Concepts

Course Description:

Engineering Concepts is the second course in the Engineering and Technology Pathway. Students will learn to design technical solutions to engineering problems using a whole systems approach to engineering design. Students will demonstrate the application of mathematical tools, teamwork, and communications skills in solving various design challenges, while maintaining a safe work environment. The prerequisite for this course is Foundations of Engineering and Technology.

 

Foundations of Engineering

Course Description:

The Foundations of Engineering and Technology is the introductory course for the Engineering and Technology Education pathways. This STEM driven course provides the students with an overview of engineering and technology including the different methods used in the engineering design process developing fundamental technology and engineering literacy. Students will demonstrate the skills and knowledge they have learned through various project based activities while using an engineering design process to successfully master the “E” in STEM. The pre-requisite for this course is advisor approval.

General Horticulture and Plant Science

Course Description: 

This course is designed as an introduction for the Horticulture-Plant Science Pathway Program of Study. The course introduces the major concepts of plant and horticulture science. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities.

 

Basic Ag

Course Description:

This course is designed as the foundational course for all Agriculture, Food & Natural Resources Pathways. The course introduces the major areas of scientific agricultural production and research; presents problem solving lessons and introductory skills and knowledge in agricultural science and agri-related technologies. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities. This course is the prerequisite for all AFNR pathways and is intended for students in grades 8-10.

Ag Mechanics I

Course Description:

This laboratory course is designed to provide students with introductory level experiences in selected major areas of agricultural mechanics technology which may include wood working, agricultural structures, electrical wiring, electric arc welding, oxy/fuel cutting and welding processes, and power equipment operation and maintenance. Learning activities include information, skill development and problem solving. Classroom and laboratory activities are supplemented through FFA supervised agricultural experiences, leadership programs and activities.

 

Ag Mechanics II

Course Description:

The goal of this laboratory course is designed to offer students intermediate level experiences in selected major areas of agricultural mechanics technology which may include small engine maintenance and repair, metal fabrication, concrete construction, building construction, plumbing, electrical wiring, maintenance of agricultural machinery, equipment and tractors and soil and water conservation. Learning activities include information, skill development and problem solving.

 

Ag Mechanics III

Course Description:

This laboratory course is designed to provide students with introductory level experiences in selected major areas of agricultural mechanics technology which may include wood working, agricultural structures, electrical wiring, electric arc welding, oxy/fuel cutting and welding processes, and power equipment operation and maintenance. Learning activities include information, skill development and problem solving. Classroom and laboratory activities are supplemented through FFA supervised agricultural experiences, leadership programs and activities.

Introduction to Culinary Arts

Course Description:

Introduction to Culinary Arts is the foundational course designed to introduce students to fundamental food preparation terms, concepts, and methods in Culinary Arts where laboratory practice will parallel class work. Fundamental techniques, skills, and terminology are covered and mastered with an emphasis on basic kitchen and dining room safety, sanitation, equipment maintenance and operation procedures. The course also provides an overview of the professionalism in the culinary industry and career opportunities leading into a career pathway to Culinary Arts.

Mastery of standards through project-based learning, technical skills practice, and leadership development activities of Family, Career and Community Leaders of America, (FCCLA) will provide students with a competitive edge for either entry into the education global marketplace and/or the post-secondary institution of their choice to continue their education and training. The pre-requisite for this course is advisor approval.

 

Culinary Arts I

Course Description:

As the second course in the Culinary Arts Career Pathway, the prerequisite for this course is Introduction to Culinary Arts. Culinary Arts I is designed to create a complete foundation and understanding of Culinary Arts leading to postsecondary education or a food-service career. This fundamentals course begins to involve in-depth knowledge and hands-on skill mastery of culinary arts.

 

Culinary Arts II

Course Description:

Culinary Arts II is an advanced and rigorous in-depth course designed for the student who has continued the Culinary Arts Pathway and wishes to continue their education at the post secondary level or enter the foodservice industry as a proficient and well rounded individual. Strong importance is given to refining hands on production of the classic fundamentals in the commercial kitchen.

Career and Technical Instruction

Course Description:

The Career Technical Instruction (CTI) support service is designed to support students with disabilities enrolled in a career, technical and agricultural education programs. The goal of the secondary (grades 9-12) level services are to provide these students with job-entry skills at the completion of the career, technical and agricultural education experience. The role of the career technical instruction coordinator is to provide resource assistance to students with disabilities served under the Individuals with Disabilities Act (IDEA) in the career, technical and agricultural education cluster and to coordinate the services needed for the learner to acquire his/her goal of job placement.

 

General Horticulture and Plant Science

Course Description: 

This course is designed as an introduction for the Horticulture-Plant Science Pathway Program of Study. The course introduces the major concepts of plant and horticulture science. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities.

 

Nursery Landscape

Course Description:

This course is designed to provide students with the basic skills and knowledge utilized by the green industry in nursery production and management and landscape design and management. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities.

Forest Science

Course Description:

This course provides entry-level skills for employment in the forest industry and for further study. The course covers establishing forests by natural and artificial means, maintaining and surveying forests, identifying and protecting trees, practicing silviculture, measuring trees and land, mapping, preparing for timber sales and harvest, employing multiple-use resource management, keeping records, and figuring taxes. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities.

Work-Based Learning

Course Description:

Work-Based Learning Programs (WBL) is a continuum of awareness, exploration, preparation, and training activities, including developing employability and technical skills that support success in careers and postsecondary education. Structured learning and authentic work experiences are implemented through an education and industry partnership. Students have the opportunity to connect what they learn in school with worksite application, enabling a smooth transition into the work force and/or education beyond high school. Work-Based Learning activities culminate in an assessment and recognition of acquired knowledge and skills.

JROTC

Course Description:

The Junior Reserve Officer’ Training Corps is a leadership education program.  This program will help students build a strong knowledge base of self discovery and leadership skills applicable to many leadership and managerial situations.  Mastery of the Army Junior ROTC standards through project-based learning, service learning and leadership development activities will prepare students for the 21^st Century leadership responsibilities.  The curriculum focus is reflected in its mission statement, “To motivate young people to be better citizens.”

Health

Course Description:

Students in high school demonstrate comprehensive health knowledge and skills. Their behaviors reflect a conceptual understanding of the issues associated with maintaining good personal health. They serve the community through the practice of health-enhancing behaviors that promote wellness throughout life.

Lifetime Sports

Course Description:

This course is designed to expose students to various team sports and recreational games that students can use for a lifetime.  The course will consist of various sports such as basketball, volleyball, football, softball, and frisbee games, as well as recreational games such as ping pong, badminton, corn hole, and four square.

 

Team Sports

Course Description:

Students in grades 9 – 12 will demonstrate the ability to participate in a variety of invasion, net/wall, field, target, individual, outdoor, fitness activities, rhythms, and dance. Students will demonstrate competence in at least one activity from two of three following categories: Category 1: invasion, net/wall, or field games; Category 2: target, dance/rhythm, or outdoor activities; Category 3: fitness or individual activity.

Weight Training

Course Description:

The goal of this class is to connect the skills and activities that are learned in physical education class to the lives of students outside the classroom. Participation outside of class is critical to developing active and healthy lifestyles and behaviors. Emphasis is placed on developing self-management skills and voluntary participation in areas of interest that are meaningful to the student. Students make a personal commitment to participate in moderate to vigorous physical activity in order to maintain personal fitness goals. Students are knowledgeable of appropriate training principles and understand how to apply these to enhance their participation and desired level of fitness.