MIDDLE SCHOOL REGISTRATION

GUILFORD COUNTY SCHOOLS

MIDDLE SCHOOL

REGISTRATION

Introduction ...3 General Information ...3 Registration Toolbox ...3 Middle School Magnet Programs .... 4-11 Grading Scale ...12 Promotion Standards ...12 Attendance ...12 Testing ...13-14 NAEP ...15 Distance Learning ...15 Academically Gifted Program ...16-17 College Tech Prep ...18 cfnc.org / Future 4 Kids ...19 Course Information ...20-27 Math Sequence Options Charts ....22-25 Science, Social Studies ...26-27 Athletic Requirements ...27 Course Descriptions

Grade 6 ...28-30 Grade 7 ...31-33 Grade 8 ...34-37 Course Description for Electives Arts Education ...38-40 Sixth Grade Explorations ...41 Career and Technical Education...41-42 World Language ...43-47 Transitioning to High School ...48-49 Graduation Requirements Chart ....50-51 Graduation Requirements ...52 Grading System ...53 Attendance Policy ...53-58 Withdrawal from an EOC Course ...59

Table of Contents

Dear Students,

We are now in a 21st century world where competition for jobs and academic opportunities is at its highest, but at Guilford County Schools, we are dedicated to help you succeed in this highly competitive world. Our varied middle school course offerings can help expand your skill sets and provide you with specialized abilities that can set you apart from the crowd. However, it will also take your own dedication to your education and future. From science to mathematics, business to technology and arts to world languages, I am confi dent that you will fi nd course offerings that peak your interest and prepare you for your future beyond GCS. Please talk to your parents, counselors and teachers about your courses to make sure you are on the best educational track that works for you. In this ever-changing world, I encourage you to take advantage of the district’s unique academic opportunities, and challenge yourself to rigorous coursework. I am confi dent that you will continue to have a successful education in GCS.

Sincerely,

Maurice “Mo” Green Superintendent

Introduction

The Guilford County Board of Education is committed to developing middle schools that are of the highest quality. Our middle schools provide clear evidence of how schools can be developmentally responsive to the needs of adolescents, as well as provide a sound, rigorous program.

Outstanding middle schools typically exhibit the following characteristics or components:

• Team organization

• Teacher advisory

• A focus on the core curriculum

• A variety of electives

• An emphasis upon career exploration

• An emphasis upon technology

All of these components are evident in GCS middle schools.

The middle school years are crucial. Students are moving at varying rates through intellectual, physical, social and emotional changes. Success requires attention to students’ individual and collective needs; middle schools in GCS address these needs.

The Guilford County Board of Education has approved for individual middle schools to modify course offerings to best meet the needs of their students. This means that not all courses will be offered at each GCS middle school. These decisions will be made following the receipt of student registration information by the Middle School Leadership Teams.

General Information

The middle school day includes core courses (communication skills, social studies, science, mathematics, and health and physical education) and elective courses (arts education, vocational education, and second languages). In addition, each student is assigned to an advisor/advisee group (AA) that meets daily.

• Sixth-grade students register for all core courses plus one additional year-long elective class.

• Seventh- and eighth- grade students register for all core courses plus four semesters of electives.

Intr

oduction • Gener

al Inf

or

ma

tion

The information provided in this book is current at the time of printing. It is recommended that you work closely with your school counselor during the registration period to be aware of any changes. For more information, please refer to the Registration Toolbox located on the Guilford County Schools website: http://www.gcsnc.com/information/reg_book.html

Middle School Magnet Programs

GCS is a national leader in providing specialized schools and instructional programs designed to meet the educational needs of a culturally diverse citizenship. The district offers parents and guardians a wide variety of choices for their student’s education—choices that build on or stimulate educational interests, foster academic achievement and support cultural and ethnic diversity. Students who are visual or performing artists, students who are interested in the sciences, and students who enjoy small learning environments can all fi nd a place designed just for them. The next few pages of this book outline the different schools and programs available to our students. For more information, speak with your school counselor or visit www.gcsnc.com/magnet.

The Academy at Lincoln

Themes/Programs: Global Studies, Performing and Visual Arts

Global Studies: Students who enroll in the Global Studies Program at The Academy at Lincoln build upon their elementary education at Brooks Global Studies Extended-Year Magnet School; attendance at Brooks is not a prerequisite for admission to the program. Comparable with curricula in other GCS middle schools, the Global Studies Magnet curriculum is woven into interdisciplinary units of study, with specifi c classes in international dance, international cuisine and Spanish. Both programs promote creativity, problem-solving, cultural diversity, and international awareness. The Global Studies Program at The Academy at Lincoln consists of the following classes: Introduction to Spanish 6th Grade

Spanish I A 7th Grade Spanish I B 8th Grade Spanish I 8th Grade

Wheel – 6th Grade (Global Studies and Performing Arts Courses – TBD)

Performing Arts: While The Academy at Lincoln maintains a rigorous academic program, overwhelmingly we believe that every student deserves the opportunity and freedom to excel in his/her own way. Inspired by past and current educational research on the nature of learning, The Academy at Lincoln Performing Arts program is designed to encourage, nurture and support students in using their personal interests, natural learning abilities, and individual learning styles. Additionally, core curriculum teachers weave the arts into their instruction to help students develop and reach their fullest intellectual, personal, creative and social potential. These methods challenge and engage students, helping them to build important study, critical thinking and decision-making skills while building self-confi dence and a lifelong love of the arts. The Performing and Visual Arts Program at The Academy at Lincoln consists of the following classes:

Mid

dle Sc

hool Ma

gnets / Options Pr

og

ra

m

Band 6th Grade Band 7th Grade Band 8th Grade

Chorus 6th Grade Chorus 7th Grade Chorus 8th Grade

Dance 6th Grade Dance 7th Grade Dance 8th Grade

Guitar 7th Grade Guitar 8th Grade Orchestra 6th Grade Orchestra 7th Grade Orchestra 8th Grade

Piano 6th Grade Piano 7th Grade Piano 8th Grade

Theater 6th Grade Theater 7th Grade Theater 8th Grade

Visual Arts 6th Grade Visual Arts 7th Grade Visual Arts 8th Grade Wheel – 6th Grade (Global Studies and Performing Arts Courses – TBD)

Aycock Middle School

Themes/Programs: Science and Technology, Spanish Immersion

Science and Technology: Aycock provides a specialized science and technology program including course topics such as geology, physics, forensic science, biotechnology, spread sheet, Web design and digital photography. The curriculum augments the North Carolina Standard Course of Study for Middle School with an emphasis on physical, earth, environmental and life sciences. The strong connection between technology and classroom practice further enhances the magnet theme. Students are actively engaged in investigating, discovering and applying concepts from all core areas to real-world issues through the lens of scientifi c thinking skills and with the support of current technology.

Spanish Immersion: The Spanish Immersion program at Aycock provides a partial language experience in a multicultural setting for pupils who want the advantage of profi ciency in a second language. In this program, students learn science, social studies and reading (Spanish Literature) in Spanish. Students are required to have attended the Spanish Immersion Program at Jones Elementary prior to entering Aycock Middle or demonstrate profi ciency in reading, writing and speaking in Spanish. Benefi ts of bilingualism include increased language and vocabulary development, expanded understanding of language differences and enhanced opportunities in a growing bilingual workforce.

Brown Summit Middle School

Theme/Program: Center for Advanced Academics

Brown Summit Middle School is a dedicated magnet school that has a capacity of 246 students (82 at each grade level). The advanced academics theme of the school is infused throughout the students’ instructional day. The curriculum is rigorous and intended to foster a student centered approach resulting in independence, understanding and self evaluation. Every student receives Latin during all three years of middle school which prepares them for PSAT/SAT success. Due to the school’s rigorous curriculum, prospective students must earn End of Grade (EOG) scores of 70 percent or higher in both reading and math and a fi nal grade of “B” or higher on the current and previous year’s report card to meet admission criteria. Opportunities for after school extracurricular activities are limited; however, opportunities for advanced learning clubs and experiences can extend beyond the instructional day and are decided by faculty and student interest.

Ferndale Middle School

Theme/Program: International Baccalaureate Middle Years Programme

Ferndale Middle School is a MYP (Middle Years Program) IB World school. Ferndale will continue to serve students from its attendance zone and will enroll 50 new magnet students each year by lottery. Students at Ferndale celebrate diversity among cultures by identifying the International Baccalaureate Learner Profi le Characteristics in themselves and others. They are involved in rigorous concept-based instruction as they engage in eight content areas (Language A, Language B, Humanities, Sciences, Math, Arts, Physical Education and Technology) that are intertwined through fi ve distinct areas of intervention. These areas include how students approach learning, how human ingenuity factors into creativity, how participating in one’s community and the world fosters positive change, how environment is linked to all content, and how health and social education play an important role in today’s world. MYP will help students grow intellectually, personally and socially to enable them to become lifelong learners in a global society.

Teachers at Ferndale plan interdisciplinary units of study both horizontally and vertically with the end result in mind. Opportunities for students to participate in global studies include units on “What is a Leader?” and Cultural Awareness. The staff at Ferndale Middle School is committed to providing a safe, purposeful learning environment for all students. As a result, our students will become responsible, contributing citizens within their home community as well as our diverse world.

Otis L. Hairston, Sr. Middle School

Theme/Program: International Baccalaureate Middle Years Programme (Candidate)

Otis L. Hairston, Sr. Middle School is a MYP (Middle Years Program) candidate school. Hairston Middle will continue to serve students from its attendance zone and will enroll 100 new magnet students each year by magnet application. Students at Hairston celebrate diversity among cultures by identifying the International Baccalaureate Learner Profi le Characteristics in themselves and others. They are involved in rigorous concept-based instruction as they engage in eight content areas (Language A, Language B, Humanities, Sciences, Math, Arts, Physical Education and Technology) that are intertwined through fi ve distinct areas of interaction. These areas include how students approach learning, how human ingenuity factors into creativity, how participating in one’s community and the world fosters positive change, how environments are linked to all content, and how health and social education play an important role in today’s world. MYP will help students grow intellectually, personally and socially to enable them to become lifelong learners in a global society.

Teachers at Hairston plan interdisciplinary units of study both horizontally and vertically with the end result in mind. Opportunities for students to participate in global studies include units such as Cultural Awareness, the election process and the eradication of poverty. The staff at Otis L. Hairston, Sr. Middle School is committed to providing a safe, purposeful learning environment for all students. As a result, our students will become responsible, contributing citizens within their home community as well as our diverse world.

Mid

dle Sc

hool Ma

gnets / Options Pr

og

ra

m

The Doris Henderson Newcomers School

Theme/Program: English Language Learning

GCS is proud of its diversity. Across the district, GCS students speak more than 100 languages and dialects. Approximately 6,000 English language learners are enrolled in GCS, and we expect those numbers to increase. When we strive to provide an environment that meets the needs of English language learners, we give these students a better opportunity for success.

The Doris Henderson Newcomers School is designed for students in grades 3 through 12 who have recently arrived in the United States and are considered novices on the North Carolina language test. The goal of the school and its staff is to accelerate literacy skills and prepare English language learners to bridge the gap between a newcomer setting and the assigned school.

Students generally attend the school for one year, but may attend for a longer or shorter time depending on individual achievement and progress. When students arrive at the school, they are assessed to determine their academic and language skills and are placed into classrooms that best meet their needs. The Doris Henderson Newcomers School also provides adult English language instruction, K-12 tutoring, babysitting and family outings on Saturdays. At least one member of each family is encouraged to participate.

The school consists of highly qualifi ed teachers and additional support staff. Instruction includes English language, math, writing, science, social studies and computer skills. Counselors and teachers work with students in order to ease the transition to their new culture and environment. The staff assists with community connections, health outreach programs and student counseling. Field trips are essential to creating positive social experiences and building background knowledge of the community. Students visit local sites, such as the University of North Carolina Greensboro, North Carolina A&T State University, Guilford College, Bennett College for Women, police stations, fi re departments, banks, the North Carolina Zoo, parks, libraries and museums, as well as local governmental departments. Prior to completing the program at the Doris Henderson Newcomers School, teachers and counselors develop a plan for transitioning students to their assigned schools. Once the student enrolls in the assigned school, social workers conduct follow-up sessions with families.

To enroll or obtain information, please call the Doris Henderson Newcomers School at 316-5883.

Mid

dle Sc

hool Ma

gnets / Options Pr

og

ra

m

Johnson Street K-8 Magnet School

Themes/Programs: Global Studies, Extended Year

Johnson Street Global Studies Extended-Year K-8 Magnet School offers a unique approach to address the needs of its students. The international focus of the global studies program will prepare students to be active, knowledgeable citizens of a global society. Through their international studies, they will learn to understand how their actions as individuals impact the larger community of their classroom, their school, our country and our world, just as the actions of a single country impacts the entire globe. Students will also learn why it is important to know and understand what is happening around the world by studying the history of each country and focusing on current events. Most importantly, they will learn to genuinely respect and accept the differences that make people and their cultures unique. Learning these lessons is a clear advantage for all students in today’s world.

This global focus of the school is integrated throughout the rigorous traditional curriculum of reading, writing, mathematics, and science and is strongly emphasized in computer sciences, art and music as well. Students receive instruction in the Japanese language beginning at the kindergarten grade level where exposure to languages is proven to enhance a child’s overall ability to learn and understand all foreign languages. Numerous internationally themed programs and events, such as Global Week and International Night, allow students to meet and talk with people from foreign lands and experience the food, dance and culture of many different countries. In addition, students benefi t academically from small class sizes and a 200-day calendar; the extended calendar allows for quarterly fi eld trips and provides four additional weeks of instruction per year over their peers on a traditional calendar. Johnson Street Global Studies students are proud of the education they receive and will be well-prepared to meet the challenges of the future in a global economy.

Penn-Griffi n School for the Arts

Themes/Programs: Performing and Visual Arts

In addition to traditional core courses, Penn-Griffi n School for the Arts offers elective classes in eight different arts disciplines: orchestra, band, chorus, classical guitar, piano, dance, theatre and visual arts. Unique to Penn-Griffi n is the opportunity for students to journey through the arts in one school from sixth through 12th grade. The arts program is designed to allow students to explore multiple arts areas in sixth grade and then choose an area as their arts concentration in seventh and eighth grade. Upon entering the high school grades, students must audition in their arts concentration. The high school students continue formal study in their art in a supportive environment with other students who share their passion and love for the arts.

Band 6th Grade Band 7th Grade Band 8th Grade

Chorus 6th Grade Chorus 7th Grade Chorus 8th Grade

Dance 6th Grade Dance 7th Grade Dance 8th Grade

Guitar 6th Grade Guitar 7th Grade Guitar 8th Grade

Orchestra 6th Grade Orchestra 7th Grade Orchestra 8th Grade

Piano 6th Grade Piano 7th Grade Piano 8th Grade

Theater 6th Grade Theater 7th Grade Theater 8th Grade

Visual Arts 6th Grade Visual Arts 7th Grade Visual Arts 8th Grade Wheel – Exploring Business Technologies, Exploring Life Skills and Exploring Technology Systems.

Welborn Academy of Science and Technology

Themes/Programs: Science and Technology

GCS is establishing a duplicate science and technology program at Welborn Middle with the support of a federal Magnet School Assistance Program Grant. The school will continue to serve students from its attendance zone and will enroll 100 new magnet students each year by lottery. Students will benefi t from the integration of science, technology and mathematics throughout the curriculum. The specialized science and technology program will include the following course offerings:

• Sixth Grade Science and CTE Courses: Geology and Exploring Career Decisions • Seventh Grade Science and CTE Courses: Physics and Exploring Technology

Systems

• Eighth Grade Science and CTE Courses: Forensic Science and Exploring Business Technologies

Students will also participate in experiences both on and off campus that emphasize science and technology. Other areas of integration will involve Web design and digital photography. The curriculum will augment the North Carolina Standard Course of Study for Middle School with an emphasis on physical, earth, environmental and life sciences.

High School Ahead Academy

High School Ahead Academy (HSAA) is a new and innovative program for over-aged middle school students. Through immersion in core academic subject areas of language arts, mathematics, social studies and science, we seek to accelerate their readiness for transition into high school. In addition, these students have the opportunity to take courses in technology and health/PE. The students who attend HSAA are designated as eighth graders. The ultimate goal is to enable these students to graduate from high school within a time frame that is in line with other students of their age group. High School Ahead Academy has small class sizes and students are able to benefi t from individualized attention. For information about student assignment/enrollment procedures, please contact the administrative offi ce at High School Ahead Academy at 336-294-7640.

Mid

dle Sc

hool Ma

gnets / Options Pr

og

ra

m

Grading Scale

Report cards are issued to students every nine weeks. Interim reports are issued to all students at the mid-point of the nine-week periods.

GRADING SCALE

A = 93 – 100 D = 70 – 76 B = 85 – 92 F = 69 and below C = 77 – 84 I = incomplete

Promotion Standards

To be promoted in grades six through eight, a student must pass a minimum of fi ve (5) subjects and may not fail more than one of the core subjects (language arts, mathematics, science and social studies). If a student fails the same core subject more than once during the middle school years, he/she must receive appropriate supplemental assistance in order to be promoted to high school.

Attendance

Good school attendance is critical in middle school. In order to be successful in school, students must be present. More information on the GCS attendance policy may be found further in the book (refer to the Table of Contents).

Gr

ading Scale • Attendance • T

esting

Students in grades six through eight take various tests to assess their academic profi ciency and progress. A brief description of some of the tests required by the state or administered at local option is provided below.

End-Of-Grade Testing Program

End-of-grade (EOG) tests are administered during the last 22 days of the school year. These tests provide general measures of student achievement. EOG tests are given in reading and mathematics to students in grades six through eight. Eighth-graders will also take the EOG test of science. Students whose Individualized Education Plan (IEP) indicates the NCEXTEND2 Alternate Assessment for EOG Reading, Mathematics, and/or Science will test during the last 27 days of the school year.

EOG tests are used to monitor each student’s performance and the implementation of the Standard Course of Study. EOG tests in grades 6-8 provide information about grade level profi ciency. Promotion or retention decisions shall be made according to local policy, but must take into account test scores and other information which may indicate grade level profi ciency.

Writing Assessment

The NC Writing Assessment System engages students in “real world” writing involving content-specifi c subject matter. This assessment is a yearlong assessment system that consists of all students in grade seven completing both content-specifi c and on-demand writing tasks/assignments. Middle grade students will be engaged in a process or system that further prepares them for life and work in the 21st century. The system reinforces the belief that student writing should occur throughout the course of the school year, not just in preparation for a one time, isolated testing event, yet still includes an accountability measure through the use of the benchmark and summative components. This system is also based upon writing across the curriculum in each content area and involves all teachers, not just English/language arts. The content-specifi c tasks involve prior reading and research that culminates in a written product. The on-demand writing tasks are similar to the traditional writing tests in which students respond to prompts.

End-of-Course Testing Program

The end-of-course (EOC) tests are state tests provided by the Department of Public Instruction which local systems are required to administer at the end of certain courses. Middle school students who take Algebra I, Algebra II or any of the other fi ve EOC courses will be required to take the appropriate EOC test at the end of the course. EOC tests, by state regulation, count 25 percent of the fi nal course grade. Students may drop an EOC course only during the fi rst 20 days of the school year.

Testing • N

AEP • Distance Lear

ning

NAEP

The National Assessment of Educational Progress (NAEP), also known as “the Nation’s Report Card,” is the only nationally representative and continuing assessment of what students know and can do in various subject areas. Since 1969, assessments have been conducted periodically in reading, mathematics, science, writing, U.S. history, civics, geography, and the arts. In addition, the State Board of Education adopted policy to support the participation of North Carolina schools in national and international assessments such as NAEP. Examples of international assessments include the Trends in International Mathematics and Science Study (TIMSS) and The Progress in International Reading Literacy Study (PIRLS). When participating, a sample of GCS schools and students are selected to represent the state on the NAEP and other international assessments. For more information about these assessments, refer to the following web sites:

• NAEP: http://nces.ed.gov/nationsreportcard/

• TIMSS: http://nces.ed.gov/timss/

• PIRLS: http://nces.ed.gov/surveys/PIRLS/

These assessments typically occur during the second semester of the academic year.

Distance Learning

North Carolina Virtual Public Schools (NCVPS) provides students with expanded academic options by offering online courses and online services such as test preparation, and career planning services at NO COST to your student. By virtue of this online course delivery, students from all areas of the state have access to courses taught by highly qualifi ed teachers in subjects students may not have available at their home school. Students will be taught by NC certifi ed teachers and the grades that they earn in their NCVPS course will transfer to their school and become part of their academic record. NCVPS provides courses that augment a student’s program of study as offered by the home school. For more information on North Carolina Virtual Public Schools in Guilford County, contact your high school’s counseling offi ce to speak with their Distance Learning Advisor (DLA).

GCS accepts credits from regionally accredited schools only. Any summer coursework completed by distance learning (as defi ned by the Southern Association of Colleges and Schools) must be completed prior to the opening of school each fall. High school principals must approve any distance learning prior to the student’s enrollment in the program.

For more information, please refer to the Registration Toolbox located on the Guilford County Schools website: http://www.gcsnc.com/information/reg_book. html

Students With Special Needs

Exceptional Children/Special Education Services

Students identifi ed with a disability and found eligible for special education are offered courses and educational services appropriate to their needs as specifi ed in their individual education plans.

GCS is committed to provide comprehensive programs for students with disabilities between the ages of 3 and 21. This is in accordance with local, state and federal requirements. The commitment has been reaffi rmed both locally and statewide in compliance with state and federal regulations.

Questions concerning courses for special education students should be addressed to the student’s Special Education case manager or the school’s assigned exceptional children services program administrator.

English as a Second Language

The goal of an ESL (English as a Second Language) teacher is to transition Limited English Profi cient (LEP) students from the ESL program within two to fi ve years depending on their English language and grade levels. The WAPT- Language Profi ciency Test is administered when a student initially enrolls to determine the appropriate level of English profi ciency of the student. The ACCESS is administered during a window from February - March for all students identifi ed as LEP. ESL services are provided until they score superior in all domains on the ACCESS. The student is then exited from the ESL program, and the parent is notifi ed. Exited students’ grades are monitored for a minimum of one year to ensure academic success.

The Academically Gifted (AG) Program

AG students are described as students who demonstrate remarkably high levels of accomplishment when compared with others of their age, experience, or environment. The AG Program provides a continuum of services to address the academic needs of these students. Whenever system-wide achievement test results are available, all students’ scores are examined for evidence of need for AG services. Students may also be referred by teachers or parents.

Eligibility for AG services is declared in a core subject when a student’s achievement test scores and Gifted Rating Scale (GRS) scores meet the service eligibility requirements. A portfolio may be used to take the place of one criterion if the student’s scores are within an acceptable range.

In middle school, AG academic needs in English/Language Arts and Mathematics are addressed through participation in advanced classes and through differentiated curriculum and practices within classrooms. AG students are grouped with students

Special Needs

of similar academic achievement in order to maximize the opportunity for rigorous curriculum and instruction. Students attend heterogeneous classes for Science and Social Studies.

Students who demonstrate a need for Very Strong AG services may be eligible to participate in the Very Strong (VS) services program offered only at The Academy at Lincoln. In the VS program, AG academic needs of VS eligible students are addressed through participation in advanced classes in all four core subject areas: English/Language Arts, Math, Science, and Social Studies.

Parents of all AG students in middle school receive annual plans describing the extent of differentiation that will occur for AG students in each area of eligibil-ity. A Differentiated Education Plan (DEP), outlining an individual student’s AG services, is kept in each AG student’s cumulative fi le. The DEP is reviewed and updated each year.

AG students are expected to maintain high achievement in the identifi ed subject areas, and their academic performance is reviewed regularly. When high achieve-ment is not maintained, parents and the school collaborate to support the student and to consider changes to a student’s AG service.

A brochure about the AG program is available at each school from the chairper-son of the Team for Academically Gifted (TAG). More information about AG identifi cation procedures and services can be found in the AG Parent Handbook, available digitally on the AG Web page through a link on the GCS Web site and in paper form at GCS middle schools.

College Tech Prep

Advanced technology has changed the workplace forever. Students need highly technical skills to be competitive in careers of the 21st century. College Tech Prep (CTP) provides students with the opportunity to prepare for post-secondary education in these highly technical fi elds by following a rigorous academic and technical course of study.

• CTP is a course concentration option which meets the requirements for Future Ready Core and provides every student an opportunity for a focused course of study related to his or her career goal.

• CTP completers are those students who earn four Career and Technical Education (CTE) credits in a career cluster, including one at an advanced level, while meeting the Future Ready Core requirements.

• CTP completers have multiple options of enrolling in a four-year college or university or a community college or entering the world of work. In addition, CTP completers have the opportunity to earn National Industry Certifi cations while in high school and also are eligible to apply for a College Tech Prep Scholarship.

• College Tech Prep is developed in partnership with business and industry promoting required knowledge and skills necessary to meet specifi c career goals.

For more information, visit our Web site at www.gcsnc.com/ctp

College Tech Prep Tuition Scholarship

Students in GCS who are CTP completers and plan to continue their education at Guilford Technical Community College (GTCC) in the same CTP course of study may be eligible for a two-year tuition scholarship through the GTCC CTP Tuition Assistance Program. Students must have a minimum 2.0 grade point average and a C or better in each of the CTE courses in their CTP Course of Study to be eligible to apply for the scholarship.

Colle

ge T

ec

h Pr

ep • cfnc.or

g • Futur

es 4 Kids

cfnc.org

College Foundation of North Carolina (CFNC) is a comprehensive, free information service provided by the state of North Carolina to help families plan, apply and pay for college. The goal of CFNC is to help every student in the state prepare successfully for education beyond high school and fi nd the best fi nancial aid alternatives. Resources and information on careers, more than 100 NC colleges, college admission, scholarships, grants and other fi nancial assistance are available online at CFNC.orgor by calling toll-free 866-866-CFNC. High school students and their parents are encouraged to take advantage of this service, and GCS counselors are trained to assist them. CFNC is made available by College Foundation, Inc., the North Carolina State Education Assistance Authority and Pathways, a partnership that includes the State Department of Public Instruction, the North Carolina Community College System, the North Carolina Independent Colleges and Universities and the University of North Carolina System.

Futures 4 Kids

Futures for Kids, or F4K, is an online career exploration tool that uses technology to connect students with people and employers across North Carolina to show them the relevance of high school graduation to their future success. F4K utilizes a concise interest assessment to give students a starting point for career exploration, providing comprehensive information on over 500 careers including average salary, working conditions and job outlook by state. Students can view companies who hire for a particular career and connect with those companies plus more than 700 Career Coaches via discussion board to ask questions and gain insight. Students and their parents are encouraged to take advantage of this program. Guidance Counselors and Career Development Coordinators are trained to assist students. Futures for Kids • [email protected]

Course Information

Health and Physical Education

The Healthful Living Education program promotes behaviors that contribute to a healthful lifestyle and improved quality of life for all students. The Healthful Living Education portions of the North Carolina Standard Course of Study support and reinforce goals and objectives of its two major components, health education and physical education. Fit, healthy students who are present and alert in school have a head start on academic performance.

Language Arts

The English Language Arts Curriculum for grades six through eight is modeled on a balanced literacy approach, which combines listening, speaking, writing, reading, as well as technology and media, all of which are needed to communicate with clarity and purpose.

Sixth-grade students use oral language, written language and media and technology for expressive, informational, argumentative, critical and literary purposes. Students also explore the structure of language and study grammatical rules in order to speak and write effectively. Emphasis in sixth grade is placed on personal expression. Students will:

• Interpret and synthesize information,

• Develop an understanding of the foundations of argument,

• Critically analyze print and non-print communication,

• Use effective sentence construction and edit for improvements in sentence formation, usage, mechanics and spelling, and

• Interpret and evaluate a wide range of literature.

Seventh-grade students use oral language written language, and media and technology for expressive, informational, argumentative, critical and literary purposes. Students also explore the structure of language and study grammatical rules in order to speak and write effectively. Emphasis in seventh grade is placed on argument. Students will:

• Express individual perspectives in response to personal, social, cultural, and historical issues,

• Interpret and synthesize information,

• Critically analyze print and non-print communication,

• Use effective sentence construction and edit for improvements in sentence formation, usage, mechanics and spelling, and

Eighth-grade students use oral language, written language, and other media and technology for expressive, informational, argumentative, critical and literary purposes. They continue to refi ne their study of language and grammar in order to speak and write effectively. Emphasis in eighth grade is placed on using information for a specifi c task. Students will:

• Express individual perspectives through analysis and personal response,

• Refi ne understanding and use of argument,

• Critically analyze print and non-print communication,

• Use effective sentence construction and edit for improvements in sentence formation, usage, mechanics and spelling, and

• Interpret and evaluate a wide range of literature.

Mathematics

The North Carolina Standard Course of Study for middle grades mathematics is divided into fi ve key areas:

• Number and Operation

• Measurement

• Geometry

• Data Analysis and Probability

• Algebra

GCS mathematics curriculum explores and expands student’s understanding in these areas, thus preparing all students to take the highest levels of mathematics available in high school.

The State Board of Education approved the Common Core Standards for Math K-12 in 2010. These standards are meant to be enduring, rigorous, and provide the knowledge and skills our students need to be successful, contributing members of a 21st century global economy.

The new Common Core Standards will be in effect in all North Carolina Public Schools beginning in 2012-2013. This school year will be a transition year. AIMM (Accelerated Integration of Middle Math)is a rigorous course for students to develop concepts and skills outlined in the 7th and 8th grade 2003 North Carolina Standard Course of Study. Students will be challenged to solve complex, relevant, real world problems using appropriate technologies in an accelerated mathematics learning environment. Since 2011-2012 is a transition year to implement the Common Core Standards, additional concepts and skills will be added to prepare students for Algebra I.

Cour

se Inf

or

ma

Eighth Grade

Ninth Grade

Algebra I Foundations of Algebra (concurrent with Algebra II)

Algebra II Honors Algebra II Algebra I Algebra II Honors Algebra II Honors Geometry

MATH COURSES COMPLETED WITH

PROFICIENCY IN MIDDLE SCHOOL

Guilford County Schools

Seventh Grade

Sixth Grade

Twelfth Grade

AFM

Honors Pre-Calculus Discrete Math Honors Discrete Math

AP Statistics AP Calculus AB/BC AP Statistics AFM AFM Honors Pre-Calculus AFM Honors Pre-Calculus Discrete Math Honors Discrete Math

AP Statistics AP Calculus AB/BC AP Statistics AFM AFM Honors Pre-Calculus AP Statistics Honors Discrete AP Calculus AB/BC Honors Discrete AP Statistics AP Statistics Discrete Math (Honors or Standard) AFM AP Calculus AB/BC

Tenth Grade

Algebra II Foundations of Geometry (concurrent with Geometry)

Geometry Honors Geometry Algebra II Geometry Honors Geometry Honors Pre-Calculus AFM Honors Discrete Mathematics

Eleventh Grade

Geometry AFM

Honors Pre-Calculus Honors Discrete Math

AP Statistics Geometry

AFM Honors Pre-Calculus

Honors Discrete Math AP Statistics

AP Calculus AB/BC AP Statistics

Honors Discrete Math Discrete Math (Honors or Standard)

AP Statistics AFM Honors Pre-Calculus

TRADITIONAL HIGH SCHOOL

MATH SEQUENCE OPTIONS

Suggested Math Sequence Options

Ma

th Sequence Options Char

Eighth Grade

Ninth Grade

Algebra I (spring) Foundations of Algebra (fall)

Algebra II (spring) Honors Algebra II Algebra I Algebra II Honors Algebra II Honors Geometry

MATH COURSES COMPLETED WITH

PROFICIENCY IN MIDDLE SCHOOL

Guilford County Schools

Seventh Grade

Sixth Grade

Twelfth Grade

AFM Honors Pre-Calculus

Discrete Math Honors Calculus Honors Discrete Math

AP Statistics AP Calculus AB/BC AP Statistics AFM AFM Honors Pre-Calculus AFM Honors Pre-Calculus Discrete Math Honors Calculus AP Calculus AB/BC Honors Discrete Math

AP Statistics AP Statistics AFM AFM Honors Pre-Calculus AP Statistics (Calculus III) AP Calculus AB/BC AP Statistics AP Statistics Honors Discrete paired

with AP Statistics AP Statistics Discrete Math (Honors or Standard) AFM Honors Calculus AP Calculus AB/BC

Tenth Grade

Foundations of Algebra (fall) Algebra II (spring) Foundations of Geometry (fall)

Geometry (spring) Honors Geometry Algebra II Geometry Honors Geometry Honors Pre-Calculus AFM Honors Discrete Mathematics

Eleventh Grade

Honors Discrete Math AP Statistics

Geometry AFM Honors Pre-Calculus

Honors Discrete Math AP Statistics

AP Calculus AB/BC Honors Calculus Honors Discrete Math Honors Calculus paired

with AP Calculus AB Discrete Math (Honors or Standard) AP Statistics AFM Honors Pre-Calculus

BLOCK HIGH SCHOOL

MATH SEQUENCE OPTIONS

Suggested Math Sequence Options

Ma

th Sequence Options Char

Science

The GCS middle school science curricular offerings allow students to continue to develop science literacy. Goals and objectives from life, physical, and earth sciences are part of the instructional program each year. Four major strands are addressed in the North Carolina Standard Course of Study within each content goal. The strands are:

• Nature of Science

• Science as Inquiry

• Science and Technology

• Science in Social and Personal Perspectives

The goal is to create an atmosphere where more students will gain an interest and the necessary knowledge and skills in science leading to success on the new inquiry-based EOG test and increasing their interest in completing higher level science courses at the high school level.

Social Studies

Social studies is the integrated study of the social sciences and humanities to promote effective citizenry. The Social Studies Standard Course of Study provides students with a consistent framework for studying and analyzing specifi c grade level content based on the following strands:

• Individual Identity and Development

• Cultures and Diversity

• Government and Active Citizenship

• Historic Perspectives

• Geographic Relationships

• Economics and Development

• Global Connections

• Technological Infl uences and Society

Based on Public School Law G.S. 115C-81, social studies courses must encompass the teaching of Americanism, the governments of North Carolina and the United States, and the free enterprise system, including its history, theory, foundation and the manner in which it is actually practiced. In addition, specifi c stipulations in G.S. 115C-81 require: local boards of education to provide for teaching of “the nation’s founding and related documents, which shall include at least the major principles in the Declaration of Independence, the United States Constitution and its amendments, and the most important of the Federalist Papers.” Moreover, as of 2001 this general statute: requires one yearlong course in middle schools regarding North Carolina history; specifi es the inclusion of various racial and ethnic groups’ contributions to the development and diversity of the state; and strongly encourages the following components in the civic and citizenship education curriculum: tour local government facilities; choose and analyze community problems and offer public policy recommendations; and provide information for community involvement. Students must also complete the end-of-course exams in Civics and Economics and

6th GRADE

SOCIAL STUDIES 6

(South America and Europe, including Russia)

7th GRADE

SOCIAL STUDIES 7

(Africa, Asia, Australia and Regions of the Pacifi c)

8th GRADE

SOCIAL STUDIES 8

(North Carolina Studies immersed within United

States History)

Middle School Athletic Eligibility

Requirements

The following requirements must be met to participate in middle school

athletics in the seventh and eighth grade. No 6th graders are allowed to

participate.

Age: A student may not participate on a seventh- or eighth-grade team if his or her 15th birthday comes on or before October 16th of the present school year.

Medical Examination: A player must receive a medical examination once every 365 days by a duly licensed physician, nurse practitioner or physician’s assistant.

Attendance: A student must have been in daily attendance 85 percent of the previous semester. Daily absences cannot be made up under any circumstances, even if a student attends Saturday classes, extra help sessions or any other means to make up academic work.

Academics: In grades seven and eight a student must pass three of their four core courses each semester to be eligible for athletics.

Promotion: In grades seven and eight a student must meet state and local promotion standards each semester. This includes the academic requirement listed above.

Residence Requirement: a student is eligible to participate at the school to which they are assigned by the Board of Education. Transfers within the GCS are governed by Board of Education policy.

Four Semester Rule: From the time a student fi rst enters the seventh grade, they have 4 consecutive semesters to complete their middle school athletic eligibility.

Check with the coaches at your middle school to learn what sports are offered.

Cour

se Inf

or

ma

tion • Athletic Eligibility R

equir

Course Descriptions

Grade 6

Language Arts

Language Arts 6 (1010CY60) Year

This class continues development of word analysis, vocabulary development, reading comprehension, listening, speaking and study skills. Students will read literary, informational and practical texts from a variety of genres, subjects, authors and styles.

Students will learn the foundations of argument and how to recognize effective arguments by summarizing the author’s purpose and stance; distinguishing between fact and opinion and developing an awareness of audience. Students will express main ideas and support them with details in expressive, informational and argumentative writing. Students will edit their work for sentence formation, usage, mechanics and spelling.

Students who are identifi ed as eligible for AG services in English/Language Arts should use course number (1010CY6A). This course addresses the grade level objectives at a faster pace and extends the concepts through application to more writing and rigorous response to text.

READ 180 (1001BY6R) Year

This course is an intensive reading intervention program designed to meet the needs of students who are reading below grade level. The program directly addresses individual needs through adaptive instructional software, high-interest fi ction and nonfi ction, and direct instruction in reading and writing skills.

Mathematics

Math 6 (2001CY60) Year Students will develop concepts and skills outlined in the 6th grade 2003 North Carolina Standard Course of Study. Major concepts and skills include positive and negative rational numbers, percent, transformations on the coordinate plane, probability, equations and inequalities, and multiplication and division of nonnegative rational numbers. Students will solve relevant, real world problems using appropriate technology and apply these concepts as well as those developed in earlier years. Since 2011-2012 is a transition year to implement the North Carolina Common Core Standards, additional concepts and skills will be added to prepare students for Math 7.

Accelerated Math 6 (2001CY6M) Year

Students will develop concepts and skills outlined in the 6th and 7th grade 2003 North Carolina Standard Course of Study. Major concepts and skills include positive and negative rational numbers, percent, transformations on the coordinate plane, probability, equations and inequalities, and multiplication and division of non-negative rational numbers. Students will solve relevant, real world problems using appropriate technology and apply these concepts as well as those developed in earlier years. Since 2011-2012 is a transition year to implement the North Carolina Common Core Standards, additional concepts and skills will be added to prepare students for Pre-Algebra.

AIMM (2001CY6V) Year AIMM (Accelerated Integration of Middle Math)is a rigorous course for students to develop concepts and skills outlined in the 7th and 8th grade 2003 North Carolina Standard Course of Study. Students will be challenged to solve complex, relevant, real world problems using appropriate technologies in an accelerated mathematics learning environment. Since 2011-2012 is a transition year to implement the North Carolina Common Core Standards, additional concepts and skills will be added to prepare students for Algebra I.

Gr

ade 6 Cour

Science

Science 6 (3001CY60) Year

Science 6 (3001CS60) Semester

Sixth-grade science is a combination of life, physical and earth sciences. The goals: Scientifi c Inquiry and Technological Design are merged with each of the following topics: Lithosphere, Cycling of Matter, Solar System, Energy Transfer/ Transformation and Population Dynamics.

Social Studies

Social Studies 6 (4001CY60) Year Social Studies 6 (4001CS60) Semester The focus for sixth grade is South America and Europe, including Russia. While concepts are drawn from history and the social sciences, the primary discipline is geography, especially cultural geography. This focus provides students with a framework for studying local, regional, national and global issues.

Health and Physical Education

Health/Physical Education 6 (9001CY60) Year The health education component of this course provides students with information and skills that will enable them to employ a variety of structured thinking processes to solve problems and make decisions. The course also focuses on helping students understand the important health risks for their age group and be able to appraise their own health status, healthful behavior and potential for health risks.

The physical education component of this course provides a physical activity program that stresses the skills necessary for participation in a variety of team, dual and individual lifetime activities. Students will be able to access their fi tness status.

Grade 7

Language Arts

Language Arts 7 (1010CY70) Year This class provides developmental instruction in reading, writing, speaking and listening. Students will grow in their ability to read literary texts with complex characters, settings and episodes. They will be taught to recognize authors’ uses of language devices and persuasive techniques. They will continue to build on the foundation of argument through a focus on the importance of the effective use of language and by examining how an argument is affected by style and tone. Students will write evaluative and problem-solutions essays that have coherent, logical and organized structure that provide suffi cient, elaborated reasons to support a position. Students will edit their work for sentence formation, usage and mechanics.

Students who are identifi ed as eligible for AG services in English/Language Arts should use course number (1010CY7A). This course addresses the grade level objectives at a faster pace and extends the concepts through application to more writing and rigorous response to text.

READ 180 (1001BY7R) Year This course in an intensive reading intervention program designed to meet the needs of students who are reading below grade level. The program directly addresses individual needs through adaptive instructional software, high-interest fi ction and nonfi ction, and direct instruction in reading and writing.

Gr

ade 6 and 7 Cour

Mathematics

Math 7 (2001CY70) Year Students will develop concepts and skills outlined in the 7th grade 2003 North Carolina Standard Course of Study. Major concepts and skills include: computation with rational numbers, ratios and proportion, factors and multiples, volume and surface area, measures of central tendency, box plots and histograms, and equations and inequalities. Students will solve complex and real world problems using appropriate technology and apply these concepts as well as those developed in earlier years. Since 2011-2012 is a transition year to implement the North Carolina Common Core Standards, additional concepts and skills will be added to prepare students for Math 8.

Pre-Algebra (2001CY7P) Year Students will develop concepts and skills outlined in the 7th and 8th grade 2003 North Carolina Standard Course of Study. Major concepts and skills include: computation with rational numbers, ratios and proportion, volume and surface area, measures of central tendency, box plots and histograms, and equations and inequalities. Students will be challenged to solve complex, relevant, real world problems using appropriate technologies in a rigorous mathematics learning environment. Since 2011-2012 is a transition year to implement the North Carolina Common Core Standards, additional concepts and skills will be added to prepare students for Algebra I.

Algebra I (20232ZY7) Year Algebra I is a required course for graduation. In this course, students extend their understanding of equations, operating with polynomials, and using a graphing calculator. Emphasis is given to the creation and application of linear functions and relations to solve problems. The 2011-2012 school year is a transition/fi eld test year for the Common Core State Mathematics Standards for Algebra I. In addition to the 2003 objectives taught in Algebra I, Common Core Standards objectives will also be taught. Students who successfully complete this course, will receive high school credit, however their GPA will only be computed with the courses taken during the high school years.

Science

Science 7 (3001CY70) Year Science 7 (3001CS70) Semester Seventh-grade science is a combination of life, physical and earth sciences. The goals: Scientifi c Inquiry and Technological Design are merged with each of the following topics: Atmosphere and Weather, Human Body Systems, Heredity and Genetics, and Motion and Forces

Social Studies

Social Studies 7 (4001CY70) Year

Social Studies 7 (4001CS70) Semester The focus for seventh grade is Africa, Asia, Australia and regions of the Pacifi c, with students examining social, economic and political institutions along with cultural geography. This focus provides students with a framework for studying local, regional, national and global issues.

Health and Physical Education

Health/Physical Education 7 (9001CY70) Year The health education component of this course provides students with information and skills that will enable them to employ a variety of structured thinking processes to solve problems and make decisions.

Additionally, this course focuses on helping students understand the important health risks for their age group and be able to understand the potential for health risks. The physical education component provides a continued physical education program that stresses movement concepts and patterns as well as the skills necessary for participation in a variety of team, dual, and individual lifetime activities. Students will develop abilities to function in group activities. Lifetime physical activity and fi tness is emphasized.

Gr

ade 7 Cour

Grade 8

Language Arts

Language Arts 8 (1010CY80) Year

This class continues to emphasize reading and writing as a complete process and focuses on listening and speaking. Students will read literary texts with complex characters and episodes and informational and practical materials with complex vocabulary, concepts and formats. Students will evaluate argumentative works with more sophistication through instruction that focuses on identifying the social context, understanding counterargument and by judging the effectiveness of tone, style and the use of language. They will write argumentative pieces that have a coherent, logical and organized structure that provide suffi cient elaborated reasons to support a position and persuade an audience. Students will edit their work for sentence formation, usage and mechanics.

Students who are identifi ed as eligible for AG services in English/Language Arts should use course number (1010CY8A). This course addresses the grade level objectives at a faster pace and extends the concepts through application to more writing and rigorous response to text.

READ 180 (1001BY8R) Year

This course in an intensive reading intervention program designed to meet the needs of students who are reading below grade level. The program directly addresses individual needs through adaptive instructional software, high-interest fi ction and nonfi ction, and direct instruction in reading and writing.

Mathematics

Math 8 (2001CY80) Year Students will develop concepts and skills outlined in the 8th grade 2003 North Carolina Standard Course of Study. Major concepts and skills include: real numbers, linear relationships, Pythagorean theorem, indirect measurement, scatter plots, slope, equations, and inequalities. Students will solve relevant and real world problems using appropriate technologies and apply these concepts as well as those developed in earlier years. Since 2011-2012 is a transition year to implement the North Carolina Common Core Standards, additional concepts and skills will be added to prepare students for Algebra I

Algebra I (20232ZY8) Year Algebra I is a required course for graduation. In this course, students extend their understanding of equations, operating with polynomials, and using a graphing calculator. Emphasis is given to the creation and application of linear functions and relations to solve problems. The 2011-2012 school year is a transition/fi eld test year for the Common Core State Mathematics Standards for Algebra I. In addition to the 2003 objectives taught in Algebra I, Common Core Standards objectives will also be taught. Students who successfully complete this course, will receive high school credit, however their GPA will only be computed with the courses taken during the high school years.

Algebra II (20242ZY8) Year Prerequisite: Algebra I

This course extends a student’s knowledge of algebraic topics. Students study linear, quadratic and exponential functions along with their characteristics and graphs. The relationship between these functions and their real world application is explored through the use of the graphing calculator. Radical expressions, complex numbers, polynomials, matrices, rational and logarithmic expression are additional topics of study. The 2011-2012 school year is a transition/fi eld test year for the Common Core State Mathematics Standards for Algebra II. In addition to the 2003 objectives taught in Algebra II, Common Core Standards objectives also will be taught. Students who successfully complete this course, will receive high school credit, however their GPA will only be computed with the courses taken during the high school years.

Gr

ade 8 Cour

Science

Science 8 (3001CY80) Year Science 8 (3001CS80) Semester Eighth-grade science is a combination of life, physical and earth sciences. The goals: Scientifi c Inquiry and Technological Design are merged with each of the following topics: Hydrosphere, Chemistry, Evolution, Cell Theory and Microbiology.

Social Studies

Social Studies 8 (4001CY80) Year

Social Studies 8 (4001CS80) Semester

The focus for eighth grade is the examination of the roles of people, events, and issues in North Carolina history that have contributed to the unique character of the state today. The contextual organization is primarily a chronological study of US History, with emphasis on North Carolina’s place in the major events and issues studied.

Gr

ade 8 Cour

se Descriptions

Health and Physical Education

Health/Physical Education 8 (9001CY80) Year

The health education component of this course provides students with information and skills that will enable them to employ a variety of structured thinking processes to solve problems and make decisions. Students will be taught the Heimlich maneuver and CPR and made aware of important health risks for their age group. They will be able to appraise their own health status, health behaviors and potential for health risks.

The physical education component provides a continued program that stresses a variety of body management skills necessary for participation in a variety of team, dual and individual lifetime activities. Activity and fi tness for lifelong wellness is emphasized.

Distance Learning

North Carolina Virtual Public Schools (NCVPS) provides students with expanded academic options by offering online courses and online services such as test preparation, and career planning services at NO COST to your student. By virtue of this online course delivery, students from all areas of the state have access to courses taught by highly qualifi ed teachers in subjects students may not have available at their home school. Students will be taught by NC certifi ed teachers and the grades that they earn in their NCVPS course will transfer to their school and become part of their academic record. NCVPS provides courses that augment a student’s program of study as offered by the home school. For more information on North Carolina Virtual Public Schools in Guilford County, contact your high school’s counseling offi ce to speak with their Distance Learning Advisor (DLA). GCS accepts credits from regionally accredited schools only. Any summer coursework completed by distance learning (as defi ned by the Southern Association of Colleges and Schools) must be completed prior to the opening of school each fall. High school principals must approve any distance learning prior to the student’s enrollment in the program.

For more information please refer to the Registration Toolbox located on the Guilford County Schools website: http://www.gcsnc.com/information/reg_book.html

Arts Education

Band 6 (5255CY60) Year This course is open to all sixth-grade students with strong interest. Students receive instruction on fundamentals through group and individualized instruction. The groups are involved with performances throughout the school year. Except for large and/or expensive instruments, parents must secure instruments for their children. Orchestra 6 (5240CY60) Year This course is open to all sixth-grade students with strong interest. Students receive instruction on fundamentals of string production through individualized and group instruction. The groups are involved in performances throughout the school year. While limited instruments are available, parents are encouraged to secure instruments for their children.

Sixth Grade Chorus (5230CY60) Year This is a course which is open to all interested sixth-graders. Students begin a more in-depth study of vocal technique and choral literature. Students are encouraged to participate in local, regional, and statewide festivals. Groups are involved in performance-related activities throughout the school year.

Ar

ts Educa

tion

Band 7 (5255CY70) Year This is a course in which students continue to build on skills taught in Band 6. Previous experience is preferred. The musical literature, techniques and concepts studied refl ect an intermediate level. Students are encouraged to participate in local, regional and statewide festivals. Groups are involved in performance-related activities throughout the school year. Except for large and/or expensive instruments, parents must secure instruments for their children.

Orchestra 7 (5240CY70) Year This is a course in which students continue to build on skills taught in the sixth grade. Previous experience is preferred. The musical literature, techniques and concepts studied refl ect an intermediate level. Students are encouraged to participate in local, regional and statewide festivals. Groups are involved in performance-related activities throughout the school year. Except for large and/or expensive instruments parents are encouraged to secure instruments for their children. Chorus 7 (5230CY70) Year This is a course which is open to all interested seventh-graders. Students begin a more in-depth study of vocal technique and choral literature. Students are encouraged to participate in local, regional and statewide festivals. Groups are involved in performance-related activities throughout the school year.

Art 7 (5410CS70) Semester

This course is open to seventh-grade students who are interested in exploring basic art techniques and media. Elements and principles of design are emphasized along with opportunities for enhancing critical thinking and writing skills.

Art 7 (5410CY70) Year

The yearlong course is designed for seventh-grade students who should have a strong interest in art. These students will focus on elements and principles of design. Students are encouraged to explore the variety of activities designed to stimulate active participation in the creative process through verbal, written and visual communication.

Theatre 7 (5310CS70) Semester

Designed as a survey course in the fundamentals of theatre/drama: acting, improvisations, termination, history and philosophy of theatre. There will be some play production. This course is taught at The Academy at Lincoln and Penn-Griffi n School for the Arts.*

Band 8 (5255CY80) Year This class is open to all eighth-grade students with previous band experience. Students begin a more advanced study of music, concepts and literature. Students are encouraged to participate in local, regional and statewide festivals. Groups are involved in performance-related activities throughout the school year. Except for large and/or expensive instruments, parents must secure instruments for their children.

Orchestra 8 (5240CY80) Year

This course is open to all eighth-grade students with previous string experience. Students begin a more advanced study of music, concepts and literature. Students are encouraged to participate in local, regional and statewide festivals. Groups are involved in performance-related activities throughout the school year. Except for large and/or expensive instruments, parents must secure instruments for their children.

Chorus 8 (5230CY80) Year This course is open to all eighth-grade students with strong interest. Students begin a more advanced study of music, vocal concepts and literature. Students are encouraged to participate in local, regional and statewide festivals. Groups are involved in performance-related activities throughout the school year.

Art 8 (5410CS80) Semester This course is open to all interested eighth-grade students. The major focus will be on individual exploratory involvement. Elements and principles of design are emphasized along with opportunities for enhancing critical thinking and writing skills.

Art 8 (5410CY80) Year This course is open to eighth grade students who have a strong interest in art. It is recommended but not required that they successfully complete seventh grade art. These students will develop a more extensive understanding of the elements and principles of design. As a means of assessment, writing explorations stressing art history, skill development, aesthetics and procedures will be implemented. Theatre 8 (5310CS80) Semester Provides an opportunity to extend and refi ne theatre fundamentals. Students will be involved with play production and other performances. This course is taught at The Academy at Lincoln and Penn-Griffi n School for the Arts.

*Students at Penn-Grif