amphitheater high school - amphitheater public schools€¦ · kent paul barrabee, ph.d. ......

Amphitheater

High School

2015 - 2016

Course Catalog

AMPHITHEATER PUBLIC SCHOOL 701 West Wetmore Road

Tucson, AZ 85705

696-5000

GOVERNING BOARD

Deanna Day, M.Ed. - President

Jo Grant - Vice President

Kent Paul Barrabee, Ph.D.

Julie Cozad, M.Ed.

Scott Leska

ADMINISTRATION

Patrick Nelson., Superintendent

Todd A. Jaeger, J.D., Associate to the Superintendent

Monica Nelson, Associate Superintendent

Scott Little - Chief Financial Officer

AMPHITHEATER HIGH SCHOOL

ADMINISTRATION

Jon Lansa, Principal

Laurie Sheber, Assistant Principal

Armando Soto, Assistant Principal

Julie Valenzuela, Instructional Support Asst.

POLICY NOTIFICATION STATEMENT

It is the policy of Amphitheater Public Schools not to discriminate on the basis of race, color,

religion, gender, age, national origin, disability, marital status, political affiliation, or veteran status

in its education program, activities or employment policies as required by federal and state laws.

The district abides by federal and state laws regarding people with disabilities. If you have a special

need, reasonable accommodations will be made in accordance with the Americans with Disabilities

Act of 1990. Inquiries regarding compliance with any of the above may be directed to the district’s

Equal Opportunity Specialist, 701 West Wetmore Road, Tucson, AZ 85705, (520) 696-6164; or to

the Director of the Office of Civil Rights, U.S. Department of Education, Federal Building, 1244

Speer Blvd., Suite 310, Denver, CO 80204-3582.

Table of Contents

Graduation Requirements…………………………………………... AIMS / AzMERIT Testing

Academics…………………………………………………... Education and Career Plan (ECAP)

Credit Transfer

Course Credit / Middle School Grades

Alternative Education Opportunities

Dual Enrollment Classes

College Competency Requirements

Scholar Programs ………………………….……………………….. Grading

Scholars’ Program

Academic Letter

Seal of Excellence

Arizona Academic Scholars

Advanced Placement (AP)

AP Self-Assessment

Scheduling Information……………………………………………... Course Load

Pre-registration

Registration

Late Registration

Fees for Some Electives

Schedule Changes

Dropping & Adding Classes

Level Changes

Problem-Solving Process

Additional Programs and Services…………………………………. Career and Technical Education / JTED Program Special Education / Student Support

Reach

English Language Development-ELD

Chronic Health

Homebound

Amphi District Activities

NCAA Eligibility

College and Career Readiness

Departmental Information & Course Descriptions Career and Technical Education…………………………………

English Language Development ………………………………...

Fine Arts………………………………………….………………

Language Arts………..…………………………………………..

Mathematics………………………………………….…………..

Modern Languages……………………………………………….

Physical Education ……………………………………………….

Science………………………………………..…………………..

Social Studies………………………………………….………….

Special Education………………….…………………….……….

Specialized Courses…………………………..…………………..

Specialized Programs………………………….…………...……..

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2

Students must earn the total number of credits noted below and pass all three parts of the AIMS test (2016) or

AzMERIT (2017 and beyond). Below are specific requirements; the balance of credits are to be selected from

elective courses for a minimum total of 22 credits.

Students are encouraged to take 6 classes each year to be best prepared for college and career options.

*

Two (2) semesters of Marching Band or JROTC constitutes 0.5 credit physical education. At least

one (1) semester of PE must be taken, with the remaining done through Marching Band or JROTC.

** To fulfill this requirement, 1.0 credit must be earned in either CTE or Fine Arts.

Arizona Instrument to Measure Standards (AIMS)

The Arizona Instrument to Measure Standards (AIMS) is designed to measure proficiency and Arizona State

Standards in Reading, Writing, and Mathematics. The AIMS Test is offered in the fall and spring for seniors who

have failed one or more sections. Each section of the AIMS Test—Reading, Writing and Mathematics—is scored

separately in reference to Arizona State Standards with one of the following scores: 1) Falls Far Below; 2)

Approaching; 3) Meets; and 4) Exceeds. In order to pass each of the three tests, a student must score in the

Meets or Exceeds category for each test.

Pending statutory changes currently under consideration, the AIMS HS Graduation Requirement and the

alternative methods for meeting that requirement will remain in place through December 31, 2016. Spring 2014

was the last and final AIMS test administration to sophomores. AIMS retesting opportunities will be available for

seniors through Fall 2016.

Transitioning to Arizona’s Measurement of Education Readiness to Inform Teaching (AzMERIT)

Beginning in Spring 2015, students will take a new state exam, Arizona’s Measurement of Education Readiness

to Inform Teaching (AzMERIT). Beginning in 2016, if available, exam scores will be incorporated as a percentage

of course grades for courses with standards being assessed. The specific exam, courses, and percentages have

yet to be determined by the State Board of Education. Beginning in 2017, it is likely that the graduation

requirements will be based entirely on completion of the minimum course of study and competency

requirements, which will incorporate exam results.

Courses Credit Requirement

English 4.0 credits

Mathematics Sequence begins:

Algebra I

Geometry

4.0 credits

Science 3.0 credits

Social Studies Required:

World History

US/AZ History

American Gov

Economics

3.0 credits

*Physical Education 1.5 credits

** Career and Technical Education

or

Fine Arts

1.0 credits

Elective Courses 5.5 credits

TOTAL CREDITS 22.0 credits

AIMS [Reading, Writing and Math]

AzMERIT

Class of 2016

Class of 2017 and beyond

1.0 credit

1.0 credit

0.5 credit

0.5 credit

1.0 credit

1.0 credit

1.0 credit

1.0 credit

Graduation Requirements

3

Education & Career Action Plan (ECAP)

“Effective for the graduation class of 2013,

schools shall complete for every student in

grades 9-12 an Arizona Education and Career

Action Plan.” (R7-2-302.05) “An ECAP reflects a

student’s current plan of coursework, career

aspirations, and extended learning

opportunities in order to develop the student’s

individual academic and career goals. Ideally,

the initial plan will be developed in middle

school and updated on a yearly basis

throughout high school and the postsecondary

years.” (Arizona Department of Education)

The Amphitheater School District supports the

use of AZCIS ( www.azcis.intocareers.org ) to

help students build their ECAP’s. The student

account may be created at anytime with access

to it at anytime via the internet. Please refer to

the counseling web page for more information.

Credit Transfer

There are many wonderful opportunities

available to you as a student outside of the

district: summer programs, other school

programs, other course work, etc. Often, the

credits from these programs will not transfer to

your high school. If you are considering taking a

class for high school credit outside of the

district and you hope to use that credit towards

your high school graduation, it is imperative

that you check with your counselor prior to

signing up for the class.

Amphitheater School District will accept:

credit granted from previously attended

regionally accredited high school(s)

summer school credit from regionally

accredited institutions upon counselor

approval

credit from a district approved alternative

or accredited online program upon

counselor approval

Transcripts for transfer coursework must be

received by the campus registrar by May 1st of

Senior year. The student may not be allowed

to participate in commencement if transcript is

not received by May 1st.

Course Credit / Middle School

Grades Students who take Algebra, Geometry, Algebra

II and/or Spanish I and/or Spanish II in the 7th

or 8th grade for high school credit will have the

grade posted on the high school transcript. The

grade will impact the high school grade point

average (GPA) and rank in class. In order for

any course from the above list to be used for

transferable high school credit it MUST have

been taught by a secondary certificated and

highly qualified teacher. When the above

criteria is not met for transferable credit,

students may earn credit for these courses by

taking and passing, with a score of 80% or

higher, a comprehensive course final exam

(see an administrator for more details).


Summer School

Summer school classes may be taken to

recover credit for a failed class or to make

room in a schedule for additional classes. The

student’s counselor must be consulted prior to

summer school enrollment in order to ensure

proper placement.

Amphi Academy Online

Amphi Academy is Amphitheater District’s

online program. Admittance to this program is

by counselor referral only. Please see your

counselor for information.

Mesa Distance Learning Program

Mesa Distance Learning is an online program

allowing students to earn credit toward

graduation requirements. Classes may be

taken during or outside of the school day.

Admittance to this program is by counselor

referral only.

http://www.azcis.intocareers.org/

4

Dual Enrollment Classes

Students may take approved classes through

Dual Enrollment allowing credit to be earned

on the high school transcript. Students must

consult with their counselor before choosing a

Dual Enrollment class that will complete a

required class for high school graduation.

Writing 100 at Pima Community College does

not meet the English 12 requirement.

Seniors who enroll in a Pima Community

College class during the semester they plan to

graduate and need the class to complete

graduation requirements MUST complete an

“Early Grade Report Form” available in the

Counseling Department. It is the student’s

responsibility to deliver the completed form in

an unopened envelope to the high school

Registrar by May 1st.

At the end of each course, the student must

request an official transcript be sent to the

high school Registrar. The request for the

transcript should be made at the PCC campus

Admissions Office. A diploma will not be issued

until an official transcript is received and the

grade is posted on the high school transcript.

Four–Year University Admission

In State

Students planning to attend a university are

encouraged to consult the college admissions

counselor concerning admission requirements,

merit-based scholarships, honors college

admission and financial aid.

The college preparatory requirements for

Arizona universities include the following

courses and credits for high school graduates

and are subject to change:

For a complete list of requirements by

university, click on the Arizona Board of

Regents:

http://www.azregents.edu/public/default.aspx

Private and Out of State

Students interested in attending private and

out-of-state colleges should consult college

websites for information regarding application

deadlines and admission requirements. This

process begins early in the high school career

and is supported by the Education Career

Action Plan (ECAP) activities on AzCIS.

www.azcis.intocareers.org

English 4.0 credits

Mathematics (Algebra I, Geometry, Algebra II and ad-

vanced math for which Algebra II is a prereq-

uisite)

4.0 credits

Laboratory Science (Arizona Board of Regents approved cours-

es)

3.0 credits

Social Studies (including American History)

2.0 credits

Modern Language (two credits of the same language)

2.0 credits

Fine Arts 1.0 credit

Arizona Board of Regents

Competency Requirements

Academics

http://www.azcis.intocareers.org/

5

Scholar programs have rigorous academic de-

mands such as extensive reading, analytical

writing, long-term projects, and/or challenging

lab experiences as well as high expectations.

The courses are designed for the self-

motivated student who is an independent

learner and requires little teacher direction or

repetition to master difficult material.

Scholars’ Programs are designed to prepare

students to successfully compete for selective

college entrance and college honors programs,

as well as potentially earn college credit. It is

not the intent of Scholars’ Program teachers to

award students with A’s or B’s. Students are

expected to meet the rigorous demands of the

courses and earn their grades. Student sched-

ules will not be changed simply because their

grades are lower than desired (see Level

Changes). Additionally, students should under-

stand that following the drop/add period, en-

rollment in a Scholars’ Program course is a

year-long commitment.

Grading

Weighted vs. Unweighted grade values:

The unweighted grade scale is:

A = 4 B = 3 C = 2 D = 1 F = 0

The weighted grade scale is:

A = 5 B = 4 C = 3 D = 2 F = 0

Each student’s cumulative weighted grade

point average (GPA) will be used to determine

the student’s official class ranking.

Some courses are designed to be more chal-

lenging. As a result, these courses receive

weighted grades. Weighted courses are noted

in the course description section of this cata-

log.

Scholars’ Program

Students who meet the Scholars’ Program re-

quirements will receive special recognition dur-

ing Senior Honors Night as well as designation

on their diploma.

Requirements:

Overall weighted GPA of 3.5 or higher

Successful completion of 12 or more

Scholars’ Program classes during high

school career

Scholars’ Program includes all classes des-

ignated as receiving a weighted grade as

well as any math class accelerated at least

one grade level. The typical grade level in

math begins with Algebra I in the freshman

year.

Please see your counselor or REACH teacher

for additional information regarding this pro-

gram.

Academic Letter

An Academic Letter is available to Juniors and

Seniors who meet GPA requirements while tak-

ing Scholars’ classes. Applications are availa-

ble at the beginning of each semester.

Requirements:

Overall weighted GPA of 3.5 or higher

Weighted GPA of 3.5 or higher for the se-

mester in which the letter is awarded

Two or more “Scholars’ Classes” taken in

the semester for which the letter is award-

ed

Scholars’ classes are: Any class with the

word “Advanced” in the course name, any

class with a weighted grade, any dual-

enrollment class taken on school campus,

and any math class accelerated at least

one grade level. The typical grade level be-

gins with Algebra I in the freshman year.

Scholar Programs

6

Seal of Excellence

In recognition of outstanding achievement,

each department has established criteria for

Seals of Excellence, which are awarded in the

senior year and affixed to a student diploma.

Criteria is different for each department.

Specific details are available on the Counseling

website. Students should be aware that criteria

for a Seal of Excellence applies to courses and

grades earned from grade 9 through grade 12.

It is recommended that students check the

application process in the freshman year so

that all requirements may be met by the end of

their senior year.

Arizona Academic Scholars

An initiative of the Arizona Business and

Education Coalition (ABEC), Arizona Academic

Scholars is a community-based incentive

program for Arizona high school students to

motivate them to complete an academically-

enriched high school course of study. The

course of study gives students the foundation

they need to succeed in a technical school,

community college, university, the military, or

industry.

Students must earn a “C” or better in the

required courses AND meet all other district

graduation requirements to successfully

complete the Arizona Academic Scholars

program.

Requirements:

Advanced Placement (AP)

Advanced Placement courses follow a

nationally recognized curriculum. This

curriculum is designed to be college level. The

amount of material covered within a year

typically forces much of the classroom

instruction to be lecture style.

In May, a comprehensive test is offered in

each subject where students, if they score well,

may earn college credit. College credit is

determined by each college or university and

varies in the type and amount of credit.

Students should check colleges and

universities of their choice for information as to

whether credit is given and if so, on the

amount of credit available. Recent research

indicates that students with high PSAT, ACT

and SAT scores will do well on the Advanced

Placement exams. The research indicates that

these higher scores are better predictors of AP

exam success than a student’s GPA.

Students sign-up and pay for AP exams at the

bookstore in the spring. Fee waivers are

available for students who qualify. Please see

a counselor or administrator for assistance.

Before enrolling in any rigorous coursework,

students should complete the AP Self-

Assessment on the following page and discuss

the results with their parent/guardian, teacher

and counselor. While the assessment is

geared specifically toward AP, the guidelines

are applicable to all Scholars’ curriculum.

Scholar Programs

English 4.0 credits

Mathematics

(Algebra I, Geometry, Algebra II and

advanced math for which Algebra II

is a prerequisite)

4.0 credits

Laboratory Science 3.0 credits

Social Studies 3.0 credits

Modern Language

(two credits of the same language)

2.0 credits

Fine Arts or CTE 2.0 credits

Arizona Academic Scholar

Required Courses and Credits

7

AP Self-Assessment

Advanced Placement classes offer tremendous re-

wards including the opportunity to earn college credit

while in high school. Take a few minutes to honestly

complete the following survey. Your honest answers

will help determine if AP classes are right for you.

Read each question. If your answer to the question is

YES, place a check in the box next to the question. If

your honest answer is NO, leave the box blank.

Are learning and excelling in school top priorities for

you?

Have you taken a class that requires at least thirty

minutes of homework per night?

Do you generally understand a new topic the first

time?

When you don’t understand a new topic the first

time, have you asked your teacher for assistance?

Have you asked your teacher for additional explana-

tion or tutoring during your own time such as before

school or during a conference period?

Do you have one or two friends with whom you meet

to study and discuss class topics?

Do you meet with your friends to study and discuss

class topics outside of class such as in the eve-

nings, weekends or conference periods?

Do you enjoy the subject you are planning on study-

ing?

Do you enjoy the subject enough that you are willing

to sacrifice other immediate academic, athletic, or

job opportunities to learn more about the subject?

Have you done well in a class that offers little or no

extra credit?

Have you taken a class that stresses your ability to

think about the subject and make your own conclu-

sions rather than simply memorizing and repeating

what the teacher says about the subject?

Have you done well in a class that emphasizes your

ability to think about the subject?

Are you a good reader?

Have you asked questions about class subjects be-

cause you are genuinely interested in the answers?

When you haven’t done as well as you would have

liked on a test or assignment, have you immediately

met with the teacher to find out how you can do

better next time?

Have you willingly re-done tests or assignments to

demonstrate that you’ve learned from your mis-

takes?

Each of the survey questions reflects a particular

reality of AP classes.

1. If you answered YES to most or all of the ques-

tions, you will likely experience success in the

course you are considering. You may want to

consider taking several AP courses.

2. If you answered YES to some of the questions,

you may still experience success in the course or

courses you are considering. Just be aware that

the course may be a bigger challenge than what

you have previously experienced. The survey con-

tains clues to how you can still successfully meet

the challenge. Be prepared to commit extra

nightly study time, practice good study skills, see

your teacher outside of class time for assistance,

ask questions, and participate in a study group.

3. If you answered YES to only a few, or none of the

questions, you may want to consider if AP is right

for you at this time. These courses are challeng-

ing and rigorous. If you decide to still take on the

challenge, use the clues to success contained in

the survey to help you meet the challenge. Be

prepared to commit extra nightly study time,

practice good study skills, see your teacher out-

side of class time for assistance, ask questions,

and participate in a study group.

If you are planning on attending college, the chal-

lenge of an AP course will help prepare you for the

challenges of college while also providing an oppor-

tunity to earn college credit.

Additional information on Advanced Placement:

http://apcentral.collegeboard.com/

Scholar Programs

8

Course Load

Students must carry six (6) classes in their

schedule each semester during their freshmen,

sophomore, and junior years. Seven (7) is the

maximum number of classes a student is

allowed to carry.

Seniors who have earned eighteen (18) credits

and are on track for graduation must take a

minimum of four (4) classes.

Senior students with less than a full schedule

may not have an open period within their class

schedule and will not be allowed to remain on

campus during unscheduled class time.

Pre-Registration

Pre-registration for the next school year is held in

the spring and students have a variety of choices

in selecting their courses. Enrollment numbers

are used to create the master schedule.

Selecting courses during pre-registration should

be done with reference to the student’s

Education and Career Action Plan (ECAP).

Students are encouraged to seek teacher

recommendations for proper level placement, as

well as read the course descriptions and

prerequisites described in this catalog to make

informed decisions about the classes they are

requesting. Parents and students need to

understand, however, that there are some

limitations:

Some classes may not be offered as a

result of insufficient enrollment.

Some classes may be cancelled due to

programmatic needs.

Class schedules are typically determined by seniority of grade, e.g. seniors scheduled first, then juniors etc. As a result, freshmen

may not receive their first elective choice.

Some classes offer limited enrollment due

to the facility, e.g. use of the weight room.

At times schedule conflicts are unavoidable when classes are offered only once or twice

in the school day.

Due to the limitations listed above, use of alternate course requests may be used for

scheduling.

Registration

In late July/early August, students complete the

registration process commonly known as “Walk-

through Registration.” At this time students will

receive a schedule of classes, a student ID,

textbooks, and pay applicable fees.

Late Registration

Students who enroll after the first ten (10) school

days of the semester may not receive semester

credit for classes without transfer grades from

another school.

Fees for Some Electives

Many elective classes require a FEE that is

approved by the Governing Board. Fee waivers

may be available to eligible students with

administrative approval.

Schedule Changes

Parents and students should be aware there are

limited opportunities for making changes to a

student’s schedule, and, at times, this eliminates

the opportunity for changes.

Please note: Administration reserves the right to

change student schedules at any time (e.g.,

leveling class size, etc.) without parent

permission.

Consideration for schedule changes:

Acceptable requests include:

administrator or teacher recommendation

student received credit for the class

student failed a class required for graduation

student did not complete prerequisite class(es)

Unacceptable requests include:

student prefers a different lunch

student prefers a different teacher

student prefers a class with a friend

student prefers classes in a different order

Scheduling Information

9

Dropping & Adding Classes

Students who wish to change their schedule

must do so during times determined by the

Counseling Department. The times are as fol-

lows:

Schedules may be changed upon availabil-

ity during the first ten days of the school

year. However, priority will be given to stu-

dents with incomplete schedules and new

student registration on the first and second

days of the school year.

Second semester course changes are en-

couraged to be made prior to Winter Break.

The first five days of second semester,

class changes may be made based upon

failing grades received from first semester.

Students who drop a class after the first

ten days of the semester will receive a

grade of “F” for the semester. The “F” will

not be reflected on the student’s progress

report but will post on the student’s tran-

script.

Academic schedule changes, including level

changes, require parent permission and teach-

er input. When registering for year-long clas-

ses, students are strongly reminded of the year

-long commitment they are making to those

classes.

A student must continue to attend their sched-

uled classes until their new schedule has been

processed by the counselor and bookstore.

Level Changes

It is imperative that students and parents

choose classes carefully. If students are experi-

encing difficulty with placement in the rigorous

curriculum of a particular class, students and

parents will work with the teacher toward im-

provement.

Following the first ten days of the school year,

only teacher-initiated level changes may be

allowed, provided the Problem-Solving Process

has been followed.

Problem-Solving Process

It is expected that students and parents will

work with the teacher when encountering

difficulties. Requesting a schedule change

should not be the first option. Schedule

changes after the first ten days of the semes-

ter will only be considered by administration

if it has been documented that:

The student is making a sincere effort to

do the work in the class.

The student is regularly making contact

with the teacher in the classroom and

during tutorial periods to ask questions.

The student and parents have worked

with the teacher to understand the scope

and nature of the problems causing diffi-

culties.

The student and parents have consulted

with the counselor, so the counselor can

offer general support and can talk to the

teacher with the student.

If it is agreed upon that there has been con-

sistent effort by and communication between

the student, parents, teacher, and counselor,

and yet no improvement in the situation is

evident, then an administrator may deem

that a schedule change is warranted.

NOTE: Student schedules will not be changed

simply because the student’s grade is lower

than desired.

Scheduling Information

10

Career and Technical Education /

JTED Program

The JTED Program provides students with

expanded course opportunities for career

readiness following high school graduation.

JTED courses are offered during the school day

on each campus as well as afternoon and

evening hours at other locations throughout

Pima County. Upon successful program

completion, students may receive high school

credit, certification in their field, and/or college

credit depending on program specifications. A

JTED program listing may be found in the

Career and Technical Education course

description section of this catalog.

Please see the JTED counselor in the

Counseling Office for additional information.

Special Education/Student Support

Federal and state laws mandate that school

districts provide programs for students with

identified handicaps. Students may be eligible

for special education or 504 services.

A comprehensive evaluation by the school

psychologist and support staff team members

determines eligibility for placement in special

education or 504 programs. The appropriate

plan is developed by a team consisting of

educational professionals, the student and the

parents.

If you feel your child qualifies for support

services, please contact the Special Education

Department Facilitator or the School

Psychologist.

REACH Program for Gifted Students

Eligibility: Students who score in the 97th

percentile or above on any state approved test

of cognitive abilities qualify for services.

REACH Services

Intern 101 and 102 (Grades 11-12)

Student/Parent/Staff support

Qualifying for the REACH Program

Students who have qualified for the

REACH program in previous grade levels

do not need to re-qualify.

Students who have previously

participated in gifted programs outside of

Amphitheater may qualify based upon

previous assessments. Please contact

the REACH teacher.

Testing: Please contact the REACH office

to pick-up a testing permission form or

p r i n t t h e f o r m o n l i n e a t

www.amphi.com/departments/reach/

permission.html

English Language Development—

ELD

The English Language Development Program is

a developmental program which assists

students in the acquisition of the English

language.

The program’s goals are to support the limited

English proficient students as they become

independent learners and to promote the

awareness and acceptance of diversity.

Students focus on verbal, reading and writing

skills in ELD classes as well as through

accommodations made by classroom teachers

for ELD students enrolled in regular classes.

The ELD program is designed to meet

students’ academic, cognitive, and affective

needs as they move toward full participation in

mainstream classrooms with eventual exiting

of the ELD program. Placement is determined

by evaluation on the Arizona English Language

Learner Assessment (AZELLA). Students are

monitored for progress and advancement

throughout the year.

Additional Programs and Services

11

Chronic Health

The Chronic Health program is for students

with a chronic health condition—as certified by

a physician— who are unable to attend classes

regularly (per attendance policy) due to an

illness or accident. Forms to be filled out by

the physician must be obtained through the

Health Office.

Homebound

Students with a serious health condition

preventing them from attending school on a

regular basis may continue their education

through Homebound services. A doctor’s

statement is required verifying a student will

not be able to attend school for at least 60

consecutive days.

A Homebound instructor will see the student in

his/her home to provide instruction. Not all

courses offered can be offered within

Homebound schooling. For additional

information contact the Health Office.

Amphitheater District Activities—

Eligibility Requirements

The Amphitheater Governing Board has

changed the eligibility requirements for

students that participate in Arizona

Interscholastic Activities (A.I.A.). The new

requirements include:

1. Seniors must be enrolled in a minimum of

four classes.

2. Freshmen, Sophomores, and Juniors must

be enrolled in a minimum of five (5)

classes. [Note: District requirement is six (6) classes]

3. Students must not receive a failing grade

at specified grade checks.

4. Students must have a “C” average at

specified grade checks.

These A.I.A. and District requirements should

be used to guide parents and students in

selecting courses.

Additionally, the Governing Board requires

students to maintain good attendance and

deportment. Students with excessive absences

or disciplinary infractions, both defined by the

school and/or district, may be ineligible.

For further assistance, visit the Athletic

Director’s Office.

Additional Programs and Services

12

NCAA Freshman—Eligibility Standards

Students interested in competing in athletics

at the college level should be knowledgeable

about the National Collegiate Athletic Associa-

tion (NCAA) eligibility standards and cleared for

eligibility in the spring of the junior year. For

further assistance, please visit the Athletic Of-

fice.

Core Courses

The following table shows the core courses

students must take to be eligible to compete at

a Division I or a Division II college:

Please verify that core courses taken are listed

on the NCAA Eligibility Center’s website at

https://web1.ncaa.org/hsporta l/exec/

homeAction.

Note: Non-traditional instructional programs

(i.e. online classes) may not qualify for NCAA

eligibility.

Grade-Point Average

Only core courses are used in the calcula-

tion of the grade-point average.

To be eligible to compete at the Division I

level, a student must fulfill certain GPA and

test score requirements. As a student’s

GPA raises, the SAT/ACT score needed to

qualify lowers.

To be eligible to compete at the Division II

level, a student must have at least a GPA

of 2.0.

Test Scores

Division I test score requirements differ

depending on the student’s core course

GPA.

The minimum SAT score requirement to

qualify for a Division II college is an SAT

combined score of 820 or an ACT sum

score of 68.

The SAT score used for NCAA eligibility in-

cludes only the critical reading and math

sections. The ACT score is a sum of the

four sections on the ACT: English, mathe-

matics, reading and science.

All SAT and ACT scores must be reported

directly to the NCAA Eligibility Center by the

testing agency. Please use the Eligibility

Center code of 9999 to make sure the

score is reported to the Eligibility Center.

Test scores that appear on transcripts will

not be used.

NCAA Website

For more information regarding athletic eligibil-

ity, please go to www.eligibilitycenter.org.

DIVISION I

16 Core-Course Rule

16 Core Courses:

4 years of English

3 years of mathematics (Algebra I or

higher)

2 years of natural/physical science (1

year of lab if offered by high school).

1 year of additional English, mathemat-

ics of natural/physical science

2 years of social science

4 years of additional courses (from any

area above, foreign language or non-

doctrinal religion/philosophy)

DIVISION II

16 Core-Course Rule—2013 and after

16 Core Courses:

3 years of English

2 years of mathematics (Algebra I or

higher)

2 years of natural/physical science (1

year of lab if offered by high

school)

3 years of additional English, mathe-

matics or natural/physical science

2 years of social science

4 years of additional courses (from

any area above, foreign language or

nondoctrinal religion/philosophy)

13

College and Career Readiness

Make High School Count

Freshman year is the time to start thinking about

your future. Use the following list as a guideline

to what you should be accomplishing during

grades 9-12.

College

Work hard to achieve good grades

Participate in extracurricular activities

Take advantage of leadership opportunities

Make a list of the schools that interest you

Gather information from each school

Take the SAT/ACT if applying to a four

year university

Apply early for admission and housing

Apply early for financial assistance

Make your decision

Armed Forces

Visit with friends and relatives who have

served in various branches of the military

Meet with the recruiters in the counseling

office

Evaluate any physical limitations that may

prevent you from serving

Take the ASVAB test

Employment

Explore your interests and abilities

Create a resume

Visit with adults who are working in careers

that may be of interest to you

Become familiar with major employers in the

area

Myths and Realities about Careers

Making a career decision is a difficult process.

The following are myths and realities about

career decision making.

Myths:

I need to have one career my entire life.

I need to decide on my career now.

There is a perfect career.

If I get a degree, I will get a job.

Career planning is only for the young.

Realities:

The average adult changes careers 7

times in his or her life.

Choosing a career path, not a specific job

title, is better and allows for more flexibil-

ity.

All jobs will require some degree of com-

promise.

Degrees do not ensure success; however

they improve your chances.

Career planning is a lifelong process.

Employment in the 21st Century

The following contains information regarding

the employment outlook in the United States.

Hardest Jobs to Fill in the United States:

Skilled Trades Workers

Restaurant and Hotel Staff

Sales Representatives

Teachers

Drivers

Accounting and Finance

Laborers

IT Technicians

Engineers

Nurses

Source: Manpower Talent Shortage Survey 2014

There will be upward of 47,000,000 new jobs

from 2008-2018:

1 in 3 will require a Bachelors Degree or

higher.

1 in 3 will require an Associates Degree or

Post-Secondary Certificate.

Source: Center on Education and the Workforce

forecast of educational demand to 2018.

14

Career & Technical Courses

The CTE Department offers students the opportunity to explore, develop and apply the skills and knowledge

learned in three different school-based learning and work-based learning areas. Course work and school-to-

work opportunities, including internships, job shadowing and on-the-job training will be provided in

Agriculture, Computer Applications and Design, Sports Medicine, Technical Theater, TV & Video

Productions and Photography.

TV & VIDEO PRODUCTIONS (3 Year Program) Grades 9-12

Create movies, advertisements and incredible special effects using professional software.

Watch and discuss film, television and advertising as art and entertainment, and their place in society.

Star or work behind the scenes on Amplified News, the school’s weekly announcements show

CAREER FOCUS: Prepared for college-level multimedia and broadcasting programs, immediate employment in jobs such as professional event videography and internships.

Courses must be taken in a sequence

Digital Media (Year 1) CTS150/JTS150

Grades 9-12 All Year

TV Video Productions (Year 2) CTS176/JTS176


Advanced TV Video Productions (Year 3) CTS178/JTS178


TV Video Productions Internship (Optional Year 3 and 4) CTS177


WEB PAGE DEVELOPMENT (2 Year Program) Grades 9-12

Create websites using professional software (Adobe Dreamweaver) and web-based computer languages: html, css, php, java script and MySQL

Design graphics, animation and imagery for web content with Adobe Photoshop and Fireworks

Learn how the internet works, its history, how to build and maintain computers, and basic networking concepts

CAREER FOCUS Prepared for college-level web design and development courses, immediate entry-level employment in field of web development and self-employment as a web designer.


Computer Applications and Design (Year 1) CTS180/JTS180


Web Page Development I (Year 2) CTS181/JTS181


Web Page Development II (Optional Year 3)

CTS182/JTS182

Grade 11-12 All Year

15

Web Page Development III (Option Year 4) CTS206/JTS206

Grade 12 All Year

Information Technology Internship (Optional Year 3 and 4)

CTS185

Grade 11-12 All Year

PHOTOGRAPHY (3 Year Program)

Grades 9-12

Create innovative photographs using artistic and technical skills

Use professional cameras, computers, Photoshop and Light room (image editing software), studio lighting, and large format printers

Experience working for clients to design, produce and publish photos

CAREER FOCUS Prepared for immediate employment in entry-level jobs such as Photography Studio Assistant and Portrait Photographer. Students will have a chance to earn Adobe certification, a verification of skills in Photoshop that is recognized by future employers. Also, students will be prepared to continue studying photography in a 2-year or 4-year college. Examples of careers include Portrait and Fashion Photographer, Food Photographer, Fine Art Photographer, Art Director, Gallery Owner

Courses must be taken in a sequence *Fine Art or CTE credit

Intro to Photography (Year 1) CTS155/JTS155


Photography (Year 2) CTS156/JTS156


Advanced Photography (Year 3) CTS157/JTS157


Graphic Communications Internship (Optional Year 3 and 4) CTS158


YEARBOOK & DESIGN (3 Year Program) Grades 9-12

Produce and design the yearbook using professional graphic design and photo editing software (Adobe Photoshop, InDesign and Light Room) and by taking pictures at school events and interviewing students and teachers

Experience managing the yearbook staff through leadership positions (Editor in Chief, Editor)

Promote the yearbook by creating advertising campaigns (posters, t-shirts, events)

CAREER FOCUS Prepared for immediate employment in entry-level jobs in the photography and graphic design industry. Also, students will be prepared to continue studying photography or graphic design in a 2-year or 4-year college. Examples of careers include Photojournalist, Graphic Designer and Magazine Editor.


Yearbook & Design I (Year 1) CTS153/JTS153


Yearbook & Design II (Year 2) CTS154/JTS154


Yearbook & Design III (Year 3) CTS159/JTS159


Graphic Communications Internship (Optional Year 3 and 4)

CTS158


16

ANIMAL SCIENCE (3 Year Program) Grades 9-12

Develop skills working with various species of livestock.

Operate and manage aspects of livestock production.

Utilize an extensive knowledge of animal health to diagnose and prevent diseases in livestock.

During 11th and 12th grade year, students may elect to participate additionally in the Vet Science component of the program where they may earn industry certification in Vet Assistant, Laboratory, or One Stop Health

*Student interested in the Vet Science component of the program may enter the program as a Junior or Senior taking Animal Science II as the first course in the sequence if they have successfully completed Biology CAREER FOCUS: Prepared for careers such as Livestock producer, Veterinary’s Assistant/Technician, Agriculture Educator, Livestock or Food Inspector

Courses must be taken in a sequence*

Applied Biological Systems – Plant and Animal Science (Year 1) CTS195/JTS195


Applied Biological Systems – Animal Science (Year 2) CTS196/JTS196


*Animal Science II (Year 3 of Animal Science) or (Year I for Optional Vet

Science Component)

CTS197/JTS197


Veterinary Science (Optional Year 4) Or (Year II of Optional Vet Science

Component)

CTS198/JTS198


Agriculture SOE (Taken in conjunction with another Animal Science class) CTS199


SPORTS MEDICINE (2 Year Program) Grades 10-12

Diagnose and investigate anatomy, perform first aid/CPR, and taping.

Work side by side with an Athletic Trainer during after school athletic practices and competitions.

Use critical and logical thought to learn how to diagnose athletic related injuries

CAREER FOCUS Prepares graduating students for entering a medically related program at a University, Community College or Vocational school. Possible immediate employment could be working in a medical office, physical therapy clinic or hospital in an administrative capacity as you prepare your future in medicine.


Sports Medicine I/Healthcare Foundations (Year 1) CTS140/JTS140


Sports Medicine II (Year 2) CTS141/JTS141


Sports Medicine III (Optional year 3) CTS143/JTS143 Grade 12 all year

Sports Medicine Internship (Optional Year 3 and 4) CTS142


TECHNICAL THEATER (2 Year Program) Grades 9-12

Design and operate Amphitheater High School’s theatrical and musical productions

Create theatrical scenic design and construction; elements of lighting, sound, and costume design

17

Build set designs and construct props

CAREER FOCUS Prepared for a technical career in theater, film and/or television such as Sound or Lighting Technician, Scenic Artist, Costume Designer or Technician. Also, students will be prepared to further pursue training and education at 2-year and 4- year colleges and universities.

Courses must be taken in a sequence *Fine Art or CTE credit

Technical Theater I (Year 1) CTS170/JTS170


Technical Theater II (Year 2) CTS171/JTS171


Technical Theater III (Optional Year 3) CTS173/JTS173


Technical Theater IV (Year 4) CTS174/JTS174

Grade 12 All Year

Technical Theater Internship (Optional Year 3 and 4) CTS172/JTS172


ENGINEERING (3 Year Program) Grades 10-12

Learn how engineering plays a role in the subjects we use every day

Complete a number of hands on projects using the engineering design process, creative problem solving and collaboration

with other students

Learn about various types of Engineering including Biomedics, Robotics, Automation, and Computer Aided Drafting

Prepare for a wide variety of engineering careers such as mechanical, software, architectural, civil/structural, electrical,

chemical, and mining

Learn to design, build, and control complex robots

Learn to create models in Excel and Solidworks.

Learn teamwork and problem solving skills, technical skills, engineering fundamentals.

CAREER FOCUS

Prepared for immediate employment in entry-level jobs as a technician assistant, drafter, CAD operator. Students will be prepared

to study engineering or related fields in a 2-year or 4-year college. Examples of careers include Engineering Technicians or

Engineers in fields such as Biomedical, Civil, Computer Software, Electrical, Environmental, Mechanical, Robotics/Automation.


Pathways to Engineering (Year 1) CTS131/JTS 131

Grades 10-12 all year

Engineering 102 (Year 2, weighted grade) SCI013/JTS 129


Engineering Intern (Optional) CTS 130


Students enrolled in Engineering 102 can be dual enrolled with the University of Arizona’s Engineering 102 for

3, fully transferable university credits by paying tuition to the University of Arizona.

18

AUTOMOTIVE DIESEL TECHNOLOGY (3 Year Program)

Grades 9-12

Learn techniques and skills basic automotive care including tire mounting, tire balancing, tire rotation, and oil changes, instruction in 4-stroke engine fundamentals.

Demonstrate understanding of electrical functions in automotive applications

Repair, service and maintenance of diesel engines

CAREER FOCUS Students will be prepared for immediate employment in entry-level positions such as lube tech and basic technician. Students may acquire industry certifications throughout the courses. Also, students will be prepared to continue studying automotive and/or diesel repair at a technical school or a two year college.


Automotive Diesel I (Year 1) CTS210/JTS210 Grades 9-12 all year

OFF CAMPUS JTED COURSES

There are also additional opportunities to take off campus JTED courses. These courses

take place at off campus locations & meet after school. Most of these courses meet twice

per week; however, some courses meet every day, on the weekend, & some have

prerequisite course requirements. Students that want to take these courses will be rewarded elective credit

only (credits awarded vary by course). Please speak with our JTED/10th grade counselor about signing up.

Some of these JTED courses include: *Certified Nursing Assistant (12th) [Prerequisite: Healthcare Foundations (11th)] *Medical Assistant (12th) [Prerequisite: Healthcare Foundations (11th)] *Emergency Medical Technician (12th) *Fire Science (12th) *Cosmetology (11th-12th) 3D Animation and Game Design (10th-12th) Heavy Equipment/Site Construction (11th-12th) Law & Public Safety (11th-12th) Culinary Arts (10th-12th) Early Childhood Education (10th-12th) Electrical Power Transmission Technologies (12th) Aviation Technology (11th-12th) Mining Technologies (11th-12th) Physical Therapy Aide (11th-12th) Precision Manufacturing (11th-12th) Veterinary Assistant (11th-12th) *License awarded upon course completion and passing certification exams

19

English Language Development Courses

Those students for whom English is not their first language and have been identified by an initial assessment using the Arizona English Language Learner Assessment (AZELLA) will be placed in the English Language Development (ELD) four hour block program. We recognize the essential needs of our students to become proficient in English in order to meet the challenging state standards, fully participate in the content class offerings and feel an integral part of our Amphitheater High School experience. Note: After taking the AZELLA, the student’s parent(s) have the right to decline all services of this department.

Programs for English language learners (ELLs) at AHS consist of the following services:

ELD Pre-Emergent and Emergent Conversational English and Academic

Vocabulary English Reading English Writing English Grammar

ELD Basic Conversational English and Academic

Vocabulary English Reading English Writing English Grammar

ELD Intermediate Academic English Reading Academic English Writing and Grammar English Language Arts

Essential Questions

How does reading help us to explore and understand our world? (Reading) How can understanding the rules of grammar and usage help us understand what others are

communicating? (Writing and Grammar) How can we be sure we are listening carefully and accurately? (Listening) How can we help our listeners understand what we are saying when we speak? (Speaking)

ELD012

ELD001


Basic Conversation-Oral

ELD Pre-Emergent and Emergent

ELD Basic

Prerequisites: Placement based on a student’s ELD performance portfolio (Elective Credit)

These courses focus on providing students with basic oral and aural competence in a wide variety of English

language settings. Students also learn about academic culture related to school success. Students will

progress from the Emergent level to the Basic level.

ELD001

ELD003

ELD015


Basic English-Reading


ELD Basic

ELD Intermediate Reading


These courses concentrate on developing reading skills in four areas: word analysis, fluency and vocabulary,

comprehension, and basic literary analysis and response. Students will develop an English vocabulary

beginning with sight words through academic vocabulary. Students will participate in the Accelerated

Reader homework program. Students will progress from the Emergent level to the Intermediate level.

20

ELD010

ELD004


Basic English Writing


ELD Basic Prerequisites: Placement based on a student’s ELD performance portfolio (English Credit)

Students in these courses receive direct instruction in aspects of English writing, including grammar,

sentence expansion and writing forms (paragraphs, essay, descriptive, narrative, and first person). Students

will learn specific skills for pre-writing, draft composition, and editing using a process writing format.

Students also are responsible for learning the spelling of a list of commonly used English words. Students

will progress from the Emergent level to the Basic level

.

ELD007

ELD002


Basic English Grammar


ELD Basic Prerequisites: Placement based on a student’s ELD performance portfolio (Elective Credit)

These courses focus on foundational English language grammar and structure. Students will study basic

syntactic elements of English (nouns, verbs, modifiers, etc) along with phonemic and semantic aspects of the

language. Students are expected to study and be able to identify all eight parts of speech. Students will

progress from the Emergent level to the Basic level.

ELD006

Grades 9-12 All Year Intermediate Academic English


This course will focus on the correct usage of higher level English language grammar and structure in the

production of more advanced writing forms.

ELD013 /ELD014

Grades 9-12 All Year Intermediate Language A (2 hour block)

Prerequisites: Placement based on a student’s ELD performance portfolio (English Credit)

This multi-grade course is a two period block class that is based on Arizona English Language Learner and

English Language Arts Standards. The class prepares students to transition to mainstream classes. This

intensive course requires instruction in both English language development and subject-specific instruction;

clearly defined language and content objectives; modified curriculum, use of supplementary materials and

alternative assessments. Intermediate Level.

21

Fine Arts Courses

ART001

Grades 9-12 All Year Introduction to Studio Art 2D

Prerequisites: None

Learn how to draw and paint! This course addresses how you create two dimensional (2D) art and the two

dimensional media and processes that artists use to make art. Find out all about drawing and painting in this

foundation level class required for intermediate and advanced 2D art classes. The class includes drawing,

painting, and design with a variety of styles and techniques. Explore and develop your creative side through

two dimensional media.

ART004

Grades 9-12 All Year Introduction to Studio Art 3D

Prerequisites: None

Learn how to build in clay and use the potter’s wheel. This course addresses how you create three

dimensional (3D) art and the media and processes that three dimensional artists use to make art. Find out all

about clay in this foundation-level class required for all intermediate and advanced 3D art classes. Class

assignments include pottery and sculpture using clay, plaster and wire. Building in clay will be the main

focus of class including hand building with coils and slabs and learning to use the potter’s wheel.

CBR222

Grades 9 All Year Cambridge Art 2D

Prerequisites: None

Cambridge Art 2D will completely follow the Cambridge IGCSE Art & Design (US) curriculum. This

course is aligned with the requirements needed to receive the Grand Canyon Diploma and serves as a pre-

requisite course for Advance Placement courses.

The IGCSE Art and Design (US) syllabus aims to encourage a personal response by stimulating imagination,

sensitivity, conceptual thinking, powers of observation and analytical ability. Students gain confidence and

enthusiasm as they develop technical skills in two dimensional form and composition, and are able to

identify and solve problems in visual and tactile forms. Students also learn how to develop ideas from initial

attempts to final solutions. An ideal foundation for further study, IGCSE Art and Design (US) also develops

a greater awareness of the role played by the visual arts in society and in history, broadening cultural

horizons and individual experience.

CBR225

Grades 9 All Year Cambridge Art 3D

Prerequisites: None

Cambridge Art 3D will completely follow the Cambridge IGCSE Art & Design (US) curriculum. This


requisite course for Advance Placement courses.

The IGCSE Art and Design (US) syllabus aims to encourage a personal response by stimulating imagination,

sensitivity, conceptual thinking, powers of observation and analytical ability. Students gain confidence and

enthusiasm as they develop technical skills in three dimensional form and composition, and are able to

identify and solve problems in visual and tactile forms. Students also learn how to develop ideas from initial

attempts to final solutions. An ideal foundation for further study, IGCSE Art and Design (US) also develops

a greater awareness of the role played by the visual arts in society and in history, broadening cultural

horizons and individual experience.

22

ART002

Grades 10-12 All Year Intermediate Art 2D

Prerequisites: Introduction to Studio Art 2D with a grade of “C” or better

This is an intermediate level course for those art students whose interests are in the two-dimensional media

like drawing and painting. The primary focus for first semester will be on observation skills, concentrating

on areas such as still life, the human figure, portraiture, landscape, perspective drawing and illustration.

Second-semester projects are designed to develop the imagination and a personal style from cartooning to

realistic rendering. A variety of media will be used both semesters, such as pastels, acrylic paint, watercolor,

colored pencil, pen and ink, charcoal, linocut, intaglio and silkscreen printing. How do you create 2-D work?

Why do you create 2-D work? What makes 2-D work successful?

ART006

Grades 10-12 All Year Intermediate Art 3D

Prerequisites: Introduction to Studio Art 3D with a grade of “C” or better

This intermediate class is for students who like to create three-dimensional (3-D) art work in clay. Students

will learn how to use the potter’s wheel and advanced hand-building techniques. Most work will be

completed in clay but some students will also have the opportunity to work in plaster, wire, and a variety of

other media while they answer questions such as: How do you build 3-D work? Why do you build 3-D

work? What makes 3-D work successful?

ART003 / ART007

Grades 11-12 All Year Advanced Art 2D

Prerequisites: Introduction to Studio Art 2D and Intermediate Art 2D

This course provides the advanced art student an opportunity to pursue more in-depth study in two

dimensional media. The primary goal of this course is for the 3rd and 4th year art student to produce and

assemble a body of work that exhibits the direction the student wants to pursue, culminating in a professional

portfolio. Big ideas addressed in this course focus around how to choose a message to communicate through

art and how to manipulate media to visually communicate a message. * Advanced Placement credit during

the senior year is possible. This course may be taken two years for credit.

ART003 / ART007

Grades 11-12 All Year Advanced Art 3D

Prerequisites: Introduction to Studio Art 3D and Intermediate Art 3D

This course provides the advanced art student an opportunity to pursue more in-depth study in three

dimensional media. The primary goal of this course is for the art student to produce and assemble a body of

work that exhibits the direction the student wants to pursue, culminating in a professional portfolio. Big ideas

addressed in this course focus around how to choose a message to communicate through art and how to

manipulate media to visually communicate a message. * Advanced Placement credit during the senior year is

possible. This course may be taken two years for credit.

ART010

Grades 11-12 All Year AP Art History

Prerequisites: World History

This course is for the student who has an interest in the history of art from Prehistoric to Contemporary.

Several essential questions addressed in this course include: What can art teach us about culture? How is art

history different from traditional history? How can the evolution of human knowledge be experienced

through art? Such aspects as style, the artist, the role of society, techniques, and the historical process in art

as a means of understanding art will be examined. First semester will cover Prehistoric Art through the

Gothic period. Second semester will cover the Renaissance Period through the 20th Century. One emphasis

of this course will be the development of a capacity for perceptive critical analysis. Students will have the

opportunity to visit museums as part of a school sponsored trip.

23

MUS003

Grades 9-12 All Year Introduction to Drama

Prerequisites: None

How do voice, movement and emotion create a character? How do actors use pantomime? Take Introduction

to Drama to find out. Students will be introduced to the fundamentals of the stage. We will learn basic

vocabulary, voice and diction techniques, and work on monologues, scenes, and one act plays. Students will

also be exposed to the concepts of stagecraft, characterization, and the development of character

relationships.

MUS004

Grades 10-12 All Year Intermediate Drama

Prerequisites: Beginning Drama and teacher approval or audition

Principles introduced in first year drama will be studied more in-depth, and will expand to include scene

building, improvisation, playwriting and stage management. How is a show produced? What impact does the

playwright have on performance? How does the structure of a work affect its performance? These questions

and more will be addressed in this course. *Students must meet District and AIA eligibility requirements.

MUS020

Grades 10-12 All Year Advanced Drama

Prerequisites: Beginning Drama, or Audition and Teacher Approval

Students will participate in full-length productions as well as enter play festivals and competitions while

answering essential questions such as: What methods of character development are available? Which

techniques work best in certain situations? Students will be introduced to different styles of acting technique

while expanding their personal performance skills. *This course may be taken two years for credit. *Students

must meet District and AIA eligibility requirements.

MUS015

Grades 9-12 All Year Concert Choir

Prerequisites: None

How can your singing voice sound amazing? What techniques and skills help you sing your best? Concert

Choir is for any student who loves to sing and wants to work in a fun, positive community focused on

improvement. Learn good vocal technique, basic music theory and improve your skills in aural perception,

sight-reading and singing in harmony. Enjoy choral literature from all periods of music history from

Renaissance madrigals to contemporary pop. Students will perform in evening and weekend concerts each

semester.

MUS021

Grades 10-12 All Year Accompaniment

Prerequisites: At least six years of private study on the piano and teacher approval following an audition

and interview.

The student will learn: 1) the art of accompanying solo singers, small vocal and instrument ensembles and

large choirs; 2) rehearsal techniques for soloists and choral groups including some skills in vocal coaching;

3) vocal and sight-reading skills including some open-score reading on the piano. Time will be given for

keyboard practice as part of the course design. This course may be repeated for credit. *Students must meet

District and AIA eligibility requirements for competition.

24

MUS022

Grades 9-12 Fall Marching Band

Prerequisites: None

What is the role of teamwork and how is marching band a working system are just two of the essential

questions in the marching band curriculum. Students are taught the contemporary skills of marching band,

responsibility, teamwork and self worth through discipline, pride and dedication. This course is combined

with Symphonic Band in the Spring semester.

MUS013

Grades 9-12 Fall Auxiliary

Prerequisites: None

What’s a marching band without auxiliary units? This course is open to anyone willing to make the time

commitment that involves afternoons, evenings and weekends and a high degree of discipline and dedication

is expected of every member. Color Guard/Twirlers may be repeated for credit. *Students must meet District

and AIA eligibility requirements for competition.

MUS021

Grades 10-12 All Year Jazz Band

Prerequisites: Teacher Approval

The premier music ensembles of A.H.S, explores all styles of jazz from big band to bop. Students are

expected to be proficient on his/her instrument prior registration. Essential questions in this course include:

What is swing? How is improvisation a method of communication? Course work includes advanced music

theory as well as an in-depth look into the history of jazz.

MUS017

Grades 9-12 Spring Symphonic Band

Prerequisites: None

This class will strengthen the playing skills of each student and inspire musical growth and sensitivity while

addressing questions such as: How is music a form of communication? How do different musical styles

communicate effectively? Students will perform in competitions and for the community. This course is

combined with Marching Band in the Spring semester.

MUS008

Grades 9-12 All Year Orchestra

Prerequisites: None

How does music communicate mood and emotions? What cultural role does music play? Exploring all types

of music, students will be able to answer these questions while gaining proficiency and appreciation for all

string instruments and music. Students will perform in competitions and for the community.

MUS018

Grades 9-12 All Year Percussion

Prerequisites: None

Focusing on the modern percussion ensemble, students will become proficient in marching and concert

percussion. What is the value of the percussion family? Can musical ideas be communicated effectively

without percussion? Students enrolled in this class explore instruments such as a drum set, timpani, mallet

percussion and some marching percussion.

MUS025

Grades 9-12 All Year Beginning Mariachi

Prerequisites: None

How does Mariachi celebrate the rich culture of the southwest? Learn the answer to this question by

25

performing with a traditional Mariachi. Students enrolled in this course will develop skills on one of the

traditional Mariachi instruments of trumpet, violin, guitarrron or guitar.

MUS026

Grades 10-12 All Year Advanced Mariachi

Prerequisites: Beginning Mariachi, Audition, One Year experience in Band, Orchestra or Guitar class

Students will continue to expand their playing experience with traditional Mariachi music. What makes

Mariachi unique? What is the role of teamwork in a Mariachi ensemble? Students in this course will be able

to answer those questions and enjoy extensive community performances.

MUS010

Grades 9-12 All Year Introduction to Guitar

How do you play music on the guitar? This course is designed to introduce the skills necessary to become a

proficient guitarist. Beginning Guitar students also learn strumming and finger-style techniques in various

musical genres from classical to contemporary. The final exams are performance-based and are realized in

the form of two evening recitals.

MUS011

Grades 10-12 All Year Advanced Guitar

Prerequisites: Introduction Guitar and/or Teacher Approval

Advanced Guitar students will explore advanced chord reading, soloing and accompaniment. Students

expand their repertoire and learn techniques for analyzing source material. Emphasis is on skill development

and application of knowledge to new skill-appropriate material. The final exam will be a performance

format concluding both semesters with a recital. This course may be repeated for credit.

MUS012

Grades 10-12 All Year AP Music Theory

Prerequisites: One year of any music class

How does music work? Why does Rock n’ Roll rock? What did Beethoven do that was so special? Take this

class to understand what it takes to compose music. From scales, chords, progressions, ear training, sight

singing, and music analysis, students of all music instruments and mediums can receive college credit for

learning what makes music so special. *College credit is based on successful performance on the AP Music

Theory Exam.

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Language Arts (English) Courses

ENG009

Grade 9 All Year English 9

Prerequisites: None

Cambridge English 9 is based on the Cambridge IGCSE First Language English (US) curriculum. The goal

of this course is to develop the ability to communicate clearly, accurately and effectively in both speech and

writing.

Students learn how to employ a wide-ranging vocabulary, use correct grammar, spelling and punctuation,

and develop a personal style and an awareness of the audience being addressed. Students are also encouraged

to read widely, both for their own enjoyment and to further their awareness of the ways in which English can

be used. IGCSE First Language English (US) also develops more general analysis and communication skills

such as synthesis, inference, and the ability to order facts and present opinions effectively

.

CBR200

Grade 9 All Year Cambridge English 9

Prerequisites: None

Cambridge English 9 Honors will completely follow the Cambridge IGCSE First Language English (US)

curriculum. This course is aligned with the requirements needed to receive the Grand Canyon Diploma and

students will take the IGCSE board exam at the end of the course. This course serves as a pre-requisite

course for Advance Placement courses. Cambridge Honors courses are organized as a cohort with English,

Biology, History and Math.

The goal of this course is to develop the ability to communicate clearly, accurately and effectively in both

speech and writing. Students learn how to employ a wide-ranging vocabulary, use correct grammar, spelling

and punctuation, and develop a personal style and an awareness of the audience being addressed. Students

are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways

in which English can be used. IGCSE First Language English (US) also develops more general analysis and

communication skills such as synthesis, inference, and the ability to order facts and present opinions

effectively.

ENG010


Prerequisites: Passing Cambridge English 9

Cambridge English 10 is based on the Cambridge IGCSE Literature (US) curriculum. The goal of this

course is to develop the ability to read, interpret and evaluate texts using literature. This class is designed to

prepare students to earn a passing score on the AIMS. Students will review, learn and master Academic

Vocabulary essential to passing the AIMS. Star Reading scores and sample AIMS test data will guide

instruction throughout the year.

Students will study literal meaning, relevant context, and themes in literature. They will learn how authors

use literary devices to achieve a range of effects and will be able to respond appropriately through writing

and speech to the material they have read. Students will be guided to a better understanding of themselves

and of the world around them. Students are also encouraged to read widely, both for their own enjoyment

and to further their awareness of the ways in which English can be used. Questions like “How do Literature

and History connect past, present, future, and the individual?” and “Where are we coming from, where are

we going?” will guide instruction throughout the year.

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ENG017

Grade 10 All Year Cambridge English 10

Prerequisites: Passing Cambridge English 9 (or Honors)

Cambridge English 10 Honors will completely follow the Cambridge IGCSE Literature (US) curriculum.

This course is aligned with the requirements needed to receive the Grand Canyon Diploma and students will

take the IGCSE board exam at the end of the course. This course serves as a pre-requisite course for

Advance Placement courses. Cambridge Honors courses are organized as a cohort with English, Biology,

History and Math. Students will prepare for AP success at the Junior level in reading, writing, critical

thinking, and work ethic.

The goal of this course is to develop the ability to read, interpret and evaluate texts using literature. Students

will study literal meaning, relevant context, and themes in literature. They will learn how authors use literary

devices to achieve a range of effects and will be able to respond appropriately through writing and speech to

the material they have read. Students will be guided to a better understanding of themselves and of the world

around them. Students are also encouraged to read widely, both for their own enjoyment and to further their

awareness of the ways in which English can be used.

ENG011


Prerequisites: Passing Cambridge English 10

This class focuses on U.S. American literature and rhetoric from Pre-Colonial to Modern Times. The theme

of “Americana” will guide the reading and writing as students read novels, plays, excerpts of literature, non-

fiction accounts, essays, and assorted documents. Assessments are designed based on the Common Core

Standards. Journals, oral presentations, resumes and career exploration are required this year.

Students will understand that the American Dream is uniquely personal, yet also overarching and common

for those who live or strive to live in the United States. Questions like “What is an American?” and “Is the

American Dream attainable?” will focus instruction throughout the year.

ENG012

Grades 12 All Year English 12

Prerequisites: Passing English 11

The theme of Global Awareness will guide the reading and writing for this course. An emphasis on current

events from periodicals and selected media will be made, in addition to classic and contemporary world

literature. Assessments will be designed based on the Common Core Standards.

Students will understand that we are citizens not only of our own local community, but of a Global

Community. The following questions will guide instruction throughout the year: How do I differentiate

between image and reality? What is my place in the world? How does human nature transcend cultural lines

and historical periods?

ENG019

Grade 11 All Year AP English Language and Composition

Prerequisites: None

This class is an accredited College Board class. Students learn stylistic analysis pertaining to rhetorical

devices. After taking this course students will be able to demonstrate an understanding of how American

literature and U.S. historical documents can be analyzed for rhetorical strategy. Assessments are designed

based on the Common Core Standards. This course directly prepares students for the AP Language and

Composition exam. This class is clustered with AP U.S. History. (Please refer to the Advanced Placement

section of this handbook for more information regarding this program.)

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Students will understand that the American Dream is uniquely personal, yet also overarching and common

for those who live or strive to live in the United States. Questions like “What is an American? and “Is the

American Dream still attainable?” will also guide instruction throughout the year.

ENG018

Grade 12 All Year AP English Literature

Prerequisites: Passing English 11 or AP Language and Composition

This class is an accredited College Board class. Students will read classic works of literature, and practice

rhetorical and literary analysis. Students should be motivated readers and feel confident about writing a

college-level essay. This class prepares students for the AP Literature exam and Honors English at the

university level.

Essential questions for this course include: What makes a classic, classic? and What is the value of reading

understanding “foreign” or global literature?

MSC011

Grade 12 All Year English Prep

Prerequisites: Passing English 11 or AP Language and Composition

This yearlong English support class is guided by the Cambridge Literacy and Learning (CLL) curriculum.

The class is focused on reading with an intention to help students be successful on the First Language

English exam. The class has two goals: to enable students to regard themselves as readers and people who

learn by reading; and, to enable students to increase their ability to read and comprehend complex text.

The class is explicitly designed to support students in Cambridge courses to become more adept readers and

effective learners so they can be successful in all their courses.

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Mathematics Courses

The Amphitheater High School Math Department requires a minimum of four years of math for all students.

Math courses are designed to build on previous skills and sequenced to flow from one course to the next in

progression. See the flowchart that follows the math course listings to the correct sequencing of classes.

MTH009

Grades 9-12 All Year Math Lab

Prerequisites: Teacher recommendation

Self-paced, blended course utilizing both computer-based and individual instructions. The course focuses on

preparing students to pass the math portion of the AIMS test, as well as recovering any previously failed math

credit. This is a required course for any student who has not yet passed the math portion of the AIMS test.

This course is an elective credit and cannot be counted as a math class for graduation.

MTH002

Grades 9-12 All Year Algebra I

Prerequisites: Teacher recommendation

This common core based course covers topics on variables, solutions of linear equations, integral exponents,

polynomials, factoring, linear inequalities, graphing, radicals, solving systems of linear equations and

inequalities, problem-solving and quadratics including the quadratic formula. Equations are related to graphs

and the interrelationships of mathematical concepts are genuinely explored. Why and how do tables, graphs

and equations tell the same story?

CBR204

Grade 9 All Year Cambridge Algebra

Prerequisites: None

Cambridge Algebra Honors will completely follow the Cambridge IGCSE Mathematics (US) curriculum.

This course is aligned with the requirements needed to receive the Grand Canyon Diploma and serves as a

pre-requisite course for higher level math and Advance Placement courses.

Cambridge Algebra reflects the way today's students like to learn: they will acquire a solid foundation of

mathematical algebraic skills and learn how to develop strategies for solving open-ended problems. The

course also allows students to develop and sharpen their investigation and modeling skills, and introduces

them to the use of graphical representation - a necessary part of the higher level mathematical processes.

MTHO12

Grades 9-12 All Year Geometry

Prerequisites: Algebra 1 or equivalent credit

A common core course in Euclidean Geometry. Topics include transformations, congruence,

similarity, parallel lines, coordinate geometry, circles, perimeter, area, surface area, volume, and a

review of Algebra I concepts. Geometry students will understand the following big idea and essential

question. Geometry concepts are represented throughout the real world. Where are the geometric concepts

used in the world outside the classroom?

CBR206

Grade 9 All Year Cambridge Geometry

Prerequisites: Algebra 1 or equivalent credit. Teacher recommendation

Cambridge Geometry follows the Cambridge IGCSE Mathematics (US) curriculum and the Arizona College

and Career Ready Standards. This course is aligned with the requirements needed to receive the Grand

Canyon Diploma and serves as a pre-requisite course for higher level math and Advance Placement courses.

Cambridge Geometry reflects the way today's students like to learn: they will acquire a solid foundation of

mathematical practice skills and learn how to develop strategies for solving logic and shape problems. The

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course also allows students to develop and sharpen their investigation and modeling skills, and make use of

algebra as strategy for solving problems of shape. Trigonometry will be investigated as a model for solving

triangles.

MTH010

Grades 11-12 All Year Intermediate Algebra

Prerequisites: Teacher recommendation and two semesters of credit in both Algebra I and Geometry

This course is designed to provide students with a foundation of entry level statistics, financial mathematics

and algebraic applications. The curriculum will include a thorough review of critical algebra skills necessary

for success in applying mathematical ideas. The course counts as a math requirement for graduation, but does

not meet the upper level math level requirement for state universities.

MTH003

Grades 9-12 All Year Algebra II

Prerequisites: Teacher recommendation or two semesters of credit in both Algebra I and Geometry

Students in this college preparatory course extend their understanding of concepts covered in Algebra I and

the following big ideas and essential questions: Linear equations can be used to model and analyze real world

situations. How is the graph of a linear equation related to the equation? What does it mean to solve an

equation? Quadratic equations can be used to model and analyze real world situations. What are the

differences and similarities between quadratic and linear equations? Topics include: equations, inequalities,

linear systems, fractional and negative exponents, quadratics, complex numbers, problem solving.

MTH004

Grades 9-12 All Year Advanced Algebra II

Prerequisites: Teacher recommendation or two semesters of credit in both Algebra I and Geometry Or

Intermediate Algebra II

This college preparatory course covers higher-degree equations, multiple variable systems, complex numbers,

conic sections, graphing functions, logarithms, quadratics equations, rational equations, and trigonometry.

Polynomials and rational expressions use the same algorithms as fractions and whole numbers. How do the

basic operations (add, subtract, multiply, and divide) with fractions and whole numbers compare to the basic

operations with polynomials and rational expressions? Trigonometric functions describe triangular and

circular relationships. Why do surveyors use trigonometry to calculate distances?

MTH018

Grades 11-12 All Year AP Statistics

Prerequisites: Intro to Calculus and Pre-Calculus

The purpose of this course is to introduce students to the major concepts and tools for collecting, analyzing,

and drawing conclusions from data. Students are exposed to four broad conceptual themes:

Exploring Data: Describing patterns and departures from patterns

Sampling and Experimentation: Planning and conducting a study

Anticipating Patterns: Exploring random phenomena using probability and simulation

Statistical Inference: Estimating population parameters and testing hypotheses

Students who successfully complete the course and examination may receive credit and/or advanced

placement for a one-semester introductory college statistics course. This does not necessarily imply that the

high school course should be one semester long. Each high school will need to determine the length of time

for its AP Statistics course to best serve the needs of its students. Statistics, like some other AP courses, could

be effectively studied in a one-semester, a two-trimester, or a one-year course. Most schools, however, offer it

as a two-semester course.

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MTH024

Grades 11-12 All Year Statistics

Prerequisites: Two semesters of credit in both Geometry and Algebra II

This course integrates probability, statistics and data analysis with an emphasis on collecting, analyzing,

processing, and displaying data. A skills review is included in the 2nd semester of this class to better prepare

students for college-level math and to reinforce their understanding of the following big ideas and essential

questions. The normal distribution is the most common and applicable form of a continuous random variable.

What is the difference in how probabilities are calculated for continuous random variables as compared to

discrete random variables?

MTH014

Grades 11-12 All Year Pre-Calculus

Prerequisites: Two semesters of credit in both Geometry and Algebra II

This year four math course will review and extend the student’s knowledge of trigonometry, complex

numbers and logarithms. Advanced algebraic concepts will be followed up on from algebra 2 with units

focusing on the nature of graphs, parametric equations, and limits. Students will explore how parent graphs

determine the characteristics of all other types of graphs. Trigonometric functions will be explored and used

in proof. Connections will be explored between the Law of Cosines and the Law of Sine’s.

MTH015

Grades 10-12 All Year Intro to Calculus

Prerequisites: Teacher recommendation or two semesters of credit in Advanced Algebra II

This college preparatory course will review and extend the student’s knowledge of trigonometry and complex

numbers. It will introduce the concepts of the nature of graphs, parametric equations, sequences, series,

limits, and polar coordinates. Students will apply their understanding of the concepts in small group

projects/real world applications which focus on the following big ideas and essential questions. Graphs are

used to describe behavior over time. How do parent graphs determine the characteristics of all other types of

graphs? Trigonometric functions are used to determine triangle measures. How does the Law of Cosines

depend on the Law of Sines? Trigonometric identities are used to find measures for all angles. Why are the

identities important for solving the trigonometric functions without a calculator? This course is preparation

for and required for Calculus AB.

MTH016

Grades 11-12 All Year AP Calculus AB

Prerequisites: Teacher recommendation and two semesters of credit in Intro to Calculus

This college preparatory course covers the study of limits and continuity, the derivative with applications,

integration techniques, transcendental functions and differentials. This course prepares students to take the

A/B Calculus AP exam. First semester is the study of limits, derivatives, and applications of Calculus.

Second semester is the study of integration, applications of integrals, and transformations of 2-D to 3-D.

Students are expected to take the AP Calculus A/B exam.

MTH017

Grades 11-12 All Year AP Calculus BC

Prerequisites: AP Calculus AB

This course in a continuation of the concepts of college-level calculus and covers applications of

differentiation and integration, methods of integration, differential equations, infinite series and sequences,

series expansions, parametric equations, and vectors. This course prepares students to take the B/C Calculus

AP exam. First semester is the study of differentiation and integration, methods of integration, and

transformations of 2-D to 3-D. Second semester is the study of parametric curves, vectors, series and

sequences, and expansions of series. Students are expected to take the AP Calculus B/C exam.

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MTH009

Grades 9-12 All Year Math Lab

Prerequisites: Teacher Recommendation

This is a self-paced, blended course utilizing both computer-based and individual instruction. The course is

designed to support students in developing basic math skills, prepare for standardized testing requirements,

and to recover credit in math classes that they have previously taken. This course is an elective credit and

cannot be counted as a math class for graduation. Students can however recover credits for math classes that

they have previously taken and failed.

Mathematics Flow Chart

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Modern Languages Courses

Because language and communication are at the heart of the human experience, the World Languages

program at Amphitheater High School aspires to equip students linguistically and culturally to communicate

in a pluralistic American society and abroad. Competence in another language and culture enables students

to communicate with others, gain direct access to information to participate more fully in the global

community and marketplace. In addition, students develop an enhanced perception of their own native

language and culture by comparing it to another. Previous second language experience may result in

placements at more advanced levels.

MLG050

Grades 9-12 All Year Arabic I

Prerequisites: None

Introduction to modern standard Arabic language. Includes modern standard Arabic alphabet,

grammatical structures, interpersonal transactions, and cultural contexts. Also includes speaking,

listening, reading, and writing of Arabic.

Upon successful completion of the course, the student will be able to: 1. Pronounce sounds, letters, and words using the modern standard Arabic alphabet and write one-letter

particles.

2. Apply simple grammatical structures to daily communication.

3. Describe common interpersonal transactions and protocols.

4. Identify and discuss components of the Arabic culture.

MLG001

Grades 9-12 All Year French I

Prerequisites: None

Students are introduced to the French language and culture, as well as to the Francophone world, e.g., Africa,

the Caribbean, South Pacific and North Pacific. How have specific events in French history impacted the

French people and the world? While the focus is on interactions and oral language, basics for written French

are introduced through questions such as: How can extending our vocabulary support us in our ability to

express personal thoughts in French? How and when should particular grammar constructions be applied?

The students will be initiated in French I to a 5 to 6 minute individual presentation conducted entirely in

French in front of the class.

MLG002

Grades 10-12 All Year French II

Prerequisites: French I with a grade of D or above

French II students continue studying the elements of French language with increased grammatical and

conversational control. In what way does an artistic work or a story reflect, as well as shape, culture? What

do we learn by examining locations in France, their physical and political features? How can we begin to use

our knowledge of French vocabulary and grammar to express personal messages? Can we be creative with

the language? The cultural focus turns to France, its artists and cinematography.

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MLG003

Grades 11-12 All Year French III

Prerequisites: French II with a grade of C or above

How do reading extensive, authentic, and literary texts in French increase our understanding of the language

and culture? In French III students refine and improve proficiency in both written and spoken expression.

Information is acquired through improved listening comprehension. Personal and informational narration

(story-telling/ reporting) promotes cross-cultural and interpersonal understanding. Making presentations in

French reinforces and extends ability to speak about complex topics. Cultural opportunities and literary

excerpts are included in the curriculum.

MLG024

Grades 11-12 All Year AP French Language

Prerequisites: French III with a grade of C or above

What does it mean to communicate with fluency? Students continue to learn and understand French through

active communication. French current events provide subject matter for refining both oral and written

communication. (Refer to the Advanced Placement section for more information regarding this program.)

MLG 005

Grades 09-12 All Year German I

Prerequisites: None

Beginning German opens the German-speaking world to students, combining traditional and modern

materials and methods. The focus is on interactions, so students learn to express themselves readily in

simple, oral German. Some background in writing and grammar is included. Numerous opportunities to

interface with German peers electronically and in real life give meaning and breadth to this learning of

language and culture. Our guiding questions include: How do people live in Germany? (What are their

schools like? Their families? Their free-time activities?) What historical incidents have impacted this life-

style? How do the facts of daily life impact our viewpoints, here and in Germany? How is self expression in

German and English both similar and different, given that they are both considered Germanic languages?

MLG006

Grades 10-12 All Year German II

Prerequisites: German I

How are speaking, listening, reading and writing important to second language development? In German II,

students focus on speaking German, while they improve their reading and writing skills. Cultural concepts

include: specifics of daily life and particular life for young people, witch differ in German speaking countries

and also differing perspectives that inform and expand our appreciation of your own lives.

MLG019

Grades 11-12 All Year German III

Prerequisites: German II

This course goes beyond just formally learning the structure of a second language by including inquiring

topics that substantially affect the modern world of today. Global communication is the centerpiece of this

approach. This course will allow students to explore German current cultural aspects, that are more

relevant to the lifestyles of teenagers in Germany.

MLG009

Grades 10-12 All Year Spanish I

Prerequisites: None

35

This beginning course in Spanish combines both traditional and modern materials and methods. As the

student develops speaking, listening (oral comprehension), reading and writing skills, other questions will

guide the content: What are examples of celebrations and traditions that distinguish the cultures of Spanish-

speaking peoples? How do different perspectives on daily life in Spanish-speaking countries help us to

expand the appreciation of our own lives? How do specific target culture perspectives compare to American

viewpoints?

MLG010

Grades 11-12 All Year Spanish II

Prerequisites: Spanish I with a grade of D or above

Speaking, reading and writing skills are studied at a more advanced level. Increasing knowledge of the

verbal system of Spanish supports flexibility in expressing ideas about what has happened, was happening,

and does happen. What are the characteristics and organization of a complex sentence in Spanish and why

does it matter? Extending vocabulary supports students in talking about many aspects of Hispanic life,

situations and contexts. Students’ knowledge about the language and country is enhanced by reading more

extensive, authentic texts in Spanish.

MLG011

Grades 11-12 All Year Spanish III

Prerequisites: Spanish II with a grade of C or above

The student will apply skills acquired in basic courses to increase language proficiency through extensive

writing and complex grammar. Explorations include: How does reading/viewing specific works expand our

perceptions? How does awareness of customs enhance our appreciation of diversity? How can the

examination of specific artistic products lead to an enhanced appreciation of our local world as well as the

Hispanic world? How can we use specific differentiated grammatical patterns to strengthen our

communication in Spanish and its authenticity?

MLG026

Grades 9-12 All Year AP Spanish Language

Prerequisites: Spanish III with a grade of C or above, or Spanish for Native Speakers Level II with a

grade of C or above

What does it mean to communicate with fluency? Students will continue to learn, understand and use

Spanish for active communication. Short stories, plays, music, and current events provide subject matter for

refining both oral and written communication. (Please refer to the Advanced Placement section of this

handbook for more information regarding this program.)

MLG030

Grades 9-12 All Year Spanish for Native Speakers Level I

Prerequisites: Teacher recommendation and placement testing

This first level is intended for those who already speak Spanish, especially at home, but who have little or no

experience with written Spanish. Students develop reading and writing skills, while they expand their

knowledge of the Hispanic world and speaking ability. This class is conducted in Spanish.

MLG031

Grades 9-12 All Year Spanish for Native Speakers Level II

Prerequisites: : Teacher recommendation and placement testing and/or a grade of C or better in Spanish

for Native Speakers Level I

This level II course is for students who already speak, read and write in Spanish and who wish to develop

these skills further while extending their knowledge of the Hispanic world, its history and literature. This

class is conducted in Spanish.

36

Physical Education Courses

The PE Department at AHS has developed educational and enjoyable health and physical education

programs that provide students with the basis to continue to participate in physical activities for life.

Some PE classes may be repeated for the three semester PE requirement or for elective credit. Please see

your counselor for more information.

PYS001

Grades 9-12 Fall/Spr. Aerobics / Fitness

Prerequisites: None

In Aerobics you will learn about the principles of aerobic exercise through daily practice. This class includes

multiple forms of exercise, step, high/low impact and water aerobics as well as stretch and strength and

weight training. Students will have the opportunity to develop an understanding of the importance of a

healthy lifestyle (which includes nutrition). Students will have an opportunity to lead classmates through

exercise programs. Appropriate clothing for physical activity will be required.

PYS002

Grades 10-12 Fall/Spr. Aerobics / Fitness II

Prerequisites: Aerobics / Fitness

Students must demonstrate a complete understanding of how to instruct others through an aerobic exercise

program. Appropriate clothing for physical activity required.

PYS017

Grades 9-12 Fall/Spr. Aquatics/Weight Training

Prerequisites: None

This class is for all types of swimmers. Students will learn stroke development, first aid, water rescue, water

polo, diving and weight training basics (during the colder months) when pool is not heated. Red Cross Water

Instruction Standards will be used for swimming and students will work in ability level groups. Students

will learn various exercise techniques, anatomy, and the design of exercise programs for weight training

during the colder weeks of the semester. Students will be evaluated on daily participation, performance and

written material. Spring semester it will be more like a weight training class. Will not go into pool until

April. Appropriate clothing for physical activity will be required.

PYS008

Grades 9-12 Fall/Spr. Basketball

Prerequisites: None

Students learn skills, strategies and rules involved in the game of basketball. Students participate in various

tournaments and competitions. Appropriate clothing for physical activity will be required.

PYS009

Grades 10-12 Fall/Spr. Basketball II - Advanced

Prerequisites: Basketball or Teacher Approval

This course is designed for the more advanced basketball player. Students will learn higher level skills and

strategies to be used in organized competitive basketball games and tournaments. The course will also

include strength training and conditioning. Appropriate clothing for physical activity will be required.

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PYS018

Grades 9-12 Fall/Spr. Stunts and Tumbling I

Prerequisites: None

This course provides students with knowledge and skill in tumbling and stunts. Students will progress from

simple basics to more difficult and challenging skills. Tumbling, acrobatic moves and partner skills will help

build flexibility, balance, strength, agility, kinesthetic perception, rhythm, timing and self-confidence.

Students will progress at their own rate and learn the proper spotting techniques. Appropriate clothing for

physical activity will be required.

PYS019

Grades 10-12 Fall/Spr. Stunts and Tumbling II

Prerequisites: Teacher Approval and Minimum skill level – front or back handspring, walkover and

straight-up extension.

This course is designed for students with extensive experience and skill in tumbling and partner stunts. Each

student will work on advanced tumbling skills and advanced partner stunting to increase their strength,

flexibility, timing and kinesthetic perception. Students will also teach others on how to do the tumbling and

stunting skills. Appropriate clothing for physical activity will be required.

PYS015

Grades 9-12 Fall/Spr. Team Sports

Prerequisites: None

Students will participate and learn basic skills, rules and strategies in soccer, basketball, softball, volleyball,

football and other sports and be able to fully participate in them. Students will receive exposure to various

team concepts and systems of play Evaluation will be based on participation, successful demonstration of

specific sport skill, conditioning, test on rules, strategies, skills, team concepts and scoring. Appropriate

clothing for physical activity will be required.

PYS021

Grades 9-12 Fall/Spr. Weight Training and Conditioning

Prerequisites: None Students will be provided opportunities to know, understand, and apply weight training and conditioning

basics; demonstrate an understanding of the various techniques of weight-training exercises, lifting routines,

and cardiovascular conditioning programs, including those for muscular endurance, strength, power, and

body building/shaping. They will be evaluated on daily participation, periodic analysis and evaluation of

lifting and conditioning performance and written tests to determine progress toward meeting course goals

and objectives. Specific training programs per student request and interest will be available. Appropriate

clothing for physical activity will be required

PYS012

Grades 9-12 Fall/Spr. Sports Conditioning

Prerequisites: None

Students will participate in fitness related (cardio, muscular strength and endurance, flexibility) and skill

related (speed, power, agility, balance, reactivity, coordination) training, drills, and sports activities designed

to improve fitness levels and athletic abilities. Activities will be designed to progress according to individual

fitness and skill levels and student needs. Performance on fitness and skill tests and written assignments will

be included. This class is ideal for the student looking to get in shape for, or develop their skills for sports.

Appropriate clothing for physical activity will be required.

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PYS052

Grades 9-12 fall/Spr. Physical Conditioning and Sport

Prerequisites: None

Students will be provided opportunities for participation in lifetime fitness activities/games/sports. Basic

study of the parts of fitness, the health –related benefits of fitness, the principles of the conditioning progress

and the design/application of exercise programs will be undertaken. Students will participate in drills, games

and tournaments designed to improve and reinforce knowledge, understanding and application of rules in

participation of sports. Performance on physical fitness test and written assignments will be included.

Students are expected to participate in a swimming skill development unit. Appropriate clothing for

physical activity will be required.

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Science Courses

CSI001

Grade 9 All Year Biology

Prerequisites: None

This is an introductory biology course based on the Cambridge IGCSE Biology (US) curriculum. Students

learn the basic principles of biology through a mix of theoretical and practical studies. Topics include

ecology, biochemistry, cells, genetics, and evolution. As they progress, students learn how science is studied

and practiced, and become aware that the results of scientific research can have both good and bad effects on

individuals, communities and the environment.

CBR216

Grade 9 All Year Cambridge Biology Honors

Prerequisites: None

Cambridge Biology Honors follows the Cambridge IGCSE Biology (US) curriculum. This course is aligned

with the requirements needed to receive the Grand Canyon Diploma and serves as a pre-requisite for

Advanced Placement courses. The Cambridge biology students learn the basic principles of biology, with an

emphasis on human biology, through a mix of theoretical and practical studies. Students learn how science is

studied and practiced, and become aware that the results of scientific research can have both good and bad

effects on individuals, communities, and the environment. Additionally, students will develop an

understanding of the scientific skills essential for further study in higher level science courses.

SCI018


AP Biology

Prerequisites: Pre-AP Chemistry and Pre-AP Biology or Biology

This course is designed to foster students’ deep understanding of biology and emphasize inquiry and

reasoning skills. The course curriculum is framed around four big ideas connected to evolution, biodiversity,

heredity, and the relationships between biological systems. Topics and labs will be covered at the depth of a

college-level course. Strong reading and writing skills are highly recommended. A basic understanding of

chemistry is needed to be successful in this course!

SCI014

Grades 10-12 All Year Chemistry

Prerequisites: Algebra I and concurrent enrollment in a higher level math class

This is a course in general chemistry. It requires a firm foundation in writing, math and study skills as well

as a commitment to self-motivation. The course covers introductory topics including atomic structure,

chemical reactions, stoichiometry, the gas laws and acid-base chemistry. Mathematical problem-solving

and and conceptual understandings are stressed. Students are expected to design, execute, and evaluate

experiments.

CBR218

Grades 10-12 All Year Cambridge Chemistry

Prerequisites: Algebra I and concurrent enrollment in a higher level math class

Cambridge Chemistry Honors will completely follow the Cambridge IGCSE Chemistry (US) curriculum.


pre-requisite course for higher level science and Advance Placement courses.

Cambridge Chemistry Honors helps learners to understand the technological world in which they live, and

take an informed interest in science and scientific developments. They about the basic principles of

Chemistry through a mix of theoretical and practical studies. Learners also develop an understanding of the

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scientific skills essential for further study at Cambridge International A Level, skills which are useful in

everyday life. As they progress, learners gain an understanding of how science is studied and practised, and

become aware that the results of scientific research can have both good and bad effects on individuals,

communities and the environment.

SCI019

Grades 11-12 All Year AP Chemistry

Prerequisites: Chemistry with a “C” or better or teacher approval and completion of Algebra II or Adv.

Algebra-Trigonometry This lab science course is an extension of first year chemistry and covers topics included in a first year

college chemistry course. It differs from first year chemistry by emphasizing chemical calculations, the

mathematical formulation of principles, and the types of laboratory work done.

SCI007

Grades 10-12 All Year Geosciences

Prerequisites: None How has technology shaped our theories about the origin of Earth and its continents? How do we study

Earth’s environment in the time before humans? Can technology save us from natural disasters? Why are

some of the most dangerous parts of Earth also the most populated? These questions and others will be

explored in this lab science course designed to challenge students with topics in astronomy, geology,

volcanology, and seismology.

SCI011

Grades 10-12 All Year Physics

Prerequisites: None Motion, forces, and energy are studied to build the foundation for future science and math courses; along

with topics in electricity, waves, and optics. A significant portion of this course includes labs where

designing experiments, graphing results, and interpreting data using computers are practiced using math

concepts from Algebra. Students practice and apply problem-solving skills throughout the year.

SCI015

Grades 10-12 All Year Pre-AP Physics

Prerequisites: Geometry and concurrent enrollment in a higher level math class Motion, forces, and energy are studied to build the foundation for future science and math courses; along

with topics in electricity, waves, optics. Students practice and apply problem-solving skills throughout the

year. A significant portion of this course includes labs where designing experiments, graphing results, and

interpreting data using computers are practiced using math concepts from Algebra and Trigonometry.

CBR235

Grades 10-12 All Year Cambridge Physics

Prerequisites: Geometry and concurrent enrollment in a higher level math class Cambridge Chemistry will completely follow the Cambridge IGCSE Chemistry (US) curriculum. This


requisite course for higher level science and Advance Placement courses.

Cambridge Physics Honors helps learners to understand the technological world in which they live, and take

an informed interest in science and scientific developments. They learn about the basic principles of Physics

through a mix of theoretical and practical studies. Learners also develop an understanding of the scientific

skills essential for further study at Cambridge International AS and A Level, skills which are useful in

everyday life. As they progress, learners gain an understanding of how science is studied and practised, and

become aware that the results of scientific research can have both good and bad effects on individuals,

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communities and the environment.

SCI021 Grades 11-12 All Year

AP Physics

Prerequisites: Algebra II and concurrent enrollment in a higher level math class

Designing experiments, graphing results, and interpreting data using computers are practiced extensively

as students apply problem-solving skills throughout the year. Motion, forces, and energy are studied to build

the foundation for future science and math courses; along with topics in electricity and magnetism, waves,

optics, and relativity.

SCI010 / SCI006

Grades 10-12 All Year Oceanography/Forensics

Prerequisites: At least one credit of high school science The Oceanography portion of this lab science course includes the physical, chemical, geological, and

biological factors of the ocean (marine life, currents, tides, pressure, salinity, and ocean floor topography).

Current ocean research, including discoveries being made on the deep sea floor, will be explored. The

Forensics portion of this course explores the science behind solving a crime (preserving and collecting

evidence, how evidence from soil, hair, fiber, glass, fingerprints, chemical substances, and blood is analyzed

and evaluated, and the role of the criminalist). Additional content includes the history of forensics and the

basics of preserving and collecting evidence at a simulated crime scene.

SCI031

Grades 10-12 All Year Environmental Science

Prerequisites: None Environmental Science is a lab-centered science course which integrates knowledge from Biology, Earth

Science, Chemistry, Math, and History. Humans are directly connected to our surroundings. Our choices and

actions affect the environment in many ways. This lab-based class explores the relationship between humans

and our resource use on Planet Earth.

SCI020

Grades 11-12 All Year AP Environmental Science

Prerequisites: Biology and Geosciences or teacher approval As human populations grow exponentially, so does our interaction with and dependence upon the

environment. Is the human footprint permanent? Is Earth stronger than life? Can technological advances

keep pace with resource degradation? Topics explored in this lab science course are land and water use,

pollution, global climate change, and extinction. As a project-based class, we will use student collaboration

and creativity to analyze environmental problems.

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Social Studies Courses

SOC005

Grades 9,10 All Year World History

Prerequisites: None

The World History course is designated to build a foundation for understanding the beginnings of human

history across different cultures and civilizations in both Western and non-Western societies. Emphasis will

be placed on the interaction among world cultures, the linking of the past and present, and the importance of

the relationship of geography and history. Students will learn ideas and concepts which bridge the time and

space between the ancient and the modern world, including the development of art, philosophy, and religion.

They will learn that change, conflict, and cooperation are key concepts to understand as civilizations.

Cultural diversity will be emphasized as both profound and important and that culture our natural curiosity.

CBR212

Grade 9 All Year Cambridge World History

Prerequisites: None

Cambridge World History Honors will completely follow the Cambridge IGCSE History (US) curriculum.


pre-requisite course for Advance Placement courses.

Cambridge World History is based on the Cambridge IGCSE History (US) curriculum. The IGCSE History

(US) syllabus looks at some of the major international issues of the nineteenth and twentieth centuries, as

well as covering the history of particular regions in more depth. The emphasis is on both historical

knowledge and on the skills required for historical research. Students learn about the nature of cause and

effect, continuity and change, similarity and difference and find out how to use and understand historical

evidence as part of their studies. IGCSE History (US) will stimulate any student already interested in the

past, providing a basis for further study, and also encouraging a lifelong interest in the subject.

SOC001

Grades 10,11 All Year US / AZ History

Prerequisites: None

An introduction to the origins of America and a thematic exploration of the roots of the contemporary United

States. What is an American, and what is the American dream? What is the state of America? What issues

does the nation face, how did these issues originate, and what possibilities and opportunities do they

present? Study will focus on the origins of the American nation – is land, people, values, government,

politics, expansion, economy, and division, as well as issues such as race, industrialization, urbanization,

war, cultural conflict and foreign affairs. This course will also focus on Arizona’s place in the US and on

Arizona’s contributions to the United States. Some sections may be clustered with Junior English courses.

CBR214

Grade 10 All Year Cambridge American History

Prerequisites: Sophomore Standing

Cambridge United States History Honors is aligned with the Grand Canyon Diploma requirements and is

designed around the Cambridge IGCSE American History syllabus. Student mastery of the syllabus content

will be assessed in May through the Cambridge Board Examinations. This course is strongly recommended

for students who intend to pursue Advance Placement studies.

Cambridge United States History Honors builds upon previous instruction in historical knowledge and skills.

Consideration of issues related to class, gender, and race, as well as distinctly American questions will

broaden students’ understanding of historical perspectives. In the Spring semester students will conduct a

major research investigation into the significance of a local site or object, reporting their conclusions in a

single extended essay.

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SOC010

Grade 10,11,12 All Year AP World History

Prerequisites: Successful completion of World History or teacher recommendation

This course offers a study of the fundamentals of college level World History and the historical method,

including the recurring historical themes from the earliest human civilizations (8000 B.C.E.) to the present,

as evidenced across ten regions of the world. The essential question guiding the course is: How do the

contributions from early times impact our current world? Students will develop greater understanding of the

evolution of global processes and contacts in a variety of human societies. Students who wish to have

increased rigor and challenge are encouraged to take this course.

SOC008

Grade 11,12 All Year AP United States History

Prerequisites: Successful completion of AP World History or teacher recommendation

This course offers a study of the fundamentals of college level American history and the historical method.

Demands include extensive reading and writing assignments, the capacity for cooperation and critical

thought, and dedication to the art of learning. Benefits include a rich academic experience, a deepened

understanding of our nation’s history, and a fresh perspective on our lives in 21st century America. Students

will experience and manage a college level work load and are encouraged to take the Advanced Placement

United States History Exam This class is clustered with AP English Language. (Please refer to the Advanced

Placement section of this handbook for more information regarding this program.)

SOC018

Grade 10,11,12 Fall Psychology

Prerequisites: None.

Psychology is the study of behavior and the development of personality? How does nature vs. nurture

contribute to a person’s development? What aspects of human development determine who we become? The

topics covered in this introductory course include the history of psychology, research methods, and states of

consciousness (daydreams, sleep, dreams, hypnosis, and extra-sensory perception). Additionally, the topics

covered in this introductory course include: learning, memory cognition, and a particular emphasis on human

development (the human lifespan from birth to death). Through this course, students will gain insight into the

motivations determining behavior through various techniques such as observations, surveys, case studies,

individual analysis and numerous group/ class interactions. This class can be taken independently from

Psychology II.

SOC027

Grades 10,11,12 Semester Sociology

Prerequisites: None

Sociology is a one semester course designed to introduce students to the study of society and social behavior.

This course focuses on the understanding of interaction, social organization, social institutions and social

change. The course is geared towards students who are considering a career in business, social work, law

enforcement, social and/or market research or any other occupation involving interpersonal contact. There

are nine units covered in this class and the material is taught through a variety of methods that build critical

thinking and problem solving skills.

SOC002

Grade 12 All Year AP US Government and Politics

Prerequisites: AP US History or teacher recommendation

This college level class provides an analytical perspective on government and politics in the United States.

Upon completion of this course, students will; know important facts, concepts and theories pertaining to

government and politics, understand typical patterns of political processes and behaviors and their

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consequences, be able to analyze and interpret basic data relevant to US government and politics. Intensive

study will be focused in the following areas: Constitutional underpinnings, political beliefs and behaviors,

political parties, interest groups and mass media, institutions of national government, public policy and civil

rights and civil liberties. Students will be expected to take the AP exam at the completion of this course.

This course must be taken for a full year to receive credit for graduation.

SOC003

Grade 12 Semester American Government

Prerequisites: None

Is democracy an effective form of government? Why do we consider democracy to be a grand and risky

experiment? What does citizenship have to do with government? Why is politics a challenge to understand?

Students will learn foundations of the U.S. and Arizona constitutions. They will learn the importance of

balance of powers within our system of federalism. They will learn what influences led to the formation of

the republic. They will compare the U.S. government with other types of governments. Students will learn

the law making process. They will understand the standards of civic duty and social responsibility.

SOC011

Grade 12 Semester Economics

Prerequisites: None

Economics is the science of predicting human behavior related to wealth. Students will learn the basic

principles of the American economic system and that of other countries. Students will gain knowledge of

economic principles for use in everyday lives. Students will be familiarized with the American free market

system. This course develops 21st century skills for students to analyze critically and to make informed

decisions concerning public issues. Various types of economic systems and decisions, economic indicators

and cycles are explained. Personal economic decision-making concepts like credit and interest rates are

explained. Financial and governmental institutions workings are detailed. The primary objective is for all

learners to learn how to “think economically.”

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Special Education Courses

The AHS Special Education Department offers an education program that follows the general education

curriculum. AHS complies with the Individuals with Disabilities Education Act (I.D.E.A.) and the inclusive

philosophy of the least restrictive environment by mainstreaming students where appropriate. A multi-

disciplinary eligibility conference (M.E.T.) and an Individual Education Plan (I.E.P.) determine student

placement. Students may take classes more than once. All courses meet graduation requirements. Additional

special education services are available for students with identified needs. These include: speech and

language services, physical therapy, occupational therapy, psychological services and hearing and visual

impairment services. Placement in these classes is by Special Education Teacher and/or I.E.P. Team

recommendation.

ENG001

Grade 9 All Year RR English 9

Prerequisites: Placement by IEP

RR English 9 is based on the Common Core State Standards. The goal of this course is to develop the ability

to communicate clearly, accurately and effectively in both speech and writing. Students learn how to employ

a wide-ranging vocabulary, use correct grammar, spelling and punctuation, and develop a personal style and

an awareness of the audience being addressed. Students are also encouraged to read widely, both for their

own enjoyment and to further their awareness of the ways in which English can be used. This class also

develops more general analysis and communication skills such as synthesis, inference, and the ability to

order facts and present opinions effectively.

ENG002



RR English 10 is based on common core standards. The goal of this course is to develop the ability to read,

interpret and evaluate texts using literature. This class is designed to prepare students to earn a passing score

on the PARCC Assessment. Students will review, learn and master Academic Vocabulary essential to

passing the PARCC Assessment. Star Reading scores and sample PARCC Assessment data will guide

instruction throughout the year. Students will study literal meaning, relevant context, and themes in

literature. They will learn how authors use literary devices to achieve a range of effects and will be able to

respond appropriately through writing and speech to the material they have read. Students will be guided to a

better understanding of themselves and of the world around them. Students are also encouraged to read

widely, both for their own enjoyment and to further their awareness of the ways in which English can be

used. Questions like “How do Literature and History connect past, present, future, and the individual?” and

“Where are we coming from, where are we going?” will guide instruction throughout the year.

ENG003



RR English 11 focuses on U.S. American literature and rhetoric from Pre-Colonial to Modern Times using

the common core standards. The theme of “Americana” will guide the reading and writing as students read

novels, plays, excerpts of literature, non-fiction accounts, essays, and assorted documents. Assessments are

designed based on the common core standards. Journals, oral presentations, resumes and career exploration

are required this year. Star Reading scores and sample PARCC Assessment data will guide instruction

throughout the year. Students will understand that the American Dream is uniquely personal, yet also

overarching and common for those who live or strive to live in the United States. Questions like “What is an

American?” and “Is the American Dream attainable?” will focus instruction throughout the year.

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ENG004



In RR English 12, the theme of Global Awareness will guide the reading and writing for this course. An

emphasis on current events from periodicals and selected media will be made, in addition to classic and

contemporary world literature. Assessments will be designed based on the Common Core Standards. Star

Reading scores and sample PARCC Assessment data will guide instruction throughout the year.

Students will understand that we are citizens not only of our own local community, but of a Global

Community. The following questions will guide instruction throughout the year: How do I differentiate

between image and reality? What is my place in the world? How does human nature transcend cultural lines

and historical periods?

MTH022

Grades 9-12 All Year RR Pre-Algebra


This course covers objectives and critical concepts aligned with the Common Core State Standards that are

needed to enroll in RR Algebra or Algebra 1. Foundational computational skills and pre-algebra resources

reinforce the needed skills of using formulas and equations to prepare for the rigor of the Algebra course.

MTH020

Grades 9-12 All Year RR Algebra 1


This course is aligned with the Common Core State Standards and focuses on expressions and applications;

quadratic equations, and systems of equations. Students will work with basic algebraic applications,

equations, polynomials, factoring, equalities and equalities, as well as statistics.

MTH021

Grades 9-12 All Year RR Geometry


This course is aligned with the Common Core State Standards and focuses on plane geometry and simple

proofs. It is designed to prepare students for a mainstream mathematics course. Topics include lines,

transversals, triangles, quadrilaterals, transformations, circles, solid geometric figures, similarity,

trigonometric ratios, and volumes.

PYS010

Grades 9-12 Fall/Spring Adaptive PE / PE IEP

Prerequisites: Placement by doctor’s statement prior to the start of the school year

This course is designed to provide a modified physical education class for students with physical limitations

that do not allow them to succeed in a traditional physical education class.

SPC010

Grades 9-12 Semester/Yr Transition


This class is designed to provide an individualized set of activities to help students make a successful

transition from school to post-school options that may include post-secondary education, vocational training,

integrated employment, adult services and community involvement.

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SPC008

Grades 10-12 All Year Transition Exploration


This course offers students the opportunity to try various jobs on campus. Instruction addresses specific job

skills as well as general employability skills such as on-task behavior, working well independently,

cooperation with coworkers, task completion and attitude.

SPC002

Grades 11-12 All Year Careers-School-Based Enterprise


This class provides a hands-on approach to managing and maintaining a small business. Activities include

sales and marketing strategies, packaging and financial skills, ordering and purchasing products, and

supplies, inventory control and performance evaluations. Students participate in business meetings, sales

and classroom instruction.

SCI005

Grades 9-12 All Year RR Biology


Students will be asked essential questions. What does it mean to be alive? Is DNA destiny? Was Darwin

right? Students will examine life on our planet from a biological perspective. Students will examine a wide

variety of topics connected to the study of life with an emphasis on experimental design and data analysis.

Students will understand that life is dependent on the relationships between organisms and their past, present,

and future environments and that evolution drives the natural world.

SCI008

Grades 9-12 All Year RR Earth Science


Is Earth stronger than life? Students will understand that the forces of nature are essential to life on this

planet. This course will focus on the structure of the Earth and the benefits and hazards associated with that

structure. Understanding these forces will enable us to better protect our environment and harvest what it

offers. Students will be able to explain the evolution of the universe and the Earth. The course will cover

the interrelationship between geology, meteorology, oceanography, and biology as forces that enhance or

threaten our lives.

SOC026

Grade 10 All Year RR World History


Students will explore the roots of Western Civilization through multiple forms of coursework. Reading for

central ideas, citing textual evidence and analyzing various accounts of history. Writing to support claims,

analysis, reflect and research in an informative text to examine and convey ideas of history. Technology and

collaboration will be used to produce projects that examine key historical events. By the end of the course

students will have a greater understanding of how history can be used to help explain the complex world that

surrounds them.

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SOC022

Grades 11-12 All Year RR US History


Students will explore the history of the United States through multiple forms of coursework. Reading for

central ideas, citing textual evidence and analyzing various accounts of history. Writing to support claims,

analysis, reflect and research in an informative text to examine and convey ideas of history. Technology and

collaboration will be use to produce projects that examine key historical events. By the end of the course

students will have greater understanding of the United States and how its citizens are unique among the

nations of the world.

SOC022

Grades -12 All Year RR US Government


Students will examine the fundamental principles and structure of American national and state governments

through multiple forms of coursework. Reading for central ideas, citing textual evidence and analyzing

various accounts of government. Writing to support claims, analysis, reflect and research in an informative

text to examine and convey ideas of government. Civic responsibilities will be studied and discussed.

Political behavior of the American people and government officials will be reviewed in the context of

contemporary issues.

MTH023

Grades -9-12 All Year

SC Math - Life Skills


Students who are enrolled in this class will learn the everyday basic math skills to assist them in having the

most independent living situation as is appropriate for them. Skills taught are basic money awareness and

management from counting coins to maintaining a checking account, Time awareness and management,

basic real world problem solving, computation skills, and kitchen math such as basic fractions and elapsed

time.

ENG020, 021,022,023


SC English - Life Skills


Students in this class will learn to recognize and effectively use real world text. Students continue to practice

basic decoding and word recognition when appropriate as well as recognition and identification of important

survival and community words. Students learn to read menus, bus schedules, find information in a

newspaper, explore fiction for leisure, and practice writing for functional purposes.

SP005


Life Skills –Daily Living Skills


In this class students learn the necessary skills for the most independent living possible. Students learn basic

household management and independent living skills such as accessing a grocery store and other community

facilities, doing laundry, safely accessing the kitchen to cook simple meals, food safety, washing dishes,

keeping a clean home, proper nutrition, gardening and maintaining appropriate social interactions and leisure

time activities.

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SP005


Life Skills –Basic Work Skills


This class provides the basic building blocks for a successful transition into fulfilling postsecondary

opportunities in competitive or supported employment. Students will begin to explore and research their

postsecondary interests as well as learn soft skills necessary for employment such as timeliness, effective

communication, task completion, team work and working with a supervisor. Students participate in a wide

range of classroom, campus jobs, and community jobs and exploration under the close supervision of an

adult.

SP009


Study Skills


This course assists students in a majority of core academic general education classes or by IEP team

placement. An emphasis is placed on organization of class materials, preparation for tests, study techniques

and learning strategies, as well as, time to do class assignments and projects. In addition, students are asked

to monitor their own progress through grade reports, which promotes self-reflection, self-advocacy,

and goal setting. Use of a planner is required for this course.

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Specialized Courses

MSC002

Grade 9-12 All Year Academic Decathlon

Prerequisites: Placement by teacher or coach recommendation

This class requires an independent study contract and may not require daily attendance.

Students taking this honors elective course will be preparing for an academic competition in the areas of

social science, language and literature, mathematics, science, art, music, essay writing, speech and interview.

This course does not meet graduation requirements in any department. This course may be taken for more

than one year.

CBR236

Grade 10-11, Fall/Spr. Cambridge Lab

Prerequisites: Currently enrolled in the Cambridge Academy and have been chosen to sit for at least one

IGCSE exam during a prior testing session.

This course is designed to prepare students for success in each of the following IGCSE courses: First

Language English, Literature, History (US), American History, Biology, Chemistry, Physics, and

Mathematics. The Cambridge Lab course offers students the opportunity to work both independently and

collaboratively to revise coursework and prepare to take or retake any of the IGCSE exams offered at AHS.

The course is constructed so that each student uses an individualized plan to drive their learning process.

Each student will develop a portfolio of work that provide proof of their readiness to be successful on an

IGCSE exam.

MSC

Grades 9-12 All Year AVID

Prerequisites: Placement through application, interview and acceptance

This acronym stands for Advancement Via Individual Determination. AVID supports students, in the

Cambridge Academy and our Advanced Placement classes, through a rigorous approach to studying, note-

taking, and organizing. It also provides an in class tutorial designed to teach learning through inquiry. This

course includes field trips to colleges, collaborative group work, and career planning.

MSC009

Grade: 12 Career Internship

Prerequisite: GPA of 2.0 or Teacher Approval Are you self-motivated and interested in exploring a potential career? Think about taking Career Internship…

Secure & participate in an internship tailored to your interests

4 hours/week

Gain insight and/or experience in an area of possible career interest

Leave high school with real-world experience

Weekly class focusing on workplace skills

Interviewing, developing resume/reference list, applying workplace ethics

Research careers, based on your interests and skills

Earn 1 credit for year-long class

Earn credit for work experience (paid or volunteer) and class participation

Provide your own transportation to internship site

Curriculum is designed for seniors; juniors enrolled only with instructor permission

Recommended: A high degree of initiative and responsible behavior, above-average attendance record, a capacity for independent,

self-directed work and strong communication skills.

MSC017

Grades 11-12 All Year Internship 101 (REACH)

Prerequisites: Students must provide own transportation. Students must either be REACH students or

have demonstrated success in Honors level classes.

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Students will understand how their interests, skills, values and personality characteristics connect to the

world of work What are my personality characteristics? How do these abilities and talents relate to the world

of work? How does learning about ethical dilemmas impact me? How can I connect the information learned

this year to make meaning for my future? Students meet once a week for seminar discussions on various

topics and issues related to career decisions, complete 120 hours of fieldwork, keep a reflective journal of

their internship, create a portfolio, and complete a written assignment each quarter. Recommended: Strong

writing and critical thinking shills, capacity for very independent self-directed work. Grades are based upon

the student’s demonstration of insightful analysis and successful completion of basic internship

requirements.

MSC018

Grade 12 All Year Internship 102 (REACH)

Prerequisites: : REACH / Honors Internship 101 with “B” or better

Students will continue learning about their interests, talents, and abilities connecting this knowledge to the

world of work. What are 21st Century Skills? How can I learn more about myself? How can what I have

learned impact my future? Seniors who have successfully completed REACH / Honors 101 may choose to

do a second year of career research. Students find and complete a second year internship, complete 120 hours

of fieldwork, and keep a reflective journal. Students meet for seminar discussions and develop and

incorporate their learning into a Senior Exit Project.

MSC028

Grades 9-12 All Year Student Government

Prerequisites: Placement by election

This class is composed of elected student representatives who become involved in the solving of school

problems with an emphasis on the need for student participation in policy-making. This course may be

repeated for additional credit.

MSC003

Grades 11-12 Fall/Spr Teacher’s Aide

Prerequisites: Placement may require an interview and teacher permission

Student must obtain teacher/supervisor permission prior to enrolling. Some typical assignments include:

Computer Lab Aide, Library Aide Counseling/Office Aide, Teacher Aide or Teacher Bilingual Assistant.

There is a two-semester credit limit for this course where students may receive credit for working at selected

office stations. In some cases the students must meet certain criteria including a minimum GPA, consistent

excellent attendance and interview with supervisor.

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Specialized Programs


Amphitheater High School provides alternative education options. Students may enroll in an alternative

program to enrich the traditional curriculum, accelerate advancement toward graduation, or to make up credit

deficiencies. The following alternative education opportunities may be available to Amphitheater High

School students, please see the course descriptions under the specialized courses list and meet with your

counselor to discuss the appropriateness of these options:

Summer School (summer credit recovery classes)

Mesa Distance Learning (online classes – during or outside of the school day)

Integrated Block Program (flexible scheduling options for credit recovery)

Math Lab (credit recovery for math)

English Prep (targeted reading instruction)

Mesa Distance Learning (MDLP)

MDLP is a computer-based online learning program. Students submit course work and communicate with

teachers online. Amphitheater High School students participating in MDLP, depending on individual

circumstances, are assigned a class period during their regularly scheduled school day or they work on their

MDLP class entirely at home. Average to above average students who are motivated to learn are good

candidates for distance learning. Distance learning courses are very demanding and are developed to deliver

18 weeks of instruction.

Integrated Block

The Integrated Block Program is a self-paced credit recovery program built around an integrated English,

History, and Study Skills curriculum. The purpose of our program is to assist students in achieving their

highest potential through individualized, flexible, and structured educational experiences designed to

enhance their academic growth and foster lifelong learning.

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Cambridge Academy The Cambridge Academy is a series of classes that are offered to Amphitheater’s 9th and 10th grade students.

These courses have typically been termed ‘Pre-Advanced Placement” or “Honors”. The Cambridge

Academy offers rigorous coursework that is based on the University of Cambridge IGCSE Curriculum. This

curriculum is the world’s most popular international curriculum for 14 to 16 year olds and is globally

recognized and valued by American Universities. Amphitheater High School is using this curriculum with

9th and 10th grade students to ensure that they will be prepared for Advanced Placement classes and have the

option of accepting the Grand Canyon Diploma. Students that intend to be prepared for Advanced Placement

courses should take courses in the Cambridge Academy.

The Cambridge Academy is designed around the following sequence of courses.

The Grand Canyon Diploma is a high school diploma available to any Arizona student who demonstrates

readiness for college level mathematics, science, history, English and fine art courses. Students qualify by

passing a series of board examinations (Cambridge International exams) to show college readiness. Students

can qualify for a Grand Canyon Diploma as early as the end of their 10th grade year. Students who earn a

Grand Canyon Diploma are entitled to all the rights and privileges of a person who graduates with a

traditional high school diploma. ARS. 15-701.01 (L)

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