Dr. James P. McIntyre, Jr.
Director of Schools
Dr. Elizaberth Alves Assistant Superintendant, Chief Academic Officer
Dr. Daphne Odom Executive Director of Innovation and School Improevement
Executive Director of PD and Curriculum/Instruction Melissa Massie Executive Director of Student Support Services Heather Willis Supervisor of Student Support Services
Teresa Clark Supervisor of Special Education
Cheryl Hickman Executive Director of Secondary Education Danny Trent Supervisor of Secondary Education
Theresa Nixon Director of Instructional Technology
Don Lawson Director of Career Technology Education
Rocky Riley Supervisor of Career Technology Education Shannon Jackson Supervisor of English Language Arts
Gary Petko Supervisor of Mathematics
Andrea Allen Supervisor of Science
Sharon Cate Supervisor of World Languages and English Languange Learners Dr. Jean Heise Supervisor of Humanities
Judy Newgent Supervisor of Social Studies
Beverly Anderson Facilitator
STUDENT PROGRESSION PLAN
This Student Progression Plan is the official program for Knox County Schools and is in compliance with the Tennessee State Board of Education Rules, Regulations, and Minimum Standards.
Requirements in Knox Coun Schools are above the minimum requirements stated in Rules, Regulations and Minimum Standards, Tennessee State Board of Education. Questions pertaining to the minimum standards for the State of Tennessee, and particularly for transfer students, may be answered by referring to the Rules, Regulations, and Minimum Standards website:
TN State Board Standards
Any request for exemptions from the policies or rules must be submitted in writing to the principal, and must be approved by the principal and KCS Director of Secondary Education.
ATTENDANCE
Policy ............................................................................................................................................... 1
Exam Exemptions ............................................................................................................................ 4
Homebound...................................................................................................................................... 4
Exemption to Full Time Attendance ............................................................................................... 4
Waiver of Compulsory Attendance ................................................................................................. 5
STUDENT PLACEMENT
Criteria ............................................................................................................................................. 6
Homebound Instruction ................................................................................................................... 8
Adult Education/Adult Evening High School ................................................................................. 9
Placement of Home School Students............................................................................................... 9
ENROLLMENT/TRANSFERS
Enrollment ..................................................................................................................................... 10
Directions When Enrolling Students from Non-Traditional Schools ............................................ 11 Transfer Students ........................................................................................................................... 11
Procedures for Granting Course Credit for Home School Students .............................................. 12
Students Not Enrollment in any School During Current School Year .......................................... 12 Transferring Credit from Accredited Schools ............................................................................... 13
Foreign Exchange Students ........................................................................................................... 13
EARNING CREDITS
High School Credit Earned in Middle School ............................................................................... 16
High School Credit-Bearing Courses Earned in KCS Middle Schools ......................................... 16 Course Prerequisites ...................................................................................................................... 17
Enrollment in Off-Campus Courses .............................................................................................. 17
Multiple Pathways to Graduation Through Non-Traditional Models ........................................... 17 Repeating Failed Courses .............................................................................................................. 18
Computation of Credits and Grade Points ..................................................................................... 18 New Credit ..................................................................................................................................... 18
Online Learning/Recovery Credit.................................................................................................. 18 EOCs .............................................................................................................................................. 19
End of Term Testing ...................................................................................................................... 19
HONORS AND ACCELERATED COURSES
Honors Courses.............................................................................................................................. 20 Framework of Standards for Honors Courses................................................................................ 20
Advanced Placement (AP) Program .............................................................................................. 21
International Baccalaureate (IB) Programmes............................................................................... 21 Dual Enrollment............................................................................................................................. 21
Dual Credit..................................................................................................................................... 22
Early College Admission ............................................................................................................... 22
GRADUATION REQUIREMENTS
Core Subjects Chart 23
Early Graduation Policies/Procedures 24
Four-Year Plan 24
Types of Diplomas 25
Courses That Will Substitute for Required Courses 27
CTE Courses Satisfying Multiple Requirements 27
Elective Focus 28
Community Education Cluster 29
Hardship Waiver of Requirements 30
Exemptions From Instruction 30
ATHLETICS
NCAA Requirements for College Scholarships in Athletics 31
GRADING AND NOTIFICATION PROCESSES
Calculation of GPA 33
High School Uniform Grading Policy and Procedures 33
Weighted Grades 33
Grade Changes 34
Class Ranking 34
Equalization Formula 35
Credits Per Course 35
SPECIAL PROGRAMS
Specialized Education (SPED) 37
Special Conditions 38
ENGLISH LANGUAGE LEARNERS
ELL Program 39
Undocumented and Unaccompanied Minors 39
Refugees 39
Retention 40
SIFE (Students with Interrupted Formal Education) Students 40
Course Selections 40-43
COURSE CATALOG
Introduction – Course Codes 44
Academic Success 45
Drivers Education 45
English 45-46
Fine Arts 46-47
JROTC 47
Physical Education/Lifetime Wellness 47
Mathematics 47-48
Science 48-49
Social Studies 49-50
Specialized Education 50-51
World Languages 51-52
COURSE CATALOG - CAREER & TECHNICAL EDUCATION
Advanced Manufacturing 53
Agriculture, Food, and Natural Resources 53
Architecture and Construction 53
Arts, Audio/Visual Technology & Communication Arts 54
Business Management and Administration 54
Education and Training 54
Finance 54
Health Science 55
Hospitality and Tourism 55
Human Services 55
Information Technology 56
Law, Public Safety, Corrections and Safety 56
Marketing 56
STEM 56
Transportation, Distribution, and Logistics 57
Work-based Learning 57
COURSE DESCRIPTIONS
Drivers Education 58
World Languages 58-62
Language Arts 62-67
Lifetime Wellness/Physical Education 67-69
Mathematics 69-75
Fine Arts 75-79
Performing Arts 80
JROTC 81-83
Science 84-90
Social Studies 90-95
Specialized Education 96-98
CAREER AND TECHNOLOGY EDUCATION
Advanced Manufacturing 98-102
Agriculture, Food, and Natural Resources 102-105
Architecture and Construction 105-113
Arts, Audio/Visual Technology & Communication Arts 113-116
Business Management and Administration 116-118
Education and Training 118-121
Finance 122-123
Health Science 123-133
Hospitality and Tourism 133-135
Human Services 135-139
Information Technology 139-143
Law, Public Safety, Corrections and Safety 143-146
Marketing 146-148
STEM 149-153
Transportation, Distribution, and Logistics 153-156
Work-based Learning 156
APPENDIX
The Board recognizes that good attendance at school is basic to student learning. Attendance is a key factor in student achievement; therefore, students are expected to be present each day that school is in session. Parents have both a legal obligation and a moral responsibility to see that children are present every day that school is in session.
Board Policy JB
The Director of Schools shall establish and maintain an attendance program designed to ensure all school age children attend school and that alternative program options are available for students who do not meet minimum attendance requirements. This program shall be designed so that it addresses and adheres to all statutory and regulatory requirements established by the State of Tennessee. School administrators and faculties are expected to develop programs and practices to achieve or exceed student attendance goals established by the State Board of Education. For these reasons, the Knox County Board of Education has adopted the following policy on student absences.
Acceptable (excusable) conditions for students being absent from school include:
Personal illness, injury and hospitalization.
Illness in the family temporarily requiring help from the child.
Death in the immediate family.
Recognized religious holidays regularly observed by persons of the student’s faith1.
Verifiable family emergency.
Court appearances for summons, subpoena or court order.
For students with a parent or guardian who is deployed as a member of the United States Armed Forces, the following excuses shall apply, provided the student furnishes appropriate documentation of the service member’s deployment:
An excused absence for one day when the member is deployed;
An excused absence for one day when the service member returns from deployment;
Excused absences for up to 10 days for visitation when the member is granted rest and recuperation leave and is stationed out of the country.
Students who are pregnant are excused from school for hospitalization and doctor’s appointments when a physician’s statement is provided. If a student is participating in a homebound program due to pregnancy, the homebound teacher will maintain attendance documentation.
Juniors and seniors are allowed two (2) days per year for college visits. These will be counted as excused absences. Visits must be arranged through the school counseling office.
Students participating in school-sponsored activities whether on or off-campus shall not be counted absent. In order to qualify as “school sponsored,” the activity must be school-planned, school- directed, and teacher-supervised.
Extenuating circumstances determined on a case-by-case basis.
Any absence not complying with the above reasons for excused absences will be considered as unexcused. Examples of unexcused absences are (a) family vacations taken during the school year and
(b) Senior Skip Day.
To appeal an unexused absence, parents should communicate with the school principal. The princiapl’s decision will be final at the school level.
1
The principal or designee shall be responsible for ensuring that:
Attendance is checked and reported daily for each class.
Daily absentee sheets contain sign-in/sign-out sheets and indicate students present or absent for the majority of the day.
WWritten excuses are submitted for absences and tardiness.
IIf necessary, verification is required from an official or other source to justify absences.
SSystem-wide procedures for accounting and reporting are to be followed.
Out-of-school suspensions (OSS) are not reported as an unexcused absence and are not a chargeable offense for truancy in Juvenile Court.
Students in a homebound program are not marked absent from school. The homebound teacher records attendance for homebound students.
Excuses for absences must be made in writing to the principal or administrative designee by a parent or guardian and must be submitted within five (5) days of the student's return to school. All absences, and/or corrections to absences must be recorded within the respective 20-day attendance-reporting period or no later than ten (10) days following the end of each 20-day attendance-reporting period.
Parent or guardian shall be notified each time a student has five (5) days (aggregate) of unexcused absences and that attendance at school is required. Additional notices shall be sent after each successive accumulation of five (5) unexcused absences.2
Upon or before five (5) days of unexcused absences, the principal or designee shall notify the director of schools or designee and initiate meaningful communications with the student and their parent/guardian. The school shall attempt to determine the underlying cause(s) of the unexcused absences. When appropriate, a plan to improve school attendance should be initiated for the student.
Upon or before ten (10) days of unexcused absence, the principal or designee shall attempt to meet in person with the student and/or their parent/guardian, develop or refine the attendance plan, and provide necessary supports and services to improve school attendance. The principal or designee shall maintain documented attempts to meet with the student and their parent/guardian and the resulting attendance plan.
Parent/guardian of a student with excessive (more than 5) absences may appeal the absences. Whenever possible, attendance issues should be resolved at the school level. Parents/guardians who wish to appeal a student’s excessive (more than 5) absences, shall communicate their appeal to the school principal. At the appeal, the principal will provide the parent/guardian written notice of the unexcused absences and
The parent/guardian will have the opportunity to be heard. The burden of proof rests on the student or the parent/guardian.3
Faculties shall encourage student attendance and completion of classroom assignments according to the following guidelines:
Assuring quality classroom experience.
Maximum effort shall be made in all classroom settings to provide a quality learning experience for each individual and to ensure that each day's class time is important.
Emphasizing regular attendance.
Teachers shall inform students that time on task is essential to learning, that instruction loses context with lapse of time, and that, if students are absent from class, work that has to be made up outside of the regular classroom environment does not provide the same opportunity for learning as the regular class time.
Making-up assignments.
If a student must be absent from school for any reason, excused or unexcused up to ten (10) days, upon returning to school, he/she shall be given the opportunity to make up any and all assignments that were missed during the student's absence. The student must request make-up assignments within three (3) days after returning. Teachers shall set a reasonable time for the completion of the work. Failure of a student to initiate a request for make-up work within three (3) days will result in lost opportunity for credit for that assignment.
Students who are suspended or expelled from school for more than ten (10) days shall be offered placement in the Alternative School Program for the duration of the suspension or expulsion, unless the student is considered to be a danger to the school community.
Students who refuse Alternative School placement, or are dismissed from the Alternative School Program early for any reason, or have been considered a danger to the school community shall not be given the opportunity to request make-up assignments.
Students who are denied the opportunity to receive make-up assignments may appeal to the School Attendance Review Committee, then to the Director of Schools and Board. The Director of Schools will establish an administrative procedure to govern this appeal process.
In order to be counted present on any and all accounting attendance records, students in grades K-12 shall attend school for a time period of three (3) hours and thirty (30) minutes per school day. Students who attend less than three (3) hours and thirty (30) minutes per school day shall be recorded and reported as absent on any and all attendance records.
Student attendance records shall be given the same level of confidentiality as other student records.4
In order to be counted present on any and all accounting attendance records, students in grades 1-12 shall attend school for a time period of three (3) hours and fifteen (15) minutes per school day. Students who attend less than three (3) hours and (15) minutes per school day shall be recorded and reported as absent on any and all attendance records.
Students participating in school-sponsored activities whether on or off campus shall not be counted absent. In order to qualify as “school-sponsored,” the activity must be school-planned, school-directed, and teacher-supervised. Mass exodus or early dismissal or late arrival of all students or any segment of students shall not be permitted for any reason except for emergencies such as inclement weather or other unavoidable situations, unless instruction time is made up in full.
1. TRR/MS 0520-1-3-.08(1)(a).
2. TCA 49-6-3007.
3. TRR 0520-01-02-.17.
4. TCA 10-7-504; 20 U.S.C § 1232g.
Student attendance records shall be given the same level of confidentiality as other student records. Only authorized school officials with legitimate educational purposes may have access to student information without the consent of the student or parent/guardian.
For Seniors Based on Attendance
EXAM EXEMPTIONS
Seniors who are eligible for exemption cannot be required to take an exam. If a senior who is eligible for exemption elects to take the exam, the grade must count and be recorded
Individual classes determine senior exam exemptions by semester. Criteria for exemptions are as follows:
1st/2nd Term – All students
Any student with no more than four (4) absences in a yearlong class, two (2) absences in a semester class, and/or one (1) absence in a nine-week class will have his/her lowest major test grade dropped in the calculation of his/her class average. This does not include local/state EOCs, dual enrollment, International Baccalaureate, or Advanced Placement exams. The definition/determination of “major test” is left to the discretion of the teacher.
2nd Term – Seniors Only
Second term seniors who have no more than two absences per class and a minimum of a “76” average may opt out of the final exam. A student may not be exempt from a state EOC. A student who does not take and AP/IB exam will be required to take the teacher-created final exam.
AP/IB Final Exam Exemption
AP/IB students may choose to be exempt from the final semester exam by taking the AP/IB national exam. In the event students miss or choose not to take the AP/IB exam, they will then be required to take the teacher-created course exam.
HOMEBOUND
Students in a homebound program are not marked absent from school. The homebound teacher records attendance for homebound students.
EXEMPTION TO FULL TIME ATTENDANCE
Principals and/or parents may request an exemption to full time attendance for a student for the following reasons:
Dual enrollment
Experiential Learning – Internship or other work related experience*
Hardship*
*Principal approval required
The school principal has the authority to revoke the Exemption to Full Time Attendance if the student incurs 5 or more unexcused absences or if the student’s grades fall below a “C.”
WAIVER OF COMPULSORY ATTENDANCE
Parents, guardians, and other persons with parental rights, with legal responsibility of any child or children between the ages of six (6) and seventeen (17) years, both inclusive, shall be responsible for their attendance in a public or non-public school. In the event of failure to do so, the parents, guardian, or other persons will be subject to the penalties provided in the Compulsory School Attendance Law.
Children between the ages of six (6) and seventeen (17) years must attend a public or private school. Under certain circumstances the Board may temporarily excuse students from complying with the provisions of the compulsory attendance law. Pregnancy shall not constitute a reason to be exempted from compulsory school attendance.
Any child residing within the state, six (6) years of age on or before August 15 of the current school year, who makes application for admission, shall be enrolled in the school designated by the Board.
A child entering kindergarten shall be no less than five (5) years of age on or before September 30 of the current school term. No child shall be eligible to enter first grade without having attended an approved kindergarten program.
Any transfer student legally enrolled as a first grade student in another state, who will be six (6) years of age no later than December 31 of the current year and who makes application for admission, shall be enrolled.
A child entering a special education program shall be no less than three (3) years of age. The compulsory attendance law shall not apply to the following:
A student who has received a diploma or other certificate of graduation;
A student who is enrolled and making satisfactory progress in a course leading to a GED;
A student enrolled in a home school that has reached the age of seventeen (17)
The criteria for placement of students in the secondary school program should include the following sources:
Scholastic achievement and aptitude test data.
Teacher recommendation.
Scholastic grades and credits.
Course offerings and competency requirements.
Career goals of the student.
Parent and student preference.
Ninth Grade Placement Criteria
The English, math, and science placement for incoming ninth graders is a two-step process. Preliminary recommendations are made based on standardized test scores from the TCAP Achievement Test (7th grade) and ACT Explore (8th grade).
Eighth grade teachers review the initial recommendations and may opt to recommend students to a level higher than the test scores indicate. If the test scores from the Explore and TCAP agree (both indicate honors level, for instance), then the 8th grade teacher cannot lower the recommendation.
However, when there is inconsistency in the test scores and one indicates one level while the other indicates a different level, and then the 8th grade teacher plays a very important role. Basically, he/she casts the “tiebreaking” vote for these borderline students and determines which level best fits the student.
The following criteria are used to determine the initial recommendations for 9th graders who enter high school in 2016.
ENGLISH Click here | ||
7TH TCAP READING | EXPLORE ENGLISH | |
Course | State Percentile | Score (1-‐25) |
Fundamental | 1-‐24 | 0-‐9 |
Regular | 25-‐59 | 10-‐13 |
Standard/CP | 60-‐89 | 14-‐19 |
Honors | 90-‐99 | 20-‐25 |
SCIENCE Click here | ||
7TH TCAP SCIENCE | EXPLORE SCIENCE | |
Course | State Percentile | Score (1-‐25) |
Tier I | 1-‐39 | 0-‐12 |
Tier II | 40-‐91 | 13-‐19 |
Tier III | 92-‐99 | 20-‐25 |
MATH Click here | ||
7TH TCAP MATH | EXPLORE MATH | |
Course | State Percentile | Score (1-‐25) |
Algebra I A/B | 1-‐64 | 0-‐14 |
Algebra I | 65-‐85 | 15-‐18 |
Honors Algebra I | 86-‐99 | 19-‐25 |
Honors | Successful completion of Algebra I | |
HOMEBOUND INSTRUCTION
To be considered for homebound instruction, a student must have a health impairment or sufficient seriousness as certified by a licensed doctor of medicine or osteopathy. The program typically consists of three (3) hours of instruction per week provided by a certified and properly endorsed teacher.
Students with disabilities previously certified as eligible under IDEA and state regulations may receive (if determined eligible by the IEP-Team) homebound services.
Children with medical conditions of a short duration or temporary nature and not previously certified with a disability pursuant to IDEA and state regulations, will receive (if determined eligible by the School Support Team) homebound services.
For more information regarding homebound instruction, click: homebound
ADULT EDUCATION/ADULT EVENING HIGH SCHOOL
The Knox County Schools Adult Education program offers instruction in Basic Skills, High School Equivalency Preparation, and English Language Learner classes (ELL) for non-native speakers of English.
The mission of Knox County Schools Adult Education is:
work with students to help them reach their educational goals.
teach students how to educate themselves so when they complete the program they are equipped to be independent life-long learners.
Adult Education is open to anyone 17 years or older. A student who is 17 years old will require a release of compulsory attendance from the last school attended and an age waiver which must be approved by the school board and Superintendent. The Knox County Adult Testing Center located at Lincoln Park Technology and Trade Center will help facilitate this process. Students who are 18 years old must have officially withdrawn from the last school attended before attending Adult Education.
Adult Education classes are funded and supported by Knox County Schools and the Tennessee Department of Labor and Workforce Development.
All teachers are board certified and able to teach any subject. Students will work in a classroom environment with both large and small group instruction. Students progress at their own pace and move through the program in classes geared to their educational needs. The goal is to provide students with the best possible instruction to be successful in obtaining a high school equivalency diploma and continuing their education, if desired. Realizing that students have many responsibilities, Adult Education teachers make every effort to maximize time in the classroom.
PLACEMENT OF HOME SCHOOL STUDENTS
Home School Students Entering Public School
Home school students entering public schools are treated as students entering from other non-approved schools and are subject to State Board of Education Rule No. 0520-1-3-03(11). Students must be tested for placement or grade/class determination. The examination administered to students in K-9 shall cover only the last grade completed. The examination administered to students in grades 10-12 shall cover each subject for credit toward graduation. A teacher created final exam is also approved to determine competency/awarding of credit. The examination for subjects of more than one unit need only cover the last unit completed. Exception: Students entering the district from Category III Online Schools do not take a placement test. A link is provided below.
Home School
ENROLLMENT/TRANSFERS
ENROLLMENT
If your child is not enrolled at a Knox County school during the current school (or previous year if applying during the summer months), contact the Enrollment Office at 865-594-1502. A representative will be able to assist you in the enrollment process, providing information regarding which school your child is eligible to attend.
The following articles are required for registration:
Birth Certificate or acceptable proof of age
Physical Examination from within the Unites States
Tennessee Department of Health Certificate of Immunization (Form PH4103)
Immunizations must be up-to-date.
Social Security Card or Number (optional)
Proof of residency: bring a current utility bill, lease, etc.
(Phone bills are not considered proof of residence)
Complete address of previous school attended
Click here Enrollment Procedures and Requirements for additional information. Requirements To Disclose Information Prior To Enrollment
Each student, at the time of initial school registration, must note previous school expulsions, arrests
resulting in a charge, arrests pending, and any juvenile justice actions. Knox County Schools have the authority to honor the final order of expulsion or dismissal of a student by a previous school including in state, out-of-state, public/private.
Fifth Year Student
At the discretion of the high school principal, a non-graduated student who has completed four years of high school may return for a fifth year if the student:
Has been continuously enrolled in school.
Is able to complete all requirements for graduation within one year.
Attends the Summer Extended Learning Program, if necessary, and achieves satisfactory grades.
Exhibited satisfactory behavior and attendance during the fourth year.
Any student granted permission to enroll for a fifth year must maintain satisfactory behavior, attendance and grades. If at any time these conditions are not met, the principal may remove the student from the high school and refer him/her to the adult school.
A fifth-year student, who feels that he/she has been incorrectly denied attendance for a fifth year, may appeal the decision to the Director of Secondary Education or his/her designee.
Students receiving special education services may continue until age 22.
DIRECTIONS WHEN ENROLLING STUDENTS FROM NON-TRADITIONAL SCHOOLS
If Coming From Tennessee Home School
Check non-public list and the approved on-line list. If the school name appears “Home School,” ask if the schoolwork was completed online.
Non-Public Schools
The state Approved Online list is a partial list. If the student attended an online school that is not on the list, look up the school to see if it is accredited by any of the accrediting agencies listed on the top of the Approved Online list.
If the school is a Category 4 or 5, the student must take a local end of course exam in each of the core courses. Electives are accepted and are to be put on the transcript using the grade from the home school transcript. Follow “Procedures for awarding credit...” for the core courses.
If the school is a Category 4 or 5 and also a Category that does not require testing, KCS will accept the credits on the transcript as is (Category 4 and 2).
If Coming From An Out Of State Non Public School
Contact the school or check website to confirm accreditation.
If accredited, all credits on the transcript will be accepted.
If it is not an accredited program, test for core, but accept elective credits.
If Coming From A Mental Health Facility In State Or Out Of State
In state residential treatment facilities are State Category 1-SP school. These students are never dropped from Knox County. They stay enrolled with us.
Sites that are out of state, not on the approved Residential list, or are Day programs, fall into a different classification all together. If they are not an accredited program, test for core, but accept elective credits.
TRANSFER STUDENTS
Students entering from Category 4 and 5 schools, as designated by the Tennessee State Department of Education, will be tested for credit. Students may be tested by taking and passing the final exam for each core course listed on a transcript from a Category 4 or 5 non-public schools. Upon passing the exam, credit may be awarded. If student demonstrates mastery on the exam, then the student’s grade from his/her transcript will be entered on his/her Knox County Schools’ transcript. Home school students entering public schools are treated as students entering from non-public schools. The following website lists the status of all Tennessee non-public schools: http://tn.gov/education/topic/non-public-schools
KCS has the authority to award credit for high school courses completed at non-public middle schools based on demonstrated mastery of the subject matter, e.g., successful completion of mastery test or written exam or performance in subsequent courses.
STUDENTS FROM SCHOOLS WITH DIFFERENT SCHEDULING CONFIGURATIONS
Because of varying scheduling configurations in high schools, conversion guidelines have been established to calculate the number of credits required for graduation. The total number of credits required for graduation will be four fewer credits than the maximum number of credits available during the four years (beginning in the ninth grade). Appropriate conversions will be made for students who transfer into KCS from districts using a different grading scale.
Students Not Enrolled in any School During the Current School Year
Students enrolling after the mid-point of the semester, who have not been enrolled in any school during the school year, will be placed in regular courses and an approved recovery credit program. The individual teachers for each course will give students enrolling late, but before the mid-point of the semester, make- up work.
If Coming From An Alternative School
Check to make sure the student has completed his suspension.
Call the previous school if necessary.
Notify the principal.
PROCEDURES FOR GRANTING COURSE CREDIT FOR HOME SCHOOL STUDENTS ENTERING A KNOX COUNTY HIGH SCHOOL
Testing
Home school students stating they have earned a credit in English, math, science, social studies and wellness shall be administered a Knox County EOC in each specific course they are requesting that credit be given. Home school students for which transcripts state they have earned a credit in world language shall be administered the Knox County EOC for the highest level of language for which they are requesting credit be given. (Ex. A student who has earned a credit in French I and II will be given the French II EOC).
Credits
All elective non-tested courses that do not require testing and are listed on a home school transcript for which a home school student states he/she has earned credit will be granted, and the grade for these courses will be taken from the home school transcript. Credits/grades for courses in English, math, science, social studies, and wellness shall be determined as follows:
§ Students scoring 70 or above on the EOC for a course will be granted credit, and the grade for the course will be taken from the home school transcript.
§ A student scoring below a 70, but not lower than 60 on the EOC, may appeal to the school principal for consideration of credit/grade for the course.
The principal may delay the decision he/she renders until the student has taken the next appropriate course in the academic discipline in the high school and base his/her decision on how well the student performs.
Credits/grades for world language will be determined as follows:
Students scoring above 70 on the EOC will be granted credit for the course level of the EOC and any levels below it. (EX. A student taking the French II EOC and scoring a 70 or higher will be given credit in French II and French I). The grade for the course(s) will be taken from the home school transcript.
Students scoring below 70 on an EOC above the first year of language will be given the opportunity to take the EOC the next level down. If the student scores 70 or higher on the EOC for the next level down, credit will be granted for that level and the grade will be taken from the home school transcript.
The same appeal process may be used for students scoring between 60 and 69 on a world language EOC.
Students who have taken the Tennessee Gateway or EOC exams can submit their official scores for consideration of credit to the Director of Secondary Education.
Students who score between 50 and 59 may retake an EOC one time.
Credits For Graduation
The counselor will record on the student’s transcript those courses for which the student has been awarded credit.
The counselor will calculate the number of credits required for graduation by adding the number of courses attempted during the student’s time in home school together with the four courses for each semester he is enrolled in a Knox County high school and subtracting four from that number. Home school students must meet the minimum state course requirements to receive a high school diploma.
TRANSFERRING CREDIT(S) FROM ACCREDITED SCHOOLS (PUBLIC AND NON-PUBLIC)
Students transferring from any state, regionally, or nationally accredited school will have all credits accepted in full. A student transferring from one Knox County School to another or from any state, regionally, or nationally accredited school to a Knox County high school will have his/her credit status determined by the number of credits earned. Students from outside KCS must provide a current transcript. Students may provide a report card or verbally indicate courses in which they are currently enrolled for course placement purposes.
FOREIGN EXCHANGE STUDENTS
Foreign exchange students, with rare exception, use their semester or year in the United States for an experience abroad. Any foreign exchange student is eligible for acceptance through the foreign exchange student program, provided he/she is participating through an agency endorsed by the Council on Standards for International Educational Travel (CSIET-www.csiet.org) and is sponsored by an individual or organization. The host family must reside in Knox County and provide proof of residency. Foreign exchange students will only be accepted in grades 9-12. Generally, no more than two foreign exchange students are enrolled in one school.
Purpose
Knox County Schools view foreign exchange student programs primarily as the sharing of cultures. Therefore, the educational component shall be designed to enhance cultural experiences and not to produce high school diplomas. In keeping with this purpose, foreign exchange students accepted for enrollment shall be unclassified as to grade level and shall be scheduled into courses which, in the professional opinion of those school personnel, can lead the students into an understanding of American culture. Exchange students who satisfactorily complete a full schedule of prescribed courses will receive an Exchange Student Certificate.
Sponsoring Organization
The local agent of a foreign exchange student program wishing to enroll students in the Knox County Schools shall, prior to April, submit a letter of application to the Superintendent and marked to the attention of the Director of Secondary Education. The letter shall indicate the number of students the agency wishes to place in Knox County Schools annually and shall be accompanied by satisfactory evidence of the agency’s cultural and educational purposes, legal status, and operational stability. Evidence should include, but not necessarily be limited to, the following items:
Evidence that the exchange program currently maintains and, for at least five previous years, has continually maintained an office and staff within the United States, that said staff includes the local agent submitting application, and that said local agent is readily accessible to local participants in the exchange program.
Literature identifying the program’s board of directors, its purpose and program, and its expectations of host communities, schools, and families, including financial costs.
Literature describing the personal and educational qualifications of its foreign exchange students, including, among other things, the degree of English language fluency required.
Information should be provided to the Knox County School System at least one month prior to enrollment of the student in the district.
A list of references from among American schools and families with whom the program has placed foreign exchange students within the preceding five years.
Evidence must be provided that the program is currently included on the Advisory List of International Educational Travel and Exchange Programs published by the Council on Standards for International Educational Travel.
Applications will be considered within the ability of Knox County Schools to absorb the exchange students into existing classes and programs. Upon approval, the Secondary Education office will notify applicants and high school principals
Other Information Regarding Exchange Students
In addition to the conditions mentioned above, the following conditions shall apply:
Knox County Schools will not be obligated to enroll any foreign exchange student who arrives unexpectedly.
Host schools and the Knox County Board of Education accept no responsibility for the care and maintenance of exchange students beyond the normal concern for the safety and well being of all students within their jurisdiction.
It is strongly recommended that the family include a child who is approximately the same age as the exchange student and who attends the same school.
In matters normally requiring the attention or presence of parents, the host school principal shall deal with the host parents of the exchange students. Lacking satisfaction, the principal may contact the local agent of the exchange program or refer to the appropriate member of the superintendent’s staff.
Exchange students shall possess mastery of the English language to the extent that they can function in the school without the need for special help. Any who lack the necessary English skills will be subject to dismissal. These exchange students are ineligible for the English as a Second Language (ESL) program.
Exchange students shall be required to have a schedule of classes, to adhere to the host school’s standards of attendance, conduct, and financial responsibility, and generally to observe all regulations of the school. Any who fail to do so will be subject to immediate dismissal.
Exchange students shall not be eligible for diplomas, rank-in-class, scholastic awards associated with class rank, or participation in commencement ceremonies. They shall receive grade reports and upon satisfactory completion of a full schedule of prescribed courses, the Exchange Student Certificate.
These guidelines in no way preclude the addition or substitution of other guidelines, which may be deemed advisable by the Superintendent’s staff as requests are processed.
HIGH SCHOOL CREDIT EARNED IN MIDDLE SCHOOL
Students in middle school who successfully complete a course and the EOC in a class taught using the high school curriculum standards would earn high school credit. The grade earned will be calculated in the high school GPA.
Students who attended a private middle school or students who attended a public middle school whose academic record/transcript indicates a high school course was taken in middle school will receive credit following the procedure below.
KCS will honor the sending school’s district policy if it is an accredited school.
Procedure
If no middle school transcript exists, contact the middle school and request documentation of the high school course completed and the grade earned.
If a middle school transcript does exist, but does not indicate high school credit, contact the middle school and verify that the course was, in fact, a high school course.
If determination is made that a student does not receive high school credit, a parent may request that the student be tested in order to receive that credit.
The credit earned will be pass/fail.
A student must take a Knox County EOC and receive a passing score as listed below:
The subject area department chair at the high school will provide to the high school counselor an EOC review or in the case of Algebra I and practice questions.
The high school counselor tests and proctors, and the subject area department chair will grade exam.
Upon receiving documentation from the subject area department chair, the course and grade will be entered into the student’s academic history, semester one of the ninth grade year, and file ac opy of the documentation in the student CR.
The grade awarded will be the grade earned in the middle school.
HIGH SCHOOL CREDIT-BEARING COURSES EARNED IN KNOX COUNTY MIDDLE SCHOOLS
The following high school credit-bearing courses may be offered for eighth grade students per availability in the school:
Honors Algebra
Honors Geometry, Honors Algebra II, Honors Physical Science
Honors Biology
World Languages (Spanish I, French I, German I and Latin I)
Any student enrolled in Honors Algebra I, Honors Geometry, Honors Algebra II, Honors Physical Science, and Honors Biology must take the state-mandated End-of-Course (EOC) assessment during the spring semester.
In computing the numerical grades for honors courses, three (3) additional points shall be added to the semester average.
If an eighth grade student does not receive the credit, the Honors Algebra I coursework for the failed semester must be repeated at the high school level. The state high school policy requires students to take a mathematics course each year while in high school to complete a four credit core.
COURSE PREREQUISITES
Many KCS courses have prerequisites. These prerequisites must be honored unless a student petitions and the ensuing conversations with a school counselor indicate that an exception should be made. This exception will be based on the student data and/or the student’s Individualized Education Plan (IEP).
ENROLLMENT IN OFF-CAMPUS COURSES
The Dual Enrollment Agreement provides an opportunity for students to earn college credit while enrolled in high school. This may include on campus, off campus, and summer time work. For more information on Dual Enrollment please contact the counseling department at each zoned school.
MULTIPLE PATHWAYS TO GRADUATION THROUGH NON-TRADITIONAL MODELS
Information regarding the following schools can be found by clicking on link school links below:
L&N STEM Academy
Dr. Paul Kelley Volunteer Academy
Career Magnet Academy
Knox County Adult High School
Other Non-Traditional Schools
Non-traditional schools fit individual student needs while offering programs from a variety of avenues. Each school offers unique learning opportunities tailored to meet the needs of motivated and responsible students in a non-traditional school setting. The non-traditional schools are:
Richard Yoakley Alternative School
Ridgedale Alternative
Knoxville Adaptive Education Center (KAEC)
REPEATING FAILED COURSES
Courses previously failed may be repeated in summer school or during the regular school year. Courses passed within a sequential subject may not be repeated after the student has received a passing semester grade in the next course. (For example: The student may not repeat Spanish I after receiving a passing grade in the first semester of Spanish II.) Courses passed with a grade of “B” or better may not be repeated. A passing grade of “C” or lower may be repeated with principal approval. To review the board policy, click here:
Board Policy IHEA
COMPUTATION OF CREDITS AND GRADE POINTS
When a course is repeated, the higher of the two (2) grades shall be computed and all course attempts show on transcripts as part of the accumulated grade point average. The numerical grades earned in middle school courses taken for high school credit will appear on the student’s high school transcript and will be calculated in the student’s cumulative grade point average (GPA).
NEW CREDIT
Students who wish to supplement their traditional program may earn first time credit through online learning, summer school or Dual Enrollment. Students desiring to earn new credit must have the approval of the Principal.
ONLINE LEARNING (NEW/RECOVERY CREDIT)
Preparing To Assign A Student To Online Learning (New/Recovery Credit)
The counselor will determine which students need new/recovery credit. When that determination is made, a meeting with the counselor, an administrator, and the student should be scheduled. A parent and/or teacher may also be included. The meeting may be with individual students or groups of students as determined by administrator and/or counselor. As a result of this meeting, a decision will be made as to whether or not the student will be assigned to recovery credit.
Other considerations would include:
Has the student already taken the state EOC? (if applicable)
Does this student possess skills to assist him in being successful in recovery credit or should he simply be enrolled to repeat the class?
Has the student signed a contract?
Students who enter KCS from a school system that awards half credits will be allowed to use
recovery credit in order to earn the additional half credit to complete the course. The student must attempt a pre-test for every module of the course. The student will then complete all course modules and quizzes for which he has not tested out, as well as take the end of course test after completion of all modules.
Student athletes who intend to compete at the collegiate level should not take recovery/online credit; instead, they should repeat the class in the regular classroom setting.
State EOCS
If a student has already taken the state EOC and made a 65 or above, that score will be used as 25% of his recovery credit grade.
Counselors would be responsible in locating that information. Office of Research Accountability and Assessment will assist in finding those who are hard to locate.
If no EOC score is on record, the student would be required to take the EOC.
A student failing the EOC with a score of less than 65, would not take the EOC; instead, the student would take a mastery test to determine the 25% of the grade. (Only school principal will have access to mastery tests
Local EOCs
On courses for which a local EOC is given, students will not repeat the local EOC. Instead, they would take the local EOC “mastery test” which again would be available by Knox County Schools.
End-Of-Term Testing
All students are expected to take a final exam at the end of each term for every course they take.
If the student has finished 80% of the course work, an EOC will be taken.
If the student has finished less than 80% of the course work, the teacher will set a date by which time the test must be taken. An “F” will be recorded if a student is taking recovery credit for NEW credit and not completed 80% of the course work at the end of the term. The grade may be changed at a later date once the student has completed the work and taken the EOC.
If this occurs in a course with a STATE EOC, the same rules apply- 80% of the course work MUST be complete before the state EOC can be taken.
For the non-STATE EOC course, students will take a “mastery test” upon completion of the course work.
Each student’s progress will be evaluated at the end of each term to decide if student should continue in recovery credit. Students may be removed from recovery credit if they are not making adequate progress.
Schools may choose to monitor student progress throughout the semester.
New Versus Old Credit
If a student fails a class with an average of 50 or below, that student may be placed in a regular class or he may be placed in recovery credit for new credit. This student cannot take the pre-test and opt out of any of the course. When taking a course for new credit, the student must complete it from beginning to end.
If a student fails a class with an average above 50, he will be placed in recovery credit. He will then take the pre-test to determine gaps in learning or the student has the option of taking recovery credit for new or old credit. This student will need some guidance in making this decision.
Grading Recovery Credit
Activity quizzes and lesson quiz averages will be used to determine student’s grade.
Progress report can be used to monitor progress and follow up with student.
Seven credits may be earned through recovery credit. Student should not be enrolled in more than student two courses at a time. Upon completion of the first two credits the student may begin another course during the same term.
Grade Classifications:
State Guidelines require that LEAs establish a grading formula that includes the original failing grade in the calculation of the final recovery credit grade.
Final Grade = (.25) Original Grade, (.50) Average of Odyssey Scores, (.25) EOC (State or Local)
HONORS COURSES
Local education agencies may elect to offer honors courses. Local education agencies electing to offer honors courses will ensure that the approved honors courses substantially exceed the content standards, learning expectations, and performance indicators as approved by the State Board of Education. Further, each local education agency offering honors courses will ensure that additional rigor is being provided by implementing the framework of standards for honors courses listed below.
FRAMEWORK OF STANDARDS FOR HONORS COURSES
Honors courses will substantially exceed the content standards, learning expectations, and performance indicators approved by the State Board of Education. Teachers of honors courses will model instructional approaches that facilitate maximum interchange of ideas among students: independent study, self-directed research and learning, and appropriate use of technology. All honors courses must include multiple assessments exemplifying coursework (such as short answer, constructed-response prompts, performance- based tasks, open-ended questions, essays, original or creative interpretations, authentic products, portfolios, and analytical writing). Additionally, an honors course shall include a minimum of five of the following components:
Extended reading assignments that connect with the specified curriculum.
Research-based writing assignments that address and extend the course curriculum.
Projects that apply course curriculum to relevant or real-world situations. These may include oral presentations, power point presentations, or other modes of sharing findings. Connection of the project to the community is encouraged.
Open-ended investigations in which the student selects the questions and designs the research.
Writing assignments that demonstrate a variety of modes, purposes, and styles.
Examples of mode include narrative, descriptive, persuasive, expository, and expressive.
Examples of purpose include informing, entertaining, and persuading.
Examples of style include formal, informal, literary, analytical, and technical.
Integration of appropriate technology into the course of study.
Deeper exploration of the culture, values, and history of the discipline.
Extensive opportunities for problem solving experiences through imagination, critical analysis, and application.
Job shadowing experiences with presentations, which connect class study to the world of work.
All course types, which meet the above framework, will be classified as honors, eligible for additional percentage point weighting.
If honors courses and courses that offer National Industry Certification are offered, the local education agency shall annually approve the list of such courses. This list of National Industry Certification courses and of approved honors courses with a complete syllabus for each course shall be approved by the local education agency and made readily available to the public.
ADVANCED PLACEMENT (AP) PROGRAM
A cooperative educational endeavor between secondary schools and colleges/universities, the Advanced Placement (AP) Program allows students to experience rigorous college-level courses while still in high school. AP course guidelines have been developed and published by the College Board in more than thirty courses. Based on their performance on the AP exams in May, students may earn advanced placement and/ or credit at a college or university, depending on their recognition policies. To ensure that AP courses meet or exceed expectations established by college and university faculty, each AP teacher must submit a course syllabus to the College Board for approval through the AP Course Audit process. Only authorized courses may be listed as “AP” on student transcripts.
INTERNATIONAL BACCALAUREATE (IB) PROGRAMMES
The IB Organization offers four programmes: Primary Years Programme (PYP) for students aged 3-12; Middle Years Programme (MYP) for students aged 11-16; Diploma Programme (DP) and the Career- Related Programme (CP) for juniors and seniors in high school. Through these programmes of study, students develop “Learner Profile” characteristics that promote informed, active and responsible participation in our ever-changing world. The IB Full Diploma and IB Certificate credits are recognized by the world’s leading universities.
Schools authorized to implement an IB Programme have participated in an arduous application and screening process. The following Knox County Schools are either authorized IB World Schools or Candidate Schools:
West High School: Authorized IBDP World School since 2010
West High School: Candidate school for IB MYP; authorization in 2017
Bearden Middle School: Candidate school for IB MYP; authorization in 2017
The International Baccalaureate Diploma Programme is a comprehensive, rigorous program of advanced studies that demands the best from motivated students. IB students study a broad spectrum of subjects and engage in research and experiential learning through school, community and international activities. In the 40 years since its founding, the IB Diploma Programme has become a symbol of academic integrity and intellectual promise, recognized by leading universities in the Unites States and throughout the world.
DUAL ENROLLMENT
The Dual Enrollment Agreement provides an opportunity for students to earn college credit while enrolled in high school. This may include on campus, off campus, and summer time work. Only coursework in approved Dual Enrollment programs will be recorded on the high school transcript.
Dual Enrollment requires enrollment at the post-secondary institution. Dual enrollment requirements:
Junior or senior in high school
Minimum ACT sub-score in specific subject area
Meet all prerequisites
Permission from high school principal and parent/guardian
Students complete all requirements of the college course
DUAL CREDIT
Dual Credit agreements provide an opportunity for students to earn college credit while enrolled in high school. Only coursework in approved Dual Credit programs will be recorded on the high school transcript. Dual Credit does not require enrollment at the post-secondary institution. Dual Credit requires that students take the high school course from a high school teacher and pass a final exam developed and administered by the post-secondary institution.
EARLY COLLEGE ADMISSION
Early admission into college may be considered for a qualified twelfth grade student. Such a student, upon proper completion of the freshman year in a participating institution of higher learning, may be awarded credit for the senior year of high school. Board Policy IDCA - Early College Admission
To be considered for this program, the student shall:
Meet the early admission requirements of the college or university;
Submit a written request to the high school principal at the end of the eleventh year of school, signed by student and parents;
With parents, meet with principal and counselor for consultation;
Submit a letter stating educational and vocational goals, plans for attaining them, and ways in which early admission will assist in reaching these goals, and agree to forego all activities and awards attendant to the high school senior class except receipt of the diploma;
Be accepted into an early admission program by an accredited institution of higher learning.
To be eligible for graduation from the high school, the student shall:
Satisfactorily complete the college freshman year including all courses prescribed by the high school principal as acceptable for the required high school credits; and
Make all necessary arrangements with the high school for participation in commencement exercises, if desired and feasible.
GRADUATION REQUIREMENTS
CORE SUBJECTS | NUMBER OF CREDITS |
English English I, II, III, IV | 4 |
Mathematics Algebra I, Geometry, Algebra II, one high level math | 4 |
Science Biology, Chemistry or Physics, one additional Lab sci | 3 |
World History and Geography or AP Human Ge | 1 |
US History and Geography | 1 |
US Government and Civics | ½ |
Economics | ½ |
Physical Education and Health Lifetime Wellness and one additional 1/2 credit | 1 ½(1) |
Personal Finance | ½ |
Elective Focus | 3 (2) |
Additional Elective Credits | 6 (3) |
TOTAL | 28 (4) |
1Substitute methods for meeting the 1/2 credit in Physical Education
2Elective Focus Guidelines
3Waivers were created as an approach to exempt students from the world language and fine art requirement; waivers are for exceptional circumstances. The purpose of the waiver is intended primarily for, but not limited to CTE students, to expand and enhance their elective focus beyond what would otherwise be possible. If there were no opportunity of expanding the elective focus area, then the world language and fine art requirements would not be waived.
4Total Credits required for graduation is 4 credits less than the potential number available in the master schedule of the student’s school (or schools) during the four school years following the student’s entry into 9th grade.
EARLY GRADUATION POLICIES/PROCEDURES
Students may graduate from high school early and enroll in a two-year or four-year institution of higher education provided specific requirements have been met. Students choosing to graduate early under this law are to have attained benchmark scores that demonstrate an exemplary high school performance and are indicative of the ability to perform college-level work. The requirements include the following:
Earned 18 credits
English I, II, III, and IV
Algebra I, Algebra II, and Geometry
United States History and Geography
Two (2) courses in the same world language
One (1) course selected from the following: Economics, United States Government and Civics
One (1) course selected from the following: History of and/or appreciation of visual and performing arts
A standards based arts course: Studio art, band, chorus, dance, or other performing art
Health and Physical Education (Wellness)
Biology
Chemistry
Have a cumulative GPA of at least a 3.2 on a 4 point scale
Scored at the advanced level on TCAP end of course assessments
Met benchmark scores on the ACT or SAT examinations in mathematics and English as determined by the Tennessee Higher Education Commission
Scored a 3 or better on a AP world language assessment
Completed two credits in AP, IB, dual enrollment or dual credit offerings
Must meet all requirements of Tennessee Code Annotated
FOUR-YEAR PLAN
All students will develop an initial four-year plan of focused and purposeful high school study. Student’s progress towards graduation will be reviewed annually and will connect the student’s academic and career goals to school.
When the student is in the eighth grade, a faculty advisor, school counselor or other school personnel will inform students about high school graduation requirements. Additionally, ninth grade courses will be selected.
When the student is in the ninth grade, the student, parent/guardian(s), and faculty advisor or school counselor will jointly prepare or update the four-year plan of focused, purposeful high school.
By the end of tenth grade, the student, parent/guardian(s) and school will focus the plan to ensure the completion of the four-year plan and a smooth transition to postsecondary study and work. An integral aspect of the planning process is the assumption that the student will be involved in some form of postsecondary education/training. The plan should contain information about career options and long-term goals supported by the plan through the courses to be taken in the eleventh and twelfth grades as well as courses to be taken at the postsecondary level.
The four-year plan will be reviewed annually by the student and faculty advisor or school counselor and revised based on changes in the student’s interests and career goals. Results of various types of assessments will also be used in adjusting the four-year plans.
High school and middle school faculty will collaborate in planning curriculum and the transition between middle school and high school.
Regular Diploma
TYPES OF DIPLOMAS
Awarded to students who have earned the prescribed 28 credits and have a satisfactory record of attendance and discipline.
Regular Diploma with Honors
Students must satisfy all requirements for a regular diploma AND score at or above all of the following ACT subject area readiness benchmarks (or equivalent SAT scores.) Acceptable scores may be used from more than one ACT test.
ACT |
English 18 |
Math 22 |
Science 23 |
Reading 22 |
Regular Diploma with Distinction
Students must satisfy all requirements for a regular diploma, earn a B average (85 or higher), and complete one of the following:
Earn a nationally recognized industry certification
Participate in at least one of the Governor’s Schools
Participate in one of the All State musical organizations
Be selected as a National Merit Finalist or Semi-Finalist
Attain a composite score of 31 or higher on the ACT
Attain a score of 3 or higher on at least two Advanced Placement exams
(If meeting this requirement, exams need to be completed by the end of the junior year.)
Successfully complete the I.B. Diploma Programme
Earn 12 or more semester hours of transcripted postsecondary credit.
International Baccalaureate (IB) Diploma Awarded to students who earn the specified units of credit required:
•Take the required IB Exams
•Earn a minimum of 24 points on IB culminating examinations in six subject areas
•Complete three IB core components: Extended Essay, Theory of Knowledge class, and Creativity/Action/Service (CAS)
Diploma of Specialized Education Awarded to students who:
•Satisfactorily complete an Individualized Education Program (IEP)
•Do not meet the requirements for a regular high school diploma
•Have satisfactory records of attendance and conduct
Occupational Diploma Awarded to students who:
•Meet the criteria for Diploma of Specialized Education
•Successfully complete the SKEMA (Skills, Knowledge, and Experience Mastery Assessment) through two years of approved work experience
Exchanging The Diploma Of Specialized Education For A Regular Diploma
Students with disabilities who are awarded a Diploma of Specialized Education may continue to work toward the regular high school diploma through the end of the school year in which they turn twenty-two years old. To qualify, the student must:
•Earn the specified units of credit required for a regular diploma
•Take the required End of Course exams
Individuals may not hold more than one diploma. A person must return the Diploma of Specialized Education before being awarded a regular diploma. The counselor at the high school shall handle this exchange where the diploma was awarded.
COURSES THAT MAY SUBSTITUTE FOR REQUIRED COURSES
COURSES | MAY SUBSTITUTE FOR |
Agriscience* 5957 | One lab science |
Anatomy & Physiology* 3251 & 5991 | One lab science |
Nutrition Science & Diet Therapy* 6007 | One lab science |
Virtual Enterprise International* 5900 | ½ credit economics |
JROTC – 2 years | ½ credit of Physical Science 1 credit Lifetime Wellness |
JROTC – 3 years | ½ credit Personal Finance If teacher is HQ under NCLB, ½ credit of US Government |
*Note: Substitute courses count toward high school graduation, but may not be recognized by particular colleges for admission or by the NCAA for athletic scholarships
CTE COURSES SATISFYING MULTIPLE REQUIREMENTS
COURSES | CAREER CLUSTER(S) | Satisfies graduation requirements |
Agriscience | Agriculture | Lab Science |
Veterinary Science | Agriculture | Lab Science |
Agricultural Business & Finance | Agriculture | Personal Finance |
Applied Environmental Science | Agriculture | Lab Science |
AP Environment Science | Agriculture | Lab Science/AP Elective Focus |
Entrepreneurship | Architecture & Construction Business Management Human Services Finance Hospitality & Tourism Marketing Transportation | Economics |
Visual Arts | Arts, A/V Technology & Communications | Fine Arts |
Business Economics | Business Management Finance | Economics |
American Business Legal Systems | Business Management Finance | U.S. Government |
Virtual Enterprise International | Business Management Marketing | Economics |
Personal Finance | Business Management Finance Human Services Marketing | Personal Finance |
U.S. Government & Civics | Government & Public Administration Law, Public Safety, Corrections & Security | U.S. Government |
Anatomy & Physiology | Health Science | Lab Science |
Biomedical Applications | Health Science | Lab Science |
Forensic Science | Health Science | Lab Science |
Nutrition Science & Diet Therapy | Health Science Human Services | Lac Science |
Marketing & Management I | Hospitality & Tourism Marketing | Economics |
AP Computer Science | Information Technology | AP Elective |
Retail Operations | Marketing | Economics |
AP Physics | STEM | AP Elective |
ELECTIVE FOCUS
A three (3) credit Elective Focus is a graduation requirement. Students may select from the following areas:
Math And Science:: combination of three Math and/or Science electives in addition to the required math and science courses.
Humanities: Any combination of courses in English/Language Arts, World Languages (above Level 2 if completing University Admissions requirement), and Social Studies, above the core requirements.
Fine Arts: Any combination of courses in Visual and/or Performing Arts, Theatre and Dance above the core requirements for University Admissions.
Career And Technical Education: Any combination of three units in the same Program of Studies
Intervention Academic Elective Focus: Any combination of courses in Tier 2 and Tier 3 intervention.
Advanced Placement, International Baccalaureate, Or Dual Enrollment/Credit:
Any combination of three of the same type course (i.e. 3 AP courses, 3 IB courses, or 3 Dual Enrollment courses). AP/IB/Dual Enrollment courses may be used to satisfy core requirements and the elective focus requirement (i.e. AP US History may satisfy core requirements and may count as one course in an AP Elective Focus.) Students using The AP/IB/Dual Enrollment courses to satisfy both core and elective focus requirements must earn 28 credits to graduate.
JROTC: Any combination of 3 credits of JROTC.
Physical Fitness: Any three Physical Education courses above the core requirements. Students taking a full credit PE course to satisfy the additional ½ PE credit must take an additional three courses to complete a Physical Fitness Focus.
STEM: Three elective credits earned in either STEM courses (special course designations) or a combination of 3 additional elective credits in Science, Technology, and/or math courses where a significant portion (more than 25%) of the course is based on original inquiry and design.
AVID: Any combination of three credits of consecutive AVID course.
COMMUNITY EDUCATION CLUSTER
The Knox County Schools Special Education Department added a Community Education Cluster to the elective focus options available to students with disabilities. This focus targets the community and social skills needed to make a successful transition to post- secondary work and job training. This focus also offers students a cluster of (WBL), Pre Vocational Skills (Students completing this focus must have an Individual Education Plan)
COURSE CODE | COURSE |
940801 | Building & Grounds |
940802 | Life Skills |
940802 | Study Skills |
940803 | Prevocational Skills |
943304 | Social Emotional Learning |
9498001-9498004 | Work-Based Learning 1-4 |
9352008 | Read 180 |
9352022 | Peer Tutoring |
9353023 | Advanced Peer Tutoring |
9352025 | Test Prep |
9352024 | Skills of Success |
9360000 | Out of School Projects (OSE) |
910831025 | Algebra Prep 1A |
910831026 | Algebra Prep 1B |
910831085 | Geometry Prep 1A |
910831085 | Geometry Prep 1B |
940832105 | Biology Prep 1A |
940832106 | Biology Prep 1B |
3321000 | Drivers Education |
GRADUATION REQUIREMENTS
HARDSHIP WAIVER OF REQUIREMENTS
Students who have encountered hardships due to mobility, family crisis, etc. may be eligible to be waived from the number of credits required at a KCS zoned high school. However, students must still meet the minimum TDOE graduation requirements including an elective focus.
The school counselor should fill out the Hardship Waiver of Graduation Requirements form. The form, the transcript, current course schedule, description of the plan and justification for the request should be emailed to the Executive Director of Secondary Education. The Curriculum and Instruction team will review requests each month. Approvals will be emailed back to the school.
EXEMPTIONS FROM INSTRUCTION
Parents and guardians must be provided a convenient opportunity to preview all materials to be used in teaching Family Life and Sexuality Education (FLSE) units (e.g. during Open House events or other times prior to teaching). Prior to teaching the FLSE units, an active permission letter must be sent home and returned with a parent or guardian signature. The permission letter must inform the parent or guardian of the content to be covered and any materials (e.g., videos, texts, printed material, and guest speakers) used to supplement the instruction. In addition, the permission letter must inform the parent or guardian of their option to exclude their child from any portion of the FLSE units without penalty.
Board Policy IKBB – Controversial Materials Board Policy IKB - Contoversial Issues
ATHLETICS
NCAA REQUIREMENTS FOR COLLEGE SCHOLARSHIPS IN ATHLETICS
For additional information and current updates refer to the “NCAA Guide for the College-Bound Student- Athlete” and college directories for information on Division I, II, and III colleges and universities. For more information, click on this link NCAA Eligibility Center
The NCAA form (48-H) lists the course titles and the course numbers of all courses that meet NCAA core course requirements. This form can be completed by each school and sent in to the NCAA Initial Eligibility Clearinghouse.
For more information, click Find your school here
If a student enrolls in a Division I college or university on or after August 1, 2016, and wants to participate in athletics or receive an athletic scholarship during your first year, the student athlete must:
Graduate from high school
Complete 16 core courses (same distribution as in the past)
Ten of the 16 core courses must be completed before the 7th semester (senior year) of high school
Seven of the 10 core courses must be English, math or science
Have a minimum core-course grade-point average of 2.3
Grades earned in the 10 courses required before the senior year are “locked in” for purposes of grade- point average calculation
A repeat of any of the “locked in” courses will not be used to improve the grade-point average if taken after the 7th semester begins
Meet the competition sliding scale requirement of grade-point average and ACT/SAT score (this is a new scale with increased grade-point average/test score requirements)
If a student enrolls in a Division II college on or after August 1, 2013, and wants to participate in athletics or receive an athletic scholarship during your first year, the student athlete must:
Graduate from high school
Complete these 16 core courses:
Three years of English
Two years of mathematics (Algebra I or higher)
Two years of natural/physical science (one year of lab science if offered by your high school)
Three years of additional English, mathematics or natural or physical science
Two years of social science
Four years of additional core courses (from any category above, or world language, comparative religion or philosophy);
Earn a 2.000 grade-point average or better in core courses; and
Earn a combined SAT score of 820 or an ACT sum score of 68. For individuals enrolling at a college or university in Puerto Rico, earn a combined Prueba de Aptitud Academica score of 730.
For Division III requirements, a student needs to contact the college regarding its policies. The
NCAA states that a core course must:
Be an academic course in one or a combination of these areas: English, mathematics, natural/physical science, social science, world language, comparative religion or philosophy
Be four-year college preparatory
Be at or above the regular high school academic level (i.e. remedial, special education or compensatory courses shall not be considered core courses)
All students who do not meet the NCAA initial-eligibility requirements and who wish to apply for a waiver of those requirements must have the waiver filed on their behalf by an NCAA institution.
Computer science courses will no longer be used for initial-eligibility purposes. Computer science courses (such as programming) that are taught through the mathematics or nature/physical science departments and receive either math or science credit may be used.
Please be advised that NCAA eligibility requirements are not likely to allow credit for a course taken in Odyssey/Recovery Credit, even if it is an approved course.
For additional information, visit the NCAA Clearinghouse website. This site will provide information regarding initial- eligibility at NCAA Division I and II member colleges and universities. The NCAA Clearinghouse serves three main constituent groups: prospective student-athletes, high school administrators, and NCAA member institutions. Some of the pages accessed from this site require pre- registration or Personal Identification Numbers (PIN).
NCAA Clearinghouse
Note: Division II requirements will be changing in 2018.
CALCULATION OF GPA (Grade Point Average)
For purposes of communicating with college admission offices and scholarship granting agencies, and for determining honor graduates (valedictorian and salutatorian), all high school course work, with the exception of pass/fail courses, will be calculated in the GPA according to the KCS scale.
For Transfer Students
The cumulative GPA on the transcript for transferred credits and grades will be used without any recalculation except that Honors, DE, AP, IB courses will be recalculated to match the KCS scale.
Lottery/HOPE Scholarship
State law requires that students applying for lottery scholarships and other state scholarship funds be evaluated utilizing the State’s uniform grading scale. A transcript with grade calculations based on the Uniform Grading Policy will be submitted to TSAC for Lottery/Hope Scholarship eligibility. Only the KCS grading scale shall be used for all other official purposes including report cards, GPA, honor roll, etc.
HIGH SCHOOL UNIFORM GRADING POLICY AND PROCEDURES
The KCS grading legend is aligned with the State Board of Education Tennessee Uniform Grading Scale. Additional points for Honor, AP, and IB courses will be awarded as follows:
In computing numerical grades for AP, or IB, courses that meet the prescribed standards, five (5) points shall be added to the semester final grade. In computing the numerical grades for Honor courses, three (3) additional points shall be added to the final grade.
WEIGHTED GRADES
For Advanced Placement (A.P.) and International Baccalaureate (IB) courses, teachers will add five (5) points to the final grade. For Honors and courses resulting in national industry certification, teachers will add three (3) points to the final grade.
Grade | Scale | Percentage Range | Weighted for Honors Courses | Weighted for AP / IB Courses |
A | 4.0 | 93-100 | Shall include 3 additional points to the final grade | Shall include 5 additional points to the final grade |
B | 3.0 | 85-92 | ||
C | 2.0 | 75-84 | ||
D | 1.0 | 70-74 | ||
F | - | 50-69 |
GRADE CHANGES
In the event that a teacher needs to make a grade change, KCS Policy states that only that teacher may make the change. If the teacher is not available to make the change, the principal may, after validation from a teacher’s roll book or record, make the necessary grade change. The following must be followed:
The student or parent requesting the change may request a change review form from the registrar or counselor.
The student or parent will complete the grade change form and return it to the registrar or counselor.
The registrar or counselor will forward the grade change form to the appropriate teacher.
The teacher completes the grade change form.
The teacher must personally return the grade change form to the registrar or to the student’s counselor. The grade change form will only be accepted from the appropriate teacher; it will not be accepted from a student.
The principal will review the grade change form and either approve or deny the request for the grade change.
If approved, the grade change will be entered into the computer by the registrar who will then place the grade change form in the student’s cumulative record.
Core Dual Enrollment shall be awarded the same weighting as AP and IB courses:
A=5, B=4, C=3, D=2, F=0
CLASS RANKING
Students will be classified as seniors who, at the beginning of the school year, have completed six (6) terms. Those not meeting graduation requirements will be retained at the end of the 8th term.
The Valedictorian and Salutatorian shall have earned the highest and next highest grade-point averages using the Knox County’s equalization formula. This formula prevents any student from either gaining an advantage or being penalized for the number of high school courses completed. This formula prorates the regular courses in such a way that the number of credits completed is equivalent for all students competing for the Valedictorian and Salutatorian positions. This formula considers all course weighting and bonus points for Advanced Placement, International Baccalaureate, Core Dual Enrollment and Honors courses in its calculation. All grades included on the high school transcript shall be used in this calculation.
Board Policy IHC
To become Valedictorian or Salutatorian, a student must be enrolled in a Knox County School at the beginning of the tenth (10th) grade year and attend through the twelfth (12th) grade.
If there is a tie through the hundredth (100th) of a point for a valedictorian, all students qualifying should be named. Senior classification beyond the positions of Valedictorian and Salutatorian will be reported in deciles, such as “upper 10%.”
Identification of the Valedictorian, Salutatorian and the top 10% for each class, shall be calculated using the grades from the seventh semester and according to procedure developed by the Director of School.
EQUALIZATION FORMULA
AP, IB and Core* Dual Enrollment Quality Points (including the bonus points) + Honors Quality Points (Including the bonus halves) + Regular Quality Points 28 | Multiplied By | 28 — (number of AP, IB, and Core Dual Enrollment Courses) — number of Honors Courses Number of regular courses attempted. | = GPA |
*A college level course that would be listed in the High School Curriculum Guide under the heading of Mathematics, Science, English, Social Studies or World Language or college courses containing curriculum equivalent to or exceeding an Advanced Placement Course, as listed and identified by College Board. Students may be recognized (award programs, graduation, and in the yearbook, etc.) alphabetically within each category (Honors or Distinction), but not by rank.
Unlimited Credit
CREDITS PER COURSE
Students who qualify for the following elective courses may be permitted to re-enroll every semester on a space available basis with priority given to first time enrollees. Please see course descriptions for prerequisites (auditions, applications, etc) :
Advanced Art
Advanced Theatre
Advanced Journalism (Yearbook or Newspaper)
JROTC
Advanced Peer Tutoring
Cooperative Education (on the job training)
English as a Second Language (until dismissed by teacher)
Any advanced Physical Education (the suggested maximum is two of the same)
Performing Choral Music Groups
Performing Arts and Instrumental Groups
Academic Success (9352)
Learning Center (9352)
OSE/Out of School Projects (9360)
Limited Credit
All courses except those listed under “unlimited credit” above shall offer only one credit unless otherwise specified in the course description.
BASIS FOR CREDIT
In order to receive credit, the student must have a passing grade (A, B, C, D). A grade of P may be awarded for select courses.
RECORDING OF CREDIT
Scholastic grades and credits are recorded on the student’s cumulative record per semester. The length of a semester is 90 days. Grades of one-half unit courses ending at mid-semester (45 days) shall be reported to parents immediately and shall be on the student’s transcript at the end of the ninety-day semester.
STATE END-OF-COURSE TESTS
State End-of-Course examinations will be given in English I, English II, English III, Algebra I, Algebra II, US History, Biology, Geometry and Chemistry. The results of these examinations will be factored in to the student’s grades at a percentage determined by the State Board of Education in accordance with TCA 49-1- 302(2). The weight is 25%. Students will not be required to pass any one examination, but instead, must achieve a passing score for the yearly grade. Any student, who upon completion of the course does not take the STATE EOC, will receive an “I” (incomplete). The Incomplete will be removed and a final grade will be entered upon completion of the exam.
SPECIALIZED EDUCATION
The Knox County Schools provide a continuum of special education services to meet the individual needs of students with disabilities. Eligibility for special education services is determined through a referral and evaluation process. An Individualized Education Plan (IEP) Team determines services for eligible students.
Referral
A parent, teacher, school counselor or others involved in a student’s education, who believe that a student may require services can make a referral to the School Support Team (S-Team). Referral to the S-Team will not necessarily result in referral to special education. The school district is required to seek ways to meet the unique educational needs of all children within the general education program prior to referring a child to special education. The S-Team develops a plan of instructional interventions and accommodations to meet the student’s needs within the general program. The S-Team may determine that a student will be formally referred to determine eligibility for special education services.
Evaluation
When a student is formally referred, the IEP Team is formed and develops the evaluation plan and determines eligibility. The required members of the IEP Team include: parent(s), general education teacher, special education teacher, an assessment specialist, often a school psychologist, and an LEA (local education authority), often a school administrator. Parental permission is required for all initial evaluations and placements. The school district has sixty (60) calendar days from the time permission is obtained to complete the evaluation and determine eligibility.
Eligibility
The determination of eligibility for special education services is two-pronged. After the completion of the evaluation, the IEP team meets to determine whether the evaluation results indicate that the student has one or more disabilities and whether due to the disability the student requires special education services to make progress in the general education program. Disability categories and criteria are set by state and federal special education law. Students must be reevaluated for eligibility every three years.
Services
Student placement and services are individualized to meet the unique needs of each student with a disability. The IEP Team develops an annual individualized education program (IEP) for each eligible student. The IEP includes a description of the student’s present level of performance, participation in and accommodations for the general education program, and special education and related services to be provided to the student.
Additional information regarding special education in the Knox County Schools can be obtained from Student Support Services (865-594-1540). Student Support Services
Courses For Students With An Individual Education Plan
The course codes and titles for students with disabilities may vary depending upon the individual needs of each student as documented by the school IEP Team in the Individual Education Program (IEP). The IEP Team is required to recommend placement for students in the least restrictive environment, the FIRST PRIORITY being regular program with accommodations, if needed, the SECOND PRIORITY being elective SPED courses, and the THIRD PRIORITY being required courses taught by SPED teachers (this also includes required courses.). This procedure can result in an individual student being assigned to one, two, or all three types of courses at the same time.
SPECIAL CONDITIONS
First Priority
Whenever possible, students with disabilities will be included in appropriate levels of regular education courses. Students may also take courses that are co-taught with a SPED teacher. If the IEP directs the teacher to make accommodations for the student with a disability, the classroom teacher must make those accommodations. Accommodations are individually determined for each student by the IEP Team.
Second Priority
If the IEP indicates direct SPED services, the student may be placed in elective SPED courses. These courses do not have to fulfill a particular required academic credit, and may be general in nature in order to meet the specific needs of the student and the IEP.
Third Priority
A student with a disability can be recommended by the IEP team based on a qualifying disability (through the focused plan of study, annual review of the plan, or after attempting a required regular course) to take required courses taught in SPED settings. In such cases, the SPED teacher provides specialized instruction of the curriculum standards for that course and instructs the student accordingly. The SPED teacher is teacher of record for the required course, and therefore must meet NCLB Highly Qualified or content knowledge Praxis provisions for the course.
Important Definitions to Consider in Course Placement Accommodation
An accommodation is a change in the timing, formatting, setting, scheduling, response mode, and/or
presentation of an assignment or test for a class. Accommodations do not significantly alter what a test or assignment measures, but they do alter the expectations as to how the student demonstrates skill mastery.
Modification
M odification is a significant adjustment in the learning expectations in a course content, which specifically means eliminating, in part or in whole, a State Performance Indicator.
NOTE: In some situations, Special Education students may be placed in regular education courses, which are modified (eliminating, in part or in whole, the Course Level Expectations or State Performance Indicators) for the student. In such cases, the regular course will be listed as “Modified”.
Students can access Modified courses only by the recommendation being documented in the IEP.
A modified course will not result in credit toward a regular diploma.
The ELL program is designed for students who are classified based on a level of English proficiency as determined by a standardized, state-approved ESL test (W-APT). Students are provided English instruction specifically designed for second language learners. Courses are available in grades 9-12.
Foreign Exchange students may NOT be enrolled in ESL classes in public schools in Tennessee.
In 1982, the U.S. Supreme Court ruled in Plyler v. Doe [457 U.S. 202 (1982)] that undocumented minors have the same right as U.S. citizens and permanent residents to attend public primary and secondary schools. Like other children, undocumented students are required under state laws to attend school until they reach a legally mandated age. As a result of the Plyler ruling, public schools may not:
deny student admission during initial enrollment or at any other time based on undocumented status;
treat a student differently to verify residency;
engage in any practices that “chill” or hinder the right of access to school;
require students or parents to disclose or document their immigration status;
make inquiries of students or parents that may expose their undocumented status;
require social security numbers as a requirement for admission to school, as this may expose undocumented status.
Students without social security numbers should be assigned a number generated by the school. Adults without social security numbers who are applying for a free lunch and/or breakfast program on behalf of a student do not have to provide one. School enrollment and services cannot be denied or withheld based on immigration status. School personnel should not ask about immigration status or if a student and family members have social security numbers.
UNDOCUMENTED AND UNACCOMPANIED MINORS
There is a variety of immigration statuses and students enter the United States in several different ways. Regardless of their official status, students who are undocumented have the same legal rights as citizens in terms of access to schooling and services. Undocumented students are individuals who reside in the United States without formal legal permission. Some are visa holders who continue to live here after their visas expire. Others enter the U.S. without formal permission; there is no record from Customs or the Department of Homeland Security that they have entered the country or are living here because they did not request or receive permission from the government. For this reason, and due to the fact that they are typically unfamiliar with the U.S. systems and do not speak English, these students are extremely vulnerable and in need of additional support and services. It is not uncommon for these minors to come to the U.S. by themselves and/or to live with extended family members once they are here; those students are considered to be unaccompanied minors and many would qualify as homeless students.
REFUGEES
Knoxville is a refugee resettlement area. The federal government works with approved agencies to resettle groups from certain countries; these refugees have legal permission to live here in the United States. The approved agency in Knoxville, Bridge Refugee, works with refugee families to provide them with housing, employment, and more. Bridge Refugee will assist students and families when enrolling them in school.
RETENTION
Please note that by law, ESL students cannot be retained or fail a course due to a lack of proficiency in English. In addition, all retentions must be reported to the state Supervisor of ESL.
SIFE STUDENTS
With Knoxville being a refugee resettlement city, it is not uncommon for the majority of the refugee students to also be classified as SIFE students. (Students with Interrupted Formal Education). Due to unique challenges these students often face, specific classes are available to only to SIFE students. Eligibility for these classes will be determined by a SIFE Screener and interviews.
COURSE SELECTION
To comply with Tennessee State Law and KCS requirements, all active ELL students are required to complete a minimum of 60 minutes of ELL services each day unless they have fulfilled the requirements to receive consultative services. ELL students who have a low level of English Proficiency may take two classes of ELL during the same semester. To develop an ELL student’s social language, it is also recommended that a P.E. Class, ROTC*, Music or Art Class be considered to complete the student’s schedule. ELL I and ELL II fulfill English I and English II requirements. ELL students must take English III and English IV to fulfill graduation requirements. Students who are new to the country (less than 365 days) or SIFE may also take the following courses.
PROGRESSION PLANS 1- 4
PLAN 1: Progression Plan for Newcomer/SIFE students
These students will take 2 years of ELL services before taking an English Course. To qualify as a Newcomer/SIFE students they must meet the following criteria:
W-APT Entering (0.0 – 1.0)
Year Entering School | Course Placement | Credits Earned |
1st | ELD 0 Reading 0 Newcomer Math | 1 English Credit and 1 ELL elective credit earned 1 Elective credit earned |
2nd | ELD 1A or 1B ELD Reading 1A or 1B Math 1 | 1 English credit and 1 ELD elective credit earned 1 Math credit earned |
3rd | English 1 ELD 2 Reading 2 Math 2 |
|
4th | English 2 ELD 3 ELD Reading 3 Math 3 and Bridge Math/Higher Math |
|
PLAN 2: Progression Plan for ELL Students with Entering and/or Emerging English language proficiency. These students will take 2 years of ELL services before taking an English Course. To qualify for this plan students will have the following scores.
W-APT Entering (0.0 – 1.9)
ACCESS Entering (1.0 – 1.9)
Year Entering School | Course Placement | Credits Earned |
1st | ELD 1A Reading 1A Math 1 | 1 English Credit and 1 ELL elective credit earned 1 Math credit earned |
2nd | ELD 1B ELD Reading 1B Math 2 | 1 English credit and 1 ELD elective credit earned 1 Math credit earned |
3rd | English 1 ELD 2 Reading 2 Math 3 | |
4th | English 2 ELD 3 ELD Reading 3 Bridge Math/Higher Math |
English credit earned and
ELD elective credits earned 1 Math credit earned
English Credit and
ELD elective credits earned 2 Math credits earned
PLAN 3: Progression Plan for ELL Students with Emerging, Developing, and or Expanding English language proficiency. These students will take 1 year of ELL services before taking an English Course. To qualify for this plan students will have the following scores.
W-APT Entering (2.0 – 3.5)
ACCESS Entering (2.0 – 3.5)
Year Entering School | Course Placement | Credits Earned |
1st | ELD 1B Reading 1B Math 1 | 1 English Credit and 1 ELL elective credit earned 1 Math credit earned |
2nd | English 1 ELD Reading 2 ELD Reading 2 Math 2 | 1 Math credit earned |
3rd | English 1 ELD 3* Reading 2 Math 3 | 1 English credit earned and 1 or ELD elective credits earned 1 Math credit earned |
4th | English 3 ELD 4* ELD Reading 4 Bridge Math/Higher Math | 1 English Credit and 1 or 2 ELD elective credits earned 1 Math credit earned |
English credit and
ELD elective credits earned
PLAN 4: Progression Plan for ELL Students with Developing, Expanding and/or Bridging English language proficiency.
These students will take an English Course their first year in high school. To qualify for this plan students will have the following scores.
W-APT Entering (3.6 – 4.9)
ACCESS Entering (3.6 – 4.9)
Year Entering School | Course Placement | Credits Earned |
1st | English 1 ELD 2* Reading 2 Math 1 | 1 English Credit and 1 or 2 ELD elective credit earned 1 Math credit earned |
2nd | English 2 ELD Reading 3* Math 2 | 1 English credit and 1 or 2 ELD elective credits earned 1 Math credit earned |
3rd | English 3 ELD Reading 4 Math 3 | 1 English credit earned and 1 elective credit earned 1 Math credit earned |
4th | English 3 ELD 4 Bridge Math/Higher Math | 1 English Credit and 1 elective credit earned 1 Math credit earned |
COURSE OFFERINGS FOR ELL/NEWCOMER OR SIFE STUDENTS
Citizenship for the SIFE Student
Recommended Prerequisite: For Non-English Proficient Students Grades: 9-12 - Credit: ½, 1
The purpose of this elective class is to introduce non-English proficient students to the geography, history, and government of the United States; and to the rights, duties and responsibilities available to
those who live in the U.S.
Cross Cultural Studies
Recommended Prerequisite: For Non-English Proficient Students Grades: 9-1 - Credit: ½, 1
Course Code: NA
A course designed to introduce student to the major cultures of the world. Students are given the opportunity to understand and appreciate the traditions, languages, politics and geography of different countries. Available to all students identified as an ELL student.
ELD 0
Recommended Prerequisite: Students taking this course have experienced little or no formal education and are called SIFE students (W-APT Entering 0.0-1.0 and NO ACCESS score.
Grade: 9 - Credit: ½, 1 Course Code: NA
It is recommended that ELD 0 be offered with ELD Literacy and Citizenship for the SIFE Student courses to create three hours of intensive Structured English Immersion for these students. The course provides for a sequential development of Basic English skills in listening and speaking. Reading and writing instruction is limited to functional text. Instruction is based on identified texts and supplementary materials for the SIFE student.
ELD 1A
Recommended Prerequisite: This course is for students who enter high school with a W-APT Entering and Emerging score (0.0-1.9) and are new to a U.S. School; plus an ACCESS Entering score (1.0-1.9).
Grade: 9 – 12 - Credit: ½, 1 Course Code: NA
A course of study for non-native speakers of English whose English functional text. Instruction is based on identified texts and supplementary materials for the SIFE student.
ELD 1B
Recommended Prerequisite: This course is for students who enter high school with a W-APT Developing and Expanding score (2.0-3.5) or with an ACCESS score of Emerging and Developing score (2.0-3.5).
Grade: 9 – 12 - Credit: ½, Course Code: NA
COURSE CATALOG
The courses listed in the High School Student Progression Plan embody the full array of courses offered throughout KCS; however, not all these courses will be available in any one high school. High schools may choose to print their own school-based Course Catalog; however, the courses listed must come from the KCS Student Progression Plan. Courses listed in the District’s document are the only state approved courses. Individual schools may not change the titles, course descriptions, or prerequisites, nor may they add other courses that are not listed in the KCS High School Student Progression Plan.
Questions concerning this publication may be directed to the KCS Director of Secondary Education
Knox County Schools do not discriminate on the basis of race, color, national origin, sec, handicap, or age. Questions regarding the non-discrimination policy may be referred to:
Human Resource Department
Knox County Schools/Andrew Johnson Building 912 S. Gay Street, 15th Floor
Knoxville, TN 37902
Or phone: 865-594-1929
ACADEMIC SUCCESS | ||
9352 | 935202300 | Adv Peer Tutoring |
9352 | 935200000 | Advisory |
9352 | 9352FL812 | Flex Literacy T2 |
9352 | 9352002LL | Language! Live T2 |
9352 | 935201100 | Leadership I |
9352 | 935201200 | Leadership II |
9352 | 935201000 | Leadership Survey |
9352 | 935202100 | Learning Center |
9352 | 9352MTHIN | Math Intervention |
9360 | 936000000 | OSE/Out Of Sch Projects |
9352 | 935202200 | Peer Tutoring |
9352 | 935200800 | Read180 |
9352 | 9352RDGIN | Reading Intervention |
9352 | 9352RP822 | Reading Plus T2 |
9352 | 935202400 | Skills Of Success |
9352 | 935202500 | Test Prep |
DRIVERS EDUCATION | ||
3321 | 332100000 | Driver Ed |
ENGLISH | ||
3008 | 300800500 | Adv Journal News |
3008 | 300800400 | Adv Journal Yrbk |
3008 | 300800300 | Adv Journalism |
3013 | 301305000 | AP Lang And Comp |
3013 | 301305100 | AP Lang And Comp Combined |
3014 | 301405000 | AP Lit And Comp |
3014 | 301405100 | AP Lit And Comp Combined |
308 | 308100000 | Cont Area Read |
3012 | 301200000 | Creative Write |
3097 | 309700000 | Creative Write 2 |
30015 | 300150000 | Eng 1 |
3001 | 300103000 | Eng 1 CP |
30025 | 300250000 | Eng 2 |
3002 | 300203000 | Eng 2 CP |
3075 | 307500000 | Eng 2nd Lang |
30035 | 300350000 | Eng 3 |
3003 | 300303000 | Eng 3 CP |
30055 | 300550000 | Eng 4 |
3005 | 300503000 | Eng 4 CP |
3099 | 309900100 | Etymology / Myth |
3003 | 300304000 | Hon Amer Lit |
3001 | 300104000 | Hon Eng 1 |
3001 | 300104100 | Hon Eng 1 Combined |
3002 | 300204000 | Hon Eng 2 |
3002 | 300204100 | Hon Eng 2 Combined |
9352 | 935204000 | Humanities |
3008 | 300800200 | Journal 1 News |
3008 | 300800100 | Journal 1 Yrbk |
3008 | 300800000 | Journalism 1 |
3097 | 309700500 | Science Fiction |
3097 | 309700200 | Shakespeare/Renaissance |
3015 | 301500000 | Speech |
3097 | 309700600 | Technical Writing |
FINE ARTS | ||
3502 | 350200400 | Adv Art Ceramics |
3502 | 350200500 | Adv Art Drawing |
3502 | 350200000 | Adv Art General |
3502 | 350200100 | Adv Art History |
3502 | 350200300 | Adv Art Painting |
3502 | 350200700 | Adv Art Paper |
3502 | 350200800 | Adv Art Photo |
3502 | 350200600 | Adv Art Prntmkg |
3502 | 350200200 | Adv Art Sculpt |
3529 | 352900600 | Adv Ballet |
3529 | 352900100 | Adv Modrn Dance |
3521 | 352100100 | Adv Theatre Arts |
3521 | 352100300 | Adv Theatre Prod |
3521 | 352100200 | Adv Theatre Stage |
3529 | 352900400 | Adv W Afr Dnc |
3502 | 350200900 | Advqa Art 3d |
3534 | 353405000 | AP Hist Of Art |
3535 | 353505000 | AP Music Theory |
3545 | 354505000 | AP Studio Art 2d |
3544 | 354405000 | AP Studio Art 3d |
3533 | 353305000 | AP Studio Art Drawing |
3529 | 352900500 | Ballet |
3530 | 353000000 | Band |
3530 | 353000900 | Band Beginning |
3530 | 353000300 | Band Color Grd |
3530 | 353000400 | Band Concert |
3530 | 353000200 | Band Flag Corp |
3530 | 353000700 | Band Inst Ensem |
3530 | 353000100 | Band March |
3530 | 353000500 | Band Symphonic |
3530 | 353000600 | Band Wind Ensem |
3531 | 353100400 | Choral Ensem |
3529 | 352900200 | Dance Company |
3505 | 350500200 | Dev Rock/Roll |
3529 | 352900900 | Djembe Accomp |
3529 | 352900800 | Djembe Orch |
3531 | 353100500 | Female Chorus |
3505 | 350500000 | General Music |
3502 | 350204000 | Hon Visual Art |
3505 | 350500100 | Jazz Styles |
3531 | 353100600 | Male Chorus |
3529 | 352900000 | Modern Dance |
3517 | 351700000 | Music History |
3514 | 351400000 | Music Theory |
3530 | 353009100 | Orchestra |
3530 | 353009200 | Orchestra Beg |
3529 | 352900700 | Tap Dance |
3520 | 352000000 | Theatre Arts 1 |
3501 | 350100000 | Visual Art 1 |
3531 | 353100100 | Vocal Music 1 |
3531 | 353100200 | Vocal Music 2 |
3531 | 353100300 | Vocal Music 3 |
3529 | 352900300 | W Afr Dnc |
JROTC | ||
3331 | 333100100 | Air JROTC 1 |
3332 | 333200100 | Air JROTC 2 |
3333 | 333300100 | Air JROTC 3 |
3334 | 333400100 | Air JROTC 4 |
3335 | 333500100 | Air JROTC 5 |
3336 | 333600100 | Air JROTC 6 |
3337 | 333700100 | Air JROTC 7 |
3338 | 333800100 | Air JROTC 8 |
3339 | 333900100 | Air JROTC 9 |
3331 | 333100200 | Army JROTC 1 |
3332 | 333200200 | Army JROTC 2 |
3333 | 333300200 | Army JROTC 3 |
3334 | 333400200 | Army JROTC 4 |
3335 | 333500200 | Army JROTC 5 |
3336 | 333600200 | Army JROTC 6 |
3337 | 333700200 | Army JROTC 7 |
3338 | 333800200 | Army JROTC 8 |
3339 | 333900200 | Army JROTC 9 |
3331 | 333100300 | Navy JROTC 1 |
3332 | 333200300 | Navy JROTC 2 |
3333 | 333300300 | Navy JROTC 3 |
3334 | 333400300 | Navy JROTC 4 |
3335 | 333500300 | Navy JROTC 5 |
3336 | 333600300 | Navy JROTC 6 |
3337 | 333700300 | Navy JROTC 7 |
3338 | 333800300 | Navy JROTC 8 |
3339 | 333900300 | Navy JROTC 9 |
PHYSICAL EDUCATION/LIFETIME WELLNESS | ||
3302 | 330200200 | Aerobics |
3302 | 330200100 | Cond/Adv Stren |
3303 | 330300000 | Lifetime Well |
3301 | 330100000 | Phys Ed |
MATHEMATICS | ||
3124 | 312400000 | Adv Alg Trig |
31025 | 310250000 | Alg 1A |
31026 | 310260000 | Alg 1B |
9108 | 910831025 | Alg Prep 1A SPED |
9108 | 910831026 | Alg Prep 1B SPED |
3102 | 310200000 | Algebra 1 |
31023 | 310230000 | Algebra 1A |
31024 | 310240000 | Algebra 1B |
3103 | 310300000 | Algebra 2 |
31033 | 310330000 | Algebra 2A |
31034 | 310340000 | Algebra 2B |
3127 | 312705000 | AP Calculus AB |
3128 | 312805000 | AP Calculus BC |
3635 | 363505000 | AP Comp Sci A |
3129 | 312905000 | AP Statistics |
3181 | 318100000 | Bridge Math |
3113 | 311300000 | Calculus |
3182 | 318200000 | Finite Math |
3108 | 310800000 | Geometry |
6111 | 310820000 | Geometry – CTE |
31083 | 310830000 | Geometry A |
31085 | 310850000 | Geometry A |
31084 | 310840000 | Geometry B |
31086 | 310860000 | Geometry B |
9108 | 910831085 | Geometry Prep A SPED |
9108 | 910831086 | Geometry Prep B SPED |
3102 | 310204100 | Hon Algebra 1 |
3103 | 310304000 | Hon Algebra 2 |
3108 | 310804000 | Hon Geometry |
3199 | 319904100 | Hon Math Comp Apps |
3126 | 312604000 | Hon Pre Cal |
3199 | 319900100 | Math Comp Apps |
3126 | 312600000 | Pre Calculus |
3197 | 319700200 | Robotic Programming And Design* |
9108 | 910803181 | Transition Math SPED |
SCIENCE | ||
3251 | 325103000 | Anat/Physiology |
3217 | 321705000 | AP Biology |
3225 | 322505000 | AP Chemistry |
3236 | 323605000 | AP Env Science |
3233 | 323305000 | AP Physics 1 |
3234 | 323405000 | AP Physics 2 |
3234 | 323405100 | AP Physics C Em |
3234 | 323405200 | AP Physics C M |
3297 | 329700200 | Astronomy |
3210 | 321003000 | Biology 1 Cp |
3210 | 321002000 | Biology 1 Reg |
32103 | 321030000 | Biology 1A |
32105 | 321050000 | Biology 1a SPED |
32104 | 321040000 | Biology 1B |
32106 | 321060000 | Biology 1b Sped |
3216 | 321603000 | Biology 2 |
9408 | 940832105 | Biology Prep 1a SPED |
9408 | 940832106 | Biology Prep 1b Sped |
3297 | 329700100 | Botany/Zoology |
3221 | 322103100 | Chemistry (Env) |
3221 | 322103000 | Chemistry 1 |
32213 | 322130000 | Chemistry 1a |
32214 | 322140000 | Chemistry 1b |
3224 | 322403000 | Chemistry 2 |
3204 | 320401000 | Earth Sci Fund |
3255 | 325503000 | Ecology Cp |
3255 | 325502000 | Ecology Reg |
3260 | 326000000 | Env Science |
3205 | 320500000 | Geology |
3210 | 321004000 | Hon Biology 1 |
3297 | 329704000 | Hon Biology 2 |
3221 | 322104000 | Hon Chemistry 1 |
3224 | 322404000 | Hon Chemistry 2 |
3231 | 323104000 | Hon Physics |
3237 | 323704000 | Honors Physical World Concepts |
3226 | 322600100 | Intro Organ/Biochem |
3297 | 329700300 | Marine Ecology |
3297 | 329700400 | Microbiology |
3261 | 326100000 | Nutrition Science |
9352 | 935203202 | Physical Sci A |
3202 | 320240000 | Physical Sci B |
3202 | 320203000 | Physical Sci CP |
3202 | 320201000 | Physical Sci Fund |
3202 | 320202000 | Physical Sci Reg |
3237 | 323700000 | Physical World Concepts |
3231 | 323103000 | Physics |
9360 | 9360001CR | Pre Col Rsrch Fall |
9360 | 9360002CR | Pre Col Rsrch Spring |
9360 | 9360000CR | Pre Col Rsrch Summer |
3295 | 329500000 | Scientific Research |
3297 | 329700600 | VIST(Offered Only At Hardin Valley Academy) |
3219 | 321900000 | Wildlife Principles |
SOCIAL STUDIES | ||
3442 | 344203000 | African Am Hist |
3497 | 349700200 | Americans At War |
3402 | 340203000 | Ancient History |
3441 | 344105000 | AP Euro Hist |
3441 | 344105100 | AP Euro Hist Combined |
3446 | 344605000 | AP Gov/Polcom |
3445 | 344505000 | AP Gov/Politics |
3450 | 345005000 | AP Human Geo |
3444 | 344405000 | AP Macro Econ |
3443 | 344305000 | AP Micro Econ |
3447 | 344705000 | AP Psychology |
3440 | 344005000 | AP US History |
3440 | 344005100 | AP US History Combined |
3449 | 344905000 | AP World Hist |
3452 | 345203000 | Bible History |
3404 | 340403000 | Bible History II |
3435 | 343503000 | Contemporary Issues |
3417 | 341703000 | CP US Gov/Civics Fund |
3416 | 341603000 | CP US History and Geography |
3431 | 343102000 | Economics |
3431 | 343103000 | Economics CP |
3431 | 343101000 | Economics Fund |
3497 | 349703100 | Film Studies |
3497 | 349700300 | Global Relg Studies |
3402 | 340204000 | Hon Ancient Hist |
3401 | 340104000 | Hon Wrld Hist And Geog |
3415 | 341504100 | Honors World History/Geography year long |
3415 | 341504000 | Honors World History & Geography |
3497 | 349700700 | Intro To Law |
3496 | 349603000 | Personal Fin SS |
3497 | 349700900 | PRE-IB Srvy Wrldvw |
3433 | 343303000 | Psychology |
3432 | 343203000 | Sociology |
3407 | 340702000 | US Gov And Civics |
3407 | 340703000 | US Gov And Civics CP |
3407 | 340701000 | US Gov And Civics Fund |
3417 | 341701000 | US Gov/Civics Fund |
3405 | 340502000 | US Hist And Geog |
3405 | 340503000 | US Hist And Geog CP |
3405 | 340501000 | US Hist And Geog Fund |
9112 | 911203405 | US Hist And Geog SPED |
3416 | 341601000 | US History/Geography Fund |
3410 | 341003000 | World Geo CP (Elective Only) |
3415 | 341503000 | World History & Geography |
3415 | 341503100 | World History/Geography year long |
3401 | 340103000 | Wrld Hist And Geog |
SPECIALIZED EDUCATION SPED courses listed below are a combination of the state SPED subject area code and Knox County specific codes. When reported to the state, the code will be interpreted as the broad subject area code only. For example, the earth science, physical science and environmental science will all be reported as a SPED science code. | ||
9408 | 940801000 | Bld/Grnds SPED |
9109 | 910903221 | Chemistry SPED |
9112 | 911203435 | Cont Issues SPED |
9109 | 910903204 | Earth Science SPED |
9109 | 910903255 | Ecology SPED |
9112 | 911203431 | Economics SPED |
9109 | 910903260 | Env Sci SPED |
9448 | 944800000 | Gifted Prg |
9495 | 949500000 | Hearing Prg |
9408 | 940802000 | Life Skills SPED |
9408 | 940803303 | Lifetime Wellness SPED |
9499 | 949901000 | Orient And Mobility |
9408 | 940803301 | PE SPED |
9112 | 911203496 | Personal Finance SPED |
9109 | 910903202 | Physical Sci SPED |
9109 | 910903231 | Physics SPED |
9408 | 940803000 | Pre Voc Skills SPED |
9433 | 943304000 | Soc Emotional Lrn SPED |
9440 | 944000000 | Speech |
9408 | 940802100 | Study Skills SPED |
9108 | 910803181 | Transition Math SPED Class Intended To Complete 4th Math Requirement |
9112 | 911203407 | US Govt SPED |
9457 | 945700000 | Vision Prg |
9499 | 949900000 | Visual Skills |
6107 | 949800100 | Work Based Learning 1 – SPED |
6107 | 949800200 | Work Based Learning 2 – SPED |
6107 | 949800300 | Work Based Learning 3 – SPED |
6107 | 949800400 | Work Based Learning 4 – SPED |
9112 | 911203410 | World Geo SPED |
9112 | 911203401 | World Hist SPED |
WORLD LANGUAGE | ||
3145 | 314505000 | AP Chinese |
3456 | 345605000 | AP Chinese 4 |
3045 | 304505000 | AP French |
3055 | 305505000 | AP German |
3035 | 303505000 | AP Latin Vergil |
3025 | 302505000 | AP Spanish |
3091 | 309100000 | Chinese 1 (Mandarin) |
3092 | 309200000 | Chinese 2 (Mandarin) |
3142 | 314200000 | Chinese 3 (Mandarin) |
3041 | 304100000 | French 1 |
3042 | 304200000 | French 2 |
3043 | 304300000 | French 3 |
3051 | 305100000 | German 1 |
3052 | 305200000 | German 2 |
3053 | 305300000 | German 3 |
3143 | 314304000 | Hon Chinese 4 (Mandarin) |
3041 | 304104000 | Hon French 1 |
3042 | 304204000 | Hon French 2 |
3043 | 304304000 | Hon French 3 |
3044 | 304404000 | Hon French 4 |
3051 | 305104000 | Hon German 1 |
3052 | 305204000 | Hon German 2 |
3053 | 305304000 | Hon German 3 |
3054 | 305404000 | Hon German 4 |
3033 | 303304000 | Hon Latin 3 |
3034 | 303404000 | Hon Latin 4 |
3064 | 306404000 | Hon Russian 4 |
3021 | 302104000 | Hon Spanish 1 |
3023 | 302304000 | Hon Spanish 3 |
3024 | 302404000 | Hon Spanish 4 |
3022 | 302204000 | Honors Spanish II |
3031 | 303100000 | Latin 1 |
3032 | 303200000 | Latin 2 |
3033 | 303300000 | Latin 3 |
3061 | 306100000 | Russian 1 |
3062 | 306200000 | Russian 2 |
3063 | 306300000 | Russian 3 |
3023 | 302300000 | Spanish 3 |
3021 | 302100000 | Spanish I |
3022 | 302200000 | Spanish II |
CAREER AND TECHNICAL EDUCATION | |||
STATE CODE | DISTRICT CODE | NAME OF COURSE | |
ADVANCED MANUFACTURING | |||
5922 | 592200000 | Principles of Manufacturing | MAN |
6090 | 609000000 | Introduction to Electromechanical | MAN |
6090 | 609000000 | Advanced Electromechanical | MAN |
5926 | 592600000 | Manufacturing Practicum | MAN |
5925 | 592500000 | Digital Electronics | MAN |
6156 | 615600000 | Mechatronics I | MAN |
6157 | 615700000 | Mechatronics II | MAN |
6078 | 607800000 | Welding I | MAN |
6033 | 603300000 | Welding II | MAN |
AGRICULTURE, FOOD AND NATURAL RESOURCES (AG) | |||
5951 | 595100000 | Landscape | AG |
5954 | 595400000 | Greenhouse Management | AG |
5957 | 595700000 | Agriscience | AG |
6119 | 611900000 | Principles of Plant Science & Hydro-culture | AG |
5964 | 596400000 | Supervised Agricultural Experience | AG |
5950 | 595000000 | Natural Resource Management | AG |
6114 | 611400000 | Applied Environmental Science | AG |
6117 | 611700000 | Plant And Soil Science | AG |
5946 | 594600000 | Principles Of Agribusiness | AG |
5956 | 595600000 | Organizational Leadership & Communication | AG |
5943 | 594300000 | Agricultural Business & Finance | AG |
ARCHITECTURE AND CONSTRUCTION (CONS) | |||
6073 | 607300000 | Fundamentals of Construction | CONS |
6164 | 616400000 | Structural Systems I | CONS |
6165 | 616500000 | Structural Systems II | CONS |
6161 | 616100000 | Mechanical, Electrical, & Plumbing Systems | CONS |
6082 | 608200000 | Plumbing Systems | CONS |
6075 | 607500000 | Electrical Systems | CONS |
6077 | 607700000 | HVAC Systems | CONS |
6160 | 616000000 | Construction Practicum | CONS |
6037 | 603700000 | Architectural & Engineering Design I | MKTG |
6039 | 603900000 | Architectural & Engineering Design II | CONS |
5927 | 59270000 | Architectural & Engineering Design III | CONS |
6141 | 614100000 | Engineering Practicum | CONS |
6014 | 601400000 | Foundations of Interior Design | CONS |
6006 | 600600000 | Residential Interior Design | CONS |
6122 | 612200000 | Commercial Interior Design | CONS |
6121 | 612100000 | Advanced Interior Design | CONS |
ARTS, AUDIO/VISUAL TECHNOLOGY, AND COMMUNICATION (ARTS) | |||
6049 | 604900000 | A/V Production I | ARTS |
6050 | 605000000 | A/V Production II | ARTS |
6083 | 608300000 | A/V Production III | ARTS |
6158 | 61580000 | Applied Arts Practicum | ARTS |
6084 | 608400000 | Digital Arts And Design I | ARTS |
6086 | 608600000 | Digital Arts And Design II | ARTS |
6087 | 608700000 | Digital Arts And Design III | ARTS |
6120 | 612000000 | Foundations of Fashion Design | ARTS |
6008 | 600800000 | Fashion Design | ARTS |
6009 | 600900000 | Advanced Fashion Design | ARTS |
BUSINESS MANAGEMENT AND ADMINISTRATION (BUS) | |||
5905 | 590500000 | Introduction to Business and Marketing | BUS |
5888 | 588800000 | Business Communications | BUS |
5910 | 591000000 | Accounting I | BUS |
5889 | 588900000 | Business Management | BUS |
6159 | 615900000 | Business & Entrepreneurship Practicum | BUS |
5900 | 590000000 | Virtual Enterprise International | BUS |
5891 | 589100000 | Computer Applications | BUS |
5094 | 509400000 | Advanced Computer Applications | BUS |
EDUCATION AND TRAINING (EDU) | |||
6123 | 612300000 | Fundamentals of Education | |
6010 | 601000000 | Teaching as a Profession I | |
6125 | 612500000 | Teaching as a Profession II | |
6126 | 612600000 | Teaching as a Profession III | |
6160 | 616000000 | Early Childhood Educational Careers II | |
FINANCE (FIN) | |||
5910 | 591000000 | Accounting I | FIN |
5911 | 591100000 | Accounting II | FIN |
5899 | 589900000 | Banking And Finance | FIN |
5901 | 590100000 | Personal Finance | FIN |
HEALTH SCIENCE (HS) | |||
5998 | 599800000 | Health Science | HS |
5994 | 599400000 | Diagnostic Medicine | HS |
5991 | 599100000 | Anatomy and Physiology | HS |
5996 | 599600000 | Forensic Science | HS |
5999 | 599900000 | Medical Therapeutics | HS |
5883 | 588300000 | Medical Terminology | HS |
5990 | 599000000 | Rehabilitation Careers | HS |
5997 | 599700000 | Health Information Technology | HS |
5995 | 599500000 | Emergency Medical Services (EMS) | HS |
6130 | 613000000 | Behavioral and Community Health | HS |
6132 | 613200000 | Global Health and Epidemiology | HS |
6133 | 613300000 | Pharmacological Science | HS |
6151 | 615100000 | Emergency Preparedness | HS |
5991 | 599100000 | Anatomy And Physiology | HS |
5993 | 599300000 | Clinical Internship | HS |
5992 | 599200000 | Biomedical Application | HS |
6000 | 600000000 | Nursing Education | HS |
6170 | 617000000 | Exercise Science | HS |
HOSPITALITY & TOURISM (HOSP) | |||
5933 | 593300000 | Hospitality & Tourism Exploration | HOSP |
5490 | 549000000 | Hospitality Management | HOSP |
5979 | 597900000 | Culinary Arts I | HOSP |
5980 | 598000000 | Culinary Arts II | HOSP |
5981 | 598100000 | Culinary Arts III | HOSP |
6167 | 616700000 | Culinary Arts IV | HOSP |
6168 | 616800000 | Event Planning & Management | HOSP |
6196 | 619600000 | Hospitality Marketing | HOSP |
5936 | 593600000 | Advertising And Public Relations | HOSP |
HUMAN SERVICES (HUSV) | |||
6015 | 601500000 | Early Childhood Education I | HUSV |
6016 | 601600000 | Early Childhood Education II | HUSV |
6017 | 601700000 | Early Childhood Education III | HUSV |
6135 | 613500000 | Early Childhood Education IV | HUSV |
6136 | 613600000 | Family Studies | HUSV |
6138 | 613800000 | Human Services Practicum | HUSV |
6137 | 613700000 | Introduction To Human Studies | HUSV |
6013 | 601300000 | Lifespan Development | HUSV |
6005 | 600500000 | Nutrition Across The Lifespan | HUSV |
6007 | 600700000 | Nutrition Science And Diet Therapy | HUSV |
5934 | 593400000 | Entrepreneurship | MKTG |
5983 | 598300000 | Principles Of Cosmetology | HUSV |
5986 | 598600000 | Design Principles Of Cosmetology | HUSV |
5984 | 598400000 | Chemistry Of Cosmetology | HUSV |
INFORMATIONTECHNOLOGY | |||
6098 | 609800000 | Programming And Logic I | IT |
6099 | 609900000 | Programming And Logic II | IT |
6095 | 609500000 | Information Technology Foundations | IT |
6094 | 609400000 | Computer Systems | IT |
6097 | 609700000 | Networking | IT |
6093 | 609300000 | Cabling And Internetworking | IT |
6100 | 610000000 | Web Page Design Foundations | IT |
6101 | 610100000 | Web Site Development | IT |
6171 | 617100000 | Web Design Practicum | IT |
6096 | 609600000 | IT Clinical Internship | IT |
LAW, PUBLIC SAFETY, CORRECTIONS & SAFETY | |||
6154 | 615400000 | Principles Of Fire And Emergency | LAW |
6152 | 615200000 | Fire Science I | LAW |
6153 | 615300000 | Fire Science II | LAW |
5987 | 598700000 | Criminal Justice I | LAW |
5988 | 598800000 | Criminal Justice II | LAW |
5989 | 598900000 | Criminal Justice III - Investigation | LAW |
6151 | 615100000 | Emergency Preparedness | HS |
5995 | 599500000 | Emergency Medical Services | HS |
6155 | 615500000 | Principles Of Law, Corrections, And Security | LAW |
6150 | 615000000 | Court Systems And Practices | LAW |
MARKETING | |||
5931 | 593100000 | Marketing And Management I Principles | MKTG |
5905 | 590500000 | Introduction to Business and Marketing | MKTG |
5936 | 593600000 | Advertising And Public Relations | MKTG |
5932 | 593200000 | Marketing And Management II: Advanced Strategies | MKTG |
5938 | 593800000 | Retail Operations | MKTG |
5900 | 590000000 | Virtual Enterprise International | MKTG |
5934 | 593400000 | Entrepreneurship | MKTG |
6168 | 616800000 | Event Planning & Management | MKTG |
STEM | |||
5924 | 592400000 | Principles Of Engineering And Technology | STEM |
6139 | 613900000 | Engineering Design I | STEM |
6140 | 614000000 | Engineering Design II | STEM |
6141 | 614100000 | Engineering Practicum | STEM |
5925 | 592500000 | Digital Electronics | |
6143 | 614300000 | Robotics & Automated Systems | |
6144 | 614400000 | STEM I: Foundation | |
6145 | 614500000 | STEM II: Application | |
6146 | 614600000 | STEM III: STEM in Context | |
6147 | 614700000 | STEM IV: STEM Practicum | |
6054 | 605400000 | Introduction to Engineering (PLTW) | PLTW |
6052 | 605200000 | Principles of Engineering (PLTW) | PLTW |
6056 | 605600000 | Civil Engineering & Architecture (PLTW) | PLTW |
6059 | 605900000 | Engineering Design and Development | PLTW |
TRANSPORTATION, DISTRIBUTION, AND LOGISTICS | |||
5879 | 587900000 | Maintenance And Light Repair I | TRAN |
5880 | 588000000 | Maintenance And Light Repair II | TRAN |
5881 | 588100000 | Maintenance And Light Repair III | TRAN |
5882 | 588200000 | Maintenance And Light Repair IV | TRAN |
6069 | 606900000 | Foundations of Distribution & Logistics | TRAN |
6072 | 607200000 | Distribution & Logistics I | TRAN |
6024 | 602400000 | Distribution & Logistics II: Management | |
6172 | 617200000 | Introduction to Collision Repair | TRAN |
6062 | 606200000 | Collision Repair: Non-Structural | TRAN |
6063 | 606300000 | Collision Repair: Painting & Refinishing | TRAN |
6149 | 614900000 | Collision Repair: Damage Estimating, & Customer Service | TRAN |
WORK-BASED LEARNING (WBL) | |||
6105 | 610500000 | Work-Based Learning: CTE Subjects | |
COURSE DESCRIPTIONS
DRIVERS EDUCATION
3321 Driver Education A class available to students at least fifteen years of age prior to beginning the course in grades 10-12. The instructional phases consist of classroom, simulation, driving range, and on- street driving instruction. The course will be taught as a one-unit course with sufficient instructional contact time with driver education teacher and the inclusion of safety education. Learner’s permits are not required but are highly recommended to allow parents to work with the student to coincide with the drive time that they will receive in class to prepare for the driving test. Instructors are certified to administer the written test for the Department of Safety, therefore allowing students to obtain learners permits. Suggested class size: 22 students first semester; 22 students second semester. All students must meet state requirements for attendance and academic progress. (Prerequisite: 15 years of age.)
WORLD LANGUAGES
World Languages are taught sequentially. Students must complete each level with a passing grade before enrolling in the next level. Each course offers one unit of credit. If the student is on the University Path, two (2) units of the same World Language must be earned in grades 9-12. Completion of a Level II World Language in grades 9-12 will meet a four-year college admission requirement.
All Honors courses should substantially exceed the content standards, learning expectations, and performance indicators approved by the State Board of Education. Additionally, an Honors couse shall include a minimum of five of the nine components from the Tennessee Department of Education Framework of Standards for Honors Courses.
Generic course descriptions for French, German, Chinese, Russian, and Spanish appear below. Russian does not offer Advanced Placement. Latin descriptions are listed separately.
LEVEL I [3091 CHINESE I; 3041 FRENCH I; 3051 GERMAN I; 3061 RUSSIAN I; 3021 SPANISH I]
For students who are interested in acquiring knowledge of the culture and language. The curriculum includes the study of the culture and basic communicative skills in listening, speaking, reading, and writing. Recommended for 9th grade students who read and perform language arts skills on or above grade level, and for any students in grades 10-12 who need to meet the two-year college entrance requirement. Students may wish to defer fulfilling this requirement until 1Oth grade or later.
LEVEL I (HONORS) [3041 FRENCH; 3051 GERMAN; 3021 SPANISH] This course follows
the general curriculum for Level I but moves at a faster pace and is more in depth. Also, additional vocabulary and grammar are taught. Increased emphasis is placed on writing, reading, and speaking skills in the target language. (Prerequisite: Teacher recommendation or demonstrated proficiency)
LEVEL II: CHINESE II; FRENCH II; GERMAN II; RUSSIAN II; SPANISH II
For students who are interested in developing the skills learned in the first level. The curriculum includes further study of the skills acquired in level one. Students who have successfully completed level I or who have demonstrated proficiency as determined through a language proficiency test or through
teacher recommendation are eligible to take this course.
LEVEL II (HONORS) [3042 FRENCH; 3052 GERMAN; 3022 SPANISH]
This course follows the general curriculum for Level II but moves at a faster pace and is more in depth. Also, additional vocabulary and grammar are taught. Increased emphasis is placed on writing, reading, and speaking skills in the target language. (Prerequisite: Teacher recommendation or demonstrated proficiency)
LEVEL III [3142 CHINESE III; 3043 FRENCH III; 3053 GERMAN III; 3063 RUSSIAN III; 3023 SPANISH III]
For students who are motivated to move beyond the standard levels of language study. The curriculum includes extensive use of the language as well as further development of reading and writing skills and the study of literature. This course is recommended for college-bound students who plan to take university placement tests in a world language. Students who have successfully completed level II or who have demonstrated proficiency as determined through a language proficiency test or through teacher recommendation are eligible to take this course. Students who take this course must be able to work independently, as this course may be completed as an independent study. (Prerequisite: Teacher Recommendation)
LEVEL III (HONORS) [3043 FRENCH; 3053 GERMAN; 3023 SPANISH]
This course follows the general curriculum for Level Ill but moves at a faster pace and is more in depth. Also, additional vocabulary and grammar are taught. Increased emphasis is placed on writing, reading, and speaking skills in the target language. (Prerequisite: Teacher recommendation or demonstrated proficiency)
LEVEL IV (HONORS) [3143 CHINESE IV; 3044 FRENCH IV; 3054 GERMAN IV;
3064 RUSSIAN IV; 3024 SPANISH IV] (All Honors courses should substantially exceed the content standards, learning expectations, and performance indicators approved by the State Board of Education. Additionally, an honors couse shall include aminimum of five of the nine components from the Tennessee Department of Education Framework of Standards for Honors Courses.)
For students who are motivated to continue the study of language. The curriculum includes the study of literature and further development of communication skills in the language and will help to prepare the student for university-level placement tests in the language. This course may be offered in combination with level V. Note: Many university world language departments offer placement test options for all students which may allow them to test out of lower level language requirements and for which they may receive university credit. (Prerequisite: Teacher Recommendation)
ADVANCED PLACEMENT [3045 French AP; 3145 Chinese AP; 3456 Chinese AP4; 3055 German AP; 3025 Spanish AP
Forstudentswhoare motivated tocontinueintensive studyofthe language inpreparationfortheAdvanced Placement examination. The curriculum includes the study of literature and further development of oral/ aural skills in the language and will help toprepare students for the Advanced Placement examination in the language. Students who have successfully completed level Ill of the language or who have demonstrated proficiency as determined through a language proficiency test or through teacher recommendation are eligible to take this course. Note: These courses should not be taught in combination with other world language courses. (Prerequisite: Teacher Recommendation)
3031 LATIN I
For students who are interested in acquiring knowledge of the Roman language and culture. The curriculum includes the development of vocabulary, grammar, and translation skills and the study of the historical and cultural values of Rome and its continuing contributions to western civilization. Recommended for 9th grade students who read and perform language arts skills on or above grade level, and for any students in grades 10-12 who need to meet the two-year college entrance requirement.
3032 LATIN II
For students who are interested in developing the skills learned in the first level. The curriculum includes further study of Latin grammar, language, history, and culture of the Romans. Students who have successfully completed level I or who have demonstrated proficiency as determined through a language proficiency test or through teacher recommendation are eligible to take this course.
3033 LATIN Ill
For students who are interested in developing the skills learned in the first and second levels. The curriculum includes further study of Latin grammar, and translating the works of Cicero, Pliny, Uvy, and others. Students who take this course must be able to work independently. Recommended for students who have successfully completed levels I and II. (Prerequisite: Teacher Recommendation)
3033 LATIN Ill (Honors) (All Honors courses should substantially exceed the content standards, learning expectations, and performance indicators approved by the State Board of Education. Additionally, an honors couse shall include aminimum of five of the nine components from the Tennessee Department of Education Framework of Standards for Honors Courses.)
This course follows the general curriculum for Level Ill but moves at a faster pace and is more in depth. Also, additional vocabulary and grammar are taught. Increased emphasis is placed on writing, reading, and translations. (Prerequisite: Teacher recommendation or demonstrated proficiency)
LEVEL III (HONORS) [3043 FRENCH; 3053 GERMAN; 3023 SPANISH
(All Honors courses should substantially exceed the content standards, learning expectations, and performance indicators approved by the State Board of Education. Additionally, an honors couse shall include aminimum of five of the nine components from the Tennessee Department of Education Framework of Standards for Honors Courses.)
This course follows the general curriculum for Level Ill but moves at a faster pace and is more in depth. Also, additional vocabulary and grammar are taught. Increased emphasis is placed on writing, reading, and speaking skills in the target language. (Prerequisite: Teacher recommendation or demonstrated proficiency)
LEVEL IV (HONORS) [3143 CHINESE IV; 3044 FRENCH IV; 3054 GERMAN IV; 3064 RUSSIAN IV; 3024 SPANISH IV
For students who are motivated to continue the study of language. The curriculum includes the study of literature and further development of communication skills in the language and will help to prepare the student for university-level placement tests in the language. This course may be offered in combination with level V. Note: Many university world language departments offer placement test options for all students which may allow them to test out of lower level language requirements and for which they may receive university credit. (Prerequisite: Teacher Recommendation)
3034 LATIN IV (Honors)
This class includes reading and translating specific works of literature and/or intensive language study in preparation for the Advanced Placement examination in Latin. Two advanced placement tests are offered in Latin. (Prerequisite: Teacher Recommendation)
3035 AP LATIN VERGIL
This class includes reading and translating Vergil’s Aeneid and other related literature. This course is an intensive language study in preparation for the Advanced Placement examination in Latin. (Prerequisite: Teacher Recommendation)
LANGUAGE ARTS
To satisfy graduation requirements, each student must complete four courses of Language Arts: English I, English II, English Ill, and English IV. Each of these core courses addresses eight curriculum content strands: Language, Communication, Writing, Research, Logic, Informational Text, Media, and Literature.
All Honors courses should substantially exceed the content standards, learning expectations, and performance indicators approved by the State Board of Education. Additionally, an honors couse shall include a minimum of five of the nine components from the Tennessee Department of Education Framework of Standards for Honors Courses.
3001 ENGLISH I
In English I, students will build upon the skills developed in the middle school Language Arts. The focus is on close reading of informational and literary texts of appropriate grade level complexity. Based upon their reading, the students will engage in class discussion and written assignments to present analysis to develop an argument, or to write real or imagined narrative. While reading and writing, students will analyze the author’s point of view, evidence, assumptions, and style. Within their own writing, students will develop focus, organization, style, and grammatical fluency. Vocabulary study will focus on morphology, etymology, and context, and the words will come from the texts that the students read. Assessment will focus on the students’ ability to read appropriately complex text and to cite evidence to support analysis or claims from that text. Language skills will be assessed in the context of their writing, as well as through authentic work-place tasks, such as editing a draft.
ENGLISH I (HONORS)
In English I Honors, students will build upon the skills developed in the middle school Language Arts. The focus is on close reading of informational and literary texts of appropriate grade level complexity. Based upon their reading, the students will engage in class discussion and written assignments to present analysis to develop an argument, or to write real or imagined narrative. While reading and writing, students will analyze the author’s point of view, evidence, assumptions, and style. Within their own writing, students will develop focus, organization, style, and grammatical fluency. Vocabulary study will focus on morphology, etymology, and context, and the words will come from the texts that the students read. Assessment will focus on the students’ ability to read appropriately complex text and to cite evidence to support analysis or claims from that text. Language skills will be assessed in the context of their writing, as well as through authentic work-place tasks, such as editing a draft.
3001 ENGLISH I (HONORS COMBINED)
A yearlong course, this English class is typically combined with an honors social studies class. It is reading and writing intensive with an emphasis on an in-depth study of composition, research, and literacy analysis. The focus is on close reading of informational and literary texts selected based on overlapping concepts and historical time periods. Based upon their reading, the students will engage in class discussion and written assignments to present analysis, to develop an argument, or to write a real or imagined narrative. While reading and writing, students will analyze the author’s point of view, evidence, assumptions, and style. Within their own writing, students will develop focus, organization, style, and grammatical fluency. Vocabulary study will focus on morphology, etymology, and context, and the words will come from the texts that the students read. Assessment will focus on the students’ ability to read appropriately complex text and to cite evidence to support analysis or claims from that text. Language skills will be assessed in the context of their writing, as well as through authentic work-place tasks, such as editing a draft. English I Honors, students will build upon the skills developed in middle school Language Arts. Students in an English I Honors course will engage with text at the upper end of the reading band for the grade level. They will also engage in deeper levels of analysis with more rigorous expectations for the thoroughness of the evidence considered in developing analyses and arguments.
3002 ENGLISH II
In English II, students will build upon the skills developed in English I. The focus is on close reading of informational and literary texts of appropriate grade level complexity. Based upon their reading, the students will engage in class discussion and written assignments to present analysis to develop an argument, or to write real or imagined narrative. While reading and writing, students will analyze the author’s point of view, evidence, assumptions, and style. Within their own writing, students will develop focus, organization, style, and grammatical fluency. Vocabulary study will focus on morphology, etymology, and context, and the words will come from the texts that the students read. Assessment will focus on the students’ ability to read appropriately complex text and to cite evidence to support analysis or claims from that text. Language skills will be assessed in the context of their writing, as well as through authentic work-place tasks, such as editing a draft.
3002 ENGLISH II (HONORS)
In English Honors II, students will build upon the skills developed in English I Honors. Previous experience in honors is not a prerequisite; however, students who make the transition from grade level to honors may experience a significant difference in the level of text and the expectations for fluency in writing. The focus is on close reading of informational and literary texts of appropriate grade level complexity. Based upon their reading, the students will engage in class discussion and written assignments to present analysis to develop an argument, or to write real or imagined narrative. While reading and writing, students will analyze the author’s point of view, evidence, assumptions, and style. Within their own writing, students will develop focus, organization, style, and grammatical fluency. Vocabulary study will focus on morphology, etymology, and context, and the words will come from the texts that the students read. Assessment will focus on the students’ ability to read appropriately complex text and to cite evidence to support analysis or claims from that text. Language skills will be assessed in the context of their writing, as well as through authentic work-place tasks, such as editing a draft. Students in an English II Honors course will engage with text at the upper end of the reading band for the grade level. They will also engage in deeper levels of analysis with more rigorous expectations for the thoroughness of the evidence considered in developing analyses and
arguments.
3002 ENGLISH II HONORS (COMBINED)
A yearlong course, this English class is typically combined with an honors or Advanced Placement® social studies class. Previous experience in honors is not a prerequisite; however, students who make the transition from grade level to honors may experience a significant difference in the level of text and the expectations for fluency in writing. It is reading and writing intensive with an emphasis on an in- depth study of composition, research, and literacy analysis. The focus is on close reading of informational and literary texts selected based on overlapping concepts and historical time periods. Based upon their reading, the students will engage in class discussion and written assignments to present analysis, to develop an argument, or to write a real or imagined narrative. While reading and writing, students will analyze the author’s point of view, evidence, assumptions, and style. Within their own writing, students will develop focus, organization, style, and grammatical fluency. Vocabulary study will focus on morphology, etymology, and context, and the words will come from the texts that the students read. Assessment will focus on the students’ ability to read appropriately complex text and to cite evidence to support analysis or claims from that text. Language skills will be assessed in the context of their writing, as well as through authentic work-place tasks, such as editing a draft. Students in an English II Honors course will engage with text at the upper end of the reading band for the grade level. They will also engage in deeper levels of analysis with more rigorous expectations for the thoroughness of the evidence considered in developing analyses and arguments.
3003 ENGLISH III
Students in English III are working on career-ready reading and writing skills while also reading and analyzing foundational works in American literature. Through analyzing how multiple authors present similar subjects, students learn about multiple perspectives, bias, and audience. They also become proficient at identifying and evaluation reasoning within documents of historical, literary, information, and legal natures. Throughout the course, they will conduct short and long-term research projects, following both their own lines of inquiry and some teacher- directed lines of inquiry. While the foundational skills for composition should be established in the earlier grades, students in English III work to refine their writing style in fluency and sophistication.
3005 ENGLISH IV
Students in English IV are working on career-ready reading and writing skills while also reading and analyzing foundational works in world literature. Through analyzing how multiple authors present similar subjects, students learn about multiple perspectives, bias, and audience. They also become proficient at identifying and evaluation reasoning within documents of historical, literary, information, and legal natures. Throughout the course, they will conduct short and long-term research projects, following both their own lines of inquiry and some teacher-directed lines of inquiry. While the foundational skills for composition should be established in the earlier grades, students in English IV work to refine their writing style in fluency and sophistication. They also develop their speaking and listening skills through speeches and presentations.
30015 ENGLISH 1
Students with qualifying disabilities as documented in the IEP shall be eligible to take this course. SPED teachers who are endorsed in the subject or have proven content knowledge in English via Praxis may serve as teacher of record and give English I credit.
30025 ENGLISH 2
Students with qualifying disabilities as documented in the IEP shall be eligible to take this course. SPED teachers who are endorsed in the subject or have proven content knowledge in English via Praxis may serve as teacher of record and give English II credit.
30035 ENGLISH 3
Students with qualifying disabilities as documented in the IEP shall be eligible to take this course. SPED teachers who are endorsed in the subject or have proven content knowledge in English via Praxis may serve as teacher of record and give English Ill credit.
30055 ENGLISH 4
Students with qualifying disabilities as documented in the IEP shall be eligible to take this course. SPED teachers who are highly qualified in English may serve as teacher of record and give English 4 credit.
3013 ENGLISH AP LANGUAGE AND COMPOSITION (ADVANCED PLACEMENT)
A course for students who have successfully completed Honors English II or have demonstrated competency in composition and rhetorical skills. The curriculum emphasizes analysis, research, and composition as students become skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts. Students will be expected to think critically and analytically and be able to express themselves effectively. College level outside reading is required. The course is designed to help develop the cognitive and communicative skills necessary to do well on the AP English Language and Composition Test.
3013 ENGLISH AP (COMBINED)
A year-long course for students who have demonstrated competency in composition, rhetorical, and literary analysis skills. The curriculum includes a critical survey of various literary genres, a study of literary style and technique, and written literary analysis. Students will be expected to think critically and analytically and be able to express themselves effectively. The course is designed to develop the cognitive and communicative skills necessary to do well on the AP English Literature and/or the AP Language Composition exams. This course is usually combined with AP US History.
3014 ENGLISH AP LITERATURE AND COMPOSITION (ADVANCED PLACEMENT)
A course for students who have successfully completed Advanced Placement English Ill or demonstrated competency in composition and literary analysis skills. Students must be highly motivated and have above average writing and analytical skills. The curriculum is an in-depth study of American, British, and World literature with expectations commensurate with the first year of college English. Outside readings are required. The course is designed to help develop the cognitive and communicative skills necessary to do well on the AP English Literature and Composition Test.
3014 ENGLISH AP (COMBINED)
A year-long course for students who have demonstrated competency in composition, rhetorical, and literary analysis skills. The curriculum includes a critical survey of various literary genres, a study of literary style and technique, and written literary analysis. Students will be expected to think critically and analytically and be able to express themselves effectively. The course is designed to help develop the cognitive and communicative skills necessary to do well on the AP English Literature exam and/or the AP Language Composition exams.
3008 JOURNALISM I*
A one-unit course for students who are proficient in writing skills and have an interest in the
production of publications. Curriculum includes the history and elements of journalistic style and the application of journalistic techniques to the development of a publication. Students who wish to take this course must be highly motivated, work well with peers, and be responsible in following through with assignments as the work culminates in a publication. (Elective credit.)
* (Prerequisites: Students may have to demonstrate ability to write well; may be required to apply for this course; and may be required to receive teacher recommendation. Publications include the newspaper and/or the annual.)
3008 ADVANCED JOURNALISM*
A continuation and application of the journalistic skills covered in Journalism I. (Elective credit)
* (Prerequisites: Successful completion of Journalism I. Students may have to demonstrate ability to write well; may be required to apply for this course; and may be required to receive teacher recommendation. Publications include the newspaper and/or the annual.) Can be taken for multiple credits.
3012 CREATIVE WRITING I
A one-unit course for students who have an interest in studying and writing in the genres of poetry, drama, short story, and nonfiction. The curriculum includes the study of the genres, the students’ personal examples of the genres and their development of a portfolio. (Elective credit)
3097 CREATIVE WRITING II
A one-unit course for students who wish to pursue further the art of creative writing, concentrating especially on poetry, short stories, non-fiction, and screen writing. Works of great authors are examined and modeled, with a view to enhancing the students’ own work. The class is conducted as a workshop with both teacher- and peer-conferencing, an important part of the process, the end result being a significant portfolio of student work.
3015 SPEECH
A one-unit course for students who wish to develop skills in public speaking. The curriculum includes skills in researching, writing, presenting, and adapting speeches to various audiences and purposes. Forensics and debate may be included. (Elective credit.)
3075 ENGLISH LANGUAGE LEARNERS
An English course designed for students who are classified as active ELLs. Based on level of English proficiency as determined by a standardized, state-approved ESL Test, students are provided English instruction specifically designed for second language learners. This course is available in grades 9-12. Students may substitute ESL for up to two units of English credit. Additional credit earned in ESL may be used as elective credit at the same rate as other courses in the student’s school. Only a Certified ESL teacher can teach this course.
3081 CONTENT AREA READING
A full or half-credit elective course option for students who practice and internalize strategies that are essential life-long learning skills for reading, writing, understanding, and interpreting content- specific materials. The strategies will be applied in the content areas of English, mathematics, science, and social studies. Skills will include previewing and reviewing print and non- print text, activating prior knowledge, processing and acquiring new vocabulary, organizing information, understanding visual representations, self-monitoring, and reflecting. (Elective credit)
3197 SCIENCE FICTION
A one-unit elective course for students who have an interest in the genre of science fiction. The course includes units that represent prevalent themes in science fiction: Man and Science, Man in Progression, Alien Encounters, and Visions of the Future. The curriculum includes projects, reading, vocabulary development, discussion, composition and oral presentations. (Elective credit)
3099 ETYMOLOGY & MYTHOLOGY
A one-unit course for students in grades 9-12. Curriculum includes a study of etymology, vocabulary development, classical mythology, and allusions found in literature, music, and the arts. (Elective credit)
3003 HONORS AMERICAN LITERATURE*
A one-unit course for 11th grade students who have demonstrated competency in composition and literary analysis skills to continue an in-depth study of major American literary works, American writers, social and intellectual movements with an emphasis on analytical research and composition. (Elective credit) *(Prerequisite: Successful completion of English Il Standard/College Prep or English II Honors.)
3097 SHAKESPEARE AND THE RENAISSANCE*
A one-unit course for 11th and 12th grade students who are interested in further study of Shakespeare’s history and literature. The course will outline and study Shakespearean drama and poetry in depth, and his contributions and influence will be connected to present day literature, film, and everyday life. (Elective credit) *(Prerequisite: Successful completion of English I and English II)
3097 TECHNICAL WRITING
This course was designed to focus on the specifics of professional research and communication. Students will blend their discipline-specific knowledge ion career-focused classes with business and technical communication skills. Becoming fluent in writing, reading and researching for the professional community requires specific focus and attention to the culture and expectations. Typed of texts students will read and produce include white papers, research briefs, literature reviews, grants, and proposals. Students will also engage in defending a research brief and pitching a proposal. Assessment will be through assignments and a portfolio review with reflection. This course is designed for 11th and 12th grade students.
9352 HUMANITIES
This course is designed for 10th-12th grade students who are interested in analyzing human culture through a variety of mediums including art, music, literature and film. Students will read and view many texts from a variety of continents and time periods, and they will engage in analytical discussions, blogs, debates, presentations, and writing activities. With each text, students will examine what the author/artist says about human culture and how the author/artist utilizes the tolls of his or her discipline to develop the message. While each text will be studied first as its own entity, students will look across texts to discern patterns in the medium, time periods, and cultures.
LIFETIME WELLNESS/PHYSICAL EDUCATION
Note: One unit of Lifetime Wellness is required for graduation, during a student’s 9th grade year.
3301 PHYSICAL EDUCATION I
A one-unit elective course. The goal of Physical Education I is to provide a variety of activities through four strands: Health Related Fitness; Individual Sports; Team Sports; and Basic Gymnastic Fundamentals. Each unit within the strand will be designed to teach the basic skills, rules and strategies necessary to understand and perform a variety of activities. This course is a prerequisite for Advanced Physical Education.
3302 ADVANCED PHYSICAL EDUCATION
A one-unit elective course. The goal of Advanced Physical Education is to provide progressive skills, techniques and strategies in various activities. (Prerequisite: Physical Education I) Can be taken for multiple credits.
3303 LIFETIME WELLNESS
A one-unit course required for graduation for students in grade 10. The goal of Lifetime Wellness is for students to learn a lifelong process of positive lifestyle management that seeks to integrate the emotional, social, intellectual, and physical dimensions of self for a longer, more productive and higher quality of life. The unit consists of the following strands: Disease Prevention and Control; Mental Health; Nutrition; Physical Fitness and Related Skills; Safety and First Aid; Sexuality and Family Life; and Substance Use/Abuse.
3302 AEROBICS A one-unit elective course emphasizing the importance in improving and maintaining a healthier cardiovascular system. Skills taught in order to achieve this goal include muscular endurance, muscular strength, cardiovascular endurance, flexibility and body composition. Regular aerobic workouts through the participation in aerobic routines, games and various other activities accompanied by a fitness assessment will be the primary instructional focus of this course. Physical Education I is not a prerequisite for this course. Can be taken for multiple credits.
3302 CONDITIONING AND ADVANCED STRENGTH TRAINING A one-unit elective
course designed to allow students to make gains in conditioning, muscle tone, and strength while emphasizing the importance of making an active healthy lifestyle a lifelong practice. Health and skill related activities such as flexibility, speed, agility, coordination and power, along with self-discipline and a positive attitude will be the content focus. Proper nutrition will also be examined and emphasized. Physical Education I is not a prerequisite for this course. Can be taken for multiple credits.
PHYSICAL EDUCATION CREDIT REQUIREMENT
The 1/2 credit Physical Education requirement may be satisfied by one of the following:
One Physical Education elective course (1 credit) 65 hours of documented physical activity outside of the school day in other school-related areas such as:
Marching Band
JROTC*
TSSAA approved sports
Cheerleading
Dance Team
Swim Team
School-related club/activity approved by the Supervisor of Wellness, PE, and Athletics
The 65 hours must be completed during one school/academic year which includes the summer prior to the beginning of a school year. Upon completion of the 6==5 hours of physical activity, credit in Activity PE with a grade of ‘Pass’ will be recorded on the student transcript* Documentation of hours will be the responsibility of the teacher/coach supervising the activity.
*KCS does not allow for JROTC credits earned in KCS to substitute for Personal Finance, or U.S. Government. However, JROTC credits can be substituted for Lifetime Wellness or Physical Education.
MATHEMATICS
To satisfy graduation requirements, each student must complete a math course each year he or she is enrolled in high school. Algebra I, Geometry, Algebra II and one math course above Algebra II are required for graduation.
All Honors courses should substantially exceed the content standards, learning expectations, and performance indicators approved by the State Board of Education. Additionally, an honors couse shall include a minimum of five of the nine components from the Tennessee Department of Education Framework of Standards for Honors Courses
8th grade | 9th grade | 10th grade | 11th grade | 12th grade | |||
Honors Algebra I | Honors Geometry | Honors Algebra II | Honors Pre-‐Calculus | AP Calculus AB | AP Calculus BC | ||
Honors Algebra I | Honors Geometry (Fall) | Honors Algebra II (Spring) | |||||
Pre-‐ Algebra | Honors Algebra I | Honors Geometry (Fall) | Honors Algebra II (Spring) | Honors Pre-‐ Calculus | AP Calculus AB | AP Calculus BC | |
Geometry | Algebra II | Pre-‐Calculus | Calculus | ||||
Algebra I | Geometry | Algebra II | Pre-‐Calculus or Advanced Algebra & Trig or AP Statistics* | ||||
| |||||||
31023* Algebra IA (Fall) | 31024* Algebra IB (Spring) | Geometry | Algebra II | Finite Math or Bridge Math | |||
31082 Geometry CA | |||||||
*Represents STEM path (Science, Technology, Engineering and Mathematics) | |||||||
31023 ALGEBRA IA AND 31024 ALGEBRA IB (SECOND TERM OF A TWO-TERM SEQUENCE)
This required two-term sequence is designed for students in the 9th grade who enter high school not ready to start Algebra I. These courses will explore and apply concepts, processes, and skills that are essential to successfully completing the high school graduation requirement. The first term
is spent integrating pre-algebra and introductory algebra skills. More time is devoted to skill development than is possible in the one-term Algebra I class.
31025 ALGEBRA I
The fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle grades. Because it is built on the middle grades standards, this is a more ambitious version of Algebra I than has generally been offered. The critical areas deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Successful completion of this sequence prepares students for Geometry. The “Pass” credit is ignored in attempted credits and is not counted in the GPA.
3102 HONORS ALGEBRA I
This course is for students who did exceptionally well in the 8th grade mathematics. Course content covers the topics of Algebra I in greater depth and at a faster pace, thus providing time for enrichment through the study of additional performance objectives.
910831025 ALGEBRA 1A PREP Students with qualifying disabilities as documented in the IEP shall be eligible to take this course. The student may achieve the required number of credits in math through increased instructional time and completing at least Algebra I and Geometry. This is an elective preparatory class to 31025 Algebra lA. SPED teachers who are endorsed in the subject or have proven content knowledge in Mathematics via Praxis may serve as teacher of record and give credit for this course.
31025 ALGEBRA 1A
Students with qualifying disabilities as documented in the IEP shall be eligible to take this course. This course may be taught in a year - long format when preceded by a Special Ed Algebra lA Prep class. The student may achieve the required number of credits in math through increased instructional time and completing at least Algebra I and Geometry. SPED teachers who are endorsed in the subject or have proven content knowledge in Mathematics via Praxis may serve as teacher of record and give Algebra IA credit.
910831026 ALGEBRA 1B PREP
Students with qualifying disabilities as documented in the IEP shall be eligible to take this course. The student may achieve the required number of credits in Math through increased instructional time and completing at least Algebra I and Geometry. This is an elective preparatory class to 30126 Algebra lB. SPED teachers who are endorsed in the subject or have proven content knowledge in Mathematics via Praxis may serve as teacher of record and give credit for the course.
31026 ALGEBRA 1B
Students with qualifying disabilities as documented in the IEP shall be eligible to take this course. This course may be taught in a year-long format when preceded by a Special Ed Algebra IB Prep class. The student may obtain an Algebra credit after successful completion of this course. SPED teachers who are endorsed in the subject or have proven content knowledge in Mathematics via Praxis may serve as teacher of record and give Algebra I B credit.
31082 GEOMETRY CTE
This course is designed for students who may enter the workforce immediately following high school or pursue further training at a technical or community college. Core geometric concepts required in a standard geometry course are covered along with additional topics that focus on career and technical applications. These concepts will be taught using practical applications in a contextual style of teaching, including labs and projects. The structure of the course will include teaching groups of skills and concepts followed by their incorporation in a real world application and setting. (Prerequisites: Algebra I or Technical Algebra)
31083 GEOMETRY A AND 31084 GEOMETRY B (SECOND TERM OF THE TWO-TERM SEQUENCE)
This required two-term sequence is designed for students who complete Algebra I and not ready to start Geometry. These courses will explore and apply concepts, processes, and skills that are essential to successfully completing the high school graduation requirement. The first term is an elective credit and time is spent integrating Algebra I and introductory Geometry skills. More time is devoted to skill development than is possible in the one-term Geometry class.
910831085 GEOMETRY A PREP
Students with qualifying disabilities as documented in the student’s IEP shall be eligible to take this course. The student may achieve the required number of credits In Math through increased instructional time and completing at least Algebra I and Geometry. This is an elective. preparatory class to 31085 Geometry A. SPED teachers who are HQ in Math may serve as teacher of record and give credit for the course.
3108 GEOMETRY
The fundamental purpose of the course in Geometry is to formalize and extend students’ geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. Important differences exist between this Geometry course and the historical approach taken in Geometry classes. For example, transformations are emphasized early in this course. Close attention should be paid to the introductory content for the Geometry conceptual category found in the high school CCSS. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Successful completion prepared a student for further work in Algebra II (Prerequisite: Algebra I with a grade of “C” or better recommended)
3108 GEOMETRY (HONORS)
Topics found in Standard Geometry are covered more in-depth with emphasis placed on problem solving, writing skills (especially in writing of proofs) and algebraic applications. Additional enrichment objectives are covered as time permits. Successful completion of this course prepares a student for further work in algebra usually Honors Algebra II. (Prerequisite: Algebra I in the 8th grade or Algebra I (Accelerated) in the 9th grade and Departmental Recommendation)
31085 GEOMETRY 1A
Students with qualifying disabilities as documented in the IEP shall be eligible to take this course. This course may be taught in a year-long format when preceded by a Special Ed Geometry A prep class. The student may achieve the required number of credits in math through increased instructional
time completing at least Algebra I and Geometry. SPED teachers who are endorsed in the subject or have proven content knowledge in Mathematics via Praxis may serve as teacher of record and give credit in Geometry 1A.
910831086 GEOMETRY B PREP
Students with qualifying disabilities as documented in the student’s IEP shall be eligible to take this course. The student may achieve the required number of credits in Math through increased instructional time and completing at least Algebra I and Geometry. This is an elective preparatory class to 31086 Geometry B. SPED teachers who are HQ in Math may serve as teacher of record and give credit for the course.
31086 GEOMETRY 1B SPED
Students with qualifying disabilities as documented in the IEP shall be eligible to take this course. This course may be taught in a year-long format when preceded by a Special Ed Geometry B Prep class. The student may achieve the required number of credits in math through increased instructional time completing at least Algebra I and Geometry. SPED teachers who are endorsed in the subject or have proven content knowledge in Mathematics via Praxis may serve as teacher of record and give credit in Geometry 2A Sped.
910803181 TRANSITION MATH
This is a 4th year course designed for students with an IEP who require a final math course to provide for transition to college or career opportunities.
3103 ALGEBRA II
Building on their work with linear, quadratic and exponential functions, students extend their repertoire of functions to include polynomial, rational, and radical functions. Students work closely with the expressions that define the functions, and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations over the set of complex numbers and solving exponential equations using the properties of logarithms. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Satisfactory completion of this course prepares students for entry into Pre-Calculus or Advanced Algebra and Trigonometry. (Prerequisites: Algebra I and Geometry credit with a grade of “C” or better recommended)
3103 ALGEBRA II (HONORS)
This course provides a rigorous preparation for Honors Pre-Calculus. An emphasis is placed on algebraic proof and provides an enriched version of Algebra II through the study of additional objectives and topics. Successful completion of this course prepares students for entry into Pre-Calculus or Honors Pre-Calculus. (Prerequisites: Algebra I and Honors Geometry credit with an “A” or “B” average grades or Departmental Recommendation)
31033 ALGEBRA IIA 31034 ALGEBRA IIB
(Second term of the two-term sequence)
This required two-term sequence is designed for students who complete Geometry and not ready to start Algebra II. These courses will explore and apply concepts, processes, and skills that are essential to successfully completing the high school graduation requirement. The first term is an elective credit and time is spent integrating Algebra I and introductory Algebra II skills. More time is devoted to skill
development than is possible in the one-term Algebra II class.
09108 910803103 ALGEBRA 2
This course is designed for students with disabilities who need to fulfill their graduation requirements in a special classroom setting. SPED teachers who have proven content knowledge in Mathematics through endorsement in the subject or via Praxis may serve as teacher of record and give the Algebra 2 credit.
3124 ADVANCED ALGEBRA AND TRIGONOMETRY (COLLEGE PREP)
This course is designed for students who have completed Algebra I, Geometry, and Algebra II, but may need a review of Algebra II skills and concepts, or who may be entering fields which require mathematics, but not necessarily calculus. The content includes the study of algebraic, exponential, logarithmic, and trigonometric functions. The course also explores discrete mathematics topics such as matrices, probability and statistics. Students who successfully complete this sequence will have the skills necessary for pre-calculus at the college level. (Prerequisites: Algebra I, Geometry, and Algebra II)
3126 PRE-CALCULUS
This course develops the topics essential for success in Calculus. Content includes a study of algebraic, transcendental, and trigonometric functions, as well as their compositions and inverses, vectors, polar graphing, complex numbers, conic sections, and sequences and series. Students who complete this course successfully will have a strong background for a first-year Calculus sequence. (Prerequisites: Algebra I, Geometry, and Algebra II with an “A” or “B” average grades recommended)
3126 PRE-CALCULUS (HONORS)
The faster pace of this course provides the time to enrich the content of Pre-Calculus through the study of additional objectives and topics. Successful completion of this course provides the student with the necessary prerequisites for Advanced Placement Calculus. (Prerequisites: Geometry (Honors) and Algebra II (Honors) with an “A” or “B” average grades or Departmental Recommendation)
3113 CALCULUS (COLLEGE PREP)
This course is designed for students who have a thorough knowledge of college preparatory mathematics. Course content includes the study of limits; derivatives; integration; applications; exponential, logarithmic and trigonometric functions. (Prerequisites: Algebra I, Geometry, Algebra II and Pre-Calculus)
3127 AP CALCULUS AB (ADVANCED PLACEMENT)
This course is devoted mainly to the topics in differential and integral calculus. Students who are study this course will be prepared to take the Advanced Placement AB Calculus Exam and seek college credit. The scope of this course follows the topics listed in the College Board Advanced Placement Mathematics Course Description. (Prerequisites: Honors Pre-Calculus and Departmental Recommendation)
3128 AP CALCULUS BC (ADVANCED PLACEMENT)
This course is an extension of all the topics covered in AP Calculus AB with additional topics. Students who study this course will be prepared to take the Advanced Placement BC Calculus Exam and seek college credit. The scope of this course follows the topics listed in the College Board Advanced Placement Course Description. (Prerequisites: AP Calculus AB and Departmental
Recommendation)
3129 STATISTICS AP (ADVANCED PLACEMENT)
This course is non-calculus in its orientation with a major focus on data analysis. Students who study this course will be prepared to take the AP Statistics Exam and seek college credit. This course follows the topics listed in the College Board Advanced Placement course description. (Prerequisites: College Prep English or higher, Algebra II with a grade of “C” or better recommended, and Departmental Recommendation)
3181 BRIDGE MATH
This course is a 4th year senior level math credit course designed for students who need to refresh core mathematics skills prior to further study. It is recommended that students who have not scored at least a 19 on their ACT assessment (or equivalent assessment) take this course to be better prepared for post- secondary study. (Prerequisite: Algebra II)
3182 FINITE MATH
This course is a 4th year senior level math course that will focus on the big ideas of advanced mathematics. This course is designed to prepare students for both college and the workplace. Students choosing to take this course would be less likely to enroll in a STEM Calculus course upon entering college. However, this course will provide a foundation for students entering a business application Calculus course or other general education mathematics course. (Prerequisite: Algebra II)
3199 MATH COMPUTER APPLICATIONS
This course will provide students with a background in the logic needed to create programs using a variety of programming mediums: the Tl calculators, BASIC and VISUAL BASIC. Reference will also be made as to how other languages such as C++, COBOL, FORTRAN, LOGO, PASCAL, and Java are structured. Mastery of these techniques will lead to the ability to create instructional software that can be used across the curriculum. This course does not satisfy the State’s four year math requirement.
3199 MATH COMPUTER APPLICATIONS (HONORS)
The faster pace of this course provides the time to enrich the content of Math Computer Applications through the study of additional objectives and topics. Successful completion of this course provides the student with the necessary prerequisites for Advanced Placement Computer Science. This course does not satisfy the State’s four year math requirement.
3635 AP COMPUTER SCIENCE AP (ADVANCED PLACEMENT)
This course emphasizes object-oriented programming methodology with an emphasis on problem solving and algorithm development and is meant to be the equivalent of a first- semester course in computer science. It also includes the study of data structures and abstraction. The scope and sequence of this course follows the topics listed in the College Board Advanced Placement course description. Students who study this course will be prepared to take the Advanced Placement Computer Science “A” AP Exam and seek college credit. This course does satisfy the State’s four year math requirement. (Prerequisite: Math Computer Applications or Departmental Recommendation)
3197 ROBOTICS
is a course deeply submerged in modeling, abstraction, and precision. The entire course is founded on Problem Based Learning (PBL). Students are given a scenario and must analyze the problem;
calculate measurements and establish various thresholds; design, construct, and program a robot to complete the given task; collect and analyze data; modify and adjust program, robot, and calculations based on the collected data; and repeat the process until objectives have been completed. The mathematical range of this course extends to pre-calculus due to the importance of calculating precise angles and tangents. (This course does not satisfy the 4th year math requirement
FINE ARTS
3505 GENERAL MUSIC
An introduction to music through an aural study of compositions by major composers of each historical period. Emphasis is on exploring the variety of styles of each period and the development of basic listening skills. Styles and historical periods are from Renaissance to the 20th century including theatre, country, and pop music. There are no prerequisites for students in grades 9-12 to enroll. Class participation, maintaining a journal and completion of all assignments is required. Maximum credit one unit.
3505 JAZZ STYLES
A survey of music in the jazz idiom from late 19th century to the present with a special emphasis on the elements of jazz. Personalities in jazz music and their contribution are also emphasized. All students in grades 9-12 may enroll and there are no prerequisites. Class participation, maintaining a journal and completion of all assignments is required. Maximum credit one unit.
3505 DEVELOPMENT OF ROCK AND ROLL
This course is designed as a survey of rock and roll music, from its very roots to the music today. Students will develop knowledge and understanding of the musical elements of rock and roll and the major artists within each period. Students will identify the different styles that make up each period and study the social and cultural connections in the creation of rock and roll. Class participation, attendance, maintaining a journal, and completion of all assignments is required. Maximum credit one unit.
3514 MUSIC THEORY (THEORY AND HARMONY)
A course for students with a particular interest and aptitude in music. Emphasis is on an in? depth study of music fundamentals through ear training and reading and writing music. Musical analysis as well as simple rhythmic, melodic, and harmonic dictation will be explored. Maximum credit one unit. (Prerequisite: Teacher approval)
3517 MUSIC HISTORY
A course designed to help students gain exposure to and an appreciation for a variety of styles of music. This course will cover approximately 1000 years of Western music history, starting with Europe in the Middle Ages and culminating with world music, today. Discussions will include famous composers, work, as well as significant concepts and historical issues surrounding their music. The goal is to better understand their music; thereby helping understand the music of our time. (Prerequisite: Teacher approval)
3530 BEGINNING BAND
This course is designed to give students the opportunity to learn to play a musical instrument from one of the following instrument families: Brass, Woodwind or Percussion. The students will be exposed to all instruments from each family and through teacher guidance will be allowed to learn the instrument of their choice or the instrument for which the student is best suited. Students will learn the
basic elements of music as well as the proper way to play their musical instrument. (Prerequisite: Teacher approval.)
3530 BAND
Provides students with the opportunity of continuing the study and performance of music emphasizing traditional band literature and selected orchestral transcriptions. The course focuses on the study of the elements of music and the development of individual and group performance skills. Individual practice, after-school practice and rehearsal sessions, and performances are required. Performance opportunities include marching band, concert band, invitational and audition clinics, festivals, and contests. (Prerequisites: Previous experience and teacher approval; Instructor’s signature) Can be taken for multiple credits.
3530 BAND: CONCERT, SYMPHONIC, OR WIND ENSEMBLE
The Concert Band, Symphonic Band, and Wind Ensemble are musical groups concentrating their skills on musical performances for advanced woodwinds, brass, and percussion performance. These bands play a variety of styles and types of music selected from the standard high school band repertoire. The goal of these courses is to develop a proficiency on a chosen instrument through rehearsals, lessons and various performances. These bands will have several performance opportunities throughout the semester. Through these classes the students will improve instrumental skills, elevate performance skills as well as develop an understanding of the performance process. All National Music Standards are addressed and the highest expectations of musicianship and behavior are expected. Rehearsals and performances during the school day, before and after the regular school day, as well as on non-school days, may be required. (Prerequisite: Previous study of a band instrument and Music Instructor’s signature) Can be taken for multiple credits.
3530 INSTRUMENTAL ENSEMBLE
Provides students with the opportunity of continuing the study and performance of music literature relative to a specific ensemble, such as Jazz, Percussion, Brass, or Woodwind. The course focuses on advanced individual and group performance skills relative to the selected medium. Individual practice, after-school practice and rehearsal sessions, and performances are required. (Prerequisite: Teacher approval.) Can be taken for multiple credits.
3530 BEGINNING ORCHESTRA
This course is designed to give students the opportunity to learn to play one of the following string instruments: Violin, Viola, Cello or Bass. Students will be exposed to the four (4) string instruments listed above and through teacher guidance will be allowed to learn the instrument of their choice or the instrument for which the student is best suited. Students will learn the basic elements of music as well as the proper way to play their musical instrument. (Prerequisite: Teacher approval.)
3530 ORCHESTRA
Provides students with the opportunity of continuing the study and performance of music emphasizing styles from several historical periods. The course focuses on the study of the elements of music and the development of performance skills for individuals and ensembles. Individual practice, after-school practice and rehearsal sessions, and performances are required. Performance opportunities include string orchestra, full orchestra, invitational and audition clinics, festivals, and contests. (Prerequisites: Previous experience and teacher approval) Can be taken for multiple credits.
3531 FEMALE CHORUS
For female choral students to study and perform a wide variety of sacred and secular choral literature of easy to medium difficulty from all historical and performance styles. Emphasis is placed on the development of individual and ensemble skills in vocal production, tone quality, diction, intonation, balance and blend, sight-reading and music reading, and ensemble esprit de corps. Previous choral experience is not a prerequisite but would be beneficial. Performances and after-school rehearsals are required. Can be taken for multiple credits.
3531 MALE CHORUS
For male choral students to study and perform a wide variety of sacred and secular choral literature of easy to medium difficulty from all historical and performance styles. Emphasis is on vocal production and basic choral techniques, intonation, phrasing, sight? reading and ear training, general musicianship skills, understandings and attitudes, and the responsibility of individuals to the group. There are no prerequisites, although some minimum requirements may be recommended by the teacher. Performances and after-school rehearsals are required. Can be taken for multiple credits.
3531 VOCAL MUSIC I
For beginning choral students who wish to study and perform a wide variety of sacred and secular choral literature of easy to medium difficulty in a variety of styles. Emphasis is placed on vocal production and basic choral techniques, intonation, phrasing, sight reading and ear training, general musicianship skills, understanding and attitudes, and the responsibility of individuals to the group. There are no prerequisites, although some basic minimum requirements may be recommended by the teacher. Performances and after-school rehearsals are required. Can be taken for multiple credits.
3531 VOCAL MUSIC II
For students who wish to study and perform a wide variety of medium to difficult sacred and secular choral literature in a variety of styles and historical periods. Emphasis will be placed on an advanced degree of musicianship and increased performance skills individually and in ensemble. The mixed chorus is for students who elect and are selected by audition to be in the group. Previous choral music experience is usually beneficial but not a prerequisite. Performances and after- school rehearsals are required. Can be taken for multiple credits.
3531 VOCAL MUSIC III CHORAL ENSEMBLE
Consists of students with previous choral experience selected by audition. The nature of the group may vary according to the discretion of the director and the needs of the school music program. Examples are: Chamber Choir, Madrigal Singers, Pop Ensemble, and Show Choir. Emphasis is placed on an advanced degree of musicianship, increased harmonic and rythmic reading skills, and increased performance skills. Opportunities are provided for performance in school and community. Performances and after-school rehearsals are required. Choreography and/or costumes may be required by the teacher for some ensembles. This is an auditioned group. Can be taken for multiple credits.
3535 MUSIC THEORY AP (ADVANCED PLACEMENT)
The goal of the AP Music Theory course is to develop a student’s ability to recognize, understand, and describe the basic materials and processes of music that are heard or presented in a score. The achievement of these goals will be approached by initially addressing fundamental
aural, analytical, and compositional skills using both listening and written exercises. Building on this foundation, the course will progress to include more creative tasks, such as the harmonization of a melody by selecting appropriate chords, composing a musical bass line to provide two-voice counterpoint, or the realization of figure-bass notation. Part-writing, sight-reading, and sight-singing are essential components of this process. (Prerequisite: Teacher approval.)
9352 MUSICAL THEATRE
This course offers students the opportunity to study and perform in this genre. The course combines practical vocal training including diction and tone quality as well as the development of students as actors. Students will study the evolution of musical theatre and develop an appreciation for this uniquely American art form. (Elective credit)
3520 THEATRE ARTS I
A one-unit course for students who have an interest in drama and wish to learn the history of theatre and improve their abilities in communicating and appearing before a group. The curriculum includes exercises in pantomime, improvisation, basic stage direction, play reading, theatre history, stagecraft, basic acting skills, and oral interpretation. (Elective credit)
3521 ADVANCED THEATRE ARTS
For students who have completed Theatre Arts I and who wish to expand their interpretative skills and knowledge of theatre. The curriculum includes further study of oral and dramatic interpretation of prose and poetry. An interview with the teacher and/or auditions for admission may be required. (Elective credit) (Prerequisite: Theatre Arts I) Can be taken for multiple credits.
3521 ADVANCED THEATRE ARTS STAGE CRAFT
A one-unit course for students who have an interest in developing an overall understanding of the aspects of theatre production. Students will develop skills in lighting, sound, set construction, set painting, props, program/poster design, costuming, make-up, and publicity. (Elective credit) Can be taken for multiple credits.
3521 ADVANCED THEATRE ARTS PRODUCTION
This one-unit course will focus on the study and application of technical theatre including set design, set building, lighting, sound, props, stage managing, costume design, makeup, publicity, box office, and house management. A requirement of this course includes preparation in a show which will require time commitment outside of class. (Elective credit) (Prerequisite: Interview with teacher and Theatre Arts I) Can be taken for multiple credits.
3501 VISUAL ART I (GENERAL)
A one-unit survey course designed for students in grades 9-12 who are enrolling in a high school art course for the first time. Provides a variety of experiences that build on the concepts, techniques, and use of media introduced in the middle school program. Generally laboratory in nature, Art I explores and gives experience in two-dimensional (drawing, painting, printmaking) and three-dimensional (sculpture, ceramics, textiles) formats and integrates art history, design principles, and aesthetic criticism and response.
3502 ADVANCED ART
For students who have successfully completed Art I and, who, in the judgment of the instructor, show a sufficient level of interest and/or ability that would warrant continued study in Visual Art. Based on
approved curriculum guides, the program of study may be divided into the following topics or areas of concentration: Art History, Sculpture, Painting, Ceramics, Drawing, Printmaking, Paper, or Photo. This assures that students who continue beyond the first year will grow in their artistic development. Students may continue in Advanced Art on a space-available basis and may repeat Advanced Art up to seven times at the determination of the instructor. (Prerequisite: Art I and teacher recommendation)
GENERAL DESCRIPTION OF ADVANCED PLACEMENT ART
If there is not a sufficient number of students to create an entire class, students electing to pursue the requirements for completion of the Advanced Placement Art curriculum may do so within the structure of the regular Advanced Art class. These students may be scheduled into any Advanced Art class and the student and instructor will develop an individual plan by which the student may receive Advanced Placement credit. These courses follow the course descriptions as provided by the College Entrance Examination Board. Each of these courses requires a high degree of commitment and self-discipline on the part of the student due to the rigorous curriculum and the individualized course structure. AP classes may not be repeated. However, students can choose to take Studio Art 3D Design, 2D Design, History and Drawing without repeating.
GENERAL DESCRIPTION OF ADVANCED PLACEMENT ART PORTFOLIOS:
The AP Studio Art portfolios are designed for students who are seriously interested in the practical experience of art. AP Studio Art is not based on a written examination; instead, students submit portfolios for evaluation at the end of the school year.
3533 AP STUDIO ART- DRAWING PORTFOLIO
The Advanced Placement Drawing Portfolio is designed to include a very broad interpretation of drawing issues. Many types of painting, printmaking, studies for sculpture, and some forms of design, as well as abstract and observational works, could qualify as addressing drawing issues. The range of marks used to make drawings, the arrangement of those marks, and the materials used to make the marks are endless. Works of photography, videotapes and computer- GENERATED WORKS MAY NOT BE SUBMITTED FOR THE DRAWING PORTFOLIO.
3534 AP HISTORY OF ART
The Advanced Placement offering in Art History is designed to provide the same benefits to secondary school students as those provided by an introductory college course in art history: an understanding and enjoyment of architecture, sculpture, painting and other art forms within historical and cultural contexts. In the course, students examine major forms of artistic expression from the past and the present from a variety of cultures. They will learn to look at works of art critically, intelligence and sensitivity, and to analyze what they see.
3544 AP STUDIO ART- 3D DESIGN
This portfolio is intended to address a broad interpretation of sculptural issues in depth and space. These may include mass, volume, form, plane, light, and texture. Such elements and concepts may be articulated through additive, subtractive, and/ or fabrication processes. A variety of approaches to representation, abstraction, and expression may be part of the student’s portfolio. These might include traditional sculpture, architectural models, apparel, ceramics, three-dimensional fiber arts or metal work, among others.
3545 AP STUDIO ART- 2D DESIGN
This portfolio is intended to address a very broad interpretation of two-dimensional (2D) design issues. This type of design involves purposeful decision-making about how to use the elements and principles of art in an integrative way. For this portfolio, students are asked to demonstrate proficiency in 2D design using a variety of art forms. These could include, but are not limited to, graphic design, typography, digital imaging, photography, collage, fabric design, weaving, illustration, painting, printmaking, etc. A variety of approaches to representation, abstraction, and expression may be part of the student’s portfolio.
PERFORMING ARTS
The following courses are offered as part of the fine arts curriculum at Austin-East Performing Arts and Sciences Magnet High School.
3529 BALLET
This course is a dance elective for the beginning/intermediate dancer. Students learn ballet technique, vocabulary, and history. Dance clothes and ballet shoes are required. (Prerequisite: none)
3529 ADVANCED BALLET
This course is for students wishing to continue in ballet. Students will begin to work on pointe. Dance clothes and ballet shoes are required. (Prerequisite: Ballet I)
3529 TAP
This course is a dance elective in which students learn tap dance techniques and styles. Tap shoes are required. (Prerequisite: none)
3529 WEST AFRICAN DANCE
This dance elective focuses on the culture and dance of West Africa. Students learn West African dance and drum technique and the customs surrounding its use. Dance clothes are required. (Prerequisite: none)
3529 ADVANCED WEST AFRICAN DANCE
This dance elective prepares the advanced West African dancer to perform in the West African dance style. (Prerequisite: permission of instructor)
3529 MODERN DANCE
This course exposes the beginning dancer to modern dance technique, compositional forms, and history in the traditions of Martha Graham, Doris Humphrey, Charles Weidman, Jose Limon, Merce Cunningham, and Lester Horton. Dance clothes are required. (Prerequisite: none)
3229 ADVANCED MODERN DANCE
This course is for continuing dance studies. Students are introduced to choreographic principles and dance analysis in addition to continuing to study technique, history, critical analysis, and composition. Dance clothes are required. (Prerequisite: Modern Dance)
3529 DANCE COMPANY
This course is for students performing in the Dance Company for the school and is open only by audition. Students split their class time between advanced dance technique classes and rehearsals for performances. Students are expected to perform and conduct themselves as professionals. Dance clothes
are required. (Prerequisite: Selection By Audition)
3229 DJEMBE ORCHESTRA
This course is forstudents interested in WestAfrican drumming. (Prerequisite: None)
3529 DJEMBE ACCOMPANIMENT
This course is for students accomplished in West African drumming and who will accompany the West African dance class or West African choreography by the Dance Company. This course is open only by audition. (Prerequisite: Permission Of Instructor)
JROTC
(JUNIOR RESERVE OFFICERS TRAINING CORPS)
Note: No substitutions may be made.
GENERAL DESCRIPTION
J.R.O.T.C. is a program provided jointly by the Knox County School System and the United States Department of Defense. Currently the program is operated by the Air Force in two schools, the Army in two schools, and the Navy in five schools. While some aspects of the J.R.O.T.C. program may vary somewhat according to differences among Air Force, Army, and Navy regulations, all services present a curriculum designed to help each student achieve the following goals: (1) Develop habits of orderliness, precision, and respect for authority in our society, (2) Instill patriotism, (3) Develop a high degree of personal honor, self-reliance, individual discipline, and leadership, (4) Instill pride, self-respect, confidence, and a desire to do one’s best in any endeavor, and (5) Promote a basic understanding of national security requirements and the role of the armed service in the national defense structure. After completion of JROTC I, the student may continue in the Advanced JROTC program on a space- available basis.
Air Force JROTC I
Advanced Air Force JROTC
Army JROTC I
Advanced Army JROTC
Navy JROTC I
Advanced Navy JROTC
AIR FORCE JROTC
Each of the JROTC courses include an aerospace, leadership and wellness component as shown below in a 40/40/20% ratio respectively.
3331 AFJROTC 100
AS 100: Aerospace Science: A Journey into Aviation History LE 100: Citizenship, Character and Air Force Tradition
This is the recommended first AS course for all new cadets. It is an aviation history course focusing on the development of flight throughout the centuries. It starts with ancient civilizations, then progresses through time to modern day. The emphasis is on civilian and military contributions to aviation; the development, modernization, and transformation of the Air Force; and a brief astronomical and space exploration history. It is interspersed with concise overviews of the principles of flight to include basic aeronautics, aircraft motion and control, flight power, and rockets. The LE-100 textbook introduces cadets to the Air Force Junior Reserve Officer Training Corps (AFJROTC) program providing a basis for progression through the rest of the AFJROTC program while instilling elements of good citizenship.
It contains sections on cadet and Air Force organizational structure; uniform wear; customs, courtesies, and other military traditions; health and wellness; fitness; individual self-control; and citizenship. Wellness is an official and integral part of the Air Force Junior ROTC program. It consists of two exercise programs focused upon individual base line improvements with the goal of achieving a national standard as calculated by age and gender. The Wellness curriculum is instrumental in developing citizens of character dedicated to serving our nation and communities.
3332 AFJROTC 200
AS 200: The Science of Flight: A Gateway to New Horizons LE 200: Communication, Awareness, and Leadership
The Science of Flight: A Gateway to New Horizons is an introductory course and customized textbook that focuses on how airplanes fly, how weather conditions affect flight, flight and the human body, and flight navigation. The course is designed to complement materials taught in math, physics, and other science related courses. Leadership Education 200 stresses communications skills and cadet corps activities. Much information is provided on communicating effectively, understanding groups and teams, preparing for leadership, solving conflicts and problems, and personal development. Written reports and speeches compliment the academic materials. Cadet corps activities include holding positions of greater responsibility in the planning and execution of corps projects. Wellness is an official and integral part of the Air Force Junior ROTC program. It consists of two exercise programs focused upon individual base line improvements with the goal of achieving a national standard as calculated by age and gender. The Wellness curriculum is instrumental in developing citizens of character dedicated to serving our nation and communities.
3332 AFJROTC 220
AS 220: Cultural Studies: An Introduction to Global Awareness LE 200: Communication, Awareness, and Leadership
This is a customized course about the world’s cultures. The course is specifically created for the US Army, Marine Corps, Navy, and Air Force Junior ROTC programs. It introduces students to the world’s cultures through the study of world affairs, regional studies, and cultural awareness.
The course delves into history, geography, religions, languages, culture, political systems, economics, social issues, environmental concerns, and human rights. Leadership Education 200 stresses communications skills and cadet corps activities. Much information is provided on communicating effectively, understanding groups and teams, preparing for leadership, solving conflicts and problems, and personal development. Written reports and speeches compliment the academic materials. Cadet corps activities include holding positions of greater responsibility in the planning and execution of corps projects. Wellness is an official and integral part of the Air Force Junior ROTC program. It consists of two exercise programs focused upon individual base line improvements with the goal of achieving a national standard as calculated by age and gender. The Wellness curriculum is instrumental in developing citizens of character dedicated to serving our nation and communities.
3333 AFJROTC 300
AS 300: Exploring Space: The High Frontier LE 300: Life Skills and Career Opportunities
This is a science course that includes the latest information available in space science and space exploration. The course begins with the study of the space environment from the earliest days of interest in astronomy and early ideas of the heavens, through the Renaissance, and on into modern astronomy. It provides an in-depth study of the Earth, Sun, stars, Moon, and solar system, including the terrestrial and the outer planets. It discusses issues critical to travel in the upper atmosphere such as orbits and trajectories unmanned satellites, and space probes. It investigates the importance of entering space and discusses manned and unmanned space flights, focusing on concepts
surrounding spaceflight, space vehicles, launch systems, and space missions. Leadership 300 provides an essential component of leadership education for today’s high school students. This course it is designed to prepare students for life after high school in the high-tech, globally oriented, and diverse workplace of the 21st century. Students will learn how to become a more confident financial planner and to save, invest, and spend money wisely, as well as how to avoid the credit trap. They will learn about real-life issues such as understanding contracts, leases, warranties, legal notices, personal bills, practical and money-saving
strategies for grocery shopping, apartment selection, and life with roommates. Wellness is an official and integral part of the Air Force Junior ROTC program. It consists of two exercise programs focused upon individual base line improvements with the goal of achieving a national standard as calculated by age and gender. The Wellness curriculum is instrumental in developing citizens of character dedicated to serving our nation and communities.
3334 AFJROTC 400
AS 400: Management of the Cadet Corps LE 400: Principles of Management
The cadets manage the entire corps during their fourth year in the Air Force Junior ROTC program. This hands-on experience affords cadets the opportunity to put theories of previous leadership courses into practice. Planning, organizing, coordinating, directing, controlling, and decision-making will be done by cadets. They will put into practice their communication, decision-making, personal- interaction, managerial, and organizational skills. This is the fourth textbook in the Leadership Education series. This course provides exposure to the fundamentals of management. The text contains many leadership topics that will benefit students as well as provide them with some of the necessary skills needed to put into practice what they have learned during their time in AFJROTC. We are confident this course, coupled with what cadets have already learned during their time in AFJROTC, will equip them with the qualities needed to serve in leadership positions within the corps. Throughout the text are many ethical dilemmas, case studies, and role play activities built into the lessons. These activities are based on real life experiences and will allow students the opportunity to practice what they learn by getting involved in discussions and expressing their opinions.
3334 AFJROTC 410
AS 410: Survival: Survive • Return LE 400: Principles of Management
The Survival text is a synthesis of the basic survival information found in Air Force Regulation 64-4 Survival Training. The survival instruction will provide training in skills, knowledge, and attitudes necessary to successfully perform fundamental tasks needed for survival. Survival also presents “good to know” information that would be useful in any situation. The information is just as useful to an individual lost hunting or stranded in a snowstorm. LE 400 contains many leadership topics that will benefit students as well as provide them with some of the necessary skills needed to put into practice what they have learned during their time in AFJROTC. We are confident this course, coupled with what cadets have already learned during their time in AFJROTC, will equip them with the qualities needed to serve in leadership positions within the corps. Throughout the text are many ethical dilemmas, case studies, and role play activities built into the lessons. These activities are based on real life experiences and will allow students the opportunity to practice what they learn by getting involved in discussions and expressing their opinions. Wellness is an official and integral part of the Air Force Junior ROTC program. It consists of two exercise programs focused upon individual base line improvements with the goal of achieving a national standard as calculated by age and gender. The Wellness curriculum is instrumental in developing citizens of character dedicated to serving our nation and communities.
AS 510: AFJROTC Honors Senior Project LE 500: Drill and Ceremonies
This project is provided for those units who have students that want to continue on in AFJROTC
during their senior year and receive honors credit. It will allow top cadets to earn Honors Credit for a more demanding version of “Management of the Cadet Corps” allowing cadets the opportunity to improve their leadership, management, and organizational skills. This culminating honors project is designed for cadets to demonstrate essential skills through reading, writing, speaking, production, and/or performance. Cadet skills in analysis, logic, and creativity will also be showcased through successful completion of this project. The Drill and Ceremonies course provides an in-depth introduction to drill and ceremonies. The course concentrates on the elements of military drill, and describes individual and group precision movements, procedures for saluting, drill, ceremonies, reviews, parades, and development of the command voice. Students are provided detailed instruction on ceremonial performances and protocol for civilian and military events and have the opportunity to personally learn drill. Wellness is an official and integral part of the Air Force Junior ROTC program. It consists of two exercise programs focused upon individual base line improvements with the goal of achieving a national standard as calculated by age and gender. The Wellness curriculum is instrumental in developing citizens of character dedicated to serving our nation and communities.
SCIENCE
To satisfy graduation requirements, three (3) credits of science are required. One unit must be Biology, one must be Chemistry or Physics, and one additional lab science course. Physics (Algebra 2 based or above) may count for a fourth year of math. If Physics Is used for a fourth year of math, It cannot count as science credit towards graduation. All Honors courses should substantially exceed the content standards, learning expectations, and performance indicators approved by the State Board of Education. Additionally, an honors couse shall include aminimum of five of the nine components from the Tennessee Department of Education Framework of Standards for Honors Courses.
LIFE SCIENCE GROUP
3210 BIOLOGY I
BIOLOGY I (STANDARD/CP) BIOLOGY I (HONORS)
The goal of Biology I is to develop an understanding of the diversity and unity in living things. Concepts covered include current and emerging technologies as well as interactions of organisms with their environment, chemical structure of organisms, transfer of energy in organisms, cell structure and function, continuity and change in living things, diversity of living things, and evidence of biological evolution. Honors Biology places increased emphasis on development of critical thinking skills. This course includes preparation for the state AYP/End of Course exam. (Prerequisites: Honors level is based upon a combination of standardized test scores, past performance in science, teacher recommendations, and established enrollment limits.)
32103 BIOLOGY LA AND
32104 BIOLOGY IB (SECOND TERM OF A TWO-TERM SEQUENCE)
This two-term sequence is designed for students who need additional time for this state requirement. The first term is spent focusing on the diversity of organisms, interactions of organisms with their environment, chemical structure of organisms, and cellular structures, function, and reproduction. The second term focuses on genetics and heredity and the evidence of biological evolution. More time is devoted to skill and cognitive development than is possible in the one-term Biology I class. This course includes preparation for the state AYP/End of Course exam. The fall semester serves as an elective credit towards graduation, while the second term serves as the Biology I credit. (Prerequisites: Based upon a combination of standardized test scores, past performance in science, teacher recommendations, and established enrollment limits.)
32105 BIOLOGY 1A PREP
Students with qualifying disabilities as documented in the IEP shall be eligible to take this course. The student may achieve the required number of credits in Science through increased instructional time and completing the equivalent of Biology 1A and 1B and one other lab science. This is an elective preparatory class to Biology 1A 32105. SPED teachers who are endorsed in the subject or have proven content knowledge in Biology via Praxis may serve as teacher of record and give credit for Biology 1A Prep.
32105 BIOLOGY 1A
Students with qualifying disabilities as documented in the IEP shall be eligible to take this course. This course may be taught if needed in a year-long format when preceded by a Special Education Biology lA Prep class. The student may achieve the required number of credits in science through increased instructional time and completing at least Biology IA and B and one other lab science. SPED teachers who are endorsed in the subject or have proven content knowledge in Biology via Praxis may serve as teacher of record and give Biology 1A credit.
940832106 BIOLOGY 1B PREP
Students with qualifying disabilities as documented in the IEP shall be eligible to take this course. The student may achieve the required number of credits in Science through increased instructional time and completing the equivalent of Biology 1A and 1B and one other lab science. This is an elective preparatory class to Biology 1B 32106. SPED teachers who are endorsed in the subject or have proven content knowledge in Biology via Praxis may serve as teacher of record and give credit for Biology 1B Prep.
3217 BIOLOGY AP (ADVANCED PLACEMENT)
A first-year college level biology course which follows the syllabus of the College Board’s Advanced Placement (AP) Program. The AP Biology curriculum is designed to prepare students to take the College Board AP Biology test given in May of each year. The course has been audited and approved by the College Board. For schools on block scheduling, Biology II Honors is intended to be the first semester course that will lead into AP Biology in the spring. This course offers accelerated and in-depth coverage of biology topics in the areas of molecular and cellular biology, genetics and evolution, and organismal and population biology. Some schools may elect to offer AP Biology as a stand-alone, one-semester course. Students may be required to complete a summer assignment and/or attend additional classroom or laboratory sessions beyond the regularly scheduled classes. (Prerequisites: Biology I and Chemistry I; Biology II (Honors)-based on school requirement.)
3216 BIOLOGY II
3297 BIOLOGY II (HONORS)
An upper-level course for those students interested in expanding their understanding of concepts presented in Biology I. Curriculum topics include biochemistry, cytology, genetics, animal physiology, plant physiology, and ecology. (Prerequisites: Biology I and Chemistry I)
3297 MICROBIOLOGY
This course examines the role of microbes in everyday life. Major topics covered include microbial cell biology, microbial genetics, microorganism’s interactions in the environment, and the interactions and impact of microorganisms with humans. (Prerequisites: Biology I and Chemistry I)
3251 ANATOMY & PHYSIOLOGY
3297 ANATOMY & PHYSIOLOGY HONORS
This course is a study of the body’s structures and respective functions at the molecular/biochemical,
cellular, tissue, organ, systemic, and organism levels. Students explore the body through laboratory investigations, models, diagrams, and/ or comparative studies of the anatomy of other organisms. Content includes the study of the structure and function of cells, tissues, organs, and body systems. Some schools may offer this course as dual credit in coordination with a local cooperating institution of higher education. (Prerequisites: Biology I is required; Chemistry I is recommended.)
3260 ENVIRONMENTAL SCIENCE
The goal of the Environmental Science course is to develop an understanding about models of systems, ecosystems’ structures, ecosystem’s hierarchies, human interactions and the ecosystem and biosphere organization. The course explores the realms of ecology and the environment in a context which directly relates to the student’s personal experience.
3255 ECOLOGY
3255 ECOLOGY (CP)
This course enables students to develop an understanding of the natural environment and the environmental problems the world faces. Course topics include ecological principles, population dynamics, natural resources, energy resources, and human interaction with the environment. Students will develop a basic understanding of ecology as a basis for making ethical decisions and career choices. Particular emphasis will be placed on the local environment.
3236 ENVIRONMENTAL SCIENCE AP (ADVANCED PLACEMENT)
A first-year college level environment science course which follows the syllabus of the College Board’s Advanced Placement (AP) Program. The AP Environmental Science course is designed to prepare students to take the College Board AP Environmental Science test given in May of each year. The course has been audited and approved by the College Board. The goal of this course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them. Students may be required to complete a summer assignment and/or attend additional classroom or laboratory sessions beyond the regularly scheduled classes. (Prerequisites: Biology I and Chemistry I)
3297 BOTANY/ZOOLOGY
A one-unit course which surveys the major phyla of the plant and animal kingdoms. The course covers the diversity of plants and animals and emphasizes the distinguishing characteristics of each kingdom and groups within the kingdoms. The importance of plants and animals to various ecosystems will be included. Botany topics will include vascular and non-vascular plants. Zoology topics will include vertebrates and invertebrates. (Prerequisites: Biology I and Chemistry I)
3297 MARINE ECOLOGY In this CP level course, activities are designed to promote higher level thinking skills through inquiry and to simulate marine environmental conditions and research methods. Environmental issues are used to develop critical thinking skills that will equip students to make ethical decisions regarding humans and the marine environment. The course incorporates the use of lab, group and limited field activities, computer technology, and saltwater aquaria. (Prerequisites: Biology I and Chemistry I)
PHYSICAL SCIENCE GROUP
3202 PHYSICAL SCIENCE (FUNDAMENTAL)
PHYSICAL SCIENCE
PHYSICAL SCIENCE (CP)
The primary theme for Physical Science is the study of matter and energy. The course is designed to introduce students to the concepts of forces and motion, chemical and physical properties of matter, the ways in which matter and energy interact, the forms and properties of energy, and other basic concepts in chemistry and physics. (Prerequisites: Fundamental level is based upon a combination of standardized test scores, past performance in science, teacher recommendations, and established enrollment limits.)
9352 PHYSICAL SCIENCE A
3202 PHYSICAL SCIENCE B (SECOND TERM OF A TWO-TERM SEQUENCE)
This two-term sequence is designed for students who need additional time for this course. The basic focus for this sequence is the study of matter and energy. The course is designed to introduce students to the concepts of forces and motion, chemical and physical properties of matter, the ways in which matter and energy interact, the forms and properties of energy, and other basic concepts in chemistry and physics. More time is devoted to skill and cognitive development than is possible in the one-term Physical Science class. The fall semester serves as an elective credit towards graduation, while the second term serves as a science credit. (Prerequisites: Based upon a combination of standardized test scores, past performance in science, teacher recommendations, and established enrollment limits.)
3204 EARTH SCIENCE (FUNDAMENTAL)
The goal of Earth Science is to develop an understanding of the origins and connections between the physical, chemical, and biological processes of the earth systems. The focus of the course will be matter, energy, crystal dynamics, cycles, geochemical processes, and time scale in order to understand the events within the earth system.
3205 GEOLOGY This course explores the origins and the connections between the physical, chemical, and biological processes of the earth system. The student will investigate maps, matter and minerals, the rock cycle, geologic history, oceanography, hydrologic cycle, geologic hazards, and plate tectonics. Geology focuses on the physical aspects of the earth processes and cycles. Tennessee geologic features will also be a part of this study. (Prerequisites: Biology I and Chemistry I)
3221 CHEMISTRY I (CP)
3221 CHEMISTRY I (HONORS) The goal of Chemistry I is to develop an understanding of the relevance of chemistry as it relates to standards of living, career choices, and current issues in science and technology. Course content includes laboratory techniques and safety, properties and structures of matter in its various states, chemical calculations and quantitative relationships, chemical bonding and molecular structure, chemical reactions, solutions, gas laws, and acids and bases. The ability to make mathematical computations using fractions, decimals, ratios and proportions, and exponents is required. Honors Chemistry is designed to meet the needs of the more academically able student and will include a basic study of nuclear principles and organic chemistry. (Prerequisite: Algebra I. In the event the school’s science course sequence schedules students in Chemistry prior to Biology OR for Honors level students, placement is based on a combination of standardized test scores, past performance in science and mathematics, teacher recommendations, and established enrollment limits. All students must have completed Algebra 1.)
32213 CHEMISTRY IA
32214 CHEMISTRY IB (SECOND TERM OF A TWO-TERM SEQUENCE)
This two-term sequence is designed for students who need additional time for this state requirement.
The yearlong sequence focuses on laboratory techniques and safety, properties and structures of matter in its various states, chemical calculations and quantitative relationships, chemical bonding and molecular structure, chemical reactions, solutions, gas laws, and acids and bases. More time is devoted to skill and mathematical development than is possible in the one-term Chemistry I class. The fall semester serves as an elective credit towards graduation, while the second term serves as the Chemistry I credit. (Prerequisites: Algebra I and based upon a combination of standardized test scores, past performance in science, teacher recommendations, and established enrollment limits.)
3221 CHEMISTRY I (ENVIRONMENTAL)
This one-unit course outlines the role that chemistry plays in the student’s personal, community and global environment. Using student-centered activities, both in the laboratory and in the field, chemistry is learned through current problems and everyday real- life issues. Major topics that will be included in this course are water needs and uses, air and climate, chemical resources, petroleum products and uses, food and health, and nuclear energy. This is an activity oriented approach to chemistry with less emphasis placed on math problems and more emphasis placed on student problem-solving and group decision- making processes. (Prerequisite: Algebra I)
3224 CHEMISTRY II
The goal of Chemistry II is to develop an understanding of the properties of matter and the interactions of matter and energy. The course includes a more in-depth study of topics introduced in Chemistry I, such as atomic structure, quantum theory, organic chemistry, electrochemistry, kinetic molecular theory, stoichiometry, chemical equilibrium, and thermodynamics. Student selection is based on a combination of past performance in science and mathematics, teacher recommendation, and established enrollment limits for the course. (Prerequisite: Chemistry I)
3224 CHEMISTRY II (HONORS)
3225 CHEMISTRY AP (ADVANCED PLACEMENT)
A first-year college level chemistry course which follows the syllabus of the College Board’s Advanced Placement (AP) Program. The AP Chemistry curriculum is designed to prepare students to take the College Board AP Chemistry test given in May of each year. This course has been audited and approved by the College Board. For schools on block scheduling, Chemistry II Honors is intended to be the first semester course that will lead into AP Chemistry in the spring. This course offers accelerated and in? depth coverage of chemistry topics in the areas of structure and states of matter, kinetic theory, chemical reactions including kinetics, and the concepts of thermodynamics. Students may be required to complete a summer assignment and/or attend additional classroom or laboratory sessions beyond the regularly scheduled classes. (Prerequisites: Chemistry I, Algebra I and II required; current enrollment in Advanced Math is strongly suggested; Chemistry II (Honors)-based on school requirement.)
3226 INTRO ORGANIC/BIOCHEMISTRY
This course is an introduction to organic chemistry. The course includes nomenclature, structure and reactions, in depth treatment of biological molecules such as proteins, lipids and numerous metabolic processes such as glycolysis, gluconeogenesis and the central dogma will make up the biochemistry portion of the course. (Prerequisites: Chemistry I and recommended Biology I) (Approval From Science Supervisor Required Before Offering)
3231 PHYSICS (STANDARD/CP)
3231 PHYSICS (HONORS)
The study of the interrelationships between matter and energy. Topics of study include force, motion, momentum, energy, heat, light, sound, electricity and magnetism, and atomic and nuclear physics. The honors course is designed to meet the needs of the more academically able student. (Prerequisites: Algebra I and Algebra II required; Biology and Chemistry recommended. Honors level is based upon a combination of standardized test scores, past performance in science and math, teacher recommendations, and established enrollment limits. Current enrollment in Advanced Math or Calculus is recommended for students in the honors course.)
3238 AP PHYSICS 1
This is equivalent to a first semester in college in algebra based physics. This course covers Newtonian mechanics (including rotational dynamics and angular momentum); work, energy and power; and mechanical waves and sound. It also introduces electric circuits. Prerequisites: Geometry and currently taking Algebra II or equivalent course.
3239 AP PHYSICS 2
This is equivalent to a second semester college course in algebra based physics. The course covers fluid mechanics; thermodynamics: electricity and magnetism; optics; and atomic and nuclear physics. Prerequisite: AP Physics 1 or comparable introduction course in physics. Students should have taken or be concurrently taking precalculus or an equivalent course.
3234 AP PHYSICS C
3234 AP PHYSICS C
A first year, calculus-based college level Physics course that has been audited and approved by theCollege Board’s Advanced Placement (AP) Program. Physics C requires a more advanced knowledge of mathematics than the Physics B course. Students may be required to complete a summer assignment and/or attend additional classroom or laboratory sessions beyond the regularly scheduled classes. (Prerequisites: Algebra I and II, Geometry, and Chemistry, along with current enrollment in Calculus)
3234 AP PHYSICS C – EM (ELECTRICITY AND MAGNETISM)
A first year, calculus-based college level Physics course that has been audited and approved by the College Board’s Advanced Placement (AP) Program. This course is equivalent to a semester-long calculus-based college course in classical Electricity and Magnetism that includes a strong laboratory component. The Physics C course requires a more advanced knowledge of mathematics than the Physics B course. Topics covered include electrostatics, conductors, capacitors and dielectrics, electric circuits, magnetic fields, and electromagnetism. Students may be required to complete a summer assignment and/ or attend additional classroom or laboratory sessions beyond the regularly scheduled classes. (Prerequisites: Pre- calculus and concurrent enrollment in Calculus, Physics or Honors Physics)
3240 AP PHYSICS C-M (MECHANICS)
A first year, calculus-based college level Physics course that has been audited and approved by the College Board’s Advanced Placement (AP) Program. This course is equivalent to a semester-long, calculus? based college course in classical Mechanics that includes a strong laboratory component. The Physics C course requires a more advanced knowledge of mathematics than the Physics B course. Topics covered include the following six content areas: kinematics; Newton’s laws of motion; work, energy and power; systems of particles and linear momentum; circular motion and rotation; and oscillations and gravitation. Students may be required to complete a summer assignment and/or attend additional classroom or laboratory sessions beyond the regularly scheduled classes. (Prerequisites: Pre- calculus and concurrent enrollment in Calculus, Physics or Honors Physics)
3237 PHYSICAL WORLD CONCEPTS (STANDARD/CP)
3237 PHYSICAL WORLD CONCEPTS (HONORS) This course is designed to provide a strong foundation for all students taking higher level science courses such as Advanced Chemistry, Physics, and AP Physics. Physical World Concepts will ensure that students pursuing STEM as a post-secondary major will have the necessary preparation for success in college work. An embedded mathematics strand enables students to utilize mathematical skills in much greater depth, e.g., analyzing, interpreting, articulating, assimilating, modeling, and demonstration. The honors course is designed to meet the needs of the more academically able student. (Prerequisite: Algebra I; Due to scheduling CP students may be concurrently enrolled in Algebra I)
3297 ASTRONOMY The goal of Astronomy is to introduce students to the concepts, theories, and laws defining the motions of the planets and the properties of the sun, moon, stars, planets and other bodies of the heavens. Students will actively observe the day and night skies; make measurements of astronomical phenomena; create projects and models; and use computers for simulations and research. (Prerequisites: Algebra I and Geometry)
INTERDISCIPLINARY SCIENCE GROUP
3219 WILDLIFE PRINCIPLES
A one-unit course in which students apply scientific principles to solve problems. Students will be faced with decision making in which they must choose the best alternative from several workable possibilities. Living and dead animals are used within this course. This course does not meet NCAA eligibility requirements as the third science credit for athletic eligibility for college participation. This course counts as an elective and not a science credit. (Prerequisites: Completion of Biology and Physical Science or Chemistry)
3295 SCIENTIFIC RESEARCH
This is a course in which the student conducts an in-depth research project and presents his or her findings using a variety of media at local, district, regional, state and/ or national competitions and/or presentations. Two major components of the course are: 1) a technical report including sections for literature search, design, procedures, analysis of data, experimental results, conclusions, and future directions; and 2) an audio-visual presentation that is appropriate to the nature of the research and the type of audience. Research may be conducted on or off school site. Teacher recommendation required.
3261 NUTRITION SCIENCE HQ
5615 NUTRITION SCIENCE CTE
5616 NUTRITION SCIENCE CTE
This course is an interdisciplinary laboratory science course. Concepts of chemistry, biology, physics and nutrition are applied to the production, processing, evaluation, and utilization of foods. Students use scientific methods in laboratory experiments to facilitate the understanding of the human body, food, nutrition, and science. This course description and prerequisites are determined through the Career & Technical Education Program. (Prerequisites: Physical Science or Biology)
5524 FORENSIC SCIENCE CTE
This course is an overview of how science is applied to solving crimes. Topics include history of forensics sciences, collecting of evidence, analyzing results and hands-on applications of many
laboratory techniques used in solving crimes and identifying people. Future careers in forensics. This course description and prerequisites are determined through the Career & Technical Education Program.
SOCIAL STUDIES
To satisfy graduation requirements for Social Studies, students must earn one credit in World History and Geography, one credit in United States History and Geography, one-half credit in United States Government and Civics, and one-half credit in Economics for a total of three credits in Social Studies.
One-half credit in Personal Finance remains a graduation requirement. Courses are equal to one credit unless otherwise noted.
3405
UNITED STATES HISTORY AND GEOGRAPHY - FUNDAMENTAL
UNITED STATES HISTORY AND GEOGRAPHY
UNITED STATES HISTORY AND GEOGRAPHY – COLLEGE PREP
Students will examine the causes and consequences of the Industrial Revolution and America’s growing role in world diplomatic relations, including the Spanish-American War and World War I. Students will study the goals and accomplishments of the Progressive movement and the New Deal. Students will also learn about the various factors that led to America’s entry into World War II, as well as its consequences for American life. Students will explore the causes and course of the Cold War. Students will study the important social, cultural, economic, and political changes resulting from the Civil Rights Movement, the Cold War, and recent events and trends that have shaped modern-day America. Additionally, students will learn the causes and consequences of contemporary issues impacting their world today. Students will continue to use skills for historical and geographical analysis as they examine American history since Reconstruction with special attention to Tennessee connections in history, geography, politics, and people. Students will continue to learn fundamental concepts in civics, economics, and geography within the context of United States history. The reading of primary source documents is a key feature of United States history standards. Finally, students will focus on current human and physical geographic issues important in contemporary America and the global society. (Prerequisite: Departmental Recommendation for Fundamental)
3440 AP UNITED STATES HISTORY
The AP United States History course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in United States history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical materials-their relevance to a given interpretive problem, reliability, and importance- and to weigh the evidence and interpretations presented in historical scholarship. This AP United States History course will develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format. (Prerequisite: Departmental Recommendation)
3440 AP UNITED STATES HISTORY/ENGLISH III (COMBINED)
This is a two-credit course that combines Advanced Placement English III and Advanced Placement United States History. The English course focuses on developing sophistication and maturity in writing and critically reading and analyzing texts from American literature. The History course provides an in- depth analysis of the development of American history from the pre-Colonial period through the
present. It includes a detailed examination of the political, diplomatic, intellectual, cultural, social, and economic history. Because English III AP is based on the survey of American literature, it is an obvious complement to the AP United States History course. (Prerequisite: Departmental Recommendation)
9112 UNITED STATES HISTORY AND GEOGRAPHY (SPED)
This course is designed for students with a disability who need to fulfill their graduation requirements in a special classroom setting. SPED teachers who have proven content knowledge in United States History through endorsement in the subject or via Praxis may serve as teacher of record and give United States History and Geography credit.
3441 AP EUROPEAN HISTORY
This course provides an in-depth study of the development of Western European history. The course is designed to increase the knowledge of European political, social, economic, and intellectual history of the nations of Western Europe. The student will gain a better understanding of the problems faced by people at a given time, relate these problems to the present, and attempt to find solutions. This course follows College Board guidelines and is taught at the college level. (Prerequisite: Departmental Recommendation)
3441 AP EUROPEAN HISTORY/ENGLISH HONORS 10 (COMBINED)
This is a two-credit course that combines Advanced Placement European History and English 10 Honors. The European History course provides an in-depth analysis of the development of European history from the High Medieval period to the present. It includes an examination of the political and diplomatic, intellectual and cultural, and social and economic history of Europe. The English 10 Honors portion of the course focuses on world literature with an emphasis on analytical writing and literary analysis. Students research and discuss the historical implications that surround the works of literature while being reinforced in the actual events of history through the European History element of the course. (Prerequisite: Departmental Recommendation)
3401 WORLD HISTORY AND GEOGRAPHY
Students will study the rise of the nation state in Europe, the French Revolution, and the economic and political roots of the modern world. They will examine the origins and consequences of the Industrial Revolution, nineteenth century political reform in Western Europe, and imperialism in Africa, Asia, and South America. They will explain the causes and consequences of the great military and economic events of the past century, including the World Wars, the Great Depression, the Cold War, and the Russian and Chinese Revolutions. Finally, students will study the rise of nationalism and the continuing persistence of political, ethnic, and religious conflict in many parts of the world. Relevant Tennessee connections will be part of the curriculum, as well as appropriate primary source documents. Students will explore geographic influences on history, with attention given to political boundaries that developed with the evolution of nations from 1750 to the present and the subsequent human geographic issues that dominate the global community. Additionally, students will study aspects of technical geography such as GPS and GIS, and how these innovations continuously impact geopolitics in the contemporary world.
HONORS WORLD HISTORY AND GEOGRAPHY This course description is the same as the World History and Geography course and follows the same state standards and local curriculum but with increased rigor. The course is taught at a more advanced level than World History and Geography, focusing on additional readings and analyses of primary source materials and document-based writings. The course is designed to prepare students for Advanced Placement coursework. (Students
are recommended for this course based on middle school standardized test scores.)
3449 AP WORLD HISTORY
This course is taught at the college level following College Board guidelines and requires additional readings and in-depth studies. (Prerequisite: Departmental Recommendation)
3407 UNITED STATES GOVERNMENT AND CIVICS (FUNDAMENTAL*) UNITED STATES GOVERNMENT AND CIVICS
UNITED STATES GOVERNMENT AND CIVICS (CP)
This is a one-half credit course. Students will study the purposes, principles, and practices of American government as established by the Constitution. Students are expected to understand their rights and responsibilities as citizens and how to exercise these rights and responsibilities in local, state, and national government. Students will learn the structure and processes of the government of the state of Tennessee and various local governments. The reading of primary source documents is a key feature of United States Government and Civics standards.
(*Prerequisite - Departmental Recommendation for Fundamental)
3445 AP UNITED STATES GOVERNMENT AND POLITICS
A well-designed AP course in United States Government and Politics will give students an analytical perspective on government and politics in the United States. This course includes both the study of general concepts used to interpret the United States Government and politics and the analysis of specific examples. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute United States government and politics. While there is no single approach that an AP United States Government and Politics course must follow, students should be acquainted with the variety of theoretical perspectives and explanations for various behaviors and outcomes. (Prerequisite: Departmental Recommendation)
3446 AP COMPARATIVE GOVERNMENT AND POLITICS*
The AP course in Comparative Government and Politics introduces students to fundamental concepts used by political scientists to study the processes and outcomes of politics in a variety of country settings. The course aims to illustrate the rich diversity of political life, to show available institutional alternatives, to explain differences in processes and policy outcomes, and to communicate to students the importance of global political and economic changes. Comparison assists both in identifying problems and in analyzing policymaking. Careful comparison of political systems produces useful knowledge about the institutions and policies countries have employed to address problems, or, indeed, what they have done to make things worse. * (Prerequisite: Departmental Recommendation)
3431 ECONOMICS (FUNDAMENTAL*) ECONOMICS
ECONOMICS (CP)
This is a one-half credit course. Students will examine the allocation of scarce resources and the economic reasoning used by government agencies and by people as consumers, producers, savers, investors, workers, and voters. Key elements of the course include the study of scarcity, supply and demand, market structures, the role of government, national income determination, money and the role of financial institutions, economic stabilization, and trade. Students will examine the key economic philosophies and economists who have influenced the economies around the world in the past and present. Informational text and primary sources will play an instrumental part of the study of economics where it is appropriate. (Prerequisite: Departmental Recommendation for Fundamental)
3443 AP MICRO-ECONOMICS*
The purpose of the AP course in microeconomics is to give students a thorough understanding of the principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the economic system. It places primary emphasis on the nature and functions of product markets and includes the study of factor markets and of the role of government in promoting greater efficiency and equity in the economy. * (Prerequisite: Departmental Recommendation)
3444 AP MACRO-ECONOMICS*
The purpose of the AP course in macroeconomics is to give students a thorough understanding of the principles of economics that apply to an economic system as a whole. The course places particular emphasis on the study of national income and price-level determination, and also develops students’ familiarity with economic performance measures, the financial sector, stabilization policies, economic growth, and international economics. Prerequisite: Departmental Recommendation
3496 PERSONAL FINANCE
This is a one-half credit course. This course is designed to inform students how individual choices directly influence occupational goals and future earnings potential. Real world topics covered will include income, money management, spending and credit, as well as saving and investing. (This course is recommended for grade 12.)
3432 SOCIOLOGY
This is a one-half credit course. Students will explore the ways sociologists view society, and also how they study the social world. In addition, students will examine culture, socialization, deviance and the structure and impact of institutions and organizations.
3433 PSYCHOLOGY
This is a one-half credit course. Students will study the development of scientific attitudes and skills, including critical thinking, problem solving, and scientific methodology. Students will also examine the structure and function of the nervous system in human and non-human animals, the processes of sensation and perception, and life span development. Students will study social cognition, influence, and relations. Students will examine social and cultural diversity and diversity among individuals. Students will study memory, including encoding, storage, and retrieval of memory. Students will also study perspectives of abnormal behavior and categories of psychological disorders, including treatment thereof. Students will elaborate on the importance of drawing evidence-based conclusions about psychological phenomena and gain knowledge on a wide array of issues on both individual and global levels. Throughout the course, students will examine connections between content areas within psychology and relate psychological knowledge to everyday life. Students will explore the variety of careers available to those who study psychology.
3447 AP PSYCHOLOGY*
This course is a one credit, semester-long course (equivalent to 90 days of instruction) and is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice.
* (Prerequisite: Departmental Recommendation)
3410 WORLD GEOGRAPHY
This is an elective course ONLY. Students will examine the global perspectives, basic concepts, and fundamental questions of geography. Students will focus on the ways through which all places on Earth are interconnected and how the human use of Earth’s surface varies over space. Topics studied in the
course include physical processes, human populations and migration, regions of the world, resources, and the tools used by modern geographers.
3450 AP HUMAN GEOGRAPHY
The purpose of the AP Human Geography course is to introduce students to the systemic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students learn to employ spatial concepts and landscape analysis to examine human socioeconomic organization and its environmental consequences. They also learn about the methods and tools geographers use in their research and applications.
3435 CONTEMPORARY ISSUES
This course may be offered for one-half credit or one credit. Students will use inquiry skills to examine the issues that impact the contemporary world. Included in the course will be analysis of the historical, cultural, economic, and geographic factors that have raised certain issues to levels of concern in our nation and around the globe. Students will engage in research and problem solving in order to better understand and assess significant current issues. (This course is recommended for grades 10-12)
3442 AFRICAN AMERICAN HISTORY
Students will examine the life and contributions of African Americans from the early 1600’s through modern America. Students will explore the influence of geography on slavery and the growth of slavery on the American continent. Students will consider urban and rural African American communities and institutions in the North and South leading up to and during the Civil War. Students will investigate the rise and effects of Jim Crow and trace the impact of African American migration through the early twentieth century. Students will explore the impact of the Harlem Renaissance and the conditions and contributions of African Americans during the Great Depression and World War II. Students will examine the successes and failures of the Civil Rights Movement and consider the contemporary issues confronting African Americans. (This course is recommended for grades 10-12)
3402 ANCIENT HISTORY
This is an elective course ONLY. Students will examine the major periods of Ancient History from prehistoric times to 1500 AD/CE. Major emphasis will be given to the Neolithic Revolution, the development of river valley civilizations, the rise of Greece and Rome, and the decline and fall of the Roman Empire.
3402 ANCIENT HISTORY (HONORS)
This is an elective course ONLY. Honors Ancient History provides an intensive examination of the development of humanity from prehistory through the Renaissance and requires additional readings and in-depth studies. (Students are recommended for this course based on middle school standardized test scores)
3452 BIBLE HISTORY
This course is a survey of the Bible with emphasis upon its historical, literary, geographical, artistic, and cultural aspects. This course offers insights into the many historical events recorded in the Bible. It treats the Bible as a great literary work in itself as well as a primary source of allusions found in countless works of literature, art, and music. The first half focuses primarily on the Old Testament and the second half on the New Testament.
3404 BIBLE HISTORY II
This course is designed to delve deeper into the daily life and customs of the Biblical cultures. This course will cover the pre-excilic, excilic, and post-excilic book with a major focus on the historical
significance of the warning of the twelve prophets. Students will also study the intertestamental period and the historical and cultural aspects of Paul’s missionary journeys. (Prerequisite: Bible History I)
3497 FILM STUDIES*
This course will give students an understanding of the complex relationship between American culture and commercial films of the 20th Century. (This course is recommended for grades 10-12.)
*THIS COURSE MAY BE OFFERED FOR ½ CREDIT OR 1 CREDIT
3497 AMERICANS AT WAR
This course is a survey of the conflicts and causes leading up to the War Between the States. The in- depth study will be all inclusive of the war, Reconstruction, and westward migration.
3497 GLOBAL RELIGIOUS STUDIES
This course will examine a number of the world’s religions. Mystical and philosophical movements will be examined to provide a better understanding of highly influential traditions.
3497 INTRODUCTION TO LAW
Introduction to Law is a college preparation course of study in the United States law and the interaction with citizens and residents. This course prepares students for continued study in law. Course content focuses on the history of law in America, criminal and civil law, and other specific areas of law. The course emphasizes critical thinking and formal writing tools, such as case briefings, court pleadings, and position papers. (This course is recommended for grades 11-12)
SPECIALIZED EDUCATION
949800100 WORK-BASED LEARNING
This is a one-half credit course. This course is designed to inform students how individual choices directly influence occupational goals and future earnings potential. Real world topics covered will include income, money management, spending and credit, as well as saving and investing. (This course is recommended for grade 12.)
910803181 TRANSITION MATH ( SPED)
This course is designed for students with disabilities who require a math course for their final year of high school to provide transition to college or career opportunities. SPED teachers who are HQ highly qualified in mathematics may teach this course and give a on e credit in Transition Math.
9352 ACADEMIC SUCCESS
This course designation encompasses varied approaches to academic interventions for students. This may include such interventions as recovery credit, learning centers, and literacy. A student may earn multiple credits.
9352 PEER TUTORING
A course designed for students who desire to help give academic and social support to fellow students. Students may earn multiple credits by working in the CDC-A classes or the Learning Center. Application with teacher approval required.
9352 ADVANCED PEER TUTORING
Continuing credits in peer tutoring opportunities. Application with teacher approval required.
9352 LEADERSHIP I
A one-unit elective course designed to teach students leadership skills, parliamentary procedure, problem solving/ decision-making techniques, communication skills, group dynamics, time and stress management, public speaking, human relations, team building, project planning, and other group processes. A fee will be charged for participation in this course.
(Prerequisite: Application process)
9352 LEADERSHIP II
A one-unit elective course designed to afford students the opportunity to apply leadership skills learned in Dynamics of Leadership I. Students will be required to plan, teach, and facilitate units of study as well as complete a portfolio and research paper. A fee will be charged for participation in this course. (Prerequisites: Application process, teacher recommendation, and administrative recommendation)
9352 TEST PREPARATION
A one semester, one-credit elective course designed for college-bound sophomores and juniors who want to maximize their standardized test scores. This course provides the student with complete preparation for the SAT/PSAT and the ACT. (Elective credit)
CAREER AND TECHNOLOGY EDUCATION ADVANCED MANUFACTURING
Electromechanical Technology
592200000 - Principles of Manufacturing is designed to provide students with exposure to various occupations and pathways in the Advanced Manufacturing career cluster, such as Machining Technology, Electromechanical Technology, Mechatronics, and Welding. In order to gain a holistic view of the advanced manufacturing industry, students will complete all core standards, as well as standards in two focus areas. Throughout the course, they will develop an understanding of the general steps involved in the manufacturing process and master the essential skills to be an effective team member in a manufacturing production setting. Course content covers basic quality principles and processes, blueprints and schematics, and systems. Upon completion of this course, proficient students will advance from this course with a nuanced understanding of how manufacturing combines design and engineering, materials science, process technology, and quality. Upon completion of the Principles of Manufacturing course, students will be prepared to make an informed decision regarding which Advanced Manufacturing program of study to pursue. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit 1
The following implementation options are encouraged:
1 credit for Core and two focus areas (listed below)
2 credits for all 35 standards.
Core standards are required for both one and two credit implementation options. - Core standards: 1-22, 35 - Grade 9 - Prerequisite(s) Principles of Manufacturing, Algebra I, and Physical Science Note: Algebra I and Physical Science may be taken as co-requisites.
609100000 - Introduction to Electromechanical is a foundational course that introduces students to basic electro- mechanical skills necessary in a manufacturing facility. Topics covered include safety, construction drawings, site layout, hand and power tools, linear and angular measurements, and application of algebraic and geometric principles to construction problems. Upon completion of this course, proficient students will be able to understanding, describe, and troubleshoot electromechanical systems. Standards in this course are aligned with Tennessee State Standards in English Language Arts
& Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credits 1 - Grade Level 10 - Prerequisite(s) Principles of Manufacturing, Algebra I, and Physical Science Note: Algebra I and Physical Science may be taken as co-requisites.
609000000 - Advanced Electromechanical is designed to provide students with the knowledge and skills to effectively perform basic industrial maintenance procedures in an advanced manufacturing facility. Students in this course develop proficiency in a vast array of electromechanical domains, including: fundamental safety practices in electromechanical technology, shielded metal arc welding (SMAW), basic metal inert gas (MIG) welding, electrical systems, AC and DC motors, calibrating instruments, drive systems, pipe fabrication, hydraulic systems, pumps, digital electronics, programmable logic controllers (PLC), and troubleshooting procedures. Upon completion of this course, proficient students will be prepared to pursue postsecondary electromechanical technology programs and entry-level industrial maintenance technology careers in the advanced manufacturing industry. Standards in this course are aligned with Tennessee State Standards for English Language Arts
& Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credits 2 -Grade Level 11 -Prerequisite(s) Algebra, Geometry, Physical Science, and Introduction to Electromechanical
592600000 - Manufacturing Practicum Manufacturing Practicum is a capstone course intended to provide students with the opportunity to apply the skills and knowledge learned in previous Advanced Manufacturing courses within a professional, working environment. While continuing to add to their technical skillsets, students in this course assume increasing responsibility for overseeing manufacturing processes and managing complex projects. Specifically, proficient students will be able to work in teams to plan the production of a sophisticated product; develop troubleshooting and problem solving mechanisms to ensure that projects run smoothly; analyze output and compile professional reports; and connect practicum activities to career and postsecondary opportunities. For all projects undertaken in this course, students are expected to follow the focus area in their chosen program of study (Machining Technology, Electromechanical Technology, Mechatronics, or Welding), while also refining skills previously acquired to achieve deeper levels of mastery. Upon completion of the practicum, proficient students will be prepared for postsecondary study and career advancement in their chosen focus area. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credits 1 - Grade Level 11 - Prerequisite(s): Minimum of two credits in an Advanced Manufacturing program of study.
Mechatronics
592200000 - Principals of Manufacturing is designed to provide students with exposure to various occupations and pathways in the Advanced Manufacturing career cluster, such as Machining Technology, Electromechanical Technology, Mechatronics, and Welding. In order to gain a holistic view of the advanced manufacturing industry, students will complete all core standards, as well as standards in two focus areas. Throughout the course, they will develop an understanding of the general
steps involved in the manufacturing process and master the essential skills to be an effective team member in a manufacturing production setting. Course content covers basic quality principles and processes, blueprints and schematics, and systems. Upon completion of this course, proficient students will advance from this course with a nuanced understanding of how manufacturing combines design and engineering, materials science, process technology, and quality. Upon completion of the Principles of Manufacturing course, students will be prepared to make an informed decision regarding which Advanced Manufacturing program of study to pursue. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit 1 - Grade 9 - Prerequisite(s) Principles of Manufacturing, Algebra I, and Physical Science Note: Algebra I and Physical Science may be taken as co- requisites. The following implementation options are encouraged:
1 credit for Core and two focus areas (listed below)
2 credits for all 35 standards.
Core standards are required for both one and two credit implementation options. Core standards: 1-22, 35
592500000 - Digital Electronics is intended to provide students with an introduction to the basic components of digital electronic systems and equip them with the ability to use these components to design more complex digital systems. Proficient students will be able to (1) describe basic functions of digital components (including gates, flip flops, counters, and other devices upon which larger systems are designed), (2) use these devices as building blocks to design larger, more complex circuits, (3) implement these circuits using programmable devices, and (4) effectively communicate designs and systems. Students develop additional skill in technical documentation when operating and troubleshooting circuits. Upon completion of the Digital Electronics course, proficient students will be able to design a complex digital system and communicate their designs through a variety of media. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credits 1 - Grade Level 11 - Prerequisite(s): Algebra I
615600000 - Mechatronics I is an applied course in the manufacturing cluster for students interested in learning more about careers as a mechatronics technician, maintenance technician, electromechanical technician, and manufacturing engineer. This first of two courses covers basic electrical and mechanical components of mechatronics systems as well as their combined uses with instrument controls and embedded software designs. Upon completion of this course, proficient students are able to describe and explain basic functions of physical properties and electrical components within a mechatronic system. They can logically trace the flow of energy through a mechatronic system and can communicate this process to others. They know how to effectively use technical documentation such as data sheets, schematics, timing diagrams, and system specifications to troubleshoot basic problems with equipment. Finally, they develop strategies to identify, localize, and correct malfunctioning components and equipment. Standards in this course are aligned with Tennessee State Standards in English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credits 1 - Grade Level 11 - Prerequisite(s): Algebra I, Geometry, Physical Science, and Digital Electronics
615700000 - Mechatronics II is an advanced course in the manufacturing career cluster for students interested in learning more about such careers as mechatronics technician, maintenance technician, or electromechanical technician. Following the groundwork of mechanics and electronics laid in Mechatronics I, this course covers basics of pneumatic, electro pneumatic, and hydraulic control circuits in a complex mechatronic system. In addition, the course addresses basic digital logic and programmable logic controllers (PLCs) employed in the mechanical, electronic, and control systems in a mechatronics system. Upon completion of this course, proficient students are able to explain the inter-
relationships of components and modules within a complex mechatronic system. They understand the differences between hydraulic and pneumatic fluid power and can explain the scientific principles that apply. They also use technical documentation (such as datasheets, circuit diagrams, displacement step diagrams, timing diagrams, and function charts) to troubleshoot and resolve malfunctioning pneumatic and hydraulic components and circuits. They demonstrate understanding of the role of programmable logic controllers (PLC) in mechatronic systems and the ability to write, debug, and run basic ladder logic. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit 1 - Grade Level 12 - Prerequisite(s): Mechatronics I and Physics Note: Physics (3231) may be taken as a co- requisite.
592600000 - Manufacturing Practicum is a capstone course intended to provide students with the opportunity to apply the skills and knowledge learned in previous Advanced Manufacturing courses within a professional, working environment. While continuing to add to their technical skillsets, students in this course assume increasing responsibility for overseeing manufacturing processes and managing complex projects. Specifically, proficient students will be able to work in teams to plan the production of a sophisticated product; develop troubleshooting and problem solving mechanisms to ensure that projects run smoothly; analyze output and compile professional reports; and connect practicum activities to career and postsecondary opportunities. For all projects undertaken in this course, students are expected to follow the focus area in their chosen program of study (Machining Technology, Electromechanical Technology, Mechatronics, or Welding), while also refining skills previously acquired to achieve deeper levels of mastery. Upon completion of the practicum, proficient students will be prepared for postsecondary study and career advancement in their chosen focus area. Credit 1 - Grade 11 – 12 - Prerequisite(s): Minimum of two credits in an Advanced Manufacturing program of study.
Welding
592200000 - Principals of Manufacturing is designed to provide students with exposure to various occupations and pathways in the Advanced Manufacturing career cluster, such as Machining Technology, Electromechanical Technology, Mechatronics, and Welding. In order to gain a holistic view of the advanced manufacturing industry, students will complete all core standards, as well as standards in two focus areas. Throughout the course, they will develop an understanding of the general steps involved in the manufacturing process and master the essential skills to be an effective team member in a manufacturing production setting. Course content covers basic quality principles and processes, blueprints and schematics, and systems. Upon completion of this course, proficient students will advance from this course with a nuanced understanding of how manufacturing combines design and engineering, materials science, process technology, and quality. Upon completion of the Principles of Manufacturing course, students will be prepared to make an informed decision regarding which Advanced Manufacturing program of study to pursue. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit 1 - Grade Level 9 - Co-requisite(s): Algebra I, Geometry, Physical Science
607800000 - Welding I is designed to provide students with the skills and knowledge to effectively perform cutting and welding applications used in the advanced manufacturing industry. Proficient students will develop proficiency in fundamental safety practices in welding, interpreting drawings, creating computer aided drawings, identifying and using joint designs, efficiently laying out parts for fabrication, basic shielded metal arc welding (SMAW), mechanical and thermal properties of metals, and quality control. Upon completion of this course, proficient students will understand the requirements
to pursue the American Welding Society (AWS) Entry Welder qualification and examination and will be prepared to undertake more advanced welding coursework. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics.* Credit 1 - Grade Level 10 - Pre-requisite(s) Principals of Manufacturing
603300000 - Welding II is designed to provide students with opportunities to effectively perform cutting and welding applications of increasingly complexity used in the advanced manufacturing industry. Proficient students will build on the knowledge and skills of the Welding I course and apply them in novel environments, while learning additional welding techniques not covered in previous courses. Specifically, students will be proficient in (1) fundamental safety practices in welding, (2) gas metal arc welding (GMAW), (3) flux cored arc welding (FCAW), (4) gas tungsten arc welding (GTAW), and (5) quality control methods. Upon completion of the Welding II course, proficient students will be eligible to complete the American Welding Society (AWS) Entry Welder qualification and certification. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics.* Credit: 2 - Grade Level 11 – 12 - Pre-requisite(s) Welding I (6078)
592600000 - Manufacturing Practicum is a capstone course intended to provide students with the opportunity to apply the skills and knowledge learned in previous Advanced Manufacturing courses within a professional, working environment. While continuing to add to their technical skillsets, students in this course assume increasing responsibility for overseeing manufacturing processes and managing complex projects. Specifically, proficient students will be able to work in teams to plan the production of a sophisticated product; develop troubleshooting and problem solving mechanisms to ensure that projects run smoothly; analyze output and compile professional reports; and connect practicum activities to career and postsecondary opportunities. For all projects undertaken in this course, students are expected to follow the focus area in their chosen program of study (Machining Technology, Electromechanical Technology, Mechatronics, or Welding), while also refining skills previously acquired to achieve deeper levels of mastery. Upon completion of the practicum, proficient students will be prepared for postsecondary study and career advancement in their chosen focus area. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics.* Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) Minimum of two credits in an Advanced Manufacturing program of study.
Agribusiness
AGRICULTURE, FOOD, & NATURAL RESOURCES
595700000 Agriscience is an introductory laboratory science course that prepares students for biology, subsequent science and agriculture courses, and postsecondary study. This course helps students understand the important role that agricultural science and technology plays in the twenty-first century. In addition, it serves as the first course for all programs of study in the Agriculture, Food, & Natural Resources cluster. Upon completion of this course, proficient students will be prepared for success in more advanced agriculture and science coursework. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and Tennessee state standards in Anatomy and Physiology, Biology I, Biology II, Chemistry I, Chemistry II, Environmental Science, Physical Science, Physics, and Physical World Concepts, as well as the National Agriculture, Food, & Natural Resources Career Cluster Content Standards. This course counts as a lab science credit toward graduation requirements.* Credit: 1 -
Grade Level 9 - Pre-requisite(s) None
594600000 Principals of Agribusiness teaches students to apply the economic and business principles involved in the sale and supply of agricultural products to a wide range of careers across the industry and builds foundational knowledge of finance and marketing principles. Upon completion of this course, proficient students will be prepared for more advanced coursework in the Agribusiness program of study. Standards in this course are aligned with Tennessee English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics, as well as National Agriculture, Food, & Natural Resources Career Cluster Content Standards.* Credit: 1 - Grade Level 10
- Pre-requisite(s) Agri-Science (5957)
595600000 Organizational Leadership and Communications is an applied-knowledge course for students interested in learning more about the attributes and skills of successful leaders in the agriculture industry. This course covers organizational behavior, communication, management, and leadership topics. Students participate in activities that will assist them in the development of communication and interpersonal skills transferrable to any agribusiness application. Upon completion of this course, proficient students will be prepared for the level-four Agricultural Business and Finance course and advanced study at a postsecondary institution. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects as well as National Agriculture, Food, & Natural Resources Career Cluster Content Standards.* Credit: 1 - Grade Level 11 - Pre-requisite(s) Principles of Agri-Business
594300000 Agricultural Business & Finance is an applied course that addresses the economic and business principles necessary to operate a successful agribusiness. The course covers a wide range of topics in business, finance, economics, and management. Upon completion of this course, proficient students will have learned to apply the principles drawn from these topics toward activities that support their own business aspirations in the agriculture industry. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and National Agriculture, Food and Natural Resources Career Cluster Content Standards.* Agricultural Business and Finance is a dual credit course with statewide articulation. Credit: 1 - Grade Level 12 - Pre-requisite(s) Organizational Leadership and Communications
596400000 Supervised Agricultural Experience is a structured experiential learning opportunity that takes place in a setting outside of regular school hours. Individual LEAs can choose whether or not to offer credit, provided participating students demonstrate mastery of the standards outlined below. SAEs allow students to experience the diversity of agriculture and natural resources industries and to gain exposure to agricultural-related career pathways. SAEs require a documented formal project scope, accurate recordkeeping, and student advisor supervision. The following SAE standards align to the overarching framework of the Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, the National Agriculture, Food, and Natural Resources (AFNR) Career Cluster Content Standards, and the Partnership for 21st Century Skills Framework for 21st Century Learning.* Credit: .5 each year up to a maximum of 2 credits per student - Grade Level 9 – 12 - Pre- requisite(s) None
Horticulture Science
595700000 Agriscience is an introductory laboratory science course that prepares students for biology, subsequent science and agriculture courses, and postsecondary study. This course helps
students understand the important role that agricultural science and technology plays in the twenty-first century. In addition, it serves as the first course for all programs of study in the Agriculture, Food, & Natural Resources cluster. Upon completion of this course, proficient students will be prepared for success in more advanced agriculture and science coursework. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and Tennessee state standards in Anatomy and Physiology, Biology I, Biology II, Chemistry I, Chemistry II, Environmental Science, Physical Science, Physics, and Physical World Concepts, as well as the National Agriculture, Food, & Natural Resources Career Cluster Content Standards. This course counts as a lab science credit toward graduation requirements.* Credit: 1 - Grade Level 9 - Pre-requisite(s) None
611900000 Principles of Plant Science & Hydro-culture focuses on essential knowledge and skills related to the science of plant growth. This course covers principles of plant health, growth, reproduction, and biotechnology, as well as fundamental principles of hydroponics and aquaponics. Upon completion of this course, proficient students will be prepared for more advanced coursework in horticulture science. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, Tennessee state standards for Biology I, Biology II, Ecology, and Environmental Science, and National Agriculture, Food, & Natural Resources Career Cluster Content Standards.* Credit: 1 - Grade Level 10
- Pre-requisite(s) Agriscience
595400000 Greenhouse Management is an applied-knowledge course designed to prepare students to manage greenhouse operations. This course covers principles of greenhouse structures, plant health and growth, growing media, greenhouse crop selection and propagation, and management techniques. Upon completion of this course, proficient students will be equipped with the technical knowledge and skills needed to prepare for further education and careers in horticulture production. Greenhouse Management is a dual credit course with statewide articulation. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and Tennessee state standards for Biology I and Biology II, as well as National Agriculture, Food, & Natural Resources Career Cluster Content Standards.* Credit: 1 - Grade Level 11 - Pre-requisite(s) 6119 Principles of Plant Science & Hydro-culture
595100000 Landscaping and Turf Science is a applied course designed to provide challenging academic standards and relevant technical knowledge and skills needed for further education and careers in landscape design, maintenance, and turf management. Content includes site analysis and planning, principles of design, and plant selection and care techniques. Upon completion of this course, proficient students will be prepared to pursue advanced study of landscaping and turf science at a postsecondary institution. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards for Mathematics, and Tennessee state standards for Biology II, as well as National Agriculture, Food, & Natural Resources Career Cluster Content Standards.* Credit: 1 - Grade Level 12 - Pre-requisite(s) Greenhouse Management
596400000 Supervised Agricultural Experience is a structured experiential learning opportunity that takes place in a setting outside of regular school hours. Individual LEAs can choose whether or not to offer credit, provided participating students demonstrate mastery of the standards outlined below. SAEs allow students to experience the diversity of agriculture and natural resources industries and to gain exposure to agricultural-related career pathways. SAEs require a documented formal project scope, accurate recordkeeping, and student advisor supervision. The following SAE standards align to the overarching framework of the Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, the National Agriculture, Food, and Natural Resources (AFNR) Career Cluster
Content Standards, and the Partnership for 21st Century Skills Framework for 21st Century Learning.* Credit: .5 each year up to a maximum of 2 credits per student - Grade Level 9 – 12 – Pre-requisite(s) None
Environmental & Natural Resource Management
595700000 Agriscience is an introductory laboratory science course that prepares students for biology, subsequent science and agriculture courses, and postsecondary study. This course helps students understand the important role that agricultural science and technology plays in the twenty-first century. In addition, it serves as the first course for all programs of study in the Agriculture, Food, & Natural Resources cluster. Upon completion of this course, proficient students will be prepared for success in more advanced agriculture and science coursework. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and Tennessee state standards in Anatomy and Physiology, Biology I, Biology II, Chemistry I, Chemistry II, Environmental Science, Physical Science, Physics, and Physical World Concepts, as well as the National Agriculture, Food, & Natural Resources Career Cluster Content Standards. This course counts as a lab science credit toward graduation requirements.* Credit: 1 - Grade Level 9 - Pre-requisite(s) None
611400000 Applied Environmental Science focuses on the knowledge, information, and skills related to the fundamental science and management of ecosystems as well as careers, leadership, and history of the industry. This course covers principles of environmental impacts, energy consumption, and ecosystem management. Upon completion of this course, proficient students will be prepared for advanced coursework in the Environmental and Natural Resources program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee Biology I, Tennessee Biology II, Tennessee Ecology, and Tennessee Environmental Science, as well as National Agriculture, Food and Natural Resourses Career Cluster Content Standards. Credit: 1 - Grade Level 10 - Pre-requisite(s) 595700000 Agriscience
611700000 Plant & Soil Science is an applied-knowledge course focusing on the science and management of plants and soils, with special attention given to current agricultural practices that support the healthy and sustainable cultivation of major crops. Upon completion of this course, proficient students will have been exposed to a range of careers associated with the science and management of plants and soils and will have developed the essential skills and knowledge to be successful in science- or agriculture-related occupations. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, Tennessee state standards in Biology I, Biology II, Ecology, and Environmental Science, as well as National Agriculture, Food, & Natural Resources Career Cluster Content Standards.* Credit: 1 - Grade Level 11 - Pre-requisite(s) 6114 Applied Environmental
595000000 Natural Resource Management is an applied course for students interested in learning more about becoming good stewards of our environment and natural resources. This course covers major types of natural resources and their management, public policy, and the role of public education in managing resources, as well as careers, leadership, and history of the industry. Upon completion of this course, proficient students will be prepared for further study and careers as an environmental scientist, conservationist, forester, or wildlife manager. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, as well as National Agriculture, Food and Natural Recourse’s Career Cluster Content Standards. Credit: 1 - Grade Level 12 - Pre-requisite(s) 5950
Plant & Soil Science
596400000 Supervised Agricultural Experience is a structured experiential learning opportunity that takes place in a setting outside of regular school hours. Individual LEAs can choose whether or not to offer credit, provided participating students demonstrate mastery of the standards outlined below. SAEs allow students to experience the diversity of agriculture and natural resources industries and to gain exposure to agricultural-related career pathways. SAEs require a documented formal project scope, accurate recordkeeping, and student advisor supervision. The following SAE standards align to the overarching framework of the Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, the National Agriculture, Food, and Natural Resources (AFNR) Career Cluster Content Standards, and the Partnership for 21st Century Skills Framework for 21st Century Learning. Credit: .5 each year up to a maximum of 2 credits per student - Grade Level 9 – 12 - Pre- requisite(s) None
Structural Systems
ARCHITECTURE & CONSTRUCTION
607300000 Fundamentals of Construction is a foundational course in the Architecture & Construction cluster covering essential knowledge, skills, and concepts required for careers in construction. Upon completion of this course, proficient students will be able to describe various construction fields and outline the steps necessary to advance in specific construction careers. Students will be able to employ tools safely and interpret construction drawings to complete projects demonstrating proper measurement and application of mathematical concepts. Standards in this course also include an overview of the construction industry and an introduction to building systems and materials. Students will begin compiling artifacts for inclusion in their portfolios, which they will carry with them throughout the full sequence of courses in their selected program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and the National Center for Construction Education and Research (NCCER) Curriculum. Credit: 1 - Grade Level 9 - Pre-requisite(s) None
616400000 Structural Systems I prepares students for careers in residential and commercial carpentry. Upon completion of this course, proficient students will be able to demonstrate knowledge and skill in framing buildings. Students will be able to frame floors, walls, ceilings, roofs, and stairs while safely employing tools and interpreting construction drawings to complete projects. Emphasis is placed on demonstrating proper measurement and application of mathematical concepts. Standards in this course also include principles of the construction industry and business and project management. Students will continue compiling artifacts for inclusion in their portfolios, which they will carry with them throughout the full sequence of courses in this program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, Tennessee Physical Science Standards, Tennessee Physics Standards, and the National Center for Construction Education and Research (NCCER) Curriculum. Credit: 1 - Grade Level 10 - Pre-requisite(s) 6073 Fundamentals of Construction
616500000 Structural Systems II is an advanced-level course that builds on the introductory skills learned in the Fundamentals of Construction and Structural Systems I courses. This course will explore advanced framing, the physics of structural loads, and the coverings and finishes of structural systems. Upon completion of this course, proficient students will be able to install interior and exterior finishing,
including roofing, siding, thermal and moisture protection components, drywall, doors, and trim. Throughout the course, students will interpret construction drawings to complete projects, implementing material estimating procedures and safe working practices. Standards in this course also expand on principles of the construction industry and delve deeper into business and project management strategies. Students will continue compiling artifacts for inclusion in their portfolios, which they will carry with them throughout the full sequence of courses in this program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, Tennessee Physical Science Standards, Tennessee Physics Standards, and the National Center for Construction Education and Research (NCCER) Curriculum. Credit: 2 - Grade Level 11 – 12 - Pre-requisite(s) Structural Systems I
61600000 Construction Practicum is a capstone course intended to provide students with the opportunity to apply the skills and knowledge learned in previous Architecture & Construction courses within a professional, working environment. In addition to developing an understanding of the professional and ethical issues encountered by tradesmen and contractors in the workplace, students learn to refine their skills in problem solving, communication, teamwork, and project management in the completion of a course- long project. Due to the importance of on-the-job training in the construction industry, a principle aim of the practicum is to assist students with placements where on-the-job training occurs, if available, so they can begin to log hours on a worksite and gain experience prior to entering the job market, such as in pre-apprenticeships. Additionally, students are exposed to the great range of postsecondary opportunities in today’s construction fields as well, in order to prepare them to make an informed decision regarding their post-high school plans. Credit: 1 - Grade Level 12 - Pre-requisite(s) Minimum of 2 credits in an Architecture & Construction program of study.
MECHANICAL, ELECTRICAL, & PLUMBING (MEP) SYSTEM
Plumbing Systems
607300000 Fundamentals of Construction is a foundational course in the Architecture & Construction cluster covering essential knowledge, skills, and concepts required for careers in construction. Upon completion of this course, proficient students will be able to describe various construction fields and outline the steps necessary to advance in specific construction careers. Students will be able to employ tools safely and interpret construction drawings to complete projects demonstrating proper measurement and application of mathematical concepts. Standards in this course also include an overview of the construction industry and an introduction to building systems and materials. Students will begin compiling artifacts for inclusion in their portfolios, which they will carry with them throughout the full sequence of courses in their selected program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and the National Center for Construction Education and Research (NCCER) Curriculum. Credit: 1 - Grade Level 9 - Pre-requisite(s) None
6161 Mechanical, Electrical, & Plumbing Systems prepares students for electrical, plumbing, and HVAC careers by introducing students to the physical principles of these systems and the fundamental skills needed to work with them. Upon completion of this course, proficient students will be able to follow safety procedures and use tools to perform basic operations with electrical circuits, as well as demonstrate understanding in fundamental concepts of electricity theory (i.e. Ohm’s Law). Students will be able to apply proper tools and procedures to perform basic operations with plastic piping, including measuring, cutting, and joining pipe. Furthermore, students will be able to apply mathematics concepts to solve HVAC, electrical, and plumbing problems. Standards in this course also
include principles of the construction industry and business and project management. Students will continue compiling artifacts for inclusion in their portfolios, which they will carry with them throughout the full sequence of courses in this program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, Tennessee Physical Science Standards, Tennessee Physics Standards, and the National Center for Construction Education and Research (NCCER) Curriculum.* Credit: 1 - Grade Level 10 - Pre-requisite(s) 6073 Fundamentals of Construction
608200000 Plumbing Systems prepares students for careers in plumbing across a variety of residential and commercial settings. Upon completion of this course, proficient students will be able to implement safety procedures and tools to perform operations with plumbing systems. Students will be able to explain how drain, waste, and vent (DWV) systems, water distribution systems, and plumbing fixtures work and apply proper tools and procedures to perform operations with plumbing piping, including measuring, cutting, joining, supporting, and hanging various types of pipe. Students will read and interpret drawings, specifications, and diagrams to determine materials needed to complete a plumbing project. Standards in this course also introduce basic maintenance and troubleshooting procedures and expand on principles of the construction industry, delving deeper into business and project management. Students will continue compiling artifacts for inclusion in their portfolios, which they will carry with them throughout the full sequence of courses in this program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and Tennessee State Standards in Chemistry I, Physics, Physical Science, and Environmental Science, as well as the National Center for Construction Education and Research (NCCER) Curriculum.* Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) 6161 Mechanical, Electrical, & Plumbing Systems
616000000 Construction Practicum is a capstone course intended to provide students with the opportunity to apply the skills and knowledge learned in previous Architecture & Construction courses within a professional, working environment. In addition to developing an understanding of the professional and ethical issues encountered by tradesmen and contractors in the workplace, students learn to refine their skills in problem solving, communication, teamwork, and project management in the completion of a course- long project. Due to the importance of on-the-job training in the construction industry, a principle aim of the practicum is to assist students with placements where on-the-job training occurs, if available, so they can begin to log hours on a worksite and gain experience prior to entering the job market, such as in pre-apprenticeships. Additionally, students are exposed to the great range of postsecondary opportunities in today’s construction fields as well, in order to prepare them to make an informed decision regarding their post-high school plans. Credit: 1 - Grade Level 12 - Pre-requisite(s) Minimum of 2 credits in an Architecture & Construction program of study.
ELECTRICAL SYSTEMS
607300000 Fundamentals of Construction is a foundational course in the Architecture & Construction cluster covering essential knowledge, skills, and concepts required for careers in construction. Upon completion of this course, proficient students will be able to describe various construction fields and outline the steps necessary to advance in specific construction careers. Students will be able to employ tools safely and interpret construction drawings to complete projects demonstrating proper measurement and application of mathematical concepts. Standards in this course also include an overview of the construction industry and an introduction to building systems and materials. Students will begin compiling artifacts for inclusion in their portfolios, which they will carry with them throughout the full sequence of courses in their selected program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical
Subjects, Tennessee State Standards in Mathematics, and the National Center for Construction Education and Research (NCCER) Curriculum. Credit: 1 - Grade Level 9 - Pre-requisite(s) None
616100000 Mechanical, Electrical, & Plumbing Systems prepares students for electrical, plumbing, and HVAC careers by introducing students to the physical principles of these systems and the fundamental skills needed to work with them. Upon completion of this course, proficient students will be able to follow safety procedures and use tools to perform basic operations with electrical circuits, as well as demonstrate understanding in fundamental concepts of electricity theory (i.e. Ohm’s Law). Students will be able to apply proper tools and procedures to perform basic operations with plastic piping, including measuring, cutting, and joining pipe. Furthermore, students will be able to apply mathematics concepts to solve HVAC, electrical, and plumbing problems. Standards in this course also include principles of the construction industry and business and project management. Students will continue compiling artifacts for inclusion in their portfolios, which they will carry with them throughout the full sequence of courses in this program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, Tennessee Physical Science Standards, Tennessee Physics Standards, and the National Center for Construction Education and Research (NCCER) Curriculum. Credit: 1 - Grade Level 10 - Pre-requisite(s) 6073 Fundamentals of Construction
607500000 Electrical Systems prepares students for careers as electricians across a variety of residential and commercial environments. Upon completion of this course, proficient students will be able to implement safety procedures and tools to perform operations with device boxes, conduit, raceway systems conductors, and cable. Students will read and interpret the National Electrical Code, drawings, specifications, and diagrams to determine materials and procedures needed to complete a project. Students will calculate residential loads to recommend electrical hardware. Standards in this course also introduce basic troubleshooting procedures and power systems, and expand on principles of the construction industry, delving deeper into business and project management. Students will continue compiling artifacts for inclusion in their portfolios, which they will carry with them throughout the full sequence of courses in this program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and Tennessee State Standards in Chemistry I, Physics, Physical Science, and Environmental Science, as well as the National Center for Construction Education and Research (NCCER) Curriculum.* Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) 6161 Mechanical, Electrical, & Plumbing Systems
616000000 Construction Practicum is a capstone course intended to provide students with the opportunity to apply the skills and knowledge learned in previous Architecture & Construction courses within a professional, working environment. In addition to developing an understanding of the professional and ethical issues encountered by tradesmen and contractors in the workplace, students learn to refine their skills in problem solving, communication, teamwork, and project management in the completion of a course- long project. Due to the importance of on-the-job training in the construction industry, a principle aim of the practicum is to assist students with placements where on-the-job training occurs, if available, so they can begin to log hours on a worksite and gain experience prior to entering the job market, such as in pre-apprenticeships. Additionally, students are exposed to the great range of postsecondary opportunities in today’s construction fields as well, in order to prepare them to make an informed decision regarding their post-high school plans. Credit: 1 - Grade Level 12 - Pre-requisite(s) Minimum of 2 credits in an Architecture & Construction program of study.
HVAC SYSTEMS
607300000 Fundamentals of Construction is a foundational course in the Architecture & Construction cluster covering essential knowledge, skills, and concepts required for careers in construction. Upon completion of this course, proficient students will be able to describe various construction fields and outline the steps necessary to advance in specific construction careers. Students will be able to employ tools safely and interpret construction drawings to complete projects demonstrating proper measurement and application of mathematical concepts. Standards in this course also include an overview of the construction industry and an introduction to building systems and materials. Students will begin compiling artifacts for inclusion in their portfolios, which they will carry with them throughout the full sequence of courses in their selected program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and the National Center for Construction Education and Research (NCCER) Curriculum. Credit: 1 - Grade Level 9 - Pre-requisite(s) None
616100000 Mechanical, Electrical, & Plumbing Systems prepares students for electrical, plumbing, and HVAC careers by introducing students to the physical principles of these systems and the fundamental skills needed to work with them. Upon completion of this course, proficient students will be able to follow safety procedures and use tools to perform basic operations with electrical circuits, as well as demonstrate understanding in fundamental concepts of electricity theory (i.e. Ohm’s Law). Students will be able to apply proper tools and procedures to perform basic operations with plastic piping, including measuring, cutting, and joining pipe. Furthermore, students will be able to apply mathematics concepts to solve HVAC, electrical, and plumbing problems. Standards in this course also include principles of the construction industry and business and project management. Students will continue compiling artifacts for inclusion in their portfolios, which they will carry with them throughout the full sequence of courses in this program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, Tennessee Physical Science Standards, Tennessee Physics Standards, and the National Center for Construction Education and Research (NCCER) Curriculum. Credit: 1 - Grade Level 10 - Pre-requisite(s) 6073 Fundamentals of Construction
607700000 HVAC Systems prepares students for careers in residential and commercial heating, ventilation, air conditioning, and refrigeration. Upon completion of this course, proficient students will be able to demonstrate knowledge and skill in performing basic operations with HVAC systems, with emphasis on safety, tools, and equipment specific to HVAC. In addition, students will be able to explain the functions and components of heating, cooling, and air distribution systems. They will demonstrate basic techniques to prepare piping and tubing for HVAC systems including performing soldering and brazing. Students will understand proper refrigerant management in preparation for EPA Section 608 Technician Certification. They will read and interpret drawings, specifications, and diagrams to determine materials needed to complete an HVAC project. Standards in this course also introduce basic troubleshooting and maintenance procedures and alternate power systems, and expand on principles of the construction industry, delving deeper into business and project management. Students will continue compiling artifacts for inclusion in their portfolios, which they will carry with them throughout the full sequence of courses in this program of study. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) 6161 Mechanical, Electrical, & Plumbing Systems
616000000 Construction Practicum is a capstone course intended to provide students with the opportunity to apply the skills and knowledge learned in previous Architecture & Construction courses within a professional, working environment. In addition to developing an understanding of the professional and ethical issues encountered by tradesmen and contractors in the workplace, students
learn to refine their skills in problem solving, communication, teamwork, and project management in the completion of a course- long project. Due to the importance of on-the-job training in the construction industry, a principle aim of the practicum is to assist students with placements where on-the-job training occurs, if available, so they can begin to log hours on a worksite and gain experience prior to entering the job market, such as in pre-apprenticeships. Additionally, students are exposed to the great range of postsecondary opportunities in today’s construction fields as well, in order to prepare them to make an informed decision regarding their post-high school plans. Credit: 1 - Grade Level 12 - Pre-requisite(s) Minimum of 2 credits in an Architecture & Construction program of study.
ARCHITECTURAL & ENGINEERING DESIGN
603700000 Architectural & Engineering Design I is a foundational course in the Architecture
& Construction cluster for students interested in a variety of engineering and design professions. Upon completion of this course, proficient students will be able to create technical drawings of increasing complexity, and utilize these skills to complete the design process and communicate project outcomes. Students will build foundational skills in freehand sketching, fundamental technical drawing, and related measurement and math. Standards in this course also include career exploration within the technical design industry, as well as an overview of the history and impact of architecture and engineering. In addition, students will begin compiling artifacts for inclusion in a portfolio, which they will carry with them throughout the full sequence of courses in this program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: 1 - Grade Level 9 - Pre-requisite(s) None
603900000 Architectural & Engineering Design Ii is the second course in the Architectural & Engineering Design program of study. Students in this course build their skills in developing and representing design ideas using technical drawing and modeling techniques, and apply the design process to solve design problems. Upon completion of this course, proficient students will be able to use computer-aided drafting (CAD) software to create multi-view, sectional view, auxiliary view, and three- dimensional drawings using industry standard dimensioning and notation. Students will connect drawings with actual physical layouts by building models based on drawings, creating drawings based on objects and other physical layouts, and using software to create basic three-dimensional models. In addition, students will continue compiling artifacts for inclusion in a portfolio, which they will carry with them throughout the full sequence of courses in this program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: 1 - Grade Level 10 - Pre-requisite(s) 6037 Architectural & Engineering Design I
592700000 Architectural & Engineering Design III is the third course in the Architectural & Engineering Design program of study. In this advanced course, students will apply technical drawing and design skills developed in the previous courses to specific architectural and mechanical design projects and contexts. In the process, students will expand their problem-solving and critical-thinking skills by assessing the requirements of a project alongside the available resources in order to accomplish realistic planning. Upon completion of this course, proficient students will be able to employ methods of data collection and analysis to provide others with appropriate information for projects and to develop their own designs. Students will also be able to engage with industry-specific technology to create visual representations of project outcomes. In addition, students will continue compiling artifacts for inclusion in a portfolio, which they will carry with them throughout the full sequence of courses in this program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: 1 - Grade Level 11 - Pre-requisite(s) Architectural & Engineering Design II
6141 Engineering Practicum is a capstone course intended to provide students with the opportunity to apply the skills and knowledge learned in previous Engineering courses within a professional, working environment. In addition to developing an understanding of the professional and ethical issues encountered by engineers and technologists in the workplace, students learn to refine their skills in problem solving, research, communication, data analysis, teamwork, and project management. The course is highly customizable to meet local system needs: instruction may be delivered through school laboratory training or through work-based learning arrangements such as internships, cooperative education, service learning, mentoring, and job shadowing. Upon completion of the practicum, students will be prepared for postsecondary study in engineering and technology fields. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics.* Note: Mastery of the following standards should be attained while completing an engineering design project in a practicum setting. Students are expected to use engineering notebooks to document procedures, design ideas, and other notes for the project throughout the course. The project should follow the engineering design process learned in previous courses. Credit: 1 - Grade Level 12 - Pre-requisite(s) Architectural & Engineering Design III
INTERIOR DESIGN
601400000 Foundations of Interior Design is the first course in the Interior Design program of study intended to prepare students for careers in residential and commercial interior design. Standards in this course include career exploration of various options within the interior design industry as well as an overview of the history of architecture and design. Projects will involve individual and team assignments. Upon completion of this course, proficient students will be able to analyze and demonstrate the elements and the principles of design, and apply these concepts using sketching techniques in the creation of perspective floor plans. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and National Standards for Family and Consumer Sciences Education, Second Edition.* Credit: 1 - Grade Level 9 - Pre-requisite(s) None
600600000 Residential Interior Design is the second course in the Interior Design program of study intended to prepare students for careers in residential and commercial interior design. Students will engage in the development of board presentation techniques for residential spaces using textiles samples and three- dimensional sketches. Upon completion of this course, proficient students will be able to use manual drafting tools and computer-aided drafting software to create original floor plans, perspective drawings, and color renderings. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and National Standards for Family and Consumer Sciences Education, Second Edition. Credit: 1 - Grade Level 10 - Pre-requisite(s) 6014 Foundations of Interior Design
612200000 Commercial Interior Design is the third course in the Interior Design program of study intended to prepare students for careers in residential and commercial interior design. Important components in this course include developing an understanding of specifications for commercial design, building technology, building codes, product applications, and product testing research and development. Students will work individually and in teams to make presentations to prospective commercial clients and defend their designs and presentation boards. Upon completion of this course, proficient students will be able to create three-dimensional pictorial representations of objects by way of size, shape, shading, and color using industry-standard software programs. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee state standards for Scientific Research, and National Standards for Family and Consumer Sciences Education, Second Edition. Credit: 1 - Grade Level 11 - Pre-requisite(s) Residential
Interior Design
612100000 Advanced Interior Design is an applied-knowledge course intended to prepare students for careers in the interior design industry. This course places special emphasis on an internship opportunity and a hands- on capstone project. Upon completion of this course, proficient students will create a design for a specific space and purpose, either residential or commercial, applying skills and knowledge from previous courses and industry-specific technologies. Credit: 1 - Grade Level 12 - Pre-requisite(s) Commercial Interior Design
ARTS, AUDIO/VISUAL TECHNOLOGY, & COMMUNICATIONS
Digital Arts & Design
608400000 Digital Arts & Design I is a foundational course in the Arts, A/V Technology, & Communications cluster for students interested in art and design professions. The primary aim of this course is to build a strong understanding of the principles and elements of design and the design process. Upon completion of this course, proficient students will be able to utilize industry tools to conceptualize and create communications solutions which effectively reach targeted audiences. Students will acquire basic skills in illustration, typography, and photography. Standards in this course include career exploration, an overview of the history of design, basic business management, and legal issues. In addition, students will begin compiling artifacts for inclusion in a digital portfolio, which they will carry with them throughout the full sequence of courses in this program of study. Credit: 1 - Grade Level 9 - Pre-requisite(s) None
608600000 Digital Arts & Design II is a course that builds on the basic principles and design process learned in the introductory Digital Arts & Design I course. Upon completion of this course, proficient students will be able to perform advanced software operations to create photographs and illustrations of increasing complexity. Students will employ design principles and use industry software to create layouts for a variety of applications. Standards in this course also include an overview of art and design industries, career exploration, and business management. In addition, students will continue compiling artifacts for inclusion in a digital portfolio, which they will carry with them throughout the full sequence of courses in this program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, Tennessee Visual Art standards, and Tennessee Visual Art History standards.* Credit: 1 - Grade Level 10 - Pre-requisite(s) 6084 Digital Arts & Design I
608700000 Digital Design & Arts III is the third course in the Digital Arts & Design program of study. Applying design skills developed in prior courses, students will expand their creative and critical thinking skills to create comprehensive multimedia projects and three-dimensional designs. Upon completion of this course, proficient students will be able to use industry-standard software to create multimedia projects, web pages, three-dimensional models, and animations. Students will utilize research techniques to plan and enhance project outcomes. Standards in this course also include professionalism and ethics, career exploration, and business and project management. In addition, students will continue compiling artifacts for inclusion in a digital portfolio, which they will carry with them throughout the full sequence of courses in this program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and Tennessee Visual Art standards. Credit: 1 to 2 credits Recommended Credit If all standards in the course are covered, the course is recommended for two credits. If only one credit is to be offered, two options are recommended. Option A focuses more on
multimedia and web applications. Option B is tailored for programs with a specific interest in or capacity for teaching animation. Grade Level 10 - Pre-requisite(s) Digital Arts & Design II Teacher cannot teach both options during a one block class.
615800000 Applied Arts Practicum is a capstone course intended to provide students with the opportunity to apply the skills and knowledge learned in previous Arts, A/V Technology, & Communications courses within a professional, working environment. In addition to developing an understanding of the professional and ethical issues encountered by professionals in these careers, students learn to refine their skills in problem solving, research, communication, teamwork, and project management through the completion of a course-long project. The course is highly customizable to meet local system needs. Instruction may be delivered through school laboratory training or through work- based learning arrangements such as internships, service learning, and job shadowing. Upon completion of the practicum, proficient students will be prepared to pursue postsecondary study in arts, A/V technology, or communications programs; or seek additional training or employment with the aid of the portfolio, which documents the student’s work completed throughout the program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects. Credit: 1 - Grade Level 12 - Pre-requisite(s) Minimum of 2 credits in an Arts, A/V Technology, & Communications program of study
Audio/Visual Production
604900000 A/V Production I is a foundational course in the Arts, A/V Technology, & Communications cluster for students interested in A/V (audio/visual) production occupations. Upon completion of this course, proficient students will be able to explain and complete the phases of the production process including pre-production, production, and post-production. Students will establish basic skills in operating cameras, basic audio equipment, and other production equipment. Standards in this course include career exploration, an overview of the history and evolution of A/V production, and legal issues affecting A/V production. In addition, students will begin compiling artifacts for inclusion in
a portfolio, which they will carry with them throughout the full sequence of courses in this program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, Tennessee State Standards for Physical World Concepts, Physical Science, Physics, and Visual Art.* Credit: 1 - Grade Level 9 - Pre-requisite(s) None
605000000 A/V Production II s the second course in the A/V Production program of study intended to prepare students for a careers in audio/visual production. Building on knowledge acquired in A/V Production I, this course advances technical skill in utilizing industry equipment related to lighting and audio, and it places special emphasis on the research and technical writing involved in planning productions. Upon completion of this course, proficient students will be able to plan, capture, and edit research-based productions of increasing complexity, individually and through collaboration in teams. In addition to more robust career preparation, standards in this course include an investigation of concerns affecting A/V production businesses, such as ethical and legal issues, technology, funding, and the organization of professional roles in various industries. Students will continue compiling artifacts for inclusion in their portfolios, which they will carry with them throughout the full sequence of courses in this program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards for Physical World Concepts, Physical Science, and Physics.* Credit: 1 - Grade Level 10 - Pre-requisite(s) A/V Production I
608300000 A/V Production III is an applied-knowledge course intended to prepare students to pursue careers and postsecondary learning in audio/visual production. Students in this course will apply knowledge and skills from previous courses in the program of study to create productions both independently and in teams, with the option of participating in a work-based learning experience for additional credit. Students will use industry equipment and technology to complete all phases of the production process, including planning, coordinating, capturing, editing, and distributing productions. Standards in this course include policies and regulations, independent and collaborative productions, distribution of media, and the production of live events. Students will continue compiling artifacts for inclusion in their portfolios, which they will carry with them throughout the full sequence of courses in this program of study. Upon completion of this course, proficient students will be prepared for a career in audio/visual production or to transition to a postsecondary program for further study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) A/V Production II
615800000 Applied Arts Practicum is a capstone course intended to provide students with the opportunity to apply the skills and knowledge learned in previous Arts, A/V Technology, & Communications courses within a professional, working environment. In addition to developing an understanding of the professional and ethical issues encountered by professionals in these careers, students learn to refine their skills in problem solving, research, communication, teamwork, and project management through the completion of a course-long project. The course is highly customizable to meet local system needs. Instruction may be delivered through school laboratory training or through work- based learning arrangements such as internships, service learning, and job shadowing. Upon completion of the practicum, proficient students will be prepared to pursue postsecondary study in arts, A/V technology, or communications programs; or seek additional training or employment with the aid of the portfolio, which documents the student’s work completed throughout the program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects.* Credit: 1 - Grade Level 12 - Pre-requisite(s) Minimum of 2 credits in an Arts, A/V Technology, & Communications program of study
Fashion Design 3501 Visual Art
612000000 Foundations of Fashion Design introduces students to the rich history of the fashion industry and the basic design principles that are integral to its operation. This course studies the history of the fashion industry, elements and principles of design, textile history and composition, as well as basic construction principles. Upon completion of this course, proficient students will be able to demonstrate basic garment production and will create artifacts for inclusion in a portfolio, which will continue to build throughout the program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and National Standards for Family and Consumer Sciences Education, Second Edition.* Credit: 1 - Grade Level 10 - Pre-requisite(s) 3501 Visual Art
600800000 Fashion Design is an applied-knowledge course intended to prepare students to pursue careers in the fashion industry. Building on the knowledge acquired in Foundations of Fashion Design, this course places special emphasis on apparel manufacturing and merchandising, marketing applications, and product and service management. In addition, students will explore trends in fashion design and engage with industry-specific technologies used to produce a variety of fabrics, garments, and accessories. Upon completion of this course, proficient students will have created an original fashion collection. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards for Mathematics, and National Standards for Family and Consumer Sciences Education, Second Edition.* Credit: 1 - Grade Level 11 - Pre-requisite(s) 6120 Foundations of Fashion Design
600900000 Advanced Fashion Design is the capstone course in the Fashion Design program of study. This course is designed to prepare students for further education and careers in the fashion industry. Through exposure to crucial business activities such as project management and product promotion, students will acquire advanced skills related to business professionalism, ethics, policies, and communication in the fashion industry. In addition, students complete a capstone project during which they will create artifacts to include in a professional portfolio. While not required, student internships can provide an alternative route for students to master required course standards. Students who have the opportunity to participate in internships may be responsible for the following tasks: assisting in client presentations, resource updating and vendor management, assisting designers, and participating with design teams. Upon completion of this course, proficient students will have artifacts of original fashion designs in a portfolio and will understand basic project management skills. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and National Standards for Family and Consumer Sciences Education, Second Edition.* Credit: 1 - Grade Level 12 - Pre-requisite(s) Fashion Design
BUSINESS MANAGEMENT & ADMINISTRATION
Business Management
590500000 Introduction to Business and Marketing is an introductory course designed to give students an overview of the Business Management and Administration, Marketing, and Finance career clusters. The course helps students prepare for the growing complexities of the business world by examining basic principles of business, marketing, and finance in addition to exploring key aspects of leadership, ethical and social responsibilities, and careers. Students’ academic skills in communications, mathematics, and economics are reinforced with activities modeled in the context of business topics. Upon completion of this course, proficient students will be equipped with the foundational skills to
succeed in any of the Business, Marketing, or Finance programs of study and will be prepared to make an informed decision regarding which pathways they would like to pursue in high school. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and Tennessee Economics standards.* Credit: 1 - Grade Level 9 – 10 - Pre-requisite(s) None
Business Communication or Accounting I
588800000 Business Communications is an essential course for students who wish to pursue careers in business and finance, or for those who wish to develop important skillsets related to financial literacy. Whether students aspire to be future business owners or work in finance with other companies, accounting skills are fundamental to success and applicable in many different fields. In this course, proficient Accounting students develop skills to analyze business transactions, journalize, post, and prepare worksheets and financial statements, and apply financial analysis to business processes. Additionally, students receive exposure to the ethical considerations that accounting professionals must face and the standards of practice governing their work, such as the GAAP (generally accepted accounting procedures) standards. Upon completion of this course, proficient students will be prepared to apply their accounting skills in more advanced Business and Finance courses, and ultimately pursue postsecondary training. Standards in this course are aligned with Tennessee State Standards for English Language Arts and Literacy in Technical Subjects and Tennessee State Standards in Mathematics.
Credit: 1 - Grade Level 9 – 10 - Pre-requisite 5905 Introduction to Business and Marketing
591000000 Accounting I is an essential course for students who wish to pursue careers in business and finance, or for those who wish to develop important skillsets related to financial literacy. Whether students aspire to be future business owners or work in finance with other companies, accounting skills are fundamental to success and applicable in many different fields. In this course, proficient Accounting students develop skills to analyze business transactions, journalize, post, and prepare worksheets and financial statements, and apply financial analysis to business processes. Additionally, students receive exposure to the ethical considerations that accounting professionals must face and the standards of practice governing their work, such as the GAAP (generally accepted accounting procedures) standards. Upon completion of this course, proficient students will be prepared to apply their accounting skills in more advanced Business and Finance courses, and ultimately pursue postsecondary training. Standards in this course are aligned with Tennessee State Standards for English Language Arts and Literacy in Technical Subjects and Tennessee State Standards in Mathematics.* Credit: 1 - Grade Level 9 - 10 Pre-requisite 5905 Introduction to Business and Marketing
588900000 Business Management focuses on the development of the planning, organizing, leading, and controlling functions required for the production and delivery of goods and services. This applied knowledge course addresses the management role of utilizing the businesses’ resources of employees, equipment, and capital to achieve an organization’s goals. Students will participate in a continuing project throughout the course in which, individually or in teams, they will present recommendations to improve an existing business. Local business partnerships are encouraged to provide resources for faculty and students. Upon completion of this course, proficient students will be able to complete a full review of an existing business and offer recommendations for improvement as would a management consultant. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards for Mathematics, as well as Tennessee Economic standards. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) Introduction to Business and Marketing
Business & Entrepreneurship Practicum or Virtual Enterprise International
615900000 Business & Entrepreneurship Practicum is a capstone course intended to provide students with the opportunity to apply the skills and knowledge learned in previous Business and Marketing courses within a simulated startup environment or authentic business setting. The course is structured to allow students the creativity to develop, launch, and market original business ideas. It is ideal for students who wish to pursue careers as future business owners or entrepreneurs. Practicum activities can take place around student-led startups under the supervision of the instructor, or in collaboration with a local business incubator. The standards in this course can also be used to promote student participation in a work-based learning (WBL) experience through an internship or other off- campus arrangement. Upon completion of the practicum, proficient students will be prepared to further develop their business ideas into viable ventures, or continue their study at the postsecondary level. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: 1 – 2 - Grade Level 11 12 - Pre-requisite(s) 5905 Introduction to Business and Marketing
590000000 Virtual Enterprise International is a simulated business environment. The VE students will be involved in actual on-the-job work experiences, including accounting, personnel administration, management, and marketing. The only difference between the VE and an actual business is that no material goods are produced or legal tender exchanged. However, services will be provided. Working teams, students will develop and enhance oral and written communication skills through initiative, responsibility, and creativity.
The VE experience will weave together several academic disciplines and occupational subjects, thereby overcoming fragmentation of subjects. The course will link learning to application and real life experiences. The goal is to create a learning environment that, through a series of activities, integrates school and workplace to enhance learning. Laboratory facilities and experiences simulate those found in business and industry. Virtual Enterprise International 1 credit substitutes for Economics credit. (This course requires a computerized workstation for each student with use of Internet, word processing, web design and electronic publishing software.)
*Learning expectations to be completed for 2 credits are identified with an asterisk.
**A paid, credit-generating work-based learning component is recommended for students for up to two
(2) additional credits.
***These credits can be offered in either VEI or VEII during the senior year. This standard is identified by three asterisks.
Credit: 1 – 2 - Grade Level 11 12 - Pre-requisite(s) 5905 Introduction to Business and Marketing
Office Management
589100000 Computer Applications is a foundational course intended to teach students the computing fundamentals and concepts involved in the use of common software applications. Upon completion of this course, students will gain basic proficiency in word processing, spreadsheets, databases, and presentations. In addition, students will have engaged in key critical thinking skills and will have practiced ethical and appropriate behavior required for the responsible use of technology. Standards in this course are aligned with Tennessee State Standards for Literacy in Technical Subjects and Tennessee State Standards in Mathematics.* Credit: 1 - Grade Level 8 – 12 - Pre-requisite(s) None
588800000 Business Communications is a course designed to develop students’ effective oral and
electronic business communications skills. This course develops skills in multiple methods of communications, including social media, as well as electronic publishing, design, layout, composition, and video conferencing. Upon completion of this course, proficient students will be able to demonstrate successful styles and methods for professional business communications using the proper tools to deliver effective publications and presentations. Standards in this course are aligned with the Tennessee State Standards in English Language Arts and Literacy in Technical Subjects.* Credit: 1 - Grade Level 10 – 11 - Pre-requisite(s) 5891 Computer Applications
588900000 Business Management focuses on the development of the planning, organizing, leading, and controlling functions required for the production and delivery of goods and services. This applied knowledge course addresses the management role of utilizing the businesses’ resources of employees, equipment, and capital to achieve an organization’s goals. Students will participate in a continuing project throughout the course in which, individually or in teams, they will present recommendations to improve an existing business. Local business partnerships are encouraged to provide resources for faculty and students. Upon completion of this course, proficient students will be able to complete a full review of an existing business and offer recommendations for improvement as would a management consultant. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards for Mathematics, as well as Tennessee Economic standards. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) 5888 Business Communications
509400000 Advanced Computer Applications prepares students to continue postsecondary training in business- related programs, provides advanced training for students pursuing a career in administrative and information support, and supports obtaining an industry certification in specific software applications (such as the Microsoft Office Suite). Course content and projects are meant to simulate workplace scenarios and draw on skills related to communications, operations, management, and teamwork in order to accomplish information management goals. Upon completion of this course, proficient students will be fluent in a variety of information management software applications and will be prepared to sit for the Microsoft Office Specialist (MOS), GS4), or other similar certification. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: 1 - 2 - Grade Level 11 – 12 - Pre-requisite(s) 5891 Computer Applications
Teaching as a Profession
EDUCATION & TRAINING
in learning more about becoming a school counselor, teacher, librarian, or speech-language pathologist. This course covers the components of instruction, teaching strategies, types of assessments, student learning, special populations, and educational technology. Students will conduct observations of educators at work and create artifacts for a course portfolio, which will continue with them throughout the program of study. Upon completion of this course, proficient students will have a fundamental understanding of instructional strategies needed for becoming an educator. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards for Psychology and Sociology, as well as the National Standards for Family and Consumer Sciences Education, Second Edition. Students will spend no more that 2 to 3 ninety minute class periods in a supervised field trip experience. Credit: 1 - Grade Level 10 - Pre-requisite(s) Fundamentals of Education
612500000 Teaching as a Profession II (TAP II) is an applied-knowledge course for students interested in learning more about becoming a teacher, school counselor, librarian, or speech-language pathologist. This course covers classroom management, concepts of higher order thinking, differentiating instruction, and strategies of effective classroom planning. Students in this course will demonstrate their skills in laboratory settings while building a course portfolio of work, which will carry with them throughout the program of study. Upon completion of this course, proficient students will be prepared to take the capstone TAP III course and further their studies at the postsecondary level. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Psychology and Sociology, as well as National Standards for Family and Consumer Sciences Education, Second Edition. Credit: 1 - Grade Level 11 - Pre-requisite(s) Teaching as a Profession I (TAP I)
612600000 Teaching as a Profession III (TAP III) is a capstone course in the Education and Training career cluster for students interested in applying the knowledge and skills learned in previous courses toward becoming a teacher, school counselor, librarian, or speech-language pathologist. The course covers classroom professionalism, ethics, policies, communications, and career requirements in education fields. In addition, students will complete an internship and continue to create artifacts for their student portfolios. Upon completion of this course, proficient students will be prepared to pursue advanced training at a postsecondary institution. Standards in this course are aligned with Tennessee State Standards English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Psychology, as well as the National Standards for Family and Consumer Sciences Education, Second Edition. Credit: 1 - Grade Level 1 - Pre-requisite(s) Teaching as a Profession II (TAP II)
Early Childhood Education (Pre K-4)
students interested in learning more about becoming an early childhood teacher, nanny, or childcare provider. This course covers the components of curriculum planning, learning, screening and assessing, special populations, and educational technology. Students will observe educators in action, practice specific skills, and add personal work products to a course portfolio. Upon completion of this course, proficient students will be able to pursue more advanced coursework in the ECEC program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards for Psychology and Sociology, as well as the National Standards for Family and Consumer Sciences Education, Second Edition. Credit: 1 - Grade Level 10 - Pre-requisite(s) Fundamentals of Education or Early Childhood Education Careers I
612500000 Teaching as a Profession II (TAP II) is an applied-knowledge course for students interested in learning more about becoming a teacher, school counselor, librarian, or speech-language pathologist. This course covers classroom management, concepts of higher order thinking, differentiating instruction, and strategies of effective classroom planning. Students in this course will demonstrate their skills in laboratory settings while building a course portfolio of work, which will carry with them throughout the program of study. Upon completion of this course, proficient students will be prepared to take the capstone TAP III course and further their studies at the postsecondary level. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Psychology and Sociology, as well as National Standards for Family and Consumer Sciences Education, Second Edition. Credit: 1 - Grade Level 11 - Pre-requisite(s) Early Childhood Education Careers II (ECEC II) or Teaching as a Profession I (TAP I)
612600000 Teaching as a Profession III (TAP III) is a capstone course in the Education and Training career cluster for students interested in applying the knowledge and skills learned in previous courses toward becoming a teacher, school counselor, librarian, or speech-language pathologist. The course covers classroom professionalism, ethics, policies, communications, and career requirements in education fields. In addition, students will complete an internship and continue to create artifacts for their student portfolios. Upon completion of this course, proficient students will be prepared to pursue advanced training at a postsecondary institution. Standards in this course are aligned with Tennessee State Standards English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Psychology, as well as the National Standards for Family and Consumer Sciences Education, Second Edition. Credit: 1 - Grade Level 12 - Pre-requisite(s) Teaching as a Profession II (TAP II) or School Counseling
FINANCE
Accounting
590500000 Introduction to Business & Marketing is an introductory course designed to give students an overview of the Business Management and Administration, Marketing, and Finance career clusters. The course helps students prepare for the growing complexities of the business world by examining basic principles of business, marketing, and finance in addition to exploring key aspects of leadership, ethical and social responsibilities, and careers. Students’ academic skills in communications, mathematics, and economics are reinforced with activities modeled in the context of business topics. Upon completion of this course, proficient students will be equipped with the foundational skills to succeed in any of the Business, Marketing, or Finance programs of study and will be prepared to make an informed decision regarding which pathways they would like to pursue in high school. Standards in
this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and Tennessee Economics standards. Credit: 1 - Grade Level 9 – 10 - Pre-requisite(s) None
591000000 Accounting I is an essential course for students who wish to pursue careers in business and finance, or for those who wish to develop important skillsets related to financial literacy. Whether students aspire to be future business owners or work in finance with other companies, accounting skills are fundamental to success and applicable in many different fields. In this course, proficient Accounting students develop skills to analyze business transactions, journalize, post, and prepare worksheets and financial statements, and apply financial analysis to business processes. Additionally, students receive exposure to the ethical considerations that accounting professionals must face and the standards of practice governing their work, such as the GAAP (generally accepted accounting procedures) standards. Upon completion of this course, proficient students will be prepared to apply their accounting skills in more advanced Business and Finance courses, and ultimately pursue postsecondary training. Standards in this course are aligned with Tennessee State Standards for English Language Arts and Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: 1 - Grade Level 10 – 11 - Pre-requisite(s) Introduction to Business and Marketing
591100000 Accounting II is an essential course for students who wish to pursue careers in business and finance, or for those who wish to develop important skillsets related to financial literacy. Whether students aspire to be future business owners or work in finance with other companies, accounting skills are fundamental to success and applicable in many different fields. In this course, proficient Accounting students develop skills to analyze business transactions, journalize, post, and prepare worksheets and financial statements, and apply financial analysis to business processes. Additionally, students receive exposure to the ethical considerations that accounting professionals must face and the standards of practice governing their work, such as the GAAP (generally accepted accounting procedures) standards. Upon completion of this course, proficient students will be prepared to apply their accounting skills in more advanced Business and Finance courses, and ultimately pursue postsecondary training. Standards in this course are aligned with Tennessee State Standards for English Language Arts and Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) Accounting I
Banking & Finance
590500000 Introduction to Business & Marketing is an introductory course designed to give students an overview of the Business Management and Administration, Marketing, and Finance career clusters. The course helps students prepare for the growing complexities of the business world by examining basic principles of business, marketing, and finance in addition to exploring key aspects of leadership, ethical and social responsibilities, and careers. Students’ academic skills in communications, mathematics, and economics are reinforced with activities modeled in the context of business topics. Upon completion of this course, proficient students will be equipped with the foundational skills to succeed in any of the Business, Marketing, or Finance programs of study and will be prepared to make an informed decision regarding which pathways they would like to pursue in high school. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and Tennessee Economics standards. Credit: 1 - Grade Level 9 – 10 - Pre-requisite(s) None
591000000 Accounting I is an essential course for students who wish to pursue careers in business
and finance, or for those who wish to develop important skillsets related to financial literacy. Whether students aspire to be future business owners or work in finance with other companies, accounting skills are fundamental to success and applicable in many different fields. In this course, proficient Accounting students develop skills to analyze business transactions, journalize, post, and prepare worksheets and financial statements, and apply financial analysis to business processes. Additionally, students receive exposure to the ethical considerations that accounting professionals must face and the standards of practice governing their work, such as the GAAP (generally accepted accounting procedures) standards. Upon completion of this course, proficient students will be prepared to apply their accounting skills in more advanced Business and Finance courses, and ultimately pursue postsecondary training. Standards in this course are aligned with Tennessee State Standards for English Language Arts and Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: 1 - Grade Level 10 – 11 - Pre-requisite(s) Introduction to Business and Marketing
589900000 Banking and Finance is designed to challenge students with real-world banking and financial situations through a partnership with a local financial institution. This business partnership should provide resources for faculty and students that include but are not limited to mentors, seminars, and hands-on experience with day-to-day banking operations. Upon completion of this course, proficient students will have a strong foundation for continued education in finance and business administration, specializing in occupations that support banking and financial institutions. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) Accounting I
HEALTH SCIENCE
Biotechnology Research
599800000 Health Science Education is an introductory course designed to prepare students to pursue careers in the fields of biotechnology research, therapeutics, health informatics, diagnostics, and support services. Upon completion of this course, a proficient student will be able to identify careers in these fields, compare and contrast the features of healthcare systems, explain the legal and ethical ramifications of the healthcare setting, and begin to perform foundational healthcare skills. This course will serve as a strong foundation for all of the Health Science programs of study. Standards in this course are aligned with Tennessee State Standards in English Language Arts & Literacy in Technical Subjects. Credit: 1 - Grade Level 9 - Pre-requisite(s) none
599400000 Diagnostic Medicine is a second level course designed to prepare students to pursue careers in the fields of radiology, medical laboratory, optometry, and other patient diagnostic procedures. Upon completion of this course, proficient students will be able to describe new and evolving diagnostic technologies, compare and contrast the features of healthcare systems, explain the legal and ethical ramifications of the healthcare setting, and begin to perform foundational healthcare skills. In addition, students will continue to add artifacts to a portfolio, which they will continue to build throughout the program of study. Credit: 1 - Grade Level 10 – 11 - Pre-requisite(s) Health Science Education
599100000 Anatomy and Physiology is an upper level course designed to develop an understanding of the structures and functions of the human body, while relating those to knowledge and skills associated with pathophysiology. Upon completion of this course, proficient students will be able to (1) apply the gross anatomy from earlier courses to a deeper understanding of all body systems, (2)
identify the organs and structures of the support and movement systems, (3) relate the structure and function of the communication, control, and integration system, and (4) demonstrate a professional, working understanding of the transportation, respiration, excretory, and reproduction systems. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Biology II, Anatomy and Physiology, and Chemistry II, and Advanced Placement Biology standards. Credit: 1-2 **Standards marked with the double asterisk (**) serve as extension standards to be taught if course is offered for two credits. Grade Level 11 – 12 - Pre-requisite(s) Biology I, Health Science Education, and Chemistry I
Biomedical Applications or Forensic Science
599200000 Biomedical Applications is a capstone course designed to prepare students to pursue careers in the fields of biotechnology research. This course combines advanced methods and technologies with the scientific principles that comprise today’s emerging biomedical fields. Upon completion of this course, proficient students will be able to identify careers in these fields, describe their scientific foundations, research technologies and development in all areas of healthcare, and relate how these technologies are transforming many disciplines and impacting society at large. In addition, students will conduct an ongoing original research project or experiment on an emerging biotechnology application of their choice. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee state standards in Biology II and Chemistry II, and Advanced Placement Biology standards Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) Diagnostic Medicine
599600000 Forensic Science is a capstone course designed to draw key connections throughout biology, chemistry, genetics, anatomy, and physics in a setting that supports the criminal justice system. Upon completion of this course, proficient students will have a full understanding of the scope, development, and history of forensic science, the difference between biological and chemical forensics, and how science is used in law enforcement to solve crimes. In addition, students will continue to add artifacts to the portfolio begun in Health Science Education, reflecting the full range of activities undertaken in their program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Scientific Research, Anatomy and Physiology, Biology II, and Chemistry II. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) Diagnostic Medicine
Public Health
599800000 Health Science Education is an introductory course designed to prepare students to pursue careers in the fields of biotechnology research, therapeutics, health informatics, diagnostics, and support services. Upon completion of this course, a proficient student will be able to identify careers in these fields, compare and contrast the features of healthcare systems, explain the legal and ethical ramifications of the healthcare setting, and begin to perform foundational healthcare skills. This course will serve as a strong foundation for all of the Health Science programs of study. Standards in this course are aligned with Tennessee State Standards in English Language Arts & Literacy in Technical Subjects. Credit: 1 - Grade Level 9 - Pre-requisite(s) none
615100000 Emergency Preparedness provides an overview of the involvement of public safety professionals and healthcare professionals in the response to various natural and unnatural emergencies. Upon completion of this course, proficient students will be able to identify the magnitude of a natural or unnatural disaster and its effects on the many facets of communities. This course equips students with
the skills and knowledge surrounding a Community Emergency Response Team (CERT) and teaches them how to apply those skills in a mock disaster scenario. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects. Credit: 1 - Grade Level 9 – 10 - Pre-requisite(s) none
613000000 Behavioral and Community Health is an applied course for students interested in developing a rich understanding of the ways that communities experience and treat health-related issues. Upon completion of this course, students will be able to use research and data to understand the health and wellness of his/her community, state, region, and nation; differentiate between health and wellness; relate that knowledge to social epidemiology and determinants of health; draw key connections between behavioral health issues and community health issues; and identify professionals who can provide care. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects. Credit: 1 - Grade Level 11 - Pre-requisite(s) Emergency Preparedness
613200000 Global Health and Epidemiology is a comprehensive applied course in the Public Health program of study that places students at the intersection of health science and health policy. This course investigates the patterns, causes, and effects of diseases in a variety of populations, and how the provision of healthcare has changed in response to global needs. Successful international strategies and programs will be examined. Upon completion of this course, proficient students will be able to interpret and communicate statistical information relating to the distribution of disease and mortality/morbidity in the United States and globally, determine national and international health disparities, analyze national and international health policies, and evaluate outcomes from a range of health interventions. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and Tennessee state standards in Anatomy and Physiology. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) Behavioral and Community Health
Diagnostic Services
599800000 Health Science Education is an introductory course designed to prepare students to pursue careers in the fields of biotechnology research, therapeutics, health informatics, diagnostics, and support services. Upon completion of this course, a proficient student will be able to identify careers in these fields, compare and contrast the features of healthcare systems, explain the legal and ethical ramifications of the healthcare setting, and begin to perform foundational healthcare skills. This course will serve as a strong foundation for all of the Health Science programs of study. Standards in this course are aligned with Tennessee State Standards in English Language Arts & Literacy in Technical Subjects. Credit: 1 - Grade Level 9 - Pre-requisite(s) none
599400000 Diagnostic Medicine is a second level course designed to prepare students to pursue careers in the fields of radiology, medical laboratory, optometry, and other patient diagnostic procedures. Upon completion of this course, proficient students will be able to describe new and evolving diagnostic technologies, compare and contrast the features of healthcare systems, explain the legal and ethical ramifications of the healthcare setting, and begin to perform foundational healthcare skills. In addition, students will continue to add artifacts to a portfolio, which they will continue to build throughout the program of study. Credit: 1 - Grade Level 10 – 11 - Pre-requisite(s) Health Science Education
Anatomy & Physiology -or- Medical Terminology
599100000 Anatomy and Physiology is an upper level course designed to develop an understanding of the structures and functions of the human body, while relating those to knowledge and skills associated with pathophysiology. Upon completion of this course, proficient students will be able to (1) apply the gross anatomy from earlier courses to a deeper understanding of all body systems, (2) identify the organs and structures of the support and movement systems, (3) relate the structure and function of the communication, control, and integration system, and (4) demonstrate a professional, working understanding of the transportation, respiration, excretory, and reproduction systems. Credit: 1
Grade Level 11 – 12 - Pre-requisite(s) Biology I and Health Science Education; Chemistry I
588300000 Medical Terminology is a course designed to provide students with the opportunity to develop working knowledge of the language of healthcare professionals. Students will acquire vocabulary-building and problem-solving skills by learning prefixes, suffixes, roots, combining forms, and abbreviations commonly used in medical fields. Utilizing a body systems approach, students will define, interpret, and pronounce medical terms relating to structure and function, pathology, diagnosis, clinical procedures, and pharmacology. Upon completion of this course, proficient students will be able to apply problem- solving skills to the documentation of medical phenomena and will be able to communicate fluently in the language of medicine when working in healthcare settings. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee Anatomy and Physiology standards. Credit: 1 - Grade Level 11 – 12 - Pre- requisite(s) none
Health Informatics
599800000 Health Science Education is an introductory course designed to prepare students to pursue careers in the fields of biotechnology research, therapeutics, health informatics, diagnostics, and support services. Upon completion of this course, a proficient student will be able to identify careers in these fields, compare and contrast the features of healthcare systems, explain the legal and ethical ramifications of the healthcare setting, and begin to perform foundational healthcare skills. This course will serve as a strong foundation for all of the Health Science programs of study. Credit: 1 - Grade Level 9 - Pre-requisite(s) none
588300000 Medical Terminology is a course designed to provide students with the opportunity to develop working knowledge of the language of healthcare professionals. Students will acquire vocabulary-building and problem-solving skills by learning prefixes, suffixes, roots, combining forms, and abbreviations commonly used in medical fields. Utilizing a body systems approach, students will define, interpret, and pronounce medical terms relating to structure and function, pathology, diagnosis, clinical procedures, and pharmacology. Upon completion of this course, proficient students will be able to apply problem- solving skills to the documentation of medical phenomena and will be able to communicate fluently in the language of medicine when working in healthcare settings. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) none
599700000 Health Information Technology is a third-level applied course in the Health Informatics program of study intended to prepare students with an understanding of the changing world of health care information. With the inclusion of electronic medical records, electronic billing, and electronic prescriptions, students in all healthcare professions must increasingly demonstrate competency in health information and health informatics. Upon completion of this course, proficient students will be able to differentiate among the types of health information/informatics, code and
manage medical records, retrieve crucial data from health information systems and indexes, and understand the implications for careers in a range of health care fields. Credit: 1 - Grade Level 11 – 12 - Pre- requisite(s) Medical Terminology
599300000 Clinical Internship is a capstone course and work-based learning experience designed to provide students with real-world application of skills and knowledge obtained in a pre-requisite Health Science course. Upon completion of this course, proficient students will be able to pursue certification in the pre-requisite course of Cardiovascular Services or Pharmacological Science once they have graduated and reached 18 years of age. Prior to beginning work at a clinical site, students must be certified in Basic Life Support (BLS) Cardiopulmonary Resuscitation (CPR), and deemed competent in basic first aid, body mechanics, Standard Precaution guidelines, and confidentiality. Business Management & Administration concentrators may also take this course as part of a career practicum/work-based learning placement within the Health Services Administration program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee work-based learning guidelines. Credit: 1 – 4 - Grade Level 11 – 12 Students must be at least 16 years old to be enrolled in this course and able to provide their own transportation to and from clinical sites. - Pre-requisite(s) Any second level Health Science course
Therapeutic Nursing Services
599800000 Health Science Education is an introductory course designed to prepare students to pursue careers in the fields of biotechnology research, therapeutics, health informatics, diagnostics, and support services. Upon completion of this course, a proficient student will be able to identify careers in these fields, compare and contrast the features of healthcare systems, explain the legal and ethical ramifications of the healthcare setting, and begin to perform foundational healthcare skills. This course will serve as a strong foundation for all of the Health Science programs of study. Standards in this course are aligned with Tennessee State Standards in English Language Arts & Literacy in Technical Subjects. Credit: 1 - Grade Level 9 - Pre-requisite(s) none
599900000 Medical Therapeutics is an applied course designed to prepare students to pursue careers in therapeutic services. Upon completion of this course, a proficient student will be able to identify careers in therapeutics services; assess, monitor, evaluate, and report patient/client health status; and identify the purpose and components of treatments. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Partnership for 21st Century Skills Framework for 21st Century Learning, as well as Tennessee Anatomy and Physiology standards. Credit: 1 - Grade Level 10 – 11 - Pre-requisite(s) Health Science Education
Anatomy & Physiology -or- Medical Terminology
599100000 Anatomy and Physiology is an upper level course designed to develop an understanding of the structures and functions of the human body, while relating those to knowledge and skills associated with pathophysiology. Upon completion of this course, proficient students will be able to (1) apply the gross anatomy from earlier courses to a deeper understanding of all body systems, (2) identify the organs and structures of the support and movement systems, (3) relate the structure and function of the communication, control, and integration system, and (4) demonstrate a professional, working understanding of the transportation, respiration, excretory, and reproduction systems. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Biology II, Anatomy and Physiology, and Chemistry II, and Advanced Placement Biology standards. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) Biology I and Health Science Education; Chemistry I
588300000 Medical Terminology is a course designed to provide students with the opportunity to develop working knowledge of the language of healthcare professionals. Students will acquire vocabulary-building and problem-solving skills by learning prefixes, suffixes, roots, combining forms, and abbreviations commonly used in medical fields. Utilizing a body systems approach, students will define, interpret, and pronounce medical terms relating to structure and function, pathology, diagnosis, clinical procedures, and pharmacology. Upon completion of this course, proficient students will be able to apply problem- solving skills to the documentation of medical phenomena and will be able to communicate fluently in the language of medicine when working in healthcare settings. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) none
600000000 Nursing Education is a capstone course designed to prepare students to pursue careers in the field of nursing. Upon completion of this course, a proficient student will be able to implement communication and interpersonal skills, maintain residents’ rights and independence, provide care safely, prevent emergency situations, prevent infection through infection control, and perform the skills required of a nursing assistant. At the conclusion of this course, if students have logged 40 hours of classroom instruction and 20 hours of classroom clinical instruction, and if they have completed 40 hours of site- based clinical with at least 24 of those hours spent in a long-term care facility, then they are eligible to take the certification examination as a Certified Nursing Assistant (CNA). Credit: 1 - Grade Level 11 – 12 Students must be at least 16 years old to be enrolled in this course and able to provide their own transportation to and from clinical sites. - Pre-requisite(s) Medical Therapeutics and Anatomy & Physiology
Prior to beginning work at a clinical site, students must be certified in Basic Life Support (BLS) Cardiopulmonary Resuscitation (CPR), and deemed competent in basic first aid, body mechanics, Standard Precaution guidelines, and confidentiality. Standards in this course are aligned with Tennessee State Standards in English Language Arts & Literacy in Technical Subjects, Tennessee State Standards for Anatomy & Physiology, and Tennessee Nursing Education Training Program requirements.
Note: In order for students to qualify for the nursing assistant certification examination, the training program must be approved at least 30 days before the first day of class by the Tennessee Department of Health Nurse Aide Training program staff.
Emergency Services
599800000 Health Science Education is an introductory course designed to prepare students to pursue careers in the fields of biotechnology research, therapeutics, health informatics, diagnostics, and support services. Upon completion of this course, a proficient student will be able to identify careers in these fields, compare and contrast the features of healthcare systems, explain the legal and ethical ramifications of the healthcare setting, and begin to perform foundational healthcare skills. This course will serve as a strong foundation for all of the Health Science programs of study. Standards in this course are aligned with Tennessee State Standards in English Language Arts & Literacy in Technical Subjects. Credit: 1 - Grade Level 9 - Pre-requisite(s) none
615100000 Emergency Preparedness provides an overview of the involvement of public safety professionals and healthcare professionals in the response to various natural and unnatural emergencies. Upon completion of this course, proficient students will be able to identify the magnitude of a natural or unnatural disaster and its effects on the many facets of communities. This course equips students with the skills and knowledge surrounding a Community Emergency Response Team (CERT) and teaches
them how to apply those skills in a mock disaster scenario. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects. Credit: 1 - Grade Level 9 – 10 - Pre-requisite(s) none
Anatomy & Physiology -or- Medical Terminology
599100000 Anatomy and Physiology is an upper level course designed to develop an understanding of the structures and functions of the human body, while relating those to knowledge and skills associated with pathophysiology. Upon completion of this course, proficient students will be able to (1) apply the gross anatomy from earlier courses to a deeper understanding of all body systems, (2) identify the organs and structures of the support and movement systems, (3) relate the structure and function of the communication, control, and integration system, and (4) demonstrate a professional, working understanding of the transportation, respiration, excretory, and reproduction systems. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Biology II, Anatomy and Physiology, and Chemistry II, and Advanced Placement Biology standards. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) Biology I and Health Science Education; Chemistry I
588300000 Medical Terminology is a course designed to provide students with the opportunity to develop working knowledge of the language of healthcare professionals. Students will acquire vocabulary-building and problem-solving skills by learning prefixes, suffixes, roots, combining forms, and abbreviations commonly used in medical fields. Utilizing a body systems approach, students will define, interpret, and pronounce medical terms relating to structure and function, pathology, diagnosis, clinical procedures, and pharmacology. Upon completion of this course, proficient students will be able to apply problem- solving skills to the documentation of medical phenomena and will be able to communicate fluently in the language of medicine when working in healthcare settings. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) none
599500000 Emergency Medical Services is a capstone course designed to prepare students to pursue careers in the fields of emergency medicine. Upon completion of this course, proficient students will be able to: identify careers and features of the EMS system; define the importance of workforce safety and wellness; maintain legal and ethical guidelines; correlate anatomy and physiology concepts to the patient with a medical or traumatic injury; and perform EMS skills with a high level of proficiency. If taught with an EMT instructor, students will be given the opportunity to sit for the National Emergency Medical Responder certification. In addition, students will continue to add artifacts to a portfolio, which they will continue to build throughout the program of study. Standards in this course are aligned with National Highway Traffic Safety Administration, National Emergency Medical Services Education Standards, and Tennessee State Standards in English Language Arts & Literacy in Technical Subjects.**
Each standard presumes that the expected knowledge and behaviors are within the scope of practice for that EMS licensure level, as defined by the National EMS Scope of Practice Model. Each competency applies to patients of all ages, unless a specific age group is identified. The standards also presume there is a progression in practice from the Emergency Medical Responder level to the Paramedic level. The descriptors used to illustrate the increasing complexity of knowledge and behaviors through the progression of licensure levels originate, in part, from the National EMS Scope of Practice Model.
Note: If this course is taught for EMR certification, the program must be approved by the TN Department of Health, Office of Emergency Medical Services. Students enrolled in this course must be 17 years old before the course concludes.
Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) Emergency Preparedness
Therapeutic Clinical Services
599800000 Health Science Education is an introductory course designed to prepare students to pursue careers in the fields of biotechnology research, therapeutics, health informatics, diagnostics, and support services. Upon completion of this course, a proficient student will be able to identify careers in these fields, compare and contrast the features of healthcare systems, explain the legal and ethical ramifications of the healthcare setting, and begin to perform foundational healthcare skills. This course will serve as a strong foundation for all of the Health Science programs of study. Standards in this course are aligned with Tennessee State Standards in English Language Arts & Literacy in Technical Subjects. Credit: 1 - Grade Level 9 - Pre-requisite(s) none
599900000 Medical Therapeutics is an applied course designed to prepare students to pursue careers in therapeutic services. Upon completion of this course, a proficient student will be able to identify careers in therapeutics services; assess, monitor, evaluate, and report patient/client health status; and identify the purpose and components of treatments. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Partnership for 21st Century Skills Framework for 21st Century Learning, as well as Tennessee Anatomy and Physiology standards. Credit: 1 - Grade Level 10 – 11 - Pre-requisite(s) Health Science Education
Rehabilitation Careers -or- Dental Science-or-Pharmacological Science -or- Nutrition Science & Diet Therapy
599000000 Rehabilitation Careers is an applied course designed to prepare students to pursue careers in rehabilitation services. Upon completion of this course, a proficient student will be able to identify careers in rehabilitation services, recognize diseases, disorders or injuries related to rehabilitation services and correlate the related anatomy and physiology then develop a plan of treatment with appropriate modalities. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, as well as Tennessee state standards in Anatomy and Physiology.
Dental Science is an applied course in the Therapeutic Clinical Services program of study intended to prepare students with an understanding of the roles and responsibilities of the dental health care professional within the application of dental care. Upon completion of this course, proficient students will be able to differentiate the many careers in dentistry, assess, monitor, evaluate, and report on the dental health of patients/clients and relate this information to overall health, apply appropriate dental terminology, and perform clinical supportive skills. In addition, students will continue to build a health science career portfolio that will follow them throughout their chosen program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee state standards in Anatomy and Physiology, American Red Cross BLS CPR Guidelines, and American Heart Association BLS Guidelines. Credit: 1 - Grade Level 10 – 11 - Pre-requisite(s) Health Science Education
613300000 Pharmacological Sciences is a third-level applied course in the Therapeutic Clinical Services program of study intended to prepare students with an understanding of the roles and responsibilities of the healthcare worker in a pharmacy setting. This course equips students with the communication, goal- setting, and information-processing skills to be successful in the workplace, in addition to covering key topics in pharmacology, pharmacy law and regulations, sterile and non-sterile
compounding, medication safety, quality assurance, and more. Upon completion of this course, proficient students who have also completed a Clinical Internship can apply to sit for the Pharmacy Technician Certification Board examination immediately after high school graduation. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and Tennessee state standards in Anatomy and Physiology. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) Health Science Education and Chemistry I
600700000 Nutrition Science and Diet Therapy is an applied knowledge course in nutrition for students interested in the role of nutrition in health and disease. Upon completion of this course, proficient students will be able to develop a nutrition care plan as part of the overall health care process, use methods for analyzing the nutritional health of a community, and understand the relationship of diet and nutrition to specific diseases. The course places emphasize on the role of diet as a contributor to disease and its role in the prevention and treatment of disease. Artifacts will be created for inclusion in a portfolio, which will continue to build throughout the program of study. Standards in this course are aligned to Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards for Mathematics, and Tennessee Biology I, Chemistry I, Human Anatomy & Physiology (A&P), and Scientific Research standards, as well as the National Standards for Family and Consumer Sciences Education, Second Edition. Credit: 1 - Grade Level 11 - Pre-requisite(s) Nutrition Across the Lifespan
Anatomy & Physiology –or- Clinical Internship
599100000 Anatomy and Physiology is an upper level course designed to develop an understanding of the structures and functions of the human body, while relating those to knowledge and skills associated with pathophysiology. Upon completion of this course, proficient students will be able to (1) apply the gross anatomy from earlier courses to a deeper understanding of all body systems, (2) identify the organs and structures of the support and movement systems, (3) relate the structure and function of the communication, control, and integration system, and (4) demonstrate a professional, working understanding of the transportation, respiration, excretory, and reproduction systems. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Biology II, Anatomy and Physiology, and Chemistry II, and Advanced Placement Biology standards. Credit: 1-2 - Grade Level 11 – 12 - Pre-requisite(s) Biology I and Health Science Education; Chemistry I
599300000 Clinical Internship is a capstone course and work-based learning experience designed to provide students with real-world application of skills and knowledge obtained in a pre-requisite Health Science course. Upon completion of this course, proficient students will be able to pursue certification in the pre-requisite course of Cardiovascular Services or Pharmacological Science once they have graduated and reached 18 years of age. Prior to beginning work at a clinical site, students must be certified in Basic Life Support (BLS) Cardiopulmonary Resuscitation (CPR), and deemed competent in basic first aid, body mechanics, Standard Precaution guidelines, and confidentiality. Business Management & Administration concentrators may also take this course as part of a career practicum/work-based learning placement within the Health Services Administration program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee work-based learning guidelines. Note: Student to teacher ratio for this course is 15:1 in a clinical setting. Credit: 1- 4 - Grade Level 11 – 12 Students must be at least 16 years old to be enrolled in this course and able to provide their own transportation to and from clinical sites. Pre-requisite(s) Any second level Health Science Course
Clinical Exercise Physiology
599800000 Health Science Education is an introductory course designed to prepare students to pursue careers in the fields of biotechnology research, therapeutics, health informatics, diagnostics, and support services. Upon completion of this course, a proficient student will be able to identify careers in these fields, compare and contrast the features of healthcare systems, explain the legal and ethical ramifications of the healthcare setting, and begin to perform foundational healthcare skills. This course will serve as a strong foundation for all of the Health Science programs of study. Standards in this course are aligned with Tennessee State Standards in English Language Arts & Literacy in Technical Subjects. Credit: 1 - Grade Level 9 - Pre-requisite(s) none
599000000 Rehabilitation Careers is an applied course designed to prepare students to pursue careers in rehabilitation services. Upon completion of this course, a proficient student will be able to identify careers in rehabilitation services, recognize diseases, disorders or injuries related to rehabilitation services and correlate the related anatomy and physiology then develop a plan of treatment with appropriate modalities. Credit: 1 - Grade Level 10 – 11 - Pre-requisite(s) Health Science Education
617000000 Exercise Science is an applied course designed to prepare students to pursue careers in kinesiology and exercise physiology services. Upon completion of this course, proficient students will be able to apply concepts of anatomy and physiology, physics, chemistry, bioenergetics, and kinesiology to specific exercise science contexts. Through these connections students will understand the importance that exercise, nutrition, and rehabilitation play in athletes or patients with debilitating or acute metabolic, orthopedic, neurological, psychological, and cardiovascular disorders. In addition, students have the opportunity to incorporate communication, goal setting, and information collection skills in their coursework in preparation for future success in the workplace. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) Rehabilitation Careers
Anatomy & Physiology –or- Clinical Internship
599100000 Anatomy and Physiology is an upper level course designed to develop an understanding of the structures and functions of the human body, while relating those to knowledge and skills associated with pathophysiology. Upon completion of this course, proficient students will be able to (1) apply the gross anatomy from earlier courses to a deeper understanding of all body systems, (2) identify the organs and structures of the support and movement systems, (3) relate the structure and function of the communication, control, and integration system, and (4) demonstrate a professional, working understanding of the transportation, respiration, excretory, and reproduction systems. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Biology II, Anatomy and Physiology, and Chemistry II, and Advanced Placement Biology standards. Credit: 1 – 2 - Grade Level 11 – 12 - Pre-requisite(s) Biology I, Health Science Education, Chemistry
599300000 Clinical Internship is a capstone course and work-based learning experience designed to provide students with real-world application of skills and knowledge obtained in a pre-requisite Health Science course. Upon completion of this course, proficient students will be able to pursue certification in the pre-requisite course of Cardiovascular Services or Pharmacological Science once they have graduated and reached 18 years of age. Prior to beginning work at a clinical site, students must be certified in Basic Life Support (BLS) Cardiopulmonary Resuscitation (CPR), and deemed competent in basic first aid, body mechanics, Standard Precaution guidelines, and confidentiality. Business
Management & Administration concentrators may also take this course as part of a career practicum/work-based learning placement within the Health Services Administration program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee work-based learning guidelines. Note: Student to teacher ratio for this course is 15:1 in a clinical setting. Credit: 1- 4 - Grade Level 11 – 12 Students must be at least 16 years old to be enrolled in this course and able to provide their own transportation to and from clinical sites. - Pre-requisite(s) Any second level Health Science Course
HOSPITALITY & TOURISM
Culinary Arts
597900000 Culinary Arts I equips students with the foundational knowledge and skills to pursue careers in the culinary field as a personal chef, caterer, executive chef, and food and beverage manager. Upon completion of this course, proficient students will have knowledge in the components of commercial kitchen safety and sanitation, history of the foodservice industry, careers, nutrition, recipe basics, proper kitchen tools and equipment, and kitchen staples. Throughout the course students will gain experience in commercial food production and service operations, while preparing for further training at the postsecondary level. Artifacts will be created for inclusion in a portfolio, which will continue throughout the full sequence of courses. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects. Credit: 1 - Grade Level 9 - Pre-requisite(s) none
598000000 Culinary Arts II is an applied-knowledge course to prepare students for careers in the culinary field as a personal chef, caterer, executive chef, and food and beverage manager. Upon completion of this course, proficient students will have an understating of commercial kitchen safety and sanitation, menu planning, food presentation, purchasing and inventory, preparation skills, cooking principles, and food preparation. Students will gain experience in commercial food production and service operations, while preparing for further training at the postsecondary level. Artifacts will be created for inclusion in a portfolio, which will continue throughout the full sequence of courses. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: 1 - Grade Level 10 - Pre-requisite(s) Culinary Arts I
598100000 Culinary Arts III is an advanced course intended to further equip students with the skills and knowledge needed to pursue a variety of careers in the culinary field. Upon completion of the course, students will be proficient in components of commercial kitchen safety and sanitation, dining room service, food preparation and presentation, bakeshop preparation skills and equipment, and advanced cooking principles. Students will gain experience in commercial food production and service operations, while preparing for further training at the postsecondary level. Artifacts will be created for inclusion in a portfolio, which will continue throughout the full sequence of courses. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: 1 - Grade Level 11 - Pre-requisite(s) Culinary Arts II
616700000 Culinary Arts IV is the capstone course in the Culinary Arts program of study intended to prepare students for careers such as personal chef, caterer, executive chef, and food and beverage manager. Course content covers the components of commercial kitchen safety and sanitation, food presentation, bakeshop preparation skills, sustainability practices, professionalism, and business
opportunities. Upon completion of this course, proficient students will have applied the full range of knowledge and skills acquired in this program of study toward the planning and catering of an event approved by the instructor. Artifacts will be created for inclusion in a portfolio, which will continue throughout the full sequence of courses. Standards in this course are aligned with Tennessee Common Core State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: 1 - Grade Level 12 - Pre-requisite(s) Culinary Arts III
Hospitality & Tourism Management
593300000 Hospitality & Tourism Exploration is a foundational course for students interested in careers within the hospitality industry. The course allows students to explore the career opportunities and fundamental principles that guide the organization and management of hospitality and tourism services. Upon completion of this course, students will be proficient in the foundations of hospitality and tourism, the segments of the industry, business concepts and operations, careers, and customer relations. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects. Credit: 1 - Grade Level 9 - Pre-requisite(s) none
616900000 Hospitality Marketing builds on the foundations learned in Hospitality & Tourism Exploration and introduces new topics related to the marketing of services in the hospitality industry. Students will develop proficiency in economic awareness, the role of marketing in the industry, the components of a marketing plan, and promotional concepts, all within the context of hospitality businesses. Upon completion of this course, proficient students will be prepared to pursue advanced cousework in the Hospitality & Tourism Management pathway. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and Tennessee Economics standards. Credit: 1 - Grade Level 10 - Pre-requisite(s) Hospitality & Tourism Management
549000000 Hospitality Management is an applied-knowledge course which allows students to continue to develop sound management skills in preparation for future careers in the hospitality industry. Upon completion of this course, proficient students will have skills in management structures and the roles of managers in hospitality-related businesses, with particular attention on the areas of human relations, accounting, sales, professional communications, and legal/ethical considerations and will be equipped with the knowledge and skills to pursue postsecondary study and future employment in the hospitality industry. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) Hospitality Marketing
Event Planning –or- Advertising & Public Relations
616800000 Event Planning & Management is designed to be a project-based, capstone experience in which students research, prepare, deliver, and reflect upon an original event for a community organization, business, or non-profit. Upon completion of this course, proficient students will further refine leadership, teamwork, and management skills acquired in previous courses and apply them through application in a practicum setting. The course is highly customizable to meet local needs: partner organizations may be chosen at the discretion of student teams, with the approval of the instructor and appropriate school personnel. Organizations can include local non-profits, charities, shelters, agencies, businesses, sports teams, school-based enterprises, or other entities with a demonstrated need for assistance in staging an event or a commitment to providing students with work-
based learning opportunities. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) At least two credits earned in a previous Hospitality & Tourism or Marketing program of study.
593600000 Advertising and Public Relations is an applied knowledge course focusing on the concepts and strategies associated with promoting products, services, ideas, and events. This course addresses skills essential to the creative side of the industry and explores consumer behavior patterns and motivations for buying. Upon completion of this course, proficient students will be able to demonstrate understanding in fundamental advertising and public relations concepts by creating an electronic portfolio of representative course projects. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, as well as Tennessee Sociology and Psychology standards. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) Marketing & Management I; Principles or Hospitality Marketing
HUMAN SERVICES
Childhood Development Services
601500000 Early Childhood Education Careers I (ECEC I) is a foundational course in the Human Services career cluster intended to prepare students for careers as childcare providers, nannies, preschool teachers, and more. Course content covers the foundation of childhood development services, careers, provider responsibilities and aptitudes, and fundamentals of child development. Upon completion of this course, students will have created artifacts for inclusion in a course portfolio, which will continue with them throughout the program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards for Biology I, Psychology, and Sociology, as well as the National Standards for Family and Consumer Sciences Education, Second Edition. Credit: 1 - Grade Level 9 - Pre-requisite(s) none
601600000 Early Childhood Education Careers II (ECEC II) is an intermediate course for students interested in learning more about becoming an early childhood teacher, nanny, or childcare provider. This course covers the components of curriculum planning, learning, screening and assessing, special populations, and educational technology. Students will observe educators in action, practice specific skills, and add personal work products to a course portfolio. Upon completion of this course, proficient students will be able to pursue more advanced coursework in the ECEC program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards for Psychology and Sociology, as well as the National Standards for Family and Consumer Sciences Education, Second Edition. Credit: 1 - Grade Level 10 - Pre-requisite(s) Fundamentals of Education or Early Childhood Education Careers I
601700000 Early Childhood Education Careers III (ECEC III) is an applied-knowledge course for students interested in becoming an early childhood teacher, nanny, or childcare provider. This course covers the components of the learning environment, planning age appropriate activities, using activities for learning, and developing communication skills. If available, students may participate in a work-based learning component of instruction and add work products to a course portfolio. Upon
completion of this course, proficient students will be prepared to participate in the capstone ECEC IV course and/or continue their studies at the postsecondary level. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards for Psychology and Sociology, as well as the National Standards for Family and Consumer Sciences Education, Second Edition. Credit: 1 - Grade Level 11 - Pre-requisite(s) Early Childhood Education Careers II
613500000 Early Childhood Education Careers IV (ECEC IV) is capstone course for students who intend to pursue advanced training as an early childhood teacher, nanny, or childcare provider. The course standards cover understanding of the components of professionalism, policies, regulations, and teaching and learning. Students will participate in a work-based learning component of instruction and add work products to a course portfolio. Upon completion of this course, proficient students will be prepared to continue their studies at the postsecondary level. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards for Psychology, as well as the National Standards for Family and Consumer Sciences Education, Second Edition. Credit: 1 - Grade Level 12 - Pre-requisite(s) Early Childhood Education Careers III
Social Health Services
613700000 Introduction to Human Studies is a foundational course for students interested in becoming a public advocate, social worker, dietician, nutritionist, counselor, or community volunteer. Upon completion of this course, a proficient student will have an understanding of human needs, overview of social services, career investigation, mental health, and communication. Artifacts will be created for inclusion in a portfolio, which will continue to build throughout the program of study. Standards in this course are aligned with Tennessee State Standards for English Language & Literacy in Technical Subjects, as well as the Tennessee State States for Psychology and Sociology, and the National Standards for Family and Consumer Sciences Education, Second Edition. Credit: 1 - Grade Level 9 - Pre-requisite(s) none
601300000 Lifespan Development builds basic knowledge in human growth and development. Upon completion of the course, proficient students will have knowledge of developmental theory, principles of growth, behavior of children from conception through adolescence, adult development and aging, and death and dying. Artifacts will be created for inclusion in a portfolio, which will continue to build throughout the program of study. Standards in the course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, as well as Tennessee State Standards in Psychology and Sociology, and National Standards for Family and Consumer Sciences Education, Second Edition. Credit: 1 - Grade Level 10 - Pre-requisite(s) none
613600000 Family Studies is an applied knowledge course that examines the diversity and evolving structure of the modern family. Upon completion of the course, proficient students will have knowledge of the demographic, historical, and social changes of interpersonal relationships, as well as parenting, and the effect of stressors on the family. Artifacts will be created for inclusion in a portfolio, which will continue to build throughout the program of study. Standards in the course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, as well as Tennessee State Standards for Psychology, Sociology, U.S. Government and Civics, and U.S. History and Geography and the National Standards for Family and Consumer Sciences Education, Second Edition. Credit: 1 -
Grade Level 11 - Pre-requisite(s) none
Human Services Practicum -or- Psychology
613800000 Human Services Practicum is a capstone course in the human services cluster that provides a practicum experience for students as they develop an understanding of professional and ethical issues. The capstone course will be based on the knowledge and skills from previous courses in the human services cluster. Upon completion of the course, students will be proficient in components of communication, critical thinking, problem solving, information technology, ethical and legal responsibilities, leadership, and teamwork. Instruction may be delivered through school-based laboratory training or through work- based learning arrangements such as cooperative education, mentoring, and job shadowing. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects as well as Tennessee State Standards for Psychology and Sociology. Credit: 1 - Grade Level 12 - Pre-requisite(s) Family Studies or Nutrition Science and Diet Therapy
Dietetics & Nutrition
613700000 Introduction to Human Studies is a foundational course for students interested in becoming a public advocate, social worker, dietician, nutritionist, counselor, or community volunteer. Upon completion of this course, a proficient student will have an understanding of human needs, overview of social services, career investigation, mental health, and communication. Artifacts will be created for inclusion in a portfolio, which will continue to build throughout the program of study. Standards in this course are aligned with Tennessee State Standards for English Language & Literacy in Technical Subjects, as well as the Tennessee State States for Psychology and Sociology, and the National Standards for Family and Consumer Sciences Education, Second Edition. Credit: 1 - Grade Level 9 - Pre-requisite(s) none
600500000 Nutrition Across the Lifespan is for students interested in learning more about becoming a dietitian, nutritionist, counselor, or pursing a variety of scientific, health, or culinary arts professions. Upon completion of this course, proficient students will understand human anatomy and physiological systems, nutrition requirements, as well as social, cultural, and other impacts on food preparation and integrity. Artifacts will be created for inclusion in a portfolio, which will continue to build throughout the program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards for Biology I, Chemistry I, Human Anatomy & Physiology (A&P), and Scientific Research, and the National Standards for Family and Consumer Sciences Education, Second Edition. Credit: 1 - Grade Level 10 - Pre-requisite(s) Introduction to Human Studies
600700000 Nutrition Science and Diet Therapy is an applied knowledge course in nutrition for students interested in the role of nutrition in health and disease. Upon completion of this course, proficient students will be able to develop a nutrition care plan as part of the overall health care process, use methods for analyzing the nutritional health of a community, and understand the relationship of diet and nutrition to specific diseases. The course places emphasize on the role of diet as a contributor to disease and its role in the prevention and treatment of disease. Artifacts will be created for inclusion in a portfolio, which will continue to build throughout the program of study. Standards in this course are aligned to Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards for Mathematics, and Tennessee Biology I, Chemistry I, Human Anatomy & Physiology (A&P), and Scientific Research standards, as well as the National Standards for Family and
Consumer Sciences Education, Second Edition. Credit: 1 - Grade Level 11 - Pre-requisite(s) Nutrition Across the Lifespan
Human Services Practicum -or- Psychology
613800000 Human Services Practicum is a capstone course in the human services cluster that provides a practicum experience for students as they develop an understanding of professional and ethical issues. The capstone course will be based on the knowledge and skills from previous courses in the human services cluster. Upon completion of the course, students will be proficient in components of communication, critical thinking, problem solving, information technology, ethical and legal responsibilities, leadership, and teamwork. Instruction may be delivered through school-based laboratory training or through work- based learning arrangements such as cooperative education, mentoring, and job shadowing. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects as well as Tennessee State Standards for Psychology and Sociology. Credit: 1 - Grade Level 12 - Pre-requisite(s) Family Studies or Nutrition Science and Diet Therapy
Cosmetology
598300000 Principles of Cosmetology is the first level of cosmetology, and it prepares students with work- related skills for advancement into the Design Principles of Cosmetology course. Content provides students the opportunity to acquire basic fundamental skills in both theory and practical applications of leadership and interpersonal skill development. Content stresses safety, environmental issues, and protection of the public and designers as integrated with principles of hair design, nail structure, and cosmetic procedures. Laboratory facilities and experiences simulate those found in the cosmetology industry. Credit: 1 – 2 - Grade Level 9 - Pre-requisite(s) none
598600000 Design Principles of Cosmetology is the second level of cosmetology and prepares students for work-related skills and advancement into the Chemistry of Cosmetology course. Content provides students the opportunity to acquire knowledge and skills in both theory and practical application. Advanced knowledge and skills in hair design, nail artistry, and cosmetic applications will be enhanced in a laboratory setting, which duplicates cosmetology industry standards. Upon completion and acquisition of 300 hours, students are eligible to take the Tennessee Board of Cosmetology Shampoo examination for a Tennessee Shampoo Technician License. Credit: 1 – 2 - Grade Level 10 - Pre-requisite(s) Principals of Cosmetology
598400000 Chemistry of Cosmetology is the advanced level of cosmetology, and it prepares students to perform work-related services using chemicals in the cosmetology industry. Content provides students the opportunity to acquire foundation skills in both theory and practical applications. Laboratory facilities and experiences will be used to simulate cosmetology work experiences. Students completing this portion of the course of cosmetology will acquire the necessary hours to transfer to a post-secondary course of study to complete the hours needed to be eligible to take the Tennessee State Board of Cosmetology examination for the Tennessee Cosmetology License. Upon completion and acquisition of 300 hours, students are eligible to take the Tennessee State Board of Cosmetology Shampooing examination for a Shampoo Technician License. Credit: 2 – 3 - Grade Level 11 – 12
Number of Competencies in Course: - 1 credit - 34 competencies - 2 credits – 40 competencies - 3 credits – 48 competencies - Pre-requisite(s) Principles of Cosmetology and Design Principles of Cosmetology
INFORMATION TECHNOLOGY
Programming & Software Development
609500000 Information Technology Foundations (ITF) is a course intended to provide students with exposure to various information technology occupations and pathways such as Networking Systems, Programming and Software Development, and Web Design. As a result, students will complete all core standards, as well as standards in two of three focus areas. Upon completion of this course, proficient students will be able to describe various information technology (IT) occupations and professional organizations. Moreover, they will be able to demonstrate logical thought processes and discuss the social, legal, and ethical issues encountered in the IT profession. Depending on the focus area, proficient students will also demonstrate an understanding of electronics and basic digital theory; project management and teamwork; client relations; causes and prevention of Internet security breaches; and writing styles appropriate for web publication. Upon completion of the ITF course, students will be prepared to make an informed decision about which Information Technology program of study to pursue. Standards in this course are aligned with Tennessee State Standards for English Language Arts
& Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit:
The following implementation options are encouraged:
1 credit for core and two focus areas (listed below)
2 credits for all 28 standards
Core standards are required for both one and two credit implementation options. Core standards: 1, 2, 7, 8, 22
Focus Areas Networking Systems: | Standards 3, 4, 5, 6, 10, 12, 15, | 24 |
Programming & Software Development: | 16, 26, 27, 28 | |
Web Design: | 9, 11, 13, 14, 17, 18, 19, 20, 21, 23 25 | |
Grade Level 9 Pre-requisite(s) None |
609800000 Programming & Logic I is a course intended to teach students the basics of computer programming. The course places emphasis on practicing standard programming techniques and learning the logic tools and methods typically used by programmers to create simple computer applications. Upon completion of this course, proficient students will be able to solve problems by planning multistep procedures; write, analyze, review, and revise programs, converting detailed information from workflow charts and diagrams into coded instructions in a computer language; and will be able to troubleshoot/debug programs and software applications to correct malfunctions and ensure their proper execution. Standards in this course are aligned with the Tennessee State Standards for English Language Arts Standards and Literacy in Technical Subjects and Tennessee State Standards for Mathematics. Credit: 1 - Grade Level 10 - Pre-requisite(s) Algebra I and Information Technology Foundations
609900000 Programming & Logic II challenges students to develop advanced skills in problem analysis, construction of algorithms, and computer implementation of algorithms as they work on programming projects of increased complexity. In so doing, they develop key skills of discernment and judgment as they must choose from among many languages, development environments, and strategies
for the program life cycle. Course content is reinforced through numerous short- and long-term programming projects, accomplished both individually and in small groups. These projects are meant to hone the discipline and logical thinking skills necessary to craft error-free syntax for the writing and testing of programs. Upon completion of this course, proficient students will demonstrate an understanding of object-oriented programming language using high-level languages such as FOCUS, Python, or SAS. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects Credit: 1 - Grade Level 11 - Pre-requisite(s) Programming and Logic I
590800000 Programming & Software Development Practicum is a capstone course intended to provide students with the opportunity to apply the skills and knowledge learned in previous Programming & Software Development courses toward the completion of an in-depth project with fellow team members. Students who have progressed to this level in the program of study take on more responsibilities for producing independent work and managing processes involved in the planning, designing, refinement, and production of original software applications. The course is designed to allow students to choose their specific application of interest, be it the development of a mobile application (app), an animation package, a game or other educational tool, or any other approved program that requires coding and development skills. Upon completion of the practicum, proficient students will be prepared for postsecondary study and career advancement in programming and software development, and will be equipped to market their finished product should they choose. Standards in this course are aligned with Tennessee State Standards for Englisr h Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) Programming and Logic II
Networking Systems
609500000 Information Technology Foundations (ITF) is a course intended to provide students with exposure to various information technology occupations and pathways such as Networking Systems, Programming and Software Development, and Web Design. As a result, students will complete all core standards, as well as standards in two of three focus areas. Upon completion of this course, proficient students will be able to describe various information technology (IT) occupations and professional organizations. Moreover, they will be able to demonstrate logical thought processes and discuss the social, legal, and ethical issues encountered in the IT profession. Depending on the focus area, proficient students will also demonstrate an understanding of electronics and basic digital theory; project management and teamwork; client relations; causes and prevention of Internet security breaches; and writing styles appropriate for web publication. Upon completion of the ITF course, students will be prepared to make an informed decision about which Information Technology program of study to pursue. Standards in this course are aligned with Tennessee State Standards for English Language Arts
& Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: The following implementation options are encouraged:
1 credit for core and two focus areas (listed below)
2 credits for all 28 standards Core standards are required for both one and two credit implementation options. Core standards: 1, 2, 7, 8, 22
Focus Areas | ||
Networking Systems: | 3, 4, 5, 6, 10, 12, 15, | 24 |
Programming & Software Development: | 16, 26, 27, 28 | |
Web Design: | 9, 11, 13, 14, 17, 18, 19, 20, 21, 23 25 | |
Grade Level 9 - Pre-requisite(s) None
609400000 Computer Systems is an intermediate course designed to prepare students with work- related skills and aligned certification in the information technology industry. Content provides students the opportunity to acquire knowledge in both theory and practical applications pertaining to hardware, operating systems, safe mode, command prompt, security, networking, printers, peripheral devices, laptops, mobile devices, troubleshooting, and customer service management. Upon completion of the course, proficient students will have acquired skills and knowledge to install, configure, and maintain computer systems. Students who are proficient in this course will be eligible to pursue the IT industry- standard credential, CompTIA’s A+ certification. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects. Credit: 1 - Grade Level 10 – 11 - Pre-requisite(s) Algebra I and Information Technology Foundations
609700000 Networking is an advanced course designed to emphasize the conceptual and practical skills necessary to design, manage, and diagnose network hardware and software. Upon completion of this course, proficient students will identify types of networks, understand the layers of the open systems interconnection (OSI) model, prevent security risks, and apply troubleshooting theory to the successful execution of networking tasks. Course content covers transmission control protocol, internet protocol, wired and wireless topologies, switching and routing, network hardware, wireless networking, and network operating systems (NOS). Upon completion of this course, proficient students will be prepared to sit for the CompTIA Network+ exam. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) Computer Systems and Algebra I
Cabling and Internetworking -and/or- IT Clinical Internshipi
609300000 Cabling & Internetworking is an advanced course intended to equip students with the conceptual and practical skills necessary to install voice and data network cabling. This course emphasizes industry standards, types of media and cabling, physical and logical networks, and signal transmission. Upon completion of this course, proficient students will have skills in cable termination, reading network design documentation, pulling and mounting cable, setting up telecommunications rooms, basic cable testing and troubleshooting. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: 1 - Grade Level 12 - Pre-requisite(s) Networking & Algebra I
609600000 IT Clinical Internship is a capstone course and work-based learning experience designed to provide students with real-world application of skills and knowledge obtained in previous Networking Systems courses. Students are eligible to take the IT Clinical Internship if they have successfully completed all the prerequisites in the Networking Systems program of study. Prospective students must apply for admission to the class (acceptance at the discretion of the instructor). The internships are designed to be completed in an IT Support environment, such as the student’s school, a community-based shop that provides IT Support, or the IT Support department of a local business. This course puts to practical use all of the skills attained in previous courses, and provides the student with valuable hands-on experience. It meets the recommended 500 hours’ work experience to prepare each student to sit for the CompTIA A+ exams, which certifies industry-recognized IT Support technicians. Upon completion of this course, proficient students will be prepared to pursue further training at a Tennessee College of Applied Technology (TCAT) or other postsecondary institution. Standards in this
course are aligned with Tennessee State Standards in English Language Arts & Literacy in Technical Subjects. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) Two credits in the Networking Systems program of study
Web Design
609500000 Information Technology Foundations (ITF) is a course intended to provide students with exposure to various information technology occupations and pathways such as Networking Systems, Programming and Software Development, and Web Design. As a result, students will complete all core standards, as well as standards in two of three focus areas. Upon completion of this course, proficient students will be able to describe various information technology (IT) occupations and professional organizations. Moreover, they will be able to demonstrate logical thought processes and discuss the social, legal, and ethical issues encountered in the IT profession. Depending on the focus area, proficient students will also demonstrate an understanding of electronics and basic digital theory; project management and teamwork; client relations; causes and prevention of Internet security breaches; and writing styles appropriate for web publication. Upon completion of the ITF course, students will be prepared to make an informed decision about which Information Technology program of study to pursue. Standards in this course are aligned with Tennessee State Standards for English Language Arts
& Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: The following implementation options are encouraged:
1 credit for core and two focus areas (listed below)
2 credits for all 28 standards
Core standards are required for both one and two credit implementation options. Core standards: 1, 2, 7, 8, 22
Focus Areas
Networking Systems: | 3, 4, 5, 6, 10, 12, 15, 24 | ||
Programming & Software Development: | 16, 26, 27, 28 | ||
Web Design: | 9, 11, 13, 14, 17, 18, 19, 20, 21, 23 25 | ||
Grade Level 9 - Pre-requisite(s) None
610000000 Web Design Foundations is a course that prepares students with work-related web design skills for advancement into postsecondary education and industry. The course is intended to develop fundamental skills in both theory and practical application of the basic web design and development process, project management and teamwork, troubleshooting and problem solving, and interpersonal skill development. Laboratory facilities and experiences simulate those found in the web design and development industry; where interaction with a “client” is indicated in the standards, it is expected that students’ peers or the instructor may serve as mock clients in lieu of an actual relationship with an industry partner. Upon completion of this course, proficient students will be prepared for more advanced coursework in the Web Design program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: 1 - Grade Level 10 - Pre-requisite(s) Information Technology Foundations, Algebra I, & Geometry
610100000 Web Site Development builds on the skills and knowledge gained in Web Design
Foundations to further prepare students for success in the web design and development fields. Emphasis is placed on applying the design process toward projects of increasing sophistication, culminating in the production of a functional, static website. As students work toward this goal, they acquire key skills in coding, project management, basic troubleshooting and validation, and content development and analysis. Artifacts of the work completed in this course will be logged in a student portfolio demonstrating mastery of skills and knowledge. Upon completion of this course, proficient students will be prepared to pursue a variety of postsecondary programs in the computer sciences, sit for industry certification, or apply their skills in a capstone Web Design Practicum. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) Web Design Foundations
617100000 Web Design Practicum is a capstone course intended to provide students with the opportunity to apply the skills and knowledge learned in previous Web Design courses toward the completion of an in-depth project with fellow team members. Students who have progressed to this level in the Web Design program of study take on more responsibilities for producing independent work and managing processes involved in the planning, designing, refinement, and launch of a website. In addition to developing an understanding of the professional and ethical issues encountered by web design professionals in the workplace, students learn to refine their skills in problem solving, troubleshooting, teamwork, marketing and analytics, and project management. Upon completion of the practicum, proficient students will be prepared for postsecondary study and career advancement in web design. Credit: 1 - Grade Level 11 – 12 - Pre-requisite(s) Web Site Development
LAW, PUBLIC SAFETY, CORRECTIONS, & SECURITY
Law Enforcement Services
615500000 Principles of Law, Corrections, and Security is an introductory course designed to prepare students to pursue careers in the fields of law enforcement, legal services, corrections, and security. Upon completion of this course, a proficient student will be able to identify careers in these fields, summarize the laws that govern the application of justice, and draw key connections between the history of the criminal justice system and the modern legal system. In addition, students will model the professional, moral, and ethical standards required of professionals in the fields of law, legal services, corrections, and security. Credit: 1 - Grade Level 9 - Pre-requisite(s) none
598700000 Criminal Justice I is the second course in Law Enforcement Services and the Legal and Correctional Services programs of study. It serves as a comprehensive survey of how the law enforcement, legal, and correctional systems interact with each other in the United States. Upon completion of this course, proficient students will understand the context of local, state, and federal laws, have investigative skills pertaining to basic crime scenes and incident documentation, and understand the importance of communications and professionalism in law enforcement. Credit: 1 - Grade Level 10 - Pre-requisite(s) Principles of Law, Corrections and Security
598800000 Criminal Justice II is an integrated survey of the law and justice systems for students interested in pursuing careers in law enforcement and legal services. From initial crisis scenario management to arrest, transport, trial, and corrections, procedures and laws governing the application of justice in the United States are examined in detail, with special emphasis on the best practices and professional traits required of law enforcement and legal professionals. Upon completion of this course, proficient students will be prepared for advanced work in crime scene analysis and forensic science, and have strong knowledge and skill preparation for postsecondary or career opportunities in associated fields. Standards in this course are aligned with Tennessee State Standards for English Language Arts &
Literacy in Technical Subjects. Credit: 1 - Grade Level 11 - Pre-requisite(s) Criminal Justice I
598900000 Criminal Justice III: Investigations is the final course designed to equip students with the knowledge and skills to be successful in the sciences of criminal investigations. Students will learn terminology and investigation skills related to the crime scene, aspects of criminal behavior, and applications of the scientific inquiry to solve crimes. By utilizing the scientific inquiry method, students will obtain and analyze evidence through simulated crime scenes and evaluation of case studies. Upon completion of this course, proficient students will be able to identify careers forensic science and criminology, summarize the laws that govern the application of forensic science, and draw key connections between the history of the forensic science system and the modern legal system. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: 1 - Grade Level 11-12 - Pre-requisite(s) Criminal Justice II
Fire Management Services
615400000 Principles of Fire and Emergency Services is the introductory course in the Fire Management Services program of study. Students will be introduced to the challenging work of emergency responders in fire management services by learning regulations, health and safety protocol, communications, and operations. Upon completion of this course, if the teacher is a member of the local volunteer fire department, proficient students who are at least 16 years of age (T.C.A. 4-24-112) for minimum training of firefighters. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects. Credit: 1 - Grade Level 9 - Pre- requisite(s) none
615100000 Emergency Preparedness provides an overview of the involvement of public safety professionals and healthcare professionals in the response to various natural and unnatural emergencies. Upon completion of this course, proficient students will be able to identify the magnitude of a natural or unnatural disaster and its effects on the many facets of communities. This course equips students with the skills and knowledge surrounding a Community Emergency Response Team (CERT) and teaches them how to apply those skills in a mock disaster scenario. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects. Credit: 1 - Grade Level 9 – 10 - Pre-requisite(s) none
615200000 Fire Science I is the third course in the Fire Management Services program of study. In this course, students will be prepared with technical knowledge and skills related to firefighter safety, fire behavior, building construction guidelines, and the use of firefighting equipment. Upon completion of this course, proficient students will be able to correctly demonstrate skills associated with ropes, ladders, and fire hoses in a non-live fire situation. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects as well as the National Fire Protection Association (NFPA) standards Credit: 1 - Grade Level 11 - Pre-requisite(s) Principles of Fire and Emergency Services and Emergency Preparedness
Fire Science II -and/or- Emergency Medical Services
615300000 Fire Science II is the fourth and final course in the Fire Management Services program of study. Students in this course continue to acquire the skills and knowledge needed to pursue a career as a Firefighter I. Those students who complete this course will be prepared, after graduation, to further their instruction at a training facility. Upon completion of this course, proficient students will be able to
correctly demonstrate skills associated with ventilation, water supply, fire hose and fire streams in a non-live fire situation, and safety with hazardous materials. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and NFPA standards. Credit: 1 - Grade Level 12 - Pre-requisite(s) Fire Science I
Emergency medical services also known as Ambulance service or Paramedic Service are a type of emergency service dedicated to providing out-of-hospital acute medical care, transport to definitive care, and other medical transport to patients with illnesses and injuries which prevent the patient from transporting themselves. Emergency medical services may also be locally known as a paramedic service, a first aid squad, emergency squad, rescue squad, ambulance squad, ambulance service, ambulance corps, or life squad. Emergency Medical Service (EMS) is designed for students interested in a career in pre-hospital or emergency patient care. Career options may include emergency room physician, emergency medical technician, paramedic, or emergency room nurse. Credit: 1 - Grade Level 11 – 12
- Pre-requisite(s) none
Legal and Correction Services
615500000 Principles of Law, Corrections, and Security is an introductory course designed to prepare students to pursue careers in the fields of law enforcement, legal services, corrections, and security. Upon completion of this course, a proficient student will be able to identify careers in these fields, summarize the laws that govern the application of justice, and draw key connections between the history of the criminal justice system and the modern legal system. In addition, students will model the professional, moral, and ethical standards required of professionals in the fields of law, legal services, corrections, and security. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects. Credit: 1 - Grade Level 9 - Pre-requisite(s) none
598700000 Criminal Justice I is the second course in Law Enforcement Services and the Legal and Correctional Services programs of study. It serves as a comprehensive survey of how the law enforcement, legal, and correctional systems interact with each other in the United States. Upon completion of this course, proficient students will understand the context of local, state, and federal laws, have investigative skills pertaining to basic crime scenes and incident documentation, and understand the importance of communications and professionalism in law enforcement. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects. Credit: 1 - Grade Level 10 - Pre-requisite(s) Principles of Law, Corrections and Security
U.S. Government and Civics
615000000 Court Systems and Practices is the fourth and final course in the Legal and Correctional Services program of study for those students who are interested in the legal aspects of law, public safety, and corrections. This course can be taught for one or two credits, at the discretion of the instructor. Upon completion of this course, proficient students can identify careers in legal and correctional services, evaluate legal documents as they pertain to the rights of citizens outlined in the
U.S. Constitution, and analyze the criminal court system process from arrest to parole. Standards in this course are aligned with Tennessee State Standards for English Language Arts and Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit: 1 – 2 - Grade Level 11 – 12 - Pre- requisite(s) Criminal Justice I
Marketing Management
MARKETING
590500000 Introduction to Business and Marketing is an introductory course designed to give students an overview of the Business Management and Administration, Marketing, and Finance career clusters. The course helps students prepare for the growing complexities of the business world by examining basic principles of business, marketing, and finance in addition to exploring key aspects of leadership, ethical and social responsibilities, and careers. Students’ academic skills in communications, mathematics, and economics are reinforced with activities modeled in the context of business topics. Upon completion of this course, proficient students will be equipped with the foundational skills to succeed in any of the Business, Marketing, or Finance programs of study and will be prepared to make an informed decision regarding which pathways they would like to pursue in high school. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and Tennessee Economics standards. Credit 1 - Grade Level 9 – 10 - Prerequisite(s) None
593100000 Marketing and Management I: Principles focuses on the study of marketing concepts and their practical applications. Students will examine the risks and challenges that marketers face to establish a competitive edge in the sale of products and services. Topics covered include foundational marketing functions such as promotion, distribution, and selling, as well as coverage of economics fundamentals, international marketing, and career development. Upon completion of this course, proficient students will understand the economic principles, the marketing mix, and product development and selling strategies. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and Tennessee state standards in Economics. Credit 1 - Prerequisite(s) none - Grade Level 10 - 11
593200000 Marketing & Management II: Advanced Strategies is a study of marketing concepts and principles used in management. Students will examine the challenges, responsibilities, and risks managers face in today's workplace. Subject matter includes finance, business ownership, risk management, marketing information systems, purchasing, promotion, and human resource skills. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and Tennessee state standards in Economics. Note for instructors: This course assumes many students are engaged in a work-based learning (WBL) experience such as cooperative education, internships, school-based enterprises, or similar types of worksite experiences with a local partner business. Projects in the course could benefit significantly from the use of resources and data from local businesses. Instructors are encouraged to leverage existing partnerships and to build on advisory committee relationships as they reach out to business owners or managers for authentic scenarios, materials, and other business information from which students could learn. Credit 1 - Prerequisite(s) Marketing & Management I: Principles - Grade Level 11 – 12
Advertising and Public Relations -or- Retail Operations1
-or- Event Planning & Management
593600000 Advertising and Public Relations is an applied knowledge course focusing on the concepts and strategies associated with promoting products, services, ideas, and events. This course addresses skills essential to the creative side of the industry and explores consumer behavior patterns and motivations for buying. Upon completion of this course, proficient students will be able to demonstrate understanding in fundamental advertising and public relations concepts by creating an electronic portfolio of representative course projects. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, as well as Tennessee Sociology and Psychology standards. Credit 1 -
Prerequisite(s) Marketing & Management I: Principles or Hospitality Market- Grade Level 11 – 12
593800000 Retail Operations is designed to challenge students with the real world of supply chain management and merchandising Services. The standards in this course are designed to prepare students with skills and knowledge related to buying, selling, human resource management, business operations, product management, promotion, and customer service. Decision-making skills, financial management, customer relations, ethics and legal issues are also addressed. Upon completion of this applied knowledge course, proficient students will have skills essential for entering careers as retail associates at entry and mid-level management as well as be prepared to enter postsecondary programs in business and marketing. The content lends itself to both work-based learning and school-based enterprises opportunities. Credit 1 - Prerequisite(s) Marketing & Management I: Principles - Grade Level 11 – 12
616800000 Event Planning & Management is designed to be a project-based, capstone experience in which students research, prepare, deliver, and reflect upon an original event for a community organization, business, or non-profit. Upon completion of this course, proficient students will further refine leadership, teamwork, and management skills acquired in previous courses and apply them through application in a practicum setting. The course is highly customizable to meet local needs: partner organizations may be chosen at the discretion of student teams, with the approval of the instructor and appropriate school personnel. Organizations can include local non-profits, charities, shelters, agencies, businesses, sports teams, school-based enterprises, or other entities with a demonstrated need for assistance in staging an event or a commitment to providing students with work- based learning opportunities. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects. Credit 1 - Prerequisite(s) At least two credits earned in a previous Hospitality & Tourism or Marketing program of study. - Grade Level 11 – 12
Entrepreneurship
590500000 Introduction to Business and Marketing is an introductory course designed to give students an overview of the Business Management and Administration, Marketing, and Finance career clusters. The course helps students prepare for the growing complexities of the business world by examining basic principles of business, marketing, and finance in addition to exploring key aspects of leadership, ethical and social responsibilities, and careers. Students’ academic skills in communications, mathematics, and economics are reinforced with activities modeled in the context of business topics. Upon completion of this course, proficient students will be equipped with the foundational skills to succeed in any of the Business, Marketing, or Finance programs of study and will be prepared to make an informed decision regarding which pathways they would like to pursue in high school. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and Tennessee Economics standards. Credit 1 - Prerequisite(s) none - Grade Level 9 – 10
593200000 Marketing and Management I: Principles focuses on the study of marketing concepts and their practical applications. Students will examine the risks and challenges that marketers face to establish a competitive edge in the sale of products and services. Topics covered include foundational marketing functions such as promotion, distribution, and selling, as well as coverage of economics fundamentals, international marketing, and career development. Upon completion of this course, proficient students will understand the economic principles, the marketing mix, and product development and selling strategies. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and Tennessee state standards in Economics. Credit 1 - Prerequisite(s) none - Grade Level 10 - 11
Business & Entrepreneurship Practicum -or- Virtual Enterprise International
593400000 Entrepreneurship is an applied knowledge course that begins with the discovery process of generating new business ideas. Students research local, national, and international social and economic trends and analyze the feasibility of their own proposed businesses, both from a market demand and revenue- producing standpoint. Based on their entrepreneurial endeavors, students will prepare, write, and revise a business plan. In preparation for the business plan, students will conduct market research, study ownership structures, evaluate risks, examine startup costs, determine essential vendors, and identify sources of capital and financing options. Students will also draft, refine, and rehearse entrepreneurship pitches developed from their business plans to present during course intervals and to give final presentations at the conclusion of the course. Upon conclusion of this course, proficient students will be able to articulate, and defend, elements of a full business plan for a new business. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards for Mathematics, and Tennessee Economics standards. Credit 1 - Prerequisite(s) Marketing & Management I: Principles - Grade Level 11 - 12
590000000 Virtual Enterprises International (VE) is a simulated business environment. The VE students will be involved in actual on-the-job work experiences, including accounting, personnel administration, management, and marketing. The only difference between the VE and an actual business is that no material goods are produced or legal tender exchanged. However, services will be provided. Working teams, students will develop and enhance oral and written communication skills through initiative, responsibility, and creativity.
The VE experience will weave together several academic disciplines and occupational subjects, thereby overcoming fragmentation of subjects. The course will link learning to application and real life experiences. The goal is to create a learning environment that, through a series of activities, integrates school and workplace to enhance learning. Laboratory facilities and experiences simulate those found in business and industry. Virtual Enterprise International 1 credit substitutes for Economics credit. (This course requires a computerized workstation for each student with use of Internet, word processing, web design and electronic publishing software.) *Learning expectations to be completed for 2 credits are identified with an asterisk. **A paid, credit-generating work-based learning component is recommended for students for up to two (2) additional credits
***These credits can be offered in either VEI or VEII during the senior year. This standard is identified by three asterisks.
Credit 1 – 2* - Prerequisite(s) Business Management I or Marketing & Management I: Principles Grade Level 11 – 12
Engineering
STEM
592400000 Principles of Engineering and Technology is a foundational course in the STEM cluster for students interested in learning more about careers in engineering and technology. This course covers basic skills required for engineering and technology fields of study. Upon completion of this course, proficient students are able to identify and explain the steps in the engineering design process. They can evaluate an existing engineering design, use fundamental sketching and engineering drawing techniques, complete simple design projects using the engineering design process, and effectively communicate design solutions to others. Standards in this course are aligned with Tennessee State Standards for
English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics.
Credit 1 - Prerequisite(s) none - Grade Level 9
613900000 Engineering Design I is a fundamental course in the STEM cluster for students interested in developing their skills in preparation for careers in engineering and technology. The course covers essential knowledge, skills, and concepts required for postsecondary engineering and technology fields of study. Upon completion of this course, proficient students are able to describe various engineering disciplines, as well as admissions requirements for postsecondary engineering and engineering technology programs in Tennessee. They will also be able to identify simple and complex machines; calculate various ratios related to mechanisms; explain fundamental concepts related to energy; understand Ohm’s Law; follow the steps in the engineering design process to complete a team project; and effectively communicate design solutions to others. Standards in this course are aligned with Tennessee State Standards in English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics* Note: Students are expected to use engineering notebooks to document procedures, design ideas, and other notes for all projects throughout the course. Credit 1 - Prerequisite(s) Principles of Engineering & Technology, Algebra I, and Physical Science or Biology - Grade Level 10
614000000 Engineering Design II is an applied course in the STEM career cluster for students interested in further developing their skills as future engineers. This course covers knowledge, skills, and concepts required for postsecondary engineering and technology fields of study. Upon completion of this course, proficient students are able to explain the differences between scientists and engineers, understand the importance of ethical practices in engineering and technology, identify components of control systems, describe differences between laws related to fluid power systems, explain why material and mechanical properties are important to design, create simple free body diagrams, use measurement devices employed in engineering, conduct basic engineering economic analysis, follow the steps in the engineering design process to complete a team project, and effectively communicate design solutions to others. Standards in this course are aligned with Tennessee State Standards in English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics.
Note: Students are expected to use engineering notebooks to document procedures, design ideas, and other notes for all projects throughout the course. Credit 1 - Prerequisite(s) Engineering Design I and Biology or Chemistry - Grade Level 11
614100000 Engineering Practicum is a capstone course intended to provide students with the opportunity to apply the skills and knowledge learned in previous Engineering courses within a professional, working environment. In addition to developing an understanding of the professional and ethical issues encountered by engineers and technologists in the workplace, students learn to refine their skills in problem solving, research, communication, data analysis, teamwork, and project management. The course is highly customizable to meet local system needs: instruction may be delivered through school laboratory training or through work-based learning arrangements such as internships, cooperative education, service learning, mentoring, and job shadowing. Upon completion of the practicum, students will be prepared for postsecondary study in engineering and technology fields. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics.
Note: Mastery of the following standards should be attained while completing an engineering design project in a practicum setting. Students are expected to use engineering notebooks to document procedures, design ideas, and other notes for the project throughout the course. The project should
follow the engineering design process learned in previous courses. Credit 1 - Prerequisite(s) Engineering Design II or Robotics & Automated Systems - Grade Level 12
Technology
592400000 Principles of Engineering and Technology is a foundational course in the STEM cluster for students interested in learning more about careers in engineering and technology. This course covers basic skills required for engineering and technology fields of study. Upon completion of this course, proficient students are able to identify and explain the steps in the engineering design process. They can evaluate an existing engineering design, use fundamental sketching and engineering drawing techniques, complete simple design projects using the engineering design process, and effectively communicate design solutions to others. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit 1 - Prerequisite(s) none - Grade Level 9
592500000 Digital Electronics is a course in which students will construct and test fundamental digital logic circuits such as gates, counters, oscillators, and switches. A/D and D/A convertors will be applied to signal processing. Microcontroller programs will be modified and microcontrollers applied to closed-circuit control systems. The course culminates in a group project to create a digital servo control loop. Emphasis is on hands-on activities, real-world equipment, and current technology. Credit 1 - Prerequisite(s) Algebra 1 - Grade Level 10
614300000 Robotics & Automated Systems is an applied course for students who wish to explore how robots and automated systems are used in industry. Building on the content and critical thinking frameworks of Principles of Engineering and Digital Electronics, this course asks students to follow the engineering design process and apply basic programming skills to complete assignments and projects. Upon completion of this course, proficient students will have an understanding of the historical and current uses of robots and automated systems; programmable circuits, interfacing both inputs and outputs; ethical standards for engineering and technology professions; and testing and maintenance of robots and automated systems.
Note: Standards in this course are presented sequentially for students’ learning progression; however, instructors may tailor the order of course standards to their specifications. Students are expected to use engineering notebooks to document procedures, design ideas, and other notes for all projects throughout the course. Credit 1 - Prerequisite(s) Digital Electronics; Algebra I; Geometry; Physical Science and Chemistry or Physics - Grade Level 11
Engineering Practicum -and/or- AP Physics
614100000 Engineering Practicum is a capstone course intended to provide students with the opportunity to apply the skills and knowledge learned in previous Engineering courses within a professional, working environment. In addition to developing an understanding of the professional and ethical issues encountered by engineers and technologists in the workplace, students learn to refine their skills in problem solving, research, communication, data analysis, teamwork, and project management. The course is highly customizable to meet local system needs: instruction may be delivered through school laboratory training or through work-based learning arrangements such as internships, cooperative education, service learning, mentoring, and job shadowing. Upon completion of the practicum, students will be prepared for postsecondary study in engineering and technology fields.
Note: Mastery of the following standards should be attained while completing an engineering design project in a practicum setting. Students are expected to use engineering notebooks to document procedures, design ideas, and other notes for the project throughout the course. The project should follow the engineering design process learned in previous courses. Credit 1 - Prerequisite(s) Engineering Design II or Robotics & Automated Systems - Grade Level 12
STEM Education
614400000 STEM I: Foundation is a course in the STEM cluster for students interested in learning more about careers in science, technology, engineering and mathematics. This course covers basic skills required for STEM fields of study. Upon completion of this course, proficient students are able to identify and explain the steps in both the engineering design and the scientific inquiry processes. They conduct research to develop meaningful questions, define simple problem scenarios and scientific investigations, develop fundamental design solutions, conduct basic mathematical modeling and data analysis, and effectively communicate solutions and scientific explanations to others.
Note: For clarity, some standards include example applications to science, technology, engineering, and mathematics. Teachers are encouraged to align instruction to one or more of these areas, depending on area of expertise and student interest. Credit 1 - Prerequisite(s) none - Grade Level 9
614500000 STEM II: Applications is a project-based learning experience for students who wish to further explore the dynamic range of STEM fields introduced in STEM I: Foundation. Building on the content and critical thinking frameworks of STEM I, this course asks students to apply the scientific inquiry and engineering design processes to a course-long project selected by the instructor with the help of student input. Instructors design a project in one of two broad pathways (traditional sciences or engineering) that reflects the interest of the class as a whole; the students then apply the steps of the scientific inquiry or the engineering design process throughout the course to ask questions, test hypotheses, model solutions, and communicate results. In some cases, instructors may be able to design hybrid projects that employ elements of both the scientific inquiry and the engineering design process. Upon completion of this course, proficient students will have a thorough understanding of how scientists and engineers research problems and methodically apply STEM knowledge and skills; and they will be able to present and defend a scientific explanation and/or an engineering design solution to comprehensive STEM-related scenarios. Note: Standards in this course are presented sequentially according to the traditional steps followed in the scientific inquiry or engineering design process. While instructors may tailor the order of course standards to their specifications, it is highly recommended that they maintain fidelity to the overall process. In addition, instructors opting for either the Science Path or the Engineering Path do not have to teach to both sets of standards; they are presented in parallel fashion here for ease of comparison, should teachers wish to combine elements of each. Credit 1 - Prerequisite(s) STEM I: Foundation; Algebra I; and Physical Science or Biology -Grade Level 10
614600000 STEM III: STEM in Context is an applied course in the STEM career cluster which allows students to work in groups to solve a problem or answer a scientific question drawn from real- world scenarios within their schools or communities. This course builds on STEM I: Foundation and STEM II: Applications by applying scientific and engineering knowledge and skills to a team project. Upon completion of this course, proficient students will be able to effectively use skills such as project management, team communication, leadership, and decision making. They will also be able to effectively transfer the teamwork skills from the classroom to a work setting.
Note: Mastery of the following standards should be attained while completing a STEM project that follows the scientific inquiry or engineering design process. This course prepares students for the STEM
IV: STEM Practicum course. Credit 1 - Prerequisite(s) STEM II: Applications, Biology and Chemistry (3221) - Grade Level 11
614700000 STEM IV: STEM Practicum is a capstone course intended to provide students with the opportunity to apply the skills and knowledge learned in previous STEM Education courses within a professional, working environment. In addition to developing an understanding of the professional and ethical issues encountered by STEM professionals in the workplace, students learn to refine their skills in problem solving, research, communication, data analysis, teamwork, and project management. The course is highly customizable to meet local system needs: instruction may be delivered through school laboratory training or through work-based learning arrangements such as internships, cooperative education, service learning, mentoring, and job shadowing. Upon completion of this course, proficient students will be prepared for postsecondary study in a STEM field. Note: Mastery of the following standards should be attained while completing a STEM project in a practicum setting. The project should follow the scientific inquiry or engineering design process learned in previous courses. Credit 1
- Prerequisite(s) STEM III: STEM in Context - Grade Level 12
Project Lead the Way
605400000 Introduction to Engineering (PLTW) Students dig deep into the engineering design process, applying math, science, and engineering standards to hands-on projects. They work both individually and in teams to design solutions to a variety of problems using 3D modeling software, and use an engineering notebook to document their work. Credit 1 - Prerequisite(s) none - Grade Level 9
605200000 Principles of Engineering (PLTW) Through problems that engage and challenge, students explore a broad range of engineering topics, including mechanisms, the strength of structures and materials, and automation. Students develop skills in problem solving, research, and design while learning strategies for design process documentation, collaboration, and presentation. Credit 1 - Prerequisite(s) Introduction to Project Lead the Way - Grade Level 10
605600000 Civil Engineering & Architecture (PLTE) Students learn important aspects of building and site design and development. They apply math, science, and standard engineering practices to design both residential and commercial projects and document their work using 3D architecture design software. Credit 1 - Prerequisite(s) Principles of Engineering - Grade Level 11
605900000 Engineering Design and Development (PLTW) The knowledge and skills students acquire throughout PLTW Engineering come together in EDD as they identify an issue and then research, design, and test a solution, ultimately presenting their solution to a panel of engineers. Students apply the professional skills they have developed to document a design process to standards, completing EDD ready to take on any post-secondary program or career. Credit 1 - Prerequisite(s) none
- Grade Level 9
TRANSPORTATION, DISTRIBUTION, & LOGISTICS
Automotive Maintenance and Light Repair
587900000 The Maintenance and Light Repair I (MLR I) course prepares students for entry into Maintenance and Light Repair II. Students explore career opportunities and requirements of a professional service technician. Content emphasizes beginning transportation service skills and workplace success skills. Students study safety, tools, equipment, shop operations, basic engine
fundamentals, and basic technician skills. Upon completing all of the Maintenance and Light Repair courses, students may enter automotive service industry as an ASE Certified MLR Technician. Hours earned in the Maintenance and Light Repair courses may be used toward meeting National Automotive Technicians Education Foundation (NATEF) standards and Tennessee Department of Education standards. NATEF requires that 95% of the P-1 tasks, 80% of the P-2 tasks, and 50% of the P-3 tasks will be accomplished. These tasks are notated in these standards. Credit 1 - Prerequisite(s) none - Grade Level 9
588000000 The Maintenance and Light Repair II (MLR II) course prepares students for entry into Maintenance and Light Repair III. Students study automotive general electrical systems, starting and charging systems, batteries, lighting, and electrical accessories. Upon completing all of the Maintenance and Light Repair courses, students may enter automotive service industry as an ASE Certified MLR Technician. Hours earned in the Maintenance and Light Repair courses may be used toward meeting National Automotive Technicians Education Foundation (NATEF) standards and Tennessee Department of Education standards. NATEF requires that 95% of the P-1 tasks, 80% of the P-2 tasks, and 50% of the P-3 tasks will be accomplished. These tasks are notated in these standards. Credit 1 - Prerequisite(s) The Maintenance and Light Repair I (MLR I) - Grade Level 10
588100000 The Maintenance and Light Repair III (MLR III) course prepares students for entry into Maintenance and Light Repair IV. Students study and service suspension and steering systems and brake systems. Upon completing all of the Maintenance and Light Repair courses, students may enter automotive service industry as an ASE Certified MLR Technician. Hours earned in the Maintenance and Light Repair courses may be used toward meeting National Automotive Technicians Education Foundation (NATEF) standards and Tennessee Department of Education standards. NATEF requires that 95% of the P-1 tasks, 80% of the P-2 tasks, and 50% of the P-3 tasks will be accomplished. These tasks are notated in these standards. Credit 2 - Prerequisite(s) The Maintenance and Light Repair II - Grade Level 11
588200000 The Maintenance and Light Repair IV (MLR IV) course prepares students for entry into the automotive workforce or into post secondary training. Students study and service automotive HVAC systems, engine performance systems, automatic and manual transmission/transaxle systems, and practice workplace soft skills. Upon completing all of the Maintenance and Light Repair courses, students may enter automotive service industry as an ASE Certified MLR Technician. Hours earned in the Maintenance and Light Repair courses may be used toward meeting National Automotive Technicians Education Foundation (NATEF) standards and Tennessee Department of Education standards. NATEF requires that 95% of the P-1 tasks, 80% of the P-2 tasks, and 50% of the P-3 tasks will be accomplished. These tasks are notated in these standards. Credit 2 - Prerequisite(s) The Maintenance and Light Repair III - Grade Level 12
Automotive Collision Repair
617200000 Introduction to Collision Repair is a foundational course in the Automotive Collision Repair program of study for students interested in learning more about automotive collision repair technician careers. Upon completion of this course, proficient students will be able to identify and explain the basic steps in the collision repair process, emphasizing the tools, equipment, and materials used. They will be able to describe the major parts of an automobile body and safely perform basic procedures in preparing automotive panels for repair, applying body filling, and preparing surfaces for painting. Standards in this course include career investigation of the opportunities in automotive collision repair as well as an overview of the history of automobile design and construction. Standards
inthis course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and to the National Automotive Technicians Education Foundation (NATEF) standards, a national framework of industry-benchmarked standards.* Students completing the Automotive Collision Repair program of study will be eligible to take the examination for Automotive Student Excellence (ASE) Student Certification in Collision Repair. Some tasks are assigned a "High Priority (HP)" designation. NATEF accredited programs must include at least 95% of the HP-I (Individual) tasks and 90% of the HP-G (Group) tasks in the curriculum. Credit 1 - Prerequisite(s) none - Grade Level 9 - 10
606200000 Collision Repair: Non-Structural is for students who wish to obtain in-depth knowledge and skills in repair procedures for non-structural repairs in preparation for postsecondary training and careers as collision repair technicians. Upon completion of this course, proficient students will be able to analyze non-structural collision damage and write and revise repair plans. Students will read and interpret technical texts to determine, understand, and safely perform appropriate repair techniques and procedures. Standards in this course include preparing vehicles for repair, removing and replacing panels and body components, metal finishing, body filling, removing and replacing moveable glass and hardware, metal welding and cutting, and repair of plastics. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and to the National Automotive Technicians Education Foundation (NATEF) standards, a national framework of industry-benchmarked standards.* Students completing the Automotive Collision Repair program of study will be eligible to take the examination for Automotive Student Excellence (ASE) Student Certification in Collision Repair. Students completing this course will be eligible to take the examination for ASE Professional Certification in Non-Structural Analysis and Damage Repair (B3). Some tasks are assigned a "High Priority (HP)" designation. NATEF accredited programs must include at least 95% of the HP-I (Individual) tasks and 90% of the HP-G (Group) tasks in the curriculum. - Credit 1-3 - Prerequisite(s) Introduction to Collision Repair - Grade Level 10 – 12
If all standards in the course are covered, the course is recommended for three credits. If one or two credits are offered the following options are recommended. Teacher of record must make this determination.
606300000 Collision Repair: Painting & Refinishing is for students who wish to obtain in- depth knowledge and skills in automotive painting and refinishing procedures in preparation for postsecondary training and careers as collision repair technicians. Upon completion of this course, proficient students will be able to develop, document, and implement refinishing plans for given vehicles. Students will read and interpret technical texts to determine, understand, and safely perform appropriate repair techniques and procedures. Standards in this course include surface preparation; spray gun and related equipment operation, paint mixing, matching, and applying; diagnosis and correction of paint defects; and final detailing. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, and to the National Automotive Technicians Education Foundation (NATEF) standards, a national framework of industry- benchmarked standards.* Students completing the Automotive Collision Repair program of study will be eligible to take the examination for Automotive Student Excellence (ASE) Student Certification in Collision Repair Students completing this course will be eligible to take the examination for ASE Professional Certification in Painting & Refinishing (B2). Some tasks are assigned a "High Priority (HP)" designation. NATEF accredited programs must include at least 95% of the HP-I (Individual) tasks and 90% of the HP-G (Group) tasks in the curriculum. Credit 1-3 - Prerequisite(s) Introduction to Collision Repair - Grade Level 10 – 12
If all standards in the course are covered, the course is recommended for three credits. If one or two credits are offered the following options are recommended
is the capstone course in the Automotive Collision Repair program of study. It is intended to prepare students for careers in the automotive repair industry. Upon completion of this course, a proficient student proficient will be able to assess collision damage, estimate repair costs, and work with vehicle owners in a professional setting. Utilizing problem-solving strategies and resources developed in this course, including original equipment manufacturer (OEM) manuals, electronic data, and photo analysis of damaged vehicles, students will be prepared to generate work orders in a variety of collision damage situations. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and to the National Automotive Technicians Education Foundation (NATEF) standards, a national framework of industry-benchmarked standards. Students completing the Automotive Collision Repair program of study will be eligible to take the examination for Automotive Student Excellence (ASE) Student Certification in Collision. Some tasks are assigned a "High Priority (HP)" designation. Accredited programs must include at least 95% of the HP-I (Individual) tasks and 90% of the HP-G (Group) tasks in the curriculum. Credit 1 - Grade Level 12 - Prerequisite(s) Collision Repair: Non - Sructural and/or Collision Repair: Painting & Refinishing (6063)
Distribution and Logistics
606900000 Foundations of Distribution & Logistics exposes students to careers and businesses involved in the planning, management, and movement of people, materials, and products by road, air, rail, and water. As an introduction to this important and globally evolving field, this course covers the basic principles of logistics, reviews the history and development of distribution networks, and examines how they function within the dynamics of the supply chain. Upon completion of this course, proficient students will explore career options; demonstrate an understanding of the historical, current, and future significance of the distribution and logistics industries; and plan for the effective and efficient flow of goods and services. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics Credit 1 - Prerequisite(s) Foundations of Distribution & Logistics - Grade Level 10 – 11
614900000 Collision Repair: Damage Analysis, Estimating, and Customer Service
607200000 Distribution & Logistics I prepares students for entry into the warehouse and distribution career field. Course content emphasizes a deep understanding of the dynamics of distribution and logistics operations, the warehousing skills needed for the tracking and managing of inventory, and the problem- solving skills used by logisticians in today’s complex business environments. Upon completion of this course, a proficient student will have a thorough understanding of safety, tools, equipment, operations, processes, customer fulfillment, product lifecycle, future trends, and regulatory issues in the industry. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit 1 - Prerequisite(s) Foundation of Distribution and Logistics - Grade Level 10
– 11
602400000 Distribution & Logistics II: Management prepares students for a capstone learning experience in logistics, planning, and management systems. A range of business tasks will be undertaken to support the operation of supply chain processes including coordinating and controlling the order cycle and associated information systems. Through exposure to crucial business activities such as project management, analyzing logistical problems, and producing new solutions, students will acquire
advanced skills related to business professionalism, ethics, policies, and communication. Upon completion of this course, a proficient student will be prepared for further education and careers in the distribution and logistics industry. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects and Tennessee State Standards in Mathematics. Credit 1 - Prerequisite(s) Distribution & Logistics I - Grade Level 11 - 12
610500000 Work-based Learning (WBL) is a proactive approach to bridging the gap between high school and high-demand, high-skill careers in Tennessee. Students build on classroom-based instruction to develop employability skills that prepare them for success in postsecondary education and future careers. Through experiences like internships, apprenticeships, and paid work experience, juniors and seniors (16 years or older) may earn high school credit for capstone WBL experiences. WBL Coordinators are educators who are trained and certified by the state to coordinate these WBL experiences for students. Credit Students can earn up to 2 credits during their Junior year and an additional 2 their senior year. - Grade Level 11 & 12 - Prerequisite(s) Collision Repair: Completion of 2 credits in a sequenced program of study.
APPENDIX
TENNESSEE STATE BOARD OF EDUCATION
Adopted: 01/17/1993 Page 1 of 10 Revised: 10/31/2014
High School Policy Update
ELEMENTS OF SCHOOL-WIDE REFORM
The following policy will be effective beginning with the ninth grade class entering high school during the 2009-2010 school year.
1. READY CORE
All students will have access to a rigorous curriculum that includes challenging subject matter, emphasizes depth rather than breadth of coverage, emphasizes critical thinking and problem solving, and promotes responsible citizenship and lifelong learning. The curriculum will be tied to the vision of the high school graduate and to the Tennessee Curriculum Standards. Teachers, parents, and students will hold high expectations for all. Schools will communicate high expectations to students, parents, business and industry, and the community.
Policy Implications:
All students will meet the following READY CORE requirements: English 4 units
Mathematics 4 units
Science 3 units Social Studies 3 units
Health, Physical Fitness and Wellness 1.5 units Personal Finance 0.5 units
The core curriculum and additional courses required for postsecondary/workforce training readiness will be tied to the vision of the high school graduate and to the Tennessee Curriculum Standards.
To earn a regular high school diploma, students must earn the prescribed 22 credit minimum and have a satisfactory record of attendance and discipline. Schools will minimize tracking of students by ability, eliminate core classes taught below the college preparation level, and provide all students a challenging course of study.
Students with disabilities will be included in regular classes to the degree possible and with appropriate support and accommodations. To earn a regular high school diploma, students with disabilities must earn the prescribed 22 credit minimum. Students failing to earn a yearly grade of 70 in a course that has an end-of-course test and whose disability adversely affects performance in that test will be allowed, through an approved process, to add to their end-of-course assessment scores by demonstrating the state identified core knowledge and skills contained within that course through an alternative performance-based assessment. The necessity for an alternative performance-based assessment must be determined through the student's individualized education plan (IEP). The alternative performance-based assessment will be evaluated using a state approved rubric.
A special education diploma may be awarded at the end of their fourth year of high school to students with disabilities who have (1) not met the requirements for a high school diploma,
(2) have satisfactorily completed an individualized education program, and (3) have
satisfactory records of attendance and conduct. Students who obtain the special education diploma may continue to work toward the high school diploma through the end of the school year in which they turn twenty-two years old.
Students are required to complete four units of mathematics including Algebra I and II, Geometry or the equivalent, and another mathematics course beyond Algebra I. Students must be enrolled in a mathematics course each school year. The Bridge Math course is designed for students who have not scored 19 or higher on the ACT mathematics subtest or a 460 on the SAT mathematics subtest by the beginning of the senior year.
Students with qualifying disabilities in math as documented in the individualized education program shall be required to achieve at least Algebra I and Geometry (or the equivalent). The required number of credits in math will be achieved through strategies such as, but not limited to, increased time, appropriate methodologies, and accommodations as determined by the IEP team.
In order to meet the demand for mathematics teachers, Algebra I and any math course in grades 6-8 may be taught by a licensed teacher with the appropriate 7- 12 math endorsement OR by a teacher with a professional license pursuant to State Board Rule 0520-02-04-.01(1)(c), an endorsement to teach through at least grade 8, a passing score on the middle school math PRAXIS, and a) successful completion of a state-approved training, b) a passing score on a supplemental test in the content area approved for this purpose by the department, or c) a one year, two year, or three year TVAAS score of Level 5 in Algebra I in the 2011-12, 2012- 13, or 2013-14 school years. All courses above Algebra I including Core Math II must be taught by a teacher in endorsed in mathematics 7-12.
Students must complete Biology, Chemistry or Physics, and a third lab science. Students with qualifying disabilities in reading and/or math as documented in the individualized education program shall be required to achieve at least Biology I and two other lab science credits. The required number of credits in science will be achieved through strategies such as, but not limited to, increased time, appropriate methodologies, and accommodations as determined by the IEP team.
The social studies curriculum will be consistent with national goals and with admissions requirements of Tennessee public institutions of higher education; will include the study of United States History, World History/World Geography, Economics and Government; and will incorporate a global perspective.
Students must complete ½ credit in Personal Finance.
The health, physical fitness and wellness curriculum will integrate concepts from each of these areas and may be taught by a team of teachers from one or more teaching areas, including health, physical education, family and nutrition sciences, and health sciences education. Participation in marching band and interscholastic athletics may not be substituted for this aspect of the core curriculum. Credit earned in two years of JROTC may be substituted provided the local system has complied with requirements of the State Board of Education.
Students are required to complete an additional ½ credit in Physical Education. This requirement may be met by substituting a documented and equivalent time of physical activity in marching band, JROTC, cheerleading, interscholastic
Adopted: 01/17/1993 Page 2 of 10
Revised: 10/31/2014
High School Policy Update
athletics, school sponsored intramural athletics, and other areas approved by the local board of education.
l. Computer education is not specifically listed in the READY CORE curriculum. However, TCA 49-6-1010 requires every candidate for graduation to have received a full year of computer education at some time during the candidate’s educational career.
ONE PATH
All students will pursue a focused program of study preparing them for postsecondary study. While all students may not enter postsecondary training immediately following high school, they must be prepared for lifelong learning.
Policy Implications:
ï Students will complete an elective focus of no less than three credits. The elective focus may be CTE, science and math, humanities, fine arts, AP/IB, or other areas approved by the local board of education. Students completing a CTE elective focus must complete three units in the same CTE program area or state-approved program of study. Students completing a CTE elective focus in Trade & Industrial Education must complete three credits from one of the eight state- approved focus areas. (The eight focus areas are identified in Board Policy 3.208, #19. Trade and Industrial Education.)
Schools should make every effort to ensure that all students complete a state or locally approved elective focus, however schools may waive the elective focus requirement for those students who transfer during the junior or senior year to a Tennessee high school from a school in another state, if the completion of the elective focus would prevent or delay graduation.
Students who begin an elective focus in a Tennessee high school and transfer during the junior or senior year to another Tennessee high school may, with the permission of the Director of Schools, have the elective focus requirement waived if the receiving school does not offer the same elective focus area and is unable to offer related coursework to complete a state or locally approved focus area, or if the completion of the elective focus would prevent or delay graduation.
ï Local boards of education are encouraged to consider requirements for students to complete a capstone experience such as, but not limited to:
ï senior project
ï Virtual Enterprise
ï internship
ï externship
ï work-based learning
ï service learning (minimum of 40 hours)
ï community service (minimum of 40 hours)
ï Students will complete two units of the same foreign language and one unit of fine arts except in limited circumstances (students not planning to attend the
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university), schools may waive the two units of foreign language and one unit of fine arts to expand and enhance their elective focus.
Students will be required to complete a total of 22 units, including electives. Since most high schools offer the opportunity to take at least 6 units each year, for a total of 24 units, students will actually have an opportunity to take a considerable number of electives. Students who attend high schools using block scheduling have the opportunity to take a total of 32 units.
Graduation with Honors, State Honors, and State Distinction
ï S
chool systems may design student recognition programs that allow students to graduate with honors if they have met the graduation requirements and have obtained an overall grade point average of at least a 3.0 or higher on a 4.0 scale. School systems may set a higher GPA at their discretion. School systems may specify additional requirements, such as requiring students to demonstrate performance of distinction in one (1) or more areas.
ï Students who score at or above all the subject area readiness benchmarks on the ACT or equivalent score on the SAT will graduate with state honors.
Each local school board shall develop a policy prescribing how students graduating with “state honors” will be noted and recognized.
ï Students will be recognized as graduating with “state distinction” by attaining a B or better average and completing one of the following:
ï earn a nationally recognized industry certification
ï participate in at least one (1) of the Governor’s Schools
ï participate in one (1) of the state’s ALL State musical organizations
ï be selected as a National Merit Finalist or Semi-Finalist
ï attain a score of thirty one (31) or higher composite score on the ACT
ï attain a score of three (3) or higher on at least two advanced placement exams
ï successfully complete the International Baccalaureate Diploma Programme
ï earn twelve (12) or more semester hours of transcripted postsecondary credit
Each local school board shall develop a policy prescribing how students graduating with “state distinction” will be noted and recognized.
A FOCUSED PLAN OF STUDY
Adopted: 01/17/1993 Page 4 of 10 Revised: 10/31/2014
High School Policy Update
Prior to the 9th grade, all students will develop an initial four-year plan of focused and purposeful high school study. The plan will be reviewed annually and will connect the student's academic and career goals to school.
Policy Implications:
When the student is in the eighth grade, the student, parent/guardian(s), and faculty advisor or guidance counselor will jointly prepare an initial four-year plan of focused, purposeful high school study.
By the end of tenth grade, the student, parent/guardian(s) and school will focus the plan to ensure the completion of the program of study and a smooth transition to postsecondary study and work. An integral aspect of the planning process is the assumption that the student will be involved in some form of postsecondary education/training. The plan should contain information about career options and long-term goals supported by the plan through the courses to be taken in the eleventh and twelfth grades as well as courses to be taken at the postsecondary level.
The plan of study will be reviewed annually by the student and faculty advisor or guidance counselor, and revised based on changes in the student's interests and career goals. Results of various types of assessments will also be used in adjusting the plan of study.
High school and middle grades faculty will collaborate in planning curriculum and the transition between middle grades and high school.
ACTIVE LEARNING
Schools will design curriculum and implement instruction in ways that invite students to participate in their own learning. In this teaching and learning environment the teacher serves as facilitator. In both academic and technical courses, teachers will emphasize active learning strategies such as cooperative learning, peer tutoring, technology, and the application of knowledge to real life situations. Students will focus on fewer topics within courses but will engage them in greater depth.
Policy Implications:
Academic and technical faculty will work together to facilitate the sharing of ideas and the use of active learning strategies.
Applied academic courses, which use hands-on strategies, will be implemented in high schools statewide. Appropriate labs and staff development will be provided.
Calculators will be provided for use in all mathematics courses.
Technology will be used to access information, solve real life problems, and improve instruction.
Schools will regularly inform parents regarding expectations of the school and new modes of learning
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WORK-BASED LEARNING FRAMEWORK
Students will have access to a system of structured work-based learning (WBL) experiences that allows them to apply classroom theories to practical problems and to explore career options. The following Work-Based Learning Framework will govern all WBL experiences. The Department of Education will provide school systems with a Work- Based Learning Policy Guide and Work-Based Learning Implementation Guide consistent with this framework to address training requirements, program expectations, and legal requirements.
Policy Implications:
Structure of the Program. Structured WBL experiences may be paid or unpaid, may occur in public, private, or non-profit organizations or on-site at the school; they may occur during or outside of school hours and may result in the attainment of academic credit when WBL course standards are met. In all instances, all federal and state labor laws shall be observed.
Coordination of the Program. A Work-Based Learning Coordinator, in conjunction with a team of supervising teachers as outlined by the Work-Based Learning Policy Guide and the Work-Based Learning Implementation Guide, will be responsible for (a) the recruitment of appropriate work sites, (b) coordination of ongoing communications with workplace mentors, (c) facilitation of instruction that meets the WBL Framework requirements and WBL course standards where applicable, and (d) all required documentation related to student work, safety training, and job placements as outlined by the Work-Based Learning Policy Guide and the Work-Based Implementation Guide.
Supervision of Students. A designated workplace mentor will supervise each student. Regular monitoring will be provided by a dedicated supervising teacher or the WBL Coordinator to ensure WBL Framework requirements are met as outlined in the Work-Based Learning Policy Guide and the Work-Based Learning Implementation Guide.
Development of Personalized Learning Plans. A personalized learning plan will be created for each student and will address applicable employability skills, including, but not limited to,
(a) the application of academic and technical knowledge and skills, (b) career knowledge and navigation skills, (c) 21st Century learning and innovation skills, and (d) personal and social skills. The personalized learning plan will also include safety trainings appropriate to the WBL experience as covered by the supervising teacher, the workplace mentor, or both, and as outlined in the Work- Based Learning Policy Guide and the Work-Based Learning Implementation Guide.
Student Assessment Using Multiple Measures. Students must exhibit work readiness knowledge, attitudes, and skills as determined by the supervising teacher and workplace mentor and consistent with the Work-Based Learning Policy Guide and the Work-Based Learning Implementation Guide before beginning a WBL experience. During the experience, students will practice the employability skills identified in their personalized learning plan. Students will demonstrate their knowledge and skill attainment through the development of artifacts and/or portfolios that may include, but are not limited to: work products,
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evaluations, original research, reflections, and presentations as outlined in the Work-Based Learning Policy Guide and Work-Based Learning Implementation Guide.
f. Evaluation of Program Quality. Local boards of education will adopt a process for evaluation and assessment to ensure WBL experiences are of high quality for the student. Recommended evaluation tools are provided in the Work-Based Learning Implementation Guide.
INTEGRATED CURRICULUM
Schools will strive to integrate the curriculum, especially during the ninth and tenth grades. Teachers are encouraged to integrate the curriculum both within a subject and across subjects. Teachers are encouraged to work in teams to plan and deliver instruction.
Policy Implications:
1. Schools are encouraged to integrate curriculum within subject areas. Examples are:
an integrated math curriculum consistent with national standards
an integrated science curriculum consistent with national standards
2. Schools are encouraged to integrate curriculum across subject areas. Examples are:
1. a program for 9th graders taught by a team consisting of teachers of English, math, science, social studies, and a technical subject.
an integrated American history and English block
a math, science, and technology block.
7. EXTRA SUPPORT TO MEET STUDENT NEEDS
Teachers work together in teams to personalize learning, and students assume more responsibility for their own learning. Extra help and extra time will be provided for students needing such accommodations, and all students will be held to the same high standards.
Policy Implications:
Schools will seek ways to personalize the high school experience, including the extension of middle school concepts and practices to the high school. Teachers working in teams, for example, will have the opportunity to get to know students better and meet their needs more appropriately.
Students entering 9th grade unprepared for rigorous high school work and/or students who are anticipated to experience difficulty in passing the state end of course assessments will be given extra help and extra time so that they can perform at grade level. Students will be identified through the EXPLORE or
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ReadiStep tests as well as other appropriate assessments. Schools are encouraged to experiment with ways to accomplish this including but not limited to:
high school readiness programs during the summer prior to 9th grade
extended time to master challenging courses, with elective credit given for the
additional units
tutoring by teachers, peers or community volunteers during school, before and after school, and on weekends.
an accelerated program to bring 9th grade students up to grade level
computer assisted programs
c. The state will encourage and assist schools in developing innovative methods to provide extra help and extra time for students requiring it. A combination of federal, state, and local resources will be used for this purpose.
ASSESSMENT OF LEARNING
Assessment will reflect the concept of teaching and learning as collaboration between teachers and students. Assessment will be an integral part of instruction. In addition to paper and pencil examination, assessment may include portfolios of student's work, performances, and demonstrations, as well as online assessments. Schools are encouraged to develop graduation requirements that include demonstrations of competency.
Policy Implications:
State and local assessments will measure higher order learning and accumulated complex accomplishments rather than testing samples of discrete skills.
In accordance with T.C.A. §49-6-6001 “(E)very public school student shall take a series of three (3) examinations, one (1) administered at grade eight (8), one (1) administered at grade ten (10), and one (1) at grade eleven (11). These assessments shall be approved by the commissioner of education and provide educators diagnostic information to assist in developing interventions for the purpose of increasing high school graduation rates and improving student preparation for postsecondary achievement.”
Schools will develop interventions for students who are not performing to the level needed to be on track to reach readiness benchmarks. The intervention plans for students who have not progressed sufficiently will be adjusted to better assist students to reach readiness benchmark scores.
Schools will develop and use multiple means of student assessment. Schools are encouraged to use portfolios of student work, interdisciplinary projects and other demonstrations to document student progress throughout the four-year high school program. Multiple assessments could be embedded in regular courses.
Writing will be a part of local school assessment in all subject areas; teachers will be trained in holistic scoring. All eleventh grade students will participate in the state writing assessment.
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ï End-of-course examinations will be given in English I, English II, English III, Algebra I, Geometry, Algebra II, U.S. History, Biology I, Chemistry and Physics. Further, the results of these examinations will be factored into the student’s grade at a percentage determined by the State Board of Education in accordance with T.C.A. §49-1-302 (2).
ï The end-of-course test grade will count 20% of the second semester grade for the 2009/2010 and the 2010/2011 school years and 25% of the second semester grade in subsequent school years.
ï Students will not be required to pass any one examination, but instead students must achieve a passing score for the course in accordance with the State Board of Education’s uniform grading policy.
ï Students successfully completing college courses may, by RULE 0520- 01-03-.06(b), substitute earned college credits for high school credits.
ï Only students who are enrolled in a course with an associated end-of-course examination shall take the end- of-course examination. Students enrolled in a substituting course without an end-of-course examination explicitly tied to the state board of education approved curriculum content standards of that course shall not take an end-of- course examination. This exemption applies to all substituting courses, including, but not limited to Advanced Placement, International Baccalaureate, dual enrollment, and dual credit courses.
SCHOOL-WIDE IMPROVEMENT
Each high school will develop a shared mission and vision, school-wide goals, and a school improvement plan that is based on a needs assessment framed around the High School Policy’s Elements of School-Wide Reform. The entire school staff will work together with parents and community members to develop an improvement plan that reflects the goals of the school, focuses on the Tennessee Curriculum Standards, links to system wide goals in the local school board’s five-year strategic plan, and moves the school toward total implementation of the Elements of School-Wide Reform. In working for continuous improvement, the school will collect and use student assessment information, program evaluation information and other appropriate data.
Policy Implications:
When the mean of the teacher-assigned grades and the mean of the end-of- course assessment results are significantly different as determined by State Board of Education policy, the school must develop and implement strategies in the School Improvement Plan to ameliorate such differences. Until such time that the State Department of Education recommends, based upon an appropriate statistical analysis, and the State Board of Education approves an acceptable measure of disparity, schools and school systems should consider differences between 10 to 15 or more points to be too large and develop and implement strategies through the School Improvement Plan to ameliorate such differences.
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In developing school-wide goals and a school-wide improvement plan, schools are
encouraged to draw upon the ideas of SREB's High Schools That Work, the Coalition of Essential Schools principles, the Paideia concept, the Model Schools Network, and other ideas appropriate for a particular school. Schools are encouraged to network with other schools to share ideas and exemplary
programs.
Schools and school systems are encouraged to consider the optimal size of high schools. To support student affiliation and academic achievement, high schools should consider organizing themselves into smaller units, such as schools within schools, career academies, and small learning communities.
For the continuous improvement of schools, the schools will collect and use student assessment information, such as diagnostic tests and portfolios of student work, and program evaluation information regarding student advisement, courses taken, postsecondary enrollment, and job placement.
To optimize student learning and teacher planning, schools are encouraged to consider alternative ways for organizing the school day. The number of class periods during the day, variations of the length of class periods, blocking interdisciplinary classes, and rotating schedules are among the options available.
PROFESSIONAL DEVELOPMENT
The school will be a learning community, with administrators, faculty, and students engaged in continuous learning. The faculty will have adequate support for professional development and time to work together to improve teaching and learning.
Policy Implications:
ï To implement this policy, the faculty must have time to work together and adequate support for professional development.
ï Professional development will be school and student focused, with needs defined at the school level and addressed in the school improvement plan. While the principal is responsible to ensure that professional development occurs, it will be planned and implemented collaboratively with the faculty.
ï In providing professional development, schools may draw upon a variety of resources. State and local BEP funds and federal funds are available; state career ladder extended contract resources may be used for professional development when tied to assessment of student needs; and technical assistance can be made available by local businesses and industries.
Schools will provide mentors to all beginning faculty members. Schools should:
provide a planned program of induction that extends through the early years of teaching
institutionalize evidence-based induction and practice
practice collaboration, communication, and collegiality
encourage self-reflection
develop and maintain partnerships with higher education
