0% found this document useful (0 votes)

83 views148 pages

2022-23 HS Program of Study Anne Arundel County Public Schools

The document lists a comprehensive array of courses across various disciplines including art, business, computer science, health, and languages. It covers both introductory and advanced levels, including honors and AP courses, as well as practical experiences like internships and leadership programs. The curriculum is designed to provide students with a diverse education and skill set for future careers and academic pursuits.

Uploaded by

alexisonlineed

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

0% found this document useful (0 votes)

83 views148 pages

2022-23 HS Program of Study Anne Arundel County Public Schools

Uploaded by

alexisonlineed

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 148

WRITING ON THE WALL | DRAWING FOR FASHION 1 | DRAWING FOR FASHION 2 | PHOTO & DIGITAL PROCESSES 1 | PHOTO &

DIGITAL PROCESSES 2 | HONORS PHOTO & DIGITAL PROCESSES 3 |

Anne Arundel County Public Schools

Minimum Credits Required for Graduation—26

1 credit in English 9
Core Academic Subjects

1 credit in English 10
English 4.0 1 credit in English 11
1 credit in English 12

1 credit in History of the United States

Social Studies 3.0 1 credit in United States Government
1 credit in World History

Mathematics 1 credit in Algebra 1

Students seeking admission to a 1 credit in Geometry
2 mathematics elective credits (Algebra 2 for college completers)
University System of Maryland
institution should review details 4.0 Students are required to take a rigorous math course each of the four years
of math elective requirements the student is enrolled. See the AACPS Possible Math Course Sequence chart
with a school counselor. in the Mathematics course section

Science 1 credit in Biology

See Magnet & Signature
Program Requirements, below
3.0 2 laboratory science elective credits

0.5 credit of Fitness for Life

Physical Education 1.0 0.5 credit Physical Education Elective

0.5 credit in Health A

Health 1.0* 0.5 credit in Health B* (beginning with the class of 2025)

Global Technology Concepts (Complete four 0.25 credit modules)

or a full-year of one of the following courses:
• Foundations of Computer Science
Basic Technology 1.0 • AP Computer Science Principles
• IB Computer Science
• Honors Principles of Engineering (Project Lead the Way schools)
• Honors Engineering Design and Development 1 (Project Lead the Way schools)

Fine Arts 1.0 Music, Art, Dance, and Theatre Arts courses

Citizenship 0.5 0.5 credit in Global Community Citizenship (beginning with the class of 2023)

Electives 7.5 Any electives that result in the successful completion of a Completer Program Pathway

Completer Program Requirements

Students must choose and follow course selection for a Completer Program Pathway
(College Completer, Career Completer, or Dual Completer)

Magnet & Signature Program Requirements

Magnet and Signature programs may require 3, 4, or 5 credits of Science and World Language.
Overview | i

Overall Contents
Get the Most Out of Your Time in High School.................. 1 NCAA Eligibility.............................................................. 11
High School Graduation Requirements............................ 2 State and National Assessments..................................... 12
The Maryland Comprehensive Assessment Program • 12
Completer Program Pathways.......................................... 3
College Admissions and Preparation Tests • 13
Graduation Certificates....................................................4 Technical Skill Assessments • 13
Maryland High School Certificate • 4
Course Descriptions........................................................14
Anne Arundel County Public Schools Citation • 4
High Engagement/Passion Courses • 15
College & Career Planning................................................4 Art (Visual Arts) • 19
Career & Technical Education • 22
Taking Advanced Courses................................................. 5
Dance • 32
Weighted Grading • 5
English • 33
Honors Courses • 5
English Language Development • 37
Advanced Placement (AP) and International Baccalaureate (IB) • 5
Health • 40
Other Advanced Courses • 5
Mathematics • 41
Programs of Choice..........................................................6 Music • 45
Centers of Applied Technology (CAT) • 6 Physical Education • 49
Signature Programs • 6 Science • 52
Magnet Programs • 6 Social Studies • 56
Charter Programs • 7 World Languages • 60
The Virtual Academy • 7 Certificate of Completion Courses • 64
Interdisciplinary Courses • 66
Scheduling....................................................................... 7
Programs of Choice • 68
Additional Ways to Earn or Recover Credit........................8 CTE Career Completer Programs • 114
Summer School • 8 Advanced Co-Curricular Programs • 134
Evening High School • 8
Twilight School • 8
Scheduling Worksheets................................................138
Maryland Virtual Learning Opportunities (MVLO) Online Campus • 8 High School Program Information.......................Last Page
Credit by Examination • 8
Independent Study Programs • 8

Early College Access Program (ECAP)................................9

Dual Credit Courses • 9
ECAP Enrollment Requirements • 9
Costs, Tuition, and Fees • 9
Financial Assistance • 9
Applying for the Early College Access Program • 9
AACC Disability Support Services (DSS) • 9

Alternatives to 4-Year Enrollment..................................10

Early Graduation • 10
Early Admission • 10
Other Programs • 10
ii | Overview

Four Steps to Graduation

1 2 3 4
Earn a minimum of Complete Choose a Take
26 Credits 75 hours of Completer State-mandated
Service Learning Program Assessments
in grades 5–11 Pathway in
Algebra
English
Government
Science

Completer Pathways
(See “Completer Program Pathways” on page 3)

College Completer Career Completer Dual Completer

(post secondary education after high school) (employment and/or post secondary education (employment and/or post secondary education
after high school) after high school)

Algebra 2 A CTE Completer Program Algebra 2

+ +
2 credits of (For a full list of programs, see 2 credits of
the same Language “CTE Career Completer Programs” on page 114) the same Language

and

A CTE Completer Program

Procedures for Promotion

Promotion from one grade level to the next is based on the number and types of credits earned.
To be considered a senior, a student must:
To be promoted to grade: 10 11 12 • have completed at least three years in high school,
• have successfully earned 18 credits towards graduation
Completed credits needed 6 13 18 requirements
and
• be enrolled in a program that allows them to meet
...in core academic subjects
(English, Mathematics, Science, and Social Studies) 3 7 10 all graduation requirements by June of the same
academic year.
Overview | 1

Get the Most Out of Your Time in High School

Before exiting high
school, students will...

...uncover and cultivate

their many talents and
passions,

...interact with
professionals from
career fields in which
they have interests,
This booklet contains a wealth of information related to
the robust programs of study available to AACPS students.
As you consider course selections for the next school year, ...understand how to put
use this guide to determine what you can get out of your
high school experience and not just how to get out of high their strengths and
school. Pursue your interests, take risks, and develop new skills to use in multiple
skills that will help you achieve your goals for the future.
Anne Arundel County Public Schools continues to strive to career areas/clusters
elevate all students and eliminate all gaps. Our focus is to
prepare all students for a pathway leading to college, career,
and community endeavors. We are committed to preparing
...participate in
our students to become literate, independent, caring, and professional internships
contributing adults who successfully navigate and positively
impact the 21st century global society. with community or
In PreK–12 formal and informal learning settings, we industry mentors
will offer all students important and relevant content,
tools, skills, and experiences so every student is able to
confidently build and cross their own unique bridge from ...plan with school
school to community engagement, workforce participa- counselors for college
tion, and college enrollment.
and career

...meet all Maryland high

school graduation
requirements.
2 | Overview

High School Graduation Requirements

World Languages Requirement Seniors are not exempt from completing the service learning
graduation requirement and will complete service learning
Students may elect to take two credits of a World Language
hours based on a prorated schedule.
rather than two credits of an advanced technology or a ca-
reer completer program. A student with the required math All students transferring into an Anne Arundel County
courses and two credits of a World Languages meets one public high school from a non-Maryland public school must
of the criteria for qualifying for the University System of complete 40 hours of service learning to meet the Maryland
Maryland completer. It is recommended that students who State Department of Education (MSDE) graduation require-
elect the World Languages option continue in the program ment at the high school level. All students transferring into
beyond the second level. Some specialized programs, as well an Anne Arundel County public school from within the state
as many colleges and universities, require additional credits of Maryland must have documentation for 40 hours of ser-
in World Languages. Check with your school counselor for vice learning from their previous school(s) or complete the
next steps. balance for a total of 40 hours on a prorated scale:
• Grade 12 (2nd semester): 5 hours
Service Learning Requirement • Grade 12 (1st semester): 10 hours
Service Learning provides students with a means to give back
• Grade 11: 20 hours
to their community in a meaningful way. MSDE requires
students to complete 75 hours of Service Learning for gradu- • Grade 10: 30 hours
ation. Anne Arundel County Public Schools integrates this
requirement into existing subjects or courses starting in High School Credit Earned in Middle School
grade 5. Students complete service-learning projects and ac- Maryland State Board of Education policy determines the
tivities from grades 5 through 11 so that each student, upon requirements for students earning high school credit for a
completion of grade 11, should have met the service learning course taken in middle school. The Code of Maryland Regula-
graduation requirement. tions (COMAR 13A.03.02.04) states that credit toward high
Service Learning Implementation in AACPS school graduation may be earned by middle school students
Students in grade 5 will complete service-learning projects if the student has taken a high school level course meeting
through social studies activities for 5 hours. the local school system curricular objectives.

Students in grades 6 through 8 will complete service-learning As a result, middle school students in Anne Arundel County
projects for 10 hours in each grade level for a total of 30 hours. Public Schools must earn a final passing course grade in order
to earn high school credit for Algebra 1, Geometry, Algebra
Students in grades 9 through 11 will earn the following 2, and Levels 1 and 2 of American Sign Language, Arabic,
service learning hours through service-learning projects Chinese, French, German, Italian, Spanish, or Turkish taken
in the following courses: while in middle school.
• U.S. Government: 10 hours Additionally, according to AACPS Board Policy and Administra-
• Science (grade 10): 10 hours tive Regulation 608 II-RA, credit will be awarded upon enter-
ing ninth grade. The grade for the course will be calculated in
• English 11: 10 hours
the student’s GPA in the same manner as other high school
• Health: 10 hours courses, including courses with weighted grades. Failure to
pass the course will result in a negative impact on a student’s
high school GPA. In the event that a student is struggling
with the high school course and is not earning at least a C, the
student and parent/guardian are encouraged to meet with the
principal or designee to discuss appropriate options.
Students transferring into AACPS with high school credit
from another district will have their course history evaluated
by content coordinators to determine if AACPS will acknowl-
edge/accept the credit.
Parents of students enrolled in the above-mentioned courses
are asked to sign and return a letter to indicate their under-
standing of the above information.
Overview | 3

Completer Program Pathways

Students are required to take a rigorous math course in each The University System of Maryland Required Coursework
of the four years the student is enrolled in high school and to
be enrolled in Algebra 2 or beyond during senior year for the Credits
Subject
College Completer. Required
The Every Student Succeeds Act (ESSA) requires that high English 4
school students enroll in courses that prepare them for post- Social Studies 3
secondary education, gainful employment, or both. These
courses are offered at the high schools and both Centers of Laboratory Science 3
Applied Technology and are approved by the Maryland State Mathematics
Department of Education. 4
(Algebra 1, Geometry, Algebra 2, and Math Elective)
The three program completer pathway options are: The same World Language 2
• College completer Academic Electives 6
• Career completer The University System of Maryland Colleges and Universities
• Dual completer Bowie State University University of Maryland:
In addition to accumulating the required number of credits, Coppin State University • Baltimore
students must meet the requirements of one of the following Frostburg State University • Baltimore County
completer programs. Salisbury University • College Park
Towson University • Eastern Shore
College Completer University of Baltimore • Global Campus

The student pursues a sequence of courses in preparation Anne Arundel Community College
for postsecondary education upon high school graduation.
Minimum requirements include two years of the same In addition to the above University System of Maryland institutions,
World Language (UMD accepts American Sign Language) Anne Arundel County Public Schools enjoys an excellent working
or two credits in advanced technology courses, and 4 high relationship with Anne Arundel Community College (AACC). AACC is
school math credits that must include Algebra 1, Geometry, an open door institution which admits those who may benefit from
postsecondary education in both transfer and career programs. To
and Algebra 2. help students succeed in college, AACC has established policies and
Each university or college institution has guidelines for procedures to evaluate and assess their academic abilities.
evaluating applicants who have not completed all the
required courses for admission. In some cases, students
who lack a required course are permitted to take it their allow students to earn industry certifications and/or college
freshman year in college. In other instances, students are credit while in high school. Please review the charts in the
permitted to demonstrate their competency in a given field Career Completer Programs section (see “Career & Technol-
as an alternative to passing a required high school course. ogy Technical Education (CTE) Programs of Choice—Ben-
While these represent the minimum high school course efits beyond the Diploma” on page 115) for connections
requirements for entry into University System of Maryland between high school coursework and opportunities at Anne
institutions listed in the chart, individual campuses and Arundel Community College.
programs may have additional admission requirements. Students can select from over 40 programs to gain a com-
Students should seek out these requirements by contacting bination of technical and academic expertise that can be
the admissions director at the campus of choice. utilized for immediate employment or they can continue
their education in colleges, universities, technical schools, or
Career Completer apprenticeship programs. For a full list of programs, see “CTE
The student pursues a sequence of courses to develop skills Career Completer Programs” on page 114.
in preparation for employment and/or post-secondary
education upon high school graduation. These courses and Dual Completer
programs are offered at both Centers of Applied Technology The student pursues courses that fulfill both College and
and at the high schools through JROTC, Business Education, Career Completer requirements.
Family and Consumer Sciences, Technology and Engineering
Education, Career and Technical Education, and Signature
(where available). These career completer programs are ap-
proved by the Maryland State Department of Education and
4 | Overview

Graduation Certificates College & Career Planning

Maryland High School Certificate Naviance Student
The Maryland High School Certificate of Program Comple- AACPS has partnered with Naviance Student (formerly
tion (See COMAR 13A.03.02.09E) shall be awarded only to known as Family Connection) to provide high school
students with disabilities who cannot meet the requirements students with a variety of online tools to support student
for a diploma but who meet the following standards: achievement through academic planning. Naviance Student
a. The student is enrolled in an education program for at affords students the life, college, and career readiness skills
least 4 years beyond grade 8 or its age equivalent, and is that prepare them for post-graduation.
determined by an IEP team, with the agreement of the Naviance Student provides students with 6 key competen-
parents of the student with disabilities, to have devel- cies: social-emotional learning, career knowledge, college
oped appropriate skills for the individual to enter the knowledge, interpersonal skills, academic skills, and transi-
world of work, act responsibly as a citizen, and enjoy a tion skills as they matriculate through each grade. Each grade
fulfilling life, including but not limited to: level is assigned activities tasks based on developmental level.
‒ Gainful employment Students and families have access to online resources that
‒ Post-secondary education and training assist in communicating with school staff and collaborate
‒ Supported employment and on college and career readiness activities. Students research
‒ Other services that are integrated careers, colleges, and scholarships in one location, as well
in the community, as explore career assessments. They can also create career
or pathway plans that can be linked to college and career readi-
ness. Students have the ability to request transcripts and
b. The student has been enrolled in an education program
staff recommendations for college applications. Students
for 4 years beyond grade 8 or its age equivalent and
can also create goals and track completion of college and ca-
will have reached age 21 before the first day of the next
reer exploration activities. To find out more about Naviance
school year.
Student, contact your child’s School Counseling Office.
The Maryland Summary of Performance that describes the
student’s skills shall accompany the Maryland High School Students in the Virtual Academy will work closely with their
Certificate of Program Completion. school counselor on the college application process. The Vir-
tual Academy will participate in Naviance onboarding in the
The final decision to award a student with disabilities a Mary- 2022–2023 school year.
land High School Certificate of Program Completion will not
be made until after the beginning of the student’s last year in To sign into your account, go online to:
high school. https://succeed.naviance.com/auth/signin
A student with significant cognitive disability may not meet
high school graduation requirements if a student:
a. Participates in an Alternative Assessment based on Al-
ternative Academic Achievement Standards (AA-AAAS);
and
b. Continues to receive instruction based on Alternative
Academic Achievement Standards through high school.

Anne Arundel County Public Schools Citation

An Anne Arundel County Public Schools citation for comple-
tion of a four-year high school program may be awarded at
graduation ceremonies, if approved by the IEP team, to stu-
dents with specific developmental disabilities who have not
completed their individual high school program of studies
and will be leaving the high school and entering an alterna-
tive AACPS program (i.e. Vocational Citation Program, On-
Campus Transition Program). The student will be awarded
the Maryland High School Certificate upon completion of
the alternative program.
Overview | 5

Taking Advanced Courses

Weighted Grading IB Middle Years Programme (IB MYP)
IB High School Magnet students in grade 9 IB MYP courses
Students who earn an A, B, or C in an Honors, Advanced
are enrolled in Honors level English, AP or Honors US History,
Placement (AP), or International Baccalaureate (IB) course
Biology, Algebra 1, Geometry or Algebra 2, French, Italian,
are awarded additional quality points, known as weighted
Mandarin or Spanish Level 2 or 3, and elective offerings. IB
grading, as follows:
High School Magnet students in IB MYP grade 10 are enrolled
• An additional 0.5 quality points for an Honors or Honors in Honors level English, AP or Honors American Government,
IB MYP course. Chemistry, Geometry, Algebra 2 or Pre-Calculus, French, Ital-
• An additional 1.0 points for an AP or IB DP course. ian, Mandarin or Spanish 3 or 4, and elective offerings. Note
• No additional points are awarded for grades of D, or E. that not all IB MYP courses receive additional weighting.
For example, an A received in a regular course is worth 4
points toward a student’s GPA. An A received in an Honors
International Baccalaureate Diploma Programme (IB DP)
The IB DP is a rigorous and challenging program of studies
or an Honors IB MYP course is worth 4.5 points and in an
for students in grades 11 & 12. The IB program and Diploma
AP or IB DP course is worth 5 points. These courses may
are recognized by school systems, colleges, and universities
require pre-course assignments as preparation for accelerated
throughout the world. Many colleges grant advanced stand-
classroom learning.
ing and/or college credit on the basis of performance in the
IB Diploma assessments. IB DP students have the option of
Honors Courses earning a bilingual IB Diploma.
Honors courses are designed to be challenging while en- Students may apply to the Diploma Programme through the
hancing a student’s ability to employ critical thinking and second semester of the sophomore year. In addition to the
analysis skills. The level of performance in these courses Magnet application process, interested applicants should
prepare students for college and career readiness. Honors discuss this opportunity with the IB Coordinator at their
courses are distinguished by a difference in the depth and zoned school.
scope of work required.
The IB Career-related Programme (IB CP)
Advanced Placement (AP) and The IB Career-related Programme (CP) is designed for stu-
International Baccalaureate (IB) dents interested in pursuing a career-related education in the
11 and 12th grades. It provides students with an excellent
AP and IB course offerings support academic rigor in the high foundation to support their further studies, as well as ensure
school setting. Student commitment is critical. Withdrawal their preparedness for success in the workforce. The CP frame-
from AP courses will not be considered until the end of the work is composed of two or more IB Diploma Programme
first marking period to allow for acclimation and teaching/ Courses and three CP Core components: Personal and Profes-
learning support. Magnet programs such as IB require a sional skills; service learning; and the reflective project.
full-year commitment. A decision to drop to a lower level or
withdraw from the course completely would come after con-
sultation between the ASP/IB Office, student, teacher, parent, Other Advanced Courses
counselor, and administration. Some courses are as challenging and rigorous as AP courses
but are not sanctioned by the College Board. These courses
Advanced Placement Courses (AP) receive the same weighted grading as AP courses.
Advanced Placement courses are demanding and challenging
courses intended for students who demonstrate potential for
college level work. The College Board sponsors the Advanced
Placement Program, and it develops, administers, and grades
examinations for each advanced placement course. Many
universities and colleges grant advanced standing and/or
college credit based on student performance on an AP test.
Information regarding advanced placement courses and tests
are available from high school counseling offices. Students
are not required to take an advanced course in order to be
eligible to sit for an advanced placement examination. A
student’s report card grade for an AP course is determined by
the classroom teacher. It is not a reflection of the results of
the Advanced Placement test.
6 | Overview

Programs of Choice
The AACPS Programs of Choice initiative offers a range of International Baccalaureate Middle Years
specialized fields of study to increase excellence and and Diploma Programme (IB MYP/DP)
opportunity for all secondary students. AACPS supports The International Baccalaureate Middle Years and Diploma
choice for high school students through our Centers of Programme is offered at Annapolis, Meade, and Old Mill
Applied Technology, our Signature programs, four Magnet High Schools for students interested in taking an active role
programs, a Public Charter school, and a Virtual Academy. in their local and global communities and connecting their
Through the development of strategic partnerships, schools education with the world around them. Through the interna-
offer students enriching educational opportunities that tionally recognized IB program, students will learn to prepare
appeal to their interests and prepare them for college and for success in post-secondary education and as 21st century
career. AACPS students have the unique opportunity to visionary leaders. The IB MYP prepares students in grades 9
pursue their passion for the arts, sciences, humanities, or and 10 for the IB DP in grades 11 and 12.
trades while building relationships with teachers and leaders
in the community. Performing and Visual Arts (PVA)
The Performing and Visual Arts program is offered at Annap-
olis and Broadneck High Schools for serious arts students in-
Centers of Applied Technology (CAT) terested in building their artistic skill and gaining real-world
Our two Centers of Applied Technology—CAT North and experience to prepare for higher education or a career in the
CAT South—provide students with technical and academic arts. Through an arts-intensive curriculum, PVA students
skills needed for high wage, high skill, in demand profes- have the opportunity to foster their artistic passions both in
sions. Programs in both centers offer industry recognized front of an audience and behind the scenes through premiere
certifications and often college credit. Students apply theory arts venues and exhibitions.
and knowledge towards increasing skills proficiency in the
classroom and develop employable skills through hands-on, Science, Technology, Engineering, & Mathematics (STEM)
real-world experiences. The Science, Technology, Engineering, and Mathematics
www.catnorth.org- 410-969-3100 program is offered at North County and South River High
www.catsouth.org- 410-956-5900 Schools for students interested in a relevant and hands-on
education focused on the STEM fields of science, technol-
ogy, engineering, and math. Through partnerships with local
Signature Programs colleges, universities, and STEM professionals, students will
Signature Programs offer students a series of courses develop strong research skills, explore STEM careers, and
designed to connect classroom instruction with real-world gain real-world experience through internship opportunities.
situations and workforce skills relevant to each school’s
local community. Each high school in Anne Arundel County BioMedical Allied Health (BMAH)
will offer unique Signature-related courses for which The BioMedical Allied Health program is offered at Glen
students can register during the course selection window. Burnie High School for students interested in exploring
If you are interested in your school’s Signature program, the fields of the health-care industry. Through partnerships
visit our website (www.aacps.org/signatures) or call the with major hospitals and institutions in the Baltimore-
Advanced Studies and Programs Signature Office at your Washington Professional Corridor and through partner-
child’s school. 410-570-7495. ships with local colleges and universities, BMAH students
will participate in regular job shadows and internship op-
Magnet Programs portunities to gain real-world experience in the biomedical
and allied health fields.
Our four Magnet Programs offer motivated and academi-
cally able students the opportunity to engage in a specialized
course of study or emphasis on instruction that differs from
the traditional curriculum offered in AACPS. Admission
to all Magnet Programs is by formal application. If you are
interested in any of our Magnet Programs, visit our website
(www.aacps.org/magnet) or call the Advanced Studies and
Programs Magnet Office at 410-222-5391 x1.
Overview | 7

Scheduling
Charter Programs It is the responsibility of the student to evaluate carefully and
The Maryland Charter School Act of 2003 was established select courses with help from appropriate teachers, school
as an alternative means within the existing public school counselors, or administrators. Parental approval of course
system to provide innovative learning opportunities and selection is required for all students younger than 18 years of
creative educational approaches to improve student educa- age. Students have the right to participate in any part of the
tion. Maryland’s law emphasizes a focus on innovation and curriculum in accordance with nondiscriminatory practices.
student achievement and in so doing places a premium on • Academic credits are defined as courses offered in the pro-
the relationship between the school system and the public gram areas of English, mathematics, science, social studies,
charter school applicant. World Languages, advanced placement, and computer
Public Charter Schools are independent, tuition-free, publicly science.
funded schools that are open to all students on a space avail- • The prior approval of the principal is required for a student
able basis. If there are more applicants than seats available to take more than four non-academic credits during a
a lottery is required by law. Charter schools follow the same school year.
laws, policies, and regulations as all public schools. However, • Students are limited to a maximum of two physical activ-
charter schools provide families with additional educational ity classes per semester.
choices so that parents can choose to send their child to • In Anne Arundel County, all students are strongly encour-
a school that has an instructional approach that fits their aged to pursue professional career internship opportunities
child’s learning needs or academic interests. or college courses through our partnership with AACC as a
For additional information on the AACPS Charter School capstone experience. It is not the practice of AACPS for stu-
Program, call 410-224-8572 or visit www.aacps.org/ dents other than seniors to receive partial schedules. There
charterschools. are a number of reasons for this, including a need to ensure
that students have the ability/opportunity to earn sufficient
credits and take the required courses in order to graduate.
However, the primary reason that partial schedules are not
generally approved for underclassmen is that such a sched-
ule would result in students being unlawfully absent from
Chesapeake Science Point Public Charter School school, as defined by COMAR 13A.08.01.03
Chesapeake Science Point Public Charter School—in partner-
ship with students, parents, and the community— will attain
educational excellence by providing a rigorous and quality
education for middle and high school students with a special
focus on science, math and technology while preparing them
to excel in an increasingly technological and global society.
Grades Served: 6–12 (www.mycsp.org)

The Virtual Academy

The AACPS Virtual Academy (opened in the 2021–22 school
year with State approval) continues to offer a virtual-only
learning solution for a limited number of students in grades
3–12 who meet the established criteria and have demonstrat-
ed virtual learning success. An application process will occur
each spring for open grade level seats. Should more students
qualify than there are available seats, a random, unweighted
lottery process will select students. Acceptance to the Virtual
Academy requires a full one-year enrollment commitment.
As a solely virtual learning school, it is understood all
students will engage in teaching and learning (including
curricular assessments) and co-curricular activities virtually.
However, as required by MSDE, all State assessments will be
implemented on site at a designated AACPS facility.
For more information please see the Virtual Academy web-
site at www.aacps.org/virtualacademy.
8 | Overview

Additional Ways to Earn or Recover Credit

In addition to earning credits during the regular school day Credit by Examination
and year, credits may be earned, at the discretion of the local
Credit toward high school graduation may be earned in
school system, through various other programs. No stu-
grades 9–12 by passing an examination that assesses student
dent, however, may earn credit more than once for the same
demonstration of locally established curricular objectives.
course. Additional ways to earn credit include:
Credit by examination must be approved by the curriculum
coordinator on a case-by-case basis. According to COMAR
Summer School 13A.03.02.04, students who have completed all requirements
The summer school program offers students a number of for the Maryland High School Diploma except for credit in
secondary courses and provides students the opportunity to either English 12 or Algebra 2 may earn credit by exam. To
make up work in which they were unsuccessful, to improve earn credit for English 12, the student must take two tests:
grade averages in sequential subjects, and to earn credits to SAT and SAT Subject Test in Literature and the writing portion
meet high school graduation requirements. of the SAT with a minimum combined score of 1080 on the
SAT Subject Test in Literature with a minimum of 520 on
Evening High School the writing portion of the SAT. To earn graduation credit for
Algebra 2 the student must achieve a minimum of 1150 on
The Evening High School Program offers students who are
the American Diploma Project Algebra 2 exam. When selecting
currently attending a daytime high school the opportunity to
this option, please contact interested colleges and universities
make up credits or take additional courses. For those students
to review entrance requirements for English 12 and Algebra 2.
16 years old or older, who have not completed high school,
Evening High School offers an opportunity to complete their
high school education and earn a high school diploma. Independent Study Programs
Independent Study is an opportunity for the student with
Twilight School strong self-discipline, special talents, and interests to under-
take an individual project of exceptional depth, breadth, or
The Twilight Program is an opportunity for ninth and twelfth
pace. Guidelines and procedures have been established by
grade students to take a class or classes for remedial credit.
the Anne Arundel County Public Schools Office of Curricu-
Coursework is taken after school at the comprehensive high
lum and Instruction to ensure Independent Study courses
school. Twilight School is offered second semester for those
comply with system policies. The student and the sponsor-
students who did not receive credit for a first semester class.
ing teacher design a syllabus to specify outcomes, content, a
work plan, and performances for assessment. The program
Maryland Virtual Learning Opportunities (MVLO) includes regularly scheduled student-teacher conferences
Online Campus and assessments of progress. All sequential coursework in a
With prior consent of the principal, high school students particular curriculum discipline must have been successfully
may enroll in online MVLO courses for high school credit. completed by the student prior to submitting an application
These online offerings expand the range of learning oppor- for Independent Study. Credit for Independent Study will be
tunities offered to students by way of the virtual classroom. assigned on a semester basis and students shall be awarded
Courses are conducted online with the teacher physically an unweighted grade of Satisfactory or Unsatisfactory. An
separated from the students. Students may be scheduled AACPS Independent Study application must be completed at
before, during, or after the school day to work independently the home school and approved by the Director of Curriculum
on course requirements. The local high school assigns an of the specific course at least two weeks prior to the first day
online support teacher who monitors student progress and of the requested semester.
communicates with the student, parents, and online teacher
as needed. For information, contact your school counseling
office. Fees may apply.
Overview | 9

Early College Access Program (ECAP)

The Early College Access Programs (ECAP), which includes all Costs
AACC courses—including Dual Credit and Non-Dual Credit
The costs of participating in ECAP (tuition and fees) are the re-
courses, offers approved high school students the opportunity
sponsibility of the student/parent/guardian. To determine your
to enroll in college coursework in a variety of academic areas at
full costs, see Costs and Financial Assistance at www.aacps.org/
a 50% tuition reduction. Students can take any AACC course for
ecap. High school students may receive a 50% reduction in the
which they meet eligibility requirements, some of which are even
cost of tuition for a maximum of four courses (more than four, if
approved by AACPS for Dual Credit (see below). These college
courses are taken at the high school location).
courses can complete the academic day for high school students
who are progressing toward high school graduation, provide op-
portunities for students in subject areas that interest them, allow Tuition
them to explore potential career pathways, or get a jump start on • Students who submit a completed, approved ECAP appli-
general education courses that may be transferable. cation to AACC receive a 50% tuition discount.
• AACPS students eligible for Free and Reduced Meals
Dual Credit Courses (FARMs) are eligible to have 100% of their AACC tuition
For designated AACC courses, students may earn both college waived by AACPS for up to four courses.
and high school credit. Prior written consent from the school
principal or designee, after advisement with the school counselor, Fees
is required. A list of eligible courses can be found at Courses • All fees for AACC courses must be paid by the student or
Eligible for Dual Credit at www.aacps.org/ecap. Dual credit will family at the time of registration.
be awarded only to an AACPS student who has been formally ap- • AACC fees include registration, lab, parking, activity, and
proved by their high school prior to enrolling in an AACC course. other miscellaneous fees.
Receiving Dual Credit for ECAP Courses
For dual credit courses, students receiving an AACC grade of
Financial Assistance
‘A,’ ‘B,’ ‘C,’ or ‘D’ will receive an AACPS grade of ‘S.’ An AACC Students may apply for financial assistance through the AACC
grade of ‘F,’ ‘FX,’ or ‘I’ will receive an AACPS grade of ‘U.’ Stu- Financial Aid Office. To discuss financial options, including
dents earning an ‘S’ receive AACPS credit. These courses are scholarships, make an appointment by calling 410-777-2203.
not included when calculating a student’s GPA.
The Early College Access Grant
ECAP Enrollment Requirements This grant is available to assist qualifying students and families
High school juniors and seniors* who are approved by their with the cost of courses and fees. Contact the AACC financial
secondary school to participate in ECAP must demonstrate aid office or visit www.aacps.org/ecap for information.
their academic readiness for specific courses by:
• being enrolled in a minimum of two half credit classes Applying for the Early College Access Program
each semester at the high school and having good academ- Students must:
ic standing. Note: only students with senior status may be • Complete the ECAP application at www.aacps.org/ecap,
allowed early release from the regular school day. fully and legibly.
• maintaining a minimum weighted 2.0 high school GPA. • Include all required signatures—student, guardian, school
• meeting AACC course prerequisites. counselor, and principal (or designee).
• meeting required acceptable performance levels on • Present the completed ECAP application to the college at
the College’s English/Reading and/or Math Accuplacer the time of registration or email to [email protected].
assessment or nationally recognized standardized test
such as the ACT or SAT. AACC Disability Support Services (DSS)
*Students under the age of 16 may be eligible for dual enroll- Students with an IEP and/or 504 Plan may qualify for
ment at the college (please contact the AACC Office of Ad- student supports at AACC. Click on the Disability Support
missions and Enrollment Development, [email protected], Services link at www.aacps.org/ecap, email [email protected], or
and your child’s school counselor). call 410-777-1411.

Other AACC Requirements For More Information

Students attending AACC must: If you have questions, or would like more information, please
• provide their own transportation. contact your child’s school counselor.
• attend a new student orientation program to become
familiar with AACC policies and procedures.
10 | Overview

Alternatives to 4-Year Enrollment

In recognition of the fact that 4-year enrollment in a public Other Programs
high school may not serve the best interests of some stu-
dents, the following alternatives shall be made available. GED: General Educational Development Testing
A Maryland High School Diploma may be awarded for
Early Graduation satisfactory performance on approved general educational
development tests.
Maryland High School diploma requirements (COMAR
13A.03.02.03) state that students must satisfactorily com- For more information visit https://ged.com/
plete four years of approved study beyond the eighth grade
unless an alternative program has been approved by the local
Maryland Adult External High School Diploma-AACC
A Maryland High School Diploma may be awarded for dem-
Superintendent of schools. In Anne Arundel County Public
onstrating competencies in general life skills and individual
Schools, the school’s Regional Assistant Superintendent, act-
skills on applied performance tests.
ing as the Superintendent’s designee, is authorized to review
and approve requests for early graduation. Students will Program is offered at Anne Arundel Community College. For
retain status as a junior until verification of completion of all more information contact the Adult Basic Skills Office at
course work is complete using the final report card. (410) 777-1823.
If a student intends to graduate at the end of grade 11, a plan
to complete all graduation requirements including credits,
state assessments, and student service hours should be
discussed with the school counselor and submitted to the
principal by July 30th of the summer preceding 11th grade. A
school-based committee appointed by the principal will review
the request and make a recommendation as to whether the
exception to the four-year attendance requirement is in the
best interest of the student. The school counselor will keep the
packet and contact the parents once a decision has been made.

Early Admission to an accredited college or

vocational, technical, or post-high school
The student chooses to be a full-time student at an accredited
college or approved vocational, technical, or other post-high
school rather than attend a fourth year of high school. The
student must have met all state competency prerequisites,
high school assessments, and service-learning requirements
prior to the fourth year. The student must develop a cur-
ricular plan which assures that the content of the graduation
‘specified courses’ fulfills the credit requirement and also
meets the standards for graduation in the first year of post-
secondary study. A written request by the student and parent
must be approved by the principal first. Then the student and
parent send a letter asking for a waiver of the fourth-year at-
tendance requirement for approval by the superintendent of
schools or designee, which is the Regional Assistant Superin-
tendent, with the curricular plan, early admission acceptance
letter, and principal’s approval attached. At the conclusion
of a full year of study, students must submit a written
request for the high school diploma to the superintendent
or designee together with an official transcript or letter from
the postsecondary school indicating that the student has suc-
cessfully completed a full year of post-high school work.
Overview | 11

NCAA Eligibility
National Collegiate Athletic Association
NCAA — 16 Core-Course Rule — NCAA
Division I Required years of … Division II
4 English 3
3 Mathematics (Algebra 1 or higher) 2
2 Natural/Physical Science (one year of lab if offered by high school) 2
1 Additional English, Mathematics or Natural/Physical Science 3
2 Social Science 2
Additional courses
4 (from any area above, foreign language or comparative religion/philosophy) 4

Students who intend to participate in interscholastic athlet- Division 2 schools require a student earn a minimum of a
ics in a Division 1 or Division 2 college or university must 2.000 GPA for the 16 required core courses and earn a speci-
register with the NCAA Initial-Eligibility Clearinghouse to fied score on the SAT or ACT in order to be eligible to practice,
determine whether the student is a “qualifier” and can prac- compete, and receive scholarships.
tice, compete, and receive athletic scholarships as a freshman.
Students are strongly encouraged to see their counselors Which courses qualify?
to receive more complete information on NCAA eligibility Courses that are NCAA approved are designated in this list of
requirements. courses. The approved list of courses changes every spring.
For more information, visit https://web3.ncaa.org/ecwr3/ Students should work with their school counselor to make sure
that the courses they choose are still accepted by the NCAA.
What are the NCAA course requirements? What about ESOL courses?
Students enrolling full-time in an NCAA Division 1 or Divi- English as a Second Language (ESOL) courses are not accept-
sion 2 college or university must complete 16 core courses able as NCAA Courses. However, advanced ESOL courses
(ten before senior year) in the subjects in the table above. may be used, but must be reviewed on a case-by-case basis.
Seven of the 10 courses must include a combination of Eng- Any student who wishes to have advanced ESOL courses
lish, mathematics, or natural/physical science that meet the considered must contact the college or university they will at-
division requirements. These 10 courses become ‘locked in’ tend in order to determine initial eligibility and to begin the
at the start of the seventh semester and cannot be retaken approval process. AACC/ECAP Impact on Athletic Eligibility
for grade improvement. All other students should check with
Students participating in college courses during high school may
their counselor for course requirements.
be subject to limitations on athletic eligibility at the college level.
Please check with the NCAA for additional information.
What factors determine whether a student can
practice, compete, and receive athletic scholarships
as a college freshman?
Division 1 schools use a sliding scale to determine a stu-
dent’s eligibility. The required SAT or ACT score is based on a
student’s GPA (for the 16 required core courses). The higher
the student’s GPA, the lower the required SAT or ACT score.
However, a student must earn a minimum 2.000 GPA aver-
age in order to qualify to practice and receive scholarships.
In order to be eligible to compete, a student must earn a
minimum GPA of 2.300.
12 | Overview

State and National Assessments

Maryland Comprehensive Assessment Program
English Language
Mathematics Science Social Studies
Arts/Literacy

• Algebra I Life Sciences Maryland

General Education ELA/Literacy 10 • Geometry Integrated Science Government
• Algebra II Assessment (LS-MISA)
Alternate Assessment Alt ELA/Literacy 11 Alt Mathematics 11 Alt MISA 11

English Learners ACCESS for ELLs 9–11

Alternate Assessment Alt ACCESS for ELLs 9–12

While attending Anne Arundel County Public Schools, your in grade 9 who are enrolled in the Algebra I course will take
child will participate in state-mandated assessments, assess- that assessment. Some students in grade 9 who are enrolled
ments required for high school graduation, and assessments in the Geometry or Algebra II course may take that assess-
related to advanced course work and college admissions. ment. The mathematics assessment requires students to
Your child’s academic performance is based on more than solve multi-step problems that require reasoning and address
assessment scores; however, assessment results are vital to real-world situations. Students will demonstrate their ability
monitor student progress as well as evaluate and improve to reason mathematically, make sense of quantities and their
instruction and curricula to ensure student success. relationships in order to solve and show their understand-
ing through real-world problems. For students enrolled in
an Algebra 1 course during the 2022–2023 school year, the
The Maryland Comprehensive Assessment Program score earned on the Algebra 1 End of Course Assessment will
The Maryland Comprehensive Assessment Program (MCAP) cov- represent 20% of the student’s final course grade.
ers state and federally mandated in English Language Arts/
Literacy (ELA), Mathematics, Science, Social Studies, English Life Science Maryland Integrated Science
Language Proficiency, and Kindergarten Readiness. MCAP End of Course Assessment (LS MISA)
also includes Alternate Assessments for selected students. The LS MISA is aligned with the Next Generation Science
Standards and will require students in grades 9 or 10 to dem-
A brief description follows for each state-mandated and
onstrate their ability to ask questions and define problems,
national assessment. Schools will notify parents with specific
plan and carry out investigations, construct explanations,
testing information as each date approaches. Specific ques-
and design solutions, and obtain, evaluate, and communicate
tions about any of the assessments can be directed to the
information. The LS MISA is designed to assess standards in
School Testing Coordinator at your child’s school.
Life Science. The LS MISA will be given as an end of course
English Language Arts/Literacy assessment when students take Biology. For students en-
The ELA assessments are end-of-course exams given to rolled in a Biology course during the 2022–2023 school year,
students in grades 3–8 and 10. For the ELA assessments the score earned on the LS MISA End of Course Assessment
students will read literary and informational passages from will represent 20% of the student’s final course grade.
published texts as well as engage in multi-media such as
video or audio clips. Students will demonstrate their mastery
Social Studies
The Government Assessment is an end-of-course exam that
of ELA standards through written responses and computer
provides students with the opportunity to demonstrate
enhanced items. For students enrolled in an English 10
mastery of the Constitutional framework and democratic
course during the 2022–2023 school year, the score earned
process that structures the State and National political sys-
on the ELA 10 End of Course Assessment will represent 20%
tem. Students will take the Government Assessment as an
of the student’s final course grade.
end of course assessment when they take the Government
Mathematics course. For students enrolled in a Government course during
The mathematics assessments are given in grades 3–8, and the 2022–2023 school year, the score earned on the Govern-
once in high school. Middle school students taking high ment Assessment will represent 20% of the student’s final
school credit bearing mathematics courses (Algebra 1) will course grade.
take the test aligned with that particular course. Students
Overview | 13

ACCESS for ELLs colleges and universities. High school students are urged to
ACCESS for ELLs is the annual English language proficiency take the AP Exam in specific subjects such as English, world
assessment for English learners in grades K–12. The assess- languages, chemistry, history, calculus, psychology, biol-
ment measures a student’s English proficiency levels in four ogy, physics, economics, computer science, environmental
domains: Speaking, Reading, Writing, and Listening. Results sciences, statistics, and fine arts. With the exception of AP
are reported to parents annually. Studio Art, which is a portfolio assessment, each AP exam
contains a free response section, and a section of multiple-
Alternate ACCESS for ELLs choice questions. The modern language exams also have a
The Alternate ACCESS for ELLs is designed for English learn- speaking component, and the AP Music Theory exam in-
ers with significant cognitive disabilities who cannot meaning- cludes an optional sight singing task. Each AP exam is given
fully participate in the standard ACCESS for ELLs assessment, an overall score of 1, 2, 3, 4, or 5, with 5 indicating a student
even with accommodations. In order to participate in the alter- who is extremely well-qualified to receive college credit and/
nate assessment, the EL student must meet certain eligibility or advanced placement. A fee is associated with these exams.
criteria. The Alternate ACCESS for ELLs is available for the 1–2, Pending funding approval, financial assistance may be of-
3–5, 6–8, and students in grades 9–12. grade clusters. fered based on student need.
DLM Mathematics, English Language Arts, and More information on the IB Diploma Programme and the IB
Science Alternate Assessment Diploma Exams can be found in the Programs of Choice sec-
Students with significant cognitive disabilities who meet tions of this Program of Study or by contacting your school
eligibility criteria, as determined annually by the student’s IEP based IB Diploma Programme Coordinator. Check with the
team, will take the DLM Assessments in grade 11. These as- school testing coordinator at your child’s school for informa-
sessments allow students to demonstrate their reading, math, tion on the exams and associated fees.
and science abilities in a format best designed for students
with special needs and skills.
ACT
The ACT is a highly respected, widely accepted measure of
college readiness. The ACT assesses the degree to which
College Admissions and Preparation Tests students are prepared for college-level work. It has four main
Note: There may be fees associated with these assessments sections—English, Reading, Math, and Science—as well as
an optional writing component. All four-year universities
The PSAT, SAT, and NMSQT (National Merit Scholarship Qualifying Test) in the United States accept the ACT, as do more than 225
High school students may opt to take a number of tests universities around the world. Anne Arundel Community
offered by the College Board. The PSAT/NMSQT (National College also accepts the ACT, making it a valuable measure
Merit Scholarship Qualifying Test) are co-sponsored by the for students who want to attend almost any school. There is a
College Board and the National Merit Scholarships Corpora- fee associated with this exam.
tion. The PSAT measures critical reading, mathematics, and
writing. Only students in the 11th grade may qualify for the
National Merit Scholarship. Technical Skill Assessments
The SAT is used by many colleges and universities as part of Articulated Credit
their admissions process. The SAT measures a student’s abil- Students may earn college credit for work completed in high
ity to read, analyze, evaluate, and comprehend challenging school, based upon an agreement between AACPS and the
texts, revise and edit grammar and punctuation, use and cite post-secondary institution. Students must enroll in that in-
textual evidence as they read and write, demonstrate skill in stitution and complete specific requirements to receive credit.
analyzing data, and to solve real world mathematical prob-
lems. There is a fee associated with this test. Industry Certifications
An industry-recognized occupational or skill credential is a
The SAT Subject Tests indicate a student’s readiness to take
verification of an individual’s qualification and competence
college-level courses in specific subject areas. There are 20
in a specific career area. Credentials are typically issued by a
SAT Subject Tests in the areas of English, history, science,
qualified third-party such as a vendor, industry association,
mathematics, and language. Some colleges use subject tests
or governing board after an individual has completed an as-
to place students into appropriate courses and as an addi-
sessment demonstrating proficiency for a specific skill set.
tional data point when determining college admissions.

Advanced Placement (AP) and International Proficiency Credit

Students can take an assessment provided by the college
Baccalaureate Diploma Programme (IB DP) Exams
after completing a designated high school course. Students
Students enrolled in AP and IB DP courses sit for the cor-
may earn this transcripted college credit while still in high
responding exams in May. Colleges and universities use the
school.
Advanced Placement Exam and International Baccalaureate
Exam results to determine college preparedness, student mo-
tivation, and placement. Students may have the opportunity
to earn credit or advanced standing at many of the nation’s
14 | Courses Overview Page

Course Descriptions
Class Length and Possible Credits
0.25sem—A 9-week course.
How to read a course description: A student must take two different 0.25 credit courses
in one semester.
0.5sem—A one semester course.
A student can earn a maximum of 0.5 credit.
Course ID# | Title of Course Credits [FY] 0.5/sem—A full year course.
The course description is an overview of the content of the course and A student takes this course for two semesters and can earn
may contain additional information, such as student expectations, class 0.5 credit per semester for a total of 1.0 credit.
assignments, and details about exams and certifications.
Prerequisite(s): Requirements needed before a student can take this class. 0.5/sem—A multiple semester course.
CTE–NCAA–DUAL (XX0000) A student can earn 0.5 credit for each semester the course
is taken. Examples:
Guitar 1: up to two semesters (for 1.0 total credit)
Guitar 2–4: up to six semesters (for 3.0 total credits)
This course meets the requirements of specific programs: Yearbook 1–4: up to eight semesters (for 4.0 total credits)
CTE —Career and Technical Education Program
NCAA —National Collegiate Athletic Association
(see “NCAA Eligibility” on page 11)
DUAL —Anne Arundel Community College Dual Credit Courses
A student can take an equivalent AACC course
and earn both college and high school credit
(see “Early College Access Program (ECAP)” on page 9)

Course Descriptions....................................... 14 Science.............................................................. 52

High Engagement/Passion Courses............ 15 Social Studies...................................................56
Art (Visual Arts)............................................... 19 World Languages............................................60
Career & Technical Education.......................22 Certificate of Completion Courses...............64
Dance................................................................ 32 Interdisciplinary Courses...............................66
English.............................................................. 33 Programs of Choice........................................68
English Language Development.................. 37 CTE Career Completer Programs............... 114
Health...............................................................40 Advanced
Co-Curricular Programs...............................134
Mathematics.................................................... 41
Scheduling Worksheets...............................138
Music.................................................................45
Physical Education..........................................49
High Engagement/Passion Courses | 15

High Engagement/ Career & Technical Education

Passion Courses Global Business Connections

Contributes to satisfying the Elective Credit Requirements

Q840 | Consumer Insights 0.25qtr

Through the scheduling of and participation in these high
engagement courses, students may pursue their passions How and why do people consume products, services, and experiences?
Increase your knowledge of marketing and the psychology that
in a 9-week block of time to explore possibilities, creativity, influences consumer influence and behavior.
and interests to meet one’s individual needs. These courses
may serve as a launch point for further investigation or a Q843 | Conscious Capitalism (Ethics) 0.25qtr
survey of possible career paths. Each are designed to provide Think like a business leader by learning the four pillars of Conscious Capi-
the student with a 23-day experience affording them the talism (Ethics) and learning the role of a company in the interdependent
opportunity to grow in their knowledge and skill in a particular global marketplace.
area. Coursework may contribute to meeting graduation
requirements or as supplemental courses in high interest areas. Q845 | Essential Computing 0.25qtr
These inspiring courses have been developed by educators who Prepare for college and career by sharpening your keyboarding and
want to share their passion for this particular content area. software application skills using Google Suite and Microsoft Office
applications.
Students schedule two of these courses in one semester.
Global Technology Concepts
Contributes to satisfying the Basic Technology Credit Requirements

M840 | Engineering Design 0.25qtr

Use a project-based approach to solve engineering challenges with
emphasis on the Engineering Design Process, Universal Design, hydraulics,
structures and forces, and lab safety.

M841 | Designing & Prototyping 0.25qtr

Design and create a prototype of a product that can be packaged and
advertised, after learning sketching, modeling, and photo editing to
explore design elements.

M842 | Design for Manufacturing 0.25qtr

Learn the manufacturing process, explore its components, and use this
knowledge to re-design a current product to be stronger, less expensive,
and/or more sustainable.

M843 | Flight in Action 0.25qtr

Gain an understanding of aeronautics and in-atmosphere flight. Design
and build aircraft parts to test various principles.

M844 | Practical Programming 0.25qtr

Build and test working models of real-world robotic challenges with ‘drag
and drop’ programming software.

M845 | Mobile Application Development (Mobile Apps) 0.25qtr

Design, develop, test, and debug your own App creation.

X071 | Mindful Design 0.25qtr

Create a water feature that will bring nature into the classroom.
Collaboratively design, create a project proposal, budget, and build the
water feature while learning mindfulness techniques to cope with busy
lifestyles.
16 | High Engagement/Passion Courses

X072 | Designing for Wellness: Ergonomics 0.25qtr R849 | Cybersecurity: Global Impact & Ethics 0.25qtr
An ergonomically designed workspace is critical to our mental and Understand ethics in the modern technocentric world, as well as the
physical health, increases efficiency and productivity while reducing history and psychology behind cyber tech and cyber-crime, as well as
discomfort. Work through the Design Thinking process to create a unique those of past, present, and future technologies. Learn how technologies
seating design that incorporates ergonomic practice. are regulated and what privacy means to the individual.

Internship Preparation R845 | Intro to Web Development 0.25qtr

Learn how to use HTML and CSS to develop webpages while mastering
Contributes to satisfying the Elective Credit Requirements basic web development concepts and the importance of art and
creativity in the design.
S34 | Acing the Internship 0.25qtr
Learn what it takes to secure the internship that best fits your interests, R846 | Discrete Mathematics for Computer Science 0.25qtr
skills, and personality profile. Prepare your resume, cover letter, and polish Understand and apply ideas and techniques in discrete mathematics as
your networking and interview skills. you solve specific, significant applications.
Prerequisite(s): Successful completion of Algebra 2. Concurrent enrollment
Preparing for Home Ownership in Pre-Calculus is recommended.
Contributes to satisfying the Basic Technology Credit Requirements
Interactive Media
M846 | Renovation DIY—Carpentry 0.25/qtr Contributes to satisfying the Elective Credit Requirements
Learn and practice DIY skills in a hands-on environment which can Available to North County STEM students only.
enhance your understanding of how these skills are beneficial to home
ownership. R847 | Interactive Media—3D/Augmented Reality 0.25qtr
Explore, test, and create augmented reality through computer-generated
M847 | Renovation DIY—Plumbing and Electricity 0.25/qtr perceptual information, sometimes across multiple sensory modalities,
Use tools and machines to make minor repairs to everyday components including visual, auditory, haptic, somatosensory, and olfactory, to create
of a home and learn how basic plumbing and electricity are integrated and interact with the real-world.
into home construction.
R848 | Honors Interactive Media—3D/Virtual Reality 0.25qtr
Explore, test, create, and identify game design principles, reciting
common choices, styles, and/or aesthetics (e.g. visual, audial, interactive,
Computer Science and narrative) through learning and innovation, creativity and innovation
including but not limited to thinking critically and problem solving.

Global IT Applications
Contributes to satisfying the Elective Credit Requirements

R840 | Sensors & Microcontrollers 0.25qtr

English
Learn the basics of Arduino microcontrollers, to build remote sensors that
record data to detect and solve community problems. Test Prep
Contributes to satisfying the Elective Credit Requirements
R841 | Data Mining I 0.25qtr
Use Problem-Based Learning to practice methods of research and use tools X400 | PSAT/SAT/ACT Prep (Verbal) 0.25qtr
such as Excel to analyze, discover patterns, make predictions, and propose Students in grades 10-12 prepare for the PSAT, SAT, and ACT by developing
potential solutions to problems. and applying strategies to strengthen critical reading, writing, and test-
taking skills. Through focused instruction, practice with actual test items,
R842 | Python I 0.25qtr and independent activities, students diagnose their individual needs
Learn computer programming in Python, a fun and easy coding language and implement a program to improve their immediate scores and their
that is great for first-time learners. greater academic performance in high school and beyond.

R843 | Scratch 0.25qtr

Create interactive stories and games with this visual programming
language, which is a fun and exciting way to learn fundamental
programming concepts.

R844 | Cybersecurity: Linux 0.25qtr

Master the functionality of Linux by completing cybersecurity challenges.
Build skill sets to address needs in both offensive and defensive cyber-
security.
Note: This course is only available online.
High Engagement/Passion Courses | 17

Family & Consumer Sciences Physical Education

Finance Stretching for Health and Wellness
Contributes to satisfying the Elective Credit Requirements Contributes to satisfying the Physical Education Elective Credit Requirements

H80 | Turn Wage$ into Wealth 0.25qtr L190 | Stretch and Flow 0.25qtr
Learn the importance of personal financial preparedness, and how to Build upon knowledge of the core yogic principles and connections
manage your money, banking, credit, and taxes. Develop a plan for to how yoga and mindfulness promotes lifelong wellness through the
attaining goals while juggling multiple roles as a young adult. analysis of specific yogic styles and unique mindfulness practices in order
Recommended: Grades 10–12 to synthesize the differences between Vinyasa Flow and Yoga Nidra as a
means to promote lifelong wellness.
Prerequisite: Foundations of Stretch Your Wellness

L191 | Stretch and Restore 0.25qtr

Mathematics Build upon knowledge of the core yogic principles and connections
to how yoga and mindfulness promotes lifelong wellness through the
Math in the Word Around Us analysis of specific yoga styles in order to synthesize the differences
between Restorative yoga and Integrative yoga as a means to promote
Contributes to satisfying the Math Elective Credit Requirements lifelong wellness.
Prerequisite: Foundations of Stretch Your Wellness
D321 | Function Focus: The World Around Us 0.25qtr
Think like a mathematician as you explore how applications of mathematics
relate to the environment and physical world.
Prerequisite(s): Algebra 1 & Geometry
Science
D320 | Function Focus: Man-made Mathematics 0.25qtr
Build on previously generalized knowledge about solving and graphing Plant Potential
functions embedded in a variety of real-life situations. Contributes to satisfying the Science Elective Credit Requirements
Prerequisite(s): Algebra 1 & Geometry
C28 | Growing Organically: A Little Dirt Never Hurt 0.25/qtr
D840 | Introduction to Logic: Networks and Algorithms 0.25qtr Design and plan a plot that incorporates sustainable water use, the local
Develop deeper thinking and reasoning skills through Encryption environment, and supports the health of the whole system.
Algorithms, Cryptography and Conversion of Bases and by exploring
logic puzzles and games. C29 | Cleaner Energy through Plants for a Cleaner World 0.25/qtr
Prerequisite(s): Algebra 1 & Geometry
Explore cutting-edge technology and innovation to address their
community’s growing energy needs through clean renewable sources
D841 | Introduction to Logic: Graph Theory and Boolean 0.25qtr in both a laboratory and greenhouse setting.
Develop deeper thinking and reasoning skills through introductory
Boolean Logic and Graph Theory as well as logic puzzles and games.
Prerequisite(s): Algebra 1 & Geometry

X401 | PSAT/SAT/ACT Prep (Mathematics) 0.25qtr

Students in grades 10–12 prepare for the PSAT, SAT, and the ACT by
developing and applying strategies to strengthen their mathematical
abilities and test-taking skills. Through focused instruction, practice with
actual test items, and independent activities, students diagnose their
individual needs and implement a program to improve their immediate
scores and their greater academic performance in high school and beyond.
Recommended: Geometry and Algebra 2
18 | High Engagement/Passion Courses

Social Studies Storytelling Through the Arts

Contributes to satisfying the Fine Arts Credit Requirements
Contemporary World Cultures
Contributes to satisfying the Elective Credit Requirements Art

B840 | Global Connections—East Asia G840 | Writing on the Wall—

How has the diverse history and culture of different regions shaped our Telling My Story Through Street Art 0.25qtr
world? Understand what lies beyond the Western tradition to better Create personal, expressive art that reflects your story. Examine the origin
understand how East Asian culture shapes contemporary experience. and evolution of street art and its power of self-expression.

B842 | Global Connections—Latin America Dance

How has the diverse history and culture of different regions shaped our
world? Understand what lies beyond the Western tradition to better
L840| Dance Composition—
understand how Latin American culture shapes contemporary experience.
Telling Stories through Movement 0.25qtr
Experience the creative process by choreographing, performing, and
The following Global Connections courses are not currently offered but recording your story for public exhibition.
included for future planning:
English
B841 | Global Connections—Indian Sub-Continent 0.25qtr
B843 | Global Connections—Middle East 0.25qtr
A840 | Telling Stories in One Act 0.25qtr
B844 | Global Connections—Sub-Saharan Africa 0.25qtr Share your story or re-tell existing narratives through elements of theatre
and drama such as basic acting skills, characterization, and improvisation.
Making a Difference
A841 | Theater Technology and Management—
Contributes to satisfying the Science Elective Credit Requirements The Magic That Brings the Stage to Life 0.25qtr
Produce, program, and manage visual scenes and audio design for a
X240 | Take Action: Make a Difference 0.25qtr live-theater production after learning how to use behind-the-scenes
Become empowered to make a difference in current local issues through technology.
analyzing data, collaborating to brainstorm solutions, gain community input
and develop presentations to share your learning and recommendations.
Music
X25 | Take Action: Community Leaders 0.25qtr
F840 | Modern Beats—Tell Your Story 0.25qtr
Explore and leverage the support and assistance of community leaders
to reach real change in your community. Produce, record, and release your own song using music software that
will guide you through the process of writing lyrics and creating beats
that communicate your own message.

F841 | Sing Your Story 0.25qtr

Find your voice through a complete stage performance of your favorite
music or an original composition. The course will also provide a
professional quality video of the stage performance as a culminating
artifact of student work
Art (Visual Arts) | 19

Art (Visual Arts) High Engagement/Passion Courses

Storytelling through the Arts

The Anne Arundel County High School visual arts program Contributes to satisfying the Fine Arts Credit Requirements
is designed to offer all students personal enrichment as well
as provide a high quality, sequential program of studies for G840 | Writing on the Wall—
Telling My Story Through Street Art 0.25qtr
students who are planning an art or art-related career. Art
Create personal, expressive art that reflects your story. Examine the origin
courses offer opportunities to learn, explore, and concentrate
and evolution of street art and its power of self-expression.
on the visual art concepts while including activities in all major
areas of art. The inquiry-based curriculum fosters the creative
potential in each student. Critical thinking and expression of G19 | Foundations of Studio Art 0.5sem
ideas in art forms will help students to appreciate the value of art This course provides the foundation for the visual arts high school
in meeting 21st Century challenges, relate art to life, social, and program of study. Students will experience a variety of media and
community issues. All art courses are offered on an elective basis. processes while exploring two- and three-dimensional art problems
in drawing, painting, printmaking, sculpture, and mixed media. Critical
Design elements and principles will be stressed along with and creative thinking skills will be integrated into all studio experiences.
two- and three-dimensional activities — painting, drawing,
printmaking, sculpture, photography, and mixed media — at G30 | Drawing for Fashion 1 0.5sem
all levels. Many materials, tools and processes are used to make The course will prepare students for further study in the area of
art so that students will: develop a knowledge of design as the fashion design, fashion illustration, textile design, and marketing while
basis for art work; identify design qualities in natural and man- developing an understanding of the connection between design and
drawing. Students will produce individual sketchbooks/breadth of their
made forms; apply skills while making art objects; judge art
media experience, design concepts related to fashion design, and their
qualities; develop a knowledge of how to use materials, tools growth in the drawing of the human figure. Students will be exposed
and techniques; and become familiar with the important role to varied aspects of the fashion industry, including fashion design and
of art in the history of humankind. related career opportunities.
Recommended: Foundations of Studio Art
Fine Arts Graduation Requirement — 1 Credit
G31 | Drawing for Fashion 2 0.5sem
Courses that meet the Fine Arts requirement can be found in the The student will explore more advanced aspects of fashion illustration,
Visual Arts, Dance, English, and Music program sections. fashion design, textile design, and marketing using visual arts media.
Students will expand development of sketchbooks and portfolios related
to fashion design and the drawing of the human figure. The resulting
Foundations of Studio Art Exemption portfolio will show evidence of personal development through studio
work, outside experiences, and sketchbook/journals. Students will be
Students who demonstrate mastery of standards found in the encouraged to make artistic choices that have been influenced by
Foundations of Studio Art course, through a portfolio review outstanding fashion designers leading to an individual style based on
and assessment conducted by the Visual Arts department personal aesthetic criteria.
chairperson, may be exempted from the Foundations of Studio Prerequisite(s): Drawing for Fashion 1
Art prerequisite and become eligible to enroll directly into a level
1 visual arts course. G35 | Photo & Digital Processes 1 0.5sem
Photography and Digital Processes 1 is the introductory class for the
study of photographic processes. Use of the digital camera/device and/
or analog camera and the manipulation of student generated images on
the computer will serve as a basis for exploring various media. The class is
structured around creating photographic or digital imaging emphasizing
visual arts principles. It will introduce the student to the principles of
contemporary media as a verbal and visual means of communication
in today’s society. Students will be challenged to solve art problems
by studying the work of master photographers and digital artists. A
sketchbook/journal will serve as a resource for technical information,
processes, idea generation, and written commentary.
Prerequisite(s): Foundations of Studio Art
DUAL (JG3500)
20 | Art (Visual Arts)

G36 | Photo & Digital Processes 2 0.5/sem G48 | AP Studio Art 2D Design [FY] 0.5/sem
Photography and Digital Processes 2 courses builds upon skills, concepts Students in this course develop their 2-D Design Portfolio according to
and techniques developed in Photography and Digital Processes 1. the requirements of the College Board’s Advanced Placement Program.
Through experimentation, observation, and teacher direction, Portfolios will be developed that demonstrate a concentration, breadth,
students will be challenged to create expressive works influenced by and quality. Students will be encouraged to submit a portfolio for
master contemporary photographers, digital artists, and other career Advanced Placement credit.
connections. Students will expand their repertoire of software, styles,
and techniques. Student’s original photographs serve as a source of G55 | Studio 1: 3D Art 0.5sem
ideas. All digital imaging should come from student generated artwork/ This course is the introductory course to three-dimensional art processes:
photography or family archival photographs. Further exploration of the ceramics, sculpture, crafts, and mixed media. Through experimentation,
Adobe Creative Cloud is part of the photographic process of the course. observation and teacher direction, the student will be challenged to
The curriculum is aligned with the MD State Dept. of Education Visual develop a personal style by creating expressive works of art based on
Arts Standards while embedding 21st century skills. a variety of artists, art movements and techniques. A process portfolio
Prerequisite(s): Photo & Digital Processes 1 and sketchbooks/journals will reflect personal aesthetic choices in the
development of a body of work.
G37 | Honors Photo & Digital Processes 3 0.5/sem Prerequisite(s): Foundations of Studio Art
Photography and Digital Processes 3 builds upon skills, concepts, and DUAL (JG5500)
techniques developed in Photography and Digital Processes 2. Students
will solve different kinds of non-familiar problems in both conventional
G56 | Studio 2: 3D Art 0.5sem
and innovative ways. Students will maintain a portfolio to include a
concentration, and depth and breadth sections. Emphasis is placed In this course students will solve problems and focus on three-
on developing a personal vision and voice in their work. Students will dimensional art forms. Design solutions are explored in sculpture,
continue to expand their repertoire of software, styles, and techniques as contemporary crafts, and ceramics in traditional and non-traditional ways.
well as exploring other digital imaging devices. The curriculum is directly The sketchbook/journal issued for recording ideas, influences from master
aligned with the MD State Dept. of Education Visual Arts Standards while artists and cultural exemplars, working out solutions to problems, and
embedding 21st century skills. Students will develop and demonstrate reflecting on results.
knowledge of content specific, academically based, and cross-curricular Prerequisite(s): Studio 1: 3D Art
vocabulary and themes. DUAL (JG5600)
Prerequisite(s): Photo & Digital Processes 2
G57 | Honors Studio 3: 3D Art 0.5/sem
G45 | Studio 1: 2D Art 0.5sem The emphasis of this course is on developing a body of related three-
This course is the introductory course to two-dimensional art processes: dimensional works (ceramics, sculpture, crafts, mixed media) based on
drawing, painting, printmaking, crafts, and mixed media. Students will a personal idea or theme. The resulting portfolio will show evidence
be challenged to develop a personal style by creating expressive works of personal development through studio work, outside experiences
of art based on a variety of artists, art movements, and techniques. A and sketchbook/journals. Students will be encouraged to make artistic
process portfolio and sketchbooks/journals will reflect personal aesthetic choices that have been influenced by master artists leading to an
choices in the development of a body of work. individual style based on personal aesthetic criteria.
Prerequisite(s): Foundations of Studio Art Prerequisite(s): Studio 2: 3D Art
DUAL (JG4500) DUAL (JG5700)

G46 | Studio 2: 2D Art 0.5sem G637 | Honors Art Portfolio Development & Studio Practices 0.5/sem
In this course students will solve problems that focus on ways to This course is designed for students who have received continuous
approach two-dimensional design. Activities will include painting and instruction in visual arts. This course offers a creative environment which
drawing from life, ways to represent the human figure from observation, is structured to facilitate students as they continue working in the arts and
portraiture, printmaking on and off the press and contemporary crafts. are preparing to enter colleges and art schools. Through the assembly of
Emphasis is placed on creative problem solving, use of the sketchbook/ a portfolio, students examine a body of work created through creative
journal and the influence of master artists and cultural exemplars. problem solving that includes personal aesthetic choices and variety of
Prerequisite(s): Studio 1: 2D Art media. Students’ analysis skills are developed through critiques, as they
articulate the aesthetic characteristics and meaning of personal, peer,
and master artworks.
G47 | Honors Studio 3: 2D Art 0.5/sem
Prerequisite(s): Foundations of Studio Art
The emphasis of this course is on developing a body of related two-
dimensional works (drawing, painting, printmaking, crafts, mixed media),
based on a personal idea or theme. The resulting portfolio will show G58 | AP Studio Art 3D Design [FY] 0.5/sem
evidence of artistic development through studio work, influences by Students in this course develop their 3-D Design Portfolio according to
master artists, outside experiences and sketchbook/journals. the requirements of the College Board’s Advanced Placement Program.
Prerequisite(s): Studio 2: 2D Art Portfolios will be developed that demonstrate a concentration, breadth,
and quality. Students will be encouraged to submit a portfolio for
Advanced Placement credit.
Art (Visual Arts) | 21

G61 | AP Studio Art Drawing [FY] 0.5/sem

The AP Studio Art Program is designed for highly motivated students who
are seriously interested in the study of art. Portfolios will be developed
that demonstrate a concentration, breadth, and quality. Students will
be encouraged to submit a portfolio for Advanced Placement credit.

G62 | AP Art History [FY] 0.5/sem

This college level course involves the study of art history from prehistoric
times to the present day. The content of the course will allow students
to be able to analyze elements of artwork, become familiar with media
and techniques or art production and the ability to recognize and
identify periods and styles. Additionally, analytical comparative essays
will explore themes, styles and purposes of art. This course culminates in
the Advanced Placement Art History test to earn college credit.
Recommended: Students who register for this course are encouraged
to concurrently enroll in AP European History in order to strengthen
conceptual understanding.

G626 | Seminar: AP Art History [FY] 0.5 elective credit/sem

Seminar: AP Art History provides students with the assistance they need
to successfully complete their coursework.
Prerequisite(s): Concurrent enrollment in AP Art History

G01 | Unified Visual Arts & Leadership 1–4 0.5/sem

If you have questions
Affords students with and without disabilities the opportunity to focus
on creativity as a means of expression through a variety of techniques
as exemplified and demonstrated by the masters. All mediums, both
2D and 3D, will be explored through the elements of art and principles
of design. This collaborative and cooperative environment will allow
students to work at their own pace and skill level. The peer leaders will about any of the
explore leadership traits such as communication, listening, group work,
and critical thinking in order to best support in an inclusive environment.

G87 | Department Aide—Art No credit

Fine and Performing Arts Aide courses offer students the opportunity to
assist instructors in preparing and organizing course curricula. Students courses or programs
may provide tutorial or instructional assistance to other students.

described in this book,

contact your

School Counselor.
22 | Career & Technical Education

Career & Technical Business

Business today is integrated. What does that really mean? It means

Education that with all the technical advances and increasing globalization, new
challenges and unanticipated questions arise. Business professionals
need to understand the big picture of business and finance to anticipate
and address these types of new challenges. A business executive needs
Career and Technical Education courses are designed to to understand marketing, legal and management, finances, as well as
provide challenging opportunities for students to develop possess technical literacy. Business education courses prepare students
knowledge and skills in a career field. Students may use to continue their education at a postsecondary institution or begin
this acquired knowledge for entry-level employment and/or employment immediately after high school.
further education at a college, technical or business school,
or an apprenticeship program. Courses are offered at the
high schools and at the Centers of Applied Technology. For High Engagement/Passion Courses
additional information, see the Programs of Choice or Career
Completer sections. Global Business Connections
Contributes to satisfying the Elective Credit Requirements

Contents Q840 | Consumer Insights 0.25qtr

How and why do people consume products, services, and experiences?
Increase your knowledge of marketing and the psychology that
influences consumer influence and behavior.
Business............................................................22
Q843 | Conscious Capitalism (Ethics) 0.25qtr
Computer Science...........................................24 Think like a business leader by learning the four pillars of Conscious Capi-
talism (Ethics) and learning the role of a company in the interdependent
Family & Consumer Sciences........................26 global marketplace.

Technology & Engineering Education.........28 Q84 | Essential Computing 0.25qtr

Prepare for college and career by sharpening your keyboarding and
software application skills using Google Suite and Microsoft Office
applications.

Internship Preparation
Contributes to satisfying the Elective Credit Requirements

S34 | Acing the Internship 0.25qtr

Learn what it takes to secure the internship that best fits your interests,
skills, and personality profile. Prepare your resume, cover letter, and polish
your networking and interview skills.

Q01 | Principles of Accounting and Finance [FY] 0.5/sem

Students are introduced to accounting through manual and computer
processes in the basic accounting cycle, including accounting for
payroll, merchandising, special procedures, and partnerships. Excel
spreadsheets, internet connection activities, and/or accounting software
with QuickBooks are used to reinforce learned concepts.
CTE–DUAL (JQ0101)

Q02 | Honors Accounting 2 [FY] 0.5/sem

Students apply accounting methods to partnerships and corporations.
QuickBooks software and simulations are included for students to apply
accounting principles and procedures. Students taking this course are
eligible to participate in a paid or unpaid internship.
Prerequisite(s): Principles of Accounting and Finance
CTE
Career & Technical Education | 23

Q03 | Honors Accounting 3 [FY] 0.5/sem Q40 | Honors Business Administration Services [FY] 0.5/sem
This is an advanced course using a college textbook. This course builds This course provides students with the study of information systems.
on skills acquired in Honors Accounting 2. Students use manual and Students develop managerial and technical skills for business support
computerized (QuickBooks) accounting methods to practice and apply operations while incorporating problem solving techniques. Students will
accounting skills and competencies to business activities. develop interpersonal teamwork and leadership skill through business
Prerequisite(s): Honors Accounting 2 simulations to develop a high-level work ethic. Students can elect to
CTE test for the Microsoft® Certified Application Specialist (MCAS) exams for
certification. Seniors taking this course are eligible to participate in an
Q20 | Principles of Business Management & Entrepreneurship internship learning experience.
[FY] 0.5/sem Prerequisite(s): Introduction to Microsoft® Office, Microsoft® Office
This course provides a foundational understanding of the role of business Applications (xls/dbf), Microsoft® Office Applications (doc/ppt)
in a global society. Students will learn to analyze the functions of business, CTE–DUAL (JQ4001)
forms of business ownership, management concepts, marketing,
production and distribution, and accounting and finance. Students will Q63 | Business and Personal Finance 0.5sem
explore entrepreneurial concepts to generate business ideas as well as the This course covers the fundamentals of business finance, from business
ability to plan and manage projects in order to achieve objectives. Students ownership and financial planning to the basics of financial accounting.
will learn Microsoft Office skills to generate business communications and Students will also learn important consumer topics including budgeting
forms. This course includes development of communication skills necessary and money management, banking and credit, saving and investing, and
for success in the workplace and college. strategies for protecting financial resources.
CTE–DUAL (JQ2001)(JQ2002) CTE

Q61 | Honors Business Management 0.5sem Q50 | Introduction to Microsoft® Office 0.5sem
This course includes a broad view of business objectives. It specifically Students will explore the concepts of word processing, databases,
emphasizes phases of organizing, financing, establishing, operating, and spreadsheets, introductory presentations and the common features of
managing a business. Management simulations and internet research all applications. The course provides students with the basic skills needed
activities are incorporated into this class. to format academic papers and presentations. The information and skills
CTE–DUAL (JQ6100) that students learn in this introductory course prepares them for their
future studies in Microsoft® Office Applications (doc/ppt) and Microsoft®
Q34 | Honors Entrepreneurship 0.5sem Office Applications (xls/dbf).
Entrepreneurship focuses on recognizing a business opportunity, starting CTE–DUAL (JQ5000)
a business based on the recognized opportunity, and operating and
maintaining that business. Students will benefit from developing Q64 | Microsoft® Office Applications (xls/dbf) 0.5sem
an appreciation for and understanding of entrepreneurship in our In this course students will develop advanced skills using spreadsheets
economy. The entrepreneurship course integrates the functional areas and database software. Using Microsoft® Office Excel and Access,
of business—accounting, finance, marketing, and management—and students will acquire skills that will prepare them for future academic
the legal and economic environments in which any new venture and workforce opportunities. The course will provide Microsoft® Office
operates. Entrepreneurship begins with developing an appreciation for Specialist (MOS) certification opportunities which provide industry-
the “entrepreneurial mindset” and for the fundamentals of beginning a leading assessments of skills and knowledge.
new business venture. Prerequisite(s): Introduction to Microsoft® Office
CTE–DUAL (JQ3400) CTE–DUAL (JQ6400)

Q30 | Honors Marketing 1 [FY] 0.5/sem

Q71 | Microsoft® Office Applications (doc/ppt) 0.5sem
Students will develop marketing plans by analyzing customer needs
In this course students will develop advanced document, word
and the market environment. They will learn advertising and promotion
processing and presentation skills. Using Microsoft® Office Word and
planning; as well as how to distribute products and conduct marketing
PowerPoint, students will acquire skills that will prepare them for future
research. Managerial skills will be acquired and implemented, in many
academic and workforce opportunities. The course will provide Microsoft®
cases through the operation of a school store. Marketing students will
Office Specialist (MOS) certification opportunities which provide industry-
also acquire valuable leadership skills through their participation in DECA.
leading assessments of skills and knowledge.
CTE–DUAL (JQ3001) Prerequisite(s): Introduction to Microsoft® Office
Q31 | Honors Marketing 2 [FY] 0.5/sem CTE
Advertising, display, sales promotions, marketing, and operations are
emphasized in this course. The economics of distribution, market research, Q22 | Career Connections [FY] 0.5/sem
and data processing in marketing and management occupations are Learning about careers and gaining real-world job experience provides
included. Seniors may also participate in a paid or unpaid internship. great preparation to high school students as they plan their futures.
Prerequisite(s): Honors Marketing 1 Students in this course will learn how to effectively plan for their future
incorporating both employment, education and training goals, build
CTE–DUAL (JQ3101)
financial literacy skills, and integrate Maryland’s Skills for Success as they
begin to manage their career and educational choices. A variety of
career and interest assessments, as well as portfolio development, and
workplace readiness skills prepare students for the work-based learning/
internship experience.
CTE–DUAL (JQ2201)
24 | Career & Technical Education

Q83 | Career Transitions [FY] 0.5/sem

Students in this course will apply the knowledge gained in Career Computer Science
Connections to the practical experience of their Internship/ work-based Students interested in careers in computer science, the sciences
learning placement. Students will continue to research and refine their and engineering, or interested in studying programming languages,
career options through the process of self-awareness, career awareness, should consider enrolling in one or more of the computer science
exploration, and preparation. In addition, students will learn how to meet programming courses.
employer’s expectations, use skills on the job, communicate effectively
in the workplace, and learn to manage their personal finances. They will
learn the components of the financial planning process as well as apply High Engagement/Passion Courses
financial literacy skills towards managing personal finances.
Prerequisite(s): Q22 Career Connections.
Concurrent enrollment: S249 Workplace Immersion (Student must intern Global IT Applications
135 hours at an approved site). Contributes to satisfying the Elective Credit Requirements
CTE
R840 | Sensors & Microcontrollers 0.25qtr
Q70 | Professional Career Experience [FY] 1.0/sem Learn the basics of Arduino microcontrollers, to build remote sensors that
Experiences in careers are an important element of the development record data to detect and solve community problems.
process. This course is not the same as a short-term job; it has structured
learning goals, provided supervision and offers an experiential learning R841 | Data Mining I 0.25qtr
component that can strengthen a resume. Career Experiences can
expand knowledge of oneself and provide students with insight to the Use Problem-Based Learning to practice methods of research and use tools
career fields that interest them. Students will also gain marketable skills such as Excel to analyze, discover patterns, make predictions, and propose
related to the field and make important contacts. This course allows potential solutions to problems.
students to apply classroom knowledge in the workplace. A minimum
of 135 hours required. R842 | Python I 0.25qtr
Prerequisite(s): Teacher recommendation and approval from Internship Learn computer programming in Python, a fun and easy coding language
Supervisor. Student must provide their own transportation. that is great for first-time learners.

S05 | AAWDC Career X 0.5sem R843 | Scratch 0.25qtr

Students in the Career X program will engage in a variety of activities Create interactive stories and games with this visual programming
directed at examining their personal interests, work values, and language, which is a fun and exciting way to learn fundamental
potential career goals. Through job readiness activities, field trips, and programming concepts.
job shadowing, students are afforded the opportunity to develop plans
for their “next steps” in the world of work and will explore occupations R844 | Cybersecurity: Linux 0.25qtr
that directly align with their career interests. Students who successfully Master the functionality of Linux by completing cybersecurity challenges.
complete the activities and submit a portfolio may qualify for an Build skill sets to address needs in both offensive and defensive cyber-
internship that is closely associated with their career goals. Available at security.
Meade and North County High School Only Note: This course is only available online.

Q12 | Business Law 0.5sem R849 | Cybersecurity: Global Impact & Ethics 0.25qtr
This course provides coverage of legal topics including the sources This course is a look at the modern technocentric world through the
of law, the judicial system, criminal law, civil (tort) law, the formation lens of ethics. Students will examine the psychology behind cyber
and performance of contracts, the Uniform Commercial Code (sales technologies and cyber-crime, as well as the ethics of past, present,
transactions), competing interests of buyers and sellers (consumer law), and future technologies. Students will examine the social, political,
and the ownership and transfer of personal property. Current issues such and economic impacts of new technologies by studying the history
as ethics, workplace issues, and computer crime are discussed. of technological innovations, examining what privacy means to the
DUAL (JQ1200) individual, and how technologies are regulated.

Q87 | Department Aide—Business No credit R845 | Intro to Web Development 0.25qtr

Business Aide courses offer students the opportunity to assist instructors Learn how to use HTML and CSS to develop webpages while mastering
in preparing and organizing course curricula. Students may provide basic web development concepts and the importance of art and
tutorial or instructional assistance to other students. creativity in the design.

R846 | Discrete Mathematics for Computer Science 0.25qtr

Understand and apply ideas and techniques in discrete mathematics as
you solve specific, significant applications.
Prerequisite(s): Successful completion of Algebra 2. Concurrent enrollment
in Pre-Calculus is recommended.
Career & Technical Education | 25

R18 | Honors Computer Science Programming—Java 0.5sem Q77 | Web Development 0.5sem
This rigorous programming course is an introduction to the object-oriented Students will explore fundamentals of web design, software development,
computer language Java. Algorithm analysis and steps in designing, and data collection in a fun project-based curriculum using HTML, CSS,
implementing, testing, and maintaining a program will be emphasized. It and JavaScript. Students will begin to explore how to create dynamic,
is highly recommended this course be taken before taking an AP Computer functional webpages and websites.
Science A and preferably taken in the spring semester just preceding the DUAL (JQ7700)
AP Computer Science A Programming course.
Prerequisite(s): Algebra 1 and Geometry (C or better in both) Q78 | Advanced Web Development 1 0.5sem
CTE–DUAL (JR1800) Students will continue to explore the fundamentals of web design,
software development and data collection in a project-based curriculum
R06 | Foundations of Computer Science [FY] 0.5/sem with a heavier focus on JavaScript and user interface design.
This course is designed to introduce students to the breadth of the Prerequisite(s): Web Development or Intro to Web Development (0.25)
field of computer science through an exploration of engaging and CTE–DUAL (JQ7800)
accessible topics. Rather than focusing the entire course on learning
particular software tools or programming languages, this course is
Q79 | Honors Advanced Web Development 2 0.5sem
designed to focus on the conceptual ideas of computing and help
students understand how certain tools or languages are utilized to Students will explore advanced concepts of web design, software
solve particular problems. This course covers a broad range of topics in development and data collection in a project-based curriculum with a
computing such as software & app development, data theory & analysis, heavy focus on advanced JavaScript, the most widely used programming
cryptography, computer hardware, web development and the global language in the world. Students will use JavaScript and multiple libraries
impacts of computing. Can be used for Basic Technology if not used for to create professional web pages that engage and interact with the users.
Computer and Information Sciences Completer. Prerequisite(s): Advanced Web Development 1
CTE CTE

R04 | AP Computer Science Principles [FY] 0.5/sem

AP Computer Science Principles offers a multidisciplinary approach to
teaching the underlying principles of computation. This course introduces
students to a wide range of computational topics in 7 categories:
Algorithms, Abstraction, Data & Information, Programming, Global
Impact of Digital Technology, Creativity, & The Internet. AP Computer
Science Principles will give students the opportunity to use current
technologies to solve problems and create meaningful computational
artifacts. Together, these aspects of the course make up a rigorous yet
manageable curriculum that aims to broaden participation in computer
science. This course is intended to prepare students for the AP Computer
Science Principles Exam. Can be used for Basic Technology if not used
for Computer and Information Sciences Completer.
CTE

R20 | AP Computer Science A [FY] 0.5/sem

This course serves as an introduction to object-oriented programming
using the Java programming language. Topics covered include input/
output, conditionals, loops, functions/methods, basic data structures,
and advanced object-oriented programming concepts. The course is
intended to prepare students for the AP Computer Science A Exam for
college credit.
Prerequisite(s): Algebra 2 (B or better) or concurrent enrollment in Algebra 2
Recommended: Honors Computer Science Programming — Java
AP Computer Science Principals Principles
CTE

R22 | C++ with Gaming [FY] 0.5/sem

This advanced programming course will introduce students to advanced
programming concepts through video-game design. Students will get
hands on experience using the C++ language to develop games and
visual presentations. Student will also become familiar with the software
design and development standards.
Prerequisite(s): AP Computer Science A
CTE
26 | Career & Technical Education
planning, instructional methods, assessment, classroom management,
Family & Consumer Sciences and creating an inclusive classroom. To provide a historical perspective,
Family and Consumer Sciences courses prepare students for the work educational systems, both past and present, are also discussed. Additionally,
students will develop an understanding of types of learners, as well as
required in family life and careers based on family and consumer
how humans develop physically, intellectually, and socio-emotionally.
sciences skills. All courses are part of the elective offerings and are open
CTE–DUAL (JH8101)
to all students.
Courses that prepare students for careers fall into one of the H26 | Child Development Internship (Early Childhood) 1.0sem
following categories: Seniors who desire an experience to fulfill the requirements of the Early
1. Required courses that are part of a prescribed sequence Childhood completer program may apply for an internship to prepare
for a career completer program for post-secondary education, gainful employment, or both in a setting
outside the school. Students seeking an Early Childhood Career Internship
2. Elective courses that are highly recommended as part of various must have excellent attendance and the child development teacher’s
career completer programs recommendation.
Prerequisite(s): Honors Child Development 3 or concurrently enrolled in
Honors Child Development 3. Approved curricular goals and outcomes.
High Engagement/Passion Courses Students must provide transportation and meet the requirements of the
internship program.

Finance H35 | Child Growth and Development

Contributes to satisfying the Elective Credit Requirements (Birth through Adolescence) [FY] 0.5/sem
This course focuses on child development birth through adolescence
H80 | Turn Wage$ into Wealth 0.25qtr with the emphasis on preschool development. Emphasis on theories
Students will study the importance of personal financial preparedness. of development, the role of caregivers, family, health, safety, and
Students will be able to make decisions on managing their money, contemporary issues. Students will explore special challenges to growth
banking, credit, and taxes. Students will apply their knowledge and and development and will have opportunities for guided observation of
develop a plan for attaining goals while juggling multiple roles as a children in a variety of settings. Students will begin to compile artifacts
young adult. and written competency statements that are aligned with the required
Child Development Associate (CDA) portfolio guidelines for preschool care.
Recommended: Grades 10–12
Explore career pathways in Early Childhood Education and Child Care.
CTE
H21 | Child Development 2 [FY] 0.5/sem
Students will study preschoolers in greater depth and learn the H41 | Learning Environment for Preschool [FY] 0.5/sem
developmental milestones for school age children from ages five to six. This year long course focuses on learning environments for preschool
Learn how to implement learning activities by planning lessons and care. Discover the relationship of health, nutrition, and safety to learning.
teaching in the lab. Available at Meade and Annapolis only. Students will establish and maintain a safe, healthy learning environment
Prerequisite(s): Child Development 1 (C or better) that provides appropriate mealtime experience and promotes good
nutrition for preschool care. Students will continue to explore physical,
CTE–DUAL (JH2100)
intellectual, communication, and creative competencies for preschool
childcare. The preschool classroom environment will support social and
H22 | Honors Child Development 3 [FY] 0.5/sem emotional development and provide opportunities for positive guidance.
Students will learn about the growth and development of children from Students will continue to develop components of a professional CDA
birth to age six. This course is designed for students who wish to pursue a Preschool portfolio.
career in the early childhood professions. While continuing to teach in the Prerequisite: Successful completion of Child Growth and Development.
preschool, the student will learn about the administrative responsibilities
CTE
of operating a childcare center. Students have the opportunity to earn
the Maryland 90 Clock Hour Certification.
H43 | Portfolio and Early Childhood Experience [FY] .5/sem
Prerequisite(s): Child Development 2 (C or better). Available only to current
students who have completed Child Development 2. This is the culminating course for the Preschoolers pathway in the Child
Development Associate (CDA) Program of Study. This course provides
CTE
opportunities for students to link course content to theory in Early
Childhood Education as well as apply knowledge in a classroom setting.
H81 | Introduction to Teaching Profession [FY] 0.5/sem Students will complete the CDA Preschool professional portfolio and
This career course is designed to introduce students to the Teaching prepare for the CDA certification exam.
Profession. Students will be introduced to teaching strategies, human Prerequisite: Successful completion or current enrollment in Learning
growth and development and technology in the classroom. Students Environment: Emphasis on Preschool
will have a variety of internship opportunities at different grade levels
CTE
is a comprehensive overview designed to allow students to explore the
rewards and responsibilities of a career in education. Coverage includes
a full introduction to teacher roles and duties, and information about
Career & Technical Education | 27

H27 | Child Development Associate Internship [FY] 1.5/sem managing a foodservice establishment. Students have the opportunity
to earn a nationally recognized ProStart certification if they successfully
Students complete 480 experiential learning hours in a licensed program
complete the academic, work experience components and pass the
serving 4-year-old children. This course is facilitated through our Work
final exam. All students are expected to take the Level 1 exam towards
Based Learning Office and may occur off campus.
the ProStart National Certificate of Achievement and the ServSafe
Prerequisite: Successful completion or current enrollment in Child certification exam.
Development Associate Review and Portfolio. Students must provide
Prerequisite(s): Honors Nutrition A (C or better)
transportation and meet the requirements of the internship program.
CTE–DUAL (JH7701)
CTE

H25 | Decisions for Responsible Parenting 0.5sem H78 | Honors Culinary Skills and Hospitality Management 2
Learn about one of the most important jobs you will ever have — being a [FY] 0.5/sem
parent. Learn about parenting from the prenatal stage through adolescence. Culinary Skills and Hospitality Management 2 prepares students with
Recommended: Grades 10–12 only. the skills and knowledge they will need for success in the foodservice/
hospitality industry. Students are offered instruction in various subject
areas ranging from marketing, menu management, food/labor costing
H30 | Fashion Design 1 0.5sem
and much more. On the job training along with classroom instruction
This course introduces students to designing and making garments and enables students to experience all aspects of operating and managing
accessories. Individualized projects will be used to further develop the a foodservice establishment. Students have the opportunity to earn a
student’s skills. Lab fee charged. nationally recognized ProStart certification if they successfully complete
the academic, work experience components and pass the final exam.
H31 | Fashion Design 2 0.5sem Students are expected to take the Level 2 exam. Successful completion of
This course introduces students to the intermediate techniques associated the Level 1 and 2 exams in conjunction with the ProStart work experience
with fashion design and the principles of clothing construction and will enable the student to earn the ProStart National Certificate of
accessories. Individualized projects will be used to further develop the Achievement. Up to a possibility of 7 articulated with AACC—see teacher
student’s skills. Lab fee charged. Articulation with Stevenson University for more information.
is available. Prerequisite(s): Honors Culinary, Hospitality Management 1 (C or better)
Prerequisite(s): Fashion Design 1 CTE–DUAL (JH7801)

H10 | Honors Nutrition—A 0.5sem H79 | Honors Culinary Skills and Hospitality Management 3
Students will study the science of nutrition as it relates to individual food choices [FY] 0.5/sem
that maximize healthy behaviors, and public health. Topics include the six major This course will focus on hands-on, industry application of the skills
nutrient components of food along with wellness, obesity, eating disorders, students acquired in CSHM 1 & 2. Students will have teacher-guided
sports nutrition, and prevention of chronic diseases. Issues facing society will freedom to develop and cost menus, market their ideas and prepare/
include food safety, technology, use of supplements and botanicals. Practical deliver a variety of weekly items. Students may also be afforded the
lessons will involve lab work. Students who successfully complete Honors opportunity to cater for in-house events. This course will allow students
Nutrition A & B and pass the final exam with at least a C may earn articulated to apply the skills they acquired ad take them to the next level by
credit in the Dietetics Program while enrolled at the University of Maryland incorporating them for start to finish in this class.
Eastern Shore. Prerequisite(s): Honors Culinary Skills and Hospitality Management 2
(C or better)
H11 | Honors Nutrition—B 0.5sem
Students continue to build on the skills and healthy food preparation H74 | Prostart Work Based Learning [FY] 1.0/sem
techniques developed in Honors Nutrition A. Topics include the Seniors who have completed the required courses Honors Culinary Skills
remaining micronutrient components of food along with obesity, eating & Hospitality Management 1 and 2 must complete one of the following:
disorders, wellness throughout the life cycle and prevention of chronic
• 270 hours work-based learning for AACPS completer, or
diseases. Issues facing society will include food safety, technology, use of
supplements and botanicals. Emphasis is placed on dispelling common • 400 hours internship for ProStart Certification.
nutrition myths and on questioning nutrition information presented in Students seeking an internship experience must have excellent
the media. Students will understand the concepts they are learning in attendance and the recommendation of the ProStart teacher.
their classroom lessons while perfecting skills in the art of producing Prerequisite(s): Culinary Skills & Hospitality Management 1 & 2
delicious, nutritious recipes. Students who successfully complete ProStart Completer. Students must provide transportation and meet the
Honors Nutrition A & B and pass the final exam with at least a ‘C’ may requirements of the internship program.
earn articulated credit in the Dietetics Program while enrolled at the
CTE
University of Maryland Eastern Shore.
Prerequisite(s): Honors Nutrition A
H87 | Department Aide—FACS No credit
Family and Consumer Science Aide courses offer students the opportunity
H77 | Honors Culinary Skills and Hospitality Management 1
to assist instructors in preparing and organizing course curricula. Students
[FY] 0.5/sem
may provide tutorial or instructional assistance to other students.
Culinary Skills and Hospitality Management 1 prepares students with
the skills and knowledge they will need for success in the foodservice/
hospitality industry. Students are offered instruction in various subject
areas ranging from sanitation, workplace safety, foundational food
preparation and much more. On the job training along with classroom
instruction enables students to experience all aspects of operating and
28 | Career & Technical Education

High Engagement/Passion Courses

Technology & Engineering
Education Global Technology Concepts
Technology & Engineering Education is an applied education Contributes to satisfying the Basic Technology Credit Requirements
program that relies on project-based learning to prepare students
to be technologically literate. Through participation in “hands-on” M840 | Engineering Design 0.25qtr
experiences in various technical environments students will see
Use a project-based approach to solve engineering challenges with
the connection that exists between technology, math, science, and emphasis on the Engineering Design Process, Universal Design, hydraulics,
engineering concepts. They will also utilize the design process to structures and forces, and lab safety.
effectively solve “real-world” problems. Technology & Engineering
education courses are both required and elective. One basic M841 | Designing & Prototyping 0.25qtr
Technology & Engineering Education credit is required for Design and create a prototype of a product that can be packaged and
graduation. The program is composed of introductory courses and advertised, after learning sketching, modeling, and photo editing to
advanced courses. Some courses are only offered at specific high schools. explore design elements.
Students can become eligible to receive college credits or industry
certifications upon successful completion of required coursework in the M842| Design for Manufacturing 0.25qtr
Technology & Engineering Education program. Learn the manufacturing process, explore its components, and use this
knowledge to re-design a current product to be stronger, less expensive,
and/or more sustainable.

M10 | Digital Design 0.5sem M843| Flight in Action 0.25qtr

This course develops skills and knowledge in the use of information and Gain an understanding of aeronautics and in-atmosphere flight. Design
communication technology. Course topics include graphic arts design, and build aircraft parts to test various principles.
screen printing, digital photography, corporate & desktop publishing,
media production, computer graphics & imaging.
M844 | Practical Programming 0.25qtr
M11 | Video Production 0.5sem Build and test working models of real-world robotic challenges with ‘drag
and drop’ programming software.
This course focuses on more advanced communication technology by
building upon what was learned in Digital Design to refine and enhance
a variety of technical communication skills. Skills and understandings M845 | Mobile Application Development 0.25qt
developed in Digital Design will be expanded to incorporate still/video (Mobile Apps)
camera equipment as well as systems, processes, and other devices used Design, develop, test, and debug your own App creation.
in the telecommunications industry.
Preparing for Home Ownership
M13 | Technological Design 1 0.5sem
Contributes to satisfying the Basic Technology Credit Requirements
Students experience exciting activities in the areas of entertainment,
recreation, and information technologies. Students work in engineering
teams to apply technology, science, and mathematics concepts and skills M846 | Renovation DIY—Carpentry 0.25/qtr
to solve design problems and create innovative solutions. Students will Learn and practice DIY skills in a hands-on environment which can
use criteria such as design effectiveness, public safety, and ethics to enhance your understanding of how these skills are beneficial to home
evaluate their designs. ownership.

M14 | Technological Design 2 0.5sem M847 | Renovation DIY—Plumbing and Electricity 0.25/qtr
This course provides the student with the opportunity to use the Use tools and machines to make minor repairs to everyday components
engineering design process to solve complex issues in the areas of of a home and learn how basic plumbing and electricity are integrated
medical and biotechnology fields. Working in teams, students will identify into home construction.
the problem, engineer a solution and report findings. The activities allow
students to choose their place on an engineering team and contribute
their talents to accomplish the ultimate goal. M16 | Introduction to Robotics Engineering 0.5sem
Prerequisite(s): Technological Design 1 The objective of this course is to use a hands-on approach to introduce
the basic concepts in robotics, focusing on robots and illustrations of
current state of the art research and applications. Course information will
be tied to lab experiments; students will work in teams to build and test
increasingly more complex VEX-based robots, culminating in an end of
semester robot contest. This course introduces fundamental concepts
in robotics. In this course, basic concepts will be discussed, including
sensors, path planning, kinematics, feedback, stressing the importance
of integrating sensors, effectors, and control.
Career & Technical Education | 29

M18 | Energy/Power/Transportation 0.5sem M25 | Honors Principles of Engineering [FY] 0.5/sem

This course develops a depth of understanding about a wide array of This course provides an overview of engineering and engineering
energy sources and controls by engaging students in hands-on, project- technology and includes the development of problem-solving skills used
based activities in mechanical power, fluid power, and electrical power. to solve real-world engineering problems. The course of study includes:
Students will construct and test a variety of transportation systems, Overview & Perspective of Engineering, Design Process, Communication &
participate in reverse engineering activities, and developing skill working Documentation, Engineering Systems & Manufacturing Processes, Materials
with the tools, equipment, and measurement devices used by engineers & Materials Testing, Thermodynamics, Engineering for Quality & Reliability,
and technologists. and Dynamics. Available at North County, Chesapeake Science Point,
Crofton, Glen Burnie, Meade, Severna Park and South River High Schools
M20 | Engineering Drawing & Design/CAD 1 0.5sem only. Can be used for Basic Technology credit but cannot be used again
In this course, students will learn how technical drawing techniques & toward a CTE completer.
symbolism are used to convey ideas in the language of engineering. Recommended: Algebra 1
Students will create drawings by both traditional board drawing and CTE
computer aided design software. Instrument usage, measurement &
computational accuracy, visualization & perception, problem solving, M26 | Honors Engineering Design & Development 1 (IED)
and technical communication skills will be developed. [FY] 0.5/sem
CTE This course is part of the PLTW pre-engineering program of study and is
a course that develops student’s problem-solving skills with emphasis
M21 | Engineering Drawing & Design/CAD 2 0.5sem on visualization and communication skills using AutoCAD Inventor 3-D
This course is intended to continue the development of the student’s solid modeling software. Topics of study include: Introduction to Design,
competencies in the language of engineering but with an increased Student Portfolio Development, Sketching & Visualization, Geometric
emphasis on developing an in-depth understanding of specialty topics Relationships, Modeling, Assembly Modeling, Properties of Materials,
such auxiliary representation, intersections & development, threads Model Documentation, Presentation, Production, and Marketing.
& fasteners, assembly drawing, charts, graphs & diagrams. Although Available at Crofton, Glen Burnie, Meade, Severna Park and South River
instrument drawing will continue, increased understanding of CAD High Schools only. Can be used for Basic Technology credit but cannot
operations & techniques will be developed. be used again toward a CTE completer.
Prerequisite(s): Engineering Drawing & Design/CAD 1 CTE
CTE
M27 | Honors Digital Electronics [FY] 0.5/sem
M22 | Architect Design/Development 1 0.5sem This course is the third course of a pre-engineering completer program
This course provides students with an opportunity to develop skills in known as Project Lead the Way. In this course, students investigate topics
the preparation of architectural plans using some traditional technical in applied logic that encompasses the application of electronic circuits
drawing equipment as well as computer aided design (CAD) applications and devices. Computer simulation software is used to design and test
such as Autodesk Revit. This course is an advanced level course for those digital circuitry prior to the actual construction of circuits and devices.
students that are interested in a technology-based career path such as Available at Crofton, Glen Burnie, Meade, Severna Park and South River
civil engineering, architecture, construction, construction supervision, High Schools only.
and technical design. Prerequisite(s): Honors Principles of Engineering and Honors Engineering
Recommended: Engineering Drawing & Design /CAD 1 Design (IED)
DUAL (JM2200) CTE

M23 | Architect Design/Development 2 0.5sem M28 | Honors Computer Integrated Manufacturing [FY] 0.5/sem
This course is intended to continue the development of competencies This is a Project Lead the Way (PLTW) course that applies principles
learned in level 1 while refining and enhancing their drawing skills through of robotics and automation. The course builds on computer solid
continued practice and more rigorous experiences with CAD software modeling skills developed in Honors Engineering Design. Students use
and content specific to detail drawing, pictorial rendering, and model CNC equipment to produce actual models for their three-dimensional
building. Students that complete Engineering Drawing/CAD & Design 1 designs. Available at Meade High School only.
& 2 and complete Architect Design/Development 1 & 2 with at least a B Prerequisite(s): Honors Principles of Engineering, Honors Engineering
average may qualify to receive Anne Arundel Community College credit. Design (IED)
Prerequisite(s): Architect Design/Development 1 CTE
DUAL (JM2300)
M29 | Honors Environmental Sustainability [FY] 0.5/sem
Students in this course investigate and design solutions in response
to real-world challenges related to clean and abundant drinking water,
food supply issues, and renewable energy. Applying their knowledge
through hands-on activities and simulations, students research and
design potential solutions to these true-to-life challenges. Available at
Glen Burnie only.
Prerequisite(s): Honors Principles of Engineering and Honors Engineering
Design (IED)
CTE
30 | Career & Technical Education

M30 | Honors Aerospace Engineering [FY] 0.5/sem M52 | Marine Technology 0.5sem
This is a Project Lead the Way (PLTW) course that will introduce students This course provides the student with an in-depth study of the core
to the world of aeronautics, flight, and engineering. Students will apply technologies while investigating topics that include: Historical
scientific and engineering concepts to design materials and process Perspective, Design, Hydrodynamics, Hydrostatics, Propulsion Systems,
that directly measure, repair, improve, and extend systems in different Materials, Electronics, Navigation Systems, and Careers. Students will
environments. The curriculum sequence includes experiences from experience the engineering design process as they design, construct,
the diverse fields of Aeronautics, Aerospace Engineering and related test, and analyze a propeller driven watercraft. Both computer simulations
areas of study such as aerospace information systems, star sailing or and hands-on experiences are an integral part of this course.
astronautics rocketry, propulsion, and the physics of space science, space
life sciences (BioSpace), principles of aeronautics, structures and materials, M35 | Honors Principles of Biomedical Science [FY] 0.5/sem
and systems engineering. Available at Meade, Severna Park, and South This course introduces the biomedical sciences through exciting hands-
River High Schools only. on projects and problems. Student work involves the study of human
Prerequisite(s): Honors Principles of Engineering and Honors Engineering medicine, research processes and an introduction to bioinformatics. Key
Design (IED) biological concepts including homeostasis, metabolism, inheritance of
Recommended: Algebra 2 traits, feedback systems, and defense against disease are embedded in
CTE the curriculum. Engineering principles including: the design process,
feedback loops, fluid dynamics, and the relationship of structure to
M32 | Technology of Flight 0.5sem function are incorporated in the curriculum where appropriate. Available
at Glen Burnie and Northeast High School only.
This course provides the student with a study of the core technologies
used in the aviation and aerospace enterprise. Students will follow the CTE
engineering design process to design, build, and test a number of aircraft
and rockets. M36 | Honors Human Body Systems 0.5sem
This course will engage students in the study of basic human physiology,
M42 | Manufacturing & Construction Technology 0.5sem especially in relationship to human health. Students will use a variety of
This course focuses on hands-on, problem-based activities to introduce monitors to examine body systems (respiratory, circulatory, and nervous)
manufacturing and construction concepts related to the Standards for at rest and under stress, and observe the interactions between the various
Technological Literacy. During each Learning Unit, students are asked to body systems. Available at Glen Burnie and Northeast High School only.
use a four-phase learning cycle to develop plausible solutions to related Prerequisite(s): Honors Principles of Biomedical Sciences
Primary Challenges. Designing a Custom Family Home for a Client is one CTE
example of a Primary Challenge experienced in this course.
M37 | Honors Medical Interventions [FY] 0.5/sem
M44 | Honors Engineering Design & Development 2 (EDD) This course will engage students in the study of basic human physiology,
[FY] 0.5/sem especially in relationship to human health. Students will use a variety of
Students work in teams to research, design, and construct a solution to an monitors to examine body systems (respiratory, circulatory, and nervous)
open-ended engineering problem. Students apply principles developed at rest and under stress, and observe the interactions between the various
in the four preceding courses and are guided by a community mentor. body systems. Available at Glen Burnie and Northeast High School only.
They must present progress reports, submit a final written report and Prerequisite(s): Honors Principles of Biomedical Sciences
defend their solutions to a panel of outside reviewers at the end of the
CTE
school year. Available at Glen Burnie, Meade, Severna Park and South
River High Schools only.
M39 | Biomedical Innovations (BI) [FY] 0.5/sem
Prerequisite(s): Honors Principles of Engineering, Honors Engineering
Design (IED), and Honors Digital Electronics In the final course of the PLTW Biomedical Science sequence, students
build on the knowledge and skills gained from previous courses to
CTE
design innovative solutions for the most pressing health challenges of
the 21st century. Students address topics ranging from public health
M49 | Honors Civil Engineering & Architecture [FY] 0.5/sem and biomedical engineering to clinical medicine and physiology. They
Students apply what they learn about various aspects of civil engineering have the opportunity to work on an independent project with a mentor
and architecture to the design and development of a property. Working or advisor from a university, medical facility, or research institution.
in teams, students explore hands-on activities and projects to learn the Prerequisite(s): Honors Principles of Biomedical Sciences (PBS), Honors
characteristics of civil engineering and architecture. In addition, students Human Body Systems (HBS), Honors Medical Interventions (MI).
use 3D design software to help them design solutions to solve major
course projects. Students learn about documenting their project, solving M77 | Intro to Construction Design & Management [FY] 0.5/sem
problems and communicating their solutions to their peers and members
This course provides an overview of the design and construction process
of the professional community of civil engineering and architecture. This
as well as an introduction to the many career options within the field of
course is designed for 11th or 12th grade students. Available at Crofton,
construction. Students will be introduced to core concepts in design and
Meade, Severna Park and South River High Schools
construction including construction methods and materials; fundamental
Prerequisite(s): Honors Principles of Engineering and elements of design; and innovative technologies including Green
Honors Engineering Design (IED) Construction and Design. Students will be introduced to design software
CTE as they complete basic design projects, such as a bridge design, floor plans
and elevation plans. This course also includes career exploration activities
and research regarding the construction industry. Available at Arundel
High School only.
CTE
Career & Technical Education | 31

M78 | Principles of Construction Design [FY] 0.5/sem M54 | Honors Principles of Agricultural Sciences/Plants [FY] 0.5/sem
This course provides students with an in-depth understanding of the This course will introduce students to the principles of Agricultural Science
construction design process. Students will complete a series of increasingly and plants. Students’ experiences will involve the study of plant anatomy
complex construction design projects in which they incorporate all aspects and physiology, classification, and the fundamentals of production and
of the construction process, including zoning and regulation requirements; harvesting. Students will research the value of plant production and its
construction methods and materials, energy conservation; surveying; and impact on the individual, the local, and the global economy. This course is
project planning. Students will use design software to generate site plans part of the Curriculum for Agricultural Science Education (CASE). Available
(topography) as well as detailed building plans. Portfolios are used to show at Southern High School and Phoenix Academy only.
the developmental stages of a design project. Students will work in teams Prerequisite(s): Introduction to Agriculture, Food, and Natural Resources
to develop each aspect of a construction project including developing a CTE
proposal, site plans, and construction management documents. Available
at Arundel High School only.
M55 | Honors Principles of Agricultural Sciences/Animal [FY] 0.5/sem
Prerequisite(s): Introduction to Construction Design and Management
This course will introduce students to various experiences in animal
CTE science concepts with “hands-on” activities, projects, and problems.
Students’ experiences will involve the study of animal anatomy,
M79 | Honors Advanced Design and 3-D Modeling [FY] 0.5/sem physiology, behavior, nutrition, reproduction, health, and marketing.
Students will work in teams to fully develop designs and a construction Students will acquire skills in meeting the nutritional needs of animals
management plan for a pre-determined site. In this year-long project, while developing balanced, economical rations, as well as select animal
students begin with the legal description and topography of the site and facilities and equipment that provide for the safe and efficient production,
create a proposal for development. The construction design project must housing, and handling of animals. This course is part of the Curriculum
meet the client’s needs, budget, and the site characteristics. Students for Agricultural Science Education (CASE). Available at Southern High
will generate a series of plans to be included with the proposal for School and Phoenix Academy only.
submission to an industry review panel for approval. Upon completion Prerequisite(s): Introduction to Agriculture, Food, and Natural Resources
of the course, students will demonstrate advanced design/drafting skills CTE
and be prepared for the AutoCAD certification exam. Available at Arundel
High School only.
M56 | Honors Animal & Plant Biotechnology [FY] 0.5/sem
Prerequisite(s): Introduction to Construction Design and Management
and Principles of Construction Design This is a specialization course in the CASE Program of Study. It provides
students with experiences in industry appropriate applications of
CTE biotechnology related to plant and animal agriculture. Students will
complete hands-on activities, projects, and problems designed to build
M80 | Honors Advanced Construction Management [FY] 0.5/sem content knowledge and technical skills in the field of biotechnology.
This course builds on an understanding of the construction design process Available at Southern High School and Phoenix Academy only.
to advanced knowledge and skill in construction management. In this Prerequisite(s): Introduction to Agriculture, Food, and Natural Resources
course, students will be required to work in teams to complete a project followed by either Principles of Agricultural Sciences/Animal or Principles
from existing plans. The year-long project will focus on building codes and of Agricultural Sciences/Plant
standards; coordination of the construction process; estimating, planning, CTE
and scheduling; and site management. Students will complete a portfolio
of their design and construction management projects for review by an
M58 | Honors Agricultural Research & Development
industry panel. Available at Arundel High School only.
[FY] 0.5/sem
Prerequisite(s): Introduction to Construction Design and Management
and Principles of Construction Design This course is the capstone course designed to culminate students’
experiences in agriculture, based on the pathway of study they pursued.
CTE This class is taken as the fourth credit for the completer program. Students
need to have credits in M53, M56, and either M54 or M55 to be eligible for
M53 | Introduction to Agriculture, Food, & Natural Resources the capstone course. Research and Development could be taken in tandem
[FY] 0.5/sem with Biotechnology as a senior completing the program in three years.
This course will introduce students to Agriculture, Food, and Natural Available at Southern High School and Phoenix Academy only.
Resources with “hands-on” activities and projects. Students’ experiences CTE
will involve the study of communication, sciences of agriculture, plants,
animals, natural resources, and agricultural mechanics. While surveying the
M87 | Department Aide—Technology & Engineering Education
opportunities available in agriculture and natural resources, students will
No credit
learn to solve problems, conduct research, analyze data, work in teams, and
take responsibility for their work, actions, and learning. Students will also Technology & Engineering Education Aide courses offer students the
explore career and post-secondary opportunities in each area of the course. opportunity to assist instructors in preparing and organizing course
This course is part of the Curriculum for Agricultural Science Education (CASE). curricula. Students may provide tutorial or instructional assistance to
Available at Southern High School and Phoenix Academy only. other students.
CTE
32 | Dance

Dance High Engagement/Passion Courses

Storytelling through the Arts

In Anne Arundel County, all Dance courses are offered on an Contributes to satisfying the Fine Arts Credit Requirements
elective basis for Fine Arts credit, Physical Education elective
credit, or General Elective credit, based on the student’s L8404 | Dance Composition—
Telling Stories through Movement 0.25qtr
academic needs. Dance courses include studies in the major
Experience the creative process by choreographing, performing, and
areas of dance — technique, history, creating original dance
recording your story for public exhibition.
movement, the choreographic process, aesthetic criticism,
and performance. The National Core Arts Standards and the
Maryland State Dance Standards are the basis for the high L03 | Dance 2–4 0.5/sem
school dance curriculum that includes creative thinking, Dance 2, 3, & 4 emphasizes increased technical proficiency in dance styles
expression through movement, and appreciation for the art progressing toward focus on dance as a performing art and means of
form as integral parts of the program. communication. Students continue to increase knowledge of dance
history, theory, choreography, physiology, dancer health, production,
All Dance students perform in semester dance concerts. performance, and aesthetic criticism.
Students learn to appreciate dance as an art and as a valuable Prerequisite(s): Foundations of Dance or prior permission from the teacher.
aspect of life, become a knowledgeable arts audience, and have
opportunities to work cooperatively to create and produce dance. L11 | Foundations of Dance for Athletes 0.5/sem
Foundations of Dance for Athletes focuses on enhancing and refining
There are three dance pathways: athletic performance through dance techniques, conditioning, and
training in the art of dance. Students will build knowledge of the five
Foundations of Dance and Dance 2–4 classes components of skill related physical fitness (agility, coordination, balance,
• for students, beginners through advanced, who are power, and speed), while also exploring the complimentary Elements
interested in dance. No audition is required, however of Dance (body, energy, space, and time) through creative expression
and performance.
teacher approval is required to bypass Foundations of
Dance.
L12 | Dance for Athletes 2–4 0.5/sem
Foundations of Dance for Athletes and Dance for Athletes 2, 3, & 4 emphasizes continued skill development and
Dance for Athletes 2-4 classes refinement through a variety of higher-level movement patterns and
dance techniques. Students will continue to build knowledge of the five
• for those students wishing to use dance training techniques components of skill-related physical fitness (agility, coordination, balance,
to enhance athletic performance. No audition is required. power, and speed), while also exploring the complimentary Elements of
Prerequisite or Teacher approval is needed to bypass Dance (body, energy, space, and time) through creative expression and
Foundations of Dance for Athletes. performance. This course explores the intersection of dance technique
and the mind body connection.
Honors Dance Company 1–4 classes Prerequisite(s): Foundations of Dance for Athletes or prior permission
from the teacher.
• for serious dance students who are selected by audition.
Dance Company is co-curricular. Students have both
L18 | Honors Dance Company 1–4 [FY] 0.5/sem
an academic class and an after-school rehearsal and
Dance Company classes are performance emphasis and goal-based
performance obligation in order to receive honors credit.
with students involved in research, choreography, and every aspect of
dance production. Technical proficiency, academic knowledge, portfolio
Fine Arts Graduation Requirement — 1 Credit building, continued improvement and growth in dance, and public dance
performances are expected. For students to receive honors credit, they
Courses that meet the Fine Arts requirement can be found in the must participate in the after-school co-curricular component of this
Visual Arts, Dance, English, and Music program sections. course.
Prerequisite(s): Audition

L02 | Foundations of Dance 0.5/sem L10 | Unified Dance and Leadership 1–4 0.5/sem
Foundations of Dance focuses on beginning levels of dance technique This course will allow students with and without disabilities to focus
for a variety of dance styles alignment, dance history, physiology, theory, on beginning levels of dance technique and creative movement in
dancer health, dance careers, choreography, production, performance, a collaborative and cooperative environment. Students will explore
and aesthetic criticism. leadership characteristics, communication and listening skills, group
DUAL (JL0200) work, and critical thinking skills in order to provide support in an inclusive
environment.
English | 33

English High Engagement/Passion Courses

Storytelling Through the Arts

Strong literacy skills in reading, writing, listening, and speaking
A840 | Telling Stories in One Act 0.25qtr
are critical to career and college success in the 21st century. The
Share your story or re-tell existing narratives through elements of theatre
program of studies in English is designed to cultivate in each
and drama such as basic acting skills, characterization, and improvisation.
of our students proficiency in and appreciation of language and Contributes to satisfying the Fine Arts Credit Requirements
literature. Texts selected for study in English classes reflect a
variety of genres, cultures, and time periods. Texts are selected
based on complexity and literary merit. A841| Theater Technology and Management—
The Magic That Brings the Stage to Life 0.25qtr
Students must earn a minimum of four credits in English 9
Produce, program, and manage visual scenes and audio design for a
through 12 in order to graduate. The English program further live-theater production after learning how to use behind-the-scenes
provides a rich array of electives such as theatre, journalism, technology. Contributes to satisfying the Fine Arts Credit Requirements
media, and all aspects of publication. Students are
encouraged to participate in a rigorous program of required X400 | PSAT/SAT/ACT Prep (Verbal) 0.25qtr
English courses and English electives. English Graduation Students in grades 10-12 prepare for the PSAT, SAT, and ACT by developing
Requirements — 4 Credits and applying strategies to strengthen critical reading, writing, and test-
taking skills. Through focused instruction, practice with actual test items,
• English 9 and independent activities, students diagnose their individual needs
• English 10 and implement a program to improve their immediate scores and their
greater academic performance in high school and beyond.
• English 11 (or an AP English)
• English 12 (or an AP English)
A99 | Daily English 9 w/Reading [FY] 0.5 English & 0.5 Elective/sem
This daily course (meeting on both A and B days) is designed for students
Required Assessments who need additional reading support. The course builds upon students’
All students must take the Maryland Comprehensive prior knowledge of grammar, vocabulary, word usage, and the mechanics
of writing and includes the four aspects of language use (reading, writing,
Assessment Program (MCAP) in English 10. This assessment
speaking, and listening) enhanced with research-based reading strategies
will be 20 percent of the student’s overall grade. for comprehension and fluency practice.
NCAA
Fine Arts Graduation Requirement — 1 Credit
A090 | English 9 [FY] 0.5/sem
Courses that meet the Fine Arts requirement can be found in
English 9 builds upon students’ prior knowledge of grammar, vocabulary,
the Visual Arts, Dance, English, and Music program sections. word usage, and the mechanics of writing and includes the four aspects
of language use: reading, writing, speaking, and listening. This course
introduces and defines various genres of literature, including world
literature, from a spectrum of time periods with writing expectations
aligned to reading selections.
NCAA

A097 | Honors English 9 [FY] 0.5/sem

Honors English 9 builds upon students’ prior knowledge of grammar,
vocabulary, word usage, and the mechanics of writing and includes the
four aspects of language use: reading, writing, speaking, and listening.
This course introduces and defines various genres of literature, including
world literature, from a spectrum of time periods with writing expectations
aligned to reading selections. Honors English 9 challenges students to
apply analytic and critical skills to complex texts and to complete rigorous
assignments. Students may be assigned reading over the preceding summer.
NCAA

W80410 | Accessing English 9 1.0sem

Taken during the first semester of the freshman year, access to English 9
is a highly differentiated reading intervention that accelerates instruction
and allows struggling readers to experience success. The program directly
addresses individual needs through adaptive and instructional software,
high-interest literature, and direct instruction in reading, writing, and
34 | English
vocabulary skills. This reading intervention is provided for students who 110 | English 11 [FY] 0.5/sem
have been identified as needing focused and intensive reading instruction
In English 11 students continue to develop reading and writing skills.
in order to access the English 9 curriculum. Students are placed in this
Students read a variety of genres of literature, primarily American, from
program only after testing or evaluation.
a spectrum of time periods. Emphasis is placed on literary conventions
and stylistic devices. Through frequent writing and research assignments
A09143| Daily English 9 Q3 0.5qtr based upon readings, students strengthen skills in logical writing
Daily English 9 builds upon the skills acquired in the Access to English patterns, word choice, usage, and techniques of using evidence from
9 course as well as students’ prior knowledge of grammar, vocabulary, research.
word usage, and the mechanics of writing. Daily English 9 includes the NCAA
four aspects of language use: reading, writing, speaking, and listening.
This course introduces and defines various genres of literature, including
A117 | Honors English 11 [FY] 0.5/sem
world literature, from a spectrum of time periods with writing expecta-
tions aligned to reading selections. In Honors English 11 students read and analyze challenging texts
Prerequisite(s): Accessing English 9 representing a variety of genres of literature, primarily American, from
a spectrum of time periods. Emphasis is placed on literary conventions,
NCAA stylistic devices, and critical analysis. Through frequent writing and research
assignments based upon readings, students strengthen skills in logical
A09244 | Daily English 9 Q4 0.5qtr writing patterns, word choice, usage, and techniques of using evidence
Daily English 9 builds upon the skills acquired in the Access to English from research. Students build skills in preparation for AP English courses,
9 course as well as students’ prior knowledge of grammar, vocabulary, including timed writing opportunities with authentic AP questions. Students
word usage, and the mechanics of writing. Daily English 9 includes the may be assigned reading over the preceding summer.
four aspects of language use: reading, writing, speaking, and listening. This NCAA
course introduces and defines various genres of literature, including world
literature, from a spectrum of time periods with writing expectations aligned A120 | English 12 [FY] 0.5/sem
to reading selections.
English 12 blends composition and literature into a cohesive whole as
Prerequisite(s): Accessing English 9 and Daily English 9 Q3
students write multi-paragraph critical and comparative analyses of selected
NCAA literature, including contemporary works, as they continue to develop their
writing and language skills. Students demonstrate increasing independence
A109 | Daily English 10 w/Reading [FY] 0.5 English & 0.5 Elective/sem in reading, writing, research, speaking, and listening.
This daily course (meeting on both A and B days) is designed for students NCAA–DUAL (JA1201/02)
who need additional reading support. Students learn about the different
purposes and audiences of written compositions by writing argumentative, A127 | Honors English 12 [FY] 0.5/sem
critical, and creative multi-paragraph essays and compositions. Through
Honors English 12 blends composition and literature into a cohesive whole
the study of various genres of literature, including world literature,
and continues to develop students’ skills in writing, research, language,
from a spectrum of time periods, students can improve their reading
speaking, and listening. Students demonstrate increasing independence
comprehension and develop the skills to determine the author’s intent
in critical and comparative analyses of selected challenging literature,
and theme and to recognize the techniques used by the author to express
including contemporary works, and in applying writing and language
his or her message. Students receive additional support for reading that
skills to develop multi-paragraph essays and presentations based on
includes research-based reading strategies and comprehension and
their reading and research. Students may be assigned reading over the
fluency practice.
preceding summer.
NCAA
NCAA

A10 | English 10 [FY] 0.5/sem

A19 | American Film Studies 0.5sem
English 10 offers a balanced focus on composition and literature. Students
This course is a survey of the history of American film, ranging from the
learn about the different purposes and audiences of written compositions
late 19th century to today, as well as a study of the technique, fine art,
by writing argumentative, critical, and creative multi-paragraph essays and
narrative form, mode, craft, and influence of American cinema. The course
compositions. Through the study of various genres of literature, including
will include screenings, lectures, discussion, exploration, investigation,
world literature, from a spectrum of time periods, students can improve their
analysis, and creation of film.
reading comprehension and develop the skills to determine the author’s
intent and theme and to recognize the techniques used by the author to Prerequisite(s): English 9 (C or better)
communicate his or her message.
A18 | Honors Film & Writing 0.5sem
NCAA
The Film and Writing course will support students as they gain a deeper
understanding of complex cinematic concepts. This course is designed
A107 | Honors English 10 [FY] 0.5/sem
to use film as a springboard for high-level discussion, analytical reading,
In Honors English 10 students apply critical theories and rhetorical analysis and purposeful writing. The course allows students to become familiar
to literature and composition using challenging texts to practice critical with the interpretive language of film, to cultivate the reading of film as
reading; analyze themes, structures, and details; apply grammar; and use text, and to create writing artifacts that critically analyze film.
research for oral and written compositions. Texts represent a variety of
Prerequisite(s): English 10 (C or better)
genres of literature, including world literature, from a spectrum of time
periods. Students may be assigned reading over the preceding summer.
NCAA
English | 35

A138 | AP English Literature & Composition [FY] 0.5/sem A21 | Academic Writing 0.5sem
In this culminating, college-level English course, students apply critical and Students learn and practice modes of writing most common to AP and
analytical skills to classical and contemporary written works of romance, college courses: exposition, argument, on demand, and documented writing.
comedy, tragedy, and satire/irony. Students learn through close reading, Through frequent practice and guided revision, students improve the unity,
explication, comparative analysis, seminar, and extensive writing about coherence, and emphasis in their writing while continuing to develop their
literature. Students are required to complete outside reading during the mastery of word choice, sentence fluency, and conventions. This course is
preceding summer. AP English Literature and Composition prepares intended as a preparation or companion course for any AP course.
students for success on the AP exam and to be effective readers and
writers in college and in their careers. A06 | Theatre Arts 1 0.5/sem
Prerequisite(s): English 10 (Successful passage of MCAP) This course is a one or two semester elective introduction to theatre as
NCAA a collaboration among actors, directors, producers, and technicians. It
focuses on the process of theatrical production both on and backstage.
A136 | Seminar: AP English Literature & Composition Students develop body movement, voice, and character; direction; set,
[FY] 0.5 elective credit/sem costume, and basic light and sound design; and other theatrical skills and
This course prepares those students, who require additional practice, knowledge. By applying creative dramatics, using multi-media, performing,
guidance, and experiences beyond those available in their AP English and creating a design portfolio, students demonstrate and extend their
Literature and Composition course, for success on the AP English Literature theatrical skills. This course meets the fine arts graduation requirement.
and Composition exam and to be effective readers and writers in college DUAL (JA0600)
and in their careers. Students receive intensive assistance in the concepts
and skills tested by the AP English Literature and Composition exam. A07 | Theatre Arts 2 0.5/sem
Concurrent enrollment: AP Literature & Composition Students specialize in areas of interest and apply this specialty working
on production teams to design and perform excerpts from Lapine and
A208 | AP English Language & Composition [FY] 0.5/sem Sondheim’s Into the Woods. Students form theatre companies within the
Students take this course in junior or senior year to study rhetoric, class to apply their skills to a complete, student-selected, musical script
composition, and grammar at the university level. Students analyze within the class, and to participate in a full production at their school. The
authors’ language, detail, style, intended audience, and patterns of rhetoric. expectations for the Theatre Arts 2 course exceed the State of Maryland
Students complete required reading during the preceding summer. The Essential Learner Outcomes for Theatre. This course meets the fine arts
reading and writing skills honed in this course complement the skills graduation requirement.
required in AP English Literature and Composition. This course prepares Prerequisite(s): Theatre Arts 1
students for the AP exam and to be effective readers and writers in college
and in their careers.. A08 | Theatre Arts 3 0.5/sem
Prerequisite(s): English 10 (Successful passage of MCAP Theatre Arts 3 allows students to expand their understanding of theatre
strongly recommended) beyond improvisation and script reading, which are the foci of Theatre
NCAA Arts 1 and Theatre Arts 2. In this class students explore the historical
aspects of theatre, examine the business side of theatrical production,
A206 | Seminar: AP English Language & Composition build portfolios, and prepare for auditions. This class prepares students
[FY] 0.5 elective credit/sem for the world of theatre beyond acting. This course meets the fine arts
graduation requirement.
This course prepares students who require additional practice, guidance,
and experiences beyond those available in their standard AP English Prerequisite(s): Theatre Arts 2
Language and Composition course. Students receive assistance as they
develop their skills in analysis and interpretation of rhetoric, composition, A29 | Media Production 1 0.5sem
research, mastery of language and usage, and self-evaluation of their Media Production 1 surveys the field of television and introduces students
reading and writing. Students also receive additional preparation for to basic studio operations. Students participate in both the business and
the AP exam. creative sides of television production: soliciting projects and funding, acting,
Concurrent enrollment: AP English Language & Composition directing, producing, and applying audio and video techniques.

A14 | Journalism 0.5sem A30 | Media Production 2 0.5sem

Students explore the role of journalists in a free society in terms of Media Production 2 extends and applies knowledge gained in Media
journalistic philosophy, ethics, law, and history. They participate and Production 1, especially in extending the course beyond television where
reflect upon all the components of journalism such as design and possible, focusing on media projects, film study, and career exploration.
opinion. This journalism course is the foundation course for Newspaper Prerequisite(s): Media Production 1
1 and Yearbook 1.
NCAA–DUAL (JA1400) A35 | Newspaper 1–4 0.5/sem
Students design a school newspaper by collaboratively learning and
A17 | Creative Writing 0.5sem applying the following aspects of production: national criteria, codes of
Creative Writing offers students the opportunity to develop and improve ethics, coverage, writing and editing, graphics, design, publishing software,
their technique and individual writing style in poetry, short story, drama, organization of staff and resources, business operations, and budgeting.
essays, and other forms of prose. Students study exemplary writing from Students who elect to take the course more than once refine and expand
various genres to obtain a fuller appreciation of the form and craft. Using their knowledge and skills, accept increasing responsibility for production,
reading and journal keeping as sources of ideas, students pursue individual and assume leadership roles.
interests and develop their creative writing skills. Prerequisite(s): Journalism
NCAA–DUAL (JA1700)
36 | English

A40 | Yearbook 1–4 0.5/sem W800 | Core Reading in the Secondary Classroom A
Students publish a yearbook by collaboratively learning and applying [FY] 0.5/sem
the following aspects of production: technology, theme, design, layout, Read 180 is a highly differentiated reading intervention that accelerates
graphics, writing and editing, photography, organization of staff and instruction and allows struggling readers to experience success. The
resources, business operations, and budgeting. They analyze publications program directly addresses individual needs through adaptive and
using national criteria and develop a code of ethics. Students who elect instructional software, high-interest literature, and direct instruction in
to take the course more than once refine and expand their knowledge reading, writing, and vocabulary skills. This reading intervention is provided
and skills, accept increasing responsibility for production, and assume for students who have been identified as needing focused and intensive
leadership roles. reading instruction in addition to their regular English 9 class. Students
Prerequisite(s): Journalism are placed in this program only after testing or evaluation.

A45 | Literary Magazine 1–4 0.5/sem W82 | Core Reading in the Secondary Classroom B
Students study/apply design fundamentals and advanced publishing [FY] 0.5/sem
techniques to contribute to a literary publication with a thematic concept. In this course, students continue their work in the Read 180 program, a
They evaluate a variety of professional and student media, develop and highly differentiated reading intervention that directly addresses individual
apply a code of ethics, and create plans to ensure diversity and wide needs through adaptive and instructional software, high-interest literature,
participation. Students who elect to take the course more than once refine and direct instruction in reading, writing, and vocabulary skills. This reading
and expand their knowledge and skills, accept increasing responsibility intervention is provided for students who have been identified as needing
for production, and assume leadership roles. focused and intensive reading instruction in addition to their regular
Recommended: Journalism English 9 class. Students are placed in this program only after testing
or evaluation.
A51 | Speech & Debate 1–2 0.5/sem
W09 | Strategic Reading Supports [FY] 0.5/sem
Students perform informative and persuasive speaking, practice
extemporaneous and oral interpretation skills, collect evidence from Approved alternate intervention programs are available for individual
authoritative sources, and analyze arguments and strategies as preparation students with unique learning needs requiring a reading intervention
for interscholastic competition culminating in debate. Students develop in addition to receiving services for special education. Enrollment in an
leadership skills and initiative in competitive speaking. The Speech and alternative reading intervention program requires approval from resource
Debate course provides a strong foundation for careers in public relations, staff from the Division of Curriculum and Instruction on an individual
law, politics, or communications. Students who elect to take the course student, case-by-case basis. An alternative program may be necessary
for a second semester enhance and deepen their skills in expressive and when a student’s needs in reading require an intervention that is not
persuasive speaking. one of the Tier 2 or Tier 3 interventions listed on the AACPS Reading
Continuum (credit bearing coursework).
NCAA

W78 | Steps for Striving Readers 0.5 elective credit/sem

A747 | Honors Contemporary Voices 0.5sem
This course is designed to provide the necessary reading supports for
College-bound juniors and seniors analyze issues, perspectives, and
students requiring specific decoding strategies and skills as they grow
author’s craft in a range of multicultural works through guided and
to become proficient readers.
independent study, seminar, and writing. While the subjects may be
historical, the voice of each author is decidedly contemporary in that it
gives full expression to a frank examination of human sexuality, of violence, A87 | Department Aide—English No credit
and of social and economic status; therefore, parents must give written English Aide courses offer students the opportunity to assist instructors in
permission to register a student in this course. preparing and organizing course curricula. While serving in this capacity,
Prerequisite(s): Written parent permission required. Successful completion students may provide tutorial or instructional assistance to other students.
of MCAP, and a ‘C’ or better in English 10 strongly recommended.
NCAA–DUAL (JA7400)

W710 | Foundations of Language & Literacy 0.5/sem

This course is designed to meet the needs of striving readers who will
participate in a research-based reading intervention program that builds
phonemic awareness, phonics, reading comprehension, academic
vocabulary, and writing skills. Students who need extra support in
decoding, including Special Education students and English-Language
learners, will be assigned to this course.
English Language Acquisition | 37

English Language E94010/20 | ESOL Newcomer 0.5sem

English Learners in the “entering phase” are introduced to essential

Development
aspects of the English language. The ESOL Newcomer course develops
students’ foundational literacy skills and introduces students to the
academic expectations of U.S. high schools. Biliteracy supports are
available to English Learners. The ESOL Newcomer course should be
offered concurrently with ESOL I only for English Learners who have
English for Speakers of Other Languages experienced prolonged educational interruptions or who are pre-literate
in their native language.
(ESOL)
E90 | ESOL I [FY] 1.0/sem
Through an asset-based approach to language, ESOL courses English Learners in the “entering phase” are introduced to essential
foster the development of academic literacy, mathematical aspects of the English language. The ESOL I course develops students’
competence, and social growth among English learners (ELs). academic language ability with intensive support. Instruction in social
Standards-aligned instruction in listening, speaking, reading , and academic language is based on the five WIDA Standards. Students
and writing skills supports equitable access to grade-level begin to express academic ideas in English using phrases and short
academic curriculum for ELs. sentences. Students begin to read and understand multiple related simple
sentences, grammatical structures, and general content expressions in
Initial placement in ESOL courses is determined by an English English. Biliteracy supports are available to English Learners. The course
language proficiency screening or scores on WIDA ACCESS for provides students with cultural knowledge to support their transition to
ELLs. Subsequent course placement is determined by teacher the U.S. educational system.
and counselor recommendations based on credit accumulation Prerequisite(s): ESOL I is an appropriate initial placement for students
whose English proficiency level is 1.0–1.9 and who have been in U.S.
and progress toward English language proficiency. schools for less than two years.
Internationally registering students who earn a 3.5 or above on Note: This course should not be repeated by students who took ESOL I in
the WIDA Screener assessment may be awarded English credit middle school.
for international study of English.
E91 | ESOL II [FY] 1.0/sem
The ESOL I, II, III, IV, and V courses may be applied toward
English Learners in the “emerging phase” begin to communicate using
high school graduation credit as either English or World
essential aspects of the English language. The ESOL II course develops
Languages credit. AACPS allows for a total of two ESOL credits students’ ability to access grade-level content material with substantial
to be applied as English credit. English Learners must take linguistic support. Instruction in social and academic language is based
English 10 and at least one other English course (English 9, on the five WIDA Standards. Students produce grammatically complex
11, or 12) in order to meet graduation requirements. ESOL sentences that express multiple related ideas. Students employ repetitive
credits not used toward English credit may be applied for World structures and sentence patterns and appropriately use language
Languages credit. It is still recommended that English learners conventions. Students read and understand language across content areas.
Students comprehend and produce common forms and expressions in
participate in advanced World Languages courses in order to
English. Biliteracy supports are available to English Learners.
strengthen literacy in the native language. Prerequisite(s): ESOL II is an appropriate initial placement for students
whose English proficiency level is 2.0–2.7 and who have been in U.S.
schools for less than two years, or for students who have completed ESOL I.
Note: This course should not be repeated by students who took ESOL II in
middle school.

E92 | ESOL III [FY] 0.5/sem

English learners in the “developing phase” consistently integrate aspects
of English into their communication. The ESOL III course develops
students’ ability to access grade-level content material with some
linguistic support. Instruction in social and academic language is based
on the five WIDA Standards. Students produce simple and compound
grammatical structures with occasional variation. Students refine their
ability to employ repetitive structures and sentence patterns and to
appropriately use language conventions. Students read and understand
specific content language, including cognates and expressions with
multiple meaning across content areas. Biliteracy supports are available
to English Learners.
Prerequisite(s): ESOL III is an appropriate initial placement for students
whose English proficiency level is 2.8–3.4, or for students who have
completed ESOL II.
English Language Development: Considerations of Proficiency and Course Placement
Course placements for English Learners (ELs) should be and have been in U.S. Schools for more than five years; strengths as well as individual talents and interests.
decided based on a dynamic evaluation of the student’s others are newcomers who may arrive with international Counselors should consider course placement on a case-
prior education, grade level, English proficiency, and credit on a high school transcript. Like all students, ELs by-case basis in collaboration with stakeholders including
time in country. .For example, some ELs are long-term enter high school with various academic and linguistic the ESOL teacher.

Suggested Course Placement by English Proficiency

Grade ESOL/English Social Studies Mathematics Science Electives
38 | English Language Acquisition

Entering HS Transitional Math ESOL Science I Fine Arts

ESOL I ESOL Social
with Interrupted or 9th or and PE
Limited Formal Education ESOL Newcomer Studies
Algebra I* ESOL Science II World Languages
HS Transitional Math Environmental Science Fine Arts
Entering 9th ESOL I ESOL Social or or PE
English Proficiency Studies
Algebra I* Biology* World Languages
Environmental Science Fine Arts
Emerging 9th History of the United States Algebra I*
English Proficiency
ESOL II or PE
10th US Government* Geometry
Biology* World Languages
History of the Algebra 1* Environmental Science Technology
9th ESOL III United States
Developing 10th Geometry Biology* GCC
English Proficiency English 9, 10*, 11 US Government*
11th Algebra II Science Elective World Languages
World History
9th History of the United States Algebra 1* Environmental Science Technology
Expanding ESOL IV
English Proficiency
10th US Government* Geometry Biology* GCC
11th English 9, 10*, or 11*
World History Algebra II Science Elective World Languages
9th History of the United States Algebra 1* Environmental Science Technology
Bridging 10th ESOL V
English Proficiency
US Government* Geometry Biology* GCC
11th English 9, 10*, 11 or 12
12th World History Algebra II Science Elective World Languages

*State Assessed Courses required for graduation (English 10, Algebra I, US Government, LS MISA Pathway Science Courses) must be completed by the end of Grade 11.
Notes: ESOL I, II, III, IV or V may be counted for up to two English credits toward graduation, in combination with English 10 and another English course (9, 11, or 12).
Transitional Math at the high school level must be taught by a certified Math teacher. Transitional Math can count for up to 2 mathematics credits.
ESOL I, II, III, IV or V course credits not applied as English credit may be applied as World Languages credit. English Learners may still enroll in advanced World Languages courses
to support native language literacy development. English Learners may also choose to pursue World Languages study of a third language.
English Language Acquisition | 39

E93 | ESOL IV [FY] 0.5/sem D80 | ESOL Transitional Math 9–12 0.5/sem
English learners in the “expanding phase” appropriately apply aspects of High School ESOL Transitional Math is a math course to build background
English in their communication. The ESOL IV course develops students’ knowledge and foundational skills in mathematics for students with
ability to participate in grade-level content tasks with minimal linguistic interrupted or limited formal education. Key mathematic concepts
support. Instruction in social and academic language is based on the from grades 2 through Algebra including numbers, operations, decimals,
five WIDA Standards. Students speak and write with an advanced fluency, fractions, ratios, percentages, number theory, integers, statistics, graphs,
producing multiple, grammatically complex sentences. Students produce tables, and algebraic thinking are embedded with math language
and refine comprehension of technical and abstract content-area development and discourse instruction. Only English learners scoring
language. Students process discourse with complex sentence structures. below Algebra readiness on the International Math Assessment are to
Students approach native-like fluency in English. Biliteracy supports are be scheduled for this course. Students may take this course repeatedly
available to English Learners. during high school, but only the first two instances of passing this course
Prerequisite(s): ESOL IV is an appropriate initial placement for students will count toward math graduation requirements.
whose English proficiency level is 3.5–3.9 or for students who have
completed ESOL III. E86 | Career Literacy [FY] 0.5/sem
Career Literacy offers English Learners who are also participating in Career
E94011/21 | ESOL V [FY] 0.5sem and Technical Education programs the opportunity to develop linguistic
English learners in the “bridging phase” masterfully use English in their competency in using English for specific purposes, with attention to
communication. The ESOL V course refines skills in listening, speaking, the technical vocabulary and terminology of the trades. Students will
reading, and writing. Instruction in social and academic language is based build the language and literacy skills needed for career readiness and
on the five WIDA Standards. This course enhances literacy skills necessary professional success. Students will develop literacy skills required to
for success in the content areas. Instruction focuses on non-fiction successfully complete certification and licensing exams. This course is
reading comprehension, academic writing, application of research, and most appropriate for English Learners also in enrolled in ESOL and a
study skills including the use of technology to present research projects. CTE course.
Biliteracy supports are available to English Learners.
Prerequisite(s): ESOL V is an appropriate initial placement for students E87011/21 | Department Aide—ELA No Credit
whose English proficiency level is 4.0 or for students who have completed English Language Acquisition Aide courses offer students the opportunity
ESOL IV. to assist instructors in preparing and organizing course curricula. Students
may provide tutorial or instructional assistance to other students.
E96 | ESOL Social Studies 1 (HS) [FY] 0.5/sem
ESOL Social Studies 1 is a content-based language development course
for students new to the United States. Students will become familiar with
the language and content of geography, history, culture, and government
of the United States. English learners will develop the language and
background knowledge essential for their equitable participation in U.S.
History and Government courses. This course provides an opportunity
to build the capacity of immigrant students to draw on their unique
international experiences in order to foster civic participation their new
country. This course is most appropriate for students also enrolled in
the ESOL I course.

C62 | ESOL Science (Newcomers Only) 0.5sem

This redeveloped course is for Newcomer English Learners who have
been identified through the WIDA Screener or ACCESS for ELLs as being
in the “entering” phase of English language development. The goal of
this specially designed course is to provide the pre-requisite background
knowledge, skills, and vocabulary that English Learners need to be
successful in Environmental Science and LS MISA EOC Assessment.
The course should be offered concurrently with ESOL I only for English
Learners who have experienced prolonged educational interruptions. It
is recommended that it be coupled with a semester of Science Research.
Note: Can be taken for Science Elective Credit
40 | Health

Health L70 | Health A 0.5sem

This course is designed for students to learn and demonstrate health
skills necessary to promote personal, family and community health and
wellness. These health skills include analyzing influences on health
behaviors, accessing valid information, interpersonal communication,
Health Education courses in Anne Arundel County are focused
decision making, goal setting, and practicing health enhancing
on building health-literate students. Health literacy refers to behaviors. Through these health skills, students acquire functional
the ability to obtain, interpret, and understand basic health knowledge about the following core health concepts: substance
information and services. These comprehensive skills-based abuse prevention, personal and consumer health, family life and human
Health Education courses prepare students to become health- sexuality,* safety and violence prevention, healthy eating, and disease
literate 21st Century learners as responsible members of prevention and control.
society, self-directed learners, effective communicators,
L71 | Health B 0.5sem
critical thinkers, and problem solvers.
Pending Board Approval
Core health concepts include mental and emotional health, For students entering grade 9 in Fall 2021
substance abuse prevention, family life and human sexuality,*
safety and violence prevention, healthy eating, and disease pre- L67 | Introduction to Health Professions 0.5sem
vention and control. Skills Based Health Education supports This course introduces students to professional health careers, medical
and promotes health enhancing behaviors for all students. The terminology, and technology. Education and certification requirements
health skills embedded in the units include analyzing influ- for professional health careers are explored. Guest speakers provide work-
based learning experiences.
ences, accessing information, interpersonal communication,
Prerequisite(s): Health A
decision making, goal setting, self-management, and advocacy.
*The Family Life and Human Sexuality unit was developed in ac- L75 | Human Sexuality 0.5sem
cordance with the standards and procedures established in Maryland This is an advanced level course with an emphasis on promoting life
State Regulation 13A.04.18.01. Students may be excused from this enhancing health behaviors relating to one’s sexuality. Content focus is
on sexuality, decision making, relationships, protecting one’s own health,
unit of the program upon written request from their parent or guard-
human reproduction, and social issues.
ian. Appropriate alternate instruction will be provided.
Prerequisite(s): Health A and Parental/Guardian Permission Form
to be obtained from School Counseling
Health Graduation Requirement — 1.0 Credit*
L95 | Drugs in Society 0.5sem
This elective course will examine the issues related to use, misuse and
abuse of tobacco, alcohol, and other drugs. Students will take an in-
depth look at specific substances of abuse and explore methods of
prevention, intervention, and treatment for addiction. An emphasis is
placed on the skills needed to identify the impact of family, peers, culture,
media, and technology on drug use behaviors; knowing how to access
valid drug prevention information, use interpersonal communication,
decision-making, goal setting, and advocacy skills to apply personal
health enhancing practices.
Prerequisite(s): Health A
Mathematics | 41

Mathematics High Engagement/Passion Courses

Math in the Word Around Us

After completing the required courses of Algebra 1 and Contributes to satisfying the Math Elective Credit Requirements
Geometry, students may choose from a set of rigorous courses
such as Function Focus, Algebra 2, Foundations of College D3214 | Function Focus: The World Around Us 0.25qtr
Algebra, Pre-Calculus, Statistical Analysis, Advanced Placement Think like a mathematician as you explore how applications of mathematics
relate to the environment and physical world.
Statistics, Advanced Placement Calculus, and/or Linear Algebra.
Prerequisite(s): Algebra 1 & Geometry
The selection of the appropriate mathematics course for each
student should be based on individual needs and educational
D3204 | Function Focus: Man-made Mathematics 0.25qtr
goals. Students with an interest in mathematics should also
Build on previously generalized knowledge about solving and graphing
consider new courses available in Global IT Applications and functions embedded in a variety of real-life situations.
Global Technology Concepts. Prerequisite(s): Algebra 1 & Geometry

Mathematics Graduation Requirements — 4 Credits D8404 | Introduction to Logic: Networks and Algorithms
0.25qtr
• 1 credit in Algebra 1
Develop deeper thinking and reasoning skills through Encryption
• 1 credit in Geometry Algorithms, Cryptography, and Conversion of Bases and by exploring
logic puzzles and games.
• 2 mathematics elective credits (Algebra 2 for college
Prerequisite(s): Algebra 1 & Geometry
completers)
Students are required to take a rigorous math course each of the D8414 | Introduction to Logic: Graph Theory and Boolean 0.25qtr
four years the student is enrolled. Develop deeper thinking and reasoning skills through introductory
Boolean Logic and Graph Theory as well as logic puzzles and games.
Prerequisite(s): Algebra 1 & Geometry
Required Assessments
All students must take the state Maryland Comprehensive X401 | PSAT/SAT/ACT Prep (Mathematics) 0.25qtr
Assessment Program (MCAP) in Algebra 1. This assessment Students in grades 10-12 prepare for the PSAT, SAT, and the ACT by
will be 20 percent of the student’s overall grade. developing and applying strategies to strengthen their mathematical
abilities and test-taking skills. Through focused instruction, practice with
actual test items, and independent activities, students diagnose their
D18 | Daily Algebra 1 [FY] 0.5 Math & 0.5 Elective/sem individual needs and implement a program to improve their immediate
This high school graduation requirement course serves as the gateway scores and their greater academic performance in high school and beyond.
for advanced mathematical courses by providing a complete foundation Recommended: Geometry and Algebra 2
of function families including linear, quadratic and exponential functions
and equations, reasoning and modeling of all three functions including
data analysis, modeling and critical analysis and understanding of these D28 | Geometry [FY] 0.5/sem
functions. Instructional emphasis is placed on connecting the multiple Students will formalize their geometry experiences from elementary and
representations of functions and interpreting the representations through middle school, using more precise definitions and developing careful
applications. Graphing calculator or software is required. Students will proofs; represent problem situations with geometric models; classify
actively engage in rigorous mathematical activities to attain mastery of figures in terms of congruence and similarity; deduce properties of and
course standards. relationships between figures from given assumptions; translate geometric
NCAA figures to an algebraic coordinate representation and algebraic models;
and apply right triangles and trigonometry. Through the use of dynamic
software, students will gain an understanding of the relationships among
D27 | Algebra 1 [FY] 0.5/sem
mathematical figures and become active participants in the inductive and
This high school graduation requirement course serves as the gateway deductive processes of thinking. Students will actively engage in rigorous
for advanced mathematical courses by providing a complete foundation mathematical activities to attain mastery of course standards. Graphing
of function families including linear, quadratic and exponential functions calculator or software is required.
and equations, reasoning and modeling of all three functions including
data analysis, modeling and critical analysis and understanding of these NCAA
functions. Instructional emphasis is placed on connecting the multiple
representations of functions and interpreting the representations through
applications. Graphing calculator or software is required. Students will
actively engage in rigorous mathematical activities to attain mastery of
course standards. This course, where offered, is delivered in every other
day compressed format.
NCAA
42 | Mathematics

AACPS Possible Math Course Pathways (Other sequences are possible based on student needs)
Other mathematics elective courses are available.

6th 7th 8th 9th 10th 11th 12th

Mathematics 6 Mathematics 7 Mathematics 8 Algebra 1 Geometry Function Focus/ Algebra 2
Logic
Function Focus/
Financial Algebra
Foundations of
College College Algebra
& Career Mathematics 6 Mathematics 7 Mathematics 8 Algebra 1 Geometry Algebra 2
Pre-Calculus
Pathways
AP Statistics
(student choice)

Geometry AP Calculus
Mathematics 6 Mathematics 7 Mathematics 8 Algebra 1 Pre-Calculus
Algebra 2 AB/BC
Summer Bridge Summer Bridge (concurrently)
Course Course

Accelerated Pre-Calculus
Pathway AP Calculus
Mathematics 6/7 Mathematics 7/8 Algebra 1 Geometry Algebra 2 AB/BC
Option 1 AP Statistics
(concurrently)

Accelerated Geometry AP Calculus

Pathway Mathematics 6/7 Mathematics 7/8 Algebra 1 Pre-Calculus AB/BC Calculus 3
Algebra 2
Option 2
(concurrently)

D287 | Honors Geometry [FY] 0.5/sem D296 | Seminar: Algebra 2 [FY] 0.5 elective credit/sem
Students will formalize their geometry experiences from elementary and Students receive intensive assistance in the concepts and skills learned
middle school, using more precise definitions and developing careful currently in the Algebra 2 course. This course is recommended for
proofs; represent problem situations with geometric models; classify students who require additional practice, guidance, and experience
figures in terms of congruence and similarity; deduce properties of and beyond those available in the standard Algebra 2 course.
relationships between figures from given assumptions; translate geometric Prerequisite(s): Concurrent enrollment in Algebra 2.
figures to an algebraic coordinate representation and algebraic models;
and apply right triangles and trigonometry. Through the use of dynamic D297 | Honors Algebra 2 [FY] 0.5/sem
software, students will gain an understanding of the relationships among
This course will expand students’ knowledge of functions to include
mathematical figures and become active participants in the inductive and
polynomial, rational, and radical functions. Students will work with
deductive processes of thinking. Students will actively engage in rigorous
expanding features of the functions and draw connections with the
mathematical activities to attain mastery of course standards. Honors
experiences of linear, quadratic, and exponential functions. Students
students will be introduced to advanced topics. Graphing calculator or
will model situations to solve equations, including solving quadratic
software is required.
equations over the set of complex numbers and solving exponential
NCAA equations using the properties of logarithms. Students will build on their
experiences to work with trigonometric ratios and functions. Honors
D290 | Algebra 2 [FY] 0.5/sem students will be introduced to advanced topics. Graphing calculator or
This course will expand students’ knowledge of functions to include software is required. Students will actively engage in rigorous mathematical
polynomial, rational, and radical functions. Students will work with activities to attain mastery of course standards.
expanding features of the functions and draw connections with the Prerequisite: Algebra 1 (C or better)
experiences of linear, quadratic, and exponential functions. Students Recommended: Geometry credit or concurrent enrollment in Geometry.
will model situations to solve equations, including solving quadratic NCAA
equations over the set of complex numbers and solving exponential
equations using the properties of logarithms. Students will build on their
experiences to work with trigonometric ratios and functions. Graphing D41 | Foundations of College Algebra [FY] 0.5/sem
calculator or software is required. Students will actively engage in rigorous This course reviews and extends intermediate and advanced algebra
mathematical activities to attain mastery of course standards. topics through rigorous manipulation of mathematical concepts. Concepts
Prerequisite: Algebra 1 include systems of equations, polynomial, rational, exponential, and
logarithmic functions. This course is designed to prepare students for
Recommended: Geometry credit or concurrent enrollment in Geometry.
success in the first credit bearing mathematics course in post-secondary
NCAA educational settings. Graphing calculator or software is required.
Prerequisites: Algebra 2
NCAA–DUAL (JDMAT1)
Mathematics | 43

D82 | Statistical Analysis: Making Inferences from Data D516 | Seminar: Honors Pre-Calculus [FY] 0.5 elective credit/sem
[FY] 0.5/sem Students will develop their ability to function as independent learners in
Students will develop an understanding of statistics through real-world the Honors Pre-Calculus course. This course is recommended for students
application and hands-on learning via projects, experiments, and who require additional practice, guidance, and experiences beyond those
technology explorations. This is an experiential course where students available in the Honors Pre-Calculus course.
will collect, organize and analyze data from experiments and sample Prerequisite(s): Concurrent enrollment in Honors Pre-Calculus.
surveys to make inferences about a larger population or process.
NCAA D588 | AP Calculus AB [FY] 0.5/sem
This college level course is the study of differential and integral calculus based
D82 | Statistical Analysis: Using Probability to Make Decisions on further development of properties and graphs of relations and functions.
[FY] 0.5/sem Students who successfully complete this course will be prepared for the AP
Probability may be known as the science of uncertainty, but with an Calculus AB test and may be awarded up to one semester of college credit
understanding of the nature of chance and variation in the real world, with a successful score. Graphing calculator required.
students can make sense of seemingly random phenomenon. Through Prerequisite(s): Pre-Calculus
exploration, simulation and play, students will formulate rules and NCAA
develop models to determine the probability of specific events and
outcomes and use their understanding of probability to make decisions
D586 | Seminar: AP Calculus AB [FY] 0.5 elective credit/sem
and predictions.
Students will develop their ability to function as independent learners
NCAA
in the AP Calculus AB course. This course is recommended for students
who require additional practice, guidance, and experiences beyond those
D01 | Financial Algebra—Daily Living 0.5sem available in the standard AP Calculus AB course.
Building on their understanding of linear and exponential relationships Prerequisite(s): Concurrent enrollment in AP Calculus AB
and systems of equations, students will learn how credit cards and
student loans work, how money works. Students will develop a solid D598 | AP Calculus BC [FY] 0.5/sem
foundation of money related topics including budgeting, taxes, credit
This college level course is the study of differentiation and techniques,
cards, saving, and investing opportunities.
sequences and series, and vector calculus. Students who successfully
Prerequisites: Algebra 1
complete this course will be prepared to take the AP Calculus BC test and
may be awarded up to two semesters of college credit with a successful
D02 | Financial Algebra—Life and Business Planning 0.5sem score. Graphing calculator required.
Building on function relationships explored in Algebra 2, in this course Prerequisite(s): AP Calculus AB
students will develop a solid understanding about how such topics NCAA
as student loans, car loans, mortgages, the stock market, investing,
operating a business and more are entrenched in mathematics.
D608 | AP Calculus AB and BC Combined [FY] 1.0/sem
Recommended: Algebra 2
AP Calculus AB is a college level course studying differential and integral
calculus based on further development of properties and graphs of
D51| Pre-Calculus [FY] 0.5/sem
relations and functions. Through inquiry-based learning, students will
This course integrates the study of trigonometry, analytic geometry, and develop mathematical critical thinking and reasoning skills. AP Calculus
advanced algebra topics into a logical approach to the solution of real- BC is a college level course studying differentiation and techniques,
world problems. This course is a prerequisite for Advanced Placement sequences, and series, and vector calculus. Through inquiry-based
Calculus. Graphing calculator or software required. learning, students will develop mathematical critical thinking and
Prerequisite(s): Algebra 2 reasoning skills.
NCAA– DUAL (JD5101) Prerequisite: Honors Pre-Calculus (C or better)
NCAA
D517 | Honors Pre-Calculus [FY] 0.5/sem
This course integrates the study of trigonometry, analytic geometry, and D315 | Linear Algebra [FY] 0.5/sem
advanced algebraic topics into a logical approach to the solution of real- This course is the study of finite dimensional vector spaces. Topics include:
world problems. This course is a prerequisite for Advanced Placement the solution of systems of linear equations, matrices (inverses, equivalence,
Calculus. Graphing calculator or software required. Honors students will rank of symmetric, diagonal, and orthogonal), determinants, introduction
be introduced to advanced topics. to vector spaces, linear independence, linear transformations, change of
Prerequisite(s): Algebra 2 basis, eigenvalues, and eigenvectors.
NCAA Prerequisite(s): AP Calculus AB/BC credit. This course is in the hybrid
learning format.
NCAA–DUAL (JD3153)
44 | Mathematics

D628 | AP Statistics [FY] 0.5/sem

This college level course is a study of the major concepts and tools for
collecting, analyzing, and interpreting data. Students who successfully
complete this course will be prepared to take the AP Statistics test and
may be awarded at least one semester of college credit with a successful
score. Graphing calculator or software required. For STEM students, this
course may be offered as a hybrid.
Recommended: Algebra 2
NCAA

D626 | Seminar: AP Statistics [FY] 0.5 elective credit/sem

Students will develop their ability to function as independent learners in
the AP Statistics course. This course is recommended for students who
require additional practice, guidance, and experiences beyond those
available in the standard AP Statistics course.
Prerequisite(s): Concurrent enrollment in AP Statistics.

D63 | Calculus 3 [FY] 0.5/sem

Multivariable Calculus presents the main concepts and computational
tools of higher dimensional calculus. It is equivalent to a third semester
calculus course. The topics include vectors in Euclidean space, vector

If you have questions

analysis, analytic geometry of three dimensions, curves in space, partial
derivatives, optimization techniques, multiple integrals, vector fields,
Green’s theorem, Divergence theorem, and Stokes’ theorem.
Prerequisite(s): AP Calculus AB/BC credit. This course is in the hybrid
learning format.
NCAA–DUAL (JD6353)

D87 | Department Aide—Math No credit

Mathematics Aide courses offer students the opportunity to assist
about any of the
instructors in preparing and/or organizing. Students may provide tutorial
or instructional assistance to other students.

courses or programs

described in this book,

contact your

School Counselor.
Music | 45

Music High Engagement/Passion Courses

Storytelling through the Arts

The Anne Arundel County high school music program Contributes to satisfying the Fine Arts Credit Requirements
is comprehensive in scope and breadth and is offered
for all student levels and interests. In a world where F840 | Modern Beats—Tell Your Story 0.25qtr
much importance is being attached to 21st century Produce, record, and release your own song using music software that
will guide you through the process of writing lyrics and creating beats
skills, high school music courses are ideal settings for the
that communicate your own message.
development and broadening of those skills. Music classes
are both rigorous and stimulating and offer students F841 | Sing Your Story 0.25qtr
many opportunities for creative, innovative thinking that
The focus of this course will be on empowering students to undertake
encourages problem solving and collaboration. complete stage performances of their favorite music or of an original
composition to find their individual voice within their school and
Students are required to earn at least one full credit in Fine
community. Complete performances will be created to include the art of
Arts by the end of their senior year. Most students begin their costuming, blocking, dancing, singing, or rapping, lighting, microphone
high school music study with a performance-based course, choice, and live audio effects. The course will provide a professional
such as band, orchestra, chorus, vocal ensemble, musical quality video of the stage performance as a culminating artifact of
theater, jazz band, guitar, or piano. These performance courses student work.
are then offered in subsequent years, with increased rigor and
performance opportunities for each level and with an honors
F09 | Guitar 1 0.5/sem
option in the second through fourth year. Music for Life is a
This is a performance emphasis course with acoustic guitar as the primary
broad-based course, designed to focus on the function and
medium. Comprehensive activities in reading, creating, and listening to
value of music in people’s lives across cultures. Students will music are included. Students will perform a variety of music literature and
also find the opportunity to explore the science of music and styles in ensemble and solo performance. The course title indicates year
music’s unique contribution to history and civilization in Music enrolled. Students will be expected to advance to the next appropriate
Theory, Music History and Literature, and Advanced Placement level of ability in Guitar 2–4.
Music Theory. Students may also choose from elective courses
like Music Technology and Vocal Technique; classes which F10 | Guitar 2–4 0.5/sem
extend and reinforce core learning in music. This course builds on skills learned in Guitar 1 and is a performance
emphasis course with acoustic guitar as the primary medium.
Students enrolled in their appropriate school performance Comprehensive activities in reading, creating ,and listening to music are
ensemble have the opportunity to participate in organizations included. Students will perform a variety of music literature and styles in
such as All County Ensembles, All State music experiences, solo ensemble and solo performance.
and ensemble festivals, and other enrichment musical activities. Prerequisite(s): Guitar 1 or prior permission from the teacher.

F13 | Piano & Keyboard 1 0.5/sem

Fine Arts Graduation Requirement — 1 Credit This is a performance emphasis course that includes additional
Courses that meet the Fine Arts requirement can be found in the comprehensive activities in reading, creating, and listening to music as
Visual Arts, Dance, English, and Music program sections. well as developing an understanding of history, vocabulary, structure,
and symbols. Students will play a wide repertoire of keyboard music
literature alone and in ensembles. Opportunities for public solo or group
performance will be available. The course title indicates year enrolled.
Students will be expected to advance to the next appropriate level of
ability in Piano and Keyboards 2–4.
DUAL (JF1300)

F14 | Piano & Keyboard 2–4 0.5/sem

This course builds on skills learned in Piano 1 and is a performance
emphasis course that includes additional comprehensive activities
in reading, creating, and listening to music as well as developing an
understanding of history, vocabulary, structure, and symbols. Students
will play a wide repertoire of keyboard music literature alone and in
ensembles. Opportunities for public solo or group performance will
be available.
DUAL (JF1400)
46 | Music

F20 | Chorus Mixed 1 0.5/sem activities and rehearsals are integral to the course, and grades may reflect
such participation. The number of required non-school hour performances
This course will include individual concepts of vocal production as well
and practices during a school year varies by school.
as choral techniques appropriate for a large ensemble. A wide repertoire
of choral music and experiences will be used for the development of
comprehensive musicianship. The course designation indicates year F28 | Honors Chorus—Treble 2–4 0.5/sem
enrolled. Students will be expected to advance to the next appropriate This course continues to build on skills learned in Chorus - Treble 1 focusing
level of ability in Chorus and Vocal Instruction. After school activities on the correct vocal production and techniques involving the treble voice.
and rehearsals are integral to the course, and grades may reflect such Comprehensive musicianship will be emphasized through a study of varied
participation. The number of required non-school hour performances repertoire appropriate to treble voice ranges. Students will be expected
and practices during a school year varies by school. to master at least one appropriate level in Chorus and Vocal Instruction.
DUAL (JF2000) Public musical performances will be expected. After school activities
and rehearsals are integral to the course, and grades may reflect such
participation. The number of required non-school hour performances
F21 | Honors Chorus Mixed 2–4 0.5/sem
and practices during a school year varies by school.
This course continues to build on skills learned in Chorus Mixed 1 and
will include individual concepts of vocal production as well as choral
F29 | Honors Chorus—Tenor/Bass 2–4 0.5/sem
techniques appropriate for a large ensemble. A wide repertoire of
choral music and experiences will be used for the development of This course continues to build on skills learned in Chorus - Tenor/Bass
comprehensive musicianship. The course designation indicates year 1 focusing on the correct vocal production and techniques involving the
enrolled. Students will be expected to advance to the next appropriate treble voice. Comprehensive musicianship will be emphasized through
level of ability in Chorus and Vocal Instruction. After school activities a study of varied repertoire appropriate to treble voice ranges. Students
and rehearsals are integral to the course, and grades may reflect such will be expected to master at least one appropriate level in Chorus and
participation. The number of required non-school hour performances Vocal Instruction. Public musical performances will be expected. After
and practices during a school year varies by school. school activities and rehearsals are integral to the course, and grades
may reflect such participation. The number of required non-school hour
performances and practices during a school year varies by school.
F24 | Honors Vocal Ensemble 1–4 0.5/sem
This course emphasizes correct vocal production and the choral
F50 | Instrumental Instruction: Strings 1–4 0.5/sem
techniques of ensemble singing. Comprehensive musicianship will be
emphasized through a varied vocal repertoire. Students will be expected Small group instruction is provided for students desiring to acquire skill in
to master at least one appropriate level in Chorus and Vocal Instruction. playing string instruments. Good tone production, instrumental techniques,
Public musical performances will be expected. After school activities sight-reading, and basic fundamentals of music are emphasized. After school
and rehearsals are integral to the course, and grades may reflect such activities and rehearsals are integral to the course, and grades may reflect
participation. The number of required non-school hour performances such participation. The number of required non-school hour performances
and practices during a school year varies by school. and practices during a school year varies by school.

F51 | Instrumental Instruction: Woodwind 1–4 0.5/sem

F25 | Honors Vocal Instruction 1–4 0.5/sem
Small group instruction is provided for students desiring to acquire skill
This course will stress correct vocal production and techniques of solo in playing woodwind instruments. Good tone production, instrumental
singing. It will include sight-singing, the basic fundamentals of music techniques, sight-reading, and basic fundamentals of music are
and a wide repertoire of vocal music emphasizing comprehensive emphasized. After school activities and rehearsals are integral to the
musicianship. Students will be expected to master at least one appropriate course, and grades may reflect such participation. The number of
level in Chorus and Vocal Instruction. Opportunities for performance required non-school hour performances and practices during a school
will be available based on the student’s ability. After school activities year varies by school.
and rehearsals are integral to the course, and grades may reflect such
participation. The number of required non-school hour performances
F52 | Instrumental Instruction: Brass 1–4 0.5/sem
and practices during a school year varies by school.
Small group instruction is provided for students desiring to acquire skill in
playing brass instruments. Good tone production, instrumental techniques,
F26 | Chorus—Treble 1 0.5/sem
sight-reading, and basic fundamentals of music are emphasized. After school
This course will stress correct vocal production and techniques involving activities and rehearsals are integral to the course, and grades may reflect
the treble voice. Comprehensive musicianship will be emphasized through such participation. The number of required non-school hour performances
a study of varied repertoire appropriate to treble voice ranges. Students and practices during a school year varies by school.
will be expected to master at least one appropriate level in Chorus and
Vocal Instruction. Public musical performances will be expected. After
F53 | Instrumental Instruction: Percussion 1–4 0.5/sem
school activities and rehearsals are integral to the course, and grades
may reflect such participation. The number of required non-school hour Small group instruction is provided for students desiring to acquire skill
performances and practices during a school year varies by school. in playing percussion instruments. Good tone production, instrumental
techniques, sight-reading, and basic fundamentals of music are
emphasized. After school activities and rehearsals are integral to the
F27 | Chorus—Tenor/Bass 1 0.5/sem
course, and grades may reflect such participation. The number of
This course will stress correct vocal production and techniques involving the required non-school hour performances and practices during a school
tenor/bass voice. Comprehensive musicianship will be emphasized through year varies by school.
a study of varied repertoire appropriate to tenor/bass voice ranges. Students
will be expected to master at least one appropriate level in Chorus and Vocal
Instruction. Public musical performances will be expected. After school
Music | 47

F54 | Instrumental Instruction: Mixed 1–4 0.5/sem F70 | Band 1 0.5/sem

Small group instruction is provided for students desiring to acquire This course provides an opportunity for students who have reached the
skill in playing string, woodwind, brass, and percussion instruments. necessary degree of maturity in playing a wind or percussion instrument
Good tone production, instrumental techniques, sight-reading, and to perform in a group and as a soloist. Development of comprehensive
basic fundamentals of music are emphasized. After school activities musicianship will be emphasized through a wide repertoire of original
and rehearsals are integral to the course, and grades may reflect such band literature, transcriptions, and arrangements. The course title
participation. The number of required non-school hour performances indicates the year enrolled. Students will be expected to advance to
and practices during a school year varies by school. the next appropriate level of ability in Performance Competencies for
Instrumental Music. After school activities and rehearsals are integral to
F60 | Instrumental Ensemble: Strings 1–4 0.5/sem the course, and grades may reflect such participation. The number of
This course emphasizes good tone production, balance, and interpre- required non-school hour performances and practices during a school
tation of music within a small group. Comprehensive musicianship is year varies by school.
emphasized through a study of varied instrumental repertoire. After
school activities and rehearsals are integral to the course, and grades F71 | Honors Band 2-4 0.5/sem
may reflect such participation. The number of required non-school hour This course provides an opportunity for students who have reached the
performances and practices during a school year varies by school. necessary degree of maturity in playing a wind or percussion instrument
to perform in a group and as a soloist. Development of comprehensive
F61 | Instrumental Ensemble: Woodwind 1–4 0.5/sem musicianship will be emphasized through a wide repertoire of original
This course emphasizes good tone production, balance, and interpretation band literature, transcriptions, and arrangements. The course title indicates
of music within a small group. Comprehensive musicianship is emphasized the year enrolled. Students will be expected to advance to the next
through a study of varied instrumental repertoire. After school activities appropriate level of ability in Performance Competencies for Instrumental
and rehearsals are integral to the course, and grades may reflect such Music. After school activities and rehearsals are integral to the course, and
participation. The number of required non-school hour performances grades may reflect such participation. The number of required non-school
and practices during a school year varies by school. hour performances and practices during a school year varies by school.

F62 | Instrumental Ensemble: Brass 1–4 0.5/sem F74 | Jazz Ensemble 1–4 0.5/sem
This course emphasizes good tone production, balance, and interpretation This course provides an opportunity for students who have reached
of music within a small group. Comprehensive musicianship is emphasized the necessary degree of maturity in playing an instrument to perform
through a study of varied instrumental repertoire. After school activities different styles of jazz from the big band era as well as dance music,
and rehearsals are integral to the course, and grades may reflect such rock, and popular music of the present day. Improvisation and stylistic
participation. The number of required non-school hour performances playing will be emphasized to develop comprehensive musicianship.
and practices during a school year varies by school. Public musical performances will be expected. After school activities
and rehearsals are integral to the course, and grades may reflect such
participation. The number of required non-school hour performances
F63 | Instrumental Ensemble: Percussion 1 0.5/sem and practices during a school year varies by school.
This course emphasizes good tone production, balance, and interpretation
of music within a small group. Comprehensive musicianship is emphasized F75 | Orchestra 1 0.5/sem
through a study of varied instrumental repertoire. After school activities
and rehearsals are integral to the course, and grades may reflect such This course provides an opportunity for students who have reached
participation. The number of required non-school hour performances the necessary degree of maturity in playing an orchestral, string,
and practices during a school year varies by school. wind, or percussion instrument to perform in a group. Development
of comprehensive musicianship will be emphasized through a wide
repertoire of original string and orchestra literature, transcriptions, and
F64 | Instrumental Ensemble: Mixed 1–4 0.5/sem arrangements. The course title indicates the year enrolled. Students
This course emphasizes good tone production, balance, and interpretation will be expected to advance to the next appropriate level of ability
of music within a small group. Comprehensive musicianship is emphasized in Performance Competencies for Instrumental Music: Strings. After
through a study of varied instrumental repertoire. After school activities school activities and rehearsals are integral to the course, and grades
and rehearsals are integral to the course, and grades may reflect such may reflect such participation. The number of required non-school hour
participation. The number of required non-school hour performances performances and practices during a school year varies by school.
and practices during a school year varies by school.
F76 | Honors Orchestra 2-4 0.5/sem
F65 | Music for Life 0.5/sem This course provides an opportunity for students who have reached
This course focuses upon the use and value of music in people’s lives. the necessary degree of maturity in playing an orchestral, string,
It encourages students to view music in a social context rather than as wind, or percussion instrument to perform in a group. Development
abstract Information to be learned for its own sake. It presents music of comprehensive musicianship will be emphasized through a wide
as a natural and essential ingredient of one’s own life and of human repertoire of original string and orchestra literature, transcriptions, and
life in all cultures. The course shows how people express themselves arrangements. The course title indicates the year enrolled. Students
through music. Finally, Music for Life exemplifies how music is a common will be expected to advance to the next appropriate level of ability
denominator for the human experience across the globe. in Performance Competencies for Instrumental Music: Strings. After
school activities and rehearsals are integral to the course, and grades
may reflect such participation. The number of required non-school hour
performances and practices during a school year varies by school.
48 | Music

F77 | Honors Instrumental Ensemble: Percussion 2–4 0.5/sem

This course continues to build on skills learned in Instrumental Ensemble:
Percussion 1, and emphasizes good tone production, balance, and
interpretation of music within a small group. Comprehensive musicianship
is emphasized through a study of varied instrumental repertoire. After
school activities and rehearsals are integral to the course, and grades
may reflect such participation. The number of required non-school hour
performances and practices during a school year varies by school.

F80 | Honors Music Theory 0.5/sem

This course is designed to familiarize the student with the building
blocks of music. Rhythm, melody, harmony, form, and analysis are the
key components of this course. Students will use standard music notation
to read, write, and understand the structure of music. Sight singing, ear-
training, and creating through composing and arranging are important
components of this course.

F81 | Honors Music History & Literature 0.5/sem

This course will provide students with an introduction to style periods
of music history, prominent composers, and exemplary music literature.
Students will become familiar with the most important instrumental
and vocal genres by carefully listening to, describing, and analyzing

If you have questions

representative compositions.

F82 | Musical Theater 0.5/sem

This course will survey the development of musical theater in Europe
and America. Comprehensive training in the skills and techniques
necessary for the staging of a musical production will be emphasized.

about any of the

The culminating activity may be the staging of a musical production for
public performance.

F83 | Music Technology 0.5/sem

This course will provide students with an introduction to basic music
technology applications. Students will be introduced to the creative use
of music technology and the fundamentals of music using synthesizers,
computers, Musical Instrumental Digital Interface (MIDI) keyboards,
sequencers, and appropriate software. The course will be taught within
courses or programs
a hands-on framework and will allow students to create their own
compositions. Students will also develop skills with sequencing, recording,
and notating music.

F84 | AP Music Theory [FY] 0.5/sem

This high school course is offered to students who wish to pursue the
described in this book,
study of music theory in a course equivalent to a college introductory
course in music theory. This is a college level course designed to earn
college level credit for those students scoring at an acceptable level
on the College Board Examination. Students will study all interval, scale,
and triad forms, notation, simple acoustics, tuning, and temperament,
and structures of music. Students will study part-writing and harmonic
progressions in tonal music with a strong emphasis given to listening
contact your
skills, particularly those involving recognition and comprehension
of compositional techniques. Sight singing, ear training, and creating
through composing and arranging are also components of the course.

School Counselor.
Prerequisite(s): Prior permission from the teacher.

F87 | Department Aide—Music No credit

Fine and Performing Arts Aide courses offer students the opportunity to
assist instructors in preparing and/or organizing. Students may provide
tutorial or instructional assistance to other students.
Physical Education | 49

Physical Education High Engagement/Passion Courses

Stretching for Health and Wellness

Physical Education classes provide opportunities for all students Contributes to satisfying the Physical Education Elective Credit
to improve lifelong health, fitness, and activity related skills. Requirements
Physical Education presents information that challenges
students to improve personal fitness levels and to participate in L190 | Stretch and Flow 0.25qtr
individual and team activities. Physical Education is an essential This course will guide the participant from the stepping stones of
Foundations of Stretch Your Wellness to the unique and varied pathways
component in the education of the whole child, linking cognitive
that yoga encompasses in Stretch and Flow - SYW. Participants will build
knowledge to physical activity and social interaction. upon their knowledge of the core yogic principles, components of
Students are required to earn at least one full credit of physical mindfulness, and connections to how yoga and mindfulness promotes
lifelong wellness through the analysis of specific yogic styles and unique
education by the end of their senior year. Fitness for Life, the
mindfulness practices in order to synthesize the differences between
required high school physical education class, is the foundation Vinyasa Flow and Yoga Nidra as it relates to with real life simulation
of individual lifetime fitness information. Additional courses opportunities. This course will build upon the project-based assessment
are offered to support and extend individual fitness goals and approach in Foundations of Stretch Your Wellness as you synthesize
interests. Personal fitness elective courses include personal two different yogic practices through real life simulation opportunities.
fitness, strength and conditioning, and walking. Sport oriented Promoting lifelong wellness comes to life in this empowering course!
elective courses are offered in lifetime and team sports. Prerequisite: Foundations of Stretch Your Wellness
Leadership and inclusive elective courses are offered in Unified
L191 | Stretch and Restore 0.25qtr
Physical Education and Leadership as well as Unified Dance
and Leadership. A variety of other dance courses also satisfy This course will guide the participant from the stepping stones of
Foundations of Stretch Your Wellness to the unique and varied pathways
the physical education requirements for graduation (see Dance). that yoga encompasses in Stretch and Restore. Participants will build
All students are expected to wear appropriate attire during upon their knowledge of the core yogic principles, components of
mindfulness, and connections to how yoga and mindfulness promotes
physical education classes for the purpose of ensuring the
lifelong wellness through the analysis of in order to synthesize the
safety and hygiene of each participant. differences between Restorative yoga and Integrative yoga as it relates
to real life simulation opportunities. This course will build upon the
Physical Education Graduation Requirements — project-based assessment approach in Foundations of Stretch Your
Wellness as you synthesize two different yogic practices through real
1 Credit life simulation opportunities. Promoting lifelong wellness comes to life
• Fitness for Life (0.5 credit) in this empowering course!
Prerequisite: Foundations of Stretch Your Wellness
• Physical Education or Dance Elective (0.5 credit)

L82 | Fitness for Life 0.5sem L04 | Foundations of Stretch Your Wellness 0.5sem
Students beginning their high school Physical Education experience will This course serves as an introduction to the wellness activity of yoga
be introduced to the components of fitness and shown the relationship and mindfulness. It will introduce a brief history of yoga, the anatomical
of physical fitness to total well-being. Fitness components are embedded benefits, and the physical practice of yoga as it pertains to relaxation
throughout all instruction along with activities which align to each of techniques, breathing exercises, specific postures, healthy diet, and
the Physical Education content standards. Students are challenged to positive thinking. Through the exploration of the four components
improve their own personal fitness levels through purposeful learning of mindfulness, students will learn healthy ways to relieve stress and
activities. Students will be afforded the opportunity to participate in promote a lifetime of wellness.
a variety of activities which can be pursued during high school and
throughout their lifetime.
L09 | Unified Physical Education and Leadership 1–4 0.5/sem
This course will allow students with and without disabilities to gain
knowledge, experience, and skills in recreation sports, leisure activities,
team/individual sports, fitness, and dance in a collaborative and cooperative
environment. All students will explore leadership characteristics,
communication and listening skills, group work, and critical thinking skills
in order to provide support in an inclusive environment.

L14 | Foundations of Lifetime Sports 0.5/sem

This course provides students with knowledge, experience, and an
opportunity to develop skills in more than one recreational sport or
outdoor pursuit (such as spike ball, ladder golf, corn hole, table tennis,
frisbee golf, Kan Jam, bocce ball, etc.).
50 | Physical Education

L15 | Lifetime Sports 2–4 0.5/sem L38--2 | Team Sports Basketball 2–4 0.5/sem
Lifetime Sports 2, 3, & 4 extends students’ experiences in recreational Students will improve their knowledge of game rules and basic skills of
sports and outdoor games they can pursue throughout life.. Students basketball through the refinement of participation and increased depth
increase knowledge and skill proficiency in these sports and activities. of knowledge in team strategies. Students will increase their experience
in teamwork through competitive situations in addition to experiencing
L37 | Foundations of Team Sports 0.5/sem coaching and officiating opportunities.
Students will learn rules, terms, historical background, and basic skills
for a variety of sports. This course incorporates the sports education L38--3 | Team Sports Football 2–4 0.5/sem
model, allowing the students to explore leadership, communication, and Students will improve their knowledge of game rules and basic skills of
teamwork opportunities. The student will be able to understand team football through the refinement of participation and increased depth of
strategy in a competitive situation. knowledge in team strategies. Students will increase their experience in
teamwork through competitive situations in addition to experiencing
L37--1 | Foundations of Team Sports Baseball 0.5sem coaching and officiating opportunities.
Students will learn rules, terms, historical background, and basic skills
of baseball. The student will be able to understand team strategy in a L38--4 | Team Sports Lacrosse 2–4 0.5/sem
competitive situation. Students will improve their knowledge of game rules and basic skills of
lacrosse through the refinement of participation and increased depth
L37--2 | Foundations of Team Sports Basketball 0.5sem of knowledge in team strategies. Students will increase their experience
Students will learn rules, terms, historical background, and basic skills in teamwork through competitive situations in addition to experiencing
of basketball. The student will be able to understand team strategy in a coaching and officiating opportunities.
competitive situation.
L38--5 | Team Sports Soccer 2–4 0.5/sem
L37--3 | Foundations of Team Sports Football 0.5sem Students will improve their knowledge of game rules and basic skills of
Students will learn rules, terms, historical background, and basic skills soccer through the refinement of participation and increased depth of
of football. The student will be able to understand team strategy in a knowledge in team strategies. Students will increase their experience in
competitive situation. teamwork through competitive situations in addition to experiencing
coaching and officiating opportunities.
L37--4 | Foundations of Team Sports Lacrosse 0.5sem
L38--6 | Team Sports Volleyball 2–4 0.5/sem
Students will learn rules, terms, historical background, and basic skills
of lacrosse. The student will be able to understand team strategy in a Students will improve their knowledge of game rules and basic skills of
competitive situation. volleyball through the refinement of participation and increased depth
of knowledge in team strategies. Students will increase their experience
in teamwork through competitive situations in addition to experiencing
L37--5 | Foundations of Team Sports Soccer 0.5sem coaching and officiating opportunities.
Students will learn rules, terms, historical background, and basic skills
of soccer. The student will be able to understand team strategy in a L51 | Foundations of Walking Wellness 0.5sem
competitive situation.
This course is an introduction to the lifetime wellness activity of walking.
DUAL (JL3700) Students are provided with an understanding of the importance that
nutrition and exercise have on the pursuit of healthy living, Various
L37--6 | Foundations of Team Sports Volleyball 0.5sem walking activities are embedded throughout the course which engage
Students will learn rules, terms, historical background, and basic skills the learner and increase participation.
of volleyball. The student will be able to understand team strategy in a
competitive situation. L52 | Walking Wellness 2–4 0.5/sem
This course extends the students’ opportunity for participating in the
L38 | Team Sports 2–4 0.5/sem lifetime wellness activity of walking. It provides students with nutritional
Students will improve their knowledge of game rules and basic skills information consistent with healthy living and teaches them to set goals
through the refinement of participation and increased depth of knowledge that require a commitment to physical fitness in pursuit of a healthy lifestyle.
in team strategies. Students will increase their experiences in leadership,
communication, and teamwork through the sports education model with L56 | Foundations of Personal Fitness 0.5sem
a concentration on coaching and officiating opportunities. This course exposes students to a variety of fitness options including
Cardiorespiratory Fitness, Resistance Training and Flexibility. Students will
L38--1 | Team Sports Baseball 2–4 0.5/sem have the opportunity to explore nutrition options to help them make
Students will improve their knowledge of game rules and basic skills of healthy lifestyle decisions. By completing this course, students will have
baseball through the refinement of participation and increased depth a better comfort level when self-selecting fitness options at workout
of knowledge in team strategies. Students will increase their experience facilities outside of school.
in teamwork through competitive situations in addition to experiencing DUAL (JL5600)
coaching and officiating opportunities.
Physical Education | 51

L57 | Personal Fitness 2–4 0.5/sem

This course extends the students’ opportunity to explore a variety of
fitness options including Cardiorespiratory Fitness, Resistance Training,
and Flexibility. Students will have the opportunity to explore nutrition
options to help them make healthy lifestyle decisions. By completing
this course, students will have a better comfort level when self-selecting
fitness options at workout facilities outside of school.

L58 | Foundations of Strength & Conditioning 0.5/sem

Students are engaged in an individualized program designed to
incorporate physical fitness components and improve physical condition.
Weight room procedures and safety precautions are stressed in this
beginning level course. Students will focus on technique rather than
the amount of weight lifted.
DUAL (JL5801)

L59 | Strength & Conditioning 2–4 0.5/sem

Students will continue a systematic training program to refine techniques
for strength and conditioning. Students will have an opportunity to
develop greater strength and to design, with instructor assistance, an
individualized strength and conditioning program.

L72 | Sports Medicine 0.5sem

The course is designed for students interested in fields such as athletic training,
If you have questions
physical therapy, medicine, fitness, exercise physiology, kinesiology, nutrition,
and other sports-medicine related fields. This class includes classroom
work as well as hands-on application in order to provide students with an
avenue to explore these fields. Through these connections, students will
understand the importance that exercise, nutrition, treatment modalities,
and rehabilitation play in athletic health. Students will study basic anatomy about any of the
and the psychological impact of athletic injuries, along with assessment and
treatment techniques as they apply to athletic injuries.

L87 | Department Aide—HPED No credit

The Health, Physical Education and Dance Aide course offers students
the opportunity to assist instructors in preparing and organizing course courses or programs
curricula. Students may provide tutorial or instructional assistance to
other students.

described in this book,

contact your

School Counselor.
52 | Science

Science
Scientific literacy has become a necessity. Everyone needs Students may also choose from elective courses which have a
to use scientific information to make choices that arise in particular science focus and extend and reinforce core learning.
everyday life. In the workplace, jobs demand advanced skills,
Dissection is one of the many instructional methods that may
requiring people to learn, reason, think critically, make
be used in high school science. Students may request one of the
decisions, and solve problems.
alternatives to dissection in these classes. Alternatives may
Students who have a combined score of 7 or higher on the include such materials as videotapes, charts, diagrams, and
ELA/Math MCAP assessments may enroll in Honors Biology textbook overlays.
in grade 9. All other students should enroll in Environmental
Science in grade 9 followed by enrollment in Standard Science Graduation Requirements — 3 Credits
or Honors Biology in 10th grade. Both pathways require
students to take the Life Science Maryland Integrated Science • Three credits, including one credit in life science; one credit
End of Course Assessment (LS MISA) at the end of their in physical science; and one credit in Earth/space science or
Biology course. a course with the topics of Earth/space science integrated.

In 10th grade, students who have completed Honors Biology

Required Assessments
will take Honors/Standard Chemistry or, in a limited number
of school programs, Environmental Science. All students must take a state Life Science Maryland Integrated
Science End of Course Assessment (LS MISA) to meet state
In 11th grade, students should enroll in the core lab-based graduation requirements.
courses (Chemistry, Earth/Space Science, and Physics).

High School Science Graduation Requirements (MSDE COMAR)

In order to fulfill the MSDE COMAR science graduation requirement,
students must earn 1 full credit in each of the following three science domains (3 credits total):

Life Science (LS) Course Physical Science (PS) Courses Earth Space Science (ESS) Courses
Biology (1 credit) • AP Chemistry (1 credit) • AP Biology (1 credit)
Students must pass Biology to • Exercise Science (0.5 credit) • AP Environmental Science (1 credit)
graduate. They will take the Life • Forensic Science (0.5 credit) • Marine Biology (0.5 credit)
Science MISA End of Course (EOC) • Human Anatomy & Physiology (0.5 credit) • Oceanography (0.5 credit)
Exam at the end of Biology, which
• Honors Zoology (1 credit)
will count towards 20% of their
overall grade in the course.
• A Little Dirt Never Hurt (0.25 credit)
• Cleaner World (0.25 credit)
The following courses can fulfill either a (PS) or a (ESS) credit—but not both.
• Chemistry (1 credit) • Astronomy (0.5 credit) • AP Physics (1 credit)
• Physics (1 credit) • Earth/Space Science (1 credit) • ESOL Science (0.5 credit)
• Environmental Science (1 credit)

AACPS Recommended Science Course Pathways (After grade 10, courses are chosen based on student needs and interests.)
The Life Science MISA is administered at the end of the Biology course.*

8th 9th 10th 11th 12th

(Required) (Required) (Suggested) (Suggested)

Combined score *Honors Biology

below 7 Environmental Science Chemistry or
ELA/Math MCAP *Standard Biology Science Elective

Honors Chemistry AP Science or

AP Science or Science Electives
Combined score of Science Elective
7 or higher *Honors Biology Standard Chemistry
ELA/Math MCAP
Environmental Standard Chemistry
Science
Science | 53

High Engagement/Passion Courses C457 | Honors Chemistry [FY] 0.5/sem

Chemistry courses involve studying the composition, properties,
and reactions of substances. Students learn about the structure and
Plant Potential function of atoms and states of matter in the Universe. Throughout their
Contributes to satisfying the Science Elective Credit Requirements coursework, students use mathematics practices and computation to
analyze chemical processes. Honors Chemistry uses Essential Knowledge
and Performance Expectations from the College Board Standards to
C28 | Growing Organically: A Little Dirt Never Hurt 0.25/qtr
prepare students for Advanced Placement Chemistry. Each Chemistry
Design and plan a plot that incorporates sustainable water use, the local unit ends with a project to allow students to apply their learning to
environment, and supports the health of the whole system. how chemistry is used in the real world. Additionally, students enrolled
in Honors Chemistry complete a research project.
C29 | Cleaner Energy through Plants for a Cleaner World 0.25/qtr Prerequisite(s): Algebra 1 and Biology or Honors Biology
Explore cutting-edge technology and innovation to address their NCAA
community’s growing energy needs through clean renewable sources
in both a laboratory and greenhouse setting. C30 | Earth/Space Systems Science [FY] 0.5/sem
Earth and Space Systems Science is a study of Earth, a complex and
dynamic 4.6-billion-year-old system of rock, water, air, and life. A
C65 | Environmental Science [FY] 0.5/sem partnership with the NASA Goddard enhances the learning experience .
Environmental Science is rigorous interdisciplinary study of the world Prerequisite(s): Participation in LS MISA
around us. In this course, students explore the interrelationships among
NCAA
the biological, physical, and chemical components of the environment
and examine the interactions between and among the components.
The units are project-based, enabling students to apply their learning C62 | ESOL Science I (Newcomers Only) 0.5sem
to real-world environmental issues. This redeveloped course is for Newcomer English Learners that have
NCAA been identified through the WIDA Screener or ACCESS for ELLs as
being in the “entering” phase of English language development. The
C260 | Biology [FY] 0.5/sem goal of this specially designed course is to provide the pre-requisite
background knowledge, skills, and vocabulary that English Learners
Biology courses are designed to provide information regarding the
need to be successful in Environmental Science, Biology, and LS MISA.
fundamental concepts of life and life processes. All coursework is aligned
The course should be offered concurrently with ESOL I only for English
to Next Generation Science Standards (NGSS) for life sciences.
Learners who have experienced prolonged educational interruptions. It
NCAA is recommended that it be coupled with a semester of Science Research.
Note: Can be taken for Science Elective Credit
C264 | Biology (Daily) [FY] 0.5/sem
Biology courses are designed to provide information regarding the C63 | ESOL Science II 0.5sem
fundamental concepts of life and life processes. All coursework is aligned ESOL Science II is a continuation of Newcomer ESOL Science I course.
to Next Generation Science Standards (NGSS) for life sciences. Through participation in this one semester course, students will
NCAA experience lessons that practice science and engineering skills while
exposing them to rigorous scientific vocabulary and concepts, building
C267 | Honors Biology [FY] 0.5/sem upon the educational framework they experienced in ESOL Science I.
Biology courses are designed to provide information regarding the
fundamental concepts of life and life processes. All coursework is C550 | Physics [FY] 0.5/sem
aligned to Next Generation Science Standards (NGSS) for life sciences. The Physics courses involve the study of the forces and laws of nature affecting
Honors Biology curriculum incorporates the Essential Knowledge and matter, such as equilibrium, motion, momentum, and the relationships
Performance Expectations described by the College Board to prepare between matter and energy. Students use science equipment and
students for success in Advanced Placement Biology. principles of mathematics to learn how matter and energy behave. Topics
Prerequisite(s): A combined score of 7 or higher on the ELA/Math include forces, electricity and magnetism, heat, waves, and theories of
MCAP assessments. modern physics. Each unit concludes with a real-world project to help
students make connections between what they study and how physics
C450 | Chemistry [FY] 0.5/sem applies in the real world.
Chemistry courses involve studying the composition, properties, Prerequisite(s): Algebra 1 and Participation in LS MISA
and reactions of substances. Students learn about the structure and NCAA
function of atoms and states of matter in the Universe. Throughout their
coursework, students use mathematics practices and computation to
analyze chemical processes., Each Chemistry unit ends with a project to
allow students to apply their learning to how chemistry is used in the real
world. Prerequisite(s): Algebra 1 and Participation in LS MISA
NCAA
54 | Science

C557 | Honors Physics [FY] 0.5/sem C568 | AP Physics 1 [FY] 0.5/sem

Physics courses involve the study of the forces and laws of nature affecting Students learn the principles of physics equivalent to a first-semester
matter, such as equilibrium, motion, momentum, and the relationships algebra-based college physics course. Topics include Newtonian
between matter and energy. Students use science equipment and mechanics (including rotational dynamics and angular momentum); work,
principles of mathematics to learn how matter and energy behave. Topics energy, and power; mechanical waves and sound. Electric circuits will also
include forces, electricity and magnetism, heat, waves, and theories of be introduced. This course prepares students for the Advanced Placement
modern physics. Honors Physics incorporates Essential Knowledge and Test in AP Physics 1 and the opportunity to earn college credit. Students do
Performance Expectations described by the College Board to prepare not need an introductory physics course to enroll in AP Physics 1. Students
students for success in AP Physics 1, 2, or C. Each unit concludes with a may go directly to AP Physics 1 as their first physics course in high school
real-world project to help students make connections between what they if the math requirements have been satisfied.
study and how physics applies in the real world. Prerequisite(s): Geometry and concurrent enrollment in Algebra 2
Prerequisite(s): Algebra 1 and Participation in LS MISA NCAA
NCAA
C566 | Seminar: AP Physics 1 [FY] 0.5 elective credit/sem
C428 | AP Biology [FY] 0.5/sem Students focus on enhancing the science skills and concepts that will
AP Biology focuses on broad concepts of biology and lab Investigation. It support success in AP Physics. This course is for students who need
is the equivalent of an introductory college biology course and prepares additional practice in scientific inquiry and mathematics or for students
students for the Advanced Placement Test in Biology and the opportunity taking an AP Science course for the first time. Students take the seminar
to earn college credit. course that corresponds to their specific AP course.
Prerequisite(s): Biology (Honors Biology highly recommended) Prerequisite(s): Concurrent enrollment in the related AP science course
and Chemistry
NCAA C578 | AP Physics 2 [FY] 0.5/sem
Students learn the principles of physics equivalent to a second-semester
C426 | Seminar: AP Biology [FY] 0.5 elective credit/sem college course in algebra-based physics. The course covers fluid mechanics;
Students focus on enhancing the science skills and concepts that will thermodynamics; electricity and magnetism; optics; atomic and nuclear
support success in AP Biology. This course is for students who need physics. This course prepares students for the Advanced Placement Test
additional practice in scientific inquiry and mathematics or for students in AP Physics 2 and the opportunity to earn college credit.
taking an AP Science course for the first time. Students take the seminar Prerequisite(s): AP Physics 1, Algebra 2, Pre-Calculus or concurrent
course that corresponds to their specific AP course. enrollment in Pre-Calculus
Prerequisite(s): Concurrent enrollment in the related AP science course NCAA

C498 | AP Chemistry [FY] 0.5/sem C576 | Seminar: AP Physics 2 [FY] 0.5 elective credit/sem
AP Chemistry is the equivalent of a general chemistry course taken the first Students focus on enhancing the science skills and concepts that will
year of college. Students learn chemical principles and use mathematics support success in AP Biology, AP Chemistry, or AP Physics. This course
to solve chemistry problems. AP Chemistry prepares students for the is for students who need additional practice in scientific inquiry and
Advanced Placement Test in chemistry and the opportunity to earn college mathematics or for students taking an AP Science course for the first
credit. Successful completion of Honors Chemistry is highly recommended time. Students take the seminar course that corresponds to their specific
prior to enrolling in AP Chemistry but is not required. AP course.
Prerequisite(s): Successful completion of Algebra 2 Prerequisite(s): Concurrent enrollment in the related AP science course
NCAA
C70 | AP Physics 1 and 2 Combined [FY] 1.0/sem
C496 | Seminar: AP Chemistry [FY] 0.5 elective credit/sem AP Physics 1 is an algebra-based, introductory college-level physics course
Students focus on enhancing the science skills and concepts that will that explores topics such as Newtonian mechanics (including rotational
support success in AP Chemistry. This course is for students who need motion); work, energy, and power; mechanical waves and sound; and
additional practice scientific inquiry and mathematics or for students introductory, simple circuits. AP Physics 2 is an algebra-based, introductory
taking an AP Science course for the first time. Students take the seminar college-level physics course that explores topics such as fluid statics
course that corresponds to their specific AP course. and dynamics; thermodynamics with kinetic theory; PV diagrams and
Prerequisite(s): Concurrent enrollment in the related AP science course probability; electrostatics; electrical circuits with capacitors; magnetic fields;
electromagnetism; physical and geometric optics; and quantum, atomic,
C668 | AP Environmental Science [FY] 0.5/sem and nuclear physics. Through inquiry-based learning, students will develop
scientific critical thinking and reasoning skills.
In this course students evaluate environmental issues and examine
Prerequisite(s): Successful completion of or concurrent enrollment
alternative solutions for resolving and/or preventing them. This course
in Pre-Calculus.
prepares students for the Advanced Placement Test in Environmental
Science and the opportunity to earn college credit. NCAA
Prerequisite(s): Biology and Chemistry. Chemistry may be taken concurrently.
NCAA
Science | 55

C598 | AP Physics C [FY] 0.5/sem C81 | Marine Biology 0.5sem

Students learn the principles of physics equivalent to a second-semester Students use scientific skills and processes to study the marine world.
college course in calculus-based physics. The course covers fluid mechanics; Students analyze marine organisms and their environment, including
thermodynamics; electricity and magnetism; optics; atomic and nuclear the Chesapeake Bay and its tributaries.
physics. This course prepares students for the Advanced Placement Tests Prerequisite(s): Participation in LS MISA
in AP Physics C and the opportunity to earn college credit.
Prerequisite(s): Calculus or concurrent enrollment in Calculus C75 | Oceanography 0.5sem
NCAA In this course students use the principles of chemistry and physics
to study the oceans. Students investigate the materials and physical
C596 | Seminar: AP Physics C [FY] 0.5 elective credit/sem processes that have shaped oceans.
Students focus on enhancing the science skills and concepts that will Prerequisite(s): Participation in LS MISA
support success in AP Physics. This course is for students who need NCAA
additional practice in scientific inquiry and mathematics or for students
taking an AP Science course for the first time. Students take the seminar C50 | Science Research 1 [FY] 0.5/sem
course that corresponds to their specific AP course. Students use the scientific method to solve problems. Students develop
Prerequisite(s): Concurrent enrollment in the related AP science course skills in designing experiments, collecting, and analyzing data. Students
work individually or as part of a team to complete a research project and
C80 | Astronomy 0.5sem enter the project in a science competition.
Astronomy courses offer students the opportunity to study the solar
system, stars, galaxies, and interstellar bodies. Students learn about the C52 | Honors Science Research 2: Design 0.5sem
large-scale structure of the universe, the history of the universe, and what This course continues independent research in science with a focus on
scientists think will be the fate of the universe. engineering. Students will work in a small group to design a new or
Prerequisite(s): Participation in LS MISA technology according to the ExploraVision competition.
NCAA Prerequisite(s): Science Research 1
NCAA
C25 | Exercise Science 0.5sem
In this course, students use kinesthetic and exercise testing mechanisms C53 | Honors Science Research 3: Project 0.5sem
to monitor, evaluate and apply cause and effect relationships. They Students should take this course in the fall of their junior year. Students
study physical activity, body systems, nutrition, biomechanic, social complete an off-campus research project in an academic, government, or
physiological, and motor learning principals. Students will assess the corporate laboratory during the spring of junior year or the summer between
advantages and disadvantages of physical activity on the body’s junior and senior year. Students will complete research in a lab working on
development and performance and will partake in a variety of hands- their project during spring and summer. Each student will seek a mentor
on and self-exploratory tests . Strategies integral to this course include to guide his or her research project. The mentorship will be in a STEM area.
applying real-world exercise experiences and issues that plague Prerequisite(s): Science Research 2
individuals across age spectrums , working collaboratively in groups NCAA
for multidisciplinary project-based learning, and providing connections
across contents (physical education, health, and science). C54 | Honors Science Research 4: Senior Seminar 0.5sem
Prerequisite(s): Human Anatomy and Physiology Students return to school as seniors prepared to write a scientific paper
based on the work completed in the laboratory mentorship. Students will
C33 | Forensic Science: CSI 0.5sem enter one or more available STEM competitions to share their research
Students use the principles of science, technology, and mathematics to with peers and community members.
investigate crime scenes and collect/analyze physical evidence. This course Prerequisite(s): Science Research 3
builds on a basic knowledge of biology, physical science, and computer NCAA
technology. Because of the mature nature of crime scene subject matter,
this course is recommended for upperclassmen. C41 | Honors Zoology [FY] 0.5/sem
Prerequisite(s): Participation in LS MISA Zoology courses provide students with an understanding of animals,
the niche they occupy in their environment or habitat, their life cycles,
C40 | Human Anatomy & Physiology 0.5sem and their evolutionary relationships to other organisms. In this course,
This course presents an in-depth study of the human body and examines students study the organisms of the animal kingdom. Students study
all major systems, tissues, and muscle groups to help students understand animal systems through dissection and comparative analysis. Students
how these systems interact and maintain homeostasis. In this course, who are opposed to laboratory dissection should consider choosing an
students build on prior knowledge of the human body to investigate alternate science course.
the role of systems from a chemical and physical perspective. Activities Prerequisite(s): Participation in LS MISA
may involve animal dissection. NCAA
Prerequisite(s): Participation in LS MISA
NCAA–DUAL (JC4000) C87 | Department Aide—Science No Credit
Science Aide courses offer students the opportunity to assist instructors
in preparing and/or organizing lab materials. Students may provide
tutorial or instructional assistance to other students.
56 | Social Studies

Social Studies High Engagement/Passion Courses

Contemporary World Cultures

Social Studies courses draw upon the wealth of information Contributes to satisfying the Elective Credit Requirements
and insight to be found in anthropology, history, psychology,
economics, geography, political science, and sociology. The B840 | Global Connections—East Asia
curriculum encourages students to apply the lessons of the How has the diverse history and culture of different regions shaped our
world? Understand what lies beyond the Western tradition to better
past to the problems of the present. Students learn to utilize
understand how East Asian culture shapes contemporary experience.
inquiry and problem-solving techniques to become vital
participants in shaping and directing the future of our local, B842 | Global Connections—Latin America
national, and world communities.
How has the diverse history and culture of different regions shaped our
world? Understand what lies beyond the Western tradition to better
Social Studies Graduation Requirements —3 Credits understand how Latin American culture shapes contemporary experience.

• History of the United States or AP United States History The following Global Connections courses are not currently offered but
included for future planning:
• World History or AP World History: Modern
• U.S. Government or AP U.S. Government and Politics B841 | Global Connections—Indian Sub-Continent 0.25qtr
B843 | Global Connections—Middle East 0.25qtr
Required Assessments B844 | Global Connections—Sub-Saharan Africa 0.25qtr
All students, upon completion of U.S. Government or AP
U.S. Government and Politics must take the Maryland Making a Difference
Comprehensive Assessment Program (MCAP) in Government.
Contributes to satisfying the Science Elective Credit Requirements
This assessment will be 20 percent of the student’s overall grade.
X240 | Take Action: Make a Difference 0.25 qtr
Become empowered to make a difference in current local issues through
analyzing data, collaborating to brainstorm solutions, gain community input
and develop presentations to share your learning and recommendations.

X25 | Take Action: Community Leaders 0.25qtr

Explore and leverage the support and assistance of community leaders
to reach real change in your community.

B01 | Maryland History 0.5sem

Students will examine political, economic, and social events of Maryland
from the colonial period to the present. This course is recommended for
students interested in exploring American studies in detail.
NCAA

B11 | Honors Humanities 0.5sem

Students will study art, literature, music, and philosophy from Ancient
Times through the Modern Era. Students will examine major works from
the performing arts, fine arts, literature, and philosophy and consider how
these works were influenced by their historical, political, and economic
settings. This course is recommended for students interested in exploring
global studies in detail.
NCAA

B201 | History of the US [FY] 0.5/sem

Students will concentrate on the historical period from the late 1800’s
to the present. Students will engage in inquiry, problem solving and
critical thinking skills to identify major issues of each time period and
analyze their importance to the United States today. Topics of special
interest will include the social, political, and economic shifts that have
occurred for groups including Indigenous Peoples, women, African
Americans, Asian Americans, Hispanic Americans, religious minorities,
Social Studies | 57
LGBTQ+ individuals and Americans with disabilities. Students will B316 | Seminar: AP World History [FY] 0.5 elective credit/sem
investigate these shifts through the World Wars, the Depression, Civil
Students will develop their ability to function as independent learners in the
Rights Movements, the Cold War, and in Post-9/11 America. In this course,
Advanced Placement World History course. This course is recommended
students will be expected to read, analyze, and draw conclusions from
for students who require additional practice, guidance, and experiences
primary source documents.
beyond those available in the standard AP World History course or for
NCAA students taking an AP Social Studies course for the first time.

B207 | Honors History of the US [FY] 0.5/sem B328 | AP U.S. Government & Politics [FY] 0.5/sem
Students will concentrate on the historical period from the late 1800’s to This course provides students with an analytical perspective on government
the present. Students will engage in inquiry, problem solving and critical and politics the United States. This course will prepare students for the
thinking skills to identify major issues of each time period and analyze Advanced Placement exam in U.S. Government and Politics. Students may
their importance to the United States today. Topics of special interest will take this course to meet the graduation requirement in U.S. Government
include the social, political, and economic shifts that have occurred for and the opportunity to earn college credits. This course is recommended
groups including Indigenous Peoples, women, African Americans, Asian for students interested in exploring government, law, and leadership and
Americans, Hispanic Americans, religious minorities, LGBTQ+ individuals American studies in detail. They will investigate critical public issues and
and Americans with disabilities. Students will investigate these shifts apply what they have learned about government to the solving of real-
through the World Wars, the Depression, Civil Rights Movements, the world problems in their community-earning 10 hours toward their service-
Cold War, and in Post-9/11 America. In this course, students will be learning graduation requirement.
expected to read, analyze, and draw conclusions from primary source
NCAA
documents.
For BMAH and STEM students, this course may be offered as a hybrid.
B326 | Seminar: AP U.S. Government & Politics
NCAA
[FY] 0.5 elective credit/sem
Students will develop their ability to function as independent learners
B290 | World History [FY] 0.5/sem
in the Advanced Placement U.S. Government and Politics course. This
Students will explore significant historical events and cultures in world course is recommended for students who require additional practice,
history with an emphasis on understanding themes and analyzing guidance, and experiences beyond those available in the standard AP
historical evidence found among and between world civilizations. In U.S. Government and Politics course or for students taking an AP Social
order to understand the dynamics of modern world history and current Studies course for the first time.
global events, students will develop an understanding of how people
have historically interacted economically, politically, culturally, and
B380 | US Government [FY] 0.5/sem
militarily. Students will be expected to read and analyze primary source
documents including works of art, literature, and music in this course. Students will study the structure and functions of government and politics
in the United States, analyze the role of the U.S. government in world affairs,
NCAA
and how democratic principles and practices have evolved by studying
Supreme Court cases, and civil and criminal law. They will investigate critical
B297 | Honors World History [FY] 0.5/sem public issues and apply what they have learned about government to the
Students will explore significant historical events and cultures in world solving of real-world problems in their community-earning 10 hours toward
history with an emphasis on understanding themes and analyzing their service-learning graduation requirement.
historical evidence found among and between world civilizations. In NCAA
order to understand the dynamics of modern world history and current
global events, students will develop an understanding of how people
B387 | Honors US Government [FY] 0.5/sem
have historically interacted economically, politically, culturally, and
militarily. Students will be expected to read and analyze primary source Students will study the structure and functions of government and politics
documents including works of art, literature, and music in this course. in the United States, analyze the role of the U.S. government in world affairs,
and how democratic principles and practices have evolved by studying
NCAA
Supreme Court cases, and civil and criminal law. They will investigate critical
public issues and apply what they have learned about government to
B318 | AP World History: Modern [FY] 0.5/sem the solving of real-world problems in their community-earning 10 hours
Students will develop greater understanding of the evolution of global toward their service-learning graduation requirement. For STEM students,
processes and interaction through their study of world history from circa this course may be offered as a hybrid.
1200 CE to the present. The course highlights the nature of changes in NCAA
international frameworks and their causes and consequences, as well as
comparisons among major societies. This course prepares students for
B41 | Honors Social Issues 0.5sem
the Advanced Placement exam in World History: Modern. The successful
completion of this course will meet the graduation requirement for world Students will identify, analyze, and articulate an informed response to
history. This course is recommended for students interested in exploring 21st century issues and problems that impact global societies, and are
global studies in detail. “shared” by groups of people. In order to use academic and civic dialogue
to respond, students will need to locate and examine the current
NCAA
events, news media publications, and data sets related to a variety of
contemporary topics and social issues. Students will be required to use
a framework of academic research, sociological investigation, and civic
action to engage with and respond to social issues, developing critical
thinking, communication, and civil public discourse skills.
NCAA–DUAL(JB4100)
58 | Social Studies

B42 | AP Comparative Government & Politics [FY] 0.5/sem B50 7| Honors Historical Inquiry [FY] 0.5/sem
Students will examine the models used to interpret political relationships In this course, students will extend their knowledge and understanding of
and institutions found in national politics around the world in order to the key themes in the AP US History course. Students will also refine their
apply them to specific countries and their governments. This course will historical thinking skills through a variety of research projects, document-
prepare students for the AP examination in Comparative Government based activities, simulations, and debates. This course will prepare
and Politics and the opportunity to earn college credits. This course is students for both the rigor of the disciplinary literacy portions of AP US
recommended for students interested in exploring government, law, and History exam, as well as subsequent AP History courses. Historical Inquiry
leadership, and American studies in detail. is mandatory for high school freshman taking the AP US History course.
NCAA
B51 | AP Economics—Macro 0.5sem
B43 | Honors Constitutional History & Law 0.5sem Macroeconomics includes the study of national income and price
Students will study significant Supreme Court cases in U.S. history for a determination, and economic performance measures, economic growth,
better understanding of how the Constitution protects the liberties and and international economics. Students will be expected to analyze issues
rights of the people. Current issues being heard by the Supreme Court in class and to be able to express their thoughts in a logical manner both
will be analyzed. This course is recommended for students interested in orally and in writing. This course will prepare students for the Advanced
exploring government and law in detail. Placement Examination in Macroeconomics and the opportunity to earn
college credits.
NCAA
CTE -NCAA
B45 | Criminal Justice 0.5sem
B52 | AP Economics—Micro 0.5sem
In this course, students will investigate issues of crime and justice, the
police, the courts, corrections, and juvenile justice. Students will critically Microeconomics includes the study of the principles of economics that
analyze the historical impact and future of the criminal justice system in apply to the functions of individual decision-makers, both consumers and
the United States of America. This course is recommended for students producers, within the larger economic system; and the role of government
interested in exploring government, law, and leadership in detail. in promoting greater efficiency and equity in the economy. Students will be
expected to analyze issues in class and to be able to express their thoughts
NCAA
in a logical manner both orally and in writing. This course will prepare
students for the Advanced Placement Examination in Microeconomics
B498 | AP European History [FY] 0.5/sem and the opportunity to earn college credits.
Students will study the achievements and accomplishments of European CTE -NCAA
civilization from 1450 to the present. Students will be expected to analyze
issues in class and to be able to express their thoughts in a logical manner,
B56 | Honors Economics 0.5sem
both orally and in writing. This course will prepare students for the
Advanced Placement exam in European History and the opportunity to Students will study the principles of economics, including the concept
earn college credits. This course is recommended for students interested of choice, supply, and demand and the relationship of labor and
in exploring global studies in detail. management. Students will also develop an understanding of the role
Recommended: Students who register for this course are encouraged of government and international economic interdependence.
to concurrently enroll in AP Art History in order to strengthen NCAA
conceptual understanding.
NCAA B59 | General Psychology 0.5sem
Students will learn the research methods in psychology used to
B496 | Seminar: AP European History [FY] 0.5 elective credit/sem understand human behavior and development. They will learn about
Students will develop their ability to function as independent learners in the the physical systems of the body and how they affect emotions and
Advanced Placement European History course. This course is recommended behaviors as well as learning theories and social interaction.
for students who require additional practice, guidance, and experiences NCAA–DUAL (JB5900)
beyond those available in the standard AP European History course or for
students taking an AP Social Studies course for the first time. B60 | Psychology of the Individual 0.5sem
Students will study people and their interactions with others. They will
B508 | AP US History [FY] 0.5/sem discuss self-concept, develop an understanding of how people function
Students will study United States history from the pre-colonial period to as individuals and as members of groups, and understand the impact
the present. Students will be expected to analyze issues in class and to of social institutions.
be able to express their thoughts in a logical manner both orally and in Prerequisite(s): General Psychology
writing. The successful completion of this course will meet the graduation NCAA
requirement for United States History. This course will prepare students
for the Advanced Placement exam in U.S. History and the opportunity
to earn college credits.
NCAA
Social Studies | 59

B61 | AP Psychology [FY] 0.5/sem B75 | Honors Women’s History 0.5sem

Students will study the behavior and mental processes of human beings. Students will examine the changing roles of women in United States
This includes the facts, principles, and phenomena associated with each history. They will analyze the social, economic, and legal-political status
of the major subfields in psychology. Students are expected to analyze of women in different eras in U.S. history. Students will also investigate the
issues in class and to be able to express their thoughts in a logical causes and consequences of issues that affect women in contemporary
manner, both orally and in writing. This course will prepare students for American society (e.g. violence, poverty, education, equal opportunity).
the Advanced Placement exam in Psychology and the opportunity to In this course, students will be expected to be able to read and analyze
earn college credits. primary source documents, including works of art, literature, and
NCAA music. This course is recommended for students interested in exploring
American studies in detail.
B62 | Sociology 0.5sem NCAA–DUAL (JB7500)
In this course, students investigate the field of Sociology: the study of social
life, social change, and the social causes and consequences of human B77 | Honors African American History 0.5sem
behavior. Students will use a social science research model to investigate Through the investigation of local and national historic events, students
contemporary American issues of social inequality, patterns of behavior, will examine the achievements of African Americans in their struggle
forces for social change and resistance, and how social systems work. for political, economic, and social equality throughout American history.
NCAA–DUAL (JB6200) Students will also examine the achievements of African Americans in their
struggle for political, economic, and social equality. Students will also
investigate the causes of issues that continue to face African Americans
B69 | Honors Comparative Religions 0.5sem
in society today. Throughout the course students will read and analyze
Students will study the beliefs of the world’s five major religious groups: primary sources. This course is recommended for students interested in
Judaism, Christianity, Buddhism, Hinduism, and Islam. They will analyze exploring American studies in detail.
similarities and differences among the beliefs and practices of these
world religions. Students will be required to read primary source material, NCAA–DUAL (JB7700)
including religious texts, in this course. This course is recommended for
students interested in exploring global studies in detail. B87 | Department Aide—Social Studies No credit
NCAA Social Studies Aide courses offer students the opportunity to assist
instructors in preparing and/or organizing. Students may provide tutorial
or instructional assistance to other students.
B70 | Honors International Studies 0.5sem
This course is for students with a strong interest in world affairs. Students
will examine the actions of nations and analyze responses to these
actions. Students will also recognize that decision-making is based on
accurate information and knowledge of how to deal with particular
world situations. This course is recommended for students interested in
exploring global studies in detail.
NCAA–DUAL (JB7000)

B718 | AP Human Geography [FY] 0.5/sem

Students investigate the nature, perspective, and methods of geography,
population, cultural patterns and processes, use maps and spatial data
sets; define regions and evaluate the regionalization process; and
characterize and analyze changing interconnections among places.
This course will prepare students for the Advanced Placement exam
in Human Geography and the opportunity to earn college credits. This
course is recommended for students interested in exploring global
studies in detail.
NCAA

B716 | Seminar: AP Human Geography [FY] 0.5 elective credit/sem

Students will develop their ability to function as independent learners
in the Advanced Placement Human Geography course. This course is
recommended for students who require additional practice, guidance, and
experiences beyond those available in the standard AP Human Geography
course or for students taking an AP Social Studies course for the first time.
60 | World Languages

World Languages E03 | Honors American Sign Language 3 [FY] 0.5/sem

Designed to extend students experience to the intermediate level with
American Sign Language and culture of the deaf community and others
who use sign language as a means of communication. Emphasis will
continue to be placed on the development of the students’ receptive and
The AACPS World Language program provides world-readiness
expressive skills. Students must successfully pass American Sign Language
by preparing students to participate in a multilingual 3 in order to enroll in American Sign Language 4. Credit will be awarded
environment that values other cultures, with the goal of at the end of successful completion of American Sign Language 3.
developing proficiency in reading, listening, speaking, and NCAA
writing in the language of study. The World Language
program incorporates a proficiency-based curriculum that E04 | Honors American Sign Language 4 [FY] 0.5/sem
enables students to communicate in the world language Designed to extend students experience to the intermediate mid
in real life situations. World Language teachers leverage proficiency level with American Sign Language and culture of the
the power of technology and engaging, culturally relevant, deaf community and others who use sign language as a means of
authentic resources to meet the needs of their diverse learners communication. Emphasis will continue to be placed on the development
of the students’ receptive and expressive skills. Credit will be awarded at
. The World Language program strives to equip students
the end of successful completion of American Sign Language 4.
linguistically and culturally to communicate in their own
NCAA
community as well as abroad.
Note—Language offerings vary at each school. E11 | French 1 [FY] 0.5/sem
Designed to introduce students to the French language and culture,
French 1 courses prepare students to communicate authentically
World Languages Graduation Requirements in the target language by interpreting (reading, listening, viewing),
Students must complete a minimum of two credits of World exchanging (speaking and listening; reading and writing), and
presenting (speaking, writing) information on a variety of topics.
Language studies to meet the graduation requirement for
They introduce the relationships among the products, practices, and
the College Completer pathway in Anne Arundel County perspectives of the target cultures. Students must successfully pass
Public Schools. Communication skills are highly regarded by both semesters of French 1 to enroll in French 2.
employers and institutions of higher learning alike. The ability NCAA–DUAL (JE1101/02)
to communicate in a language other than English is a valuable
and marketable skill in our global society. I E12 | French 2 [FY] 0.5/sem
All AACPS students should enroll in language studies in the French 2 builds upon skills developed in level I, preparing students
to communicate authentically in the target language by interpreting
same language well beyond the state graduation requirement
(reading, listening, viewing), exchanging (speaking and listening; reading
of two credits. Students who continue their studies and meet and writing), and presenting (speaking, writing) information on concrete
requirements of a qualifying score on the AP or IB level exams topics. Level 2 world language courses introduce the relationships among
may be awarded the MSDE Seal of Biliteracy. the products, practices, and perspectives of the target cultures. Students
must successfully pass French 2 to enroll in French 3.
E01 | American Sign Language 1 [FY] 0.5/sem NCAA
Designed to introduce students to the basics of American Sign Language
and culture of the deaf community and others who use sign language as E13 | Honors French 3 [FY] 0.5/sem
a means of communication. Emphasis will be placed on the development French 3 prepares students to communicate authentically in the target
of the students’ receptive and expressive skills. Students must successfully language at the intermediate level by interpreting (reading, listening,
pass American Sign Language 1 in order to enroll in American Sign viewing), exchanging (speaking and listening, reading and writing), and
Language 2. Credit will be awarded at the end of successful completion presenting (speaking, writing) information, concepts, and ideas on a
of American Sign Language 1. variety of topics, including connections to other subject areas. French
NCAA–DUAL (JE01010/20) 3 expands students’ knowledge of relationships among the products,
practices, and perspectives of target language countries and cultures.
E02 | American Sign Language 2 [FY] 0.5/sem NCAA
Designed to extend students experience with American Sign Language
and culture of the deaf community and others who use sign language E14 | Honors French 4 [FY] 0.5/sem
as a means of communication. Emphasis will continue to be placed French 4 prepares students to communicate authentically at the
on the development of the students’ receptive and expressive skills. Intermediate Mid proficiency level in the target language by interpreting
Students must successfully pass American Sign Language 2 in order to (reading, listening, viewing), exchanging (speaking and listening, reading
enroll in American Sign Language 3. Credit will be awarded at the end and writing), and presenting (speaking, writing) information, concepts,
of successful completion of American Sign Language 2. and ideas on a variety of topics, including connections to other subject
NCAA areas. French 4 promotes students’ understanding of the relationships
among the products, practices, and perspectives of target language
countries and cultures where French is spoken.
NCAA
World Languages | 61

AACPS Possible World Language Course Pathways (Other sequences are possible based on student needs)
Students may complete two consecutive years of a world language in middle school. Our goal is for all students to successfully complete one level of a world language.

6th 7th 8th 9th 10th 11th 12th

Level 1A Level 1B Level 2 Level 3 Level 4 AP World AP World
Language Language
If not successful
in Level 1A
Level 1B
AVID/STEM AVID/STEM Level 2 Level 3 Level 4 AP World
Students Course Level 1A or
Language
Level 1
If not successful
in Level 1B or Level 1
Level 1 Level 2 Level 3 Level 4

E15 | AP French Language [FY] 0.5/sem variety of topics, including connections to other subject areas. Chinese
3 expands students’ knowledge of relationships among the products,
AP French Language and Culture is equivalent to an intermediate level
practices, and perspectives of target language countries and cultures.
college course in French. Students cultivate their understanding of the
French language and Francophone culture by applying interpersonal, NCAA
interpretive, and presentational modes of communication in real-life
situations as they explore concepts related to 6 AP themes: family and E24 | Honors Chinese 4 [FY] 0.5/sem
communities, personal and public identities, beauty and aesthetics, Chinese 4 prepares students to communicate authentically at the
science and technology, contemporary life, and global challenges. Intermediate Mid proficiency level in the target language by interpreting
Students develop their reading and listening skills through authentic (reading, listening, viewing), exchanging (speaking and listening, reading
resources that require a high level of critical thinking. Students engage and writing), and presenting (speaking, writing) information, concepts,
in an exploration of culture in both contemporary and historical contexts. and ideas on a variety of topics, including connections to other subject
The course develops students’ awareness and appreciation of cultural areas. Chinese 4 promotes students’ understanding of the relationships
products, practices, and perspectives. Students compare examine among the products, practices, and perspectives of target language
their own culture and compare it to that of French speaking countries. countries and cultures where Chinese is spoken.
Students may be eligible for the Seal of Biliteracy with a minimum score NCAA
of a 4 on the AP French Language and Culture Exam.
NCAA E25 | AP Chinese Language [FY] 0.5/sem
AP Chinese Language and Culture is equivalent to an intermediate level
E21 | Chinese 1 [FY] 0.5/sem college course in Chinese. Students cultivate their understanding of the
Designed to introduce students to the Chinese language and culture, Chinese language and culture by applying interpersonal, interpretive,
Chinese 1 courses prepare students to communicate authentically and presentational modes of communication in real-life situations as
in the target language by interpreting (reading, listening, viewing), they explore concepts related to 6 AP themes: family and communities,
exchanging (speaking and listening; reading and writing), and presenting personal and public identities, beauty and aesthetics, science and
(speaking, writing) information on a variety of topics. They introduce technology, contemporary life, and global challenges. Students develop
the relationships among the products, practices, and perspectives of their reading and listening skills through authentic resources that require
the target cultures. Students must successfully pass both semesters of a high level of critical thinking. Students engage in an exploration of
Chinese 1 to enroll in Chinese 2. culture in both contemporary and historical contexts. The course
NCAA–DUAL (JE2101/02) develops students’ awareness and appreciation of cultural products,
practices, and perspectives. Students compare examine their own culture
E22 | Chinese 2 [FY] 0.5/sem and compare it to that of Chinese speaking countries. Students may be
eligible for the Seal of Biliteracy with a minimum score of a 4 on the AP
Chinese 2 builds upon skills developed in level 1, preparing students
Chinese Language and Culture Exam.
to communicate authentically in the target language by interpreting
(reading, listening, viewing), exchanging (speaking and listening, reading NCAA
and writing), and presenting (speaking, writing) information on concrete
topics. Level 2 world language courses introduce the relationships among E41 | German 1 [FY] 0.5/sem
the products, practices, and perspectives of the target cultures. Students Designed to introduce students to the German language and culture,
must successfully pass Chinese 2 to enroll in Chinese 3. German 1 courses prepare students to communicate authentically
NCAA in the target language by interpreting (reading, listening, viewing),
exchanging (speaking and listening; reading and writing), and presenting
E23 | Honors Chinese 3 [FY] 0.5/sem (speaking, writing) information on a variety of topics. They introduce
the relationships among the products, practices, and perspectives of
Chinese 3 prepares students to communicate authentically in the target
the target cultures. Students must successfully pass both semesters of
language at the intermediate level by interpreting (reading, listening,
German 1 to enroll in German 2.
viewing), exchanging (speaking and listening, reading and writing), and
presenting (speaking, writing) information, concepts, and ideas on a NCAA–DUAL (JE4101/02)
62 | World Languages

E42 | German 2 [FY] 0.5/sem E49 | Italian 2 [FY] 0.5/sem

German 2 builds upon skills developed in level 1, preparing students Italian 2 builds upon skills developed in level 1, preparing students
to communicate authentically in the target language by interpreting to communicate authentically in the target language by interpreting
(reading, listening, viewing), exchanging (speaking and listening, reading (reading, listening, viewing), exchanging (speaking and listening, reading
and writing), and presenting (speaking, writing) information on concrete and writing), and presenting (speaking, writing) information on concrete
topics. Level 2 world language courses introduce the relationships among topics. Level 2 Italian courses introduce the relationships among the
the products, practices, and perspectives of the target cultures. Students products, practices, and perspectives of the target cultures. Students
must successfully pass German 2 to enroll in German 3. must successfully pass Italian 2 to enroll in Italian 3.
NCAA NCAA

E43 | Honors German 3 [FY] 0.5/sem E50 | Honors Italian 3 [FY] 0.5/sem
German 3 prepares students to communicate authentically in the target Italian 3 prepares students to communicate authentically in the target
language at the intermediate level by interpreting (reading, listening, language at the intermediate level by interpreting (reading, listening,
viewing), exchanging (speaking and listening, reading and writing), and viewing), exchanging (speaking and listening, reading and writing), and
presenting (speaking, writing) information, concepts, and ideas on a presenting (speaking, writing) information, concepts, and ideas on a
variety of topics, including connections to other subject areas. German variety of topics, including connections to other subject areas. Italian
3 expands students’ knowledge of relationships among the products, 3 expands students’ knowledge of relationships among the products,
practices, and perspectives of target language countries and cultures. practices, and perspectives of target language countries and cultures.
NCAA
E51 | Honors Italian 4 [FY] 0.5/sem
E44 | Honors German 4 [FY] 0.5/sem Italian 4 prepares students to communicate authentically at the
German 4 prepares students to communicate authentically at the Intermediate Mid proficiency level in the target language by interpreting
Intermediate Mid proficiency level in the target language by interpreting (reading, listening, viewing), exchanging (speaking and listening, reading
(reading, listening, viewing), exchanging (speaking and listening, reading and writing), and presenting (speaking, writing) information, concepts,
and writing), and presenting (speaking, writing) information, concepts, and and ideas on a variety of topics, including connections to other subject
ideas on a variety of topics, including connections to other subject areas. areas. Italian 4 promotes students’ understanding of the relationships
German 4 promotes students’ understanding of the relationships among among the products, practices, and perspectives of target language
the products, practices, and perspectives of target language countries and countries and cultures where Italian is spoken.
cultures where German is spoken. NCAA
NCAA
E52 | AP Italian Language [FY] 0.5/sem
E45 | AP German Language [FY] 0.5/sem AP Italian Language and Culture is equivalent to an intermediate level
AP German Language and Culture is equivalent to an intermediate level college course in Chinese. Students cultivate their understanding of
college course in German. Students cultivate their understanding of the the Italian language and culture by applying interpersonal, interpretive,
German language and culture by applying interpersonal, interpretive, and presentational modes of communication in real-life situations as
and presentational modes of communication in real-life situations as they explore concepts related to 6 AP themes: family and communities,
they explore concepts related to 6 AP themes: family and communities, personal and public identities, beauty and aesthetics, science and
personal and public identities, beauty and aesthetics, science and technology, contemporary life, and global challenges. Students develop
technology, contemporary life, and global challenges. Students develop their reading and listening skills through authentic resources that require
their reading and listening skills through authentic resources that require a high level of critical thinking. Students engage in an exploration of
a high level of critical thinking. Students engage in an exploration of culture in both contemporary and historical contexts. The course
culture in both contemporary and historical contexts. The course develops students’ awareness and appreciation of cultural products,
develops students’ awareness and appreciation of cultural products, practices, and perspectives. Students compare examine their own culture
practices, and perspectives. Students compare examine their own culture and compare it to that of Italian speaking countries. Students may be
and compare it to that of German speaking countries. Students may be eligible for the Seal of Biliteracy with a minimum score of a 4 on the AP
eligible for the Seal of Biliteracy with a minimum score of a 4 on the AP Italian Language and Culture Exam.
German Language and Culture Exam. NCAA
NCAA
E61 | Spanish 1 [FY] 0.5/sem
E48 | Italian 1 [FY] 0.5/sem Designed to introduce students to the Spanish language and culture, Spanish
Designed to introduce students to the Italian language and culture, 1 courses prepare students to communicate authentically in the target
Italian 1 courses prepare students to communicate authentically language by interpreting (reading, listening, viewing), exchanging (speaking
in the target language by interpreting (reading, listening, viewing), and listening; reading and writing), and presenting (speaking, writing)
exchanging (speaking and listening; reading and writing), and presenting information on a variety of topics. They introduce the relationships among
(speaking, writing) information on a variety of topics. They introduce the products, practices, and perspectives of the target cultures. Students
the relationships among the products, practices, and perspectives of must successfully pass both semesters of Spanish 1 to enroll in Spanish 2.
the target cultures. Students must successfully pass both semesters of NCAA–DUAL (JE6101/02/02)
Italian 1 to enroll in Italian 2.
NCAA–DUAL (JE4801/02)
World Languages | 63

E62 | Spanish 2 [FY] 0.5/sem E66 | AP Spanish Literature [FY] 0.5/sem

Spanish 2 builds upon skills developed in level 1, preparing students Designed by the College Board to parallel college-level Introduction to
to communicate authentically in the target language by interpreting Hispanic Literature courses, AP Spanish Literature examines literature from
(reading, listening, viewing), exchanging (speaking and listening, reading around the world where Spanish is the native language. This course
and writing), and presenting (speaking, writing) information on concrete includes a variety of genres and time periods to ensure that students
topics. Level 2 Spanish courses introduce the relationships among the are exposed to reading and interpreting moderately difficult prose to
products, practices, and perspectives of the target cultures. Students express critical opinions and literary analyses in oral and written Spanish
must successfully pass Spanish 2 to enroll in Spanish 3. (an ability equivalent to having completed a third-year college-level
NCAA Spanish Language course).
NCAA
E63 | Honors Spanish 3 [FY] 0.5/sem
Spanish 3 prepares students to communicate authentically in the target E80 | Spanish for Native Speakers 1 [FY] 0.5/sem
language at the intermediate level by interpreting (reading, listening, Spanish for Native Speakers 1 is designed specifically for native or heritage
viewing), exchanging (speaking and listening, reading and writing), and speakers of Spanish who already have some oral language proficiency.
presenting (speaking, writing) information, concepts, and ideas on a The purpose of this course is to enable students whose heritage
variety of topics, including connections to other subject areas. Spanish language is Spanish to develop, maintain, and enhance proficiency in
3 expands students’ knowledge of relationships among the products, especially in reading and writing. Students will develop their Spanish
practices, and perspectives of target language countries and cultures. skills to communicate in academic settings as well as produce language
NCAA for a variety of audiences including the family, school, and community.
Students will read and listen to authentic resources to develop critical
E64 | Honors Spanish 4 [FY] 0.5/sem thinking skills to produce coherent, well-developed written and spoken
Spanish 4 prepares students to communicate authentically at the presentations. Students examine their own identity and celebrate the
Intermediate Mid proficiency level in the target language by interpreting accomplishments of Spanish speakers in the United States to build pride
(reading, listening, viewing), exchanging (speaking and listening, reading in themselves. Students will explore content as it relates to the culture of
and writing), and presenting (speaking, writing) information, concepts, and Spanish-speaking countries throughout the world and be encouraged
ideas on a variety of topics, including connections to other subject areas. to compare it to their own experiences and culture.
Spanish 4 promotes students’ understanding of the relationships among
the products, practices, and perspectives of target language countries and E81 | Spanish for Native Speakers 2 [FY] 0.5/sem
cultures where Spanish is spoken.
Spanish for Native Speakers 2 is designed specifically for native or heritage
NCAA speakers of Spanish who have developed language proficiency in reading,
listening, writing, and speaking in academic settings. The purpose of this
E65 | AP Spanish Language [FY] 0.5/sem
course is to continue the development of reading and writing proficiency.
AP Spanish Language and Culture is equivalent to an intermediate level Students will read and listen to authentic resources to develop critical
college course in Spanish. Students cultivate their understanding of the thinking skills to produce coherent, well-developed written and spoken
Spanish language and culture by applying interpersonal, interpretive, presentations. Additionally, students will be introduced to Hispanic
and presentational modes of communication in real-life situations as literature in different forms to learn more about the cultures and people
they explore concepts related to 6 AP themes: family and communities, that represent Hispanic and Latino cultures. Through literature, students
personal and public identities, beauty and aesthetics, science and will learn structures taught in their English Language Arts courses to
technology, contemporary life, and global challenges. Students support their understanding and development. By developing English
develop their reading and listening skills through authentic resources and Spanish skills, this course supports students in obtaining the Seal
that require a high level of critical thinking. Students engage in an of Biliteracy. Students will explore content as it relates to the culture of
exploration of culture in both contemporary and historical contexts. Spanish-speaking countries throughout the world and be encouraged
The course develops students’ awareness and appreciation of cultural to compare it to their own experiences and culture.
products, practices, and perspectives. Students compare examine
their own culture and compare it to that of Spanish speaking countries.
E82 | Spanish for Native Speakers 3 [FY] 0.5/sem
Students may be eligible for the Seal of Biliteracy with a minimum score
of a 4 on the AP Spanish Language and Culture Exam. Spanish for Native Speakers 3 is designed specifically for native and
heritage speakers of Spanish who have a strong language proficiency
NCAA in reading, listening, writing, and speaking in academic settings and
other forums. Students will read and listen to authentic resources that
E656 | Seminar: AP Spanish Language & Culture
require a higher level of critical thinking. Students study global issues to
[FY] 0.5 elective credit/sem
examine their place in the world and how they can make contributions
Students focus on enhancing skills and concepts that will support success to their community locally and globally. Students continue their study of
in AP Spanish Language & Culture. This course is for students who need literary devices to support success in English Language Arts to support
additional practice in interpersonal, presentational, and interpretive obtaining the Seal of Biliteracy. Students continue developing their
modes of communication in the target language. Concurrent enrollment written proficiency required for success in Spanish 4 and AP Spanish.
in AP Spanish Language is required. Students will continue to compare their own experiences with those
of students in other Spanish-speaking countries throughout the world.

E87 | Department Aide—World Languages No credit

World Language and Literature Aide offers students the opportunity to
assist instructors in preparing, organizing, or delivering course curricula.
Students may provide tutorial or instructional assistance to other students.
64 | Certificate of Completion

Certificate of
Additional Opportunities Available for Students
Earning a Certificate of Program Completion

Completion Courses
Anne Arundel County Public Schools offers several programs
(outside of the high school) to help students with significant
disabilities make successful transitions from school to adult
life. Students must apply and meet eligibility requirements to
These courses are designed to meet the Individualized participate in one of these programs. Students who participate
Education Program (IEP) needs of students with disabilities in either program will graduate from his/her high school
and provide specialized instruction and real-life experiences receiving a Certificate of Achievement/Citation and will receive
to prepare students with significant disabilities for life their Maryland High School Certificate of Program Completion
beyond high school. The following courses utilize a variety upon successful completion of the program. Please contact your
of strategies and instructional methods to provide students transition facilitator if you have any questions or would like
with specialized instruction in English, science, social studies, additional information about the program.
mathematics, and vocational programs.
On-Campus Transition Program (OCTP)
A two-year program at Anne Arundel Community College for students
Maryland High School Certificate who have been identified with a developmental disability and are within
The Maryland High School Certificate of Program Completion their last two years of entitlement with AACPS. The OCTP allows learning
(See COMAR 13A.03.02.09E) shall be awarded only to students opportunities and experiences with age-appropriate peers by participating
in selected community college courses and campus activities. Life skills,
with disabilities who cannot meet the requirements for a functional academic, and self-determination instruction are provided by
diploma but who meet the following standards: an AACPS Special Education teacher and supported by AACPS teaching
a. The student is enrolled in an education program for at least 4 assistants. Course selections will vary from year to year but are typically
years beyond grade 8 or its age equivalent, and is determined in the areas of art, health, and physical education.
by an IEP team, with the agreement of the parents of the stu-
dent with disabilities, to have developed appropriate skills for Project SEARCH
the individual to enter the world of work, act responsibly as a A one-year, business-led transition program that takes place entirely at
citizen, and enjoy a fulfilling life, including but not limited to: the host business for students in their last year of entitlement with AACPS.
Project SEARCH provides real-life work experiences to help students
• Gainful employment
make successful transitions from school to employment. Total workplace
• Post-secondary education and training immersion facilitates a seamless combination of classroom instruction,
• Supported employment and career exploration, and relevant job-skills training through strategically
designed internships. Project SEARCH is an international trademarked
• Other services that are integrated in the community, or
and copyrighted program model, which focuses solely on employment
b. The student has been enrolled in an education program for Project SEARCH interns.
for 4 years beyond grade 8 or its age equivalent and
will have reached age 21 before the first day of the next N19 | English/Reading 9–12 [FY] 0.5/sem
school year. Coursework is designed to enhance the transition from school to adult
life/work. The course will develop skills in listening, speaking, reading,
The Maryland Summary of Performance that describes the
and writing, as specified in the Individualized Education Program (IEP)
student’s skills shall accompany the Maryland High School for each student enrolled as well as the Essential Elements (based on the
Certificate of Program Completion. Maryland College and Career-Ready Standards).
The final decision to award a student with disabilities a
N29 | Mathematics 9–12 [FY] 0.5/sem
Maryland High School Certificate of Program Completion will
Coursework is designed to enhance the transition from school to adult life/
not be made until after the beginning of the student’s last year
work. The course will develop skills in both mathematical concepts and
in high school. real-world problem solving as specified in the Individualized Education
A student with significant cognitive disability may not meet Program (IEP) for each student enrolled as well as the Essential Elements
(based on the Maryland College and Career-Ready Standards).
high school graduation requirements if a student:
a. Participates in an Alternative Assessment based on Alterna-
tive Academic Achievement Standards (AA-AAAS); and
b. Continues to receive instruction based on Alternative Aca-
demic Achievement Standards through high school.
Certificate of Completion | 65

N39 | Social Studies 9–12 [FY] 0.5/sem

Coursework is designed to enhance the transition from school to
adult life/work. The course will develop skills in history, economics,
geography, government, and real-world problem solving as specified
in the Individualized Education Program (IEP) for each student enrolled.
The course content is a bridge between the general education content
standards and relevant curriculum for students with significant cognitive
disabilities.

N49 | Science 9–12 [FY] 0.5/sem

Coursework is designed to enhance the transition from school to adult life/
work. The course will develop scientific skills, processes and concepts, and
real-world problem solving as specified in the Individualized Education
Program (IEP) for each student enrolled as well as the Next Generation
Science Standards. The course content will be a bridge between the
general education content standards and relevant curriculum for
students with significant cognitive disabilities.

N730 | Community Skills 9–12 [FY] 0.5/sem

This course provides students with information about a wide range of
subjects to assist them in becoming wise consumers and productive
adults. These courses often emphasize goal setting, decision-making,
and setting priorities; money and time management; relationships; and
the development of self. If you have questions
N950 | Community Vocational Program 11–12 No Credit
This course provides students with work experience in a field related
to their interests. Goals are typically set cooperatively with teacher,
student, and employer. This course may include classroom activities as
well, involving further discussion regarding experiences that students
encounter in the workplace.
about any of the

courses or programs

described in this book,

contact your

School Counselor.
66 | Interdisciplinary Courses

Interdisciplinary X400 | PSAT/SAT/ACT Preparation (Verbal)

Students in grades 10-12 prepare for the PSAT, SAT, and the ACT by
0.25qtr

Courses
developing and applying strategies to strengthen critical reading, writing,
and test-taking skills. Through focused instruction, practice with actual
test items, and independent activities, students diagnose their individual
needs and implement a program to improve their immediate scores and
their greater academic performance in high school and beyond.
X01 | Office Aide No Credit
X401 | PSAT/SAT/ACT Preparation (Mathematics) 0.25qtr
Office Aide courses offer students the opportunity to assist in preparing,
Students in grades 10-12 prepare for the PSAT, SAT, and the ACT by
organizing, or delivering materials to teachers and/or students.
developing and applying strategies to strengthen mathematical abilities
and test-taking skills. Through focused instruction, practice with actual
X02 | Media Aide No Credit test items, and independent activities, students diagnose their individual
Media Aide courses offer students the opportunity to assist in preparing, needs and implement a program to improve their immediate scores and
organizing, or delivering materials to teachers and/or students. their greater academic performance in high school and beyond.
Prerequisite(s): Algebra 1
X04 | School Counseling Aide No Credit
School Counseling Aide courses offer students the opportunity to assist in X42/3/4 | Student Leadership 1/2/3 0.5/sem
preparing, organizing, or delivering materials to teachers and/or students. In this class, students will explore leadership traits and characteristics,
goal setting, decision-making, communication and listening skills,
X12 | AP Capstone: Seminar [FY] 0.5/sem conflict resolution and problem solving, group work and team building,
The Advanced Placement (AP) Capstone is built on the foundation of meeting skills, project planning, financial literacy, ethics, organizational
two new AP courses — AP Seminar and AP Research. It is designed skills, critical thinking skills and civic responsibility. Students will study,
to complement and enhance the in-depth, discipline-specific study practice, and develop the processes associated with individual and group
provided through other AP courses. AP Seminar provides sustained leadership. This class would develop and evaluate leadership traits and
practice of investigating issues from multiple perspectives and characteristics through a leadership-in-action model.
cultivates student writing abilities so they can craft, communicate, and
defend evidence-based arguments. Students are empowered to collect X43 | Financial Literacy 0.5sem
and analyze information with accuracy and precision and are assessed In this class, students will study the practical and real-life applications of
through a team project and presentation, an individual written essay economic theory through consumer decision making. Consumer saving,
and presentation, and a written exam. investing, budgeting, use of credit, insurance, housing, career choice,
insurances, retirement, and estate planning will be investigated.
X15 | AP Capstone: Research [FY] 0.5/sem
The Advanced Placement (AP) Capstone is built on the foundation of X45–9/0/1/2 | Student Seminar 9/10/11/12 0.25/sem
two new AP courses — AP Seminar and AP Research. It is designed The major theme of Student Seminar is to help students with the
to complement and enhance the in-depth, discipline-specific study numerous decisions that must be made in their educational and
provided through other AP courses. The AP Capstone curriculum fosters career development. Student Seminar addresses five major skill areas:
inquiry, research, collaboration, and writing skills through the intensive Self-Knowledge, Life Skills, Educational Development, Work Ethics and
investigation of topics from multiple perspectives. Career Planning. The activities contained in these five areas have been
developed in accordance with the Maryland School-To-Work initiative.
X20 | Alternative Credit 0.5/sem
This offering includes all individual work-study programs and experiences X46–9/0/1/2 | Student Seminar 9 /10/11/12 0.5/sem
occurring outside the school which award credit towards graduation The major theme of Student Seminar is to help students with the
but do not result in money payment to the student. Plans for alternative numerous decisions that must be made in their educational and
credit experiences can originate with the student, teacher, a community career development. Student Seminar addresses five major skill areas:
group or individual. Alternative credit experiences of particular note are Self-Knowledge, Life Skills, Educational Development, Work Ethics and
those leading to community service and accelerated research study. Career Planning. The activities contained in these five areas have been
Community service credit may be used to meet the one credit Practical Arts developed in accordance with the Maryland School-To-Work initiative.
requirement. Alternative credit is elective in nature and usually awarded
as alternative credit in a particular content area. It is important that these
X03 | Innovation through Project-Based Learning 9 [FY] 1.0/sem
experiences match well with the student’s general education plan and
interests. Students interested in alternative credit should seek the advice This course will engage students in a project-based learning approach
of a counselor. (PBL) while providing a pathway to a vibrant venue for applying content
standards relevant to student’s lives. Students will work collaboratively
with their teachers, peers, and community partners to create projects
X21 | Gifted & Talented Mentorship 0.5/sem
that take into account student interests and align with content standards.
Tutoring Practicum courses provide students with the opportunity to While focusing on an end product, course standards are extended and
offer tutorial assistance to their peers or to younger students. After an applied as students become engaged in their learning. Students will
initial training period during which students learn how to work with complete problem/project-based modules focused on a current STEM
other students and how to make use of the available resources (e.g., staff, and Humanities topic or project that is relevant in today’s workplace/
written material, audiovisual aids, and so on), students engage in tutoring world. This course will expose students to and develop skills in Problem/
and assisting others who need or request help. Project-based learning, Socratic Dialogue, and collaborative teamwork.
Once students complete a project, it will be presented to a public audience.
Interdisciplinary Courses | 67
This course will enable students to make the connection between
relevant real-world experiences and core subject areas, preparing them
to gain important work and life skills. Available only at Mary Moss at
J. Albert Adams Academy and will be graded using S or U.

N61 | Coping Skills 1-4 0.5/sem

This course teaches students the social skills needed to prepare students
to be successful in classroom and community settings. Topics may
include self-control, self-expression, obeying rules, decision-making,
appropriate situational behavior, interacting with others, and maintaining
relationships. Students may develop independence, self-confidence, and
self-reliance. This course is available to students with a Section 504 Plan or
an Individualized Education Plan (IEP).

N62 | Learning Strategies 1-4 0.5/sem

This course prepares students for success in high school and/or for
postsecondary education. This course is structured to provide each
student with instruction aligned to individualized plans (e.g. 504/ IEP) and
independent learning opportunities. Course topics may vary according
to the students enrolled, but include skills designed to increase school
engagement such as: self-determination skills (goal setting, problem
solving, self-monitoring, and self-evaluation); self-awareness skills

If you have questions

(interests, strengths, learning styles, managing stress); learning behaviors
(time management, organization, study skills). This course is available to
students with a Section 504 Plan or an Individualized Education Plan (IEP).

about any of the

courses or programs

described in this book,

contact your

School Counselor.
68 | Programs of Choice | AVID

Programs of Choice AVID

(Advancement Via Individual Determination)
The AACPS Division of Advanced Studies and Programs
believes strongly in providing innovative educational
programs for our students. It is through offering Programs
of Choice in AVID, JROTC, International Baccalaureate (IB),
Science, Technology, Engineering, and Mathematics (STEM), AVID, Advancement Via Individual Determination, is a college
Performing and Visual Arts (PVA), and Signature Programs readiness system for elementary through higher education that
that students explore their interests, talents, and abilities in is designed to increase school-wide learning and performance.
a highly specialized and rigorous instructional setting. In the Although AVID serves all students, the AVID elective focuses
Programs of Choice, students learn about and explore issues on the students in the academic middle who have the desire
current and relevant within their field of study. Students to go to college and the willingness to work hard. AVID
take both pride and ownership in being a part of a Magnet puts students on the college track: acceleration instead of
program as they prepare themselves to be future leaders. remediation. The formula is simple — raise expectations of
students and, with the AVID support system in place, they will
rise to the challenge. At the secondary grade levels (6th–12th
Contents grades), AVID is an academic elective course taken during the
school day. Students are selected to enroll in an AVID class
after an application process. Students learn organizational
AVID..................................................................68 and study skills, work on critical thinking and asking probing
questions, get academic help from peers and tutors, and
JROTC................................................................69 participate in enrichment and motivational activities that
Navy JROTC • 69 make college attainable. Students enrolled in AVID are
Army JROTC • 70 typically required to enroll in at least one of their school’s most
Marine Corps JROTC • 71 rigorous classes, such as honors or Advanced Placement, in
addition to the AVID elective.
Signature Courses...........................................72
Students may wear an AVID cord during graduation if the
All Signature Programs • 72 following requirements are met:
Annapolis High School • 73
1. Take an AP/IB exam and/or earn college credit for at least
Arundel High School • 74 one course.
Broadneck High School • 75
2. Take the SAT or ACT.
Chesapeake High School • 76
Crofton High School • 77 3. Complete the senior AVID data and submit it to the
AVID Center on time.
Glen Burnie High School • 77
Meade High School • 78 4. Participate in the AVID elective course for at least three
North County High School • 80 full high school years. Years do not have to be consecutive,
but the third year must be the full senior year.
Northeast High School • 81
Old Mill High School • 82 5. Apply and be accepted into at least one four-year college.
Severna Park High School • 83 6. Have an unweighted GPA of at least 2.75.
South River High School • 84
Southern High School • 85
Career & Technical Programs........................86
Magnet Programs...........................................87
IB International Baccalaureate • 88
PVA Performing & Visual Arts • 95
STEM Science Technology Engineering & Math • 103
STEM/BMAH BioMedical Allied Health • 110
Navy JROTC | AVID | Programs of Choice | 69

X30 | AVID Tutor 1–2 0.5/sem

The AVID (Advancement Via Individual Determination) academic elec- JROTC
tive class utilizes trained tutors to guide the AVID students toward
academic and personal excellence. Tutors are active participants in (Junior Reserve Officers’ Training Corps)
the learning, growth, and personal development of the AVID students. Anne Arundel County Public Schools offers three Junior
AVID tutors are trained in the AVID tutorology process and facilitate
Reserve Officers’ Training Corps (JROTC) programs focusing
sessions with students. Juniors and seniors may apply to become AVID
Tutors by meeting with the AVID Site Coordinator and completing a on student leadership, citizenship, and service to the
request for alternative credit. community. Through partnerships with the United States Army
(Meade HS), Navy (Annapolis HS) and Marines (Northeast HS),
K19 | AVID 9 [FY] 0.5/sem instructors from all three branches prepare students in grades
The AVID elective provides a strong, relevant writing and reading curric- 9–12 for leadership roles while making them aware of their
ulum, study skills, assistance with organization and time management, rights, responsibilities, and privileges as American citizens
college research, and tutoring. Students will develop their organiza-
tional skills using the AVID Binder, participate in rigorous tutorials aimed
through rigorous instruction and hands-on activities.
at improving inquiry and collaboration techniques, and improve their JROTC prepares students for life and they are not under any
knowledge of subject matter in all academic classes using the focused
obligation to join the military. However, if they choose to
note-taking process. AVID 9 serves as a transition from middle school
to high school where students will continue their focus on acceptance further their interest in the military, satisfactory completion
into a four-year college or university of their choice. Students in AVID of the JROTC program can lead to advanced placement credit
9 are expected to prepare for a rigorous high school schedule that in- in the Senior ROTC program (college level) or advanced rank in
cludes challenging honors and AP courses. any of the Armed Forces.

K20 | AVID 10 [FY] 0.5/sem

The AVID elective provides a strong, relevant writing and reading cur-
riculum, study skills, assistance with organization and time management,
college research, and tutoring. Students will develop their organiza-
tional skills using the AVID Binder, participate in rigorous tutorials aimed
Navy JROTC
at improving inquiry and collaboration techniques, and improve their
knowledge of subject matter in all academic classes using the focused
note-taking process. Students begin more in-depth college and career
exploration and prepare for college application essay writing.

K21 | AVID 11 [FY] 0.5/sem

The AVID elective provides a strong, relevant writing and reading cur-
riculum, study skills, assistance with organization and time manage-
ment, college research, and tutoring. AVID 11 builds upon the skills
and techniques developed in AVID 6–10, working towards the goal of
The purpose of Navy JROTC is to instill in students the value of
college acceptance. To this end, students receive support preparing for
citizenship, service to the United States, personal responsibility and a
their SAT/ACT tests, finding and narrowing down their best fit colleges,
sense of accomplishment. Specific goals for the Naval Junior Reserve
writing their college essay, and preparing for senior year. Students also
Officers Training Corps (NJROTC) program and course work include
receive support for their honors and Advanced Placement courses and
patriotism, developing informed citizens and responsible citizens;
skills and strategies to prepare for the academic rigors of college as well
promoting habits of orderliness and precision; developing a high
as support selecting appropriate courses to best prepare students.
degree of self-discipline and leadership; promoting an understanding of
the basic elements and requirements for national security; developing
K22 | AVID 12 [FY] 0.5/sem respect for and an understanding of the need for constituted authority
The AVID elective provides a strong, relevant writing and reading cur- in a democratic society; providing incentives to live healthy and drug-
riculum, study skills, assistance with organization and time manage- free lives; developing leadership potential; promoting high school
ment, college research, and tutoring. AVID 12 builds upon the skills and completion; providing information on the military services as a possible
techniques developed in AVID 6–11, working towards the goal of col- career.
lege acceptance. To this end, students receive support filling out college The NJROTC program is offered to students in grades 9–12. These
applications, building resumes, finding scholarships, and preparing for courses are available at Annapolis High School but may be taken by
the transition from high school to college. Students also receive support students enrolled at other high schools that are willing to provide their
for their honors and Advanced Placement courses and acquire skills own transportation, providing there is room at Annapolis. All uniforms,
and strategies to prepare for the academic rigors of college. Students texts, insignia, and training materials are provided.
in AVID 12 are expected to apply to four-year colleges or universities,
find and apply to scholarships, and research possible majors and careers. X50 | Honors Navy Junior ROTC 1 [FY] 0.5/sem
Naval Science 1 is the first of the Naval Science program. The NJROTC
program emphasizes each person’s responsibilities in democratic society.
The program includes classroom instruction, physical fitness, and military
drill, wearing the correct uniform, practicing military customs and
courtesies, and basic leadership training. Students will be introduced to
leadership theories on ethics and values. Instructional topics also include
70 | Programs of Choice | JROTC | Army JROTC
naval ships and aircraft, citizenship, and U.S. government and other forms
of government, wellness, and fitness, geography and survival skills. The Army JROTC
program is designed to motivate students to use the skills learned in
NJROTC to be successful in high school, in advanced education and
in other education and training. Students must meet grooming and
discipline standards.

X51 | Honors Navy Junior ROTC 2 [FY] 0.5/sem

This course continues the instruction offered in Naval Science 1 at an
advanced level. The second level course is intended to meet the needs
of cadets who desire further training in Naval subjects and to gain
additional leadership experiences. Topics include: Maritime History,
Leadership, Maritime Geography, Meteorology, Astronomy, Physical
Students may take anywhere from one semester to eight semesters of
Science, and Oceanography. Naval Science 2 and 3 topics may be al-
AJROTC, earning from 0.5 to 4 elective credits. These courses prepare
ternated annually if approved by the senior instructor. Students must
students for responsible leadership roles while making them aware of their
meet grooming and discipline standards.
rights, responsibilities, and privileges as American citizens. All uniforms, texts,
insignia, and training materials are provided. All classes maintain a focus on
X52 | Honors Navy Junior ROTC 3 [FY] 0.5/sem physical fitness through routine physical training. Additionally, all cadets
This course continues the instruction offered in Naval Science 1 and 2 complete the entire National Endowment for Financial Education (NEFE)
at an advanced level. The third level course is designed to meet the six phase High School Financial Planning Program.
needs of cadets who desire advanced training in Naval subjects and Cadets may have the opportunity to participate in several co-curricular
to gain additional leadership experiences while holding cadet officer activities offered by JROTC:
positions. Cadets may also be selected to staff positions. Topics include: • JROTC Leadership Challenge and Academic Bowl (JLAB): a
National Security, Naval Operations and Support Functions, Military competitive program that imparts values of leadership and
Law, International Law, Ship Construction, Shipboard Organization, citizenship while preparing for higher education milestones like
Seamanship, Navigation, Naval Weapons and Aircraft. Naval Science 2 and college entrance exams.
3 topics may be alternated annually if approved by the senior instructor. • JROTC Raider Challenge: A competitive program for JROTC Cadets in
Students must meet grooming and discipline standards. five different fitness and skill events.
• Drill Competitions: Programs for traditional drill formations including
X53 | Honors Navy Junior ROTC 4 [FY] 0.5/sem regulation and exhibition/pageantry categories.
This course continues the instruction offered in Naval Science 1, 2, • JROTC Cadet Leadership Challenge (JCLC): Approximately ten
and 3 at an advanced level. The fourth level course is designed to percent of students in the program are afforded the opportunity
meet the needs of senior cadets participating in the full four-year to attend a six day camp conducted at Fort A.P. Hill, VA, where
NJROTC program. Fourth year NJROTC cadets comprise the majority cadets are provided the opportunity to participate in a safe,
of the command staff responsible for planning, organizing, and healthy, and fun training environment that is both physically and
administering unit activities. Cadets also receive course work in advance mentally challenging, to provide hands-on training designed to
leadership and organizational theory; ethics and workshops on college develop leadership, discipline, teamwork, and self-confidence.
preparation; and career exploration. Students must meet grooming Cadets are provided adventure training not normally available
and discipline standards. on campus in order to practice leadership in a challenging
environment and allow them to participate in citizenship-
building exercises in a military setting.
• Various field trips/college visits to include the U.S. Naval Academy
at Annapolis, MD, the U.S. Military Academy at West Point, NY, as
well as others.
The AJROTC program is offered to students in grades 9–12. These courses
are available at Meade High School but may be taken by students
enrolled at other high schools that are willing to provide their own
transportation, providing there is room at Meade. All uniforms, texts,
insignia, and training materials are provided.

X55 | Honors Army Junior ROTC 1 [FY] 0.5/sem

Focus is on the Foundations of Army JROTC. Topics of instruction include:
Being a Leader, Knowing Yourself, Study Skills, Achieving a Healthy
Lifestyle, The Globe, You the People—Citizenship Skill, and Your Job as
an American Citizen.

X56 | Honors Army Junior ROTC 2 [FY] 0.5/sem

As the second year in the program, cadets earn leadership opportunities
in the classroom. Topics of instruction include: Focus on The Nation’s
Defense Forces; How to Lead; Communication Skills; Conflict Resolution;
Maps, Map Reading and Land Navigation; and Founding and Growth of
a Nation (history of the U.S. from 1776 to present).
Marine Corps JROTC | JROTC | Programs of Choice | 71

X57 | Honors Army Junior ROTC 3 [FY] 0.5/sem X66 | Honors Marine Corps Junior ROTC Level 1 [FY] 0.5/sem
Third year cadets take on the highest leadership roles at the classroom Level 1 focuses on building character and development of leadership.
level. Topics of Instruction include: Leading Situations; Making a Difference It is designed to:
through Service Learning; Career Planning; the Federal Judicial System; • Create informed, patriotic, and responsible citizens,
and Sources of Power. • Develop responsible young adults who are physically,
mentally, and morally fit,
X58 | Honors Army Junior ROTC 4 [FY] 0.5/sem
• Develop informed and civic-minded young adults prepared for
Fourth year cadets assume the leadership roles of the entire Mustang higher education, civilian careers, and public service, and
Battalion. Topics of Instruction for the senior class include: Planning Skills;
Social Responsibility; Drug Prevention/Intervention; Exploring the World; • Instill discipline, respect, and responsibility through military-related
and Advanced Citizenship and American History. subjects and activities.
Cadets are expected to wear designated Marine Corps uniforms on a
weekly basis and adhere to appropriate grooming standards.

X67 | Honors Marine Corps Junior ROTC Level 2 [FY] 0.5/sem

Marine Corps JROTC Level 2 MCJROTC cadets focus on leadership principles, Esprit De
Corps, citizenship, and personal growth and responsibilities. Cadets
will demonstrate leadership theory, style, and principles. Cadets will
additionally perform leadership roles within the Cadet Company and
extracurricular activities. These activities include Drill Team/Color Guard,
Raider (physical fitness) team, Air Rifle Team, orientation trips, community
service projects, and social events.

X68 | Honors Marine Corps Junior ROTC Level 3 [FY] 0.5/sem

The Level 3 course builds upon the knowledge and experience attained
during Leadership Education 1 and 2. The course continues to stress
The Marine Corps JROTC program, is designed to instill in high school
classroom instruction and practical application in leadership education,
students a value of citizenship, character, service to the United States,
citizenship, personal growth and responsibility, self-discipline, and
personal responsibility, and a sense of accomplishment. It prepares high
character development. Training includes leadership, physical fitness,
school students for responsible leadership roles while making them
drill, and ceremonies, military customs and courtesies, general military
aware of their rights, responsibilities, and privileges as American citizens.
subjects, air rifle marksmanship. During this year, there is also an increased
The program is a stimulus for promoting graduation from high school
emphasis on the consideration and exploration of post high school
and it provides instruction with rewarding opportunities that will benefit
educational and career opportunities.
the student, community, and nation.
The Marine Corps JROTC program is a cooperative effort on the part X69 | Honors Marine Corps Junior ROTC Level 4 [FY] 0.5/sem
of the Marine Corps and the host institution to provide secondary
The Level 4 course allows senior cadets the opportunity to serve as
school students with opportunities for total development. Satisfactory
both a training facilitator for the MCJROTC instructional staff and as a
completion of the program can lead to advanced placement credit in the
mentor for junior cadets. Senior cadets are expected to display positive
Senior ROTC program or advanced rank in the Armed Forces.
attitudes, requisite leadership ability, and perform in leadership roles
The Marine Corps JROTC program is one of the Marine Corps’ contributions within the MCJROTC cadet organization. Senior cadets are also assigned
to assisting America’s youth to become better citizens. The program to Leadership Education I–III classes; modeling leadership, serving as a
produces successful students and productive adults, while fostering in role model, conducting training, and/or mentoring junior cadets as a
each school a more constructive and disciplined learning environment. means to enhance their leadership education and prepare them for a
This program makes substantial contributions to many communities and career after high school.
ultimately to the nation’s future. It is the centerpiece of the Department of
Defense’s commitment to America’s Promise for Youth as it emphasizes
community service and teen anti-drug efforts.
This program is offered to students in grades 9–12. These courses are
available at Northeast High School but may be taken by students
enrolled at other high schools that are willing to provide their own
transportation, providing there is room at Northeast. All uniforms, texts,
insignia, and training materials are provided.
72 | Programs of Choice | Signature Courses | All Signature Programs

Signature Courses All Signature Programs

In each Signature Pathway, students take two full years of Signature
A Signature is a theme chosen by a school and its surrounding Explorations classes. At most schools, the Explorations 1 requirement
community to connect classroom instruction with real-world is satisfied by completing the one semester course, Global Community
situations and workforce skills. A Signature brings together Citizenship (see below), and the one semester Explorations 1B course
educators with local business and community leaders to make along with the full year Explorations 2 course. Pathway students at Arundel,
classroom instruction relevant, interesting, and challenging for Meade, and Severna Park high schools take the year-long Explorations 1
all students and expands opportunities that connect to the 21st and 2 classes in addition to Global Community Citizenship.
century workplace. Each of the 13 comprehensive high schools
X17 | Global Community Citizenship 0.5sem
in Anne Arundel County offers a unique Signature Program
Global Community Citizenship is an introductory Signature course
providing enrichment to the educational experience. These
designed to explore the values and diversity of our local, national, and
programs align with AACPS Strategic Plan to eliminate the global communities. Through Project-Based Learning, students will
achievement and opportunity gaps by providing all students identify and discuss issues, events, and essential questions relevant
with access to rigorous coursework with immersive experiences. to the community which will allow them to understand their role in
demonstrating civic virtues. Students will consider the cultural and
There are multiple opportunities for students to participate technological influences that have shaped our modern society and
in the school’s Signature Program. Signature specific classes consider how these impact the students’ social options in the future.
will be available to all students on a space-available basis. Students will begin with self-exploration to understand what events,
Students who participate in the Signature are able to choose traditions, and circumstances have shaped their views, behaviors, and
from specially designed courses, co-curricular and career goals followed by them exploring the cultures, religions, and traditions
of people in our community. Strategies integral to this course include
opportunities enhanced with the school’s unique theme. These
the ability to discuss and debate mature topics and themes respectfully,
may include seminars with leaders in their field, internships, a level of comfort with a variety of non-print mediums, working
mentoring, technical and community college courses, online collaboratively in groups and participating in multi-disciplinary project-
learning, and other real-world experiences. Students may based learning. This course is a graduation requirement for all students.
develop individual pathways and create a portfolio that
demonstrates their unique skills and talents surpassing
information found in a traditional high school transcript.

College Classes in AACPS

The Signature Program, in partnership with Anne Arundel Community
College (AACC), currently offers the opportunity for students to enroll
in AACC college courses taught by AACC college professors during the
regular school day in many of our high schools. These courses are dual
credit, providing both credit towards a student’s high school diploma
and transcripted college credits. Students completing these courses may
earn an industry certification, embark on a pathway to a post- secondary
degree, or get a jumpstart on college by participating in a career cluster.
All high schools will have a Signature-embedded college pathway in
the future.
Annapolis High School | Signature Courses | Programs of Choice | 73
Senior Courses offered at the AACC Arnold Campus:
Annapolis High School
Fall Semester, Senior Year (AACPS Arnold Campus)

BPA120 Small Business Management 3 credits

This course explores the principles and practices involved in and necessary
for owning and operating a small business. Areas of study include
assessment of qualification for business ownership, market determination,
site locations, capital and credit requirements, risk management and
insurance, record-keeping, and personnel management. The purpose
of this course is to provide information to prospective and new small
The Change Engineering Signature Program redefines the classroom and business operators.
awakens the intellectual curiosity of young leaders by empowering them
to transform their world. We teach them the positive benefits of change BPA201 Financial Accounting 3 credits
and provide them the leadership and a toolkit to methodically identify, In this course, students will learn the principles of financial accounting
analyze, plan, implement, and create change. for the corporate entity. Study accrual-based accounting and the
accounting cycle. Analyze and record financial transactions; prepare
X06--0 | Change Engineering Exploration 1B 0.5sem financial statements; and learn to account for receivables, inventories,
The Change Engineering Exploration 1 course provides an opportunity fixed assets, liabilities, and shareholders’ equity.
for students to define, recognize, and manage change while fostering or
changemaking potential with impact by analyzing the structure for creating
change. In Ex1, students foster community membership through leadership BPA200 Foundations of Accounting 3 credits
and stewardship. This is a semester course. Available at Annapolis High
School Only. In this course, students will learn principles of financial and managerial
accounting from a user approach. Develop basic skills in understanding
and interpreting financial statements. Apply financial and managerial
X07--0 | Change Engineering Exploration 2 [FY] 0.5/sem accounting concepts to managing businesses.
The Change Engineering Exploration 2 course provides a forum for students
to connect, collaborate, solve, and share knowledge toward innovating and
improving the global transformation. Students will learn to negotiate change Spring Semester, Senior Year (AACPS Arnold Campus)
in self, community, organizations, and in the global community through a
variety of leadership traits. Through a model driven approach, interactive LGS253 Business Law 1 3 credits
projects, and real-life applications, students are challenged to Identify, In this course, students will learn legal consequences in the launch and
Analyze, Plan, Implement and Engineer Change. This is a full year A Day/B operation of a business. Examine practical ways to minimize liability
Day course. Available at Annapolis High School only. in areas such as business organization and management, obligations
created by contracts and torts, and relationships between employers
and employees and between creditors and debtors. Study government
regulation and property interests, and intellectual property law.
AACC Courses at Annapolis
or

Fall Semester, Junior Year

ESI270 Entrepreneurship: New Venture Planning 3 credits
ESI103 Introduction to Entrepreneurship 3 credits In this course, students will earn the process of business planning in this
(Proficiency Credit) capstone course and work on a semester-long comprehensive business
Discover and practice the components of entrepreneurship, idea plan for a new venture or existing business. Learn from guest speakers
generation, creative thinking, and opportunity recognition. Experiment and individual meetings with the instructor with a focus on applied
using entrepreneurial methods and evaluate potential business ideas. learning. Explore the use of computer software to aid in planning and
Compare and analyze various strategies entrepreneurs have used to managing a new venture. Designed for individuals interested in starting
start and grow their businesses. a new venture, acquiring an existing business, or working in industries
that serve entrepreneurs and managers. Lab fees reduced for this course.

Spring Semester, Junior Year

ESI104 Entrepreneurship:
Sales and Marketing for Small Business 3 credits
This course will emphasize tools and skills that small business owners need
to market their business successfully on a small scale and small budget. The
salesmanship portion of the course will focus equally on the effectiveness of
a good sales presentation and the importance of good customer service after
the sale to ensure future sales. The intended audience is who plan to own
or manage small businesses and need to develop more skills in marketing
and sales. Skills to be mastered include preparing a marketing plan for a
small business, developing a realistic marketing budget, planning the sales
presentation, and providing a training manual for sales personnel to be hired
in the future.
74 | Programs of Choice | Signature Courses | Arundel High School

Arundel High School AACC Courses at Arundel

Fall Semester, Junior Year

ESI103 Introduction to Entrepreneurship 3 credits

(Proficiency Credit)
Discover and practice the components of entrepreneurship, idea
generation, creative thinking, and opportunity recognition. Experiment
using entrepreneurial methods and evaluate potential business ideas.
Compare and analyze various strategies entrepreneurs have used to start
and grow their businesses.
Community Development is a way of working with communities and
importantly a way of looking at all the careers involved in making a Spring Semester, Junior Year
society successful and sustainable. Global Citizenship encourages people
to consider their individual impact on the wider community including
BPA111 Introduction to Business 3 credits
participation in political, economic, social, cultural, and environmental
conditions in which they live. Explore the way that business is related to, and interacts with, individuals,
groups, and institutions in the 21st century. Learn the terminology and
concepts of the functional areas of business, setting the foundation for
X06--1 | Community Development/Global Citizenship Ex 1
interpreting and analyzing the legal, social, and ethical issues facing
[FY] 0.5/sem
business (both the institution and its members) today. Examine global
In the year-long Community Development and Global Citizenship awareness and cultural diversity throughout the course. Prepare for a career
Explorations Course, students will identify and discuss issues, events, in business and/or a business career in the arts, sciences, and technologies.
and essential questions relevant to youth in a globalized society,
consider the cultural and technological influences that have shaped our
ACA100 Student Success (AACC credit only) 1 credit
modern society, and consider how these impact the students social and
professional options in the students’ future. Available at Arundel High Explore college academic support services and faculty expectations.
School only. Examine study skills, note taking, strengthening memory and
concentration, and time management. Assess your own learning style,
choose a career path, set goals, and develop an educational plan.
X22 | Community Development/Global Citizenship Ex 1 w/ Gaming
Transition to college and develop tools to ensure your academic success.
[FY] 0.5/sem
This is an alternative level 1 exploration that includes a gaming compo-
nent. Students take one or the other level 1 course but not both. Fall Semester, Senior Year

X07--1 | Community Development/Global Citizenship Ex 2 BPA162 Business Communication 3 credits

[FY] 0.5/sem Examine all aspects of business communications. Focus on written
This offering is currently running as two semester-long Leadership reports and proposals, oral presentations including interviewing skills
courses: X42--0 and X42--1. Through the Signature lens, these courses and persuasive proposals as well as electronic communications including
explore the skills, competencies, and workforce connections to be a email, social media, and business research on the Internet
successful leader in the 21st century globalized community. Students
will identify and discuss character, time management, communication,
Spring Semester, Senior Year
ethics, trust, innovation, and morals as well as consider how these impacts
their professional options in the future. Strategies integral to this course
include the effective and responsible use of the internet, the ability to BPA125 Marketing Principles 3 credits
discuss and debate mature topics and themes respectfully, working An introduction to the principles governing the distribution of goods and
in cooperative groups, and participating in multi-disciplinary project- services at various levels of distribution. The management viewpoint is
based learning. The course is based on James Kouzes and Barry Posner’s stressed, and emphasis is on making decisions regarding product, price,
The Student Leadership Challenge and the Five Practices of Exemplary promotion, and place.
Leadership model. Available at Arundel High School only.
BPA127 eMarketing 3 credits
Learn the core concepts of an eMarketing campaign. Explore email
marketing, online advertising, social media, viral marketing, website
copywriting and design, and other electronic tools used in supporting
a traditional marketing campaign.
Broadneck High School | Signature Courses | Programs of Choice | 75

Broadneck High School BIO130 Drones Sensing the World Around Us—
Designs by Nature and Technology 3 credits
Learn the techniques used to explore and study the world around us.
Emphasis is placed on the how biological systems sense the environment
and how drones and other autonomous systems mimic these systems to
gain situational awareness. Learn the practical, technical, and legal uses of
drone technology and how remote sensing improves our understanding
of the environment. Study the data collected by remote surveillance
technologies, for habitat assessment, ecosystem inventories, the impacts
of weather and evaluation of weather phenomena.

Environmental Literacy embraces the idea that everything we do affects ACA100 Student Success (AACC credit only) 1 credit
the environment, and the environment affects everything we do. In our Explore college academic support services and faculty expectations.
program, students are taught to examine environmental issues not Examine study skills, note taking, strengthening memory and
only in science, but also in subjects such as economics, health, and concentration, and time management. Assess your own learning style,
government through field experiences, guest speakers, and student led choose a career path, set goals, and develop an educational plan.
classroom activities. Transition to college and develop tools to ensure your academic success.

X06--2 | Environmental Literacy Exploration 1B 0.5sem

Through the Environmental Literacy Explorations course, students survey
Senior year open enrollment onsite at Anne Arundel
environmental issues related to sustainability and the connectedness Community College—Arnold Campus
of environmental awareness to personal and career opportunities.
Using project-based learning, students will investigate topics such Fall Semester, Senior Year (AACPS Arnold Campus)
as biodiversity, environmental economics, pollution/restoration, and
advocacy. Available at Broadneck High School only.
GEO240 Introduction to Geographic Information Systems
3 credits
X07--2 | Environmental Literacy Exploration 2 [FY] 0.5/sem
Utilize geospatial technology and apply foundational concepts in
The purpose of this year-long course is to explore sustainability practice Geographic Information Systems (GIS) to collect, store, analyze, and
though local, regional, national, and global perspectives. Using display natural and social science data. Demonstrate knowledge and
project-based activities, students will design and implement their own application of fundamental cartographic principals and analytical
sustainable capstone project related to a local environmental concern. methods using industry standard hardware and software.
Available at Broadneck High School only.

Spring Semester, Senior Year (AACPS Arnold Campus)

AACC Courses at Broadneck COM111 Fundamentals of Oral Communication 3 credits
Learn about public speaking theory, and develop the skills needed to
Fall Semester (optional, after school) speak effectively in various situations. Learn about clear oral expression,
informed critical thinking, research techniques, rhetorical modes, and
BIO215 Restoration Ecology 3 credits group communication. Write and deliver several speeches.
Learn basic techniques used to repair, restore, and create ecosystems.
Emphasis is placed on the diverse ecosystems of Maryland. Investigate Fall or Spring Semester, Senior Year (AACPS Arnold
how water quality is improved through established forest and meadow Campus)
habitats, tidal and non-tidal wetlands, underwater grass meadows, and In addition, students must successfully complete one lab course at AACC
dune systems as well as through the construction of rain gardens and from the list below:
vegetated storm water treatment systems. This course does not satisfy
a lab science requirement
BIO101 Fundamentals of Biology 4 credits
Study the basic biological principles common to living organisms and
Spring Semester insights into the scientific methods used to determine those principles.
Topics include biological molecules, cell structure and metabolism,
HEA111 Personal and Community Health 3 credits biological organization, homeostasis, reproduction and development,
Identify the dimensions of wellness and the various factors that promote and heredity and evolution.
optimal health for individuals and their communities. Describe the current Prerequisite: Eligibility for ENG 101/ENG 101A and either eligibility for
and emerging issues in health promotion and disease prevention and any general education math or a score of 27 or better on the Arithmetic
evaluate evidenced-based methods to control risk factors in diverse Placement Test, or a “B” or better in MAT 005. This is recommended for
populations. Examine topics and health behavior strategies to optimize students who did not earn a 4 or better on the AP Biology Assessment.
and enhance quality of life. or
76 | Programs of Choice | Signature Courses | Chesapeake High School

BIO103 General Botany 4 credits

Gain an introduction to members of the plant kingdom and their closest Chesapeake High School
relatives. Learn the unique life strategies of plants that are the basis for
their importance to humans and their role in shaping global ecology.
Through an examination of plant form and function, students will learn
how and why plant life defines the biological potential of both terrestrial
and aquatic ecosystems.
Prerequisite: eligibility for ENG 101/101A and eligibility for any gen ed
math or a score of 27 or better on the Arithmetic Placement Test or a B or
better in MAT 005)
or
Information Management and the technology used to manage information
BIO107 Environmental Science 4 credits impacts every facet of our lives. The Information Management Signature
Program will help students prepare for and be more effective in their
Investigate major issues in contemporary environmental science with
careers by teaching them the principles of Information Management
special emphasis on scientific reasoning and the skills needed to
through the IM Process—Acquire>Organize>Distribute>Reflect.
resolve contemporary problems. Perform field and laboratory exercises
focused on ecosystem dynamics, habitat assessment, pollution, resource
management and environmental restoration. Students must attend X06--3 | Information Management Exploration 1B 0.5sem
occasional scheduled field trips. The introductory Signature course in Information Management will
address the variety of methods used to collect, protect, manage, and
finally, apply information personally, publicly, and privately. Available at
Chesapeake High School only.

X07--3 | Information Management Exploration 2 [FY] 0.5/sem

The study of the collection and management of information as it relates
across multiple disciplines. Available at Chesapeake High School only.

AACC Courses at Chesapeake

Fall Semester, Junior Year

CTP103 Theories and Applications of Digital Technology

3 credits
Demonstrate knowledge of a wide variety of computer technologies
including data communications, computer networks, database systems,
computer hardware and software, the Internet and Web technologies,
operating systems, software development, and information systems.
Discuss security, ethics, environmental, and social issues related to digital
and emerging technologies. Use hands-on lab experiences to validate
knowledge of hardware and software systems.

Spring Junior Year

CTA115 Personal Computer Database Management System

4 credits
(Prepares students to take the Microsoft Office Specialist (MOS) Access
2016 industry certification exam)
Use Microsoft Access database management application software used
on personal computers to study and manipulate data. Learn database
design and implementation of object files such as file creation and setup,
query processing, report generation and program creation. Use multiple
files, indexing and database search, and record retrieval to solve practical
problems through hands-on lab.
Crofton High School | Signature Courses | Programs of Choice | 77

Crofton High School Glen Burnie High School

Students gain an understanding of ethical standards and techniques

Crofton High School, the newest high school in Anne Arundel County, will needed to meet current and future challenges facing our community
follow the lead of the other 12 comprehensive high schools in creating through innovative thinking and real-world experiences in a variety of
and implementing a Signature program. Community members and public service careers that help a community grow and thrive.
interested business and industry partners worked almost an entire year
to identify a Signature theme which encompasses the interests, resources, X06--4 | Public Service Exploration 1B 0.5sem
jobs/careers and “feel” of the Crofton community—Safety and Security
The Public Service Explorations 1B course exposes students to aspects
in the Digital Age. An Integrated Community Stakeholders Team (ICST)
of service as provided by private, public, or non-government agencies.
will then be formed to work with school and community members to
Units covered in the course include criminal justice, law enforcement,
develop a course of study and additional real-world opportunities for
national security, social policy, citizenship, and leadership. Students will
students, which will prepare them for careers or higher education within
be provided with opportunities to attend field experiences, explore
that theme.
careers and colleges of interest, and interact with professionals within
For up-to-date information on the Crofton High Signature theme,
the public service sector. Available at Glen Burnie High School only.
please visit our website: www.aacps.org/croftonsignature.
X07--4 | Public Service Exploration 2 [FY] 0.5/sem
X06-12 | Safety and Security in the Digital Age Exploration 1B
0.5sem The year-long Public Service Exploration 2 course enhances students’
understanding of careers in public service. It includes but is not limited to
is a broad survey of current issues, opportunities, college, and careers
law enforcement, military, public health, public education, and emergency
options within the Signature theme of Safety and Security in the Digital
management. Through completion of this course, students will be able to
Age. The purpose is to contextualize learning, making connections
identify public service careers as well as what they provide to the people.
between rigorous academic courses and workforce relevance to the new
They will also understand government structures and the role the play in
Signature theme, supporting the goals of eliminating the achievement
the United States. Available at Glen Burnie High School only.
gap. The following workforce-relevant career topics will be among those
considered for inclusion in Crofton’s Signature Program by the Integrated
Community Stakeholder Team (ICST) tasked with leading the Signature X35 | 911 Training [FY] 0.5/sem
Program and helping to develop the curriculum: This course prepares students for careers in Police/Fire/Rescue call
• Personal Safety (physical, social/emotional, and mental safety) centers. Through direct classroom instruction, observation of emergency
• Community Safety (public safety related to police, fire, justice, call center activities and through simulations and practice activities,
environmental health, animal control, military, transit authority, students will learn use of CAD, Vesta, and Vela call software; the laws,
department of corrections, etc.) policies, and procedures for receiving and screening emergency calls
and transmitting dispatch orders; communication skills; social/emotional
• Information Security (information privacy and security, anti-piracy)
skills allowing them to provide an appropriate response to specific
• Safety and Security within the Healthcare Arena (Technology Use & situational emergencies; mapping location skills. Following successful
HIPAA Compliance) completion of a written exam, practical simulation testing, and on the
• Emergency/Crisis Disaster Management job training, students will be qualified for employment by the Anne
• Safety and Health in the Workplace Arundel County Police Department (AACPD) as 911 Call Takers. Only
• Financial Security seniors will be eligible to take this course, as one must be 18 years old
by the completion of the class in order to be hired by AACPD. Available
• Intellectual Security (Intellectual Property Rights, brand protection, at Glen Burnie High School only.
licensing)
• Building Safety (codes, permits, laws, etc.)
• Ergonomics
• Safety and Security Training

X07–12 | Safety and Security in the Digital Age Exploration 2 [FY]

0.5/sem
This full year course and will take a deeper dive into the topics and
issues from Explorations I with an eye to pathways into Anne Arundel
Community College Career Cluster offerings for the junior and senior
year in high school.
78 | Programs of Choice | Signature Courses | Meade High School

AACC Courses at Glen Burnie Meade High School

Fall Semester, Junior Year

CJS111 Introduction to Criminal Justice 3 credits

A survey of history, development, and philosophy of law enforcement.
Introduces the local, state, and federal agencies involved in the administration
of criminal justice. The court and trial process are included.

Will identify, promote, and prepare our students for college and career
Spring Semester, Junior Year
opportunities in the field of Homeland Security and all of its applications.
To incorporate STEM and Language/Cultural content and knowledge
CJS112 Police Operations 3 credits throughout all of the curriculum areas, to embed the career skills and
Study of line activities of uniformed police with emphasis on patrol. Areas experiences in all of our co-curricular events and empower our students
of study include traffic enforcement, investigation, juvenile crime, vice to become leaders in their future educational and career endeavors.
prevention and other operations.
X06--5 | Homeland Security Exploration 1 [FY] 0.5/sem
Fall Semester, Senior Year The Homeland Security Explorations 1 and 2 courses incorporate
(AACC Glen Burnie Town Center) technologies that are applied in practical work environments and related
to homeland security and emergency management. In this year-long
CJS113 Penology 3 credits course, we examine various policy measures and practices as they relate
to democratic values, civil responsibilities, and liberties. Available at Meade
Studies the history and philosophy of corrections in federal, state and High School only.
community systems along with probation, parole, and other methods
of rehabilitating offenders. CTE

X07--5 | Homeland Security Exploration 2 [FY] 0.5/sem

LGS215 Criminal Law 3 credits
The purpose of this course is designed to enhance emergency and
Examines pertinent aspects of federal and state criminal law. Includes disaster preparedness for students by providing training in the knowledge
basic elements of law and specific issues of interest to law enforcement. necessary for preparedness, mitigation, response, and recovery. This
Discuss recent court decisions relating to crimes against the person and year-long course provides an introduction to public health emergency
property. preparedness, including natural disasters, unintended human acts,
terrorism, and emerging threats such as a pandemic on the federal, state,
Spring Semester, Senior Year local and personal levels. Available at Meade High School only.
(AACC Glen Burnie Town Center) CTE

X11 | Honors Homeland Security Counterterrorism & Intelligence

HLS111 Introduction to Homeland Security 3 credits [FY] 0.5/sem
Introduces students to the vocabulary and important components of This course provides an in-depth view of terrorism, transnational criminal
Homeland Security. Explores the state, national, and international laws enterprise, and the intelligence process. Students will explore social and
impacting Homeland Security. Includes an examination of the most economic issues, government policies in relation to terrorism and the role
critical threats confronting Homeland Security. of law enforcement in counterterrorism. Topics will include a historical
and contemporary study of domestic and international terrorism,
CJS225 Criminal Justice Ethics 3 credits psychological and sociological features of terrorism, and the impact
Provides a historical analysis of the moral and ethical issues encountered of 9/11 on American security policies. Students will also examine the
in policing, corrections, probation, parole, prosecution, and criminal intelligence process and explore intelligence collection methodologies,
defense. Examines the consequences of ethical transgressions in the intelligence tasking processes, and intelligence analysis practices.
various areas of criminal justice practice. Topics include history of the Available at Meade High School only.
criminal justice system, regulation of criminal justice professionals,
professional discipline, police brutality, police misconduct, police- X31 | Honors Geographic Information Systems 1 0.5sem
community relations, correctional misconduct and violations of policy Students will be introduced to Geographic Information system (GIS)
and law. Explores the process for investigation of acts of misconduct and and Remote Sensing (RS) technology to study their local and regional
unethical behavior in the criminal justice field. communities. This course is open to all students and is the foundation
of the STARS Entry-Level GIS Technician Certification. Available at Meade
High School only.
CTE

X32 | Honors Geographic Information Systems 2 0.5sem

This MSDE approved course will help the student learn the skills required
to work on and/or build a Geographic Information Systems/Remote
Sensing project. Students and teachers will follow a course of hands-on
instructions to learn skills ranging from introductory digital mapping to
Meade High School | Signature Courses | Programs of Choice | 79
image analysis. In this second course on the path to STARS Entry-Level Fall Semester, Senior Year, 4th Period
GIS Technician Certification, students are introduced to each skill with
a real-world application and led through the problem-solving process. HLS211 Intelligence Analysis & Security Management 3 credits
Follow-up applied practice application will direct the student to apply
Examines intelligence analysis and its indispensable relationship to the
acquired skills to cases in the local community using the supplied data.
security management of terrorist attacks and other threats. Explores
This repetition will set the stage for further student driven projects.
vulnerabilities of our national defense and private sectors, as well as the
Available at Meade High School only.
threats posed to these institutions by terrorists, man-made disasters,
CTE and natural disasters. Students will discuss substantive issues regarding
intelligence support of Homeland Security measures implemented by
X33 | Honors Geographic Information Systems 3 0.5sem
the United States and explore how the intelligence community operates.
In GIS 3, students will learn to apply those skills. Students will learn and apply Prerequisite(s): HLS 111 or permission of director
Spatial Analyst and 3D Analyst. The ArcGIS Spatial Analyst extension allows
students to examine the spatial relationships within a specific area as well
as study site suitability. The ArcGIS 3D Analyst extension allows students to GEO102 World Regional Geography 3 credits
gain a different perspective on their environment by modeling surfaces Study major world regions, their populations, natural environments,
three dimensionally. Students will also learn methods of integrating external cultural and economic development within a global context.
hardware in order to incorporate real time data from GPS units in order to Prerequisite: Eligibility for ENG 101 or 101A
accurately survey their community. Combined with a trouble-shooting unit
and general review of skills acquired in Course 2, Course 3 can become an
invaluable tool. Available at Meade High School only. Spring Semester, Senior Year, 4th Period
CTE
CJS206 Cybercrime 3 credits
X34 | Honors Geographic Information Systems 4 0.5sem Focus on technology-based crimes. Explore cyber offenses including
information warfare, cyber terrorism, information theft, data corruption
In GIS 4, an MSDE approved course, students will learn and apply
and disruption of service. Discuss computing devices as instruments
Spatial Analyst and 3D Analyst. The ArcGIS Spatial Analyst extension
furthering exploitation of children, organized crime, and other criminal
allows students to examine the spatial relationships within a specific
acts. Identify vulnerabilities within national and private infrastructures,
area as well as study site suitability. The ArcGIS 3D Analyst extension
assess risks and structure security measures.
allows students to gain a different perspective on their environment by
modeling surfaces three dimensionally. Students will also learn methods
of integrating external hardware in order to incorporate real time data HLS260 Terrorism/Counterterrorism 3 credits
from GPS units to accurately survey their community. Available at Meade Provides a historical analysis of terrorism. Introduces the historical and
High School only. contemporary issues relevant to domestic and international terrorism.
Examines methods utilized by law enforcement and intelligence agencies
in preventing and detecting terrorism. Also explores the process utilized
for collecting and documenting evidence for the capture and effective
AACC Courses at Meade prosecution of terrorists. Topics include the role of the media in covering,
The suggested course sequence is as follows: investigating, and reporting terrorist events, and the constitutional
and sociological dilemmas involved in investigating terrorist acts in
democracies, such as the threats to privacy and individual rights.
Spring Semester, Junior Year, 4th Period

CJS111 Introduction to Criminal Justice 3 credits

A survey of history, development and philosophy of law enforcement.
Introduces the local, state, and federal agencies involved in the
administration of criminal justice. The court and trial process are included.

SOC111 Introduction to Sociology 3 credits

Learn sociological principles and perspectives as a way of understanding
everyday social life. Study meanings and functions of various roles in
historical and contemporary societies. Evaluate causes, consequences,
and comparisons of social hierarchies.
Prerequisite: Eligibility for ENG 1001 or 101A

ACA100 Student Success (AACC credit only) (1 credit)

Explore college academic support services and faculty expectations.
Examine study skills, note taking, strengthening memory and
concentration, and time management. Assess your own learning style,
choose a career path, set goals, and develop an educational plan.
Transition to college and develop tools to ensure your academic success.
80 | Programs of Choice | Signature Courses | North County High School

North County High School BPA237 Supply Chain Management 3 credits

Introduces students to the global supply chain with an emphasis on
supply sources, distribution, production planning, information systems,
customer service, inventory management, warehouse management,
supply chain relationships and challenges facing managers today.
Students completing the course will understand supply chain
management systems and relationships and will be able to integrate
information regarding the flow of materials across the supply chain.
Prerequisite(s): BPA 235 or permission of department chair.

BPA275 | Internship in Business 1 3 credits

A course designed to give students in business technology areas an
IT3 connects students to the career opportunities in their immediate opportunity to acquire practical experience with classroom learning.
community, creates college and career pathways through partnerships Objectives are set by the supervising employer, the student, and the
with community and business partners at BWI Marshall Airport, the Port faculty member.
of Baltimore, Maryland state transportation agencies, the Maryland Office Prerequisite(s): Permission of instructor or department chair.
of Tourism, international trade associations and many other IT3-related Alternate: BPA 111 if AACC programming decisions reflect virtual learning
organizations. Opportunities are made visible to students so they can or a location cannot be secured.
step into a rich future.
Note: Senior year courses at Anne Arundel Community
X06--6 | International Trade, Transportation, & Tourism
Exploration 1B 0.5sem College—Glen Burnie Town Center
Focusing on International Trade, Transportation and Tourism, the North
County Signature Explorations course relies on small group problem- Senior Year (AACC Glen Burnie Town Center)
based projects to expose students not only to current issues in those
industries but also to viable career pathways after high school. Major BPA236 Intro to Airport and Seaport Operations 3 credits
topics include leadership and management, international business, Surveys the organization and operations of the commercial transportation
policy and regulations, finance and economics, and professional culture. industry and its impact on the bottom-line of today’s modern businesses.
Available at North County High School only. Course topics include the legal and regulatory environment, costing
CTE and pricing, major transportation options, managing transportation
partnerships and the use of information and technology in the logistics
X07--6 | International Trade, Transportation, & Tourism sector. The course also includes an industry-specific “current issues”
Exploration 2 [FY] 0.5/sem component, an “employment opportunities” section that explores the
Students will develop their ability to function as independent learners industry job market and a look at the technologies and issues that will
in the dual credit Career and Technology Education completer program. shape the future of transportation and logistics.
This year long seminar style class addresses College Academic Skills,
Career Skills, Work Ethics, College & Career Planning. Concurrent with BPA238 Domestic & International Freight Operations 3 credits
the Junior year AACC dual-credit courses. . Available at North County Examines current issues and best practices in the area of domestic and
High School only. international freight operations. Course topics include transportation
providers, regulation and policy, carrier strategies, costing and pricing,
information systems, transportation management, and the negotiation
and bidding process.
AACC Courses at North County Prerequisite(s): BPA 235 or permission of department chair.
The suggested course sequence is as follows:
HLS213 | Transportation and Border Security 3 credits
Junior Year Provides an in-depth view of modern border and transportation security.
Specific topics include security for seaports, ships, aircraft, trains, trucks,
BPA235 Introduction to Transportation & Logistics 3 credits pipelines, buses, etc. Focuses on the technology needed to detect terrorists
Surveys the organization and operations of the commercial transportation and their weapons as well as includes discussion on legal, economic,
industry and its impact on the bottom-line of today’s modern businesses. political, and cultural aspects of the problem. Lab fee $20.
Course topics include the legal and regulatory environment, costing Prerequisite(s): HLS 111 or BPA 235 or permission of director.
and pricing, major transportation options, managing transportation
partnerships and the use of information and technology in the logistics
sector. The course also includes an industry-specific “current issues”
component, an “employment opportunities” section that explores the
industry job market and a look at the technologies and issues that will
shape the future of transportation and logistics.
Northeast High School | Signature Courses | Programs of Choice | 81
a water feature which will bring nature into the classroom. Through
Northeast High School collaboration with classmates, students will use the design process to
create a project proposal, create a budget, design, and build a water
feature- all while learning important career-minded skills and project
planning.
CTE

X072 | Designing for Wellness: Ergonomics 0.25qtr

We spend at least one-third of our day engaged in school and work.
Having an ergonomically designed workspace is critical to our mental
and physical health, for it helps eliminate discomfort and the risk of
injury while in our workspaces. In fact, defined as the science of fitting
Students will explore how health, fitness, leisure, financial security, and a workplace to the user’s needs, ergonomics aims to increase efficiency
environment influence quality of life among individuals and communities. and productivity while reducing discomfort. Thus, through project-based
In a project/problem-based environment, integrated with human learning, this course will engage students in exploring the psychological
performance coursework, students solve real-world local and global and physiological principles related to the engineering and design of
problems with their peers using cutting-edge technology, job shadow ergonomic solutions to seating. Students will work through the Design
experiences, and internships. Thinking process to create a unique seating design that incorporates
ergonomic practice.
X06--7 | Human Performance Exploration 1B 0.5sem CTE
The Human Performance Exploration 1B course will provide an introduction
and overview for students to explore how health, fitness, leisure, financial M845 | Mobile Application Development 0.25qtr
security, and environment influences quality of life among individuals and Design, develop, test, and debug their own App creation.
communities. In a project/problem-based environment, integrated with
human performance coursework, students solve real-world local and global H80 | Turn Wage$ into Wealth 0.25qtr
problems with their peers using design thinking and engineering processes,
Students will study the importance of personal financial preparedness.
cutting-edge technology, job shadow experiences, and internships. Available
Students will be able to make decisions on managing their money,
at Northeast High School only.
banking, credit, and taxes. Students will apply their knowledge and
develop a plan for attaining goals while juggling multiple roles as a
X07--7 | Human Performance Exploration 2 0.5/sem young adult.
This Human Performance Exploration 2 course is a cumulation of 4 Recommended: Grades 10-12
quarter-credit passion classes, equating to a year’s engagement and
earning of a 1.0 credit. Each identified course revolves around a deeper
dive into a different aspect of the Ex 1B curriculum. Students may select PTLW Biomedical Science
any two of these courses per semester, each course counting for 0.25
credits. Human Performance related passion courses are classes where M35 | Honors Principles of Biomedical Sciences (PBS) [FY] 0.5/sem
students may: This course introduces the biomedical sciences through exciting hands-
• investigate mindfulness by researching, designing, and creating a on projects and problems. Student work involves the study of human
relaxation water or light feature for a public space; medicine, research processes and an introduction to bioinformatics. Key
• learn about music and the brain while working with senior citizens to biological concepts including homeostasis, metabolism, inheritance of
develop music playlists from their youth to support their daily lives; traits, feedback systems, and defense against disease are embedded in
• explore engineering principles and ergonomics while designing and the curriculum. Engineering principles including: the design process,
building healthy seating for the workplace and home; feedback loops, fluid dynamics, and the relationship of structure to
function are incorporated in the curriculum where appropriate.
• build personal budgets related to given profiles of young profession-
als living in a variety of geographic locations across the country
M36 | Honors Human Body Systems (HBS) 0.5sem
This course will engage students in the study of basic human physiology,
Note: The following 0.25 credit passion courses are especially in relationship to human health. Students will use a variety of
designed to immerse students in themes related to monitors to examine body systems (respiratory, circulatory, and nervous)
at rest and under stress, and observe the interactions between the
Human Performance—topics ultimately linked to
various body systems.
workforce-related areas of potential interest that Prerequisite(s): Honors Principles of Biomedical Sciences (PBS).
students may want to consider exploring more deeply
in the future. M37 | Honors Medical Interventions (MI) [FY] 0.5/sem
This course will engage students in the study of basic human physiology,
X071 | Mindful Design 0.25qtr especially in relationship to human health. Students will use a variety of
As technology advances, it becomes increasingly harder to disconnect monitors to examine body systems (respiratory, circulatory, and nervous)
from our devices, work, and school. In the Mindful Design class, students at rest and under stress, and observe the interactions between the
will learn mindfulness techniques and strategies to cope with busy various body systems.
lifestyles. Research shows that incorporating nature into your everyday Prerequisite(s): Honors Principles of Biomedical Sciences (PBS).
life has a calming effect. In this course, students will design and create
82 | Programs of Choice | Signature Courses | Old Mill High School

M39 | Honors Biomedical Innovations [FY] 0.5/sem

In the final course of the PLTW Biomedical Science sequence, students Old Mill High School
build on the knowledge and skills gained from previous courses to
design innovative solutions for the most pressing health challenges of
the 21st century. Students address topics ranging from public health and
biomedical engineering to clinical medicine and physiology. They have
the opportunity to work on an independent project with a mentor or
advisor from a university, medical facility, or research institution.
Prerequisite(s): Honors Principles of Body Systems (PBS), Honors Human
Body Systems (HBS), Honors Medical Interventions (MI).

The mission of the International Economics & Finance Signature at Old

Mill High School is to collaborate with the Old Mill community to equip
and grow students with the skills and knowledge necessary to make
informed financial decisions and positively contribute to local and
global economies as innovators and leaders.

X06--8 | International Economics & Finance Exploration 1B

0.5sem
In International Economics and Finance Explorations 1 students will
develop an economic way of thinking, an understanding of major issues
in economics, and financial literacy skills through project and game-
based inquiry learning and collaboration with experts in their community.
Students will begin to develop a personal financial portfolio focused
around their future goals and practice in making wise investment choices
through career investigation and participation in the Stock Market Game.
This course satisfies 0.5 credit of Signature Explorations 1 requirement
for pathway students.

X07--8 | International Economics & Finance Exploration 2 0.5/sem

In this yearlong, International Economics and Finance Explorations
2 course, students will expand their understanding of international
economics, money management, and key facets of business to grow as
future leaders in their local and global economies. Students will develop
professional skills including project organization, public speaking, and
networking through project-based learning. Throughout the yearlong
course students will investigate types of businesses, monetary and
fiscal policy, sustainability, financial ethics, and international economics
through the development of their own business-based financial portfolio.
This course satisfies 1 credit of the Signature Explorations 2 requirement
for pathway students.

AACC Courses at Old Mill

Fall Junior Year – At OMHS

BPA111 Introduction to Business 3 credits

Explore the way that business is related to, and interacts with, individuals,
groups, and institutions in the 21st century. Learn the terminology and
concepts of the functional areas of business, setting the foundation for
interpreting and analyzing the legal, social, and ethical issues facing
business (both the institution and its members) today. Examine global
awareness and cultural diversity throughout the course. Prepare for a
career in business and/or a business career in the arts, sciences, and
technologies.
Severna Park High School | Signature Courses | Programs of Choice | 83
Junior Year, Spring Semester
Severna Park High School
BPA111 Introduction to Business 3 credits
or AACPS Business Management offering
(Eligibility for ENG 101/ENG 101A recommended)
Explore the way that business is related to, and interacts with, individuals,
groups, and institutions in the 21st century. Learn the terminology and
concepts of the functional areas of business, setting the foundation for
interpreting and analyzing the legal, social, and ethical issues facing business
(both the institution and its members) today. Examine global awareness and
cultural diversity throughout the course. Prepare for a career in business and/
or a business career in the arts, sciences, and technologies.
Students work collaboratively to analyze the organizations of businesses,
current national and international business policies and trends through Senior Year courses offered at AACC—Arnold Campus
case studies, field trips, and guest industry specialists. They will work in
teams to solve an innovative project-based businesses challenge and
formally present their idea to community stakeholders. Fall Semester, Senior Year (AACC Arnold Campus)

X06019 | Business Innovation & Leadership Exploration 1A 0.5sem LGS253 Business Law 1 3 credits
X06029 | Business Innovation & Leadership Exploration 1B 0.5sem Study basic principles of law and their impact on common business
transactions. Explore sources of law, the judicial system, a wrongdoer’s
In the two-part, year-long Business, Innovation, & Leadership Signature
liability for harm to society (crimes) and to the injured party (torts), the
Explorations course, students will gain a basic understanding of business
formation and performance of contracts, the ownership and transfer
practices, roles, and systems, by designing innovative strategies and
of personal and real property, principals and their agents and factors
products. Through participation in case studies, students will investigate
to be considered in choosing the form of a business (partnership and
the world beyond their immediate environment and learn how to
corporations) to be organized.
effectively communicate their ideas with diverse audiences. They will
work in teams with a mentor from the Integrated Community Stake holder
partnership to solve an innovative project-based business challenge. BPA162 Business Communications 3 credits
Students will formally present their idea to their mentor, community Examine all aspects of business communications. Focus on written
stakeholders, and students. Available at Severna Park High School only. reports and proposals, oral presentations including interviewing skills
and persuasive proposals as well as electronic communications including
X07--9 | Business Innovation & Leadership Exploration 2 [FY] 0.5/sem email, social media, and business research on the Internet
In this year-long course, students will apply skills learned in Explorations Prerequisite: Eligibility for ENG 101/ENG 101A.
1 to work collaboratively to run and maintain a student-led business. In
this course, students will be able to design and manufacture products to Spring Semester, Senior Year (AACC Arnold Campus)
be marketed and sold throughout the school and community. Technical,
design, and manufacturing skills are learned while using several machines BPA201 Financial Accounting 3 credits
ranging from vinyl cutters, laser engravers, CNC machines, 3D printers, and
Learn principles of financial accounting for the corporate entity. Study
screen printing. Financial literacy and entrepreneurial thinking are practiced
accrual-based accounting and the accounting cycle. Analyze and record
through managing pricing, marketing, sales, and inventory. Available at
financial transactions, prepare financial statements, and learn to account
Severna Park High School only.
for receivables, inventories, fixed assets, liabilities, and shareholders’
equity.
Prerequisite: Eligibility for ENG 101/ENG 101A and eligibility for any general
AACC Courses at Severna Park education math course or permission of department chair.
The suggested course sequence is as follows:
COM111 Fundamentals of Oral Communication 3 credits
Junior Year Learn about public speaking theory, and develop the skills needed to
speak effectively in various situations. Learn about clear oral expression,
ESI103 Introduction to Entrepreneurship 3 credits informed critical thinking, research techniques, rhetorical modes, and
(Proficiency Credit) group communication. Write and deliver several speeches.
Discover and practice the components of entrepreneurship, idea
generation, creative thinking, and opportunity recognition. Experiment
using entrepreneurial methods and evaluate potential business ideas.
Compare and analyze various strategies entrepreneurs have used to start
and grow their businesses.
84 | Programs of Choice | Signature Courses | South River High School

South River High School AACC Courses at South River

ol Sig
ture Program
na Fall Semester
Scho
h
ig

COM111 Fundamentals of Oral Communication 3 credits

H
iver

In this course, students learn about public speaking theory, and develop
South R

the skills needed to speak effectively in various situations. Learn about clear
oral expression, informed critical thinking, research techniques, rhetorical
Global Communications & modes, and group communication. Write and deliver several speeches.
Public Affairs Note: Eligibility for ENG 101 or ENG 101A is strongly recommended.
Global Communications and Public Affairs combines government
relations, media communications, issue management, corporate LGS217 Constitutional Law 3 credits
and social responsibility, information dissemination, technology, and In this course students will examine the United States Constitution and Bill
strategic communications advice. of Rights. Analyze cases focusing on governmental powers and limitations,
due process, free speech, privacy rights and religious freedoms and apply
X061-0 | Global Communications & Public Affairs Exploration 1B these concepts to today’s constitutional issues.
0.5sem
This course will provide students with an understanding of international Spring Semester
and intercultural communications in a multimedia world. In a project/
problem-based environment, integrated with advanced coursework, BPA111 Introduction to Business 3 credits
students solve real-world local and global problems with their peers
In this course, students explore the way that business is related to, and
using cutting-edge technology, discussions, and case studies. The course
interacts with, individuals, groups, and institutions in the 21st century.
will cover a variety of global issues including diversity of news and mass
Learn the terminology and concepts of the functional areas of business,
communications; emerging trends in global business communication
setting the foundation for interpreting and analyzing the legal, social,
and media; advances in technology; global sources and systems of
and ethical issues facing business (both the institution and its members)
communication; ethical and legal issues; and the role and impact of
today. Examine global awareness and cultural diversity throughout the
advertising and public relations in the global marketplace. Available at
course. Prepare for a career in business and/or a business career in the
South River High School only.
arts, sciences, and technologies. Lab fee $5.
Recommended: Eligibility for ENG 101/ENG 101A recommended.
X071-0 | Global Communications & Public Affairs Exploration 2
[FY] 0.5/sem
HEA111 Personal and Community Health 3 credits
Students in this year-long course look for possible solutions to issues on
In this course, students identify the dimensions of wellness and the
international relations, including international politics and international
various factors that promote optimal health for individuals and their
trade. They also study global issues, such as international security,
communities. Describe the current and emerging issues in health
international order, and the shift of power from developed countries
promotion and disease prevention and evaluate evidenced-based
to emerging countries. They also learn about the power of information
methods to control risk factors in diverse populations. Examine topics
and roles played by mass media, which are spreading beyond national
and health behavior strategies to optimize and enhance quality of life.
boundaries. Students deepen their knowledge through field trips,
industry experts, job shadowing experiences, project/problem-based
research, discussions, and preparing for internships. Available at South LGS271 Civil Rights Law 3 credits
River High School only. In this course, students focus on the historical perspective of
discrimination based on race, gender, national origin, ethnicity, disability,
religion, sexual orientation, and gender identity using United States
Supreme Court decisions and federal legislation as well as extrajudicial
data and experiences to address and analyze civil rights issues of
discrimination, exploitation, and differential treatment in the law and
society. Gain perspective on the social and historical structures in place
that both advance discrimination and provide remedies for resolving
the effects of discrimination. Topics include local government reaction
to federal civil rights legislation, voting rights, marriage and reproductive
rights, contract rights, employment, education, public accommodation,
and property rights.
Southern High School | Signature Courses | Programs of Choice | 85

Southern High School AACC Courses at Southern

Fall Semester, Junior Year

ART100 Two-Dimensional Design 3 credits

Introduces the theories and the concepts of basic visual design. Through
a variety of studio problems, explore composition and color theory as
it relates to two-dimensional art forms. Introduces the computer as a
design tool. No previous art instruction is necessary.

Students, through exposure to the Signature theme become design-

thinkers with vital workforce skills such as communication, collaboration, Spring Semester, Junior Year
critical thinking, and creativity. They assess needs, apply global awareness
and learning, design new ways of doing and develop new products ART106 Introduction to Digital Design 3 credits
appropriate to evolving needs. Students use a Design Process: Investigate, Learn basic design principles, concepts, and tools used by artists and
Interpret, Ideate, Experiment, Evolve. designers working with digital media. Develop the skills to create, control,
and manipulate digital artwork. Explore contemporary digital culture and
X061-1 | Design: Preservation & Innovation Exploration 1B 0.5sem history while producing original design projects
Students will learn how to apply a design-based model to approach,
understand and solve complex real-world challenges utilizing both Fall, Senior Year (Online)
traditional and outside-the-box design thinking perspectives in an innovative,
interactive, collaborative environment. Students will attend field experiences, ART120 Digital Photography 1 3 credits
explore careers and colleges of interest, and interact with professionals to
acquire practical knowledge and investigate pathways for future explorations. In this course, students learn the technical and aesthetic properties
Course topics may include design thinking, graphic design, media design, of digital photography including camera operation, composition, and
urban planning, architecture, agriculture design, and landscape design. lighting. Gain hands-on experience in photo editing software such
Available at Southern High School only. as Photoshop and Lightroom. Explore the creative aspects of digital
photography through assignments, lectures, and demonstrations.
X071-1 | Design: Preservation & Innovation Exploration 2 [FY] 0.5/sem
ART166 Graphic Design 1 3 credits
In this year-long course, students will collaboratively apply a design-
based model to solve real-world problems using innovative ideas. In this course, students use creative and critical thinking skills to
They will work with mentors from the business community to design research, generate concepts, and create solutions to a broad range of
and implement their projects. Students will present their projects to design problems. Learn fundamentals of conceptualization, type and
community stakeholders. Available at Southern High School only. image integration, design-thinking practices, and design terminology.
Explore design history and contemporary examples in the field. Develop
production techniques using industry software, presentation methods,
reflection, and critique.

Spring, Senior Year (Online)

ART264 Fundamentals of Typography or AACPS AP Art History

ART264 Fundamentals of Typography 3 credits

Explore the conceptual and production process of typographic design.
Study its history, technology, anatomy, and implementation. Work with
traditional methods and software to develop letterforms and organize type.
Note: Online or Online SYNC or AACC.

ART170 Web Design 1 3 credits

In this course, students study concepts integral to designing for the
Web, including Web design history, XHTML, CSS, image preparation/
optimization, site planning, FTP and design using industry standard
applications. Explore the designer’s role within professional, cultural,
and historical contexts
86 | Programs of Choice | Career & Technical Programs | Southern High School

Career & Technical Programs Centers of Applied Technology

The following courses are available only to students enrolled at
Center of Applied Technology North or South.
Career & Technical Programs in Anne Arundel County support
the shared Programs of Choice vision to offer all students and
families choice in their education.
Students entering high school apply online to participate in
a program at Center of Applied Technology North or South.
If selected and accepted, the student takes courses at both
their home school and one of the two Centers of Applied
Technology—CAT-North or CAT-South. The location is
Center of Applied Technology North & South
determined by the student’s home school. The CAT Magnet program is an educational choice that allows
students to be both career and college ready. Students have the
opportunity to add value to their overall education by earning
industry-recognized certifications and college credit while still
in high school. Students who complete a CAT program fulfill
the completer path needed for graduation. Additionally, since
most of the CAT magnet programs are two-year programs,
many students complete coursework necessary to be career
completers as well as college completers (DUAL completers).
The CAT centers offer 27 different Career and Technology
Education (CTE) programs which are guided by industry
standards and are embedded in a framework of career clusters
key to Maryland’s economy. Please note that not all programs
are available at both centers.
Arts, Media, and Communication
• Interactive Media Production
• Digital Imaging/Video
• Simulation & Gaming
• Print/ Media Technology
Construction and Development
• Building/ Industrial Maintenance
• Carpentry
• Integrated Design/CAD
• Electricity
• Heating, Ventilation, and Air Conditioning (HVAC)
• Masonry
• Plumbing
• Welding
Consumer Services, Hospitality, and Tourism
• Baking and Pastry
• Barbering
• Cosmetology
• Culinary Arts
Environmental, Agriculture, and Natural Resources
• Environmental Resource Management
Health and Biosciences
• Nursing Assistant
• • Medical Assistant
• Pharmacy Technician
• Dental Assisting
Southern High School | Career & Technical Programs | Programs of Choice | 87
Information Technology
• IT Networking Academy (CISCO) Magnet Programs
Manufacturing, Engineering, and Technology
The following courses are available only to students enrolled in
• Manufacturing Technology
a Magnet Program.
Transportation Technology
The Magnet Programs in Anne Arundel County support the
• Automotive Collision Repair/Refinishing
shared Programs of Choice vision to offer all students and
• Automotive Technology
families choice in their education.
• Diesel Power Technology
• Marine Service Technology Students apply online to participate in a Magnet Program and, if
selected and accepted, the student takes courses at their Magnet
CAT Students may be selected for National Technical Honor
School, located at one of the public schools in the county. The
Society membership which recognizes excellence in Career and
Magnet School is determined by program and the student’s
Technology Education. CAT students may join SkillsUSA, a
home school. Students entering high school may apply for one of
national leadership organization for CTE students. Members
the following Magnet Programs in AACPS:
can develop leadership skills and compete in program related
skill areas at the regional/state/national level. CAT graduates • International Baccalaureate Programme (IB) at Annapolis
are focused on their future. They have the skills and training High School, Old Mill High School, and Meade High School;
needed to enter the workforce, but they also have a clear picture
• Performing and Visual Arts (PVA) at Annapolis High School
of how continuing education beyond high school will lead to
and Broadneck High School;
advancement within their chosen career field.
• Science Technology Engineering and Mathematics (STEM)
T96 | Career Exploration 0.5/sem at North County High School and South River High School
Career Explorations provides students with an opportunity to experience
• STEM BioMedical/Allied Health (BMAH) at Glen Burnie
four different career programs during one semester. Although this course
in not required for acceptance into a Level One Magnet program, it allows High School.
students to explore possible areas of career interest before applying to a
Level One program. This course is open to students in grades 9 and 10.

T86 | Technical Mathematics [FY] 0.5/sem

Many programs offered at the Centers of Applied Technology provide
students with an opportunity to earn one mathematics elective credit
towards graduation. The curriculum for each program is designed
to prepare students to meet industry certification standards and
incorporates the mathematical practices that students will utilize in their
chosen industry.

C01 | Honors Pre-Engineering [FY] 0.5/sem

In this course, students apply the principles of physics to everyday life.
Students use mathematics to study motion, forces, energy, and other
concepts of physics. This program is available at the Centers of Applied
Technology North and South and provides students an opportunity to
earn science elective credit.
Prerequisite(s): Algebra 1 and Biology
NCAA

T00 | Foundations of Patient Care [FY] 0.5/sem

In this course, students learn the foundation of skills and health concepts
as it relates to pursuing a career in health care. Students will participate in
a variety of hands-on lab settings learning about the equipment, materials,
and safety rules used in the delivery of essential health care services.
Fundamentals of medical terminology, body systems, infection control
and legal issues in health care are covered in this course. Students learn
introductory health care record documentation skills and anthropometric
conversions. The information gained can be of significant value in career
planning and expanding a student’s interests and abilities. Available only
at CAT-South.
88 | Programs of Choice | Magnet Programs | IB International Baccalaureate
IB MYP Language and Literature
IB International Baccalaureate IB MYP language and literature courses equip students with linguistic,
analytical, and communicative skills that help to develop interdisciplinary
understanding. Students develop skills in six domains—listening,
speaking, reading, writing, viewing, and presenting—both independently
and with others. MYP language and literature courses include a balanced
study of genres and literary texts, including a world literature component.
Students’ interactions with texts generate moral, social, economic,
political, cultural, and environmental insights. Through their studies,
students learn how to form opinions, make decisions, and engage
in ethical reasoning. MYP language and literature courses include a
balanced study of genres and literary texts, including a world literature
component. Students’ interactions with texts generate moral, social,
Annapolis, Meade, and Old Mill High Schools economic, political, cultural, and environmental insights. Through their
studies, students learn how to form opinions, make decisions, and
The International Baccalaureate is a globally recognized engage in ethical reasoning. Designing and researching projects with
educational foundation committed to creating a better world an international connection and exposure to the IB assessment criteria/
through education. Its teaching methodology promotes student- rubrics are included in these courses.
centered inquiry, critical thinking, and effective communication
Y09 | IBMYP English 9 [FY] 0.5/sem
while challenging students to consider their role in both local
See the English section for specific content standards addressed
and global communities. Annapolis, Meade, and Old Mill High
Schools are all authorized by the IB Organization.
I11 | Honors IBMYP English 9 [FY] 0.5/sem
Students attend the IB Middle Years Programme (MYP) in Students in IB MYP English 9 receive early comprehensive preparation
grades 9 and 10. Students who have applied and been accepted for success in subsequent IB English courses.
into the IB Diploma Programme (DP) will complete the IB DP Prerequisite(s): Placement in the high school IB Middle Years Programme
course of studies in grades 11 and 12. IB Diploma students will NCAA
complete a Theory of Knowledge course, an Extended Essay
of 4,000 words, and approximately 150 Creativity, Activity, Y10 | IBMYP English 10 [FY] 0.5/sem
Service (CAS) hours as well as six subject exams. Students who See the English section for specific content standards addressed.
meet all of these requirements and successfully complete all
IB assessments and examinations will be eligible for the IB I12 | Honors IBMYP English 10 [FY] 0.5/sem
Diploma, recognized by colleges and universities in countries See the English section for specific content standards addressed. Students
around the world. This unique international program has in IB MYP 10 English receive early comprehensive preparation for success
in subsequent IB English courses. English 10 prepares students for the
the capacity to open global doors and expand worldwide
end-of-course Maryland English High School Assessment.
opportunity. Upon graduation, all IB students will be prepared Prerequisite(s): Placement in the high school IB Middle Years Programme
to continue their university studies both in the United States
NCAA
and abroad. IB DP courses are only available to students
enrolled in the IB DP Magnet Program.
With its launch in 21/22, students at Annapolis, Meade,
and Old Mill High Schools can also elect to participate in
the IB Career-Related Programme. The IB Career-related
Programme (CP) is designed for students interested in
pursuing a career-related education in the 11 and 12th
grades. It provides students with an excellent foundation
to support their further studies, as well as ensure their
preparedness for success in the workforce. The CP framework
is composed of two or more IB Diploma Programme Courses
and three CP Core components: Personal and Professional
skills; service learning; and the reflective project.

Y17 | IBMYP Global Community Citizenship 0.5sem

See the Signature section for course description.
IB International Baccalaureate | Magnet Programs | Programs of Choice | 89
IB Diploma Programme (IB DP) I21 | Honors IBMYP American Government [FY] 0.5/sem
See the Social Studies section for specific content standards addressed.
I13 | IB English 1—Language and Literature [FY] 0.5/sem Students in IB MYP History of the United States receive an early
I14 | IB English 2—Language and Literature [FY] 0.5/sem comprehensive preparation for success in subsequent IB History courses.
Students apply critical and analytical skills to works of traditional and Prerequisite(s): Placement in the Middle Years Programme
contemporary world authors. Because the themes of the literature
explore values and issues of the world-wide culture, the voice of each IB Diploma Programme (IB DP)
author may give frank examination of the human condition. Students
complete all internal and external assessments as required.
I19 | IB World Religions [FY] 0.5/sem
Prerequisite for IB English 2: Placement in the IB Diploma Programme
The Diploma Programme World Religions course is a systematic, analytical
and successful completion of IB English 1
yet empathetic study of the variety of beliefs and practices encountered
NCAA in nine main religions of the world. The course seeks to promote an
awareness of religious issues in the contemporary world by requiring
I15 | IB Theatre Arts 1 [FY] 0.5/sem the study of a diverse range of religions.
I16 | IB Theatre Arts 2 [FY] 0.5/sem
These courses are designed to encourage students to examine theatre I20 | IB Economics 1 [FY] 0.5/sem
in its diversity of forms from around the world. Theatre Arts emphasizes I40 | IB Economics 2 [FY] 0.5/sem
the importance of working individually and as a member of an ensemble. IB Economics emphasizes the economic theories of microeconomics,
Students are encouraged to develop the organizational and technical which deal with economic variables affecting individuals, firms, and
skills needed to express themselves creatively. A further challenge for markets, and the economic theories of macroeconomics, which deal
students taking this course is for the student to become aware of their with economic variables affecting countries, governments, and societies.
own perspectives and biases and to learn to understand the values of These economic theories are not to be studied in a vacuum—rather;
others. Students explore: Theatre in the Making, Theatre in Performance they are to be applied to real-world issues. Prominent among these
and Theatre in the World. Students at HL are required to choose one from issues are fluctuations in economic activity, international trade, economic
the following two options: Option A: Devising practice—allows students development and environmental sustainability. The ethical dimensions
to develop and explore in depth the devising and actualization of a involved in the application of economic theories and policies permeate
performance concept; Option B: Exploring practice—allows students to throughout the economics course as students are required to consider and
undertake a comparative study of theatre in advanced practice. reflect on human end-goals and values. This course encourages students
to develop international perspectives, fosters a concern for global issues,
IB MYP Individuals & Societies and raises students’ awareness of their own responsibilities at a local,
The IB MYP individuals and societies subject group incorporates disciplines national, and international level. The course also seeks to develop values
traditionally studied under humanities and social sciences. This subject and attitudes that will enable students to achieve a degree of personal
group encourages learners to respect and understand the world around commitment in trying to resolve these issues, appreciating our shared
them and equips them with the necessary skills to inquire into historical, responsibility as citizens of an increasingly interdependent world.
geographical, political, social, economic, and cultural factors that affect NCAA
individuals, societies, and environments. The study of individuals and
societies helps students to appreciate critically the diversity of human I23 | IB History 1 [FY] 0.5/sem
culture, attitudes, and beliefs. Courses in this subject group are important
I24 | IB History 2 [FY] 0.5/sem
for helping students to recognize that both content and methodology
can be debatable and controversial, and for practicing the tolerance The IB History courses are world history courses based on a comparative,
of uncertainty. The IB’s approach to this subject area includes a strong multi-perspective approach to history and focused around key historical
focus on inquiry and investigation. Students collect, describe, and analyze concepts such as change, causation, and significance. They involve
data; test hypotheses; and learn how to interpret increasingly complex the study of a variety of types of history, including political, economic,
information, including original source material. This focus on real-world social, and cultural, encouraging students to think historically and to
examples, research and analysis is an essential aspect of the subject group. develop historical skills. In this way, the courses involve a challenging
Designing and researching projects with an international connection and demanding critical exploration of the past. The DP history courses
and exposure to the IB assessment criteria/rubrics are included in these require students to study and compare examples from different regions
courses. of the world, helping to foster international mindedness.
NCAA
Y20 | IBMYP History of the US [FY] 0.5/sem
See the Social Studies section for specific content standards addressed. I28 | IB Psychology 1 [FY] 0.5/sem
I30 | IB Psychology 2 [FY] 0.5/sem
I27 | Honors IBMYP US History [FY] 0.5/sem In these courses, students examine the interaction of biological, cognitive,
See the Social Studies section for specific content standards addressed. and socio-cultural influences on human behavior. Understanding
Students will receive early comprehensive preparation for success in how psychological knowledge is generated, developed, and applied
subsequent IB History courses. enables students to achieve a greater understanding of themselves and
appreciate the diversity of human behavior. The ethical concerns raised
Y38 | IBMYP US Government [FY] 0.5/sem by the methodology and application of psychological research are key
considerations in IB psychology. IB psychology takes a holistic approach
See the Social Studies section for specific content standards addressed.
that fosters intercultural understanding and respect. In the core of the IB
psychology course, the biological level of analysis demonstrates what all
90 | Programs of Choice | Magnet Programs | IB International Baccalaureate
humans share, whereas the cognitive and socio-cultural levels of analysis issues of ethical, philosophical, and political importance. Course
reveal the immense diversity of influences that produce human behavior content varies but includes study of living organisms from the cellular
and mental processes. Cultural diversity is explored, and students are level through functioning entities within the biosphere. Laboratory
encouraged to develop empathy for the feelings, needs, and lives of experimentation is an essential part of this course.
others within and outside their own culture. NCAA
IB Psychology 2 prepares students to the International Baccalaureate
Psychology exams at either the Standard or Higher level. Course content
I35 | IB Physics 1 [FY] 0.5/sem
includes developmental and social psychology, cognition and learning,
and personality subject areas, which are approached from biological/ I36 | IB Physics 2 [FY] 0.5/sem
physiological, behavioral, and humanistic points of view. This course IB Physics courses prepare students to take the International Baccalaureate
may also include the study of research design and statistics and involve Physics exams at either the Subsidiary or Higher level. In keeping with
practical work in psychological research. the general aim of IB Experimental Sciences courses, IB Physics promotes
understanding of the facts, patterns, and principles underlying the
field of physics; critical analysis, prediction, and application of scientific
IB MYP Sciences information and hypothesis; improved ability to communicate scientific
With inquiry at the core, the IB MYP sciences framework aims to guide
ideas; and an awareness of the impact of scientific advances in physics
students to independently and collaboratively investigate issues through
upon both society and issues of ethical, philosophical, and political
research, observation, and experimentation. The MYP sciences curriculum
importance. Course content varies but includes the study of the
explores the connections between science and everyday life. As they
fundamental laws of nature and the interaction between concepts of
investigate real examples of science applications, students discover the
matter, fields, waves, and energy. Laboratory experimentation is essential;
tensions and dependencies between science and morality, ethics, culture,
calculus may be used in some courses.
economics, politics, and the environment. Scientific inquiry fosters
critical and creative thinking about research and design, as well as the NCAA
identification of assumptions and alternative explanations. Students learn
to appreciate and respect the ideas of others, gain good ethical-reasoning I37 | IB Chemistry 1 [FY] 0.5/sem
skills and further develop their sense of responsibility as members of I38 | IB Chemistry 2 [FY] 0.5/sem
local and global communities. Designing and researching projects with
IB Chemistry courses prepare students to take the International
an international connection and exposure to the IB assessment criteria/
Baccalaureate Chemistry exams at either the Subsidiary or Higher level.
rubrics are included in these courses.
In keeping with the general aim of IB Experimental Sciences courses, IB
Chemistry promotes understanding of the facts, patterns, and principles
Y65 | IBMYP Environmental Science [FY] 0.5/sem underlying the field of chemistry; critical analysis, evaluation, prediction,
Y26 | IBMYP Biology [FY] 0.5/sem and generation of scientific information and hypotheses; improved
See the Science section for specific content standards addressed. ability to communicate scientific ideas; and an awareness of the impact
of chemistry and scientific advances in chemistry upon both society
I31 | Honors IBMYP Biology [FY] 0.5/sem and issues of ethical, philosophical, and political importance. Course
See the Science section for specific content standards addressed. content varies but includes the study of the materials of the environment,
Students in IB MYP Biology receive early and comprehensive preparation their properties, and their interaction. Laboratory experimentation is an
for future IB Science courses. This course is required for all IB students. essential part of these courses.
Prerequisite(s): Algebra 1 and Placement in the high school NCAA
IB Middle Years Programme
NCAA I39 | IB Environmental Systems [FY] 0.5/sem
Environmental systems and societies is an interdisciplinary course firmly
Y45 | IBMYP Chemistry [FY] 0.5/sem grounded in both a scientific exploration of environmental systems in
terms of their structure and function, and in the exploration of cultural,
See the Science section for specific content standards addressed.
economic, ethical, political, and social interactions of societies with the
I32 | Honors IBMYP Chemistry [FY] 0.5/sem environment. As a result of studying this course, students will become
equipped with the ability to recognize and evaluate the impact of our
See the Science section for specific content standards addressed.
complex system of societies on the natural world.
Students in this course receive early comprehensive preparation for
subsequent IB Science courses.
I68| IB Sports, Exercise, and Health Science 1 [FY] 0.5/sem
NCAA
I69| IB Sports, Exercise, and Health Science 2 [FY] 0.5/sem
Students explore the concepts, theories, models, and techniques that
IB Diploma Programme (IB DP) underpin each subject area and through these develop their understanding
I33 | IB Biology 1 [FY] 0.5/sem of the scientific method. The SEHS course incorporates the disciplines of
anatomy and physiology, biomechanics, psychology, and nutrition, which
I34 | IB Biology 2 [FY] 0.5/sem are studied in the context of sport, exercise, and health. A combination of
IB Biology courses prepare students to take the International content and experimental work provides the opportunity for students to
Baccalaureate Biology exams at either the Subsidiary or Higher level. acquire the knowledge and understanding necessary to apply scientific
In keeping with the general aim of IB Experimental Sciences courses, IB principles and analyze human performance. The SEHS course has strong
Biology promotes under-standing of the facts, principles, and concepts international dimensions such as international sporting competition and
of underlying the biological field; critical analysis, evaluation, and the international bodies that regulate them. Ethical issues that exist within
generation of specific scientific information and hypotheses; improved sporting competitions are considered. The comprehensive curriculum
ability to communicate scientific ideas; and an awareness of the impact provides excellent preparation for university courses including those
of biology and scientific advances in biology upon both society and specifically related to Sport, Sports Science or Physical Education.
IB International Baccalaureate | Magnet Programs | Programs of Choice | 91
These courses incorporate the traditional disciplines of anatomy and investigational, problem-solving and modelling skills and the exploration
physiology, biomechanics, psychology, and nutrition. Students carry out of an area of mathematics. This course begins students’ preparation to
experimental investigations in lab and field settings. The courses offer take the IB Mathematics Analysis and Approaches exam at the Higher
a deeper understanding of the issues related to sports, exercise, and or Standard level.
health in the 21st century and addresses the international dimension
and ethics related to both the individual and global context. SEHS is I94/I95 | Mathematics: Analysis & Approaches 2 (HL & SL)
good preparation for courses in higher or further education related to [FY] 0.5/sem
the sports fitness and leisure industries. This course continues and extends studies begun in Mathematics:
Analysis and Approaches 1.
IB MYP Mathematics
The study of mathematics is a fundamental part of a balanced education. I98 | Mathematics: Analysis & Approaches 1 (HL & SL) (Daily)
It promotes a powerful universal language, analytical reasoning and 1.0sem
problem-solving skills that contribute to the development of logical, The IB DP Mathematics: Analysis and Approaches course is an analytic
abstract and critical thinking. The MYP mathematics and extended methods course with an emphasis on calculus – appropriate for pure
mathematics courses promote both inquiry and application, helping mathematicians, engineers, scientists, economists, and those with an
students to develop problem-solving techniques that transcend the interest in analytic methods. Students are encouraged to apply their
discipline and are useful in the world outside school. Mathematics in mathematical knowledge to solve abstract problems as well as those
the MYP is tailored to the needs of students, seeking to intrigue and set in a variety of meaningful contexts. Students should expect to
motivate them to want to learn its principles. Students should see develop insight into mathematical form and structure and should be
authentic examples of how mathematics is useful and relevant to their intellectually equipped to appreciate the links between concepts in
lives and be encouraged to apply it to new situations. Designing and different topic areas. Topics include: Number and algebra, Functions,
researching projects with an international connection and exposure to Geometry and trigonometry, Statistics and probability, Calculus, the
the IB assessment criteria/rubrics are included in these courses. Development of investigational, problem-solving and modelling
skills and the exploration of an area of mathematics. This course
Y27 | IBMYP Algebra 1 [FY] 0.5/sem begins students’ preparation to take the IB Mathematics Analysis and
Y28 | IBMYP Geometry [FY] 0.5/sem Approaches exam at the Higher or Standard level.
See the Mathematics section for specific content standards addressed.
I90 | Mathematics: Applications & Interpretation 1 (HL & SL)
[FY] 0.5/sem
I41 | Honors IBMYP Geometry [FY] 0.5/sem
The IB DP Mathematics: Applications and Interpretation course recognizes
See the Mathematics section for specific content standards addressed.
the increasing role that mathematics and technology play in a diverse
Students in IB MYP Geometry receive early comprehensive preparation for
range of fields in a data-rich world. To give this understanding a firm
success subsequent IB Math courses.
base, this course includes topics that are traditionally part of a pre-
Prerequisite(s): Placement in the high school IB Middle Years Programme university mathematics course such as Calculus and Statistics. Students
NCAA are encouraged to solve real-world problems, construct and communicate
this mathematically and interpret the conclusions or generalizations.
Y18 | IBMYP Daily Algebra 1 0.5 Math & 0.5 Elective/sem Students should expect to develop strong technology skills and will be
intellectually equipped to appreciate the links between the theoretical and
Y29 | IBMYP Algebra 2 [FY] 0.5/sem
the practical concepts in mathematics. Topics include: Number and algebra,
See the Mathematics section for specific content standards addressed. Functions, Geometry, and trigonometry, Statistics and probability, Calculus,
the Development of investigational, problem-solving and modelling skills
I42 | Honors IBMYP Algebra 2 [FY] 0.5/sem and the exploration of an area of mathematics. This course begins students’
See the Mathematics section for specific content standards addressed. preparation to take the IB Mathematics Applications and Interpretation
Students in IB MYP Algebra 2 receive early comprehensive preparation exam at the Higher or Standard level.
for subsequent IB Math courses
Prerequisite(s): Placement in the high school IB Middle Years Programme. I91/I92 | Mathematics: Applications & Interpretation 2 (HL & SL)
NCAA [FY] 0.5/sem
This course continues and extends studies begun in Mathematics:
Applications and Interpretation 1.
IB Diploma Programme (IB DP)

I93 | Mathematics: Analysis and Approaches 1 (HL and SL) IB MYP Language Acquisition
[FY] 0.5/sem The ability to communicate in more than one language is essential to
The IB DP Mathematics: Analysis and Approaches course is an analytic the concept of an international education that promotes intercultural
methods course with an emphasis on calculus – appropriate for pure understanding, and it is central to the IB’s mission. The study of additional
mathematicians, engineers, scientists, economists, and those with an languages in the IB MYP provides students with the opportunity to
interest in analytic methods. Students are encouraged to apply their develop insights into the features, processes, and craft of language and
mathematical knowledge to solve abstract problems as well as those set the concept of culture, and to realize that there are diverse ways of living,
in a variety of meaningful contexts. Students should expect to develop behaving, and viewing the world. Acquiring an additional language
insight into mathematical form and structure and should be intellectually and exploring and reflecting on the cultural perspectives of our own
equipped to appreciate the links between concepts in different topic and other communities: are central to developing critical thinking and
areas. Topics include: Number and algebra, Functions, Geometry and international-mindedness; provide an intellectual framework to support
trigonometry, Statistics and probability, Calculus, the Development of personal development, cultural identity and conceptual understanding;
greatly contribute to the holistic development of students and to
92 | Programs of Choice | Magnet Programs | IB International Baccalaureate
the strengthening of lifelong learning skills; equip students with the Y61 | IBMYP Spanish 1 [FY] 0.5/sem
necessary multiliteracy skills and attitudes to communicate successfully
See the World Languages section for specific content standards addressed.
in various global contexts. IB MYP language acquisition classes are
Students in an IB MYP Level 1 language receive early comprehensive
conducted in the target language. Designing and researching projects
preparation for success in subsequent IB language courses.
with an international connection and exposure to the IB assessment
criteria/rubrics are included in these courses.
I55 | IBMYP Spanish Level 2 [FY] 0.5/sem
Y21 | IBMYP Chinese 1 [FY] 0.5/sem See the World Languages section for specific content standards addressed.
Students in an IB MYP Level 2 language receive early comprehensive
See the World Languages section for specific content standards addressed.
preparation for success in subsequent IB language courses.
NCAA
I48 | IBMYP Chinese Level 2 [FY] 0.5/sem
See the World Languages section for specific content standards addressed.
I56 | Honors IBMYP Spanish Level 3 [FY] 0.5/sem
Students in an IB MYP Level 2 language receive early comprehensive
preparation for success in subsequent IB language courses. See the World Languages section for specific content standards addressed.
Students in an IB MYP Level 3 language receive early comprehensive
NCAA
preparation for success in subsequent IB language courses. Interaction
with the IB assessment criteria and increasing oral discourse are emphasized
Y23 | Honors IBMYP Chinese 3 [FY] 0.5/sem in this course. Classes are conducted in the target language.
See the World Languages section for specific content standards NCAA
addressed. Students in an IB MYP Level 3 language receive early
comprehensive preparation for success in subsequent IB language
Y64 | Honors IBMYP Spanish Level 4 [FY] 0.5/sem
courses. Interaction with the IB assessment criteria and increasing oral
discourse are emphasized in this course. Classes are conducted in the See the World Languages section for specific content standards
target language. addressed. Students in an IB MYP Level 3 language receive early
comprehensive preparation for success in subsequent IB language
courses. Interaction with the IB assessment criteria and increasing oral
Y24 | Honors IBMYP Chinese 4 [FY] 0.5/sem
discourse are emphasized in this course. Classes are conducted in the
See the World Languages section for specific content standards target language.
addressed. Students in an IB MYP Level 2 language receive early
comprehensive preparation for success in subsequent IB language
Y48 | IBMYP Italian 1 [FY] 0.5/sem
courses. Interaction with the IB assessment criteria and increasing oral
discourse are emphasized in this course. Classes are conducted in the See the World Languages section for specific content standards addressed.
target language. Students in an IB MYP Level 1 language receive early comprehensive
preparation for success in subsequent IB language courses.
Y11 | IBMYP French 1 [FY] 0.5/sem
Y49 | IBMYP Italian 2 [FY] 0.5/sem
See the World Languages section for specific content standards addressed.
Students in an IB MYP Level 1 language receive early comprehensive See the World Languages section for specific content standards addressed.
preparation for success in subsequent IB language courses. Students in an IB MYP Level 2 language receive early comprehensive
preparation for success in subsequent IB language courses.
I51 | IBMYP French Level 2 [FY] 0.5/sem
Y50 | Honors IBMYP Italian 3 [FY] 0.5/sem
See the World Languages section for specific content standards addressed.
Students in an IB MYP Level 2 language receive early comprehensive See the World Languages section for specific content standards addressed.
preparation for success in subsequent IB language courses. Students in an IB MYP Level 3 language receive early comprehensive
preparation for success in subsequent IB language courses. Interaction with
NCAA
the IB assessment criteria and increasing oral discourse are emphasized in
this course. Classes are conducted in the target language.
I52 | Honors IBMYP French Level 3 [FY] 0.5/sem
See the World Languages section for specific content standards addressed. Y51 | Honors IBMYP Italian 4 [FY] 0.5/sem
Students in an IB MYP Level 3 language receive early comprehensive
See the World Languages section for specific content standards
preparation for success in subsequent IB language courses.
addressed. Students in an IB MYP Level 4 language receive early
Interaction with the IB assessment criteria and increasing oral discourse are
comprehensive preparation for success in subsequent IB language
emphasized in this course. Classes are conducted in the target language.
courses. Interaction with the IB assessment criteria and increasing oral
NCAA discourse are emphasized in this course. Classes are conducted in the
target language.
Y14 | Honors IBMYP French 4 [FY] 0.5/sem
See the World Languages section for specific content standards
IB Diploma Programme (IB DP)
addressed. Students in an IB MYP Level 3 language receive early
comprehensive preparation for success in subsequent IB language
courses. Interaction with the IB assessment criteria and increasing oral I49 | IB DP Chinese 1 [FY] 0.5/sem
discourse are emphasized in this course. Classes are conducted in the I50 | IB DP Chinese 2 [FY] 0.5/sem
target language. IB DP Chinese are additional language-learning courses designed for
students who studied Chinese and have successfully completed level 3
or higher, and who are admitted in the IB Diploma Programme. It may
be studied at either Standard Level (SL). The main focus is on language
IB International Baccalaureate | Magnet Programs | Programs of Choice | 93
acquisition and development of language skills. These language skills should Arts & Electives
be developed through the study and use of a range of written and spoken
material. Such material will extend from everyday oral exchanges to literary I71 | IB Music 1 [FY] 0.5/sem
texts and should be related to the culture(s) concerned. The material should
be chosen to enable students to develop mastery of language skills and I72 | IB Music 2 [FY] 0.5/sem
intercultural understanding. It should not be intended solely for the study IB Music courses prepare students to take the International Baccalaureate
of specific subject matter or content. Music exam at either the Standard or Higher level. IB Music courses
NCAA develop students’ knowledge and understanding of music through
training in musical skills (listening, performing, and composing); exposure
to music theory; and formulation of an historic and global awareness of
I53 | IB DP French 1 [FY] 0.5/sem
musical forms and styles. Historical, theoretical, and practical studies are
I54 | IB DP French 2 [FY] 0.5/sem suggested by the IB Curriculum Board.
IB DP French are additional language-learning courses designed for
students who studied French and have successfully completed level I73 | IB Dance 1 [FY] 0.5/sem
3 or higher, and who are admitted in the IB Diploma Programme. It
I74 | IB Dance 2 [FY] 0.5/sem
may be studied at either Standard Level (SL) or Higher Level (HL). The
main focus is on language acquisition and development of language Consistent with the educational philosophy of the IB, the Diploma
skills. These language skills should be developed through the study Programme dance curriculum aims for a holistic approach to dance
and use of a range of written and spoken material. Such material will and embraces a variety of dance traditions and cultures. Performance,
extend from everyday oral exchanges to literary texts and should be creative, and analytical skills are mutually developed and valued whether
related to the culture(s) concerned. The material should be chosen to the students are writing papers or creating/perform.
enable students to develop mastery of language skills and intercultural
understanding. It should not be intended solely for the study of specific Y19 | IBMYP Foundations of Studio Art 0.5sem
subject matter or content. See the Art (Visual Arts) section for course description.
NCAA
I75 | IB Art 1 [FY] 0.5/sem
I57 | IB DP Spanish 1 [FY] 0.5/sem I76 | IB Art 2 [FY] 0.5/sem
I58 | IB DP Spanish 2 [FY] 0.5/sem IB Art/Design courses prepare students to take the International
IB DP Spanish are additional language-learning courses designed for Baccalaureate Art/Design exams at either the Standard or Higher level.
students who studied Spanish and have successfully completed level 3 IB Art/Design courses help develop students’ aesthetic and creative
or higher, and who are admitted in the IB Diploma Programme. It may be faculties, offer training in awareness and criticism of art, and enable
studied at either Standard Level (SL) or Higher Level (HL). The main focus students to create quality works of art of their own. Students perform
is on language acquisition and development of language skills. These both studio and research work; the research component is designed
language skills should be developed through the study and use of a range to investigate particular topics or concepts of interest in further detail.
of written and spoken material. Such material will extend from everyday
oral exchanges to literary texts and should be related to the culture(s) Y70 | IBMYP Health 0.5sem
concerned. The material should be chosen to enable students to develop See the Physical Education section for course description.
mastery of language skills and intercultural understanding. It should not
be intended solely for the study of specific subject matter or content.
Y82 | IBMYP Fitness for Life 0.5sem
NCAA See the Health section for course description.

61 | IB DP Italian 1 [FY] 0.5/sem I80 | IB Film 1 [FY] 0.5/sem

I62 | IB DP Italian 2 [FY] 0.5/sem I81 | IB Film 2 [FY] 0.5/sem
IB DP Language Italian are additional language-learning courses designed At the core of the IB film course lies a concern with clarity of under-
for students who studied Italian and have successfully completed level 3 standing, critical thinking, reflective analysis, effective involvement, and
or higher, and who are admitted in the IB Diploma Programme. It may be imaginative synthesis that is achieved through practical engagement
studied at either Standard Level (SL) or Higher Level (HL). The main focus in the art and craft of film. All students are encouraged to develop their
is on language acquisition and development of language skills. These creative and critical abilities and to enhance their appreciation and en-
language skills should be developed through the study and use of a range joyment of film.
of written and spoken material. Such material will extend from everyday
oral exchanges to literary texts and should be related to the culture(s)
concerned. The material should be chosen to enable students to develop I82 | IB DP Business Management 1 [FY] 0.5/sem
mastery of language skills and intercultural understanding. It should not I83 | IB DP Business Management 2 [FY] 0.5/sem
be intended solely for the study of specific subject matter or content. The IB Diploma Programme Business Management courses are designed
NCAA to develop students’ knowledge and understanding of business
management theories, as well as their ability to apply a range of tools
and techniques. Students learn to analyze, discuss, and evaluate business
activities at local, national, and international levels. The courses cover
a range of organizations from all sectors, as well as the socio-cultural
and economic contexts in which those organizations operate. Emphasis
94 | Programs of Choice | Magnet Programs | IB International Baccalaureate
is placed on strategic decision-making and the operational business IB Core Requirement
functions of human resource management, finance and accounts,
marketing and operations management. Links between the topics are I25 | IB Theory of Knowledge 1 0.5sem
central to the course, as this integration promotes a holistic overview
of business management. Through the exploration of six concepts I26 | IB Theory of Knowledge 2 0.5sem
underpinning the subject (change, culture, ethics, globalization, Obligatory for every IB Diploma Programme candidate, Theory of
innovation and strategy), the Business Management courses allow Knowledge (TOK) 1 and 2 aim to stimulate critical self-reflection of
students to develop their understanding of interdisciplinary concepts students’ knowledge and experiences. Course content generates questions
from a business management perspective. regarding the bases of knowledge and their verification in the disciplines
of mathematics, natural sciences, human sciences, and history, with an
I63| IB Computer Science 1 [FY] 0.5/sem awareness of moral, political, and aesthetic judgments and biases. Students
learn to appreciate the strengths and limitations of various kinds of
I64| IB Computer Science 2 [FY] 0.5/sem knowledge; to related studied subjects to one another, general knowledge,
The IB DP computer science requires an understanding of the and living experiences; to formulate rational arguments; and to evaluate
fundamental concepts of computational thinking as well as knowledge the role of language in knowledge and to convey knowledge.
of how computers and other digital devices operate. Students study how
computer science interacts with and influences cultures, society and I97 | Honors IB Research (Fall) [FY] 0.5/sem
how individuals and societies behave, and the ethical issues involved.
During the course students will identify a problem or unanswered I96 | Honors IB Research (Spring) [FY] 0.5/sem
question, design, prototype and test a proposed solution, liaise with IB Advanced Independent Research and Creative Achievement is an
clients to evaluate the success of the proposed solution, and make Advanced Course for Junior students participating in the International
recommendations for future developments. IB DP Computer Science will Baccalaureate Diploma Programme, who are committed to completing
provide opportunities for study and creativity within a global context that independent research and creative work. This course will provide
will stimulate and challenge students to develop the skills necessary for opportunities for advanced research and engaging work with Creativity,
independent and lifelong learning. Students will gain an appreciation of Action and Service (CAS), both core components of the IB Diploma
the possibilities and limitations associated with continued developments Programme. Students will conduct independent research at the college
in IT systems and computer science, and an understanding of the level, evaluate sources, and complete a 4,000-word independent
relationships between scientific disciplines and the overarching nature research paper. Students will also work to support their local and global
of the scientific method. communities through creative action and collaboration with their IB peers
This course draws on a wide spectrum of knowledge and empowers around the world. Students will create a portfolio that demonstrates their
innovation, exploration, and the acquisition of further knowledge. achievement of their CAS work. (Honors)
Students study how computer science interacts with and influences Prerequisite(s): Placement in IB Diploma Programme.
cultures and society, and the ethical issues involved. Core topics will
include System fundamentals, Computer organization, Networks,
Computational thinking, problem-solving and programming, Abstract The IB Career-related Programme (CP)
data structures and Resource management. The IB Career-related Programme (CP) is designed for students interested
It incorporates an understanding of the fundamental concepts of in pursuing a career-related education in the 11 and 12th grades. It
computational thinking and knowledge of how computers and other provides students with an excellent foundation to support their further
digital devices operate. Students will develop computational solutions, studies, as well as ensure their preparedness for success in the workforce.
identify a problem, design, prototype and test a proposed solution, liaise The CP framework is composed of two or more IB Diploma Programme
with clients, and make recommendations for future developments. Courses and three CP Core components: Personal and Professional skills;
service learning; and the reflective project.
I85 | IB DP Design Technology 1 [FY] 0.5/sem The following career pathways will be offered in the program for the
2021–2022 school year
I86 | IB DP Design Technology 2 [FY] 0.5/sem
• NJROTC (Annapolis High School),
The IB Diploma Programme Design Technology courses aim to develop
• Project Lead the Way (PLTW):
internationally minded people whose enhanced understanding of design
and the technological world can facilitate our shared guardianship of • Advanced Engineering (Meade High School) and
the planet and create a better world. They focus on analysis, design • Child Development (Old Mill High School).
development, synthesis, and evaluation. The creative tension between
theory and practice is what characterizes design technology within the I65 | Personal and Professional Skills 1A 0.25qtr
Diploma Programme sciences group. Inquiry and problem-solving are
at the heart of the subject. IB Diploma Programme Design Technology I65 | Personal and Professional Skills 1B 0.25qtr
requires the use of the design cycle as a tool, which provides the This course develops student attitudes, skills, and strategies that can be
methodology used to structure the inquiry and analysis of problems, the applied to personal and professional experiences now and in the future
development of feasible solutions, and the testing and evaluation of the that will then transcend to the workplace and a range of situations. There
solution. In these courses a solution can be defined as a model, prototype, are five themes that comprise personal and professional skills:
product, or system that students have developed independently. IB 1. Personal development
Diploma Programme Design Technology achieves a high level of design 2. Intercultural understanding
literacy by enabling students to develop critical-thinking and design
3. Effective communication
skills, which they can apply in a practical context. While designing may
take various forms, it will involve the selective application of knowledge 4. Thinking processes
within an ethical framework. A well-planned design program enables 5. Applied ethics.
students to develop not only practical skills but also strategies for creative
and critical thinking.
IB International Baccalaureate | Magnet Programs | Programs of Choice | 95

I66| Personal and Professional Skills 2A

I67| Personal and Professional Skills 2B
0.25qtr
0.25qtr
PVA Performing & Visual Arts
This course builds up the level 1 course and supports students in the
successful completion of their Career-related pathway and the IB CP
language development portfolio, reflective project, and service-learning
requirements.

Annapolis and Broadneck High Schools

Anticipated changes to AACPS student arrival and dismissal
times may impact PVA’s Program requirements. At the time of
printing the 2022-2023 Program of Study, these changes have
not been finalized. All students enrolled in the PVA Program for
the 2022-2023 school year will be notified of any changes once
they are approved.
The AACPS Performing and Visual Arts Magnet Program (PVA)
provides students with immersive, collaborative, and rigorous
artistic experiences rooted in the creative process. Students
focus their study in one of the Arts Primes: Creative Writing,
Dance, Film & New Media, Music (Band, Guitar, Orchestra,
Piano, or Vocal), Theatre (Acting or Design & Production),
or Visual Arts. Upon graduation, students will be prepared
to pursue a career in an arts field or attend an arts school,
conservatory, or four-year institution of higher learning.
Beyond the regular school day, PVA students will participate in
Extended Day instruction and Professional Arts Experiences. In
the after-school Extended Day Program, students will explore
a range of opportunities in a variety of settings. During their
Professional Arts Experience (which may occur on weekends
and/or evenings), students will have the opportunity to attend
Master Classes with professional artists, see professional
productions and exhibits, and create their own work to perform
or present publicly.
Additionally, students will develop skills and knowledge
for the business of the arts. They will be able to think in
an interdisciplinary way to promote one’s own vocation
or avocation for the arts. PVA courses are only available to
students enrolled in the PVA Magnet Programs.
96 | Programs of Choice | Magnet Programs | PVA Performing & Visual Arts

Mandatory Courses 12th Grade Requirements—All Primes

P32 | Honors PVA Senior Capstone Collaborative [FY] 1.0/sem

9th–12th Grade Requirement—All Primes This required course provides the PVA senior with the support to conceive,
create, and produce an original collaborative performance, artwork, or
P09 | PVA Extended Day 1–4 [FY] 0.5/sem exhibition (production, art exhibit, ensemble musical or dance performance,
PVA Extended Day explores the artistic and design process through recitation, design exhibit, film screening). Students’ work review occurs
interdisciplinary problem-based learning modules providing students throughout the beginning of the course, followed by a final review prior
with a global view of the creative process and the application in creative to the presentation of the senior capstone project collaborative exhibition/
and collaborative thinking and design. performance. The capstone must contain work done predominantly
during the senior year. The performance/exhibition is selected, designed,
and constructed by the student in collaboration with other student artists
9th Grade Requirement—All Primes and/or professional artists or art companies. Assessment is based on the
development of an artistic process portfolio. Limited to seniors in the PVA
X17 | Global Community Citizenship through Foundations Magnet Program only. Students must also register for PVA Senior Capstone
of Performing & Visual Arts (PVA) 0.5sem Solo. This course is available at Studio 39 only.
Global Community Citizenship is an introductory PVA course designed
to explore the values and diversity of our local, national, and global P31 | Honors PVA Senior Capstone Solo [FY] 1.0/sem
communities through Project-Based Learning. Specifically, through This required course provides the PVA senior with the support to conceive,
Project-Based Learning, students will identify and discuss issues, events, create, and produce an original individual artwork (production, art exhibit,
and essential questions relevant to the community which will allow them musical, or dance performance, recitation, design exhibit, film screening).
to understand their role in demonstrating civic virtues. Students will It must contain work done predominantly during the senior year. The
consider the cultural and technological influences that have shaped performance/exhibition is selected, designed, and constructed by the
our modern society and consider how these impact the students’ student. Assessment is based on the development of an artistic process
social options in the future. Students will begin with self-exploration portfolio. Limited to seniors in the PVA Magnet Program only. Students
to understand what events, traditions, and circumstances have shaped must also register for PVA Honors Senior Capstone Collaborative. This
their views, behaviors, and goals followed by them exploring the cultures, course is available at Studio 39 only.
religions, and traditions of people in our community while learning about
the creative process, building artistic habits, and collaboration across the
arts along the way. In this course, students are also given room to explore
ideas, to combine art forms, and sometimes fail- reflecting, revising, and
growing as artists along the way. Strategies integral to this course include
the ability to discuss and debate mature topics and themes respectfully,
a level of comfort with a variety of non-print mediums, working
collaboratively in groups and participating in multi-disciplinary project-
based learning with a variety of educators of artistic backgrounds while
they work together, learn how to give and receive feedback, and present
their work to audiences at various stages.

11th Grade Requirement—All Primes

P15 | Honors PVA Business for the Arts 0.5sem

This course is designed to introduce students to the fundamental
skills necessary to thrive in business settings as creative professionals.
The course will focus on professional etiquette, verbal and written
communication skills, career explorations, branding, and marketing
through project-based learning experiences. Students will learn
how to integrate these skills and habits into their creative process
as well as apply them to other businesses. Mock interviews and
networking experiences will be embedded into the course with local
community partners in the arts, allowing students to learn about
career opportunities and put their new skills into practice. This course
is required for all junior level PVA students.
PVA Performing & Visual Arts | Magnet Programs | Programs of Choice | 97

Prime Specific Courses P11 | Honors PVA Media/Writers Workshop 2 [FY] 0.5/sem
Course introduces additional technologies through which professionals
participate in creative expression. The emphasis will be placed on the
Creative Writing production of a publicly shared finished product. Students will also explore
historical works and suggest/plan how technology infusion could enhance
P05 | Honors PVA Creative/Dramatic Writing 1 [FY] 0.5/sem them. Since this course is taught simultaneously with Creative Writing/
Students will explore various writing techniques to shape their identity as Dramatic Writing 2, the same goals will be reflected while teaching how
writers. Using literature as a model, students will write imaginatively while to create/draw/construct through various technological applications. This
incorporating multiple writing traits to a variety of literary genres (poetry, course is available at Annapolis High School only.
non-fiction, fiction, and drama). By engaging in personal creativity and
opportunities for self-expression, students will learn to provide feedback P12 | Honors PVA Media/Writers Workshop 3 [FY] 0.5/sem
in a writer’s workshop, publish work in an electronic portfolio and submit Students use technology to create and publish original pieces using
to the school literary magazine as well as local, regional, and national blogs, zines, digital portfolios, and social media sites. During this course,
literary competitions. Guest authors and poets will be used to enhance the students will further develop, refine, and publish pieces begun in the
working classroom. This course is available at Annapolis High School only. Genre Studies course in which students are concurrently enrolled. This
course is designed for students in the third year of the PVA Magnet
P06 | Honors PVA Creative/Dramatic Writing 2 [FY] 0.5/sem Program in the Creative Writing Prime. This course is available only at
Annapolis High School.
This course will enable students to continue their development of a personal
writing style building upon the principles and experiences of PVA Creative
and Dramatic Writing 1. Utilizing a variety of literature models, students P13 | Honors PVA Media/Writers Workshop 4 [FY] 0.5/sem
will expand their capabilities for imaginative writing and deepen their This course continues use of technologies introduced in PVA Media/
understanding of successful creative writing traits. Students will explore Writers 2 and 3. Students will examine historical works in conjunction
literary genres in a more in-depth way to develop products, critique peer and with current digital texts to create an authentic connection between
professional writing and publish work in external publications. This course is the works. In connection with their Capstone project, students will use
available at Annapolis High School only. their knowledge of creating, refining, and collaborating to publish works
designed for various digital platforms. This course is designed for students
PV77 | Honors PVA Creative Writing: Genre Studies 1 [FY] 0.5/sem in the fourth year of the PVA Magnet Program in the Creative Writing
Prime. This course is available only at Annapolis High School.
Genre Studies 1 is designed for students in the third year of the PVA
Magnet Program on the Creative Writing prime. This course provides
intensive study of four specific styles of creative writing: short stories Dance
and novels, poetry, and lyrics, playwriting, and creative non-fiction.
In-depth analysis of classic and contemporary works from each genre PV05 | Honors PVA Ballet 1 [FY] 0.5/sem
leads to extensive research and development results in the production of The course will familiarize students with the history, vocabulary, concepts,
original works to be published. Works written in this course will be further and techniques of ballet. Students will learn posture, alignment, barre,
developed and produced in the Media Writers Workshop Level 3 course and centre techniques in increasingly difficult levels of ballet as they
in which students are concurrently enrolled. This course is available only progress through the levels of PVA dance. The course involves creative
at Annapolis High School. and critical thinking to make effective decisions to achieve technical
goals. The classroom atmosphere will be comfortable yet challenging
PV78 | Honors PVA Creative Writing: Genre Studies 2 [FY] 0.5/sem as students refine the craft of ballet technique. This course is available
Genre Studies 2 is designed for students in the fourth year of the PVA only at Annapolis High School.
Magnet Program in the Creative Writing prime. This course provides
intensive study of four specific styles of creative writing: memoir and PV06 | Honors PVA Ballet 2 [FY] 0.5/sem
creative non-fiction, magical realism, fantasy, and professional publication. This course will further develop the PVA Dance Prime students’ stamina
In-depth analysis of classic and contemporary works from each genre and physical abilities at an advanced level with challenges of more
leads to extensive research and development results in the production complex combinations at the barre and in the center. This course is
of original works to be published. Works written in this course will be available only at Annapolis High School.
further developed and produced in the PVA Honors Senior Capstone
Solo course in which students are concurrently enrolled. This course is PV07 | Honors PVA Ballet 3 [FY] 0.5/sem
available only at Annapolis High School. This course will place emphasis on greater technical proficiency. The
student will work on fluidity of movement, balance, and combinations
P10 | Honors PVA Media/Writers Workshop 1 [FY] 0.5/sem with adagio, petit allegro and grand allegro. This course is available only
at Annapolis High School.
Students will explore various forms of technology to infuse elements of
that technology into original forms of creative and dramatic writing. Since PV08 | Honors PVA Ballet 4 [FY] 0.5/sem
this course is taught simultaneously with Creative Writing & Dramatic
In this advanced level ballet course students focus on integrating
Writing 1, the same goals will be reflected while teaching how to create/
energy and strength to artistic movements. The level of difficulty is
draw/construct through various applications. This course is available at
increased while students exhibit higher degrees of proper line and
Annapolis High School only.
placement as they move throughout the class. Students take on the
role as choreographer creating and producing original compositions.
This course is available only at Annapolis High School.
98 | Programs of Choice | Magnet Programs | PVA Performing & Visual Arts
PV01 | Honors PVA Modern Dance 1 [FY] 0.5/sem level technology and equipment within their concentration. Students
will study master work by artists relevant to their content matter and
This course will provide Performing & Visual Arts Magnet Program
within the genre of their concentration This course is available only at
Dance Prime students, with and without extensive training, the first
Annapolis High School.
year of modern dance instruction that is dedicated to a fundamental
understanding of anatomically sound placement and movement. This
course will establish the habits that will serve students throughout a P40 | Honors PVA Elements of Film & New Media 4 [FY] 0.5/sem
long career in the field. The contrasting and specific schools of technique, This course allows students to identify a concentration of media within
such as Graham, Humphrey-Limon, Horton and Hawkins, simultaneously the film and new media genre, with specialized instruction to help
broaden each student’s level of technique while deepening their cultivate their personal vision as an artist. Students will build upon prior
connection with the beginnings and style of the art form. This course is knowledge and have access to higher level technology and equipment
available only at Annapolis High School. within their concentration. Students will study master work by artists
relevant to their Capstone Project. This course is available only at
PV02 | Honors PVA Modern Dance 2 [FY] 0.5/sem Annapolis High School.
This course emphasizes choreography and performance based on modern
dance forms. Students experience dance as a performing art and as a means P53 | Honors PVA Film and New Media Studio 1 [FY] 0.5/sem
of expression and communication. Designed to teach intermediate dancers This course is designed to build the student’s artistic abilities and
the style and technique based on the principles of Cunningham, Nikolais, observational capabilities. This course is designed to help students
Humphrey-Weidman and other pioneers of American modern and post- understand the creative process through the application of technical
modern dance. This course is available only at Annapolis High School. skills learned in the Elements of Film and New Media Course. Students
will build artistic habits including idea generation, sketchbooks/visual
PV03 | Honors PVA Modern Dance 3 [FY] 0.5/sem
journals, portfolio development, critique, and reflection while creating
In this course increased emphasis is placed on greater technical original work in the genres of Film and New Media Arts. This course is
proficiency in modern dance. The advanced level challenges the student available only at Annapolis High School.
with more complex combinations. This course will explore the principles
of “fall and recovery,” symmetry/asymmetry, stage space, and ensemble
P54 | Honors PVA Film and New Media Studio 2 [FY] 0.5/sem
work. This course is available only at Annapolis High School.
This course is designed to build upon knowledge and processes
PV04 | Honors PVA Modern Dance 4 [FY] 0.5/sem developed in PVA Film and New Media Studio 1. Students will continue
This course emphasizes proficiency in high level techniques in modern to build artistic habits and develop their vision as an artist through the
dance. The advanced level challenges the student with refining creative process. This course is available only at Annapolis High School.
complex combinations. This course will focus on original composition
in choreography. This course is available only at Annapolis High School. P55 | Honors PVA Film and New Media Studio 3 [FY] 0.5/sem
This course is designed to build upon knowledge and processes
developed in PVA Film and New Media Studio 2. Students will be guided
Film & New Media in applying previous knowledge of artistic habits and the creative process
in order to create a body of artwork for their portfolios and prepare for
P37 | Honors PVA Elements of Film and New Media 1 [FY] 0.5/sem Senior Capstone projects. This course is available only at Annapolis High
Students will explore film and new media arts. Through the study School.
and production of film, video, animation, photography, installation,
and performance, students will enhance their own skills and develop P56 | Honors PVA Film and New Media Studio 4 [FY] 0.5/Sem
their personal voice. Throughout the course students will further
This course is designed to build upon knowledge and processes developed
their understanding and articulation of the concepts, vocabulary, and
in PVA Film and New Media Studio 3. Students will be guided in applying
techniques through the analysis of various genres and eras in film and new
previous knowledge of artistic habits and the creative process in order to
media art. Students will use state of the art computer-based technologies
create a body of artwork for their portfolios. Students will develop focused
and equipment to learn and practice film-making techniques. This course
work to be presented as part of their required Senior Capstone projects.
is available only at Annapolis High School.
This course is available only at Annapolis High School.

P38 | Honors PVA Elements of Film and New Media 2 [FY] 0.5/sem
This course enhances students’ understanding of both the conceptual
and technical aspects of filmmaking and new media arts. Through
the analysis of master works and application through technical based
instruction, students learn about artistic endeavors in film, video,
animation, photography, installations, performance, social media,
and programming. A definitive focus on technical abilities including,
cinematography, acting, writing, editing, special effects, Installation,
experimental processes are included within the expansion of the content.
This course is available only at Annapolis High School.

P39 | Honors PVA Elements of Film and New Media 3 [FY] 0.5/sem
This course allows students to identify a concentration of media within
the film and new media genre, with specialized instruction to help
cultivate their personal vision as an artist. Students will build upon prior
knowledge as well as learn new techniques and have access to higher
PVA Performing & Visual Arts | Magnet Programs | Programs of Choice | 99
Music P66 | Honors PVA Ensemble Band 3 [FY] 0.5/sem
This course is designed to provide wind and percussion students the
P29 | Honors PVA Music Technology 0.25/sem advanced concepts to enhance student’s musical techniques and refine
Students will become familiar with the concepts, processes, materials, and their skills of interpretation, expression, and musicality. This course
tools associated with music technology. Students will develop skills with continues to prepare students and provide opportunities for performance
sequencing, recording, and notation utilizing a variety of music software in eclectic mixed ensemble and as a soloist in a variety of public venues
applications and programs, high-tech software, electronic instruments, while expanding the student’s repertoire of various genres and cultures.
and computer-based technologies. This course is available at Broadneck This course is available at Broadneck High School only.
High School only.
P67 | Honors PVA Ensemble Band 4 [FY] 0.5/sem
P72 | Honors PVA Music Theory/Composition 0.25/sem This course is designed to refine students’ musicianship building on the
Students will develop music composition skills and will craft the students’ band instrument skills and techniques developed in previous levels. The
creative processes. Compositional techniques and comprehensive focus is on original composition, preparing students for solo performance
musical literacy will be developed through robust and diverse repertoire. and audition for college and career choices. This course is available only
Students will use state-of-the-art computer-based technology to design at Broadneck High School.
and arrange musical compositions. They will compose and share their
P60 | Honors PVA Guitar 1 [FY] 0.5/sem
compositions with their peers, school, and community. This course is
available at Broadneck High School only. Students will strengthen and refine their guitar technique, with
an emphasis on acoustic guitar. Development of comprehensive
musicianship will be emphasized through a wide repertoire of original
P49 | Honors PVA Music History Styles & Composition 0.25/sem
guitar literature, transcriptions, and arrangements. A variety of guitar
PVA Honors Music Historical Styles & Composition is a course designed techniques will be explored through diverse musical genres and styles.
to introduce the student to selected masterpieces of Western music This course is available at Broadneck High School only.
throughout major style periods, Medieval through 21st Century, and to lead
the student to an understanding of the relationship of music to general
P61 | Honors PVA Guitar 2 [FY] 0.5/sem
culture and human development. The course will provide students with
visual and aural identification of stylistic elements in various musical works, Designed to build upon the earlier year of study, this course provides
and the placement of those works in cultural and historical context. This the Guitar Prime with more advanced instruction in all styles of guitar
course is available at Broadneck High School only. performance increase the robust and extensive performance skills and
opportunities for the Guitar Prime with acoustic guitar as the primary
medium. Development of advanced musicianship skills will be emphasized
PV55 | Honors PVA Drum Lab 0.25/sem
through a wide repertoire of original guitar literature, transcriptions, and
PVA Honors Drum Lab is a course designed to introduce the techniques arrangements. This course is available at Broadneck High School only.
and concepts of hand drumming and percussion. In this hands-on
course students will learn hand-drumming basics: proper body and hand P62 | Honors PVA Guitar 3 [FY] 0.5/sem
positioning, correct drumming technique, how to breathe, relax, and This course is designed to expand upon the skills and techniques
embrace rhythms. Students will learn the basic rhythmic foundation of developed in Levels 1 and 2. The student will master the essential
the world’s most popular rhythms: reggae, samba, hip-hop, funk, salsa, techniques for guitar performance in a variety of musical styles. The
belly dance, rock ‘n roll, African 6/8 and more. The course will incorporate student will perform as a soloist, collaboratively with other guitarists and
ENSEMBLE playing and layering multiple interlocking rhythms in traditional as a collaborative member of mixed vocal and instrumental ensembles.
and contemporary arrangements (Afro-Cuban Rumba, Bembe & Iyesa, This course is available at Broadneck High School only.
Brazilian Samba & Afoxe, West African Kuku, American Funk and more).
This course is available at Broadneck High School only. P63 | Honors PVA Guitar 4 [FY] 0.5/sem
This course is designed to refine students’ musicianship building on the
P64 | Honors PVA Ensemble Band 1 [FY] 0.5/sem
guitar skills and techniques developed in previous levels. The focus is
This course is designed to strengthen and refine the band student’s on original composition, preparing students for solo performance and
musical technique. Wind and percussion students will be immersed audition for college and career choices. This course is available only at
in a variety of intensive performing, listening, creating, and evaluating Broadneck High School.
experiences. Emphasis will be placed on a rigorous development of skills,
particularly the ability to perform in an ensemble and as a soloist. Students PV42 | Honors PVA Piano 1 [FY] 0.5/sem
will also engage in transcribing and arranging music. Development of This course is designed to strengthen and refine the PVA piano students’
comprehensive literacy will be emphasized through a repertoire that is keyboard/piano skills through performance-based instruction that
robust, varied, and representative of diverse genres and cultures. This includes comprehensive experiences in reading, creating, and listening
course is available at Broadneck High School only. to music as well as refining their understanding of history, terms,
structure, and symbols. Students explore classical piano technique, style,
P65 | Honors PVA Ensemble Band 2 [FY] 0.5/sem
interpretation, memorization, and performance practice in a masterclass
Designed to build on the earlier year of study to further strengthen and setting while playing a wide repertoire of keyboard and piano music
refine the band student’s musical technique and expand their experiences literature as a solo artist and in ensembles. Available at Broadneck High
in listening, creating, performing, and evaluating a comprehensive School only.
repertoire of music. This course provides wind, percussion, and brass Prerequisite(s): Students must have prior piano/keyboard
students with more advanced instruction in the development of individual performance experience/skills and have been accepted to the PVA
musical skills with emphasis on ability to perform in eclectic mixed instrumental music piano program. Students are concurrently
ensemble and as a soloist in a variety of public venues. This course is enrolled in PVA Honors Music Theory.
available at Broadneck High School only.
100 | Programs of Choice | Magnet Programs | PVA Performing & Visual Arts

PV43 | Honors PVA Piano 2 [FY] 0.5/sem P76 | Honors PVA Vocal Music Performance 1 [FY] 0.5/sem
Building on skills and concepts in Piano 1, students’ keyboard/piano skills Students will strengthen and refine their musical technique by immersing
will be improved through performance-based instruction that includes themselves in a variety of intensive performing, listening, creating, and
comprehensive experiences in reading, creating, and listening to music evaluating experiences. Emphasis will be placed on a rigorous development
as well as refining their understanding of history, terms, structure, and of skills, particularly the ability to perform in an ensemble and as a soloist.
symbols. Students explore classical piano technique, style, interpretation, Students will also engage in transcribing and arranging music. Correct
memorization, and performance practice in a masterclass setting while vocal production, diction, sight singing, and comprehensive musicianship
playing a wide repertoire of keyboard and piano music literature as a will be emphasized through representative vocal repertoire from historical
solo artist and in ensembles. This course is available only at Broadneck periods, musical styles and genres. This course is available at Broadneck
High School. High School only.

PV44 | Honors PVA Piano 3 [FY] 0.5/sem P77 | Honors PVA Vocal Music Performance 2 [FY] 0.5/sem
This course emphasizes advanced performance technique, music Designed to continue to improve upon the students’ vocal music technique.
analysis and advanced musicianship skills. It is designed to hone Building upon fundamentals learned in PVA Vocal Music Performance 1,
students’ piano skills while expanding their repertoire and ability to vocal students will continue to evaluate, create, listen to and perform musical
communicate to the audience. This course is available only at Broadneck selections. Diverse musical styles and genres as well as historical periods
High School. will continue to be presented to expand the vocal students’ repertoire. This
course is available at Broadneck High School only.
PV45 | Honors PVA Piano 4 [FY] 0.5/sem
This course is designed to refine students’ musicianship building on the P78 | Honors PVA Vocal Music Performance 3 [FY] 0.5/sem
piano skills and techniques developed in previous levels. The focus is This course is designed to promote a student’s individual vocal
on original composition, preparing students for solo performance and performance skills and techniques while increasing their ability to
audition for college and career choices. This course is available only at memorize repertoire from a variety of diverse music genres. Building
Broadneck High School. upon fundamentals learned in PVA Vocal Music Performance 2, vocal
students will continue to evaluate, create, listen to and perform musical
P68 | Honors PVA Ensemble Orchestra 1 [FY] 0.5/sem selections. This course is available at Broadneck High School only.
Students will strengthen and refine their musical technique by immersing
themselves in a variety of intensive performing, listening, creating, P79 | Honors PVA Vocal Music Performance 4 [FY] 0.5/sem
and evaluating experiences. Emphasis will be placed on a rigorous This course is designed to refine students’ musicianship building on the
development of skills, particularly the ability to perform in an ensemble string instrument skills and techniques developed in previous levels. The
and as a soloist. Students will also engage in transcribing and arranging focus is on original composition, preparing students for solo performance
music. Development of comprehensive music literacy will be emphasized and auditioning for college and career choices. This course is available
through a repertoire that is robust, varied, and representative of diverse only at Broadneck High School.
genres and cultures. This course is available at Broadneck High School
only.
Theatre—All
P69 | Honors PVA Ensemble Orchestra 2 [FY] 0.5/sem P80 | Honors PVA Theatre History/Stagecraft 1 [FY] 0.5/sem
Designed to build on the earlier year of study to further strengthen and Students will be introduced to the history of theatre and stagecraft
refine the student’s musical technique and expand their experiences in throughout time. Students will study the origins and development of
listening, creating, performing, and evaluating a comprehensive repertoire theatre from ancient civilizations through the Renaissance to Modern
of music. This course provides violin, viola, bass, and cello students with Theatre. Emphasis is placed on the development of dramatic forms
more advanced instruction in the development of individual musical skills through the reading of plays, the evolution of theatre architecture, and
with emphasis on ability to perform in eclectic mixed ensemble and as a production in the western theatre.
soloist in a variety of public venues. This course is available at Broadneck
High School only. P81 | Honors PVA Theatre History/Stagecraft 2 [FY] 0.5/sem
Students will deepen their knowledge of the history of theatre
P70 | Honors PVA Ensemble Orchestra 3 [FY] 0.5/sem and stagecraft throughout time. Students will study the origins
This course is designed to expand a student’s musical technique and and development of theatre from ancient civilizations through the
diversify their repertoire. An emphasis is on portfolio development Renaissance to Modern Theatre. Emphasis is placed on the development
and audition preparation for conservatory and/or higher education of dramatic forms through the reading of plays, the evolution of theatre
opportunities. This course provides violin, viola, bass, and cello students architecture, and production in the western theatre.
more advanced instruction in the development of individual musical skills
with emphasis on ability to analyze cross cultural musical style influences, Theatre—Acting
such as jazz, rap, and hip-hop, and twenty-first century cinematic scores.
This course is available at Broadneck High School only. P84 | Honors PVA Acting/Theatre Performance [FY] 0.5/sem
Students will improve their knowledge of historical themes through the
P71 | Honors PVA Ensemble Orchestra 4 [FY] 0.5/sem study of various aspects of acting performance while honing their craft
This course is designed to refine students’ musicianship building on the by layering principles of specific acting techniques which emphasize
string instrument skills and techniques developed in previous levels. The creativity, communication, and collaboration. Instruction includes
focus is on original composition, preparing students for solo performance rigorous exercises that develop and strengthen the movement abilities,
and audition for college and career choices. This course is available only vocal agility, and imagination of each student through creative problem-
at Broadneck High School. solving activities that require self-assessment and critical thinking. This
PVA Performing & Visual Arts | Magnet Programs | Programs of Choice | 101
course is available at Annapolis High School only. Theatre—Design & Production
PV67 | Honors PVA Actor’s Instrument [FY] 0.5/sem
P88 | Honors PVA Theatre Design & Production 1 [FY] 0.5/sem
Theatre students of the Performing and Visual Arts magnet school deepen
Students will create, design, and produce detailed elements (sets, cos-
their knowledge of theatrical studies throughout the school year as they
tumes, properties, lighting, sound, marketing, and publicity) based upon
alternate units of study between movement and voice work. The movement
researched themes that enable quarterly in-class and informal, and quar-
units allow students to become aware of their bodies as instruments of
terly performances to be presented in public venues. Technological literacy
communication. Students explore basic loco motor and stationary movement
is paramount as design work is created, transferred, and shared through
patterns through yoga and jazz dance, as well as historical musical theatre
various electronic media and applicable software. In this course, students
dance styles (i.e.—Charleston, Swing, Polka, Waltz, and Tango) and stage
work collaboratively and communicate effectively through ongoing, in-
combat. During classes focused on voice students begin to use various
ternal production meetings and external marketing of the creative work.
aspects of vocal communication. Issues are addressed such as correct vocal
This course is available at Annapolis High School only.
placement, diction, articulation, regional speech habits and pitch. Students
apply their vocal knowledge to both spoken and sung repertoire. This course
is available only at Annapolis High School. P89 | Honors PVA Theatre Design & Production 2 [FY] 0.5/sem
In this course technological literacy is paramount as design work is
PV68 | Honors PVA Actor’s Instrument 2 [FY] 0.5/sem created, transferred, and shared through various electronic media
and applicable software. Design students work collaboratively and
Theatre students of the Performing and Visual Arts magnet school deepen
communicate effectively through ongoing, internal production meetings.
their knowledge of theatrical studies throughout the school year as they
This course is available only at Annapolis High School.
alternate units of study between movement and voice work. The movement
units allow students to become aware of their bodies as instruments of
communication. Students explore basic locomotor and stationary movement P90 | Honors PVA Theatre Design & Production 3 [FY] 0.5/sem
patterns through yoga and jazz dance, as well as historical musical theatre In this course students will select specific disciplines within the Theatrical
dance styles (i.e. —Charleston, Swing, Polka, Waltz, and Tango) and stage Design, Production, and Management areas for intensive study. This will
combat. During classes focused on voice students begin to use various include subjects such as Scenic Design and Set Construction, Costume
aspects of vocal communication. Issues are addressed such as correct vocal Design, Wardrobe Management and Costume Construction, Lighting
placement, diction, articulation, regional speech habits and pitch. Students Design and Electrics, Sound Design and Sound Engineering, Properties
apply their vocal knowledge to both spoken and sung repertoire. This course Design and Properties Construction, Stage Management, House
is available only at Annapolis High School. Management, and Event Management. Students will focus on the specific
skills, techniques, and best practices within the subject of their choosing.
PV83 | Honors PVA Acting in the American Theatre 1 [FY] 1.0/sem In addition, third year design students will train toward becoming “Lead
Utilizing the acting fundamentals put into place by the previous two years Designers” for their area of specialization. This course is available only at
of study, students will continue honing their craft by layering principles Annapolis High School.
of specific acting techniques. Instruction focuses on specific acting
techniques and their application to theatrical literature of 20th Century P91 | Honors PVA Theater Design & Production 4 [FY] 0.5/sem
America. Instruction includes rigorous exercises that engage students in In this course students will capitalize on the prior intensive study in the
play exploration through reading, analysis, monologue, and scene work. Theatrical Design, Production, and Management areas to synthesize those
In the second semester, students are guided in directing projects that skills as a “Lead Designer”. In this lead designer capacity, students will apply
will result in an evening of one-acts. Several performances throughout skills within their area of specialization to create real world connections to
each semester, as well as attendance at several student and professional productions within PVA or non-PVA school-based productions. Students
productions (with assigned written analyses) are additional requirements will apply collaborative skills in working with other members of the
of the course. This course is available only at Annapolis High School. production team as well as applying best practices in Theatrical Design
and Production. This course is available only at Annapolis High School.
PV84 | Honors PVA Acting in the American Theatre 2 [FY] 1.0/sem
Utilizing the acting fundamentals put into place by the previous three PV81 | Honors PVA Design Arts: [FY] 0.5/sem
years of study, students will continue honing their craft by layering Costume, Scenic, Lighting, Sound, Craft, Construction
principles of specific acting techniques. Instruction focuses on specific Students in the Design and Production magnet program concentrated study
acting techniques and their application to theatrical literature of 20th will explore the various areas of design: Costume, Scenic, Lighting, Sound,
Century America. Instruction includes rigorous exercises that engage Craft, and Construction. Application of design concepts are realized as
students in play exploration through reading, analysis, monologue, and students design, revise, and create costumes, construct sets, project lighting
scene work. Several performances throughout each semester, as well and run sound for performances and theatrical productions throughout each
as attendance at several student and professional productions (with semester. Attendances at professional productions (with assigned written
assigned written analyses) are additional requirements of the course. analyses of production designs) are additional requirements of the course.
This course is available only at Annapolis High School. This course is available only at Annapolis High School.

PV82 | Honors PVA Design Arts 2 [FY] 0.5/sem

Students in the Design and Production Prime will continue to explore
the various areas of design: Costume, Scenic, Lighting, Sound, Craft, and
Construction. Application of design concepts are realized as students
design, revise, and create costumes; construct sets; project lighting; and
run sound for performances and theatrical productions throughout each
semester. Attendance at professional productions (with assigned written
analyses of production designs) are additional requirements of the course.
This course is available only at Annapolis High School.
102 | Programs of Choice | Magnet Programs | PVA Performing & Visual Arts
Visual Arts P04 | Honors PVA Visual Arts/Portfolio Development 4 [FY] 0.5/sem
Students will continue to expand upon their work in analysis and
P41 | Honors PVA Visual Arts Studio 1 [FY] 1.0/sem examination of their artistic body of work. By developing their final portfolio,
Students will strengthen and refine their artistic abilities and observational students will understand the value of their work through oral and written
capabilities. Students will be provided opportunities to experiment in a critiques, examining their artistic and aesthetic characteristics of the work
variety of media such as drawing, painting, sculpture, photography, and while developing a creative process to criteria in contemporary practices.
digital imaging. Emphasis will be placed on rigorous development of skills, Students will utilize traditional and digital formats with multiple display
especially design and composition concepts. Included will be experiences options to design and present their overall body of work. This course is
in working with artists in residence and museum resources. Sketchbooks designed for seniors in connection with their capstone project. This course
and Visual Journals will be required to record ideas, research, and to is only available at Annapolis High School.
document their step by step discovery process. This course is available
only at Annapolis High School.
PVA Electives—Studio 39
PV71 | Honors PVA Visual Arts Studio 2 [FY] 1.0/sem
This is a course designed to strengthen and refine the student’s artistic
PV63 | Honors PVA Printmaking [FY] 0.5/sem
abilities and observational capabilities. Students will be introduced to
material, techniques, and conceptual methods to further develop their PVA Printmaking is an honors course designed to introduce the
art making practice. Emphasis will be placed on rigorous development of techniques and concepts of traditional printmaking processes, including
skills, concept development, choice-making, execution, and presentation intaglio, relief, and monotype. Students will experiment with the tools,
through a wide variety of medium. Students will consider their role as methods, and materials for making printed artworks with particular
visual communicators with consideration of audience, artistic attitude focus on how manual printing and traditional techniques relate to
and personal mission as they develop studio practice. Sketchbooks/Visual contemporary concepts and individual art practice. This study includes
Journals will be required to record ideas, research, and to document their the creation and utilization of various printmaking procedures and how
step by step discovery process. This course is available only at Annapolis to work in a professional print shop environment
High School.
P58 | Honors PVA Color Theory 0.5sem
PV72 | Honors PVA Visual Arts Studio 4 [FY] 0.5/sem This course presents students with an in-depth exploration of color
Students will hone and refine their artistic abilities and their observational theory, including additive and subtractive color and its implications for
drawing skills. Students will experiment with new medias and techniques the artist and designer. Color and its relationship to composition will
through a combination of class-based instructions, working with guest be investigated through interaction of color harmony and contrast;
artists and field trips. Students will continue to explore their two- application to solve spatial problems; and thinking and information of
dimensional and three-dimensional techniques to develop a broader color design for a variety of visual effects. With historical meanings as the
artistic vocabulary and develop their visual communication skills. frame, students will embrace the ever changing and ephemeral nature
Sketchbooks/Visual Journals will be required to record ideas, research, of color perception in contemporary design.
and to document their step by step discovery process. This course is
designed for seniors in connection with their capstone project. This PV73 | PVA Anatomy and Figure Drawing 0.5sem
course is only available at Annapolis High School. PVA Anatomy and Figure Drawing is a course designed to develop skills in
observation and drawing from life, a special emphasis will be placed on the
P01 | Honors PVA Visual Arts/Portfolio Development 1 0.5sem understanding and application of structure, anatomy, and the expressive
Students will develop a body of work through creative problem solving human form. This course will offer an in-depth study of the figure and the
that involves personal aesthetic choices and variety of media. Through surface anatomy exploring a wide variety of media and techniques.
the assembly of a portfolio, students will learn to value their work and
examine artistic relationships based on personal criteria. Through P57 | Honors PVA Art: Space & Time 0.5sem
critiques, students will articulate the aesthetic characteristics and This course is designed to incorporate a variety of media including
meaning of personal, peer, and master artworks. This course is available photography, drawing, painting, video, sound, and sculptural materials
only at Annapolis High School during the fall semester of the freshman Year. in works that expand physical boundaries beyond the art object.
Experimentation with different processes and media drive the student
P02 | Honors PVA Visual Arts/Portfolio Development 2 0.5sem in considering sites for the installation of art pieces. Students verbally,
Designed to expand students’ analysis skills through examination of a visually, and in written form document the process, development of
body of work created through creative problem solving that involves ideas as they complete artist statements, critiques, and presentations
personal aesthetic choices and variety of media. Adding to their portfolio, of their works.
students will learn to value their work and examine artistic relationships
based on personal criteria and contemporary practices. Through oral PV52 | PVA Acting for the Artist 0.5sem
and written critiques, students will articulate the aesthetic characteristics This acting course for non-acting students expands the PVA students’
and meaning of personal, peer, and master artworks. Students will be understanding of “performance” in a collaborative atmosphere. While
able to determine what they are trying to get from a work of art and significant memorization will be required, students will be required to
what they are trying to communicate through a work of art and express prepare simple assignments outside of class. Students will be expected
their analysis in artist’s statements and peer critiques. This course is to actively participate in exercises. Particular emphasis will be given to
available only at Annapolis High School during the spring semester of expanding the imagination, supporting classmates’ growth, collaborating
the freshman year. effectively, and building self-confidence. Course instruction makes
vocalists and dancers more comfortable with acting as part of their vocal/
dance work. (For PVA students interested in musical theatre. Not for PVA
acting students.)
PVA Performing & Visual Arts | Magnet Programs | Programs of Choice | 103

PV53 | PVA Voice for the Artist 0.5sem

In this course students will discover their best singing voice and more STEM Science Technology Engineering & Math
experienced singers will gain an opportunity to exercise their vocal
muscles through group work. The course focuses on proper techniques for
breathing, projection, voice placement, and articulation taught through
singing. Instruction emphasizes text interpretation and characterization
in song. This course teaches singing technique to broaden the actor’s
and/or dancers’ spoken vocal range. Course instruction makes actors
and dancers more comfortable with singing as part of their acting/dance
work. Students will also learn techniques to help protect their voices
when they sing. (For PVA students interested in musical theatre. Not for
PVA vocal students.)

PV54 | PVA Movement for the Artist 0.5sem North County and South River High Schools
This dance course is suitable for ambitious students who have minimal or The STEM Magnet program is an educational choice for
no prior dance training, but who would like to learn the fundamentals of
academically eligible and highly motivated students interested
dance and movement for theatre. This course is designed to support actors
and singers to connect fully to their bodies in movement. Through group exploring the importance of science, technology, engineering,
exercises and devised assignments, students will become more adept at and mathematics in all aspects of the world today. Through a
playing in the environment of a scene, creating fully realized characters, and project/problem-based environment integrated with advance
will develop their vocabulary in the language of the body. (For PVA students STEM coursework, cutting-edge technology, STEM job shadow
interested in musical theatre. Not for PVA dance students.) experiences, and research internships, STEM students will
work collaboratively to solve real-world local and global
PV56 | PVA Broadcasting & Recording 0.5sem problems with their peers, teachers, mentors, community
In this course students will learn to understand and manage complex partners, and STEM professionals.
sound systems, including recording studios and live sound reinforcement
installations. Through practical application students will gain the ability to The STEM Magnet Program offers five pathways that students
properly set up, operate, and manage sound systems effectively utilizing may pursue: Earth & Space Systems, Green Technologies,
their understanding of both sound and electrical or audio signals. This Nanotechnology, and Materials Science, Computer Science
course provides an introductory look at sound systems, both analog and
and Applied Mathematics, and Engineering. Upon graduation,
digital, from initial acoustic inception to power and acoustic reproduction.
students will be ready to enter the STEM workforce directly or to
PV23 | PVA Film Production & Technology 1 0.5sem continue their education along their chosen STEM pathway at a
Students will become familiar with the techniques, theories, vocabulary, four-year college or university. STEM courses are only available to
and practices of film production and technology. This course is designed students enrolled in the STEM Magnet Program.
to introduce students to the basic concepts of film production, including
storyboarding, lighting, stage design, scene setting, and editing. Students
will use both pre and post-production methods to create video and
9th Grade Requirement
cinematic pieces that explore concepts in new medias: including social
media, commercial design, and marketing. Students will develop a digital X17 | Global Community Citizenship through
portfolio to share and display their work utilizing professional software Project-Based Learning (STEM) (PBL 1) [FY] 0.25/qtr
standards. Global Community Citizenship is an introductory STEM course designed to
explore the values and diversity of our local, national, and global communities
PV24 | PVA Film Production & Technology 2 0.5sem through Project-Based Learning. Specifically, through Project-Based Learning,
students will identify and discuss issues, events, and essential questions
This course builds upon the foundations of Film Production and
relevant to the community which will allow them to understand their
Technology 1 by placing greater emphasis on film techniques and
role in demonstrating civic virtues. Students will consider the cultural and
videography. Students will explore the history of film and cinematic arts
technological influences that have shaped our modern society and consider
and apply new concepts, vocabulary, and techniques to their projects.
how these impact the students’ social options in the future. Students will
Students will work collaboratively and independently to develop original
begin with self-exploration to understand what events, traditions, and
films and video that explore local and societal issues. Students will
circumstances have shaped their views, behaviors ,and goals followed
use digital software and equipment to explore film techniques with
by them exploring the cultures, religions, and traditions of people in our
additional coursework on digital production, animation, scene editing,
community. Strategies integral to this course include the ability to discuss
and sound overlay.
and debate mature topics and themes respectfully, a level of comfort with
a variety of non-print mediums, working collaboratively in groups and
participating in multi-disciplinary project-based learning with STEM business
and higher-education partners. The uniqueness to this course is the STEM
topic or project contextualization that is relevant in today’s workplace. This
course additionally introduces students to the main philosophical pillars
of the STEM program: Problem/Project-based learning (open-ended
projects with real-world connections), Socratic Dialogue (strategic way
of communicating to better understand what others are thinking), and
collaborative teamwork
104 | Programs of Choice | Magnet Programs | STEM Science Technology Engineering & Math

High Engagement/Passion Courses the use of dynamic software, students will gain an understanding of
the relationships among mathematical figures and become active
participants in the inductive and deductive processes of thinking.
Interactive Media Students will actively engage in rigorous mathematical activities to
Contributes to satisfying the Elective Credit Requirements attain mastery of course standards. Honors students will be introduced
to advanced topics. Graphing calculator is required.
Available to North County STEM students only.
S29710/20 | Honors Algebra 2 STEM [FY] 0.5/sem
R847 | Interactive Media—3D/Augmented Reality 0.25qtr
S29731/32 | Honors Algebra 2 STEM 1.0sem
Explore, test, and create augmented reality through computer-generated
perceptual information, sometimes across multiple sensory modalities, This course will expand students’ knowledge of functions to include
including visual, auditory, haptic, somatosensory, and olfactory, to create polynomial, rational, and radical functions. Students will work with
and interact with the real-world. expanding features of the functions and draw connections with the
experiences of linear, quadratic, and exponential functions. Students
will model situations to solve equations, including solving quadratic
R848 | Honors Interactive Media—3D/Virtual Reality 0.25qtr
equations over the set of complex numbers and solving exponential
Explore, test, create, and identify game design principles, reciting equations using the properties of logarithms. Students will build on their
common choices, styles, and/or aesthetics (e.g. visual, audial, interactive, experiences to work with trigonometric ratios and functions. This course
and narrative) through learning and innovation, creativity and innovation also has a focus on data and probability distributions. Honors students
including but not limited to thinking critically and problem solving. will be introduced to advanced topics. Graphing calculator is required.
Students will actively engage in rigorous mathematical activities to attain
mastery of course standards.

Content Core Courses S51710/20 | Honors Pre-Calculus STEM [FY] 0.5/sem

This course integrates the study of trigonometry, analytic geometry,
S09710/20 | Honors English 9 STEM [FY] 0.5/sem and advanced algebraic topics into a logical approach to the solution
Honors English 9 builds upon students’ prior knowledge of grammar, of real-world problems. This course is a prerequisite for Advanced
vocabulary, word usage, and the mechanics of writing and includes the four Placement Calculus. Graphing calculator required. Honors students will
aspects of language use: reading, writing, speaking, and listening. This course be introduced to advanced topics.
introduces and defines various genres of literature, including world literature,
from a spectrum of time periods with writing expectations aligned to reading S62010/20 | Spanish 2 STEM [FY] 0.5/sem
selections. Honors English 9 challenges students to apply analytic and critical
Spanish 2 courses build upon skills developed in Spanish 1, extending
skills to complex texts and to complete rigorous assignments. Students may
students’ ability to understand and express themselves in Spanish and
be assigned reading over the preceding summer.
increasing their vocabulary. Typically, students learn how to engage
in discourse for informative or social purposes, write expressions or
S10710/20 | Honors English 10 STEM [FY] 0.5/sem passages that show understanding of sentence construction and the
In Honors English 10 students apply critical theories and rhetorical analysis rules of grammar and comprehend the language when spoken slowly.
to literature and composition using challenging texts to practice critical Students usually explore the customs, history, and art forms of Spanish
reading; analyze themes, structures, and details; apply grammar; and use speaking people to deepen their understanding of the culture(s).
research for oral and written compositions. Texts represent a variety of
genres of literature, including world literature, from a spectrum of time S63710/20 | Honors Spanish 3 STEM [FY] 0.5/sem
periods. Students may be assigned reading over the preceding summer.
Spanish 3 courses focus on having students express increasingly complex
concepts both verbally and in writing while showing some spontaneity.
S38710/20 | Honors US Government STEM [FY] 0.5/sem Comprehension goals for students may include attaining more facility
Students will study the structure and functions of government and and faster understanding when listening to the language spoken at
politics in the United States, analyze the role of the U.S. government in normal rates, being able to paraphrase or summarize written
world affairs, and how democratic principles and practices have evolved passages, and conversing easily within limited situations.
by studying Supreme Court cases, and civil and criminal law. They will
investigate critical public issues and apply what they have learned about
government to the solving of real-world problems in their community STEM Core Courses
earning 10 hours toward their service-learning graduation requirement.
For STEM students, this course may be offered as a hybrid. S19010/20 | Foundations of Art STEM [FY] 0.5/sem
This course provides the foundation for the visual arts high school
S28710/20 | Honors Geometry STEM [FY] 0.5/sem program of study. Students will experience a variety of media and
processes while exploring two- and three-dimensional art problems
S28731/32 | Honors Geometry STEM 1.0sem
in drawing, painting, printmaking, sculpture, and mixed media. Critical
This course serves as the second course in the advanced mathematical and creative thinking skills will be integrated into all studio experiences.
sequence. Students will formalize their geometry experiences from
elementary and middle school, using more precise definitions and
S45010/20 | Studio 1 2D STEM [FY] 0.5/sem
developing careful proofs; represent problem situations with geometric
models; classify figures in terms of congruence and similarity; deduce This course is the introductory course to two-dimensional art processes:
properties of and relationships between figures from given assumptions; drawing, painting, printmaking, crafts, and mixed media. Students will
and translate geometric figures to an algebraic coordinate representation be challenged to develop a personal style by creating expressive works
and algebraic models; apply right triangles and trigonometry. Through of art based on a variety of artists, art movements, and techniques. A
STEM Science Technology Engineering & Math | Magnet Programs | Programs of Choice | 105
process portfolio and sketchbooks/journals will reflect personal aesthetic a mentor who brings the students an authentic challenge on a local,
choices in the development of a body of work. national, or global issue. This one semester course immerses students in
professionalism, critical thinking, program solving, research, prototyping,
S25710/20 | Honors Principles of Engineering STEM [FY] 0.5/sem revising, professional writing and collaboration as they consult on the topic/
This course provides an overview of engineering and engineering challenge/project given to them by their mentors (community stakeholders,
technology and includes the development of problem-solving skills used business partners, higher education, local government agencies, etc). In this
to solve real-world engineering problems. The course of study includes: Honors course, students engage in research, analysis, prototyping, etc. and
Overview & Perspective of Engineering, Design Process, Communication complete a White Paper and Formal Presentation for mentors. This course
& Documentation, Engineering Systems & Manufacturing Processes, is also in the BMAH program.
Materials & Materials Testing, Thermodynamics, Engineering for Quality Prerequisite(s): Successful completion of Global Community Citizenship
& Reliability, and Dynamics. Currently offered to all STEM freshmen at through Project-Based Learning (STEM) (PBL 1) and PBL 2
South River. Sophomores at North County can take this course through
their Engineering Pathway. Pathway Courses
B83 | Honors STEM Policy 0.5sem
Earth & Space Systems Pathway
B84 | Honors STEM Policy [FY] 0.25/qtr
Students will work collaboratively to analyze current national and C668 | AP Environmental Science [FY] 0.5/sem
international STEM-related policies, study the role professional STEMists
See the Science section for course description.
have in making these policies, review different perspectives on STEM-
related public issues, and discuss the policy development process—
including the role of the individual citizen—at the local, state, and M03 | Honors Aeronautics (STEM) [FY] 0.5/sem
federal levels. In this course students will create timelines, analyze reports This is a Pathway 1 course in the Earth & Space Systems Pathway. This course
and budgets, and interview stakeholders to research a contemporary (SRHS only), year one of Pilot’s License Training Ground School, is designed
local issue from a STEM perspective. Students will use their findings to to prepare students for the Federal Aviation Administration ground school
collaboratively write an annotated executive STEM policy brief to be exam. Through the use of flight simulator, textbook assignments, and
presented to a panel of experts. The course B84, Honors STEM Policy, is rich activities, students will gain the knowledge towards becoming a
also in the BMAH program. private pilot. There will be an opportunity to meet with guest speakers,
NCAA including local flight school instructors. By involving aspects of science,
technology, engineering, and mathematics, students will experience an
inter-curricular method of teaching and learning which creates a deep
C03 | Honors System Science A (STEM) 0.75/sem
relevancy to material learned in the classroom. Students completing this
C06 | Honors System Science B (STEM) 0.75/sem course, in addition to taking the FAA exam, are eligible to continue to
This course is a two-year program in which the Core Learning study at a local pilot training school to complete flight hours at a licensed
Goals of Honors Biology, Honors Chemistry and Honors Physics are training facility to earn their pilot’s license. It is intended for the advanced
integrated based on topic and common assessment limits. The course learner in the STEM Magnet Program.
is implemented using the Problem/Project-Based format based on Note: Students must enroll in both semesters in the same academic year.
the Buck Institute Model. In depth inquiry, student-driven research,
and communication of results are interwoven into each module as C37 | Earth/Space Missions [FY] 0.5/sem
appropriate. Nearly 40% of class time is spent in lab-based experiences.
This course is a Pathway 2 course, part of the STEM Earth and Space
By immersing our students in this rigorous program based on relevant
Systems Pathway, designed as a collection of 4–6 weeklong missions.
challenges, laboratory experience and projects, we are fostering students
Students will assume the roles of NASA Mission Scientists within teams as
who are engaging in critical thinking, problem-solving, and collaboration.
they work together to explore problem-based activities in a hybrid earth
Each module affords itself to Differentiated Learning and Thinking Map
and space science learning environment. Earth mission modules include
implementation. The course is a pipeline at the end of the two years into
a focus on earthquakes, volcanoes, plate tectonics, weather, climate, and
AP Science programs. It is intended for advanced learners in the STEM
climate predictions. Space mission modules include topics such as rocky
Magnet Program.
planets, gas giants, extra-solar planetary systems, the Milky Way, galaxies in
the universe, and the Big Bang theory. In this course, students will attend
X63 | Project-Based Learning 2 (STEM) 0.5sem weekly mission briefings, work online alongside scientists, and collect and
X54 | Project-Based Learning 2 (STEM) [FY] 0.25/sem analyze recent NASA data from the stream of current explorations. NASA
Students will work with STEM business and higher-education partners technology support tools allow students to collect and analyze data, and
on three, six, or nine-week problem/project-based modules focused on present their findings using authentic methods of practicing scientists. This
a current STEM topic or project that is relevant in today’s workplace. This course is intended for advanced learners in the STEM Magnet Program. This
course will continue to expose students to the main philosophical pillars course receives Advanced Weighting (the same as AP courses) because it
of the STEM program: Problem/Project-based learning, Socratic Dialogue, has a prerequisite that is Advanced Placement.
and collaborative teamwork. Prerequisite(s): AP Environmental Science or Aeronautics 1 & 2 (SRHS only)
Prerequisite(s): Successful completion of Global Community Citizenship AP Computer Science or AP Statistics (NCHS only).
through Project-Based Learning (STEM) (PBL 1)
C10 | Research/Data Analysis (STEM) [FY] 0.5/sem
X64 | Honors Project-Based Learning 3 (STEM) 0.5sem This is a STEM Capstone course for seniors and is designed to support
This is an 11th grade STEM course for the Advanced Learning in the STEM student exploration and research in an area of the student’s choosing.
Magnet program and is modeled after the Honors Challenge at the This may be a continuation of, extension of, and/or inspired by problems
University of California at Davis. Students are grouped and paired with and/or projects explored via Problem Based Learning 3: Community
Challenge and/or Internship experience. Students will be expected to
106 | Programs of Choice | Magnet Programs | STEM Science Technology Engineering & Math
write and submit a professional paper (White Paper), create and present stakeholders. South River High School students only. This course
a Scientific Poster, and formally present formally their experience and/or receives Advanced Weighting (the same as AP courses) because it has a
findings. Students will develop project management skills as they apply prerequisite that is Advanced Placement.
to their year-long endeavor, with daily updates and modifications to their Prerequisite(s): AP Environmental Science and STEM Environment & Society.
plan. This STEM Capstone course is for advanced learners in the STEM
Magnet programs at both North County and South River High Schools. In
this interdisciplinary course, students will have the opportunity to receive
Nanotechnology & Materials Science Pathway
mentoring from professional STEMists, support from a STEM teacher, and
time to carry out an experimental research project in a supportive setting. R20 | AP Computer Science A (South River Only) [FY] 0.5/sem
Prerequisite(s): Successful completion of AP Environmental or AP See the Career and Technical Education section for course description.
Computer Science or AP Statistics, in addition to one STEM Pathway 2
course with advanced weighting. C568 | AP Physics 1 [FY] 0.5/sem
C578 | AP Physics 2 [FY] 0.5/sem
Green Technologies Pathway See the Science section for course description.

C668 | AP Environmental Science [FY] 0.5/sem C60 | Materials Science (STEM) 0.5sem
See the Science section for course description. Materials Science is a revolutionary science that pushes innovation and
industry forward through the study of how materials (such as ceramics
C27 | Environment/Society 1 (STEM) 0.5sem and polymers) work and how advances in technology will continue
Magnet program in the Green Technologies Pathway at the NCHS site to improve these materials. Students in this course will use hands-
only. In this interdisciplinary course, students will examine the influence on exploration and authentic challenges to study Chemistry, Physics,
of media on shaping the individual’s understanding and response to Engineering, Biology, and Medicine as these subjects relate to Materials
environmental issues. During the second semester students will apply Science. This course is paired with STEM Nanotechnology offered in the
the concepts, skills, and experiences acquired during the first semester opposite semester. This course receives Advanced Weighting (the same
to a multimedia presentation delivered to a panel of their peers and as AP courses) because it has a prerequisite that is Advanced Placement.
community stakeholders. This final multimedia presentation will be Prerequisite(s): AP Computer Science
designed to be used by a community and/or regional stakeholder. In this
advanced course, students participate in research, analysis, prototyping, C61 | Nanotech Exploration (STEM) 0.5sem
and written reports on par with local college level requirements. This This course is a one semester Pathway 2 course in the STEM
course receives Advanced Weighting (the same as AP courses) because Nanotechnology and Materials Science Pathway. This course engages
it has a prerequisite that is Advanced Placement. students in the exploration of the impact of size on chemical and physical
Prerequisite(s): AP Environmental Science characteristics with an emphasis one depth of learning, cross-cutting
STEM concepts, relevance to real world applications, and the hands-on
C27524 | Environment/Society 2 (STEM) 0.5 sem practice of science and engineering through inquiry and design. As
students explore the nano world, they gain an enduring understanding
of the applicability of Nanotechnology to all areas of science and how
C10 | Research/Data Analysis (STEM) [FY] 0.5/sem
this relativity young science is changing the way we view and interact
This is a STEM Capstone course for seniors and is designed to support with computing, environmental issues, materials design, engineering, and
student exploration and research in an area of the student’s choosing. medicine. This advanced course is paired with STEM Materials Science
This may be a continuation of, extension of, and/or inspired by problems offered in the opposite semester to round out the Pathway 2 experience.
and/or projects explored via Problem Based Learning 3: Community This course receives Advanced Weighting (the same as AP courses)
Challenge and/or Internship experience. Students will be expected to because it has a prerequisite that is Advanced Placement.
write and submit a professional paper (White Paper), create and present Prerequisite(s): AP Computer Science or AP Statistics (NCHS only)
a Scientific Poster, and formally present formally their experience and/or
findings. Students will develop project management skills as they apply
C10 | Research/Data Analysis (STEM) [FY] 0.5/sem
to their year-long endeavor, with daily updates and modifications to their
plan. This STEM Capstone course is for advanced learners in the STEM This is a STEM Capstone course for seniors and is designed to support
Magnet programs at both North County and South River High Schools. In student exploration and research in an area of the student’s choosing.
this interdisciplinary course, students will have the opportunity to receive This may be a continuation of, extension of, and/or inspired by problems
mentoring from professional STEMists, support from a STEM teacher, and and/or projects explored via Problem Based Learning 3: Community
time to carry out an experimental research project in a supportive setting. Challenge and/or Internship experience. Students will be expected to
Prerequisite(s): Successful completion of AP Environmental or AP write and submit a professional paper (White Paper), create and present
Computer Science or AP Statistics, in addition to one STEM Pathway 2 a Scientific Poster, and formally present formally their experience and/or
course with advanced weighting. findings. Students will develop project management skills as they apply
to their year-long endeavor, with daily updates and modifications to their
M245 | Green Architecture/Urban Planning (STEM) [FY] 0.5/sem plan. This STEM Capstone course is for advanced learners in the STEM
Students will explore traditional architecture as it relates to green and Magnet programs at both North County and South River High Schools. In
sustainable practices, urban development, and urban rehabilitation. In this interdisciplinary course, students will have the opportunity to receive
the second semester of this capstone course, students will apply the mentoring from professional STEMists, support from a STEM teacher, and
concepts, skills, and experiences acquired during the first semester to time to carry out an experimental research project in a supportive setting.
draw, create, and construct a scale model of an original design that Prerequisite(s): Successful completion of AP Environmental or AP
helps to address an environmental problem of their choice. Students Computer Science or AP Statistics, in addition to one STEM Pathway 2
will present their design to a panel of their peers and STEM community course with advanced weighting.
STEM Science Technology Engineering & Math | Magnet Programs | Programs of Choice | 107
Computer Science & Applied Mathematics Pathway Engineering Pathway—North County Only

M05 | Mathematics/Science Modeling (STEM) 0.5sem S25710/20 | Honors Principles of Engineering STEM [FY] 0.5/sem
This is a one semester Pathway 2 course in the STEM Computer Science This course provides an overview of engineering and engineering
and Theoretical Applied Mathematics. This course provides an interactive technology and includes the development of problem-solving skills used
environment for the study real world of problems through mathematical to solve real-world engineering problems. The course of study includes:
and scientific modeling. A model is a simple construct which unveils Overview & Perspective of Engineering, Design Process, Communication
or describes important properties of a more complex system that a & Documentation, Engineering Systems & Manufacturing Processes,
learner may want to understand more fully. Students learn about the Materials & Materials Testing, Thermodynamics, Engineering for Quality
nature and structure of scientific models, limitations of models, model & Reliability, and Dynamics.
strengths and weaknesses. Numerous technological modeling tools See CTE Section of the Program of Study for more information on the
will be used to explore and study complex problems and challenges following courses:
within an inquiry-based classroom setting. This course is paired with CAD Academy Course
STEM Parallel Computing to round out the Pathway 2 experience and is CAT-North courses in:
intended for the Advanced Learner in the STEM Magnet Program. This • Engineering Explorations in Computer Aided Design (CAD),
course receives Advanced Weighting (the same as AP courses) because
• Electricity,
it has a prerequisite that is Advanced Placement.
Prerequisite(s): AP Computer Science. • Manufacturing Technology or
• Natural Resource Management.
R01 | Parallel Computing (STEM) 0.5sem CAT-North Level II Courses in
This is a one semester Pathway 2 course in the STEM Computer Science • Computer Aided Design (CAD),
and Theoretical Applied Mathematics. This course will prepare students • Electricity, or
for increasingly popular large-scale computing that takes place in the • Manufacturing Technology.
real world, such as search engines, social networking sites, and scientific
computational needs. Parallel computing has historically played a key
C10 | Research/Data Analysis (STEM) [FY] 0.5/sem
role in addressing the performance demands of high-end engineering
and scientific applications. It has now moved to center stage in light of This is a STEM Capstone course for seniors and is designed to support
current hardware trends and device power efficiency limits. All computer student exploration and research in an area of the student’s choosing.
systems — embedded, game consoles, laptop, desktop, high-end This may be a continuation of, extension of, and/or inspired by problems
supercomputers, and large-scale data center clusters—are being built and/or projects explored via Problem Based Learning 3: Community
using chips with an increasing number of processor cores, with little or no Challenge and/or Internship experience. Students will be expected to
increase in clock speed per core. Unlike previous generations of hardware write and submit a professional paper (White Paper), create and present
evolution, this shift will impact all segments of the IT industry and all areas a Scientific Poster, and formally present formally their experience and/or
of Computer Science. This course introduces students to the foundations findings. Students will develop project management skills as they apply
of parallel computing and provide application project experience in to their year-long endeavor, with daily updates and modifications to their
collaboration with government and industry partners. This advanced plan. This STEM Capstone course is for advanced learners in the STEM
course is paired with STEM Mathematical and Scientific Modeling to Magnet programs at both North County and South River High Schools. In
round out the Pathway 2 experience. This course receives Advanced this interdisciplinary course, students will have the opportunity to receive
Weighting (the same as AP courses) because it has a prerequisite that is mentoring from professional STEMists, support from a STEM teacher, and
Advanced Placement. time to carry out an experimental research project in a supportive setting.
Prerequisite(s): AP Computer Science. Prerequisite(s): Successful completion of AP Environmental or AP
Computer Science or AP Statistics, in addition to one STEM Pathway 2
course with advanced weighting.
C10 | Research/Data Analysis (STEM) [FY] 0.5/sem
This is a STEM Capstone course for seniors and is designed to support
student exploration and research in an area of the student’s choosing. This PTLW Engineering Pathway—South River Only
may be a continuation of, extension of, and/or inspired by problems and/
or projects explored via Problem Based Learning 3: Community Challenge S26710/20 | Honors Engineering Design (IED) STEM [FY] 0.5/sem
and/or Internship experience. Students will be expected to write and This course is part of the PLTW pre-engineering program of study and is
submit a professional paper (White Paper), create and present a Scientific a course that develops student’s problem-solving skills, with emphasis
Poster, and formally present their experience and/or findings. Students on visualization and communication skills using AutoCAD Inventor
will develop project management skills as they apply to their year-long 3-D solid modeling software. Units of study include: Introduction to
endeavor, with daily updates and modifications to their plan. This STEM Design, Student Portfolio Development, Sketching & Visualization,
Capstone course is for advanced learners in the STEM Magnet programs at Geometric Relationships, Modeling, Assembly Modeling, Model Analysis
both North County and South River High Schools. In this interdisciplinary & Verification, Model Documentation, Presentation, Production, and
course, students will have the opportunity to receive mentoring from Marketing.
professional STEMists, support from a STEM teacher, and time to carry out
an experimental research project in a supportive setting.
Prerequisite(s): Successful completion of AP Environmental or AP
Computer Science or AP Statistics, in addition to one STEM Pathway 2
course with advanced weighting.
108 | Programs of Choice | Magnet Programs | STEM Science Technology Engineering & Math

S27710/20 | Honors Digital Electronics STEM [FY] 0.5/sem Electives

This course is the third course of a pre-engineering completer program
known as Project Lead the Way. In this course, students investigate topics B27 | Honors Social Innovation & Change (STEM) 0.5sem
in applied logic that encompasses the application of electronic circuits and This course is designed to introduce the students to the individual as a
devices. Computer simulation software is used to design and test digital vector of change in today’s society. They can continue their work to a
circuitry prior to the actual construction of circuits and devices. deeper level of inquiry and implementation from the middle school level
Prerequisite(s): Honors Principles of Engineering (POE) and Honors course or can take it for the first time if they did not have that opportunity
Engineering Design (IED). in middle school. Through self-exploration of local social issues, the student
will formulate a strategy for promoting, changing, and engaging the
M30 | Honors Aerospace Engineering [FY] 0.5/sem public in an issue that needs attention. Students will be supported and
encouraged to move from ideas to action within the semester timeframe.
This is a Project Lead the Way (PLTW) course that will introduce students
Available at Glen Burnie, North County, and South River only.
to the world of aeronautics, flight, and engineering. Students will apply
scientific and engineering concepts to design materials and process Prerequisite(s): Honors Biology and either Honors/AP US Government
that directly measure, repair, improve, and extend systems in different or Honors/AP US History
environments. The curriculum sequence includes experiences from
the diverse fields of Aeronautics, Aerospace Engineering and related C99 | Advanced Independent Research — Science [FY] 0.5/sem
areas of study such as aerospace information systems, star sailing or STEM/BMAH Independent Research is an Advanced Course for students
astronautics rocketry, propulsion, and the physics of space science, space participating in the Science Technology Engineering Math (STEM) or
life sciences (BioSpace), principles of aeronautics, structures, and materials, BioMedical Allied Health (BMAH) Magnet programs and who have
and systems engineering. Meade, Severna Park, and South River High successfully completed course offerings in a STEM-related subject and
Schools only. Students have the option to take this course or Honors Civil who are committed to completing independent research and coursework
Engineering & Architecture during their junior year. that results in a project or product that could be published, eligible for a
Prerequisite(s): Honors Principles of Engineering (POE) and Honors patent, presented at a national conference, and/or entered in a nationally or
Engineering Design (IED). internationally recognized competition Students must submit a proposal
Recommended: Algebra 2 in an area of research and/or product development related to the Sciences
(Physics, Chemistry, Biology, Earth Science, Environmental Science, Space
Science, Oceanography, etc). The proposal must be accepted by appropriate
M49 | Honors Civil Engineering & Architecture [FY] 0.5/sem
school-based and STEM/BMAH-Office-based personnel.
Students apply what they learn about various aspects of civil engineering
and architecture to the design and development of a property. Working
G33 | Honors Photo/Digital 2 (STEM) 0.5sem
in teams, students explore hands-on activities and projects to learn
the characteristics of civil engineering and architecture. In addition, This course builds upon skills and techniques developed in Photography
students use 3D design software to help them design solutions to solve and Digital Processes 1. Students will be challenged to create original,
major course projects. Students learn about documenting their project, expressive works of art based on a variety of photographers, digital
solving problems and communicating their solutions to their peers artists and photo/digital styles and techniques. A process portfolio and
and members of the professional community of civil engineering and sketchbooks/journal will reflect personal aesthetic choices and design
architecture. Students have the option to take this course or Honors solutions in the development of a body of work.
Aerospace Engineering during their junior year. Offered to STEM students
at South River only. C80 | Honors Astronomy (STEM) [FY] 0.5/sem
Prerequisite(s): Honors Principles of Engineering (POE) and The Methods in Astronomy module will focus on Earth and Planetary
Honors Engineering Design (IED). Systems as a science, first discussing the history of the field as a study
of the scientific process and then moving to the tools and methods
S44710/20 | Honors Engineering Design (EDD) 2 STEM [FY] 0.5/sem available to modern astronomers. This area will also address notions of
Students work in teams to research, design, and construct a solution to an scale, celestial mechanics, stellar formation and lifecycle, galactic structure,
open-ended engineering problem. Students apply principles developed and cosmology. In this area, scientific computing as a tool of any modern
in the four preceding courses and are guided by a community mentor. scientist or engineer will be introduced and edified. The Planetary Science
They must present progress reports, submit a final written report and module will focus on how the tools and ideas developed in the previous
defend their solutions to a panel of outside reviewers at the end of the module enable modern astronomers to make new discoveries in our solar
school year. system and in other stellar systems. This module will enable students to
critically think about the energetics and dynamics of celestial bodies as
Prerequisite(s): Honors Principles of Engineering (POE), Honors
they relate to how internal, surface, and atmospheric processes shape
Engineering Design (IED) and Honors Digital Electronics as well as Honors
bodies in our solar system and in other systems. Furthermore, students
Civil Engineering and Architecture or Honors Aerospace Engineering.
will investigate the scientific aims of modern NASA/ESA missions.

R20 | AP Computer Science A (South River Only) [FY] 0.5/sem

D99 | Advanced Independent Research — Math [FY] 0.5/sem
See the Career and Technical Education section for course description.
Students will submit a proposal in an area of research and/or product
development related to Applied and/or Theoretical Mathematics with
the goal of creating a product or project that is eligible for a patent or
publication, could be presented at a national conference, and/or suitable
for entrance in a national or international competition. Students will be
paired with a mentoring STEM professional. At the end of the course,
students will formally present their research to their mentor, STEM faculty,
students, and community stakeholders.
STEM Science Technology Engineering & Math | Magnet Programs | Programs of Choice | 109

M12 | Design & Innovation Engineering Capstone (STEM) C22 | Environmental Media (STEM) [FY] 0.5/sem
[FY] 0.5/sem This STEM Capstone course is for advanced learners in the STEM Magnet
This capstone course immerses the student in the real-world challenges programs at both North County and South River High Schools. In this
faced by today’s engineers relevant to current themes in the workplace interdisciplinary course, students will have the opportunity to receive
(ie. The Grand Challenges sponsored by the National Academies of mentoring from professional STEMists, support from a STEM teacher, and
Engineering). Students will do the deep dive to explore and design a time to carry out an experimental research project in a supportive setting.
revolutionary product, scheme, and/or process/product to enhance Prerequisite(s): Successful completion of AP Environmental or AP
everyday lives. Whether it be a common tool or a theoretical part that Computer Science or AP Statistics, in addition to one STEM Pathway 2
will enhance space exploration or environmental cognizance, the student course with advanced weighting.
will design and build an artifact along with a full analysis of its function
and precision in application. Advanced Weighting. M16 | Introduction to Robotics Engineering [FY] 0.5sem
Prerequisite(s): Precision Machining I and either AP Computer Science The objective of this course is to use a hands-on approach to introduce
or AP Physics the basic concepts in robotics, focusing on robots and illustrations of
current state of the art research and applications. Course information will
M65 | Honors Introduction to Unmanned Aerial Systems (STEM)
be tied to lab experiments; students will work in teams to build and test
0.5sem
increasingly more complex VEX-based robots, culminating in an end of
This course is an introduction to unmanned aerial systems for STEM High semester robot contest. This course introduces fundamental concepts
School students. Drones are becoming the next big thing in aviation and in robotics. In this course, basic concepts will be discussed, including
there is a lack of technically skilled individuals needed to maintain and sensors, path planning, kinematics, feedback, stressing the importance
develop the field for the future. By involving aspects of science, technology, of integrating sensors, effectors, and control.
engineering, and mathematics; students will experience an inter-curricular
method of teaching and learning which creates a deep relevancy to material
X165 | STEM Modern Biotechnologies [FY] 0.5/sem
learned in the classroom. Available at South River only.
Prerequisite(s): Honors Systems Science A and B and Aeronautics I & II STEM Modern Biotechnologies is an Advanced Course for students
participating in the Science Technology Engineering Math (STEM)
Magnet program and who have successfully completed course offerings
M75 | Honors Unmanned Aerial Systems (STEM) [FY] 0.5/sem
in a STEM-related subject and who are committed to completing
This course is a yearlong exploration of the field of Unmanned Aerial research and coursework that results in a project or product that could
Systems. Students will be exposed to this exciting STEM career field that be published, eligible for a patent, presented at a national conference,
is poised to create more than 70,000 new American jobs in the first three and/or entered in a nationally or internationally recognized competition.
years following the integration of unmanned aircraft systems (UAS) into Students must submit a proposal in an area of research and/or product
U.S. national airspace system (NAS). Integration is scheduled to take place development related to the key areas of modern biotechnologies, using
in 2015. Beyond the first three years, the study projects that more than biological molecules, particles, cells, organisms, and/or processes to
100,000 new jobs will be created by 2025. In this course students will build, improve life in the areas of food, fuels or medicine.
program, and operate an UAS, Unmanned Aerial System. Starting with
the basics of what is a UAS and how they work and the tasks they can
R847 | 3D/Augmented Reality IM 0.25qtr
complete. Emphasis on systems components — parts, Theory of Control
Loop automation, FC Software, Communications technologies, Ground Explore, test, and create augmented reality through computer-generated
Station Mission planning, Flight (Stabilize/Acro, Auto) and First-Person perceptual information, sometimes across multiple sensory modalities,
View will be taught through presentations, demonstrations, laboratory including visual, auditory, haptic, somatosensory, and olfactory, to create
work (build an ArduCopter UAS), flight training (simulator and actual) and interact with the real-world.
challenges, and a final flight mission challenge.
Prerequisite(s): Honors Systems Science A and B and Aeronautics I & II R848 | Honors 3D/Virtual Reality IM 0.25qtr
Explore, test, create, and identify game design principles, reciting
R24 | Honors Computer Science 1 (STEM) [FY] 0.5/sem common choices, styles, and/or aesthetics (e.g. visual, audial, interactive,
and narrative) through learning and innovation, creativity and innovation
This course studies computer language (Java) and programming practices
including but not limited to thinking critically and problem solving.
and procedures. Topics to be covered will include fundamentals of the
Java programming language, input and output, flow of control features,
data structures and searching and sorting algorithms through the lens
of STEM. This course is offered in a hybrid model.

R99 | Advanced Independent Research — Computer Science

[FY] 0.5/sem
STEM/BMAH Independent Research is an Advanced Course for students
participating in the Science Technology Engineering Math (STEM) or
BioMedical Allied Health (BMAH) Magnet programs and who have
successfully completed course offerings in a STEM-related subject and
who are committed to completing independent research and coursework
that results in a project or product that could be published, eligible for a
patent, presented at a national conference, and/ or entered in a nationally or
internationally recognized competition Students must submit a proposal in
an area of research and/or product Programs of Choice development related
to the Computer Sciences. The proposal must be accepted by appropriate
school-based and STEM/BMAH Office-based personnel.
110 | Programs of Choice | Magnet Programs | STEM/BMAH BioMedical Allied Health
students to the main philosophical pillars of the STEM program:
STEM/BMAH BioMedical Allied Health Problem/Project-based learning (open-ended projects with real-world
connections), Socratic Dialogue (strategic way of communicating
to better understand what others are thinking), and collaborative
teamwork.

X14 | Medical Rounds 2 (BMAH) [FY] 0.25/sem

Students will work with BMAH business and higher-education partners
on three, six, or nine-week problem/project-based modules focused
on a current BMAH topic or project that is relevant in today’s workplace.
This course will continue to expose students to the main philosophical
pillars of the BMAH program: Problem/Project-based learning, Socratic
Dialogue, and collaborative teamwork
Glen Burnie High School Prerequisite(s): Global Community Citizenship through Medical Rounds
The BMAH Magnet program is an educational choice for highly (BMAH)
motivated and academically eligible students that are interested
in exploring career and research opportunities across the X64 | Honors Project-Based Learning 3 (STEM) 0.5sem
healthcare spectrum. In conjunction with excellent coursework This is an 11th grade STEM course for the Advanced Learning in the STEM
Magnet program and is modeled after the Honors Challenge at the
options, students will work with medical and allied health
University of California at Davis. Students are grouped and paired with
professionals both in and out of the classroom through relevant a mentor who brings the students an authentic challenge on a local,
and hands-on problem/project-based modules, job shadows and national, or global issue. This one semester course immerses students in
internship opportunities. professionalism, critical thinking, program solving, research, prototyping,
revising, professional writing and collaboration as they consult on the topic/
The BMAH Magnet Program offers five pathways that students challenge/project given to them by their mentors (community stakeholders,
may pursue: Project Lead the Way Bioengineering, Project Lead business partners, higher education, local government agencies, etc). In this
the Way Bioscience, Aging and Wellness, Health, Information, Honors course, students engage in research, analysis, prototyping, etc. and
and Technology, and Public and International Health. Juniors complete a White Paper and Formal Presentation for mentors. This course
and seniors will have the opportunity to attend Anne Arundel is also in the BMAH program.
Community College for dual enrollment, allowing students Prerequisite(s): Successful completion of PBL 1 and PBL 2
to gain college credit towards a degree, certificate, or letter of
B83 | Honors STEM Policy 0.5sem
recognition while still completing their high school graduation
requirements. Upon graduation, students will be ready to enter B84 | Honors STEM Policy [FY] 0.25/qtr
the healthcare workforce directly or to continue their education Students will work collaboratively to analyze current national and
along their chosen allied health pathway or other healthcare international STEM-related policies, study the role professional STEMists
have in making these policies, review different perspectives on STEM-
major at a four-year college or university. BMAH courses are only related public issues, and discuss the policy development process—
available to students enrolled in the BMAH Magnet Program. including the role of the individual citizen—at the local, state, and
federal levels. In this course students will create timelines, analyze reports
BMAH Core Courses and budgets, and interview stakeholders to research a contemporary
local issue from a STEM perspective. Students will use their findings to
collaboratively write an annotated executive STEM policy brief to be
X17 | Global Community Citizenship through Medical Rounds (BMAH) presented to a panel of experts. The course B84, Honors STEM Policy, is
[FY] 0.25/sem also in the STEM program.
Global Community Citizenship is an introductory STEM/BMAH course NCAA
designed to explore the values and diversity of our local, national,
and global communities through Project-Based Learning. Specifically,
S19 | Foundations of Art STEM 0.5sem
through Project-Based Learning, students will identify and discuss
issues, events, and essential questions relevant to the community This course provides the foundation for the visual arts high school
which will allow them to understand their role in demonstrating program of study. Students will experience a variety of media and
civic virtues. Students will consider the cultural and technological processes while exploring two- and three-dimensional art problems
influences that have shaped our modern society and consider how in drawing, painting, printmaking, sculpture, and mixed media. Critical
these impact the students’ social options in the future. Students will and creative thinking skills will be integrated into all studio experiences.
begin with self-exploration to understand what events, traditions, and
circumstances have shaped their views, behaviors, and goals followed S45 | Studio 1 2D STEM 0.5sem
by them exploring the cultures, religions, and traditions of people in This course is the introductory course to two-dimensional art processes:
our community. Strategies integral to this course include the ability to drawing, painting, printmaking, crafts, and mixed media. Students will
discuss and debate mature topics and themes respectfully, a level of be challenged to develop a personal style by creating expressive works
comfort with a variety of non-print mediums, working collaboratively of art based on a variety of artists, art movements, and techniques. A
in groups and participating in multi-disciplinary project-based learning process portfolio and sketchbooks/journals will reflect personal aesthetic
with BMAH business and higher-education partners. The uniqueness choices in the development of a body of work.
to this course is the STEM/Medical topic or project contextualization
that is relevant in today’s workplace. This course additionally introduces
STEM/BMAH BioMedical Allied Health | Magnet Programs | Programs of Choice | 111

S25 | Honors Principles of Engineering STEM [FY] 0.5/sem C20 | BMAH Capstone Research [FY] 0.5/sem
This course provides an overview of engineering and engineering BMAH Research/Data Analysis (Capstone) is a STEM/BMAH Capstone
technology and includes the development of problem-solving skills used course for seniors and is designed to support student exploration and
to solve real-world engineering problems. The course of study includes: research in an area of the student’s choosing. This may be a continuation
Overview & Perspective of Engineering, Design Process, Communication of, extension of, and/or inspired by problems and/or projects explored
& Documentation, Engineering Systems & Manufacturing Processes, via Problem Based Learning 3: Community Challenge and/or Internship
Materials & Materials Testing, Thermodynamics, Engineering for Quality experience. Students will be expected to write and submit a professional
& Reliability, and Dynamics. paper (White Paper), create and present a Scientific Poster, and formally
present their experience and/or findings. Students will develop project
Pathway Courses management skills as they apply to their year-long endeavor, with daily
updates and modifications to their plan. In this interdisciplinary course,
students will have the opportunity to receive mentoring from professional
Aging and Wellness Pathway BMAH-ists, support from a BMAH teacher. This course receives Advanced
Weighting (the same as AP courses) because it has a prerequisite that is
C15 | BMAH Public/Intern Health 1 0.5sem Advanced Placement.
BMAH Public & International Health 1 is an 11th grade BMAH Pathway 2
course for the Advanced Learner in the BMAH Magnet program. It is the Public & International Health Pathway
first in a series of three courses in the Public and International Health
Pathway. In this course, students will explore how the public health C15 | BMAH Public/Intern Health 1 0.5sem
sector works to improve human health through the development and
BMAH Public & International Health 1 is an 11th grade BMAH Pathway 2
application of knowledge that prevents disease, protects the public
course for the Advanced Learner in the BMAH Magnet program. It is the first
from harm, and promotes health throughout the state, nation, and
in a series of three courses in the Public and International Health Pathway.
the world. Immersed in problem-based learning and critical thinking,
In this course, students will explore how the public health sector works
students in this first of three one-semester courses, will develop and
to improve human health through the development and application of
apply knowledge from multiple disciplines to explore the origins of
knowledge that prevents disease, protects the public from harm, and
public health, public health policies, the agencies involved in the public
promotes health throughout the state, nation, and the world. Immersed
health sector, and local, national, and global issues with a focus on
in problem-based learning and critical thinking, students in this first of three
Nutrition and Social Behavior. This course receives Advanced Weighting
one-semester courses, will develop and apply knowledge from multiple
(the same as AP courses) because it has a prerequisite that is Advanced
disciplines to explore the origins of public health, public health policies,
Placement.
the agencies involved in the public health sector, and local, national, and
global issues with a focus on Nutrition and Social Behavior. This course
C18 | Honors BMAH Aging/Wellness 1 0.5sem receives Advanced Weighting (the same as AP courses) because it has a
Students will analyze literature and conduct research on the genetic, prerequisite that is Advanced Placement.
biological, clinical, behavioral, social, psychological, and economic
aspects of aging. Aging populations’ health issues affected by race, C16 | BMAH Public/Intern Health 2 0.5sem
ethnicity, gender, socioeconomic status (SES), age, education, occupation,
BMAH Public & International Health 2 is an 11th grade BMAH Pathway 2
and other, as yet unknown, lifetime, and lifestyle differences will be
course for the Advanced Learner in the BMAH Magnet program. It is the
studied. Students will use research insights and advances to influence
second in a series of three courses in the Public and International Health
policy on the health, wellness, economic status, and quality of life of all
Pathway. In this course, students will explore how the public health
aging adults. Immersed in problem-based learning and critical thinking,
sector works to improve human health through the development and
students will develop and apply knowledge from multiple disciplines to
application of knowledge that prevents disease, protects the public from
explore the event of aging, common illnesses, physiological problems,
harm, and promotes health throughout the state, nation, and the world.
and the mental and social aspects involved in aging. Students will also
Immersed in problem-based learning and critical thinking, students
explore how the health system engages with aging populations.
in this second of three one-semester courses, will develop and apply
knowledge from multiple disciplines to explore the financial issues in
C19 | BMAH Aging/Wellness 2 0.5sem health services and public health systems, explore the legal and ethical
Students will continue to analyze literature and conduct research on issues involving race, ethnicity, and poverty related to health disparities,
the genetic, biological, clinical, behavioral, social, psychological, and evaluate the planning and marketing of health safety and preparedness in
economic aspects of aging. Aging populations’ health issues affected the public health sector regarding local, national, and global issues with
by race, ethnicity, gender, socioeconomic status (SES), age, education, a focus on Epidemics and Health Systems. This course receives Advanced
occupation, and other, as yet unknown, lifetime, and lifestyle differences Weighting (the same as AP courses) because it has a prerequisite that is
will be studied. Students will use re-search insights and advances to Advanced Placement.
influence policy on the health, wellness, economic status, and quality
of life of all aging adults. Immersed in problem based learning and C17 | BMAH Public/Intern Health 3 0.5sem
critical thinking, students will develop and apply knowledge from
In this course, students engaged in research, analysis, prototyping, etc.
multiple disciplines to explore the event of aging, common illnesses,
and complete a Scientific Poster, Scientific White Paper and Formal
physiological problems, and the mental and social aspects involved in
Presentation for mentors. Grouped and paired with a mentor, students
aging. Students will also explore how the health system engages with
practice professionalism, critical thinking, problem solving, research,
aging populations. This course receives Advanced Weighting (the same
prototyping, revising, professional writing and collaboration as they
as AP courses) because it has a prerequisite that is Advanced Placement.
consult with experts and literature on the topic/challenge/project
approved to by their mentors (community stakeholders, business
partners, higher education, local government agencies, etc.).
112 | Programs of Choice | Magnet Programs | STEM/BMAH BioMedical Allied Health

C20 | BMAH Capstone Research [FY] 0.5/sem R01 | Parallel Computing (STEM) 0.5sem
BMAH Research/Data Analysis (Capstone) is a STEM/BMAH Capstone This is a one semester Pathway 2 course in the STEM Computer Science
course for seniors and is designed to support student exploration and and Theoretical Applied Mathematics. This course will prepare students
research in an area of the student’s choosing. This may be a continuation for increasingly popular large-scale computing that takes place in the
of, extension of, and/or inspired by problems and/or projects explored real world, such as search engines, social networking sites, and scientific
via Problem Based Learning 3: Community Challenge and/or Internship computational needs. Parallel computing has historically played a key
experience. Students will be expected to write and submit a professional role in addressing the performance demands of high-end engineering
paper (White Paper), create and present a Scientific Poster, and formally and scientific applications. It has now moved to center stage in light of
present their experience and/or findings. Students will develop project current hardware trends and device power efficiency limits. All computer
management skills as they apply to their year-long endeavor, with daily systems — embedded, game consoles, laptop, desktop, high-end
updates and modifications to their plan. In this interdisciplinary course, supercomputers, and large-scale data center clusters --- are being built
students will have the opportunity to receive mentoring from professional using chips with an increasing number of processor cores, with little
BMAH-ists, support from a BMAH teacher. This course receives Advanced or no increase in clock speed per core. Unlike previous generations of
Weighting (the same as AP courses) because it has a prerequisite that is hardware evolution, this shift will impact all segments of the IT industry
Advanced Placement. and all areas of Computer Science. This course introduces students to
the foundations of parallel computing and provide application project
experience in collaboration with government and industry partners.
Health Information Technologies Pathway
This advanced course is paired with STEM Mathematical and Scientific
Modeling to round out the Pathway 2 experience.
Q60 | Honors BMAH Health Information Systems 0.5sem
Prerequisite(s): AP Computer Science. This course receives Advanced
This course is paired with Health Database Management to complete the Weighting (the same as AP courses) because it has a prerequisite that is
BMAH Pathway 1-year course. Health Information Systems is a tool for Advanced Placement.
collecting and processing vital data from multiple sources and is used
to make policy and manage healthcare services. In this course, students
C20 | BMAH Capstone Research [FY] 0.5/sem
will work in teams on analyzing the Health Information Systems that exist
in developed versus developing countries. Students will use real world BMAH Research/Data Analysis (Capstone) is a STEM/BMAH Capstone
data available from such resources as the World Bank, Organization for course for seniors and is designed to support student exploration and
Economic Cooperation and Development—Health Statistics and the research in an area of the student’s choosing. This may be a continuation
World Health Organization—Data and Statistics. Students will analyze of, extension of, and/or inspired by problems and/or projects explored
the impact of Health Information Systems on a country’s educational, via Problem Based Learning 3: Community Challenge and/or Internship
financial, and political status. Students will design and use database experience. Students will be expected to write and submit a professional
structures to produce data-based briefs, data-driven arguments and paper (White Paper), create and present a Scientific Poster, and formally
presentations related to targeted health issues. present their experience and/or findings. Students will develop project
management skills as they apply to their year-long endeavor, with daily
updates and modifications to their plan. In this interdisciplinary course,
R64 | Honors Database Management (BMAH) 0.5sem
students will have the opportunity to receive mentoring from professional
In this course students will study how the health care industry, government BMAH-ists, support from a BMAH teacher. This course receives Advanced
organizations, and associated organizations use information technology Weighting (the same as AP courses) because it has a prerequisite that is
to research and analyze healthcare patient data as well as local, regional, Advanced Placement.
national, and international health data trends and patterns. Students will
work in teams on real world healthcare issues, using multiple software
programs to collect, collate, and analyze data. Databases from the World PTLW BioEngineering Pathway
Health Organization (WHO), National Institutes of Health (NIH), Centers
for Disease Control (CDC), Organization for Economic Co-Operation and M26 | Honors Engineering Design (IED) [FY] 0.5/sem
Development (OECD), and the United Nations International Children’s This course is part of the PLTW pre-engineering program of study and is
Emergency Fund (UNICEF) provide the rich healthcare datasets from which a course that develops student’s problem-solving skills, with emphasis
the students will do their project-based/problem-based work. on visualization and communication skills using AutoCAD Inventor
3-D solid modeling software. Units of study include: Introduction to
M05 | Mathematics/Science Modeling (STEM) 0.5sem Design, Student Portfolio Development, Sketching & Visualization,
This is a one semester Pathway 2 course in the STEM Computer Science Geometric Relationships, Modeling, Assembly Modeling, Model Analysis
and Theoretical Applied Mathematics. This course provides an interactive & Verification, Model Documentation, Presentation, Production, and
environment for the study real world of problems through mathematical Marketing.
and scientific modeling. A model is a simple construct which unveils or
describes important properties of a more complex system that a learner M27 | Honors Digital Electronics [FY] 0.5/sem
may want to understand more fully. Students learn about the nature and This course is the third course of a pre-engineering completer program
structure of scientific models, limitations of models, model strengths known as Project Lead the Way. In this course, students investigate topics
and weaknesses. Numerous technological modeling tools will be used in applied logic that encompasses the application of electronic circuits and
to explore and study complex problems and challenges within an devices. Computer simulation software is used to design and test digital
inquiry-based classroom setting. This course is paired with STEM Parallel circuitry prior to the actual construction of circuits and devices.
Computing to round out the Pathway 2 experience and is intended for the Prerequisite(s): Honors Principles of Engineering (POE) and Honors
Advanced Learner in the STEM Magnet Program. Engineering Design (IED).
Prerequisite(s): AP Computer Science. This course receives Advanced
Weighting (the same as AP courses) because it has a prerequisite that is
Advanced Placement.
STEM/BMAH BioMedical Allied Health | Magnet Programs | Programs of Choice | 113

M29 | Honors Environmental Sustainability [FY] 0.5/sem C20 | BMAH Capstone Research [FY] 0.5/sem
Students in this course investigate and design solutions in response BMAH Research/Data Analysis (Capstone) is a STEM/BMAH Capstone
to real-world challenges related to clean and abundant drinking water, course for seniors and is designed to support student exploration and
food supply issues, and renewable energy. Applying their knowledge research in an area of the student’s choosing. This may be a continuation
through hands-on activities and simulations, students research and of, extension of, and/or inspired by problems and/or projects explored
design potential solutions to these true-to-life challenges. via Problem Based Learning 3: Community Challenge and/or Internship
Prerequisite(s): Honors Principles of Engineering (POE) and Honors experience. Students will be expected to write and submit a professional
Engineering Design (IED). paper (White Paper), create and present a Scientific Poster, and formally
present their experience and/or findings. Students will develop project
M44 | Honors Engineering Design & Development (EDD) management skills as they apply to their year-long endeavor, with daily
updates and modifications to their plan. In this interdisciplinary course,
Students work in teams to research, design, and construct a solution to an
students will have the opportunity to receive mentoring from professional
open-ended engineering problem. Students apply principles developed
BMAH-ists, support from a BMAH teacher. This course receives Advanced
in the four preceding courses and are guided by a community mentor.
Weighting (the same as AP courses) because it has a prerequisite that is
They must present progress reports, submit a final written report and
Advanced Placement.
defend their solutions to a panel of outside reviewers at the end of the
school year.
Prerequisite(s): Honors Principles of Engineering (POE), Honors
Engineering Design (IED), and Honors Digital Electronics.

PTLW Biomedical Science Pathway

M35 | Honors Principles of Biomedical Sciences (PBS) [FY] 0.5/sem

This course introduces the biomedical sciences through exciting hands
on projects and problems. Student work involves the study of human
medicine, research processes and an introduction to bioinformatics. Key
biological concepts including homeostasis, metabolism, inheritance of
traits, feedback systems, and defense against disease are embedded in
the curriculum. Engineering principles including: the design process,
feedback loops, fluid dynamics, and the relationship of structure to
function are incorporated in the curriculum where appropriate.
Prerequisite(s): Honors Principles of Engineering (POE).

M36 | Honors Human Body Systems (HBS) 0.5sem

This course will engage students in the study of basic human physiology,
especially in relationship to human health. Students will use a variety of
monitors to examine body systems (respiratory, circulatory, and nervous)
at rest and under stress, and observe the interactions between the
various body systems.
Prerequisite(s): Honors Principles of Biomedical Sciences (PBS).

M37 | Honors Medical Interventions (MI) [FY] 0.5/sem

M39 | Biomedical Innovations (BI) [FY] 0.5/sem

In the final course of the PLTW Biomedical Science sequence, students
build on the knowledge and skills gained from previous courses to
design innovative solutions for the most pressing health challenges of
the 21st century. Students address topics ranging from public health and
biomedical engineering to clinical medicine and physiology. They have
the opportunity to work on an independent project with a mentor or
advisor from a university, medical facility, or research institution.
Prerequisite(s): Honors Principles of Biomedical Sciences (PBS),
Honors Human Body Systems (HBS), Honors Medical Interventions (MI).
114 | Career Completer Programs

CTE Career Completer Programs

Today’s rigorous and relevant Career and Technical Education Academy of Health Professions ......................................................119
(CTE) Completer Programs prepare students for a wide range of Accounting & Finance ....................................................................119
high-wage, high-skill, in-demand careers. These careers require
Administrative Services Management .......................................... 120
varying levels of education—high school and postsecondary
certificates, apprenticeships, or two- and four-year college Apprenticeship Maryland Program................................................ 120
degrees. As an added benefit, our CTE programs provide Automotive Collision Repair & Refinishing ..................................... 120
opportunities for students to earn industry-recognized Automotive Technology ............................................................... 120
credentials and college credit while still in high school. Aviation Maintenance (Pending Board Approval)........................... 121
Regardless of whether students are headed for college or the Baking & Pastry ........................................................................... 121
workforce, CTE will help them prepare for the future.
Barbering..................................................................................... 121
Anne Arundel Community College Program Pathways Building/Industrial Maintenance .................................................. 122
Anne Arundel Community College (AACC) and Anne Arundel Business Management ................................................................. 122
County Public Schools (AACPS) are partnering to support the Career Transitions ........................................................................ 122
successful transition of students from high school to college Carpentry .................................................................................... 122
and careers. This is an exciting opportunity for students CASE—Curriculum for Agricultural Education ............................... 123
to earn AACC credits while in high school for successfully Computer and Information Sciences.............................................. 123
completing career and technology programs, including earning
Construction Design and Management ......................................... 123
career certificates, where appropriate, to further enhance
gainful employment upon graduation. Cosmetology ................................................................................ 124
Culinary Arts ................................................................................ 124
Visit the link under Program Connections for each relevant
Dental Assisting ........................................................................... 124
completer and look for Credit for Previous Learning on the AACC
webpage to find out how the high school pathway continues Diesel Power Technology............................................................... 124
into a corresponding college degree or certificate programs. Drafting and Design Technology................................................... 125
Early Childhood ............................................................................ 125
College Credit and Industry Certifications
Early Childhood Education—Child Development Associate (CDA) .. 125
For information on earning college credit and industry Electricity..................................................................................... 126
certifications, see: "Career & Technical Education (CTE) Environmental Resource Management ......................................... 126
Programs of Choice—Benefits beyond the Diploma" on page
Food & Beverage Management (ProStart)...................................... 126
115 and "Earning College Credit" on page 118
Graphic Design ............................................................................. 127
Heating, Ventilation, and Air Conditioning (HVAC)......................... 127
Homeland Security Emergency Preparedness....................................127
Interactive Media Production—CAT South ................................... 128
Interactive Media Production—High Schools ............................... 128
IT Networking Academy (Cisco) ..................................................... 128
Junior Reserve Officer’s Training Corps (JROTC)............................... 129
Law Enforcement and Criminal Justice .......................................... 129
Manufacturing Technology .......................................................... 129
Marine Service Technology ........................................................... 130
Marketing .................................................................................... 130
Masonry ....................................................................................... 130
Natural Resources and Conservation (Pending Board Approval)..... 130
Plumbing ..................................................................................... 131
Print Media Technology ................................................................ 131
Project Lead the Way (PTLW)—Biomedical Sciences ..................... 131
Project Lead the Way (PLTW)—Pre-Engineering .......................... 132
Transportation, Logistics, and Cargo Security ............................... 132
Welding........................................................................................ 132
Career Completer Programs | 115

Career & Technical Education (CTE) Programs of Choice—Benefits beyond the Diploma
Beyond graduation, students can earn valuable certifications and credits toward future career and college pathways.

Location Program Earn an AACPS Diploma Plus...

CAT-North AACC Proficiency Assessment (3 transcripted credits)†
and CPR/AED & First Aid Certification—American Heart Association
CAT-South
Academy of Certified Nursing Assistant (CNA)
Health Professions Geriatric Nursing Assistant (GNA)
Certified Clinical Medical Assistant (CCMA)
Pharmacy Technician (ExCPT)
Apprenticeship Maryland Program Maryland Department of Labor State Skill Certificate
Articulated Credit may be available from affiliated colleges, universities, or organizations.*
Automotive Collision Repair Automotive Service Excellence (ASE) Entry-Level Certifications
& Refinishing
Safety and Pollution Prevention Certification (S/P2)
Articulated Credit may be available from affiliated colleges, universities, or organizations.*
Automotive Service Excellence (ASE) Entry-Level Certifications
Automotive Technology
Safety and Pollution Prevention Certification (S/P2)
Refrigerant Recovery & Recycling Certification (CFC)
AACC Proficiency Assessment (3 transcripted credits)†
Carpentry NCCER Certification (Core and Level 1 Carpentry)
Occupational Safety and Health Administration OSHA 10
Maryland Department of Labor, Licensing, and Regulation Maryland Board
Cosmetology
of Cosmetologists, Cosmetologist License
AACC Proficiency Assessment (up to 7 transcripted credits)†
Culinary Arts National Restaurant Association ServSafe Food Manager Certification
Certified Fundamental Cook (ACF)
NCCER Certification (Core and Level 1 Electricity)
Electricity Registered Apprenticeship Credit available by review
Occupational Safety and Health Administration OSHA 10
Articulated Credit may be available from affiliated colleges, universities, or organizations.*
Registered Apprenticeship Credit available by review
ASE Refrigerant Recovery Certification
Heating, Ventilating
& Air Conditioning MD Department of Labor, Licensing, & Regulation HVAC Apprenticeship License
NCCER Certification (Core and Level 1 HVAC, EPA Core, CFC)
Occupational Safety and Health Administration OSHA 10
AACC Proficiency Assessment (up to 12 transcripted credits)†
IT Networking Academy Cisco Certified Networking Associate Certificate (CCNA)
Cisco Certified Technician (CCT)
American Association of Welding D1-1 Certification
NCCER Certification (Core and Level 1 Welding)
Welding
American Welding Society (AWS) Certification
Occupational Safety and Health Administration OSHA 10

* Articulated Credit: Students may earn college credit for work completed in high school, † Proficiency Credit: Students can take an assessment provided by the college after completing a
based upon an agreement between AACPS and the post-secondary institution. Students designated high school course. Students may earn this transcripted college credit while still in high school.
must enroll in that institution and complete specific requirements to receive credit.
116 | Career Completer Programs
Benefits Beyond the Diploma, continued

Location Program Earn an AACPS Diploma Plus...

Articulated Credit may be available from affiliated colleges, universities, or organizations.*
AACC Proficiency Assessment (up to 7 transcripted credits)†
Baking & Pastry
National Restaurant Association ServSafe Food Manager Certification
American Culinary Federation (ACF) Certified Junior Pastry Culinarian
Maryland Department of Labor, Licensing, and Regulation Maryland Board of Barbers,
Barbering
Barbering License
Automotive Service Excellence (ASE) Entry-Level Certification
Diesel Power Technology Safety and Pollution Prevention Certification (S/P2)
Associated Equipment Distributors (AED) Certifications
Environmental Resource Management AACC Proficiency Assessment (4 transcripted credits)†
Graphic Design PrintED (Advertising Design)
NCCER Certification (Core)
Builidng/Industrial Maintenance
Occupational Safety and Health Administration OSHA 10
Manufacturing Technology Occupational Safety and Health Administration OSHA 10
Integrated Design/CAD AACC Proficiency Assessment (up to 6 transcripted credits)†
NCCER Certification (Core and Level 1 Masonry)
Masonry
Occupational Safety and Health Administration OSHA 10
NCCER Certification (Core & Level 1 Plumbing)
Plumbing Registered Apprenticeship credit available by review
Occupational Safety and Health Administration OSHA 10
Articulated Credit may be available from affiliated colleges, universities, or organizations.*
Print Media Technology
PrintED Certifications (Graphic Communication, Digital File Prep, Press Operation)
CAT-South National Board, Radiology, Health, and Safety Certification
Only Dental Assisting National Board Expanded Function Certification
American Heart Association CPR Certification
Adobe Certified Associate (ACA-PhotoShop)
Interactive Media Production
AACC Proficiency Assessment (Up to 3 transcripted credits)†
Marine Service Technology American Boat & Yacht Council (ABYC) Marine Service Technician

* Articulated Credit: Students may earn college credit for work completed in high school, † Proficiency Credit: Students can take an assessment provided by the college after completing a
based upon an agreement between AACPS and the post-secondary institution. Students designated high school course. Students may earn this transcripted college credit while still in high school.
must enroll in that institution and complete specific requirements to receive credit.
Career Completer Programs | 117
Benefits Beyond the Diploma, continued

Location Program Earn an AACPS Diploma Plus...

High Accounting and Finance College credit through Dual Enrollment
Schools Administrative Business Management Microsoft Office Specialist Certifications
Apprenticeship Maryland Program State Skill Certificate from the Maryland Department of Labor (MDOL)
AACC Proficiency Exam (3 transcripted credits)† (Annapolis/Arundel/Severna Park)
Business Management College credit through Dual Enrollment with AACC
Microsoft Office Specialist Certification
College Articulation Agreements with multiple universities including U of MD and Rutgers
Curriculum for Agricultural Science
(CASE) For more info: https://www.case4learning.org/beyond-certification/
college-credit-for-case-trained-students/

Construction Design AutoCAD credentialing

and Management Revit Architecture Certification
Early Childhood Education 90 Clock Hours + 9 Hours Communication Certificate
Early Childhood Education, Preschool Child Development Associate
Child Development Associate (CDA)
AACC Proficiency Assessment (up to 7 transcripted credits)†
Food and Beverage Management
(ProStart) National Restaurant Association Educational ServSafe certification
Foundation ProStart National Certificate of Achievement (COA)†

Homeland Security AACC Proficiency Assessment (3 transcripted credits)†

Emergency Preparedness STARS certification
Software Development Fundamentals (Exam 98-361)
Computer and Information Sciences Windows Development Fundamentals (Exam 98-362)
Web Development Fundamentals (Exam 98-363)
JROTC Possible advanced rank in the Armed Forces
Law Enforcement and Criminal Justice Law Enforcement and Criminal Justice Certificate (AACC)
Marketing College credit through Dual Enrollment

Project Lead the Way— AACC articulation agreement (up to 8 articulated credits)*
Biomedical Sciences Transcripted credit available through affiliated colleges and universities†

Project Lead the Way— AACC articulation agreement (3 or maximum per degree)*
Engineering Transcripted credit available through affiliated colleges and universities†
Transportation, Logistics, and Cargo Security Certificate (AACC)
Transportation Management
Global Logistics Associate (GLA) Industry Certification

Earning College Credit

AACPS students can earn Proficiency and Articulation Credit through program connections with Anne Arundel Community
College (AACC) and the Community College of Baltimore County (CCBC). For more information visit www.aacps.org/cte.

AACPS Program Matching AACC Courses Credits

Academy of Health Professions MDA 113 Medical Terminology 3
HRM 119 Certification in Sanitation 1
Baking and Pastry ACF HRM 111 Introduction to Hospitality Industry 3
HRM 124 Introduction to Baking and Pastry 3
Proficiency Business Management
Credits (as part of Signature Programs at Annapolis, ESI 103 Introduction to Entrepreneurship 3
Arundel, and Severna Park High Schools)
For ore information: Carpentry ACH 121 Construction Technology 3
www.aacc.edu/earn- HRM 119 Certification in Sanitation 1
college-credits-while-
in-high-school/ Culinary ACF HRM 111 Introduction to Hospitality Industry 3
proficiency-credit HRM 121 Introduction to Cooking 3
ACH 111 Graphic Communication 1: Composition and Delineation 3
Drafting and Design
ENT 241 Computer-Aided Drafting 3
Environmental Resource Management BIO 107 Environmental Science 4
Food and Beverage Management (ProStart) HRM 119 Certification in Sanitation 3
Homeland Security Emergency Preparedness HLS 111 Introduction to Homeland Security 3
Interactive Media Production: Digital Imaging ART 106 Digital Design 3
Interactive Media Production: ART 155 2-D Game Prototyping 3
Simulation and Gaming (PENDING)
CTS 107 Cyber Essentials 3
CTS 130 Networking 1 4
IT Networking Academy (CISCO)
CTS 131 Networking 2 3
CTS 230 Networking 3 3
Prostart HRM 119 Certification in Sanitation 3
Project Lead The Way— EET 231 Digital-Electronic Circuits 4
Articulation AACC Electronic Engineering Tech EET ### Technical Elective 4
Credits
Project Lead The Way—AACC Engineering Transfer EGR 120 Introduction to Engineering Design 3
AACPS Program Matching CCBC Courses Credits
Academy of Health Professions HLTH 140 First Aid, Safety, and CPR 3
Automotive Technology AUTO 100 Introduction to Automotive Technology 5
Articulation Career Transitions SDEV 103 Career/Life Planning 3
Credits CONT 101 Construction Blueprint Reading 3
Carpentry
CONT 116 Practices of Resourceful Construction 3
CASE (Plant Science Pathway) HORT 127 Introduction to Sustainable Horticulture 3
CONT 101 Construction Blueprint Reading 3
Construction Design & Management
CONT 116 Practices of Resourceful Construction 3
CONT 101 Construction Blueprint Reading 3
Electricity
CONT 116 Practices of Resourceful Construction 3
Homeland Security: GEOA 101 Introduction to Geographic Information Systems 3
Geographic Information Systems
AIRC 110 HVAC Safety, Tools, and Methods 3
AIRC 115 Fundamentals of Refrigeration 3
HVAC
AIRC 205 Heating Systems 3
ELEI 101 Basics of HVAC Electricity 4
CONT 101 Construction Blueprint Reading 3
Plumbing CONT 116 Practices of Resourceful Construction 3
AIRC 110 HVAC Safety, Tools, and Methods 3
Career Completer Programs | 119

Credits/ Maximum
Academy of Health Professions Minimum Credits: 7 Semester Possible
T01 Honors Academy of Health Professions 1—
The Academy of Health Professions 1 is a full year course designed for 11th grade students 2.0 4.0
Foundations
interested in health-related professions. The primary areas of study include foundations of
medicine, health sciences, and structure & function of the human body. Students will also T02 Honors Academy of Health Professions 2*—
engage in processes and hands-on procedures that are used in the delivery of essential Certified Nursing Assistant or 1.5 3.0
healthcare services. Field trips to explore health career opportunities will be provided. Certified Clinical Medical Assistant or
Students can become certified in CPR / First Aid and have the opportunity to earn Proficiency Pharmacy Technician
Credits from Anne Arundel Community College. Successful course completion is required to Extension
proceed to the Academy of Health Professions Level 2. The Academy of Health Professions 2
course prepares 12th grade students for employment and further post-secondary education. T703 Health Professions Work Based Learning 1.0 2.0
Emphasis is placed on expanding content knowledge and skills that relate to the roles of the Availability: CAT North, CAT South
Nursing Assistant and Medical Assistant. Hands-on experience in various clinical settings
provides exposure to diverse career opportunities. Eligible students have the opportunity to *Students who earn CNA/GNA certification during the first semester of T02 may proceed to
T703 and complete the program with 6.5 credits.
earn Maryland State CNA (Certified Nursing Assistant), GNA (Geriatric Nursing Assistant) CCMA
(Certified Clinical Medical Assistant) and Pharmacy Technician certifications and are expected This completer program consists of three choices for Career Concentrators,
each ending in a different certification:
to take the proficiency exam for Anne Arundel Community College credit. • Certified Nursing Assistant
Prerequisites: Biology (recommended grade of C or better) • Pharmacy Technician (CAT-North only)
• Certified Clinical Medical Assistant
Recommended: Chemistry (concurrent enrollment acceptable), Foundations of Patient Care
Note: Completion of AoHP 1 will satisfy the health education graduation requirement.
Student must earn a grade of 70% or higher in Academy of Health Professions 1
to proceed to Level 2.
Associated Certification(s): Certified Nursing Assistant (CNA)
Geriatric Nursing Assistant (GNA)
Certified Clinical Medical Assistant (CCMA)
CPR/AED & First Aid Certification—
American Heart Association
Pharmacy Technician (ExCPT)
Program Connection: Anne Arundel Community College
www.aacc.edu/about/schools-of-study/health-sciences/
This program offers college credit: see "" on page 117.

Credits/ Maximum
Accounting & Finance Minimum Credits: 3 Semester Possible

Students who complete this program of study will be competent in working with accounting
Q20 Principles of Business Management & Entrepreneurship 0.5 1.0
systems. They will learn to record business transactions, analyze, and prepare income cash Q01 Principles of Accounting and Finance 0.5 1.0
flow, balance sheet statements, and financial reports. Students will become skilled in Q02 Honors Accounting 2 0.5 1.0
accounting software (e.g., Excel, QuickBooks) and the use of the internet for financial and
economic research; they will practice business decision-making and critical thinking skills. Extension
Advanced topics such as tax accounting, investing, and corporate accounting will be covered. Q03 Honors Accounting 3 0.5 1.0
Career pathways for accounting will be examined and the use of accounting knowledge in a
variety of career clusters will be explored. Students will obtain the necessary skills to continue
or B51 AP Economics–Macro and B52 AP Economics–Micro 0.5 1.0
their education at a post-secondary institution or begin employment immediately after high or T704 Accounting Work Based Learning 1.0 2.0
school as accounting clerks. Eligible students will have the opportunity to earn college credit or BPA111 Business & its Environment (AACC Dual Credit)
through dual enrollment. and BPA162 Business Communication (AACC) 0.5 1.0
Program Connection: Anne Arundel Community College Availability: Arundel, Crofton, , Severna Park
www.aacc.edu/programs-and-courses/credit-and-degree-seekers/
accounting/
120 | Career Completer Programs

Credits/ Maximum
Administrative Services Management Minimum Credits: 4 Semester Possible

The Business Administrative Services Pathway provides students with knowledge of how
Q20 Principles of Business Management & Entrepreneurship 0.5 1.0
to effectively utilize technology in the analysis, and communication of ideas; and the Q63 Business & Personal Finance 0.5 0.5
management, organization, and examination of information for strategic business decision Q50 Introduction to Microsoft® Office 0.5 0.5
making. Students are expected to think analytically; improve written and oral communication
skills; enhance listening and questioning skills; learn and practice the art of conversation; Q64 Microsoft® Office Applications (xls/dbf) 0.5 0.5
broaden their awareness of career options; practice decision making and problem solving; Q71 Microsoft® Office Applications (doc/ppt) 0.5 0.5
learn the importance of communication skills in professional business practice; and utilize
data to engender decisions. Upon completion of this program, students will be prepared to sit Plus, one credit from the following options:
for the Microsoft Office Specialist (MOS) Certification exam, a globally recognized credential Q40 Honors Administration Services Management 0.5 1.0
desired by academia and business. S41 Administrative Services Work-Based Learning 1.0 2.0
Associated Certification(s): Microsoft Office Specialist Certifications Availability:Broadneck, Chesapeake, Glen Burnie, Meade, Northeast, Old Mill
Program Connection: Anne Arundel Community College
www.aacc.edu/about/schools-of-study/business-and-law/

Credits/ Maximum
Apprenticeship Maryland Program Minimum Credits: 4 Semester Possible

The Apprenticeship Maryland Program is coordinated through a partnership between AACPS, the
S70 Apprenticeship Related Instruction 0.5 1.0
Maryland State Department of Education (MSDE) and the Maryland Department of Labor (MDL). S71 Apprenticeship Work-Based Learning (WBL) Experience 1 0.5 1.0
The program is for students, ages 16 and up, and is designed to lead to sustainable employment S72 Apprenticeship Work-Based Learning (WBL) Experience 2 0.5 1.0
and further education. The program consists of one year of related classroom instruction and a
workplace component with an employer (approved by the Maryland Apprenticeship Training S73 Apprenticeship Work-Based Learning (WBL) Experience 3 0.5 1.0
Council (MATC) through MDL) of at least 450 hours. The workplace component is a paid (at Availability: All high schools, including Centers of Applied Technology
least minimum wage) mentored, on-the-job, rating/work-based learning plan and a formal North and South
agreement among the student, school, and employer.

Credits/ Maximum
Automotive Collision Repair & Refinishing Minimum Credits: 5 Semester Possible

Techniques and spray painting in the repair of automobile bodies are offered in this two- to
T07 Auto Collision Repair 1 1.0 2.0
three-year course. Technician and restorer positions are available in garages, shops, and T08 Auto Collision Repair 2 1.5 3.0
dealerships. This program is Automotive Service Excellence (ASE) Certified by the National Extension
Automotive Technicians Education Foundation (NATEF).
T09 Auto Collision Repair 3
Required: T86 Technical Math (taught concurrently with Level 2) ……….0.5/sem -or- 2.0 4.0
Associated Certification(s): Automotive Service Excellence (ASE) T701 Auto Collision Repair/Refinishing Work-Based Learning
Entry-Level Certifications Availability: CAT North, CAT South
Safety and Pollution Prevention Certification (S/P2)

Credits/ Maximum
Automotive Technology Minimum Credits: 5 Semester Possible

An opportunity to learn how to inspect, repair, and adjust automobiles is provided in this
T10 Automotive Technology 1 1.0 2.0
two- to three-year course. Positions as Specialist in alignment, engine tune up, fuel injection, T11 Automotive Technology 2 1.5 3.0
brake, engine repair, trouble shooting, air conditioning and electrical systems are found in auto Extension
repair centers. This program is Automotive Service Excellence (ASE) Certified by the National
Automotive Technicians Education Foundation (NATEF). Students enrolled in Auto Technology T12 Automotive Technology 3
1 will be enrolled in C01 (Pre-Engineering).
-or- 2.0 4.0
T701 Automotive Technology Work-Based Learning
Required: T86 Technical Math (taught concurrently with Level 2)............0.5/sem
Availability: CAT North, CAT South
Prerequisite: Current enrollment in Algebra 1
Note: C01 Honors Pre-Engineering (taught concurrently with Level 1 during one semester...0.5sem
Associated Certification(s): Automotive Service Excellence (ASE)
Entry-Level Certifications
Safety and Pollution Prevention Certification (S/P2)
Refrigerant Recovery & Recycling Certification (CFC)
Program Connection: Community College of Baltimore County
Career Completer Programs | 121

Credits/ Maximum
Aviation Maintenance (Pending Board Approval) Semester Possible

Aviation maintenance encompasses the repair, inspection, modification, or complete overhaul

TBD General Aviation Maintenance 1.5 3.0
of aircraft components. Aviation Maintenance Technicians ensure that aircraft comply with TBD Powerplant 1 1.5 3.0
air worthiness regulations and are safe and functioning during flight. TBD Powerplant 2 2.25 4.5
While in this program, students will gain valuable hands-on experience in an airport hangar on Availability: CAT North
actual engines and aircraft. Instructors will guide students through the FAA approved curriculum
and hands on training hours. Upon completion of the general skill competencies, students
move to practical training where they will learn to repair and overhaul engines and perform
required maintenance. This three-year program includes the technical skills, commitment to
safety, the ability to follow procedures and document processes, and the 21st century essential
skills required for a career in the aviation industry.
Recommended: Algebra 1
Associated Certification(s): FAA General and Powerplant Mechanic Certification

Credits/ Maximum
Baking & Pastry Minimum Credits: 4 Semester Possible

Throughout this two-to-three-year pathway, students will explore business/bakery math,

T81 Honors Baking and Pastry 1 1.0 1.0
nutrition, hospitality management, and basic/advanced baking skills. Students will have the T82 Honors Baking and Pastry 2 1.5 3.0
opportunity to earn the ServSafe certification and the Certified Junior Pastry Culinarian ACF Extension
certification. Students will also have the opportunity to participate in work-based learning.
Career opportunities include, but are not limited to, cake decorator, baker, caterer, consultant, T83 Honors Baking and Pastry 3
-or-
food service manager. Additionally, students will be fully prepared to continue to higher T701 Baking & Pastry Work-Based Learning
2.0 4.0
education. Students could potentially earn college credit through Anne Arundel Community
College upon successful completion of the program. Availability: CAT North
Required: T86 Technical Math (taught concurrently with Level 2)............0.5/sem
Associated Certification(s): American Culinary Federation (ACF)- Certified Fundamentals
Pastry Cook (CFPC)
National Restaurant Association ServSafe: Food Manager
Program Connection: Anne Arundel Community College
www.aacc.edu/about/schools-of-study/continuing-education/
hotel-culinary-arts-and-tourism/
This program offers college credit: see "" on page 117.

Credits/ Maximum
Barbering Minimum Credits: 7.5 Semester Possible

The Barbering Program prepares individuals to become licensed professional barbers. Hair
T93 Principles and Practices of Barbering 2.25 4.5
services taught include basic to advanced hair cutting techniques for men and women; T94 Advanced Barbering 1.5 1.5
fundamentals of shaving, beard, and mustache trimming, skin care, massage, and various T95 Mastery of Barbering 1.5 1.5
chemical services. Emphasis is placed on hygiene, safety, sanitation, and the Maryland State
Board of Barbers’ rules and regulations. This 1200-hour program includes classroom instruction, Availability: CAT North, CAT South
clinical experience, and a work-based learning experience. Upon successful completion of the
1200 hours students are required to take the Maryland State Board of Barbers’ Examination.
Required: T86 Technical Math (taught concurrently with Level 2) ...........0.5/sem
Associated Certification(s): Maryland Board of Barbers
122 | Career Completer Programs

Credits/ Maximum
Building/Industrial Maintenance Minimum Credits: 4 Semester Possible

Participants master a variety of skills in the areas required to maintain large industrial
T20 Building/ Industrial Maintenance 1 1.0 1.0
buildings. Topics include safety, tools, fasteners, cutting, and welding, pumps, material T21Building/ Industrial Maintenance 2 1.5 3.0
handling, reading, and understanding construction drawings, piping systems, steam systems, Extension
and distillation systems.
T703 Building/Industrial Maintenance
Required: T86 Technical Math (taught concurrently with Level 2)............0.5/sem Work-Based Learning 2.0 4.0
Associated Certification(s): NCCER Certification (Core ) Availability: CAT North
Occupational Safety and Health Administration OSHA 10

Credits/ Maximum
Business Management Minimum Credits: 3 Semester Possible

A student who completes this program pathway will be able to develop a business plan for a
Q20 Principles of Business Management & Entrepreneurship 0.5 1.0
small business. They will apply accounting, marketing, and management concepts to realistic Q01 Principles of Accounting & Finance 0.5 1.0
business scenarios. All aspects of managing a business will be discussed in addition to the Q61 Honors Business Management 0.5 0.5
competencies learned in computer applications, business communications and financial
management. The business management program of study recommends that students should Q34 Honors Entrepreneurship 0.5 0.5
have access to work study, mentorship, internship, and job shadow opportunities. Students Extension
will also benefit from involvement in national professional organizations such as DECA and
the Future Business Leaders of America (FBLA). Eligible students will have the opportunity to
B51 AP Economics–Macro and B52 AP Economics–Micro 0.5 1.0
earn college credit through dual enrollment. The student who completes this program will or T704 Business Management Work-Based Learning 1.0 2.0
be prepared to work as a management trainee, manage a small business, and continue their or BPA111 Business and Its Environment: AACC (Dual Credit)
education after graduation. and BPA162 Business Communication: AACC 0.5 1.0
Program Connection: Anne Arundel Community College Availability: Annapolis, Arundel, Broadneck, Glen Burnie, Meade, North County, Old Mill,
www.aacc.edu/about/schools-of-study/business-and-law/ Severna Park, and South River
business-management/
AACC: This high school completer program offers college credit at Annapolis, Arundel, and
Severna Park High Schools. See "" on page 117.

Credits/ Maximum
Career Transitions Minimum Credits: 3 Semester Possible

Career Connections and Transition (CCT) combines academics and the real world, providing
Q22 Career Connections 0.5 1.0
hands-on learning that puts you at the center of the action. Learn essential skills, explore career Q83 Career Transitions 0.5 1.0
interests, and discover your passions, all while planning a pathway to success after high school. S249 Workplace Immersion 1.0 1.0
CCT also helps develop critical thinking, problem-solving, teamwork, and communication skills,
which means you are better prepared for college and career. Availability: All high schools except Crofton, Glen Burnie, and Severna Park

Credits/ Maximum
Carpentry Minimum Credits: 4 Semester Possible

An opportunity to learn to construct new buildings, handle work connected with remodeling,
T22 Carpentry 1 1.0 1.0
maintenance, and repair is provided in this two- to three-year course. Positions such as rough, T23 Carpentry 2 1.5 3.0
finish or maintenance carpenter, inspector, home remodeling, project superintendent, and Extension
self-employment are included in the job opportunities. This program is certified by the National
Center for Construction Education and Research (NCCER) and students may also be eligible to T24 Carpentry 3
receive proficiency credits from Anne Arundel Community College.
-or- 2.0 4.0
T701 Carpentry Work-Based Learning
Required: T86 Technical Math (taught concurrently with Level 2)............0.5/sem
Availability: CAT North, CAT South
Associated Certification(s): NCCER (Core and Level 1 Carpentry)
Program Connection: Anne Arundel Community College
www.aacc.edu/about/schools-of-study/science-and-technology/
architecture-and-interior-design/
This program offers college credit: see "" on page 117.
Career Completer Programs | 123

Credits/ Maximum
CASE—Curriculum for Agricultural Education Minimum Credits: 4 Semester Possible
M53 Introduction to AFNR
The CASE Program prepares students to be successful in numerous careers in the agricultural (Agriculture, Food, and Natural Resources) 0.5 1.0
sciences as well as preparing them to further their education at the post-secondary level.
This inquiry-based program of study incorporates classroom learning, FFA leadership and M54 Honors Principles of Agricultural Sciences/Plants
-or- 0.5 1.0
career development, as well as outside of the classroom experiences through Supervised M55 Honors Principles of Agricultural Sciences/Animals
Agricultural Experiences (SAE) and other internship opportunities. Students will work in teams
through inquiry-based projects exploring biotechnology research methodology, DNA/ gene M56 Honors Animal & Plant Biotechnology 0.5 1.0
transfer, biofuels, micro propagation, embryo transfer, transgenic materials, and microbial M58 Honors Agricultural Research & Development
(Capstone) 0.5 1.0
biotechnology. As a foundation, biochemistry and the regulations, laws, and ethics governing
biotechnology will be addressed. Availability: Phoenix Academy, Southern

Credits/ Maximum
Computer and Information Sciences Minimum Credits: 4 Semester Possible

The Information Technology (IT) Software Pathway program, Computer Science, prepares students
R06 Foundations of Computer Science 0.5 1.0
for further study and careers in the field of Computer Science. Students complete a sequence of R04 AP Computer Science Principles 0.5 1.0
four courses, starting with an overview of the Computing and Information Technology field and R20 AP Computer Science A 0.5 1.0
progressing through a more in-depth study of computer science. Throughout the program, students
will learn all aspects of Computer Science including programming, hardware design, networks, R22 C++ with Gaming
-or-
graphics, databases and information retrieval, cyber security, software design, programming R18 H Java Programming & Q78 Advanced Web Development
languages, logic, programming paradigms, translation between levels of abstraction, artificial -or- 0.5 1.0
intelligence, the limits of computations, applications in information technology and information Related Dual Credit course as with AACC†
systems, and social issues (Internet security, privacy, and intellectual property). -or-
Internship
Upon completion of the program sequence, students may earn college credit for introductory-
Availability: Arundel, Chesapeake, and Meade
level Computer Science through Advanced Placement (AP) Computer Science exam(s). In addition,
students may earn industry certification as a Microsoft Technology Associate (MTA). Certification *If R04/R06 is used to satisfy Basic Technology requirements for graduation, it cannot be
used to meet requirements towards this completer program.
options include Software Development Fundamentals (Exam 98-361), Windows Development
Fundamentals (Exam 98-362), or Web Development Fundamentals (Exam 98-363). Students in the
†
Dual Credit course must be approved by Coordinator of Career and Technical Education prior
to enrollment to satisfy completer requirements.
Computer Science CTE Program of Study are required to take at least one of the assessment options
listed above (leading to industry certification and/or early college credit).
Associated Certification(s): Software Development Fundamentals (Exam 98-361)
Windows Development Fundamentals (Exam 98-362),
Web Development Fundamentals (Exam 98-363)

Credits/ Maximum
Construction Design and Management Minimum Credits: 4 Semester Possible

This program is a four course CTE Program of Study. Students will develop an understanding
M77 Introduction to Construction Design & Management 0.5 1.0
of the built world through the design and construction process. Each course uses a project- M78 Principles of Construction Design 0.5 1.0
based learning approach to advance students’ understanding of the design-build-maintain M79 Honors Advanced Design and 3-D Modeling 0.5 1.0
process. Advanced architectural drafting and design skills are developed through lab-based
instruction using Autodesk software tools (AutoCAD and Revit Architecture). Throughout the M80 Honors Advanced Construction Management 0.5 1.0
program, students will develop a portfolio to demonstrate knowledge of each phase of the Availability: Arundel
design and construction management process. Students will also have the opportunity to
earn industry certification in AutoCAD. AACPS adopted the MSDE program and will meet all
of the standards outlined in the State approved Program of Study. Additionally, each course
will be expanded to include ‘real-world’ projects and problem solving to align with the
school’s Signature— Community Development & Global Citizenship.
Associated Certification(s): AutoCAD credentialing
Revit Architecture certification
This program offers college credit: see "" on page 117.
124 | Career Completer Programs

Credits/ Maximum
Cosmetology Minimum Credits: 10.5 Semester Possible

Cosmetology provides students an opportunity to learn hair shaping, manicuring, hairstyling,

T25 Cosmetology 1 1.5 3.0
facial massage, make-up, hair coloring and salon management. Graduates of this 1500 hour/ T26 Cosmetology 2 1.5 3.0
three-year program are required to sit for the State licensure exam. Due to the hour requirement T27 Cosmetology 3 2.25 4.5
for licensure, Level 3 students must commit to participate in an extended day schedule.
Extension
Required: T86 Technical Math (taught concurrently with Level 2) ...........0.5/sem
T701 Cosmetology Work-Based Learning 2.0 4.0
Associated Certification(s): Maryland Board of Cosmetologists
Cosmetologist License Availability: CAT North, CAT South

Credits/ Maximum
Culinary Arts Minimum Credits: 4 Semester Possible

Students will learn how to use commercial equipment, purchase food, plan menus, provide
T77 Honors Culinary Arts 1 1.0 1.0
banquet buffet service, management, cook, bake, and sanitation techniques, and may be eligible T78 Honors Culinary Arts 2 1.5 3.0
to receive sanitation certification. Career opportunities include dining room management or Extension
supervisor, food service management or supervisor, food service manager, purchasing agent,
proprietor, host/hostess, consultant, dietitian, caterer, or cook/chef. This program is certified T79 Honors Culinary Arts 3
by the American Culinary Federation Foundation (ACF).
-or- 2.0 4.0
T701 Culinary Arts Work-Based Learning
Required: T86 Technical Math (taught concurrently with Level 2)............0.5/sem
Availability: CAT North, CAT South
Associated Certification(s): American Culinary Federation (ACF) Certified
Fundamental Pastry Cook
National Restaurant Association ServSafe
Food Manager Certification
Program Connection: Anne Arundel Community College
www.aacc.edu/about/schools-of-study/continuing-education/
hotel-culinary-arts-and-tourism/
This program offers college credit: see "" on page 117.

Credits/ Maximum
Dental Assisting Minimum Credits: 5 Semester Possible

Students will be instructed in the areas of receptionist, chairside assistant, business office
T55 Honors Dental Assisting 1 1.0 2.0
manager, and dental laboratory assistant. . A senior year clinical experience may be available T56 Honors Dental Assisting 2 1.5 3.0
in a dental office. Extension
Required: T86 Technical Math (taught concurrently with Level 2)............0.5/sem T702 Dental Assisting Work-Based Learning 2.0 4.0
Associated Certification(s): American Heart Association CPR
Availability: CAT South
National Board Radiation Health & Safety
National Board Expanded Function

Credits/ Maximum
Diesel Power Technology Minimum Credits: 5 Semester Possible

The Diesel Power Technology course prepares the student to service and repair a wide variety
T28 Diesel Power Technology 1 1.0 2.0
of diesel-powered vehicles and equipment. This program provides training in the Inspection, T29 Diesel Power Technology 2 1.5 3.0
diagnosis, repair, and service of diesel engines, brakes, suspension & steering, electrical/ Extension
electronic systems, heating, ventilation & air conditioning, preventative maintenance Inspection,
and hydraulic systems. This course has been developed in partnership with Cummins Power T30 Diesel Power Technology 3
-or-
Systems and is certified by the National Automotive Technicians Education Foundation (NATEF). T702 Diesel Power Work-Based Learning
2.0 4.0

Required: T86 Technical Math (taught concurrently with Level 2) ...........0.5/sem Availability: CAT North
Associated Certification(s): Automotive Service Excellence (ASE) Entry-Level Certifications
Safety and Pollution Prevention Certification (S/P2)
Associated Equipment Distributors (AED) Certifications
Career Completer Programs | 125

Credits/ Maximum
Drafting and Design Technology Minimum Credits: 4 Semester Possible
M20 Integrated Design/CAD 1
Students will be instructed in basic drafting, orthographic projection, sketching drawings, M21 Integrated Design/CAD 2 0.5
ANSI standard lettering, blueprint reading, CAD, geometric construction, sectioning, auxiliary -or- 0.5 1.0
views, detail, and assembly drawings, inking drawings, architectural layouts of floor plans and
elevation drawings. Career opportunities include drafter, engineering technician, mechanical T31 Integrated Design/CAD 1 1.0
engineer, industrial designer, teacher, architect, and construction superintendent. Students T32 Integrated Design/CAD 2 1.5 3.0
may also be eligible for Proficiency Credits from Anne Arundel Community College.
Extension
Required: T86 Technical Math (taught concurrently with Level 2)............0.5/sem
T33 Integrated Design/CAD 3
Note: Completion of M20 and M21(Engineering Drawing/ CAD 1/2) (C or better) may be -or- 2.0 4.0
taken for two Semesters in the home school's Technology and Engineering Education T702 Integrated Design Work-Based Learning
Program to satisfy the requirements for T31.
Availability: CAT North
Program Connection: Anne Arundel Community College
www.aacc.edu/about/schools-of-study/science-and-technology/
architecture-and-interior-design/
www.aacc.edu/programs-and-courses/credit-and-degree-seekers/engineering/
This program offers college credit: see "" on page 117.

Credits/ Maximum
Early Childhood Minimum Credits: 5 Semester Possible

This completer program is designed for students who wish to pursue a career in the field of
H20 Child Development 1 0.5 1.0
early childhood care and/or the field of education. The course sequence provides performance- H21 Child Development 2 0.5 1.0
based training and assessment, which prepares students for both work and college. A senior H81 Introduction to Teaching Profession 0.5 1.0
year internship is required. Students can earn the Maryland State 90 clock hours plus 9 hours
of communication certification. H22 Honors Child Development 3 0.5 1.0
Program Connection: Anne Arundel Community College: H26 Childhood Internship 1.0 1.0
www.aacc.edu/programs-and-courses/credit-and-degree-seekers/ Availability: All High Schools except Phoenix Academy
education/

Credits/ Maximum
Early Childhood Education—Child Development Associate (CDA) Minimum Credits: 4 Semester Possible

The CDA Program of Study aligns with the Child Development Associate (CDA) competencies,
H35 Child Growth and Development 0.5 1.0
Interstate Teacher Assessment and Support Consortium, (InTASC), and National Association for H41 Learning Environment: Preschool 0.5 1.0
the Education of Young Children (NAEYC) standards.This program of study prepares students H43 Child Development Associate Review and Portfolio 0.5 1.0
for further education and careers in early childhood education and care. The program consists
of three high school courses that cover child growth and development with an emphasis on H27 Child Development Associate Internship (480 hours) 1.5 3.0
preschool, preschool learning environment best practices, and classroom/lab experiences. or Approved AACC Dual enrollment courses 1.0 1.0
Students may earn the CDA in center-based programs, family childcare, and home visitors. Students
complete 120 clock hours of child development education in the classroom and either 480 hours Availability: All high schools, except CAT North, CAT South, Phoenix Academy, and Evening
High School
of experience working directly with children in licensed facilities or one credit of dually-enrolled
courses at AACC. In order to be eligible for the CDA certification, students must complete the
480-hour internship. In addition to industry certification, students may also earn college credit.
Students can earn the Maryland State 90 clock hours plus 9 hours of communication certification.
Associated Certification(s): Child Development Associate (CDA)
126 | Career Completer Programs

Credits/ Maximum
Electricity Minimum Credits: 4 Semester Possible

Students will be instructed in wiring diagrams and schematics, electrical safety, wiring
T34 Electricity 1 1.0 1.0
methods, blueprint reading, furnace controls, wiring heat lamps and air condition electrical T35 Electricity 2 1.5 3.0
motors and starters are provided. Career opportunities include line meter installer, cable splicer, Extension
wire-person, inspector, trouble shooter, motor repair person, control expert, distribution panel
installer, electrical contractor, or self-employment. This program is certified by the National T36 Electricity 3
Center for Construction Education and Research (NCCER).
-or- 2.0 4.0
T702 Electricity Work-Based Learning
Required: T86 Technical Math (taught concurrently with Level 2)............0.5/sem
Availability: CAT North, CAT South
Recommended: Completion of Algebra 1 (C or better)
Associated Certification(s): NCCER (Core and Level 1 Electricity)
Occupational Safety and Health Administration OSHA 10
This program offers college credit: see "" on page 117.

Credits/ Maximum
Environmental Resource Management Minimum Credits: 5 Semester Possible

The Environmental Resource Management Program will give students working knowledge
T43 Environmental Resource Management 1 1.0 1.0
and first-hand experience in the areas of: Water Resource, Fisheries/Wildlife, Soil, Forests, T44 Honors Environmental Resource Management 2 2.0 4.0
and Watershed Restoration. Instruction will include classroom, hands-on, lab, field, Extension
and project-based activities, while incorporating instruction in various environmental
technologies including GIS and GPS. Students will work in close association with Arlington T45 Honors Environmental Resource Management 3
-or-
Echo’s Chesapeake Connections program, community, private, and local government T701 Environmental Resource Management 2.0 4.0
programs. The Natural Resource Management program will utilize the Chesapeake Bay Work-Based Learning
Watershed as a model and for sites for work experience and study. Upon completion of
Availability: CAT North
the program, students will have acquired knowledge and work experience to aid them in
further study or employment in fields such as: fish or forestry technicians, environmental
engineers, wildlife managers, park rangers, naturalists, environmental scientists, and
landscape workers. Students may earn proficiency credit from Anne Arundel Community
College upon successful completion of the program.
Program Connection: Anne Arundel Community College
www.aacc.edu/about/schools-of-study/science-and-technology/biology/
This program offers college credit: see "" on page 117.

Credits/ Maximum
Food & Beverage Management (ProStart) Minimum Credits: 4 Semester Possible

The ProStart program introduces high school students to a wide variety of careers within the
H77 Honors Culinary & Hospitality Management 1 0.5 1.0
restaurant, food service and hospitality industry. Students will study and practice professional H78 Honors Culinary & Hospitality Management 2 0.5 1.0
food preparation, preparation of international cuisines, food safety and sanitation, customer H74 Prostart Work-based Learning 1.0 2.0
service relations, accounting, cost control, marketing, and an introduction to aspects of lodging
management. Students will follow the National Restaurant Association Educational Foundation Availability: All high schools, Phoenix Academy, and Anne Arundel Evening High Schools
industry standard curriculum with the potential to earn ProStart and ServSafe certifications.
Senior year, students must complete a 270-hour work-based learning experience. In addition,
for ProStart Certification, the student internship must allow them to complete 52 competency
goals plus an additional 130 hours.
Associated Certification(s): National Restaurant Association Educational
ServSafe certification
Foundation ProStart National Certificate of
Achievement (COA)
Program Connection: Anne Arundel Community College
www.aacc.edu/about/schools-of-study/continuing-education/
hotel-culinary-arts-and-tourism/
This program offers college credit: see "" on page 117.
Career Completer Programs | 127

Credits/ Maximum
Graphic Design Minimum Credits: 5 Semester Possible

Students will be introduced to publication design as a means of communication with a focus

T16 Graphic Design 1 1.0 1.0
on studying and applying layout and design concepts used in the fields of graphic design, T17 Graphic Design 2 2.0 4.0
webpage design and printing. Students use the iMac computer with software applications Extension
to learn basic page layout techniques, photo manipulation, advertising design, and digital
illustration. Career opportunities exist as a graphic artist, ad designer, web page designer, T704 Graphic Design Work-Based Learning 2.0 4.0
and pre-press operator. Availability: CAT North
Associated Certification(s): PrintED (Advertising Design)

Credits/ Maximum
Heating, Ventilation, and Air Conditioning (HVAC) Minimum Credits: 4 Semester Possible

Basic principles and practical applications to the Air Conditioning and Heating Industry are
T04 HVAC 1 1.0 1.0
introduced in this course. Electro-Mechanical Theory, basic electricity, and wiring diagrams T05 HVAC 2 1.5 3.0
are studied. Outcomes include trouble shooting, maintenance, wiring diagram, ducting, and Extension
repair of central heating and air conditioning systems. Jobs are available in manufacturing,
wholesaling, retailing, and building maintenance. This program is certified by the National T06 HVAC 3
Center for Construction Education and Research (NCCER).
-or- 2.0 4.0
T702 HVAC Work-Based Learning
Required: T86 Technical Math (taught concurrently with Level 2)............0.5/sem Availability: CAT North, CAT South
Associated Certification(s): NCCER (Core and Level 1 HVAC, EPA Core, CFC
ASE Refrigerant Recovery Certification
MD Department of Labor, Licensing, & Regulation HVAC
Apprenticeship License
Occupational Safety and Health Administration OSHA 10
This program offers college credit: see "" on page 117.

Credits/ Maximum
Homeland Security Emergency Preparedness— Semester Possible
Geographic Information Systems Minimum Credits: 4

The Homeland Security and Emergency Preparedness (HS/EP) Program is a Career and
X06 Homeland Security Explorations 1 0.5 1.0
Technical Education instructional program which integrates government, academia, and X07 Homeland Security Explorations 2 0.5 1.0
private sector training/educational initiatives to help students understand how the United X31 Honors Geographic Information Systems (GIS) 1 0.5 0.5
States and its interests worldwide are protected against threats to public safety, both natural
and manufactured, through effective communication, preparedness, detection, prevention, X32 Honors GIS 2 0.5 0.5
response, and recovery. X33 Honors GIS 3 0.5 0.5
This Geographic Information Systems Completer will train students in the use of advanced X34 Honors GIS 4 0.5 0.5
3D imaging software and remote sensing technology. They will study their local and regional
communities through hands on projects and in coordination with industry leading business Extension
partners. Students will learn and apply geospatial tools when solving GIS problems, conduct T704 Homeland Security Work-Based Learning 0.5 1.0
spatial analysis to determine the relationships that exist within specified areas, and integrate Availability: Meade
GPS information to incorporate real time data to three dimensional models.
Associated Certification(s): STARS certification
Program Connection: Anne Arundel Community College
www.aacc.edu/programs-and-courses/credit-and-degree-seekers/
homeland-security-management/
This program offers college credit: see "" on page 117.
128 | Career Completer Programs

Credits/ Maximum
Interactive Media Production—CAT South Minimum Credits: 5 Semester Possible

The IMP program will enable students to create a range of projects by combining sound, video,
Q16 Honors Interactive Media Production 1 1.0 1.0
graphics, animation, and web technology. These media tools are used by business and industry Choose one:
to develop content for marketing, training, and entertainment. Students will prepare for the Q17 Honors IMP Digital Imaging/Video 2.0 4.0
Adobe Creative Suite Certification(s) and have the opportunity to earn college credit toward
post-secondary study. Q23 Honors IMP Simulation & Gaming 2.0 4.0
Associated Certification(s): Adobe Certified Associate (ACA, PhotoShop) Extension
Program Connection: Anne Arundel Community College Q18 Honors Interactive Media Production 3 2.0 4.0
www.aacc.edu/about/schools-of-study/liberal-arts/visual-arts- Availability: CAT South
and-humanities/
This program offers college credit: see "" on page 117.

Credits/ Maximum
Interactive Media Production—High Schools Minimum Credits: 4 Semester Possible

The IMP program will enable students to create a range of projects by combining sound, video,
Q16 Honors Interactive Media Production 1 0.5 1.0
graphics, animation, and web technology. These media tools are used by business and industry Q17 Honors Interactive Media Production 2 0.5 1.0
to develop content for marketing, training, and entertainment. Students will prepare for the Q18 Honors Interactive Media Production 3 0.5 1.0
Adobe Creative Suite Certification(s) and have the opportunity to earn college credit toward
post-secondary study. Q19 Honors Interactive Media Production 4 0.5 1.0
Program Connection: Anne Arundel Community College Availability: Chesapeake, Severna Park
www.aacc.edu/about/schools-of-study/liberal-arts/visual-arts-
and-humanities/

Credits/ Maximum
IT Networking Academy (Cisco) Minimum Credits: 5 Semester Possible

Students will be taught conceptual and technical skills to design, install, operate, secure, and
T58 Honors Cisco Academy 1 1.0 2.0
maintain state-of-the-art computer networks. Each participant will learn theory, component T59 Honors Cisco Academy 2 1.5 3.0
recognition and cabling techniques. Students will also practice hands-on configuration of Extension
equipment, network troubleshooting, and cybersecurity concepts. This is a two-year Cisco Systems
Certified program, with the goal for completing students to gain Cisco Industry Recognized T607 Honors Cisco Academy 3 2.0 4.0
Certification. Throughout the 2-year program, eligible students will have opportunities to Availability: CAT North, CAT South
earn Proficiency Credits with Anne Arundel Community College.
Required: T86 Technical Math (taught concurrently with Level 2)............0.5/sem
Prerequisites: Algebra 1 (C or better)
Associated Certification(s): Cisco CCT
CiscoCertified Network Associate (CCNA)
Cisco Certified Technician (CCT)
Program Connection: Anne Arundel Community College
www.aacc.edu/programs-and-courses/credit-and-degree-seekers/
cybersecurity-and-digital-forensics//
This program offers college credit: see "" on page 117.
Career Completer Programs | 129

Credits/ Maximum
Junior Reserve Officer’s Training Corps (JROTC) Minimum Credits: 4 Semester Possible

Anne Arundel County Public Schools offers three Junior Reserve Officers’ Training Corps
X50 Navy / X55 Army /X66 Marine Honors Junior ROTC 1 0.5 1.0
(JROTC) programs focusing on student leadership, citizenship, and service to the community. X51 Navy / X56 Army / X67 Marine Honors Junior ROTC 2 0.5 1.0
Through partnerships with the United States Army (Meade HS), Navy (Annapolis HS) and X52 Navy / X57 Army / X68 Marine Honors Junior ROTC 3 0.5 1.0
Marines (Northeast HS), instructors from all three branches prepare students in grades 9-12
for leadership roles while making them aware of their rights, responsibilities, and privileges Extension
as American citizens through rigorous instruction and hands-on activities. X53 Navy / ArmyX58 / X69 Marine Honors Junior ROTC 4 0.5 1.0
JROTC prepares students for life, and they are not under any obligation to join the military. Availability: Annapolis HS (Navy); Meade HS (Army); Northeast HS (Marines)
However, if they choose to further their interest in the military, satisfactory completion of the
JROTC program can lead to advanced placement credit in the Senior ROTC program (college
level) or advanced rank in any of the Armed Forces

Credits/ Maximum
Law Enforcement and Criminal Justice Minimum Credits: 3 Semester Possible

Anne Arundel County Public Schools has partnered with the Law Enforcement and Criminal
JCJ002 Introduction to Criminal Justice 0.5 0.5
Justice Institute at Anne Arundel Community College to create the Law Enforcement and JHL004 Introduction to Homeland Security 0.5 0.5
Criminal Justice CTE program in support of the Signature at Glen Burnie High School. This JCJ004 Penology 0.5 0.5
program combines Career and Technical Education and Early College access and will allow
students to graduate with 18 college credits and a certificate in Law Enforcement and JLG001 Criminal Law 0.5 0.5
Criminal Justice. JCJ003 Police Operations 0.5 0.5
Students will gain an understanding of ethical standards and techniques needed to meet current JCJ005 Criminal Justice Ethics 0.5 0.5
and future challenges facing our community through innovative thinking and real-world experiences
in a variety of public service careers that help a community grow and thrive. T7 Internship/Capstone Experience 0.5 1.0
The first two AACC courses (AACC course #: CJS111, CJS112) will be offered at Glen Burnie High Availability: Glen Burnie HS
School for ease of access. The remaining courses (AACC course #: CJS113, LGS215, HLS111, and
CJS225) will be taken at the AACC campus at the Glen Burnie Town Center.
Program Connection: Anne Arundel Community College
https://www.aacc.edu/programs-and-courses/credit-and-degree-
seekers/law-enforcement-and-criminal-justice/
This program offers college credit: see "" on page 117.

Credits/ Maximum
Manufacturing Technology Minimum Credits: 4 Semester Possible

Students will develop skills to read and interpret prints, use precision measuring instruments,
T46 Manufacturing Technology 1 1.0 1.0
and hand tools. Students will efficiently setup and operate drill presses, vertical milling machines, T47 Honors Manufacturing Technology 2 1.5 3.0
engine lathes and grinders. Students will also develop CNC programs using software applied in Extension
the industrial field. Career opportunities include Machinist, Maintenance Machinist, Instrument
Maker, Inspector, Tool and Die Maker, Shop Supervisor and Engineer. T48 Manufacturing Technology 3
-or- 2.0 4.0
Required: T86 Technical Math (taught concurrently with Level 2) ...........0.5/sem T703 Manufacturing Technology Work-Based Learning
Associated Certification(s): Occupational Safety and Health Administration OSHA 10 Availability: CAT North
130 | Career Completer Programs

Credits/ Maximum
Marine Service Technology Minimum Credits: 5 Semester Possible

Standards and guidelines set by the American Boat & Yacht Council (ABYC) are incorporated
T71 Marine Service Technology 1 1.0 2.0
in this program and supported by ABYC. Students will learn boat related skills in carpentry, T72 Marine Service Technology 2 1.5 3.0
marine wiring, diagnoses and repair of marine engines, painting, refinishing, plumbing, fiber Extension
glassing and rigging. Career possibilities include crew member, refinishing, rigging, carpentry,
fiberglass fabrication and repair, sales, and cleaning and maintenance. T73 Marine Service Technology 3
-or- 2.0 4.0
Required: T86 Technical Math (taught concurrently with Level 2) ...........0.5/sem T702 Marine Service Technology Work-Based Learning
Associated Certification(s): American Boat & Yacht Council (ABYC) Availability: CAT South
Marine Service Technician

Credits/ Maximum
Marketing Minimum Credits: 3 Semester Possible

In the Marketing pathway, students learn about the consumer’s role, research in global
Q20 Principles of Business Management & Entrepreneurship 0.5 1.0
marketing, developing a marketing plan and the importance of ethics and social responsibility. Q01 Principles of Accounting & Finance 0.5 1.0
Internships and mentored projects are highly recommended. Graduates may earn college Q30 Honors Marketing 1 0.5 1.0
credit through dual enrollment.
Program Connection: Anne Arundel Community College Extension
www.aacc.edu/programs-and-courses/credit-and-degree-seekers/ Q31 Honors Marketing 2 0.5 1.0
advertising/ or B51 AP Economics–Macro and B52 AP Economics–Micro 0.5 1.0
or S32 Marketing Work-Based Learning 1.0 2.0
or BPA162 Business Communication: AACC (Dual Credit)
and BPA127 E-Marketing: AACC 0.5 1.0
Availability: Annapolis, Arundel, Crofton, Meade, North County, Severna Park, Southern

Credits/ Maximum
Masonry Minimum Credits: 4 Semester Possible

Students will learn to work with brick, block, stone, and concrete. They will be able to estimate
T49 Masonry 1 1.0 1.0
the cost of materials, read blueprints, and lay out projects. Career opportunities in this trade T50 Masonry 2 1.5 3.0
offer a promising future for graduates as a Mason tender, Bricklayer, Layout person, Foreman, Extension
Estimator, Superintendent, and Contractor. This program is certified by the National Center
for Construction Education and Research (NCCER). T51 Masonry 3
-or- 2.0 4.0
Required: T86 Technical Math (taught concurrently with Level 2) ...........0.5/sem T702 Masonry Work-Based Learning
Associated Certification(s): NCCER (Core and Level 1 Masonry) Availability: CAT North
Occupational Safety and Health Administration OSHA 10

Credits/ Maximum
Natural Resources and Conservation (Pending Board Approval) Minimum Credits: 3 Semester Possible

The Natural Resources and Conservation program focuses on the studies and activities related
X07 Environmental Literacy Exploration 0.5 1.0
to the natural environment and its conservation, use, and improvement. Includes instruction in JSC002 Restoration Ecology 0.5 0.5
subjects such as climate, air, soil, water, land, fish and wildlife, and plant resources; in the basic JSC004 General Botany 0.5 0.5
principles of environmental science and natural resources management; and the recreational
and economic uses of renewable and nonrenewable natural resources. JSC001 Drones Sensing the World Around Us 0.5 0.5
Anne Arundel County Public Schools has partnered with the Anne Arundel Community College’s JGE002 Introduction to Geographic Information Systems 0.5 0.5
School of Science, Technology, and Education to create the Natural Resources and Conservation Extension
CTE program. This program combines Career and Technical Education and Early College access
and will allow students to graduate with 12 college credits.
T7 Internship 0.5 1.0
Availability: Broadneck
Career Completer Programs | 131

Credits/ Maximum
Plumbing Minimum Credits: 4 Semester Possible

Students will be instructed in the areas of soldering, brazing, repairing sinks and toilets, repairing
T52 Plumbing 1 1.0 1.0
water heaters, reading blueprints, and designing bathrooms. A senior year internship is available, T53 Honors Plumbing 2 1.5 3.0
which can lead to an Apprenticeship program. Career opportunities exist as plumber, gas fitter, Extension
maintenance engineer, engineer, steam fitter, sprinkler system mechanic, boiler mechanic,
plumbing sales representative, service person or estimator. This program is certified by the T54 Plumbing 3
National Center for Construction Education and Research (NCCER).
-or- 2.0 4.0
T703 Plumbing Work-Based Learning
Required: T86 Technical Math (taught concurrently with Level 2)............0.5/sem
Availability: CAT North
Associated Certification(s): NCCER (Core & Level 1 Plumbing)
Occupational Safety and Health Administration OSHA 10
Program Connection: Community College of Baltimore County
This program offers college credit: see "" on page 117.

Credits/ Maximum
Print Media Technology Minimum Credits: 4 Semester Possible

Students will have the opportunity to learn all aspects of the printing process including digital
T40 Printing Technologies 1 1.0 1.0
printing, digital file management, offset lithography, binding, and finishing, and production T41 Printing Technologies 2 1.5 3.0
planning. Students will learn to use iMac computers, Adobe Suite, computer to plate system, Extension
printing press, and bindery equipment. Students will develop an understanding of inventory
and cost control, electronic prepress and employment responsibilities. Career opportunities T42 Printing Technologies 3
-or-
include pressman or bindery operator, prepress technician, production planning, purchasing, T703 Printing Technology Work-Based Learning
2.0 4.0
and customer service.
Availability: CAT North
Associated Certification(s): PrintED (Graphic Communication, Digital File Prep,
Press Operation)
Credits/ Maximum
Semester Possible
T40 Printing Technologies 1 (daily yearlong) 1.0 2.0
T41 Printing Technologies 2 (daily single semester) 1.0 1.0
T43 Printing Technologies 3 (daily single semester) 1.0 1.0
Extension
T703 Printing Technology Work-Based Learning 1.0 2.0
Availability: Phoenix Academy

Credits/ Maximum
Project Lead the Way (PTLW)—Biomedical Sciences Minimum Credits: 4 Semester Possible

The goal of the program is to increase the number of students pursuing careers in the
M35 H Principles of Biomedical Science 0.5 1.0
biomedical sciences, including healthcare. Students who complete the program are prepared for M36 H Human Body Systems 0.5 1.0
employment and further education at two- and four- year college levels. Stevenson University, M37 H Medical Interventions 0.5 1.0
the Maryland PLTW Biomedical Sciences Affiliate University, will offer four (4) transcripted
credits for its first semester majors biology course (BIO 113). The credit will be offered for those M39 Biomedical Innovations 0.5 1.0
students who complete the entire PLTW biomed sequence of courses and score at least 80% Availability: Glen Burnie, Northeast
on each end-of-course assessment.
132 | Career Completer Programs

Credits/ Maximum
Project Lead the Way (PLTW)—Pre-Engineering Minimum Credits: 4 Semester Possible
M25 Honors Principles of Engineering*
Project Lead the Way (PLTW) is a CTE instructional program that incorporates the national 0.5 1.0
standards of The National Council of Teachers of Mathematics, the National Science Standards,
and the International Technology and Engineering Educators Association. The program prepares M26 Honors Engineering Design & Development 1 (IED) 0.5 1.0
students for further education and careers in engineering and engineering technology. The M27 Honors Digital Electronics 0.5 1.0
list of courses provided meet the criteria of the Project Lead the Way Program. Specialty
courses are selected by the school and not all courses listed are offered at every PLTW school. M28 Honors Computer Integrated Manufacturing 0.5
Program Connection: Anne Arundel Community College M29 Honors Environmental Sustainability 0.5
www.aacc.edu/programs-and-courses/credit-and-degree-seekers/
M30 Honors Aerospace Engineering 0.5 1.0
engineering/
This program offers college credit: see "" on page 117. M49 Honors Civil Engineering & Architecture 0.5
M44 Honors Engineering Design & Development 2 (EDD) 0.5
Availability: Crofton, Glen Burnie, Meade, Severna Park, South River
* If M25/M26 is used to satisfy Basic Technology requirements for graduation, Students must
take 2.0 credits after M27.

Credits/ Maximum
Transportation, Logistics, and Cargo Security Minimum Credits: 4.5 Semester Possible
X06 International Trade, Transportation
& Tourism Exploration 1 0.5 0.5
Through partnerships with BWI Marshall Airport, the Port of Baltimore, and the Maryland
X07 International Trade, Transportation
Office of Tourism, this completer program exposes students to a range of careers involved in & Tourism Exploration 2 0.5 1.0
the transportation logistics field. Students will experience purposeful, real-world learning,
career opportunities, transportable credentials, and higher education experiences. This JBE001 Introduction to Transportation and Logistics 0.5 0.5
program combines Career and Technical Education with Early College Access and will allow JBE003 Supply Chain Management 0.5 0.5
students to graduate with 18 college credits and a Certification in Transportation, Logistics,
JHL001 Transportation and Border Security 0.5 0.5
and Cargo Security, while preparing them to earn the Global Logistics Associate (GLA) Industry
Certification. The program is a combination of courses developed by both AACPS and AACC. JBE002 Introduction to Air/Seaport Operations 0.5 0.5
The six AACC courses are taken through the dual credit program. JBE004 Domestic and International Freight Operations 0.5 0.5
Associated Certification(s): Transportation, Logistics, and Cargo Security Certificate (AACC) JBE005 Business Internship 0.5 0.5
Global Logistics Associate (GLA) Industry Certification
Availability: North County
Program Connections: Anne Arundel Community College
www.aacc.edu/programs-and-courses/credit-and-degree-seekers/
supply-chain-management/
This program offers college credit: see "" on page 117.

Credits/ Maximum
Welding Minimum Credits: 4 Semester Possible

Students will be instructed in blueprint reading, oxy-acetylene welding and cutting, brazing,
T61 Welding 1 1.0 1.0
arc welding, plasma cutting and welding, and pulse MIG welding. Career opportunities exist T62 Welding 2 1.5 3.0
as production welder, machine operator, job shop welder, fabricator, pipeline, welder, sheet Extension
metal mechanic and welder, construction welder, and welding shop owner. This program is
certified by the National Center for Construction Education and Research (NCCER). T63 Welding 3
-or- 2.0 4.0
Required: T86 Technical Math (taught concurrently with Level 2)............0.5/sem T703 Welding Work-Based Learning
Associated Certification(s): American Association of Welding D1-1 Availability: CAT North, CAT South
NCCER (Core and Level 1 Welding)
American Welding Society (AWS) Certification
Career Completer Programs | 133

CIP# AACPS Completer Name (MSDE Program Name, if different)

510053 Academy of Health Professions—Certified Clinical Medical Assistant page 119
510050 Academy of Health Professions—Certified Nursing Assistant page 119
510051 Academy of Health Professions—Pharmacy Technician page 119
520354 Accounting & Finance page 119
520451 Administrative Services Management (MSDE: Business Administrative Services) page 120
860500 Apprenticeship Maryland Program page 120
470635 Automotive Collision Repair & Refinishing (MSDE: Autobody/Collision Repair Technician) page 120
470645 Automotive Technology (MSDE: Automotive Technology Maintenance and Light Repair–Plus (NATEF)) page 120
XXXXXX Aviation Maintenance (Pending Board Approval) page 121
120555 Baking & Pastry page 121
120402 Barbering page 121
520251 Business Management page 122
860000 Career Transitions (MSDE: Career Research and Development) page 122
465200 Carpentry (MSDE: Construction Trades Professions) page 122
010050 CASE—Curriculum for Agricultural Education page 123
110190 Computer and Information Sciences page 123
460401 Construction Design and Management (MSDE: Local Construction Maintenance–Building/Property Maintenance) page 123
120450 Cosmetology (MSDE: Careers in Cosmetology) page 124
120550 Culinary Arts page 124
510052 Dental Assisting (MSDE: Academy of Health Professions—Dental Assisting) page 124
470655 Diesel Power Technology (MSDE: Medium/Heavy Truck Technician—Diesel (NATEF)) page 124
151390 Drafting and Design Technology page 124
200201 Early Childhood (MSDE: Early Childhood Education/Child Care) page 125
131209 Early Childhood Education, Preschool Child Development (MSDE: Early Childhood Education Child Development Associate (CDA) Preschool) page 125
465300 Electricity (MSDE: Construction Trades Professions) page 126
030101 Environmental Resource Management (MSDE: Natural Resources and Conservation) page 126
520955 Food & Beverage Management (ProStart) page 126
100350 Graphic Design (MSDE: Graphic Communications (PrintED)) page 127
475200 Heating, Ventilation, and Air Conditioning (HVAC) (MSDE: Construction Maintenance Professions) page 127
430352 Homeland Security Emergency Preparedness (MSDE: Homeland Security and Emergency Preparedness—Information/Communications Technology) page 127
460401 Industrial Maintenance (MSDE: Local Construction Maintenance - Building/Property Maintenance) page 122
100150 Interactive Media Production page 128
110952 IT Networking Academy (Cisco) page 128
280301 Junior Reserve Officer’s Training Corps (JROTC)—Army page 129
280410 Junior Reserve Officer’s Training Corps (JROTC)—Navy page 129
280420 Junior Reserve Officer’s Training Corps (JROTC)—Marine Corps page 129
430351 Law Enforcement and Criminal Justice (MSDE: Criminal Justice/Law Enforcement) page 129
150613 Manufacturing Technology (MSDE: Manufacturing Engineering Technology (MSSC)) page 129
470616 Marine Service Technology (MSDE: Marine Maintenance and Repair Technology) page 130
521451 Marketing page 130
465100 Masonry (MSDE: Construction Trades Professions) page 130
030101 Natural Resources and Conservation (Pending Board Approval) (MSDE: Natural Resources and Conservation) page 130
465500 Plumbing (MSDE: Construction Trades Professions) page 131
100350 Print Media Technology (MSDE: Graphic Communications (PrintED)) page 131
511150 Project Lead the Way (PTLW)—Biomedical Sciences page 131
155000 Project Lead the Way (PLTW)—Pre-Engineering page 132
520290 Transportation, Logistics and Cargo Security page 132
475300 Welding (MSDE: Construction Maintenance Professions) page 132
134 | Advanced Co-Curricular Programs

Advanced Adjunct Programs

Adjunct programs augment the instructional program outside the

Co-Curricular regular school day. They provide an enriching complement to a

student’s regular education experience. Anne Arundel County Public

Programs
Schools is fortunate to have strong partnerships with organizations
in the community that comprise unparalleled resources, including
the Naval Academy, the National Security Agency, St. John’s College,
Johns Hopkins University Applied Physics Laboratory (JHUAPL),
The Advanced Co-Curricular Programs Office at AACPS offers National Electronics Museum, and Maryland Hall for the Creative
a broad range of learning experiences outside of the traditional Arts. Here, you will find a brief description of after-school, weekend,
classroom for all students. It is intended to complement, broaden, or summer program options. Participation in these adjunct programs
and provide practical application of knowledge students receive affords students the opportunity to enrich and extend their current
in regular classes and give students a chance to participate in program studies. Both student aptitude and interest should be
activities they enjoy. Some involve outside organizations while considered when registering for these programs.
others are maintained within the confines of the schools.
Maryland Hall for the Creative Arts
Co-Curricular activities require students to think critically, solve
problems, manage time, work as a team, and grow as an individual.
AACPS Scholarship Program
Maryland Hall for the Creative Arts in Annapolis offers after-school and
https://www.aacps.org/cocurricular Saturday courses in the creative and performing arts. Twenty percent of
the enrollment each year is provided tuition-free to students of financial
need from Anne Arundel County Public Schools. Sculpting, painting,
jewelry design, classical ballet and acting are just some of the classes
offered for ages five to seventeen. Scholarship applications and course
offering booklets are distributed in schools for fall, winter/spring, and
summer sessions.
A course catalog with application form is available through the main
office at each school or on-line at the Advanced Co-Curricular Programs
Adjunct Web site (www.aacps.org/cocurricular). For further information,
contact Maryland Hall for the Creative Arts directly at 410-263-5544 or
visit their website.
www.marylandhall.org

United States Naval Academy (USNA)

Advanced Studies Program
The Advanced Study Program is sponsored and funded by the Advanced
Co-Curricular Programs Office. Only public school students may attend
during the fall and spring semesters of the school year. During the
summer session, the program is also open to non-public school students
for a fee. The program consists of advanced studies in mathematics,
computer applications, humanities, and the sciences for grades six
through twelve. In addition to the regular classes, the Advanced Studies
Program at the USNA also offers several Saturday morning “hands-on”
physics lab demonstrations during the school year. Parents and teachers
are welcome to attend with their students.
A course catalog with application form is available through the main
office at each school or on-line at the Advanced Co-Curricular Programs
Adjunct Web site.
www.aacps.org/cocurricular

St. John’s Seminar

The Offices of Advanced Studies and Programs, English, and Social Studies,
in collaboration with St. John’s College, invites Advanced Placement and
Honors classes in English and Social Studies to participate in seminar
classes led by St. John’s tutors. Students will also be guests of the college
for lunch and a tour of the campus. The instructional format of a Socratic
seminar is such that the number of participants must not exceed 20 per
seminar and be either all English, all social studies or a mixture of both
classes of students.
Advanced Co-Curricular Programs | 135
Topics in the past have included short works, papers, poetry, or drama
from Shakespeare, Machiavelli, Yeats, Sophocles, or Chaucer, as well as Activities and Competitions
historical works such as the Constitution, the Gettysburg Address, and Co-curricular programs augment the instructional program outside
the Federalist’s Papers.
the regular school day. They provide an enriching complement to a
student’s regular educational experience. Below, you will find a brief
MSDE Maryland Summer Center description of before-school, during school, after-school, and weekend
The Maryland Summer Center Program, in partnership with public and and/or summer program options for students. Some take place with
nonpublic agencies, provides Maryland’s diverse gifted and talented
population with advanced rigorous, experiential learning opportunities
face-to-face contact while others are online requiring remote access.
that nurture these students’ talents and abilities within unique learning Participation in these activities or competitions affords students the
environments. One to three weeks in duration, these residential or additional opportunities to enrich their current program of studies.
non-residential summer courses cover a wide range of interests from Contact your school to obtain specific information and offerings. For
computer sciences, to history, to fine arts to STEM. more information, visit the program’s website.
For further information, contact the MSDE Summer Center at 410-767-
4821 or log on to their website.
www.marylandpublicschools.org/summercenters AVID Enrichment Club
In conjunction with the AVID Office, this club serves as an opportunity to
Destination ImagiNation ® apply skills and techniques learned in AVID courses. Enrichment options
may be offered based upon student needs and availability.
Each year, five different Team Challenges are unveiled to more than
400,000 students worldwide. Teams of up to seven members select a
challenge and spend several months perfecting their solutions. The
Continental Math League (CML), Inc.
culmination is a series of tournaments where teams demonstrate their The Continental Math League invites students at all grade levels who
unique solutions to teams of appraisers. Only teams who register with have above average mental mathematical skills and reading skills. In the
the Advanced Co-Curricular Programs Office are eligible for discounted Pythagorean or Euclidean Divisions students in grades 4–9 will participate
team registration numbers. in increasingly difficult meets. Participation will demonstrate progress in
https://www.destinationimagination.org/ the art of problem-solving and analytical reasoning capabilities. Books
covering sample challenging math questions for each grade level and
division are available online.
www.continentalmathematicsleague.com

CyberPatriot
CyberPatriot is the National Youth Cyber Education Program created by
the Air Force Association (AFA) to inspire K-12 students toward careers
in cybersecurity or other STEM disciplines critical to our nation’s future.
At the center of CyberPatriot is the National Youth Cyber Defense
Competition, which puts teams of high school and middle school
students in the position of newly hired IT professionals tasked with
managing the network of a small company. Through a series of online
competition rounds, teams are given a set of virtual operating systems
and are tasked with finding and fixing cybersecurity vulnerabilities while
maintaining critical services.

Destination ImagiNation® Grades K–12

Each year, five Team Challenges are unveiled to an anxiously awaiting
audience of more than 400,000 kids worldwide. The challenges are
carefully concocted brainteasers that challenge kids by purposefully
stimulating the different senses we use to learn. Teams of up to seven
members choose one Team Challenge and spend several months
perfecting their solutions. The culmination of the year is a series of
Tournaments, where Teams demonstrate their unique solutions to
teams of Appraisers. Only AACPS School’s teams who have registered
their team(s) through the Advanced Co-Curricular Programs Office may
request financial assistance for Global competitions.
www.idodi.org

Future Farmers of America (FFA)

FFA is a dynamic youth organization that changes lives and prepares
members for premier leadership, personal growth, and career success
through agricultural education. FFA develops members’ potential and
helps them discover their talent through hands-on experiences, which
give members the tools to achieve real-world success. Members are fu-
ture chemists, veterinarians, government officials, entrepreneurs, bank-
136 | Advanced Co-Curricular Programs
ers, international business leaders, teachers, and premier professionals insights they gain from their exploration of history, geography, culture,
in many career fields. FFA is an intracurricular student organization for economics, and science contribute to the authenticity of the simulation
those interested in agriculture and leadership. when the role playing gets under way.
https://www.ffa.org/about/ www.unausa.org

Integrated Arts or Fine Arts Club or STEM Club On-line Book Club Hybrid
Students participating in this enrichment club incorporate a variety of fine Held in conjunction with the Language Arts/English Department and
arts in their extension activity. They explore topics in a project-based, real- the AP/College Prep Office, advanced language arts students are invited
world application environment where elements of the visual arts, music, to participate in an on-line book club during the school year. They will
performing arts and dance may co-exist with current technology. STEM- need internet access in order to join a blackboard discussion group. A
based clubs must get approval from the STEM Coordinator at your school. final project or special culminating activity is designed for each book at
each grade level.
MD (National) History Day
Through the National History Day contest, students in grades 6 –12 Robotics Club or FIRST LEGO League
engage in discovery and interpretation of historical topics related to The FIRST LEGO League (FLL) is a global program created to introduce
an annual theme. In the process, they hone their talents and produce students (ages 9–14, up to 16 outside of the U.S. and Canada), to science,
creative and scholarly projects in the form of exhibits, documentaries, technology, and engineering. Students use elements such as sensors,
historical papers, performances, or web site. After a series of district and motors, and gears to gain hands-on experience in engineering and
state contests, the program culminates with a national competition at computer programming principles as they construct and program their
the University of Maryland in College Park each June. unique robot inventions. The cornerstones of the program are its core
www.nationalhistoryday.org values, which emphasize contributions of others, friendly sportsmanship,
learning, and community involvement to share their experiences and
MESA — Mathematics, Engineering, and Science receive recognition for their efforts.
www.firstlegoleague.org
Achievement
Maryland MESA, sponsored by The Johns Hopkins Applied Research
Laboratory, is a structured K–12 pre-college program designed to
Science and Engineering Expo
The high school science program provides students with the opportunity
prepare students for academic and professional careers in mathematics,
to do independent or team research in science. Every student enrolled in
engineering, science, and technology. MESA is a competition-based club
a high school science course is expected to participate in science research
which focuses on under-represented groups. Students research, plan,
as part of the curriculum experience. As a showcase of that research,
create projects, and complete in activities ranging from engineering to
students may compete in school and then district based Science and
computer programming to applied technology.
Engineering Expos. Students are encouraged to think beyond the
https://secwww.jhuapl.edu/stem/mesa/ traditional three-fold display board and consider exhibiting their projects
with PowerPoints, videos, posters, and prototypes. Students have the
Mock Trial option of entering research as individuals or as a team of two or three
Mock Trial is an activity in which students learn the principles of trial students. Research categories are:
advocacy and then apply those principles as they try a fictitious case. • Animal Science • Health Sciences
Involvement in Mock Trial fosters increased self-confidence, improved • Behavioral & Social Sciences • Intelligent Machines/Robotics
analytical and speaking skills, and the ability to work well with others. • Biochemistry • Materials Science
Students participating in Mock Trial learn how to conduct a trial from • Biomedical Engineering • Mathematics
start to finish. They are trained in how to plan, draft, and present opening • Chemistry • Medical Sciences
• Earth and Astronomy • Microbiology
statements, direct examinations, cross examinations and closing
• Energy: Chemical • Physics
arguments. Mock Trial also teaches students how to argue objections • Energy: Physical • Plant Sciences
intelligently, as well as how to handle various courtroom procedures • Engineering Mechanics • Sustainable Design
like entering an exhibit into evidence and impeaching a witness. Aside • Environmental Science • Systems Software
from the technical aspects of trial advocacy, students learn how to think
creatively when dealing with matters of trial strategy. SEAPerch—Underwater Robotics
www.collegemocktrial.org This engineering design course focuses on design, development, and
building of an underwater remotely operated vehicle (ROV). Students
Model United Nations will learn the principles of engineering in a fun-filled project-based club
environment. Sea Perch Underwater Robotics Competitions will be held
Model United Nations is a simulation of the UN General Assembly and
locally, regionally, and nationally.
other multilateral bodies. In Model UN, students step into the shoes of
ambassadors from UN member states to debate current issues on the
organization’s agenda. While playing their roles as ambassadors, student Signature-Based Co-Curricular Clubs
“delegates” make speeches, prepare draft resolutions, negotiate with allies Each of the 12 AACPS high schools has its unique Signature Program. In
and adversaries, resolve conflicts, and navigate the Model UN conference order to enrich its Signature curriculum area, schools have developed
rules of procedure — all in the interest of mobilizing “international various opportunities for students to enhance the study of their unique
cooperation” to resolve problems that affect countries all over the world. By programs. For activities specific to your high school, check with the
researching, Model UN participants learn how the international community designated signature support person at the high school or contact the
acts on its concerns about topics including peace and security, human AACPS Signature Office.
rights, the environment, food, and hunger, economic development, and
globalization. Model UN delegates also look closely at the needs, goals,
and foreign policies of the countries they will represent at the event. The
Advanced Co-Curricular Programs | 137

Career & Technical Programs Technology Student Association (TSA)

The Technology Student Association (TSA) is a national organization of
The Career and Technical Education Office offers a variety of career- students engaged in science, technology, engineering, and mathematics
and technology-related student organizations. Some involve outside (STEM). TSA is supported by educators, parents, and business leaders
organizations while others are maintained within the confines of the who believe in the need for a technologically literate society. Members
individual schools or Anne Arundel County Public Schools. learn through exciting competitive events, leadership opportunities and
much more. The diversity of activities makes TSA a positive experience
SkillsUSA for every student. From engineers to business managers, our alumni
credit TSA with a positive influence on their lives. All TSA competitions
SkillsUSA is a partnership of students, teachers ,and industry representatives
are correlated with national science, technology, engineering, and
working together to ensure America has a skilled workforce that helps each
mathematics standards. Expert judging by technology educators and
student to excel. SkillsUSA is a national organization serving teachers and
industry representatives inspires the best from participants. Competitions
high school and college students who are preparing for careers in technical,
take place at the local, state, regional, and national level. A component
skilled, and service occupations. SkillsUSA programs include local, state, and
of leadership is often entailed in events at both levels, with some events
national competitions in which students demonstrate occupational and
being devoted to leadership (such as the Leadership Challenge).
leadership skills. At the annual national-level SkillsUSA Championships, more
than 6,000 students compete in 100 occupational and leadership skill areas.
www.tsaweb.org
SkillsUSA programs also help to establish industry standards for job skill
training in the lab and classroom and promote community service. SkillsUSA
is recognized by the U.S. Department of Education and is cited as a “successful
model of employer-driven youth development training program” by the U.S.
Department of Labor.
www.skillsusa.org

FBLA
Future Business Leaders of America-Phi Beta Lambda is a nonprofit 501(c)
(3) education association with a quarter million students preparing for
careers in business and business-related fields. Business teachers, advisors,
and advisory councils (including school officials, businesspeople, and
community representatives) guide local chapters. State advisors and
committee members coordinate chapter activities for the national
organization. FBLA National Awards Program recognizes and rewards
excellence in a broad range of business and career-related areas. Through
state-based competition at the spring State Leadership Conferences,
students compete in events testing their business knowledge and skills.
Top state winners then are eligible to compete for honors at the National
Leadership Conference each summer.
www.fbla-pbl.org

National ProStart Invitational®

The National ProStart Invitational® is the country’s premier secondary
school competition focused on restaurant management and culinary
arts. Top ProStart® students from across the globe compete in the event.
Talented students showcase their passion and skills in front of nearly 1,000
friends and family, educators, and industry leaders. Annually, 350 student
competitors put their skills to the test in front of industry leaders, NRAEF
Trustees, state restaurant associations, and family and friends - all with
hopes of earning a coveted scholarship from one of the nation’s premier
culinary and restaurant management programs.
The National ProStart Invitational is composed of two distinct
competitions—management and culinary—that showcase the most
important skills needed on either side of the restaurant and foodservice
industry:
Management teams develop a proposal for the next promising
restaurant concept and present it to a panel of industry judges. Next,
their problem-solving skills are tested as they quickly solve challenges
faced by managers daily.
The culinary competition highlights each team’s creative abilities
through the preparation of a three-course meal in 60 minutes, using only
two butane burners, and without access to running water or electricity.
There is no room for error as they are evaluated on taste, skill, teamwork,
safety, and sanitation.
www.nraef.org/ProStart/Invitational
Scheduling Worksheets
A-Day B-Day

Fall
Semester 1

Spring
Semester 1

4
Scheduling Worksheets
A-Day B-Day

Fall
Semester 1

Spring
Semester 1

4
Scheduling Worksheets
A-Day B-Day

Fall
Semester 1

Spring
Semester 1

4
High School Program Information

Annapolis High School Arundel High School Broadneck High School Chesapeake High School Crofton High School Glen Burnie High School Meade High School

Website www.annapolishighschool.org www.arundelhigh.org www.broadneck.org www.chesapeakehighcougars.org www.aacps.org/croftonhs www.glenburniehs.org www.meadeseniorhigh.org

Main Oﬃce 410-266-5240 410-674-6500 410-757-1300 410-255-9600 410-451-6142 (Temporary) 410-761-8950 410-674-7710

Counseling www.aacps.org/counseling www.aacps.org/counseling www.aacps.org/counseling www.aacps.org/counseling www.aacps.org/counseling www.aacps.org/counseling www.aacps.org/counseling

Change Engineering Community Development Environmental Literacy Information Management Safety and Security in the Digital Era Public Service Homeland Security
Signature and Global Citizenship
Program www.aacps.org/annapolissignature www.aacps.org/arundelsignature www.aacps.org/broadnecksignature www.aacps.org/chesapeakesignature www.aacps.org/croftonsignature www.aacps.org/glenburniesignature www.aacps.org/meadesignature
Magnet International Baccalaureate Performing and Visual Arts BioMedical and Allied Health International Baccalaureate
N/A N/A N/A
Program www.aacps.org/ibhigh www.aacps.org/pvahigh www.aacps.org/stem www.aacps.org/ibhigh

North County High School Northeast High School Old Mill High School Severna Park High School South River High School Southern High School

Website www.northcountyhs.org www.northeasthigh.org www.oldmillhs.org www.severnaparkhigh.org www.southriverhigh.org www.southernhigh.org/

Main Oﬃce 410-222-6970 410-437-6400 410-969-9010 410-544-0900 410-956-5600 410-867-7100

Counseling www.aacps.org/counseling www.aacps.org/counseling www.aacps.org/counseling www.aacps.org/counseling www.aacps.org/counseling www.aacps.org/counseling

International Trade, Transportation Human Performance International Economics and Finance Business, Innovation and Leadership Global Communications & Public Affairs Design: Preservation and Innovation
Signature and Tourism (IT3)
Program www.aacps.org/northcountysignature www.aacps.org/northeastsignature www.aacps.org/oldmillsignature www.aacps.org/severnaparksignature www.aacps.org/southriversignature www.aacps.org/southernsignature
Science, Technology, Engineering International Baccalaureate Science, Technology, Engineering
Magnet and Math (STEM) N/A N/A and Math (STEM) N/A
Program www.aacps.org/stem www.aacps.org/ibhigh www.aacps.org/stem

Mary E. Moss
CAT– North CAT– South Phoenix Academy Studio 39 Chesapeake Science Point Virtual Academy
@ J. Albert Adams Academy

Website www.catnorth.org www.catsouth.org www.weareadmirals.weebly.com www.aacps.org/phoenix www.aacps.org/studio39 mycsp.org www.aacps.org/virtualacademy

Main Oﬃce 410-969-3100 410-956-5900 410-222-1639 410-222-1650 410-280-1501 443-757-5277 410-544-1082

Counseling www.aacps.org/counseling www.aacps.org/counseling www.aacps.org/counseling www.aacps.org/counseling www.aacps.org/counseling www.aacps.org/counseling www.aacps.org/counseling

Words To Live By | Katelyn Chaney | Grade 10 | North County High School | 2019
George Arlotto, Ed.D.
Superintendent of Schools
2644 Riva Road, Annapolis, Maryland 21401

Publication Number 1691/3 (Rev. 12/21) • Design & Print Services/SG

Anne Arundel County Public Schools prohibits discrimination in matters affecting employment or in providing access to programs on
the basis of actual or perceived race, color, religion, national origin, sex, age, marital status, sexual orientation, genetic information,
gender identity, or disability. For more information, contact: Anne Arundel County Public Schools, Division of Human Resources,
2644 Riva Road, Annapolis, MD 21401. 410-222-5286 TDD 410-222-5000

www.aacps.org
Watch us on AACPS Educational Television
Comcast (96|996 hd) Broadstripe (96|496 hd) Verizon Channel (36|1961 hd)

Maths Notes
No ratings yet
Maths Notes
3 pages
Curriculum Map
No ratings yet
Curriculum Map
2 pages
Curriculum Chart Sem
No ratings yet
Curriculum Chart Sem
4 pages
Term II Syllabus Xi (2023-24) - 1
No ratings yet
Term II Syllabus Xi (2023-24) - 1
3 pages
SYLLABUS
No ratings yet
SYLLABUS
7 pages
DPHS Course Description Guide 2023-2024
No ratings yet
DPHS Course Description Guide 2023-2024
55 pages
10th Grade Course Sheet 2021-22
No ratings yet
10th Grade Course Sheet 2021-22
2 pages
9th Grade Curriculum Guide
No ratings yet
9th Grade Curriculum Guide
15 pages
2024-2025 High School Course Guide
No ratings yet
2024-2025 High School Course Guide
2 pages
Subjects 1011
No ratings yet
Subjects 1011
448 pages
JR Tucker Hs 10-12 Course Options 21-22
0% (1)
JR Tucker Hs 10-12 Course Options 21-22
2 pages
Classes XI - Annual - Syllabus - Splitup - 2024-2025 - Rev - 240524 - 105645
No ratings yet
Classes XI - Annual - Syllabus - Splitup - 2024-2025 - Rev - 240524 - 105645
3 pages
Final Syll
No ratings yet
Final Syll
12 pages
Course Selection for OHS Students
No ratings yet
Course Selection for OHS Students
2 pages
Plainfield North High School: Sophomore Class of 2023
No ratings yet
Plainfield North High School: Sophomore Class of 2023
2 pages
2025-26 Course Option Sheet FINAL
No ratings yet
2025-26 Course Option Sheet FINAL
2 pages
HY1 SyllabusClassXI
No ratings yet
HY1 SyllabusClassXI
5 pages
Curriculum Guide 2010-2011
No ratings yet
Curriculum Guide 2010-2011
28 pages
Grade 11 - Portions For Term Exam 1 - 2023-24
No ratings yet
Grade 11 - Portions For Term Exam 1 - 2023-24
7 pages
GWUOHS High School Course List SY21-22
No ratings yet
GWUOHS High School Course List SY21-22
1 page
High School & AP Course Guide
No ratings yet
High School & AP Course Guide
25 pages
FocusElectiveCard-2023-2024 2
No ratings yet
FocusElectiveCard-2023-2024 2
2 pages
The University of Texas at Arlington Course Equivalency Chart For Tarrant County College
No ratings yet
The University of Texas at Arlington Course Equivalency Chart For Tarrant County College
8 pages
Dhs 2017-18 Pathways Incoming 9th Graders Alternate Version
No ratings yet
Dhs 2017-18 Pathways Incoming 9th Graders Alternate Version
4 pages
High School Course Offerings
No ratings yet
High School Course Offerings
8 pages
Santa Ana College Summer 2022 Guide
No ratings yet
Santa Ana College Summer 2022 Guide
58 pages
Class-XI Sci Final Syllabus (2024-25)
No ratings yet
Class-XI Sci Final Syllabus (2024-25)
3 pages
Course Profiles CCA
No ratings yet
Course Profiles CCA
8 pages
PHS D214 Business/Computer Courses
No ratings yet
PHS D214 Business/Computer Courses
40 pages
Sevenstar
No ratings yet
Sevenstar
1 page
Senior Years Handbook 2024 Final
No ratings yet
Senior Years Handbook 2024 Final
101 pages
9th Grade Course Registration Guide
No ratings yet
9th Grade Course Registration Guide
3 pages
GXI Syllabus & DS For PT4 FinalAsessment 2023-24
No ratings yet
GXI Syllabus & DS For PT4 FinalAsessment 2023-24
8 pages
Class Xi Half Yearly Syllabus - ....
No ratings yet
Class Xi Half Yearly Syllabus - ....
5 pages
Reevised Final Exam Schedule of Summer 2013-14 - July 23
No ratings yet
Reevised Final Exam Schedule of Summer 2013-14 - July 23
6 pages
Grade 11 - Portions
No ratings yet
Grade 11 - Portions
7 pages
Spring 2020 Course Schedule
No ratings yet
Spring 2020 Course Schedule
60 pages
Portions For Term-1 Examination-Grade 11 - 250527 - 163103
No ratings yet
Portions For Term-1 Examination-Grade 11 - 250527 - 163103
4 pages
Notification For Change & No-Change Cases of Re-Checking & Re-Additon of Marks in Arts, SC & Vocational Streams For AHSE, 2024
No ratings yet
Notification For Change & No-Change Cases of Re-Checking & Re-Additon of Marks in Arts, SC & Vocational Streams For AHSE, 2024
82 pages
Xi Syllabus Term 1 (2025-2026)
No ratings yet
Xi Syllabus Term 1 (2025-2026)
5 pages
Xi Mid Term Syllabus 2025 2026 1
No ratings yet
Xi Mid Term Syllabus 2025 2026 1
5 pages
High School Course Selection 2024-2025
No ratings yet
High School Course Selection 2024-2025
2 pages
Middle School Course Offerings Guide
No ratings yet
Middle School Course Offerings Guide
1 page
SKR5002185L4O5B2V6574770
No ratings yet
SKR5002185L4O5B2V6574770
2 pages
JNTU Hyderabad B.Tech 1st Year Exam Schedule May 2013
No ratings yet
JNTU Hyderabad B.Tech 1st Year Exam Schedule May 2013
9 pages
Gpa Data
No ratings yet
Gpa Data
1 page
Term - 1 Syllabus Xl-1
No ratings yet
Term - 1 Syllabus Xl-1
6 pages
9th Grade Forecasting
No ratings yet
9th Grade Forecasting
1 page
Class - XI Half Yearly Examination Portions - 2023 - 24
No ratings yet
Class - XI Half Yearly Examination Portions - 2023 - 24
3 pages
College Majors Academic Area Study Sat SD
No ratings yet
College Majors Academic Area Study Sat SD
3 pages
11 Portion
No ratings yet
11 Portion
3 pages
Class-XII Term1 Science Syllabus
No ratings yet
Class-XII Term1 Science Syllabus
2 pages
Screenshot 2024-09-18 at 12.26.15 PM
No ratings yet
Screenshot 2024-09-18 at 12.26.15 PM
7 pages
Delhi Public School Navi Mumbai Syllabus For Half Yearly 2023-24 Class Xi
No ratings yet
Delhi Public School Navi Mumbai Syllabus For Half Yearly 2023-24 Class Xi
4 pages
LA Harbor College Spring 2014 Class Schedule
No ratings yet
LA Harbor College Spring 2014 Class Schedule
78 pages
Syllabus For Class XI Midterm Examination 2022-23
No ratings yet
Syllabus For Class XI Midterm Examination 2022-23
3 pages
College Major Codes Guide
No ratings yet
College Major Codes Guide
4 pages
Gr-11 - Year End Portion 2025
No ratings yet
Gr-11 - Year End Portion 2025
10 pages
11announcements120240201240941140950 PDF
No ratings yet
11announcements120240201240941140950 PDF
5 pages
MYP3 Shifty Statistics (B)
No ratings yet
MYP3 Shifty Statistics (B)
10 pages
Returning Year 8 - 12 Students Letter 2025
No ratings yet
Returning Year 8 - 12 Students Letter 2025
1 page
Assessment Policy - Pathways School Noida
No ratings yet
Assessment Policy - Pathways School Noida
24 pages
7th Grade Visual Arts Course Outline
100% (1)
7th Grade Visual Arts Course Outline
5 pages
Solat Ketika Sakit dan Rukhsah
100% (1)
Solat Ketika Sakit dan Rukhsah
4 pages
MYP Science Guide
No ratings yet
MYP Science Guide
65 pages
Experienced School Administrator Resume
No ratings yet
Experienced School Administrator Resume
4 pages
0620 Chemistry P4 Booklet
No ratings yet
0620 Chemistry P4 Booklet
796 pages
MYP Design Guide - Year 5 EAssessment
No ratings yet
MYP Design Guide - Year 5 EAssessment
17 pages
Pyp Exit Presentation
100% (1)
Pyp Exit Presentation
14 pages
Science in The Pyp PDF
100% (2)
Science in The Pyp PDF
62 pages
Understanding Energy Transformations
100% (1)
Understanding Energy Transformations
9 pages
Language Acquisition Guide Updated
No ratings yet
Language Acquisition Guide Updated
83 pages
IB Subject Guide Google Docs
No ratings yet
IB Subject Guide Google Docs
15 pages
Redhawk Newsletter: Walk-A-Thon & New Teachers
No ratings yet
Redhawk Newsletter: Walk-A-Thon & New Teachers
10 pages
Speeches and Rhetoric
No ratings yet
Speeches and Rhetoric
7 pages
MYP Unit 1 - Physical Fitness - Strength Training
No ratings yet
MYP Unit 1 - Physical Fitness - Strength Training
4 pages
Interdisciplinary Guide 2021-Assessment
100% (1)
Interdisciplinary Guide 2021-Assessment
3 pages
Seyoung An CV Latest
No ratings yet
Seyoung An CV Latest
2 pages
MYP Math Rubric Guide
No ratings yet
MYP Math Rubric Guide
4 pages
Guide-to-IBEN-Initial Roles-Application-2017
No ratings yet
Guide-to-IBEN-Initial Roles-Application-2017
8 pages
MYP Guide for Parents: Key Features
No ratings yet
MYP Guide for Parents: Key Features
2 pages
ST - Grade 8 Criteria ABCD
No ratings yet
ST - Grade 8 Criteria ABCD
4 pages
Participant Workbook-AI For IB Educators @navas2024
No ratings yet
Participant Workbook-AI For IB Educators @navas2024
33 pages
Allana Rumble: Global Citizenship Educator
No ratings yet
Allana Rumble: Global Citizenship Educator
2 pages
Myp Lesson Plan Template
100% (7)
Myp Lesson Plan Template
2 pages
UOI-Playbooks Civilisation
No ratings yet
UOI-Playbooks Civilisation
14 pages
MYP Teaching Guide for Educators
100% (1)
MYP Teaching Guide for Educators
37 pages
Developing International Mindedness in IB Schools
No ratings yet
Developing International Mindedness in IB Schools
237 pages
2025 Pearson Int IB Cat v2
No ratings yet
2025 Pearson Int IB Cat v2
17 pages