program of studies 2021 – 2022 - somerville public schools

Program of Studies 2021 – 2022

SOMERVILLE HIGH SCHOOL 222 DAVENPORT STREET SOMERVILLE, NJ 08876

908-218-4108 ● FAX 908-526-9668 www.somervillenjk12.org

http://www.somervillenjk12.org/

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SCHOOL AND DISTRICT CONTACT INFORMATION

Principal Gerard T. Foley [email protected] (908) 218-4108 @GFoleySHS

Assistant Principal (MAPS Principal) Scott E. Hade [email protected]

(908) 243-1543 @ScottEHade

Supervisor of Guidance and Special Services Jennifer DePace [email protected] (908) 243-1549 @VilleGuidance

Supervisor of Student Affairs and Instruction Danielle Zurawiecki [email protected] (908) 243-1562 @DrZurawiecki Director of Athletics Timothy Davis [email protected] (908) 243-1548 @VilleAthletics Guidance Office (908) 243-1550 Guidance Counselors Kathleen DeLuca [email protected] (908) 243-1555 Deborah Grossmith [email protected] (908) 243-1553 Mary Honrath [email protected] (908) 243-1552 Nicholas Milici [email protected]

(908) 243-1551

Christine Thompson [email protected] (908) 243-1554 College and Career Counselor Jeremy Hudson [email protected] (908) 243-1563 School Psychologist Mrs. Ashley Joshi [email protected] (908) 243-1584 Health Office Christine Guerriero [email protected] (908) 243-1544 Attendance Officer Thomas O’Donnell [email protected] (908) 243-1547 Superintendent of Schools Dr. Timothy Teehan [email protected] (908) 218-4101 @SchoolSup Director of Curriculum and Instruction Melissa Stager [email protected] (908) 218-4118 @melissalstager Director of Special Services Dr. Tanya E. McDonald [email protected] (908) 218-4104 @TanyaEMcDonald Director of 21st Century Education Melissa McEntee [email protected] (908) 218-1579 @EdTechlete Director of Special Projects Christopher Mulligan [email protected] (908) 218-4104 Curriculum Supervisor Alexandra Lauri [email protected] (908) 243-1571 @bartfielda Curriculum Supervisor Valentina Carleo [email protected] (908) 243-1561 @ValCarleo Curriculum Supervisor Michael Santoro [email protected] (908) 218-1590

mailto:[email protected]


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TABLE OF CONTENTS Click on topic to be redirected

NJ State Graduation Requirements Coursework Requirements and Credits 3 Elective Requirements 4 Testing Requirements and Schedule by Grade Level 5

Academic Programs Graduation Pathways Table 6 Course Levels 7 Honors Program 8 Somerville Academy for Liberal Arts (SALA) 9 Somerville Medical Science Academy (SMSA) 10 Somerville STEM Academy 10 LaRue PR Academy 11 MAPS Alternative Program 11 Somerset County VoTech – Shared Time 11 Option II 12

Scheduling Scheduling Guidelines and Schedule Changes 14 Grading Policy Traditional Courses 15 Online Courses 15 GPA Calculation 15 Credit Recovery Failed Courses 16 Credit Denials Due to Attendance 16 Academic Support Services

Naviance © 16 Tutoring Center 16

Peer Leadership 16 I&RS/504 Committee 17 Child Study Team 17 Home Instruction 17

High School Athletic Eligibility & NCAA Athletic Eligibility 18

Course Catalog 21st Century & STEM – Engineering 19-20

21st Century & STEM – Computer Science 21-23

21st Century & STEM – Computer Support 24

Art Department 25-27

Business Department 28-31

Education Courses 32-33

English Department 34-38

Mathematics Department 39-42

Music Department 43-46

Physical Education/Health Dept. 47-48

Science Department 49-53

Social Studies Department 54-61

World Language Department 62-67


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NJ STATE GRADUATION REQUIREMENTS Coursework Requirements and Credits Somerville High School is a comprehensive high school with a single curriculum. This means that while there are certain courses required for graduation for all students, many of the subjects are elected by the student. To a large extent the courses selected determine the type of post-high school opportunities available to the student. The State of New Jersey and the Somerville Board of Education mandate a minimum of 120 credits for graduation. Each student is required to carry a minimum of 35 credits per year to maximize his/her educational program.

Content Area Minimum Credits Additional Information

LANGUAGE ARTS LITERACY 20 Must be aligned with New Jersey Student Learning Standards

MATHEMATICS 15

Must include Algebra I and Geometry or the content equivalent* and a third year of math that builds on the concepts and skills of algebra and geometry and prepares students for college and 21st century careers. Must also be aligned with New Jersey Student Learning Standards

SCIENCE 15

Must include at least five credits in laboratory biology/life science or the content equivalent*; an additional laboratory/inquiry-based science course including chemistry, environmental science or physics; and a third laboratory/inquiry-based science course

SOCIAL STUDIES 15 Must include five credits in world history, ten credits in United States History, and the integration of civics, economics, geography and global content in all course offerings

HEALTH, SAFETY, AND PHYSICAL EDUCATION 20

As per N.J.S.A. 18A:35-4,5, 7 and 8, students must earn 3.75 credits in health, safety and physical education during each year of enrollment, distributed as 150 minutes per week, which must also include CPR and AED instruction. Somerville has a local requirement of 5 credits of Health/PE per year.

WORLD LANGUAGES 5 Proficiency assessment may be used to satisfy this requirement

FINANCIAL, ECONOMIC BUSINESS, AND ENTREPRENEURIAL LITERACY

2.5 Somerville students complete this requirement through an online course assigned in Sophomore year.

VISUAL AND PERFORMING ARTS 5 See Program of Studies for list of approved courses (page 4)

21ST CENTURY LIFE AND CAREERS or CAREER-TECHNICAL EDUCATION

5 See Program of Studies for list of approved courses (page 4)

ELECTIVES 17.5

TOTAL CREDITS (State Minimum) 120

* “Content equivalent” means courses or activities that include the same or equivalent knowledge and skills as those found in traditionally titled courses which are required for high school graduation and which are aligned with State and local standards.


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Elective Requirements: Visual & Performing Arts and 21st Century Life and Careers The courses listed below fulfill the graduation requirement for Visual & Performing Arts and 21st Century Life and Careers. Students must complete at least one course from each column to satisfy the State requirement.

VISUAL & PERFORMING ARTS 21ST CENTURY LIFE AND CAREERS

"A" CAPPELLA CHOIR ACCOUNTING 1 ADVERTISING CONCEPTS ACCOUNTING 2

AP MUSIC THEORY ADVANCED GAME DESIGN CHORALE AP COMPUTER SCIENCE A (JAVA)

COMMUNICATION DESIGN 1 AP COMPUTER SCIENCE PRINCIPLES COMMUNICATION DESIGN 2 APPLICATION DEVELOPMENT

CONCERT CHOIR BUSINESS LAW AND ETHICS EXPERIENCING MUSIC CYBERSECURITY

EXPERIMENTAL STUDIO DIGITAL ELECTRONICS EXPLORING ART ENGINEERING DESIGN AND DEVELOPMENT

FRESHMEN BAND ENTREPRENEURSHIP (2.5 CREDITS) MUSIC THEORY AND COMPOSITION INTRODUCTION TO EDUCATION

STUDIO CONCENTRATION INTRODUCTION TO ENGINEERING DESIGN SYMPHONIC BAND INTRO TO COMPUTER PROGRAMMING THE 3D EXPERIENCE INTRO TO GAME DESIGN

VO-TECH DANCE PROGRAM MARKETING 1 WIND ENSEMBLE PRINCIPLES OF ENGINEERING

SPORTS & FASHION MARKETING TOMORROW’S TEACHERS VO-TECH INDUSTRIAL ARTS PROGRAM WORKFORCE DEVELOPMENT

Credit Requirements Each student must earn a minimum of 120 credits in order to earn a high school diploma. Credits are awarded upon the successful completion of each course. A student’s grade level is determined by the number of credits that he/she has earned. Courses currently in progress do not count toward this total. Below are the earned credit requirements for each grade level:

Grade 9 0 – 29.75 Grade 10 30 – 59.75 Grade 11 60 – 89.75 Grade 12 90 and above


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Testing Requirements As part of the State of New Jersey graduation requirements for the Classes of 2020 through 2024, all students are required to demonstrate proficiency in English Language Arts and Mathematics and may do using scores from any assessment that is included on the State’s approved list provided that they have taken the required NJSLS assessment associated with a class in which they are enrolled. Detailed information on these requirements, as well as a list of accepted alternatives to the NJSLS assessments, can be viewed at http://www.state.nj.us/education/assessment/parents/GradReq.pdf.

Testing Schedule by Grade Level (testing requirements are subject to change per NJDOE) Grade 9 NJSLS English 1 Spring 2021 NJSLS* Algebra 1, Geometry, or Algebra 2 Spring 2021 Grade 10 PSAT October 2021 NJSLS* Algebra 1 (as needed) Spring 2021 Grade 11 NJSLS* Algebra 1 (as needed) Spring 2021 NJ Science Assessment May 2021 PSAT (serves as National Merit Scholarship Qualifying Test) October 2021 Grade 12 SAT Click here for dates

SAT II Click here for dates ACT Click here for dates Advanced Placement First two weeks of May

*Students enrolled in Advanced Algebra, PreCalculus, AP Calculus, Calculus CP, Statistics CP, or AP Statistics do not take a NJSLS assessment in Mathematics.

https://www.state.nj.us/education/assessment/docs/GradReq.pdf

https://collegereadiness.collegeboard.org/sat/register/dates-deadlines

https://collegereadiness.collegeboard.org/sat/register/dates-deadlines

http://www.act.org/content/act/en/products-and-services/the-act/registration.html#dates


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ACADEMIC PROGRAMS

Graduation Pathways

Pathway Name Overview Eligibility and Application

Traditional This pathway allows students to take 7 classes per year that align with NJ Graduation Requirements and includes all elective offerings within the high school course catalog.

Open to all Somerville High School students. No application is required.

Honors Program

Students may apply to the Somerville High School Honors Program on a course-by-course basis. Honors and Advanced Placement courses are available in all content areas except Art, Business, and Physical Education.

Open to all Somerville High School students who meet the required the Honors Program qualifications and complete the required application.

Concentrated Pathway - Art, Business, Computer Science, Engineering, Music

Somerville High School offers a four year course sequence in all elective content areas for students who wish to pursue advanced coursework in these areas.

Open to all Somerville High School students. Students who aim to take upper-level electives are advised to start this pathway in freshman year to help maximize the number of courses that can be completed prior to graduation.

Somerville Academy for Liberal Arts (SALA) (link to webpage)

SALA students earn a High School Diploma and Associate's Degree from RVCC concurrently. Students move through the program in a cohort model with a prescribed course load and attend RVCC full-time in the fourth year. Scheduling is coordinated to allow full participation in extra-curricular sports and activities at the high school. Tuition for this program is shared between the student, the District, and RVCC.

Interested students must meet Honors Program requirements and complete the required application. This application includes an essay, placement testing, an interview, and teacher recommendations.

Somerville Medical Sciences Academy (SMSA) (link to webpage)

SMSA students complete a concentrated coursework in the Allied Health Care and Biological Science while also receiving field experience and job shadowing at Robert Wood Johnson University Hospital at Somerset.

Interested students must meet Honors Program requirements in Math and Biology complete the required application. This application includes an essay and teacher recommendations.

Somerville Science Technology Engineering Math Academy (STEM) Computer Support Program (link to webpage)

In partnership with RVCC, the STEM Academy provides students with a certificate of completion that addresses the need for qualified individuals to fill positions as computer support specialists, help desk technicians and junior-level systems administrators. Credits earned in this program can be applied to the Computer Support Certificate Program at RVCC.

An application for the STEM Computer Support Program, found on the Somerville High School website, is required. This application includes an essay. Engineering courses do not require an application.

LaRue Public Relations Internship Program

During Senior year, eligible students can apply for an internship experience with Somerville-based, LaRue PR, a public relations firm focused on fashion marketing.

Interested students must have completed prerequisite coursework in the Art and Business content areas and completed the required application. Students are expected to provide their own transportation.

Somerset County VoTech Shared-Time (link to website)

Somerset County Vocational and Technical High School in Bridgewater offers a shared time program that offers training and instruction in over 15 disciplines. Students complete core coursework at Somerville H.S. and are bussed to and from VoTech for a portion of their day.

An application through SCVTHS is required.

http://www.somervillenjk12.org/site/Default.aspx?PageID=4080

http://www.somervillenjk12.org/Page/6688

https://www.somervillenjk12.org/Page/6688

https://www.scvths.org/


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Course Levels COLLEGE PREPARATION (CP) LEVEL College preparation courses follow the content specific New Jersey Student Learning Standards, NextGen Science Standards, and Core Curriculum Content Standards. They are designed to challenge motivated students in a specific content curricular area. These courses provide preparation for students who wish to enter a college and/or university program. HONORS (H) AND ADVANCED PLACEMENT (AP) LEVEL Honors level courses follow the content specific New Jersey Student Learning Standards, NextGen Science Standards, Core Curriculum Content Standards, and College Board Advanced Placement curriculum. They are designed to challenge highly motivated students with talent and have expressed interest in a specific content area. Honors courses are offered in English, Mathematics, Science, Social Studies and World Language. Advanced Placement courses are available in these areas, as well as Computer Science and Music. These courses offer enrichment both in scope and exploration of material presented. Sample Course Loads by Grade Level Grade 9: English 1 Grade 10: English 2 (Class of 2025) Mathematics (Class of 2024) Mathematics World Studies US History 1 Biology Chemistry Physical Education/Health Physical Education/Health World Language World Language Freshman Seminar/Financial Literacy * Elective (minimum 1) Elective (1) or Study Hall Grade 11: English 3 Grade 12: English 4 (Class of 2023) Mathematics (Class of 2022) Physical Education/Health US History 2 Electives (minimum 5) Science Physical Education/Health Electives (minimum 2) * This year we are offering an exciting new program to help our freshmen maximize their high school and postsecondary success while simultaneously preparing them to be contributing members of our constantly evolving society. In this required course, students will learn techniques and utilize tools (e.g Cornell notes, planning, goal setting, curating approved resources) that will help them find success in future high school courses. These tools will be integrated into various projects that build on career awareness, college planning, financial literacy, and healthy decision making. The course will culminate with students engaging in a community service-based final project. This highly engaging, required course, will help our students meet their graduation requirements while giving them the opportunity to excel in their future endeavors.


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Honors Program: Application and Entrance Criteria Somerville High School’s Honors Program is open to all students who meet the entrance criteria outlined below. When considering Honors courses, students are encouraged to develop a course load that allows for the appropriate balance of academic and extra-curricular responsibilities. GRADE 8 (INCOMING FRESHMEN) APPLICANTS

● 90% average in subject area at mid-year of grade 8 ● Student Self-Assessment Questionnaire ● Signed parent (guardian)/student honors program agreement form ● Students who do not meet the grade criteria of a 90% or better at mid-year of grade 8 may

appeal to have his/her grades averaged at the end of the 3rd marking period. At such time, if the grade average is a 90% or above, the student will qualify for participation.

GRADE 9-11 APPLICANTS

● 90% average in subject area at the end of the school year ● Student Self-Assessment Questionnaire ● Signed parent (guardian)/student honors program agreement form

CONTINUING IN THE HONORS SEQUENCE Because the courses in a particular content area will increase in difficulty each year, Board of Education Policy stipulates that any student who does not maintain an 80% or higher average in an Honors course will not be permitted to continue in the Honors sequence. GRADE 9-11 WAIVE-IN OPTION A waive-in option for students who fall below the required grade average has been approved by the Somerville Board of Education. This option is designed to promote greater participation in Honors and Advanced Placement level courses for students who have a sound track record of academic achievement and a diligent work ethic, but fall just below the grade cut-off of 90%. This option is not available for 8th grade students. The criteria for entrance and continuation in an Honors or Advanced Placement course through this option are:

Waive-In Entrance Criteria 88% or 89% average in subject area at end of year Completion of the Waive-In Honors/AP Petition Form

Maintenance Criteria 80% average or higher at mid-year and end of year Failure to attain an 80% average or higher after mid-year grade will result in the student being removed from the Honors/AP course and placed in a college preparation course in the same subject area if applicable


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Somerville Academy for Liberal Arts (SALA) The Somerville Academy for Liberal Arts (SALA) is a unique partnership with Somerville High School (SHS) and Raritan Valley Community College (RVCC) as a result of the Somerville Board of Education’s strategic planning process. Students who are accepted into SALA earn an Associate of Arts degree in Liberal Arts from RVCC. Upon graduation, students have an opportunity to transfer the associate’s degree to a four-year college or university into which they gain admission. PROGRAM GOALS The SALA program features a cohort model and learning community as the core of its accelerated academic experience. The program is a four-year, full-time program that prepares students for the rigor of a full-time schedule of college coursework in the 11th and 12th grades. INSTRUCTION The concurrent enrollment instructors are both SHS teachers and credentialed RVCC adjunct professors. Honors classes comprise the 9th and 10th grade course work, along with two college courses each year. At the completion of the four-year program, students earn their high school diploma from SHS and an Associate’s Degree in Liberal Arts from RVCC. ADMISSION PROCESS Students are selected for one of the seats based on the following criteria:

● Qualify for English 1H, Biology H, World Studies H, and either Algebra 2H or Geometry H ● Teacher recommendations (3) ● RVCC Final Interview ● Students must maintain a 3.0 grade point average to remain in the program

Only rising 9th grade students may apply

Acceptance letters mailed in the beginning of May


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Somerville Medical Sciences Academy (SMSA) The Somerville Medical Sciences Academy (SMSA) is a unique partnership with Somerville High School (SHS) and Robert Wood Johnson University Hospital at Somerset (RWJ) as a result of the Somerville Board of Education’s strategic planning process. Students who are accepted into SMSA spend a portion of their day at RWJ for courses in the areas of science and allied health care while taking advantage of RWJ’s first class medical facility and equipment. PROGRAM GOALS SMSA students will gain varied and exciting experiences in a hospital setting that cannot be duplicated in a regular classroom or traditional high school. Students will learn first-hand about the many health care careers available and gain valuable knowledge, skills and experiences. The program also offers students who are passionate about math and science the opportunity to work side-by-side with medical professionals and dive deeper into the content while preparing for future careers in the medical sciences field. INSTRUCTION SMSA students spend a portion of their day at RWJ where they complete Honors-level Science coursework that is aligned with NJ State Graduation requirements. Instruction is provided by SHS teachers who, in turn, collaborate with RWJ personnel to provide various lab and field-specific experiences throughout the school year. ADMISSION PROCESS Students are selected for one of the seats based on the following criteria:

● Completion of online application (includes an essay component) ● Teacher Recommendation Forms

Only rising 9th grade students may apply

Acceptance letters mailed in the beginning of May

Somerville STEM Academy

In partnership with RVCC, the STEM Academy provides students with a certificate of completion that addresses the need for qualified individuals to fill positions as computer support specialists, help desk technicians and junior-level systems administrators. Credits earned in this program can be applied to the Computer Support Certificate Program at RVCC. Application may be accessed through this link.

http://bit.ly/SHSComputerSupportApplication


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LaRue PR Internship Program The LaRue Public Relations Internship is a partnership with LaRue PR located in Bound Brook, NJ that a district initiative to establish local partnerships with area businesses. Eligible Seniors can apply to complete an internship at LaRue where they will learn first-hand about public relations and will be exposed to brand development and marketing, multi-faceted publicity campaigns, media outreach, social media marketing, and celebrity product placement. Applicants must have completed the prerequisite coursework outlined below and those accepted to the program must provide their own transportation to the LaRue offices.

Applicants Must Have Completed Both of the Following Courses

Applicants Must Have Completed At Least 2 of the Following Courses

Marketing 1 Communication Design 1

Fashion Marketing Communication Design 2

Advertising Concepts Experimental Studio

MAPS Alternative Program The M.A.P.S. program (Motivation for Academic and Personal Success) is designed to meet the diverse needs of at-risk students through a differentiated and intensive approach to instruction. Using a proficiency-based model for credit attainment, students earn original and recovery credit through a structured environment. Students also work to strengthen skills needed for success beyond high school, such as interpersonal communication and decision-making. Eligible students are identified through the collaboration of various groups including counselors, administrators, Child Study Teams, and the I&RS teams. Final decisions regarding placement are made by the MAPS administration. Somerset County VoTech – Shared Time Program The Somerset County Vocational & Technical School offers a shared-time program for students who want to learn a technical trade, but want to complete their academic requirements in their local high school. Students who select this vocational shared-time option spend a portion of each day at Somerset County Vocational & Technical High School and the remainder of the day at Somerville High School. Transportation is provided at no cost both to and from the vocational school. Upon graduation, students receive a Somerville High School Diploma. Admission is competitive and students are encouraged to apply early. (See your counselor for a description of the offerings at Somerset County Vocational & Technical School or visit www.scvths.org.)

http://www.scvths.org/


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Option II Pursuant to N.J.A.C. 6A:8-5.1, Boards of Education may utilize performance or competency assessment to approve student completion of programs aimed at meeting or exceeding the Core Curriculum Content Standards at the secondary level. These programs are commonly referred to as “Option II”. Somerville High School offers the following Option II opportunities. Applications are available in the Guidance Office. CREDIT RECOVERY Students can recover any credits lost due to a failing grade or attendance policy violations. Somerville uses APEX Online Coursework as the primary resource for completing this process. ADVANCED OR ACCELERATED CREDIT Students wishing to advance to the next level/course in a particular content area can complete prerequisite coursework through Option II. Credit can be attained DUAL ENROLLMENT WITH RVCC The Dual Enrollment Program through Raritan Valley Community College allows Seniors to begin preparation for their post-secondary education or career by providing an opportunity to receive college credit prior to high school graduation. Students who successfully complete course work taken through the Dual Enrollment Program will have their earned college credits documented on a regular RVCC transcript. These credits can either be applied to RVCC degree programs or transferred to other colleges and universities across the nation. APEX LEARNING - ONLINE COURSEWORK Online courses in all content areas are available free of charge to all Somerville High School students. A candidate for this option is curious, hard-working, self-reliant and computer savvy. More information is located on the Guidance Department webpage under “APEX Digital Curriculum”. Grading for this experience is Pass/Fail and is not factored into a student’s GPA calculation. 11TH AND 12TH GRADE PHYSICAL EDUCATION 11th and 12th grade students who participate in an NJSIAA-approved Varsity athletic offering, Cheerleading, Marching Band, Color Guard, or Winter Guard are eligible to enroll in an Option II program for Physical Education. Enrollment in this program removes the students from a traditional physical education class for the duration of his/her athletic season and satisfies curricular requirements through structured student learning opportunities. Grading for this experience is Pass/Fail and is not factored into a student’s GPA calculation. This Option II program does not apply to Health 12, which must be completed in a traditional classroom setting.


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INDEPENDENT STUDY The Somerville School District defines Independent Study as “self-directed and self-initiated study”. Board of Education Policy R2320 states “It (Independent Study) is not a form of teacher directed or assigned project. The teacher-advisor may assist the pupil in the development of a topic or an idea, but the impetus must come from the pupil and much of the decision making is the pupil’s.” The Independent Study program is designed to provide an opportunity to achieve one or more of the following objectives:

● Individual learning experiences not included in the existing curriculum ● Development of individual interests, responsibility and self-discipline ● Pupil-structured learning experience ● Individual creativity and development of inquiry skills ● Career exploration and Interdisciplinary learning

Independent study experiences are open to all 11th and 12th grade students. A formal Study Proposal must accompany the completed Option II paperwork and must be approved by the Board of Education prior to the start of the program.


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SCHEDULING Scheduling Guidelines The school’s master schedule, including the number of sections of each course and the allocation of staffing resources, is set in accordance with the course requests made by students. With this in mind, students are encouraged to give careful consideration to their course selections. When building course rosters, preference will be given to seniors and juniors in cases where enrollment numbers are high. The administration reserves the right to cancel any course due to insufficient enrollment. Scheduling for the next school year begins in February with students schedules released via the Student Information System in early August. Schedule Changes The master schedule for the school is set in accordance with the course requests made by students and is designed to maximize teaching resources while minimizing class size. Therefore, schedule changes are considered only under specific extenuating circumstances. These circumstances include, but are not limited to: misplacement in level of a specific course, a scheduled course that conflicts with another specialized course/program, or computer error. Requests for a schedule change due to teacher preference, lunch adjustments, or other similar types of program customizations will NOT be honored at Somerville High School. REQUESTING A SCHEDULE CHANGE All requests for a change in schedule must be coordinated with the student’s Guidance Counselor. The “Request for Schedule Change” form must be completed and returned with all required signatures, including Parent/Guardian. After review and approval by the Director of Guidance, the student’s schedule will be adjusted. It is expected that prior to level changes or withdrawal from a course, the following have taken place:

● Student has attended extra help sessions or visited the tutoring center ● A peer-tutor was sought through the National Honor Society ● Conference with student, parent, teacher and guidance counselor ● Communication with prospective four-year college/university to discuss the impact of a “W”

on the student’s transcript Deadlines and Transcript Notation Schedule changes that occur within the first ten (10) days of the school year will not be noted on a student’s final transcript. For 2021-2022, this ten-day window ends on September 17, 2021. Beyond this date, schedule changes will only be honored at the conclusion of a marking period with prior approval by the Supervisor of Guidance. In the case of a level change, all final marking period grades will be carried over to the new course and included in the year-end grade calculation. In the case of a withdrawal (dropped course), a “W” will appear on the student’s final transcript. Please note - A “W” on a final transcript may impact college admission decisions. Schedule changes made prior to the end of a marking period will be considered under extenuating circumstances and require administrative approval.


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GRADING Traditional Courses All courses at Somerville High School are graded on a 100-point numeric scale with a course grade of 65 or higher denoting a passing score. For full year courses, each marking period constitutes 22.22% (two ninths) of the course grade with the final exam comprising 11.12% (one ninth). For semester courses, each marking period represents 44.44% of the course grade with the final exam comprising 11.12%. The complete Somerville High School Grading Policy can be found in the Student Handbook. Online APEX Courses All online coursework is graded Pass/Fail with a score of 65 denoting passing. Online coursework is NOT included in a student’s GPA calculation and it will appear on the student’s transcript with a notation next to the course name (e.g. "APEX"). Within the APEX software, all tests and final exams are locked and must be completed in a supervised and proctored environment in the High School Virtual Learning Lab. No appointment is needed. GPA Calculation A student’s Grade Point Average is calculated using the Quality Points earned in each course. Honors and Advanced Placement courses are awarded five additional grade points for the purposes of GPA calculation. Cumulative GPAs are only updated at the conclusion of each school year. GPA Formula: Step 1 (course grade) x (credits) = quality points for that course

Step 2 𝑠𝑠𝑠𝑠𝑠𝑠 𝑜𝑜𝑜𝑜 𝑞𝑞𝑠𝑠𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞 𝑝𝑝𝑜𝑜𝑞𝑞𝑝𝑝𝑞𝑞𝑠𝑠

𝑠𝑠𝑠𝑠𝑠𝑠 𝑜𝑜𝑜𝑜 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑞𝑞𝑞𝑞𝑠𝑠 𝑞𝑞𝑞𝑞𝑞𝑞𝑐𝑐𝑠𝑠𝑝𝑝𝑞𝑞𝑐𝑐𝑐𝑐= 𝑈𝑈𝑈𝑈𝑈𝑈𝑈𝑈𝑈𝑈𝑈𝑈ℎ𝑡𝑡𝑈𝑈𝑡𝑡 𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝑡𝑡𝑈𝑈𝐶𝐶𝑈𝑈 𝐺𝐺𝐺𝐺𝐺𝐺

To calculate the weighted GPA, use the weighted grade from each course in Step 1

http://www.somervillenjk12.org/cms/lib5/NJ01001815/Centricity/Domain/342/Virtual%20Learning%20Lab%20for%20Posting.pdf

http://www.somervillenjk12.org/cms/lib5/NJ01001815/Centricity/Domain/342/Virtual%20Learning%20Lab%20for%20Posting.pdf


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CREDIT RECOVERY Failed Courses To enroll in a credit recovery program, students must complete the required Option II application and receive approval from the Supervisor of Guidance. Recovery of a five-credit course requires completion of at least 60 hours of instructional time. Recovery of a 2.5-credit course requires completion of at least 30 hours of instructional time. Fees may apply. Credit Denials Due to Attendance Option II paperwork is not required for this recovery program. Students who have exceeded the attendance policy, but earned a passing score in the course, will be assigned APEX online coursework to recover seat time. Fees may apply.

ACADEMIC SUPPORT SERVICES Naviance© Naviance is a web-based platform that provides comprehensive assistance to students as they make decisions about courses, colleges, and careers. By accessing Naviance’s Family Connection portal, students and parents can access interest inventories, goal-setting documents, college databases, career clusters, career assessments, scholarship opportunities, and more. In conjunction with programming provided by the Guidance Counselors, students use Naviance to guide their post-secondary planning and to assess their accomplishments while in high school. To log into Naviance’s Family Connection Portal visit http://connection.naviance.com/somerville/ Naviance also serves as the “warehouse” that stores all of the documents that students will need when completing the college application process. The Naviance software also communicates with The Common Application and allows electronic copies of all required documents to be forwarded to each college with the click of a button. Tutoring The Tutoring Center is open in the Media Center every day from 7:00 - 7:30 am and every afternoon except Friday from 2:30 – 4:30 pm. No appointment is needed. The teachers on hand each day vary by content area. To the view the schedule for the current school year click here. Peer Leadership The Peer Leadership Program is designed to assist 9th grade students as they transition from middle school to high school. The goal of the program is to provide a safe space where students discuss common teen concerns, including: academic and social pressures; relationships with peers, parents, and faculty; internet safety; problems associated with drugs, sex, and alcohol; and other relevant topics. Meetings take place every Thursday in a small group setting conducted by Peer Leaders who have received training and are supervised by faculty advisors. This non-credited seminar is optional for freshmen, but all are strongly encouraged to participate.

http://connection.naviance.com/somerville/



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I&RS/504 Committee The Intervention and Referral Services/504 Committee supports students who are experiencing intellectual, physical, or emotional difficulties. Throughout the school year, a team of school-based professionals meet to coordinate general education services that aim to improve student performance in targeted areas. The committee also establishes 504 plans for students with physical disabilities as per Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Child Study Team Students receiving special education services will meet annually with their case manager to determine course selections. Students identified by the Child Study Team in need of services may complete some of their course work in a resource center program or an inclusion setting. The resource center program serves students who will learn an academic subject more successfully in a small class setting consisting entirely of students who are classified as eligible for Special Education and Related Services. The inclusion program serves students in a mainstream academic subject with support from both a general education teacher and a certified special education teacher. Depending upon the needs of students in a given year, program offerings may vary. Students earn credit toward graduation for each course successfully completed in either setting. Home Instruction Students with a medical condition that results in a prolonged absence from school may be eligible for Home Instruction services. A formal application is required which includes documentation from the student’s physician and a subsequent review by the School Physician. As per N.J.A.C. 6A:16-10, if Home Instruction extends beyond 30 or 60 days, the student will be referred to the I&RS or Child Study Team respectively.

http://www.somervillenjk12.org/cms/lib5/NJ01001815/Centricity/Domain/342/Home%20Instruction%20Initial%20Parent%20Request.pdf


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HIGH SCHOOL ATHLETIC ELIGIBILITY The New Jersey State Interscholastic Athletic Association (NJSIAA) has established policies that require student-athletes to meet certain requirements in order to be eligible to compete on school-sanctioned athletic teams. Among these requirements is an academic component that is based on credits earned at various times throughout the year. These academic requirements are outlined below. For complete eligibility rules, visit the NJSIAA website.

Fall/Winter Season Spring Season

Grade 9 All first-time 9 graders are automatically eligible

The student must be passing the equivalent of 15 credits as of January 31st. This means 6 courses multiplied by the 2.5 credits unofficially "earned" at that point. Grades 10-12 The student must have earned 30

credits in the prior academic year

NCAA ELIGIBILITY FOR DIVISION I AND DIVISION II ATHLETICS The National Collegiate Athletic Association operates under a series of policies that are used to determine if a high school athlete is eligible to participate in Division I or Division II athletic programs. There is no flexibility or appeal process for prospective athletes who do not meet these requirements. It is also important to note that being eligible to play Division I or II athletics, does not guarantee the student athlete a spot on the team or scholarship money. The chart below outlines the process that should be followed to ensure that student athletes meet all NCAA requirements and are included in the eligibility determination process. For more detailed information regarding each step of the process please review the NCAA Athletic Eligibility Packet.

http://www.njsiaa.org/resources/eligibility

http://www.somervillenjk12.org/cms/lib5/NJ01001815/Centricity/Domain/342/NCAA%20Athletic%20Eligibility%20Overview.pdf


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COURSE CATALOG

21st Century and STEM Education - ENGINEERING AND ROBOTICS BRANCH

INTRODUCTION TO ENGINEERING DESIGN Grade: 9, 10, 11, 12 Length of Course: Academic Year The Introduction to Engineering Design course is the first in the Project Lead The Way pre-engineering sequence. Students will be introduced to the Design Process through hands on use of cutting edge technologies including Autodesk Inventor Modeling Software and 3-D printing. Students will work individually and in teams to identify problems, brainstorm, sketch, and model solutions to designs of their own choice.

Successful completion of Introduction To Engineering Design fulfills the New Jersey graduation requirement in 21st Century Life and Careers.

Course Title Prerequisite Requirements

Credits Earned

NCAA Core

Introduction to Engineering Design None 5 No

PRINCIPLES OF ENGINEERING Grade: 10, 11, 12 Length of Course: Academic Year The Principles of Engineering course advances students’ knowledge of engineering through a firm and in-depth exploration of multiple engineering fields. Students learn about simple and advanced machines and then design and build a freight elevator. Students explore, design, build and break bridges both virtually and practically. Computer Integrated Manufacturing is explored through 3-D printing, Autodesk Inventor Modeling, and automating original student designs using the Computer Numerically Controlled (CNC) mill and robotic arm.

Successful completion of Principles of Engineering fulfills the New Jersey graduation requirement in 21st Century Life and Careers.


Credits Earned

NCAA Core

Principles of Engineering Introduction to Engineering Design 5 No


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DIGITAL ELECTRONICS Grade: 11, 12 Length of Course: Academic Year Digital Electronics is a core course of study in the Project Lead The Way (PLTW) program. The purpose of this introductory pre-engineering course is to develop the student’s logical thinking skills by solving problems and designing control systems. In this manner, students gain a better understanding of the digital circuits in microelectronic design, manufacturing, computer technology, and information systems. Students participate in a capstone project implementing a solution to a problem: representing the solution schematically, presenting their design to the class, and submitting a report summarizing their work. Successful completion of Digital Electronics fulfills the New Jersey graduation requirement in 21st Century Life and Careers.


Credits Earned

NCAA Core

Digital Electronics Introduction to Engineering Design, Principles of Engineering 5 No

ENGINEERING DESIGN AND DEVELOPMENT Grade: 12 Length of Course: Academic Year The Engineering Design and Development course serves as the capstone course within the Project Lead The Way sequence. The purpose of the program is to provide direct application of the skills and knowledge learned in prerequisite courses to real-world problems. Students use Autodesk Inventor software to assist in designing solutions to specific problems selected by teams of students. Engineering Design and Development tests time management and team skills. These are valuable assets in post-secondary education and the workforce.

Successful completion of Engineering Design and Development fulfills the New Jersey graduation requirement in 21st Century Life and Careers.


Credits Earned

NCAA Core

Engineering Design and Development

Introduction to Engineering Design, Principles of Engineering, Digital Electronics

5 No


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21st Century and STEM Education - COMPUTER SCIENCE BRANCH

CYBERSECURITY Grade: 9,10,11,12 Length of Course: Semester The Cybersecurity course explores the state of cybersecurity in the past, present, and future. Students will explore careers in Cybersecurity, learn about security threats, cryptography, network fundamentals, and defensive tools, as well as weighing legal and ethical considerations. Learn how attacks take place, and how to combat them by participating in hacking competitions. Must be taken with Introduction to Game Design.


Credits Earned

NCAA Core

Cybersecurity None 2.5 No

INTRODUCTION TO GAME DESIGN Grade: 9,10,11,12 Length of Course: Semester The Introduction to Game Design course introduces the intricacies of the game design process. Students learn about careers, the current state of the industry, and study games through the design process. Students will explore multiple types of board and digital games in order to learn about game mechanics and discuss comparisons. Must be taken with Cybersecurity.


Credits Earned

NCAA Core

Intro to Game Design None 2.5 No

ADVANCED GAME DESIGN Grade: 10,11,12 Length of Course: Academic Year Video game design and the surrounding industries are growing quickly and can be lucrative. Video game design requires far more than coding skills and can help address societal needs. It involves graphic design, psychology, project management, and collaboration. In this unique course, art and coding combine to provide students a chance to combine expertise in graphic arts and expertise in computer science to create an app or game as a final product. Students will form teams and use their skill set to work with both an art and a computer teacher to maximize their expertise in either discipline and combine to create an integrated final product. This class utilizes project management skills and is modeled after industry best practices.


Credits Earned

NCAA Core

Advanced Video Game Design Game Design, Computer Programming or Comm Design I 5 No


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INTRO TO COMPUTER PROGRAMMING Grade: 9, 10, 11, 12 Length of Course: Academic Year Introduction to Computer Programming is the first of a series of full-year computer programming courses. Students will explore various coding elements through the use of Python and other languages. Opportunities for self-paced and self-directed instruction will also be infused. Students completing this course may continue on to iOS Application Development or AP Computer Science A (Java) in subsequent school years.

Successful completion of Intro to Computer Programming fulfills the New Jersey graduation requirement in 21st Century Life and Careers.


Credits Earned

NCAA Core

Intro To Computer Programming None 5 No

APP DEVELOPMENT Grade: 10, 11, 12 Length of Course: Academic Year Application Development exposes students to the Developer Software that is used on many Smart Devices. Students will code and develop working applications that satisfy both student interest as well as an identifiable need. In some instances, applications may be licensed, marketed and distributed. Successful completion of App Development fulfills the New Jersey graduation requirement in 21st Century Life and Careers.


Credits Earned

NCAA Core

App Development Intro To Computer Programming 5 No

ADVANCED PLACEMENT COMPUTER SCIENCE PRINCIPLES Grade: 9,10, 11, 12 Length of Course: Academic Year AP Computer Science Principles is an elective course that prepares students for the Advanced Placement Computer Science Principles exam administered by the College Board in May. The course is designed to be equivalent to a first-semester introductory college computing course for non-computer science majors. This course does not require any previous computer science courses as a prerequisite. The course will introduce students to the "big ideas" of computer science: creativity, programming, abstraction, algorithms, large data sets, the Internet, cybersecurity concerns, and the global impact of computing. The course will give students the opportunity to use technology to address real-world problems and build relevant solutions while inviting students to understand how computing changes the world. Rather than focusing on a particular programming language or tool, the course focuses on using technology and programming as a means to solve computational problems and create exciting and personally relevant artifacts. The course is unique in its focus on encouraging students to think creatively and to use simulations to explore questions that interest them, using an iterative process similar to what artists, writers, computer scientists, and engineers use to bring ideas to life.


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Successful completion of AP Computer Science Principles fulfills the New Jersey graduation requirement in 21st Century Life and Careers.


Credits Earned

NCAA Core

AP Computer Science Principles None 5 No ADVANCED PLACEMENT COMPUTER SCIENCE A (JAVA) Grade: 11, 12 Length of Course: Academic Year The Advanced Placement Computer Science course is designed to prepare students to take the Advanced Placement Computer Science A Examination in May. The language used in this course is a subset of JAVA. It includes classes and related features that facilitate the design of programs based on modern concepts of data abstraction, encapsulation and information hiding. The course supports the essentials of object oriented programming and event driven programming.

Successful completion of AP Computer Science A (Java) fulfills the New Jersey graduation requirement in 21st Century Life and Careers.


Credits Earned

NCAA Core

AP Computer Science A (JAVA) Intro To Computer Programming, App Development 5 No

TECHNOLOGY INTERNSHIP Grade: 12 Length of Course: Academic Year The SHS Technology Internship will present students with opportunities to explore independent projects and problem solving while enhancing 21st Century digital literacy skills. Students will work collaboratively with members of the District’s 21st Century Education Department to support technology initiatives and provide technical support services where needed. Interested students must have completed at least two years of computer science coursework. Enrollment is limited and an interview is required.


Credits Earned

NCAA Core

Technology Internship

Completion of any two Computer Science courses Interview Process

10 No


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21st Century and STEM Education - COMPUTER SUPPORT BRANCH

Computer Support Track (CST)

Through a partnership with Raritan Valley Community College, students in the CST cohort will gain skills, knowledge, and competency in the areas of computer science, computer programming, hardware and software support, computer networking, and web development. The program provides students with coursework and internship experiences that will prepare students for careers as computer support specialists, help desk technicians, and/or junior-level systems administrators. Students in the CST cohort will learn how to diagnose and troubleshoot hardware and software issues, perform routine maintenance, installations and upgrades, and learn the interpersonal skills required to provide daily support to end users. Upon graduation from Somerville High School, students will have completed 15 credits at Raritan Valley Community College and be prepared to complete industry level certifications such as COMPTIA A+, Network +, and iNet+. This cohort will be prepared to enter the workforce, use the credits earned to transfer into another college or university, or use the credits toward the completion of one of ten additional degree and/or certificate programs at RVCC. Throughout this program, students will participate in two years of an internal internship in the Somerville High School Chrome Zone. During this time, students will partner with Somerville School District Technology Support Specialists to learn how to troubleshoot, diagnose and repair hardware and software issues. During 11th and 12th grade, students will be placed in a local internship where they will provide computer support for a local business. Students will document the knowledge and skills acquired by designing and maintaining a digital portfolio. Students will also complete an annual Capstone Project in an area of personal interest. This project is an independent study and may vary from year to year or build upon the previous year of study to further explore the topic. Upon graduation from Somerville High School, students will have completed 15 credits at Raritan Valley Community College and be prepared to complete industry level certifications such as COMPTIA A+, Network +, and iNet+. This cohort will be prepared to enter the workforce, use the credits earned to transfer into another college or university, or use the credits toward the completion of one of ten additional degree and/or certificate programs at RVCC.


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Art Somerville High School requires one year of fine arts study for graduation. The Art course sequence is aligned with the New Jersey Core Curriculum Content Standards, district curricula and the statewide assessment system.

ADVERTISING CONCEPTS Grades: 10, 11, 12 Length of Course: Academic Year Advertising Concepts is designed to interest students in career opportunities that utilize knowledge and techniques of art. Topics include professional commercial art techniques, exploration of various graphic communication media, and exposure to professional artworks and advertising campaigns. Students study the history of advertising, product illustration, package design, fashion illustration and layout techniques. Creating a digital portfolio appropriate for application to post-secondary study and/or professional careers is required.

Successful completion of Advertising Concepts fulfills the New Jersey graduation requirement in Visual and Performing Arts.


Credits Earned

NCAA Core

Advertising Concepts Communication Design 1 5 No

COMMUNICATION DESIGN 1 Grades: 9, 10, 11, 12 Length of Course: Academic Year Communication Design introduces basic usage of digital cameras and enhancement of photographs using software applications. Demonstrations and assignments provide students with the ability to compose, edit and retouch digital photographs. Students explore and create printed and web based projects through Adobe applications. The skills and knowledge acquired in Communication Design transfer to applications such as publishing newsletters, web site production and capturing sports and other school and real world events through photography.

Successful completion of Communication Design fulfills the New Jersey graduation requirement in Visual and Performing Arts.


Credits Earned

NCAA Core

Communication Design 1 None 5 No


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COMMUNICATION DESIGN 2 Grades: 10, 11, 12 Length of Course: Academic Year Communication Design 2 advances basic usage of digital cameras and enhancement of photographs and image based software. Demonstrations and assignments allow students to excel in the Adobe programs that were introduced in Communication Design. Through graphic design, photograph usage, and computer-generated art, students will explore “how” and “what” to communicate. Students will gain knowledge and create both printed and other medias through Adobe applications. Students will see how their skills can transfer to everyday usage.

Successful completion of Communication Design 2 fulfills the New Jersey graduation requirement in Visual and Performing Arts.


Credits Earned

NCAA Core

Communication Design 2 Communication Design 1 5 No

EXPERIMENTAL STUDIO Grades: 10, 11, 12 Length of Course: Academic Year Students in Experimental Studio apply a variety of media, such as pen and ink, paint and clay. The study of art history and aesthetic thought builds evaluative skills and creative techniques. The lives and times of representative artists are examined to provide students with the historical and cultural context in which the artists worked. Personal sketchbooks and work journals document students' progress as they study and apply the elements of art, principles of design and technological advances in art. Emphasis is placed on the development of an appreciation of the artists' work and purpose.

Successful completion of Experimental Studio fulfills the New Jersey graduation requirement in Visual and Performing Arts.


Credits Earned

NCAA Core

Experimental Studio Communication Design 1, Exploring Art or The 3D Experience 5 No


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EXPLORING ART Grades: 9, 10, 11, 12 Length of Course: Academic Year The Exploring Art course introduces students to the foundations of visual art. Two and three dimensional art forms are studied through the application of the elements of art and principles of design. The cultural and historical impact of evolving art styles is examined and iconic artists and their master works serve as the focal point of discussions pertaining to the influence of society on the work of artists throughout history. Maintenance of a work journal and a personal portfolio affords students the opportunity to reflect on their learning and critique their work.

Successful completion of Exploring Art fulfills the New Jersey graduation requirement in Visual and Performance Arts.


Credits Earned

NCAA Core

Exploring Art None 5 No

STUDIO CONCENTRATION Grade: 11, 12 Length of Course: Academic Year The Studio Concentration course is designed for students who are planning to pursue a higher education and/or career in the arts and who wish to enhance their individual art portfolio. Each of the elements of art and principles of design are extensively explored in studio art projects. Self-portraits viewed from various perspectives provide the blank canvas upon which to demonstrate knowledge of and versatility in blending the elements into a collection of original works of art.

Successful completion of Studio Concentration fulfills the New Jersey graduation requirement in Visual and Performing Arts.


Credits Earned

NCAA Core

Studio Concentration Exploring Art and one full year of another art course 5 No

THE 3D EXPERIENCE Grades: 9, 10, 11, 12 Length of Course: Academic Year The 3D Experience is a studio art course that introduces work in the third dimension while exploring the elements of art and principles of design. 3D forms are examined through the hands on creation of works of art using a variety of media and techniques. Artists and artworks that exemplify various styles and art history periods are examined for their cultural influence and relevance to contemporary 3D works of art. Technology-based sketchbooks are created.

Successful completion of The 3D Experience Art fulfills the New Jersey graduation requirement in Visual and Performing Arts.


Credits Earned

NCAA Core

The 3D Experience None 5 No


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Business Somerville High School requires one year of Business Education for graduation. The Business Education course sequence is aligned with the New Jersey Core Curriculum Content Standards, district curricula and the statewide assessment system.

ACCOUNTING 1 Grade: 9, 10, 11, 12 Length of Course: Academic Year The Accounting 1 course provides an introduction to the accounting processes and procedures of using worksheets to document all transactions involved in various types of businesses. Students focus on starting a proprietorship, and recording, adjusting, and closing entries, general and subsidiary ledgers, payroll records, and financial statements.

Successful completion of Accounting 1 fulfills the New Jersey graduation requirement in 21st Century Life And Careers.


Credits Earned

NCAA Core

Accounting 1 None 5 No

ACCOUNTING 2 Grade: 10, 11, 12 Length of Course: Academic Year The Accounting 2 course develops work based modes of learning, which provides students with the required technical proficiencies in communication and interpersonal skills and work ethic needed to succeed in the business sector. The foundation, knowledge, and hands on experiences assist students in the pursuit of future career goals and life experiences. Emphasis is placed on computer applications.

Successful completion of Accounting 2 fulfills the New Jersey graduation requirement in 21st Century Life And Careers.


Credits Earned

NCAA Core

Accounting 2 Accounting 1 5 No


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BUSINESS LAW AND ETHICS Grade: 10, 11, 12 Length of Course: Academic Year The Business Law and Ethics course offers students instruction in basic business practices and introduces students to fundamental legal principles relevant to the roles of citizens, consumers and employees. Students develop competency in applying economic knowledge to practical contemporary situations in a global economy. Worldwide economics, international business, personal finance, career planning, taxes, comparative shopping and advertising techniques are examined with respect to social and economic forces. The origin of law, the court system, legal rights/duties, contract agreements, consumer protection, employer/employee relationships and the daily operations of businesses in society are examined.

Successful completion of Business Law and Ethics fulfills the New Jersey graduation requirement in 21st Century Life and Careers.


Credits Earned

NCAA Core

Business Law and Ethics None 5 No

ECONOMICS Grade: 11, 12 Length of Course: Academic Year Students in the Economics course study human behavior in relation to resources and responsible citizenship. The roles of consumer, producer, saver and investor are analyzed through an examination of the economies of the United States and the global community. The relationship of historical events to variances in economic stability is examined. Students participate in projects that require research of local, national, and global economies. Practical applications of information discussed in this course contribute to preparing students to live in the global economy of the 21st century.


Credits Earned

NCAA Core

Economics None 5 Yes FINANCIAL LITERACY (APEX) Grade: 10 Length of Course: One Semester Financial Literacy is a 2.5 credit requirements as per NJ State Graduation Requirements. Somerville High School students complete this coursework through the APEX Learning online platform during their Sophomore year. Enrollment procedures and deadlines are communicated in the fall of each academic year. For more information visit the high school’s APEX webpage.



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MARKETING 1 Grade: 10, 11, 12 Length of Course: Academic Year The Marketing 1 course is designed to meet the needs of students who are preparing to enter an occupation requiring competencies in marketing functions, including finance, market research, sales and promotions. Marketing education addresses areas of merchandising, publicity, advertising, and provides experiences in the selling process.

Successful completion of Marketing 1 fulfills the New Jersey graduation requirement in 21st Century Life and Careers.


Credits Earned

NCAA Core

Marketing 1 None 5 No

SPORTS AND FASHION MARKETING Grade: 11, 12 Length of Course: Academic Year Sports and Fashion Marketing will explore methods by which marketers incentivize and target consumers as well as the consumerism process related to the future purchase of goods and services. Students will examine how marketers brand projects, identify target markets, and create a perceived value for their products by applying those marketing functions to teams and individuals who work in the Sports and Fashion industries. Additionally, the concepts of transporting, buying, storing, financing and other marketing functions will be infused throughout the course. Successful completion of Sports and Fashion Marketing fulfills the 5 credit New Jersey graduation requirement in 21st Century Life And Careers.


Credits Earned

NCAA Core

Sports and Fashion Marketing Marketing 1 5 No

WORKFORCE DEVELOPMENT AND EMPLOYABILITY Grade: 11, 12 Length of Course: Academic Year

Workforce Development and Employability is a cooperative partnership with Raritan Valley Community College. Students in this course will complete multi-week programs in various areas related to service industries and personal finance (Hospitality, Food Service, Public Service, and Financial Basics) and receive certifications in select areas. Virtual learning opportunities will also be imbedded in the coursework as a means to promote College and Career Readiness.


Credits Earned

NCAA Core

Workforce Development and Employability

Counselor Recommendation 5 No


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ENTREPRENEURSHIP Grade: 11, 12 Length of Course: One Semester

Entrepreneurship explores the process of creating a business, including identifying a business opportunity and developing it into a small business. Skills covered will include writing business plans, securing financing, creating an effective sales pitch, and marketing to targeted consumers. To hone these skills, students will examine the various tools and resources at their disposal, including web-based platforms such as YouTube and the App Store. Additional topics covered will include procurement, human resources, and the various laws that govern small businesses and their owners. Students requesting one semester courses must select these courses in pairs (either 2, 4, or 6 total) Successful completion of Entrepreneurship fulfills the New Jersey graduation requirement in 21st Century Life and Careers.


Credits Earned

NCAA Core

Entrepreneurship None 2.5 No


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Education

POST-SECONDARY PLANNING Grade: 12 Length of Course: Academic Year Post-Secondary Planning is a Special Education course in which students will develop and strengthen those strategies essential for success in a variety of post-secondary programs. This course would be used in conjunction with efforts to transition Senior students away from certain IEP accommodations while strengthening their independent and self-reliance. Students will explore effective writing strategies, expanded research skills as well as the development of effective decision making, critical thinking, problem solving and self-advocacy skills. Collectively, these elements are address from the context of assisting students to choose an appropriate post-secondary setting where they can realize success.


Credits Earned

NCAA Core

Post-Secondary Planning Recommendation from Child Study Team member 5 No

CAREER PLANNING AND SAT PREPARATION Grade: 11 Length of Course: Academic Year The Career Planning and SAT Preparation course provides the skills students apply when preparing for post-secondary education. Test taking strategies introduced and practiced are transferable to other testing options, such as the American College Test (ACT) and SAT II, as well as to trade entrance examinations. The curriculum encompasses review and practice of all aspects of preparation for continuing education or job applications including, but not limited to, college interviews, essay writing, preparation of résumés, and communication skills, as well as realistic planning and development of timelines to attain satisfying future professional goals.


Credits Earned

NCAA Core

Career Planning and SAT Preparation None 5 No

INTRODUCTION TO EDUCATION Grade: 9 and 10 Length of Course: Academic Year The Introduction to Education course is offered in collaboration with Kean University. The students will be able to demonstrate knowledge of the major roles performed by teachers, the definition of teaching, theories of the teaching learning process, and the skills necessary for effective teaching at the elementary and secondary level. The class will investigate the importance of effective lesson planning and knowledge of subject matter, organization of the classroom to fit goals and maximize learning, types of student assessments, and discipline techniques in the classroom. Personal development of the students as learners and as teachers will be stressed. An important goal of the program is to help students understand themselves, their own motivations, hopes, prejudices, and desires which will affect their ability to relate to and teach others.Successful completion of Introduction to Education fulfills the New Jersey graduation requirement in 21st Century Life and Careers.


Credits Earned

NCAA Core

Introduction to Education None 5 No


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TOMORROW’S TEACHERS Grades: 11 and 12 Length of Course: Academic Year Tomorrow’s Teachers is an elective course designed to introduce potential future teachers to the field of education. Students will study the history of education, educational theory, learning styles, and classroom procedures. This course includes a variety of hands-on activities, observations, and a field experience placement. Students will complete their field experience placement in the elementary school, middle school, or high school. Students will model professional behavior while observing and teaching during the fieldwork experience. Students may be eligible to receive college credit through Fairleigh Dickinson University accompanied by a 4 credit course tuition fee.


Credits Earned

NCAA Core

Tomorrow’s Teachers Introduction to Education 5 No


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English The State of New Jersey requires four years of Language Arts for graduation. Elective courses are also available. The English course sequence is aligned with the Common Core State Standards for English, district curricula, and the statewide assessment system. English Sequences by Level Students may change levels at year’s end based on performance

English 1 English 2 English 3 English 4

English 1CP English 2CP English 3CP

English 4CP or

English 4/Comp1

English 1H English 2H English 3H AP English Lit

English 4/Comp1


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ENGLISH 1 Grade: 9 Length of Course: Academic Year The theme of English 1 is understanding the way internal and external factors affect one’s perspective on society and influences our lives. The goal of English 1 is for students to become familiar with the structure and richness of literary genres of the short story, the novel, the play and poetry. Students’ understanding of personal challenges is enhanced through the exploration of the resolution of conflict in literary works. Written composition and the application of the mechanics of grammar and vocabulary are infused throughout the course. Holocaust studies focus on the effects of stereotypes and prejudice on one's place in society.


Credits Earned

NCAA Core

English 1CP Grade 8 English/Language Arts 5 Yes English 1H Honors placement criteria 5 Yes

ENGLISH 2 Grade: 10 Length of Course: Academic Year The course focuses on the literature of ancient cultures, Shakespeare, and Puritan and Colonial America. The study of internal conflict throughout various literary time periods addresses how conflict is managed and why the study of conflict is pertinent to current personal and societal issues. Written composition and the application of the mechanics of grammar and vocabulary are infused throughout the course. Holocaust studies focus on prejudice during the Colonial and the McCarthy eras.


Credits Earned

NCAA Core

English 2CP English 1CP 5 Yes English 2H Honors placement criteria 5 Yes

ENGLISH 3 Grade: 11 Length of Course: Academic Year The overall theme of English 3 is how social and political environments affected the literature of the time from 1800 through the present. The course of study examines representative literature by noted authors throughout the time period. Written composition and the practical application of the mechanics of grammar and vocabulary are incorporated throughout the course. Holocaust studies focus on the persecution of emerging subpopulations. A formal paper researching a current thesis is completed in preparation for post-secondary experiences. The research paper is approximately eight pages and is developed throughout the first three marking periods of the school year.


Credits Earned

NCAA Core

English 3 English 2 5 No English 3CP English 2CP 5 Yes English 3H Honors placement criteria 5 Yes


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ENGLISH 4 Grade: 12 The English 4 course is designed for seniors who have successfully completed three years of English. The overall theme of English 4 is the relationship between man and nature in various literary time periods, including the present. The course of study focuses on Greek drama, the Anglo-Saxon, Medieval, and Renaissance literary periods, and British literature of the 17th through early 20th centuries. Various literary genres, such as novels, short stories, poetry, and plays provide varied experiences. Written composition, vocabulary, and the practical application of the mechanics of grammar are incorporated throughout the course. Holocaust studies focus on examples of prejudice and hatred that persist in today’s society.

AP ENGLISH LITERATURE Grade: 12 Length of Course: Academic Year Students who meet department standards are involved in college level work in the areas of literature and composition. With a focus on British and world literature, poetry and plays, the course calls upon students to analyze and respond to a variety of genres. Additionally, students will complete a multi-disciplined portfolio project. Students are encouraged to take the AP English exam in May. Students are expected to complete summer readings.

ENGLISH 4 CP/COMPOSITION 1: CONCURRENT ENROLLMENT Grade: 12 Length of Course: Academic Year In partnership with Raritan Valley Community College, students will have the opportunity to earn college credit while satisfying the state English 4 graduation requirement. High school seniors must meet specific criteria prior to enrollment in the course. These requirements have been established through a collaborative process with Raritan Valley Community College. These criteria are as follows:

▪ An unweighted cumulative grade point average of an 82; ▪ Meet one of the following criteria:

o A score of at least 540 on the Critical Reading portion of the SAT or; o A composite score of at least 24 on the English portion of the ACT or; o Completion of the Accuplacer Placement Test.

In addition to covering the required senior English curriculum, the central purposes of English Composition I are to develop critical reading and thinking skills in order to write thesis-driven, text-based essays. The course takes a process oriented approach to writing that incorporates prewriting, drafting, reviewing and revising. Students in English Composition 1 learn basic research skills and apply them to at least one text based research essay. There is a minimum of 25 pages of writing required for this course. Students are responsible for the discounted concurrent enrollment tuition and the purchasing of the text.


Credits Earned

NCAA Core

English 4 English 3 5 No English 4CP English 3CP 5 Yes AP English Literature Honors placement criteria 5 Yes English 4 CP/Composition 1: Concurrent Enrollment

English 3CP and requisite test scores (see above) 5 Yes


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CREATIVE WRITING Grade: 10, 11, 12 Length of Course: Academic Year Students in the Creative Writing course develop personal writing skills through the study of distinct narrative points of view. The characteristics of various genres of writing are examined and applied as students create such writing samples as monologues, diaries, narratives, and autobiographies. Emphasis is placed on the use of literary devices, authentic voice, and comprehensive reporting. The work of students is included in a personal and comprehensive portfolio of writing samples representing the full range of genres studied throughout the course.


Credits Earned

NCAA Core

Creative Writing None 5 Yes

JOURNALISM Grade: 9, 10, 11, 12 Length of Course: Academic Year The Journalism course includes the history and practice of journalism through the evaluation of past and present issues and events. Listening, speaking, reading and writing skills are employed as students evaluate information, discuss ethics and morality in the media, and apply the effective use of the English language as a tool to inform and motivate a target audience. Practical experience enables students to develop advanced language skills and to produce personal examples of journalistic writing.


Credits Earned

NCAA Core

Journalism None 5 Yes

WOMEN’S STUDIES Grade: 10, 11, 12 Length of Course: Academic Year The Women's Studies course is designed for students who have an interest in exploring the works of contemporary and classic scholars within the context of women's societal roles, equality and justice. This course stresses an interactive and interdisciplinary approach that involves journal writing, panel discussions, written composition, and creative problem solving.


Credits Earned

NCAA Core

Women’s Studies None 5 Yes


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POP CULTURE AND MEDIA* Grade: 11, 12 Length of Course: Semester Students in the Pop Culture and Media course study the evolution of pop culture and its impact on themselves and their lives. The course will review the types of media that influence students (e.g., television, Internet, magazines, music) and how popular culture affects today’s youth. Students compare and contrast local and regional culture to cultures in other parts of the country and the world. Topics for discussion include, but are not limited to, the history of popular culture, linking popular culture to media literacy, and how other countries’ citizens view America. *Must be taken with Public Speaking.


Credits Earned

NCAA Core

Pop Culture and Media None 2.5 No

PUBLIC SPEAKING* Grade: 11, 12 Length of Course: Semester Students are introduced to public speaking as an important component of their academic, work, and social lives. They study public speaking occasions and develop skills as fair and critical listeners, or consumers, of spoken information and persuasion. Students study types of speeches (informative, persuasive, dramatic, and special occasion), read and listen to models of speeches, and prepare and present their own speeches to diverse audiences. Students learn to choose speaking topics and adapt them for specific audiences, to research and support their ideas, and to benefit from listener feedback. Students also learn about the ethics of public speaking and about techniques for managing communication anxiety. *Must be taken with Pop Culture and Media


Credits Earned

NCAA Core

Public Speaking None 2.5 No


39

Mathematics Somerville High School requires three years of mathematics for graduation. Elective courses are also available. The mathematics course sequence is aligned with the Common Core State Standards for Mathematics, district curricula and the statewide assessment system. Mathematics Sequences Students may change levels at year’s end based on performance

Algebra 1CP Geometry CP Algebra 2 Algebra 2CP

Advanced Algebra

PreCalculus CP Statistics CP

Geometry CP Algebra 2CP PreCalculus CP Calculus CP Statistics CP

Geometry H Algebra 2H PreCalculus H

AP Calculus AB AP Calculus BC

AP Statistics Statistics CP

Algebra 2H PreCalculus H AP Calculus AB AP Calculus BC

AP Statistics Statistics CP


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ALGEBRA 1 Grade: 9 Length of Course: Academic Year Algebra 1 is a foundation course for secondary and college level courses. The goals of the program include demonstration of real world applications of algebra and the integration of numeric, algebraic, geometric and graphic techniques. Among the topics studied are linear and quadratic equations, inequalities, exponents and exponential functions and polynomial, radical and rational expressions. The Algebra 1 course provides the framework of mathematical skills and knowledge needed for future study of mathematics.


Credits Earned

NCAA Core

Algebra 1CP Grade 8 Mathematics 5 Yes

GEOMETRY Grade: 9, 10, 11 Length of Course: Academic Year Geometry focuses on two- and three-dimensional geometry from theoretical and practical perspectives. Topics studied include deductive and inductive reasoning, coordinate geometry, parallel and perpendicular lines, trigonometry, and transformations in the plane. Geometric theorems are proven and applied to the problem solving process.


Credits Earned

NCAA Core

Geometry CP Algebra 1CP 5 Yes Geometry H Honors placement criteria 5 Yes

ALGEBRA 2 Grade: 9, 10, 11, 12 Length of Course: Academic Year Algebra 2 is the second course in the algebra sequence. The goals of the program include the study and application of polynomial, exponential, logarithmic, rational equations and functions. In addition, students explore and apply principles of probability and combinations. The Algebra 2 course provides the framework of mathematical skills and knowledge needed for future study of mathematics.


Credits Earned

NCAA Core

Algebra 2 Algebra 1 and Geometry 5 No Algebra 2CP Algebra 1CP and Geometry CP 5 Yes Algebra 2H Honors placement criteria 5 Yes


41

ADVANCED ALGEBRA Grade: 11, 12 Length of Course: Academic Year Advanced Algebra is designed to prepare students High School Pre-Calculus or Freshman-level math courses at the collegiate level. Through the use of 21st-century technology the topics studied in this course include functions, right triangle trigonometry, probability, statistics, and consumer mathematics. The goals of the program include the study and application of these topics coupled with the real world mathematics encountered after high school.


Credits Earned

NCAA Core

Advanced Algebra Algebra 2 5 Yes

PRE-CALCULUS Grade: 10, 11, 12 Length of Course: Academic Year Pre-Calculus is designed to prepare students for high school or college calculus. Topics include a detailed study of composite functions and applications using exponential, logarithmic, and trigonometric functions and their applications. Sequences and series and the concept of limits are also studied.


Credits Earned

NCAA Core

Pre-Calculus CP Algebra 1CP, Geometry CP, Algebra 2CP, Advanced Algebra 5 Yes

Pre-Calculus H Honors placement criteria 5 Yes

CALCULUS Grade: 12 Length of Course: Academic Year Calculus is designed for the student who will be taking calculus in college, but is not necessarily seeking advanced placement credit. The course builds upon concepts from Pre-Calculus, such as inverse functions, exponential functions, logarithms and limits, and applies them to a detailed study of differentiation and integration. Considerable time is spent on the applications of calculus to the fields of business, finance and physics through the study of related rates, optimization and analysis of curves and slopes. Students are also required to justify answers and conclusions using graphing calculators or Microsoft Excel spreadsheets and then effectively communicate their reasoning orally and in writing. Calculus provides students with the conceptual framework and analytical skills necessary for application to real world problems and to be successful in the college calculus course.


Credits Earned

NCAA Core

Calculus Pre-Calculus 5 Yes


42

STATISTICS Grade: 11, 12 Length of Course: Academic Year Statistics is designed as an alternative to Pre-Calculus for those students who have successfully completed Algebra 2. The course may also serve as an elective for those students who have taken Pre-Calculus, but choose not to take Calculus. Topics include, but are not limited to, a review of polynomial functions, inequalities and linear programming, application of exponential and logarithmic functions, modeling with trigonometric equations, matrix algebra, combinatorics, probability and statistics, and curve fitting.


Credits Earned

NCAA Core

Statistics CP Algebra 2 5 Yes

ADVANCED PLACEMENT CALCULUS (AB/BC LEVELS) Grade: 11, 12 Length of Course: Academic Year Advanced Placement (AP) Calculus is designed to be the equivalent of a first year college calculus course. The Advanced Placement Calculus course is for students who, upon success of this, seek college credit and/or placement from institutions of higher learning. Students are encouraged to take the AP Calculus examination in May. The AB level course is equivalent to one semester of college calculus, while the BC level course is equivalent to two semesters of college level calculus. Students are required to complete a summer assignment


Credits Earned

NCAA Core

Advanced Placement Calculus Honors placement criteria

5 Yes

ADVANCED PLACEMENT STATISTICS Grade: 11, 12 Length of Course: Academic Year The purpose of the Advanced Placement (AP) Statistics course is to develop fundamental concepts and tools for collecting, organizing, analyzing, and using data to make decisions. In colleges and universities, an introductory statistics course is typically required for majors, such as in the social sciences, health sciences and business courses. Science, engineering and mathematics majors usually take an upper level calculus based course in statistics for which the Advanced Placement Statistics course is effective preparation. Students are exposed to broad conceptual themes, including exploring data, sampling and experimentation, anticipating patterns, and statistical inference. Students who successfully complete the course and the advanced placement examination may receive college credit, advanced placement, or both for a one semester introductory college statistics course.


Credits Earned

NCAA Core

Advanced Placement Statistics Honors placement criteria 5 Yes


43

Music Somerville High School requires one year of fine arts study for graduation. The Music course sequence is aligned with the New Jersey Core Curriculum Content Standards, district curricula and the statewide assessment system.

CONCERT CHOIR Grade: 9, 10, 11, 12 Length of Course: Academic Year Students in Concert Choir focus on skill building, including sight-singing, breath control, posture, diction and part independence. Preparation for performances includes a study of the historical and cultural significance of diverse musical genres. Students employ 21st century skills, such as collaboration and digital research, as they explore the development of music over time. Maintenance of a personal reflective journal reinforces writing skills and provides students with the opportunity to assess their performances, set goals, and engage in self-evaluation throughout the course.

Successful completion of Concert Choir fulfills the New Jersey graduation requirement in Visual and Performing Arts.


Credits Earned

NCAA Core

Concert Choir None 5 No

CHORALE Grade: 10, 11, 12 Length of Course: Academic Year Students in Chorale collaborate to sing three part women’s musical literature while enhancing vocal production, ear training, and music reading. Breathing, intonation, vowel unification, diction and sight singing are the main elements of the curriculum. Singers continue to develop range and the ability to sustain their parts in a Soprano, Soprano, Alto (SSA) ensemble. Phrasing, expression and movement are explored and applied in performances which reflect the study of diverse musical genres from a variety of cultural and linguistic sources. Upon completion of this course, students have a firm foundation in the basics of healthy vocal production and music notation and the benefits of participating in a cooperative environment.

Successful completion of Chorale fulfills the New Jersey graduation requirement in Visual and Performing Arts.


Credits Earned

NCAA Core

Chorale Concert Choir 5 No


44

A CAPPELLA CHOIR Grade: 10, 11, 12 Length of Course: Academic Year Students in A Cappella Choir learn strategies that aid them to sing advanced choral literature with a mature, rich and balanced sound. Breathing, diction, expression, intonation, vowel unification and sight singing are cultivated to enhance sound in performance. Students learn soprano, alto, tenor and baritone choral selections of various styles and cultures and are well prepared to audition for college level vocal ensembles upon completion of this course. The application of movement, staging, visual effects and personal assessment and goal setting are addressed as students progress in reading and singing advanced musical compositions. Digital tools aid students to rehearse, reflect on, and create personal and ensemble performances.

Successful completion of A Capella Choir fulfills the New Jersey graduation requirement in Visual and Performing Arts.


Credits Earned

NCAA Core

A Cappella Choir Concert Choir or Chorale 5 No

FRESHMEN BAND Grade: 9 Length of Course: Academic Year Students in Freshmen Band build skills in the areas of intonation, production of tone, technical facility, breath control, ensemble playing, rhythm accuracy and sight-reading. Individual intonation and ensemble intonation are crucial areas in the development of musicianship. Students learn the historical and cultural significance of the music they play, as well as performance responsibilities and practices that enhance their contribution to the ensemble. Twentieth century music is studied for the unique qualities and challenges it presents for band members. Students set goals for their progress and critique their work as an integral component of the learning process. Upon completion of the course, students may advance in their musical studies with a firm foundation in the required skills for large ensemble playing.

Successful completion of Freshmen Band fulfills the New Jersey graduation requirement in Visual and Performing Arts.


Credits Earned

NCAA Core

Freshmen Band None 5 No


45

SYMPHONIC BAND Grade: 10, 11, 12 Length of Course: Academic Year Students in Symphonic Band further skill development in the areas of tonal production, technical facility, breath control, ensemble playing, rhythm accuracy and sight-reading. Individual and ensemble intonation are crucial areas of focus in the development of musicianship. Increasing levels of difficulty in music literacy challenge students to set personal and group goals for progress in performance. An advanced foundation of tonal production, notation, technical facility, rhythm accuracy, large ensemble playing, and sight-reading prepare students to continue music training.

Successful completion of Symphonic Band fulfills the New Jersey graduation requirement in Visual and Performing Arts.


Credits Earned

NCAA Core

Symphonic Band Freshmen Band 5 No WIND ENSEMBLE Grade: 10, 11, 12 Length of Course: Academic Year Students in Wind Ensemble engage in the advanced study of instrumental performance. Intonation, tone, technical facility, breath control, ensemble playing, rhythm accuracy, improvisation and sight-reading of music are emphasized. Individual intonation and ensemble intonation are crucial areas of development as is the tracking of personal goals and progress. The music selections challenge students to develop their expertise as instrumentalists in a cooperative environment. Successful completion of this course prepares students to advance to a college or semi-professional setting.

Successful completion of Wind Ensemble fulfills the New Jersey graduation requirement in Visual and Performing Arts.


Credits Earned

NCAA Core

Wind Ensemble Freshmen Concert Band or Symphonic Band By audition only 5 No


46

MUSIC THEORY AND COMPOSITION Grade: 9, 10, 11, 12 Length of Course: Academic Year Students in Music Theory and Composition learn about the elements of music: rhythm, timbre, form, meter, pitch, harmony, melody, volume and tempo. Basic music vocabulary is employed in the examination of the history and cultural development of music around the globe. The study of orchestration is included as students develop personal awareness of the evolution of classical and popular music. Students analyze and create diverse examples of musical genres and learn about careers in music through the use of technology.

Successful completion of Music Theory and Composition fulfills the New Jersey graduation requirement in Visual and Performing Arts.


Credits Earned

NCAA Core

Music Theory and Composition None 5 No

ADVANCED PLACEMENT MUSIC THEORY Grade: 10, 11, 12 Length of Course: Academic Year Students in Advanced Placement (AP) Music Theory develop musical skills that lead to a thorough understanding of composition, theory, arranging, dictation, analysis and sight singing. The ability to read and understand musical notation is a prerequisite for the course. Technology applications are explored as students practice composition techniques and use their experience in vocal and/or instrumental music to continue this rigorous study of music theory at the post-secondary level. Students in this class may elect to take the Advanced Placement Music Theory examination to earn college credit.

Successful completion of Advanced Placement Music Theory fulfills the New Jersey graduation requirement in Visual and Performing Arts.


Credits Earned

NCAA Core

Advanced Placement Music Theory Honors criteria and demonstrated proficiency of requisite skills 5 No


47

Physical Education / Health Somerville High School requires four years of physical education and health for graduation. The Physical Education/Health course sequence is aligned with the New Jersey Core Curriculum Content Standards, district curricula and the statewide assessment system.

PHYSICAL EDUCATION Grade: 9, 10, 11, 12 Length of Course: Three Marking Periods Students in Physical Education develop movement skills in diverse physical activities that include rhythmic movement, games, sports and cardiovascular exercises. The promotion of lifelong health and physical fitness is supported through units of study that are developmentally and age appropriate and appropriately challenging at each level of study. All students develop personal fitness goals and track progress toward these goals of achieving and maintaining a healthy lifestyle that supports physical activity, analytical skills, team building skills, goal setting and self-assessment.

HEALTH 9: PERSONAL WELLNESS Grade: 9 Length of Course: One Marking Period Students in Health 9: Personal Wellness examine methods to establish and maintain lifelong health and wellness. Through an ongoing evaluation of their own goals and progress in establishing proactive habits via annotation in an electronic journal, students focus on their personal responsibility in ensuring wellness and success. The study of proper diet and exercise, avoidance of injury and self-abusive behaviors, and methods to avoid future harm contribute to students’ ability to plan for and sustain personal health.

HEALTH 10: DRIVER EDUCATION Grade: 10 Length of Course: One Marking Period Students in Health 10 are provided with the foundation for becoming responsible drivers. The course promotes driver safety and positive decision making skills related to driving. Students study defensive driving during thirty hours of mandated instruction, which includes the following skills: assessing and managing risk, handling social pressures, signs, signals and markings, and rules of the road. Emphasis is placed on road courtesy, state laws and safe driving attitude. Instruction in drug and alcohol avoidance, driving under the influence, obtaining a license, and insurance coverage is provided. The New Jersey state driving test is administered at the conclusion of the program.


48

HEALTH 11: CPR AND FIRST AID Grade: 11 Length of Course: One Marking Period CPR training for all students is mandated by the state of New Jersey. Students in Health 11 continue to develop their knowledge and awareness of best practices to maintain lifelong health, including an examination of the ill effects of drugs, alcohol and tobacco. Through investigation, practice of discrete skills, and performance, students develop the requisite skills enabling them to administer Adult and Pediatric First Aid/CPR/AED. Realistic mannequins are used to teach techniques that include opening the airway, performing rescue breathing, and the application of CPR for infants, children and adults. Upon successful completion of a written examination and practical demonstration, students may be certified through the American Red Cross in First Aid, CPR, and AED.

HEALTH 12: FAMILY LIFE Grade: 12 Length of Course: One Marking Period Students in Health 12 collaborate to analyze healthy relationships and the positive choices that lead to personal success and happiness. Avoidance of unsafe and harmful practices, such as bullying, drug and alcohol abuse, and dangerous sexual behavior, is a focus of student led research and analysis. The positive and negative effects of personal behaviors are assessed as students investigate diverse familial relationships and practices. Future plans are highlighted through individual career research projects using technology. Issues, such as health care and the rights and privileges of protected classes, are discussed through an examination of the Americans with Disabilities Act and current legislation regarding healthcare.

The Family Life unit, as mandated by the State of New Jersey, is designed to provide students with the information, decision-making skills, and resources to encourage thoughtful and responsible behavior. If you choose not to have your son/daughter participate in a particular segment of the Family Life and Health Development unit, please submit your request in writing to Mr. Scott Hade, Assistant Principal, prior to your child’s Health class. UNIFIED PE Grade: 12 Length of Course: Full Year Unified PE is an opportunity for students with varying ability levels and backgrounds to come together through ongoing fitness, sports, leadership and wellness activities. This course focuses on the physical, intellectual and social growth of all participants. Students with and without intellectual disabilities will come together through ongoing educational and physical activities. For the Unified Partner students, this course is an elective offered through the Physical Education department. For the Special Education student the course is integrated into the established PE curriculum.


Credits Earned

NCAA Core

Unified PE None 5 No


49

Science Somerville High School requires three years of science for graduation: Biology, Chemistry and Physics, in grades 9, 10, and 11, respectively. Elective courses are also available. The Science course sequence is aligned with the New Jersey Core Curriculum Content Standards, district curricula and the statewide assessment system. Science Sequences Students may change levels at year’s end based on performance

Biology CP Chemistry CP Physics CP

Anatomy and Physiology

Marine Biology Environmental

Science

Biology H Chemistry H Physics H

AP Physics 1 AP Biology

AP Chemistry AP Physics 2


50

BIOLOGY Grade: 9 Length of Course: Academic Year The Biology course is designed to provide students with a comprehensive up to date approach to the study of biology. Students build upon the fundamental biological concepts of life science through the study of topics, such as the biochemical basis of life, comparison and functions of cell structures, maintenance of equilibrium, photosynthesis, cellular respiration, molecular genetics, inheritance patterns, the evolution of life, environmental studies, and classification systems of organisms. The Biology course provides students with the conceptual framework, investigative skills, and heightened concern for the environment necessary for college courses, as well as preparation for the next course in the science sequence. The curriculum is aligned with the course description for the New Jersey Department of Education examination in biology.


Credits Earned

NCAA Core

Biology CP None 5 Yes Biology H Honors placement criteria 5 Yes

CHEMISTRY Grades: 10 Length of Course: Academic Year Chemistry provides students with a comprehensive up to date approach to an extensive study of the nature of matter. Students introduced to basic concepts of physical science will build upon these fundamental concepts preparing the students for college courses, as well as the next course in the science sequence. The program provides students with the conceptual framework, factual knowledge, and analytical skills necessary to understand the composition and interactions of matter.


Credits Earned

NCAA Core

Chemistry CP Biology CP 5 Yes

Chemistry H Honors placement criteria and Geometry 5 Yes

PHYSICS Grades: 11 Length of Course: Academic Year Physics provides students with a comprehensive, up to date approach to an extensive study of the nature and interaction of forces, and energy transformations. Prior knowledge of physical science is extended by incorporating advanced mathematical skills including geometric applications and algebraic operations. Topics studied include kinematics, dynamics, forces, circular and projectile motion, conservation of energy and momentum, astrophysics, waves, sound, light, optics and electrostatics. Throughout the Physics course, students explore direct applications of topics studied to real world technological applications. The coursework and laboratory explorations prepare students for college courses, as well as advanced courses in the science content area.


Credits Earned

NCAA Core

Introduction to Physics Biology and Chemistry 5 No Physics CP Biology CP and Chemistry CP 5 Yes


51

PHYSICS H Grades: 11 Length of Course: Academic Year Physics H is an algebra-based course that covers Newtonian mechanics (including rotational dynamics and angular momentum), work, energy, power, and mechanical waves and sounds. These topics are directly related to real-world and technological applications. Students work collaboratively to complete laboratory experiments that require the collection and analysis of data.


Credits Earned

NCAA Core

Physics H Honors Placement Criteria 5 Yes

ADVANCED PLACEMENT PHYSICS 1 AND 2 Grades: 11, 12 Length of Course: Academic Year Advanced Placement (AP) Physics courses are algebra based and are structured to allow in-depth, student led exploration of physics topics. Students work collaboratively on research projects and oral presentations. Students participate in whole class discussions of physics topics, solve problems and complete written evaluations. In the laboratory, students work in small groups where they design experiments, collect and analyze data. Students maintain a laboratory notebook and student laboratory work is evaluated using college level guidelines. Students are required to complete a summer assignment. At the end of each course, students are prepared to take the associated Advanced Placement Examination administered by the College Board. AP Physics 1 (grade 11) is equivalent to a first semester college course in algebra based physics. The course covers Newtonian mechanics (including rotational dynamics and angular momentum); work, energy, and power; and mechanical waves and sound. It will also introduce electric circuits. AP Physics 2 (grade 12) is equivalent to a second semester college course in algebra based physics. The course covers fluid mechanics; thermodynamics; electricity and magnetism; optics; and atomic and nuclear physics.


Credits Earned

NCAA Core

Advanced Placement Physics 1 Chemistry H and Algebra 2 5 Yes

Advanced Placement Physics 2 Physics H or AP Physics 1 5 Yes


52

ENVIRONMENTAL SCIENCE Grade: 11, 12 Length of Course: Academic Year Environmental Science introduces students to the biotic and abiotic natural world in a broad view. The full year course covers topics including habitats, ecosystems, and biomes; interrelationships between human activities and environmental systems; energy flow through environmental systems; natural and human impact on environmental systems with an emphasis on sustainability and renewable energy. Students will be expected to think critically and integrate of technology to explore questions and problems that are posed throughout the school year. Scientific concepts and principles will be explored through field and laboratory investigations as a means to reinforce and apply course content.


Credits Earned

NCAA Core

Environmental Science Biology and Chemistry 5 Pending

AP ENVIRONMENTAL SCIENCE Grade: 11, 12 Length of Course: Academic Year Advanced Placement Environmental Science embraces a wide variety of topics from a variety of disciplines, including geology, biology, environmental studies, environmental science, chemistry, and geography. The course goal is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. The AP Environmental Science course is designed to be the equivalent of a one-semester, introductory college course in environmental science. It is a rigorous science course that emphasizes scientific principles and analysis, as well as the study of environmental issues from a sociological or political perspective. Students must be prepared to do extensive labwork, some fieldwork, and reading. Students who take this course are encouraged to take the AP test.


Credits Earned

NCAA Core

AP Environmental Science Biology and Chemistry 5 Pending

ADVANCED PLACEMENT BIOLOGY Grades: 11, 12 Length of Course: Academic Year Advanced Placement (AP) Biology is designed as the equivalent of an introductory course usually taken by biology majors in college. Topics and laboratories include molecules and cells, genetics and evolution, and organisms and populations. Emphasis is placed on providing the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly-changing science of biology. Students are encouraged to take the AP Biology examination in May. Students will complete a summer project on which they will be tested in September.


Credits Earned

NCAA Core

Advanced Placement Biology Honors placement criteria based on Chemistry coursework or Biology H and Chemistry H

5 Yes


53

ADVANCED PLACEMENT CHEMISTRY Grades: 11, 12 Length of Course: Academic Year Advanced Placement (AP) Chemistry is designed as the equivalent of a first year college chemistry course. The fundamental principles of solving chemical problems are addressed through laboratory experiences. Students may complete a summer assignment and are encouraged to take the AP Chemistry examination in May.


Credits Earned

NCAA Core

Advanced Placement Chemistry Honors placement criteria 5 Yes

ANATOMY AND PHYSIOLOGY Grades: 12 Length of Course: Academic Year Anatomy and Physiology is a science course designed for students who are considering enrolling in a post-secondary program with emphasis on the life science and/or health science fields. The course focuses on important concepts in anatomy and physiology, including the muscular, skeletal, digestive, circulatory, integumentary, respiratory, and nervous systems of the body. The dissection of higher level mammals is used as a tool for comparative analysis of the major body systems.


Credits Earned

NCAA Core

Anatomy and Physiology Physics CP, Physics H or AP Physics 1 5 Yes

MARINE BIOLOGY Grade: 11, 12 Length of Course: Academic Year The purpose of Marine Biology and Ocean Science is to introduce students to the branch of the biological sciences that focuses on marine systems. Students will study many of the organisms in this unique world and will also explore factors and environmental issues that influence and control the abundance and distribution of species in this community. The students will also examine basic types of questions marine biologists ask and the methods they employ, which will necessitate a thorough understanding of scientific methodology. They will be expected to think critically about all aspects of this diverse science. Laboratory based investigations, student centered collaborations, and hands on activities will be used in this course to illustrate various living and non-living aspects of the biology of the oceans.


Credits Earned

NCAA Core

Marine Biology Completion of Physics or Concurrent Enrollment in Physics 5 Yes


54

Social Studies Somerville High School requires three years of social studies for graduation: World Studies, US History 1, and US History 2 in grades 9, 10, and 11, respectively. Elective courses are also available. The Social Studies course sequence is aligned with the New Jersey Core Curriculum Content Standards, district curricula, and the statewide assessment system. Social Studies Sequences Students may change levels at year’s end based on performance

World Studies US History 1 US History 2

AP Psychology

AP Human Geog. Crime and Civil Law

Big History Economics

Human Conscience Psychology

Intro to Sociology Sociology (CLEP)

Pop Culture and Media

World Studies H US History 1H AP US History

AP Gov’t/Politics AP European

History (alternating

years) AP Capstone (Seminar and

Research)


55

WORLD STUDIES Grade: 9 Length of Course: Academic Year Students in World Studies examine and assess the geographic, social, political, economic, technological and cultural factors that have shaped human history. Western and non-Western civilizations and events are analyzed dating from the development of written law and democratic ideas to the present state of global affairs. Students track the development of their own culture through comparisons with other nations and study significant global events and persons through an approach that is structured both thematically and chronologically. Connections between historical events and 21st century life are stressed and include an examination of modern day instances of genocide.


Credits Earned

NCAA Core

World Studies CP None 5 Yes World Studies H Honors placement criteria 5 Yes

UNITED STATES HISTORY 1 Grade: 10 Length of Course: Academic Year Students in United States History 1 analyze the growth of American power and influence from the period of Reconstruction to the post-World War I era. An examination of technological innovations and immigration patterns provides students with an understanding of the shifting demographic and economic landscape of the United States in the early 20th century. A discussion of the conflict among emerging philosophies prepares students to examine World War I and the sociological, political and economic outcomes of that global event. Students discuss injustice and inequality and the shift in moral values that took place after the war as they study the long-term effects of that conflict. Connections are made to current economic, social and moral issues as students research historical events and present global occurrences.

This course does not fulfill the prerequisite for Advanced Placement US History.


Credits Earned

NCAA Core

US History 1CP World Studies CP 5 Yes


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UNITED STATES HISTORY 1H Grade: 10 Length of Course: Academic Year Students in United States History 1 Honors will examine the history of the United States beginning with the emergence of the colonies. In understanding American colonial life, students will analyze the causes and results of the American Revolution, as well as the founding of a new government. Students will examine how changes on the western frontier ushered in a period of disunity in the nation that ultimately resulted in the American Civil War. This material will be covered using a variety of instructional activities through an approach that is structured both thematically and chronologically.

This course is a prerequisite for the Advanced Placement United States History.


Credits Earned

NCAA Core

US History 1H Honors placement criteria 5 Yes

UNITED STATES HISTORY 2 Grade: 11 Length of Course: Academic Year Students in United States History 2 collaborate to investigate the geographic, social, political, economic, cultural and technological factors that shaped the United States during the 20th and 21st centuries. The study of significant events is organized thematically and chronologically to enable students to track trends and themes that link the past and current global affairs. Emphasis on the examination of authentic documents provides students with opportunities to develop critical thinking skills. Project based learning is a tool employed in the curriculum to encourage active citizenship as students identify issues of concern and work together to advance solutions.


Credits Earned

NCAA Core

US History 2 US History 1 5 No US History 2CP US History 1CP 5 Yes

ADVANCED PLACEMENT UNITED STATES HISTORY Grade: 11 Length of Course: Academic Year Students in Advanced Placement (AP) United States History are introduced to political science through the study of various nations and the analysis of political systems. Topics for discussion include, but are not limited to, industrialized democracies, Mexico, Nigeria, Iran, and the history and future of foreign policy in the 21st century. Political beliefs and cultural differences are examined as influences in the development of diverse governmental systems. Through the use of technology, students collaborate to communicate with peers as they engage in project-based learning and are prepared to take the College Board Advanced Placement Examination.


Credits Earned

NCAA Core

Advanced Placement US History US History 1H 5 Yes


57

ADVANCED PLACEMENT EUROPEAN HISTORY Grade: 11, 12 Length of Course: Academic Year The Advanced Placement (AP) European History course is designed to increase the student’s understanding of European history from 1450 through the present. A variety of strategies are used, including the use of simulations, debates, and primary source readings. The first semester covers the time period from 1450 to 1789 and includes such topics as the Renaissance and Reformation, the Age of Exploration, the Enlightenment, the French Revolution, and the Industrial Revolution. The second semester covers the time period from 1789 through the present and includes such topics as the Rise of Nation-States, Imperialism, World War I, the Russian Revolution, the Development of Totalitarian States, World War II, and Postwar Europe. Areas of concentration include social, political, and economic institutions, as well as cultural and intellectual development. Students enrolled in AP European History may elect to take the Advanced Placement European History examination in May.

Course Title

Prerequisite Requirements

Credits Earned

NCAA Core

Advanced Placement European History

Honors Placement Criteria

AP US History 5 Yes

AP European History is offered every other year. AP Government and Politics will be offered during the 2022-2023 academic school year.

ADVANCED PLACEMENT HUMAN GEOGRAPHY Grade: 9,10,11, 12 Length of Course: Academic Year Students in Advanced Placement (AP) Human Geography study the patterns and processes that have shaped the exploration, employment, and alteration of the earth’s surface over time. Using landscape analysis and the necessary map skills and spatial concepts, students examine the impact of geography on the growth of social groups, as well as the environmental impact of those groups and their practices. The science of geography is discussed as students learn about the methods and tools used by geographers. The interconnectedness among the organization of humans at the local, regional, national, and global levels is an area of focus. Students are prepared to take the Advanced Placement Human Geography examination in May.


Credits Earned

NCAA Core

Advanced Placement Human Geography None 5 Yes


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BIG HISTORY Grade: 12 Length of Course: Academic Year Students in Big History collaborate to study a unified story of history. Students investigate common patterns across the entirety of history from the creation of the universe to the Common Era and beyond. The study of history as a whole enables students to better understand people, civilization and our place in the universe. In addition, this unified story provides students with a deeper awareness of our past, better preparing them to help shape the future. Students employ a web-based curriculum provided by the Bill and Linda Gates Foundation. As students study the patterns of history, they develop a critical-thinking skill and engage in 21st Century Learning.


Credits Earned

NCAA Core

Big History None 5 Yes

CRIMINAL AND CIVIL LAW Grade: 10, 11, 12 Length of Course: Academic Year Students in Criminal and Civil Law engage in an in depth study of the working relationship between the law and themselves. The course focuses on the rights guaranteed by the United States Constitution and the criminal and civil justice process. Special emphasis is placed on how the law works to benefit the individual, the community and the state. An examination of past and current case studies allows students to analyze legal issues, debate procedures, and predict outcomes as they collaborate to apply learning to real-life situations. Students will be expected to present orally on case studies to their classmates.


Credits Earned

NCAA Core

Criminal and Civil Law World Studies 5 Yes

HUMAN CONSCIENCE Grade: 11, 12 Length of Course: Academic Year The Human Conscience course studies the Holocaust and modern Genocides. Students will study anti-Semitism and racism through the lens of history and classification manipulation by society in general and the Nazi Regime in particular. The class will also explore how post-WWI issues allowed the Third Reich to come to power and pursue the Final Solution. Students will be expected to employ critical thinking skills when examining the political and geographical conditions that may predict genocidal acts in today's world. Students will engage in extensive online research, requiring the use of many museum and international organization sites, which will support the growth of their skills as responsible and knowledgeable users of technology. Students will write extensively and prepare presentations and debates on topics throughout the course.


Credits Earned

NCAA Core

Human Conscience Completion of US History 2 or concurrent enrollment 5 Yes


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PSYCHOLOGY Grade: 11, 12 Length of Course: Academic Year Students in the Psychology course study human behavior through observation of human interaction. The study of personality theories and techniques for measuring personality development, as well as an examination of the effects of heredity and environment, contribute to an understanding of self and others. Methods for coping with frustration, conflict, depression, and anxiety, as well as the treatment of behavior disorders, are examined demonstrating ways in which the study of psychology may play a role in addressing societal problems. Case studies introduce real life problem situations to students that require informed critical thinking methods and collaborative decision making to affect appropriate resolutions.


Credits Earned

NCAA Core

Psychology None 5 Yes

AP SEMINAR Grade 11,12 Length of Course: Academic Year AP Seminar is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives. Using an inquiry framework, students practice reading and analyzing articles, research studies, and foundational, literary, and philosophical texts; listening to and viewing speeches, broadcasts, and personal accounts; and experiencing artistic works and performances. Students learn to synthesize information from multiple sources, develop their own perspectives in written essays, and design and deliver oral and visual presentations, both individually and as part of a team. Ultimately, the course aims to equip students with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence-based arguments.


Credits Earned

NCAA Core

AP Seminar None 5 No


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AP RESEARCH Grade 12 Length of Course: Academic Year AP Research is the second course in the AP Capstone progression. Students will build upon the skills learned in AP Seminar as they explore topics, problems, issues, or ideas of interest to them. Students will engage in a yearlong investigation to address a research question. Through the process, students will continue to develop skills including creating research questions, managing time effectively, employing ethical research practices, accessing information using effective strategies, analyzing and evaluating sources, and synthesizing information. Over the course of the project, students will develop a process and reflection portfolio to reflect on their skill development, to document their processes, and to gather artifacts. To fulfill the requirements of the course, students will complete a 4000-5000 word academic paper and present and defend their work. Upon successful completion of the AP Capstone experience, students are eligible to receive an AP Capstone Diploma or an AP Seminar and Research Certificate.


Credits Earned

NCAA Core

AP Research AP Seminar 5 No ADVANCED PLACEMENT PSYCHOLOGY Grade: 11, 12 Length of Course: Academic Year The Advanced Placement (AP) Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice. The aim of the course is to provide the student with a learning experience equivalent to that obtained in most college introductory psychology courses. The course of psychology attempts to develop a better understanding of individual behavior as well as the source of these behaviors. Students will be able to define, predict, observe and interpret the behavior and mental processes of themselves as well as those around them and are prepared to take the College Board Advanced Placement Examination.


Credits Earned

NCAA Core

Advanced Placement Psychology None 5 Yes


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SOCIOLOGY (CLEP) Grade: 12 Length of Course: Academic Year Sociology (CLEP) in a college-level Social Sciences course that addresses social behavior in society, including its origins, development, organization, networks, and institutions. Students will examine sociological theories as well as the function and structure of the major institutions in society such as the economic, educational, family, medical, political, and religious institutions. Additionally, students will analyze how people are socially stratified by age, occupation, race, sex, and social class and the structure that exists to keep it all in place. Students are strongly encouraged to take the College Board’s CLEP Sociology exam, a 90 minute, 100 question exam, that can potentially earn each student 3 college credits. To see which colleges accept the CLEP exam and the score required visit https://clep.collegeboard.org/.


Credits Earned

NCAA Core

Sociology (CLEP) None 5 Pending

POP CULTURE AND MEDIA* Grade: 11, 12 Length of Course: Semester Students in the Pop Culture and Media course study the evolution of pop culture and its impact on themselves and their lives. The course will review the types of media that influence students (e.g., television, Internet, magazines, music) and how popular culture affects today’s youth. Students compare and contrast local and regional culture to cultures in other parts of the country and the world. Topics for discussion include, but are not limited to, the history of popular culture, linking popular culture to media literacy, and how other countries’ citizens view America. *Must be taken with Public Speaking.


Credits Earned

NCAA Core

Pop Culture and Media None 2.5 No

PUBLIC SPEAKING* Grade: 11, 12 Length of Course: Semester Students are introduced to public speaking as an important component of their academic, work, and social lives. They study public speaking occasions and develop skills as fair and critical listeners, or consumers, of spoken information and persuasion. Students study types of speeches (informative, persuasive, dramatic, and special occasion), read and listen to models of speeches, and prepare and present their own speeches to diverse audiences. Students learn to choose speaking topics and adapt them for specific audiences, to research and support their ideas, and to benefit from listener feedback. Students also learn about the ethics of public speaking and about techniques for managing communication anxiety. *Must be taken with Pop Culture and Media


Credits Earned

NCAA Core

Public Speaking None 2.5 No

https://clep.collegeboard.org/


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World Language The State of New Jersey requires one year of World Language for graduation. Students who plan to attend a 4-year college or university must complete at least two consecutive years in the same language, with many competitive institutions preferring three or more years in a language. The World Language course sequence is aligned with the New Jersey Core Curriculum Content Standards, district curricula and the statewide assessment system. A student’s progression through the World Language sequence is dependent upon his/her level of proficiency upon entry in 9th grade. ➢ Level 2H Recommended for students who averaged 90 or above in 8th grade

➢ Level 2 Recommended for students who averaged 80 or above in 8th grade ▪ Must start at this level if wishing to take Advanced Placement in 12th grade

➢ Level 1 Similar curriculum to a Middle School program Native speakers who have had prior educational experiences related to grammar and writing in Spanish or French are encouraged to consider taking a Level 2 course. Native speakers whose knowledge is limited to conversational Spanish or French are encouraged to take Level 1. In the past, native speakers have also had success taking Level 1 of the language that they do not speak at home Students may change levels at year’s end based on performance

Level 1 Level 2 Level 3 Level 4

Level 2H Level 3H Level 4H Advanced Placement

Level 2 Level 3 Level 4 Level 5


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FRENCH 1 Grade: 9, 10, 11, 12 Length of Course: Academic Year Students in the French 1 world language course are introduced to formal language study. The focus of this first level course is to assist the student to develop conversational and written skills necessary to express oneself and one’s needs using basic vocabulary and grammar forms in the French language. A study of the Francophone culture provides students with a better understanding of the lives, customs, and history of French-speaking people. Holocaust and genocide studies focus on the effects of those events in current French society.

Course Title


Credits Earned

NCAA Core

French 1CP None 5 Yes

FRENCH 2 Grade: 9, 10, 11, 12 Length of Course: Academic Year The French 2 course advances students’ knowledge of the language and customs of the Francophone world through the development of vocabulary and grammar. Fluency is expanded by applying language learning skills in listening, speaking, reading and writing. The culture of Francophone nations is explored through exposure to culturally authentic documents and media, as well as short reading passages and visual supports. Holocaust and genocide studies are included as students explore the roles of rescuers and resisters during the Holocaust in France.

Course Title


Credits Earned

NCAA Core

French 2CP French Grade 7 and 8 or French 1 5 Yes

French 2H Honors placement criteria 5 Yes

FRENCH 3 Grade: 10, 11, 12 Length of Course: Academic Year Students in the French 3 course transition from the beginning level of study to an advanced linguistic experience. Attention is dedicated to the development of listening, speaking, reading and writing skills to prepare students to function creatively and productively in a French speaking environment. In addition to the enhancement of vocabulary skills, grammatical expertise, and technology skills, students gain insight into the diverse cultures of Francophone nations through authentic reading materials and media. An examination of the impact of the Holocaust is included in the study of the events of the twentieth century in France.

Course Title


Credits Earned

NCAA Core

French 3CP French 2CP 5 Yes French 3H Honors placement criteria 5 Yes


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FRENCH 4 Grade: 11, 12 Length of Course: Academic Year The French 4 course builds students’ proficiency through a variety of guided writing and conversational activities. The study of literature and culturally authentic documents enhances the development of listening, speaking, reading and writing skills. Language proficiency is demonstrated through the completion of digital portfolio projects, listening exercises, simulated conversations, written assignments and Internet based communication experiences. Holocaust and genocide studies focus on the legacy of the Holocaust in France and stories of survivors.

Course Title


Credits Earned

NCAA Core

French 4CP French 3CP 5 Yes French 4H Honors placement criteria 5 Yes

FRENCH 5 Grade: 11, 12 Length of Course: Academic Year The French 5 course furthers students’ knowledge of the French language through a variety of guided writing and conversational activities. Advanced grammar and vocabulary are explored through the study of literature, history and culturally authentic documents. Students demonstrate proficiency in listening, speaking, reading and writing through the creation and expansion of digital portfolios. Listening exercises, written essays and reports, and oral presentations require the application and integration of language skills and knowledge. Holocaust and genocide studies focus on the Resistance movement in France during World War II.

Course Title


Credits Earned

NCAA Core

French 5CP French 4CP 5 Yes

AP FRENCH LANGUAGE (formerly known as Advanced Placement French) Grade: 11, 12 Length of Course: Academic Year Students in AP French Language build language proficiency in all modalities: listening, speaking, reading and writing. The ability to understand spoken and written French in various contexts, to converse comfortably about a variety of topics with grammatical accuracy, and to read diverse French literary genres prepares students to earn college credits through the attainment of satisfactory results on the College Board Advanced Placement Examination in the French Language. Students assess French history and current events as they examine topics of interest and importance in the 21st century, including an examination of the skills necessary to pursue a chosen career path. Holocaust and genocide studies include the events in France during the Holocaust, as well as an examination of current global examples of genocide.

Course Title


Credits Earned

NCAA Core

AP French Language Honors placement criteria 5 Yes


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SPANISH 1 Grade: 9, 10, 11, 12 Length of Course: Academic Year The Spanish 1 course introduces students to the foundational skills of language study in listening, speaking, reading and writing. The focus of this course is to develop conversational and written skills necessary to communicate in basic terms in the target language. A study of Hispanic cultures provides students with an understanding of the lives, customs and history of Hispanic people worldwide.

Course Title


Credits Earned

NCAA Core

Spanish 1CP None 5 Yes

SPANISH 2 Grade: 9, 10, 11, 12 Length of Course: Academic Year The Spanish 2 course focuses on the continuation of formal study in the target language. Listening, speaking, reading and writing skills are further developed through a concentrated study of vocabulary and grammar. Study of the diversity of Hispanic cultures provides students with a deeper understanding of customs and habits of Spanish speaking people.

Course Title


Credits Earned

NCAA Core

Spanish 2CP Spanish 1CP 5 Yes Spanish 2H Honors placement criteria 5 Yes

SPANISH 2 FOR HERITAGE SPEAKERS Grade: 9, 10, 11, 12 Length of Course: Academic Year This college preparatory course is designed for Native Spanish Speakers who require assistance with the development of intensive reading, writing and grammatical techniques. Students will study Hispanic history and culture, as well as the political and socio-economic issues facing the Spanish-speaking world. In addition, it will promote a global awareness of U.S. Latino and Hispanic literature. The student will be expected to participate orally through classroom debates, oral presentations, demonstrations, speeches and student lectures. An emphasis will also be placed on frequent writing tasks designed for a variety of purposes and audiences.

Course Title


Credits Earned

NCAA Core

Spanish 2 for Heritage Speakers

Teacher recommendation based on assessment results 5 No


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SPANISH 3 Grade: 10, 11, 12 Length of Course: Academic Year The Spanish 3 course transitions from the beginning levels of language study to an advanced linguistic learning experience. Development of listening, speaking, reading and writing skills is promoted through a variety of strategies, including vocabulary enhancement, application of advanced grammar, and examination of culturally-authentic materials from diverse Hispanic nations. Through the use of digital tools, students connect with their peers to share information, solve problems, and gain insight into the varied experiences of young people around the world. Knowledge of art, literature and social issues enhances fluency and prepares students to function creatively and productively in a Spanish speaking environment.

Course Title


Credits Earned

NCAA Core


SPANISH 4 Grade: 11, 12 Length of Course: Academic Year Students in the Spanish 4 course develop proficiency in listening, speaking, reading and writing skills and expand understanding of the Hispanic culture. Authentic documents, as well as classical and contemporary reading materials, reinforce reading comprehension. A conversational approach to learning vocabulary and grammar concepts promotes the ability to express ideas fluently, coherently and accurately in the target language. Technology applications allow opportunities for communication with Spanish speaking students in other locales while listening exercises, videos, cooperative group work and individual presentations enrich the language learning experience.

Course Title


Credits Earned

NCAA Core



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SPANISH 5 Grade: 11, 12 Length of Course: Academic Year Students in the Spanish 5 course develop proficiency in language skills through a variety of guided writing and conversational activities. The study of Hispanic literature and culture enhances students’ ability to express ideas fluently, coherently and accurately in written and oral forms. Listening, speaking, reading and writing experiences enrich the growth of confidence and ability to use the target language. Communicative skills are further supported by digital communication with other language learners and the maintenance of an electronic journal documenting personal learning goals and growth.

Course Title


Credits Earned

NCAA Core

Spanish 5CP Spanish 4CP 5 Yes AP SPANISH LANGUAGE (formerly known as Advanced Placement Spanish) Grade: 11, 12 Length of Course: Academic Year The AP Spanish Language course develops student proficiency in the areas of listening, speaking, reading and writing through a variety of learning experiences. Students’ understanding of Hispanic history and culture is expanded through exposure to authentic art, literature and music. Emphasis is placed on the development of self-expression that is accurate, fluent and coherent in both written and oral forms. Holocaust and genocide studies focus on the events of the Spanish Civil War and civil wars in Latin American countries. Students enrolled in AP Spanish Language may elect to take the Advanced Placement Spanish examination in May.

Course Title


Credits Earned

NCAA Core

AP Spanish Language Honors placement criteria 5 Yes

SEAL OF BILITERACY The Seal of Biliteracy is awarded by a school district and the New Jersey Department of Education. It recognizes students who have studied and attained proficiency in two or more languages by high school graduation. More information about its benefits can be found in these brochures in either English or Spanish. In order for students to be eligible for the Seal of Biliteracy, they must first meet the NJDOE graduation requirement for English Language Arts. After this is accomplished, students enrolled in language level 4 or above will then be invited to take an approved assessment in their second language. Exited ELL's who have already met the English Language Arts requirement are also invited to test. On this assessment, students must earn passing scores in all four skills: reading, writing, listening, and speaking. Once the student passes the second language assessment, their eligibility for the Seal will be noted on the high school transcript. The Seal is officially confirmed by the NJDOE at the end of a student's senior year and is recognized at graduation.

https://www.state.nj.us/education/aps/cccs/wl/biliteracy/brochure.pdf



https://www.state.nj.us/education/aps/cccs/wl/biliteracy/brochureSP.pdf

https://www.state.nj.us/education/aps/cccs/wl/biliteracy/brochureSP.pdf


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program of studies 2021 – 2022 - somerville public schools

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