Each student will be required to complete 4 levels under their selected program of studies: Aviation, Coding, Diesel Technology or STEM.

• Level 1- DC Comp Science Foundation
• Level 2- AP Comp Science Principals
• Level 3- Coding I or DE Coding I/II
• Level 4- DE Coding I/II or III/IV

• Grades 9-10
• One credit/One year
• Prerequisite(s): None.

Computer Science Foundations (CSF) is a course intended to provide students with exposure to various information technology occupations and pathways such as Networking Systems, Coding, Web Design, and Cybersecurity. As a result, students will complete all core standards, as well as standards in two of four focus areas. Upon completion of this course, proficient students will be able to describe various information technology (IT) occupations and professional organizations. Moreover, they will be able to demonstrate logical thought processes and discuss the social, legal, and ethical issues encountered in the IT profession. Depending on the focus area, proficient students will also demonstrate an understanding of electronics and basic digital theory; project management and teamwork; client relations; causes and prevention of Internet security breaches; and writing styles appropriate for web publication.

• Grades 9-12
• One credit/One year
• Prerequisite(s): Algebra I 

Advanced Placement Computer Science Principles introduces students to the central ideas of computer science, inviting students to develop the computational thinking vital for success across multiple disciplines. The course is unique in its focus on fostering students to be creative and encouraging students to apply creative processes when developing computational artifacts. Students design and implement innovative solutions using an iterative process similar to what artists, writers, computer scientists, and engineers use to bring ideas to life. All students enrolled in an AP course are required to take the course’s AP exam.

• Grade 10-11
• One credit/One year
• Prerequisite(s): Algebra I and Computer Science Foundations

Coding I is a course intended to teach students the basics of computer programming. The course places emphasis on practicing standard programming techniques and learning the logic tools and methods typically used by programmers to create simple computer applications. Upon completion of this course, proficient students will be able to solve problems by planning multistep procedures; write, analyze, review, and revise programs, converting detailed information from workflow charts and diagrams into coded instructions in a computer language; and will be able to troubleshoot/debug programs and software applications to correct malfunctions and ensure their proper execution.

 Applications track

• Level 1- Stem I
• Level 2- Stem II
• Level 3- Stem III
• Level 4- Stem IV

Engineering Track

• Level 1- Stem Princ of Engineering
• Level 2- Eng I Design

• Grade 9
• One credit/One year
• Prerequisite(s): None

STEM I: Foundations is a foundational course in the STEM cluster for students interested in learning more about careers in science, technology, engineering and mathematics. This course covers basic skills required for STEM fields of study. Upon completion of this course, proficient students are able to identify and explain the steps in both the engineering design and the scientific inquiry processes. They conduct research to develop meaningful questions, define simple problem scenarios and scientific investigations, develop fundamental design solutions, conduct basic mathematical modeling and data analysis, and effectively communicate solutions and scientific explanations to others. 

• Grade 9
• One credit/One year
• Prerequisite(s): None 

Principles of Engineering and Technology was designed for students interested in learning more about careers in engineering and technology. This course covers basic skills required for engineering and technology fields of study. Upon completion of this course, proficient students are able to identify and explain the steps in the engineering design process. They can evaluate an existing engineering design, use fundamental sketching and engineering drawing techniques, complete simple design projects using the engineering design process, and effectively communicate design solutions to others.

• Grade 10
• One credit/One year
• Prerequisite(s): STEM I: Foundations, Algebra I, and Physical Science or Biology

STEM II: Applications is a project-based learning experience for students who wish to further explore the dynamic range of STEM fields introduced in STEM I: Foundation. Building on the content and critical thinking frameworks of STEM I, this course asks students to apply the scientific inquiry and engineering design processes to a course-long project selected by the instructor with the help of student input. Instructors design a project in one of two broad pathways (traditional sciences or engineering) that reflects the interest of the class as a whole; the students then apply the steps of the scientific inquiry or the engineering design process throughout the course to ask questions, test hypotheses, model solutions, and communicate results. In some cases, instructors may be able to design hybrid projects that employ elements of both the scientific inquiry and the engineering design process. Upon completion of this course, proficient students will have a thorough understanding of how scientists and engineers research problems and methodically apply STEM knowledge and skills; and they will be able to present and defend a scientific explanation and/or an engineering design solution to comprehensive STEM-related scenarios. 

• Grade 10
• One credit/One year
• Prerequisite(s): Principles of Engineering & Technology, Algebra I, and Physical Science or Biology
• Co-requisite: Geometry 

Engineering Design I is a fundamental course in the STEM cluster for students interested in developing their skills in preparation for careers in engineering and technology. The course covers essential knowledge, skills, and concepts required for postsecondary engineering and technology fields of study. Upon completion of this course, proficient students are able to describe various engineering disciplines, as well as admissions requirements for postsecondary engineering and engineering technology programs in Tennessee. They will also be able to identify simple and complex machines; calculate various ratios related to mechanisms; explain fundamental concepts related to energy; understand Ohm’s Law; follow the steps in the engineering design process to complete a team project; and effectively communicate design solutions to others.

• Grade 11
• One credit/One year
• Prerequisite(s): STEM II: Applications and Biology or Chemistry

STEM III: STEM in Context is an applied course in the STEM career cluster which allows students to work in groups to solve a problem or answer a scientific question drawn from real-world scenarios within their schools or communities. This course builds on STEM I: Foundation and STEM II: Applications by applying scientific and engineering knowledge and skills to a team project. Upon completion of this course, proficient students will be able to effectively use skills such as project management, team communication, leadership, and decision making. They will also be able to effectively transfer the teamwork skills from the classroom to a work setting.

• Grade 12
• One credit/One year
• Prerequisite(s): STEM III: STEM in Context

STEM IV: STEM Practicum is a capstone course intended to provide students with the opportunity to apply the skills and knowledge learned in previous STEM Education courses within a professional, working environment. In addition to developing an understanding of the professional and ethical issues encountered by STEM professionals in the workplace, students learn to refine their skills in problem solving, research, communication, data analysis, teamwork, and project management. The course is highly customizable to meet local system needs: instruction may be delivered through school laboratory training or through work-based learning arrangements such as internships, cooperative education, service learning, mentoring, and job shadowing. Upon completion of this course, proficient students will be prepared for postsecondary study in a STEM field.

• Level 1- Maint & Light Repair I
• Level 2- Maint & Light Repair II
• Level 3- DE Maint & Light Repair I/II
• Level 4- DE Maint & Light III/IV

• Grade 9
• One credit/One year
• Prerequisite(s): None

The Maintenance and Light Repair I (MLR I) course prepares students for entry into Maintenance and Light Repair II. Students explore career opportunities and requirements of a professional service technician. Content emphasizes beginning transportation service skills and workplace success skills. Students study safety, tools, equipment, shop operations, basic engine fundamentals, and basic technician skills. Upon completing all of the Maintenance and Light Repair courses, students may enter automotive service industry as an ASE Certified MLR Technician. Hours earned in the Maintenance and Light Repair courses may be used toward meeting National Automotive Technicians Education Foundation (NATEF) standards and Tennessee Department of Education standards. NATEF requires that 95% of the P-1 tasks, 80% of the P-2 tasks, and 50% of the P-3 tasks will be accomplished. These tasks are notated in these standards. 

• Grade 10
• One credit/One year
• Prerequisite(s): Maintenance and Light Repair I 

The Maintenance and Light Repair II (MLR II) course prepares students for entry into Maintenance and Light Repair III. Students study automotive general electrical systems, starting and charging systems, batteries, lighting, and electrical accessories. Upon completing all of the Maintenance and Light Repair courses, students may enter automotive service industry as an ASE Certified MLR Technician. 132 Hours earned in the Maintenance and Light Repair courses may be used toward meeting National Automotive Technicians Education Foundation (NATEF) standards and Tennessee Department of Education standards. NATEF requires that 95% of the P-1 tasks, 80% of the P-2 tasks, and 50% of the P-3 tasks will be accomplished. These tasks are notated in these standards.

• Grade 10-12
• One credit/One year 
• Prerequisite(s): Algebra I, Geometry, Physical Science, Chemistry or Physics

Robotics & Automated Systems is an applied course for students who wish to explore how robots and automated systems are used in industry. Upon completion of this course, proficient students will have an understanding of the historical and current uses of robots and automated systems; programmable circuits, interfacing both inputs and outputs; ethical standards for engineering and technology professions; and testing and maintenance of robots and automated systems.

• Grades 10-12
• One credit/One year 
• Prerequisite(s): None. 

The goal of the Greenpower foundation is to advance the understanding of STEM topics and inspire innovation in young people through the immersive experience of designing, building, and racing electric-powered vehicles.  

• Grades11-12
• Three college credits
• One HS credit/one year
• Prerequisites(s): University of Memphis college admission requirements. 

In this intensive 3-credit course, students will be introduced to leading-edge concepts related to creativity, innovation, and design, and will apply these concepts to a real-world design challenge resulting in an innovative solution, but more importantly, it is where students learn that failure is the birthplace of brilliance. The centerpiece of the course is an intensive, field-based, hands-on workshop where all concepts are applied.

• Grades 11-12
• One credit/One year
• Prerequisite(s): Marketing & Management I

Principles Entrepreneurship is an applied knowledge course that begins with the discovery process of generating new business ideas. Students research local, national, and international social and economic trends and analyze the feasibility of their own proposed businesses, both from a market demand and revenue-producing standpoint. Based on their entrepreneurial endeavors, students will prepare, write, and revise a business plan. In preparation for the business plan, students will conduct market research, study ownership structures, evaluate risks, examine startup costs, determine essential vendors, and identify sources of capital and financing options. Students will also draft, refine, and rehearse entrepreneurship pitches developed from their business plans to present during course intervals and to give final presentations at the conclusion of the course. Upon conclusion of this course, proficient students will be able to articulate, and defend, elements of a full business plan for a new business.

• Grades 10-11
• One credit/One year
• Prerequisite(s): None

Marketing and Management I: Principles is the second level of the Entrepreneurship program and focuses on the study of marketing concepts and their practical applications. Students will examine the risks and challenges that marketers face to establish a competitive edge in the sale of products and services. Topics covered include foundational marketing functions such as promotion, distribution, and selling, as well as coverage of economics fundamentals, international marketing, and career development. Upon completion of this course, proficient students will understand the economic principles, the marketing mix, and product development and selling strategies.

• Grades 9-10
• One credit/One year
• Prerequisite(s): None

Entrepreneurship is an applied knowledge course that begins with the discovery process of generating new business ideas. Students research local, national, and international social and economic trends and analyze the feasibility of their own proposed businesses, both from a market demand and revenue-producing standpoint. Based on their entrepreneurial endeavors, students will prepare, write, and revise a business plan. In preparation for the business plan, students will conduct market research, study ownership structures, evaluate risks, examine startup costs, determine essential vendors, and identify sources of capital and financing options. Students will also draft, refine, and rehearse entrepreneurship pitches developed from their business plans to present during course intervals and to give final presentations at the conclusion of the course. Upon conclusion of this course, proficient students will be able to articulate, and defend, elements of a full business plan for a new business.

• Grade 12
• One credit/One year
• Prerequisite(s): Culinary Arts I, Culinary Arts II, and/or Culinary Arts III and University of  Memphis college admission requirements.

Culinary Arts IV is the capstone course in the Culinary Arts program of study intended to prepare students for careers such as banquet cook, catering assistant, event planning assistant, and many other entry-level food and beverage industry career paths. Course content reinforces the components of commercial kitchen safety and sanitation, food presentation, bakeshop preparation skills, sustainability practices, professionalism, and business opportunities. Upon completion of this course, proficient students will have applied the full range of knowledge and skills acquired in this program of study toward the planning and catering of an event approved by the instructor. Artifacts will be created for inclusion in a portfolio, which will continue throughout the full sequence of courses. In addition to implementing the following standards, the course should include a suggested 30 hours spent in a commercial kitchen laboratory.

• Grade 11 or 12
• One credit/One year
• Prerequisite(s): Culinary Arts I and/or Culinary Arts II and University of Memphis college admission requirements 

DE Culinary Arts I/II is an advanced course intended to further equip students with the skills and knowledge needed to pursue a variety of careers in the culinary field. Upon completion of the course, students will be proficient in components of commercial kitchen safety and sanitation, dining room service, food preparation and presentation, bakeshop preparation skills and equipment, and advanced cooking principles. Students will gain experience in commercial food production and service operations, while preparing for further training at the postsecondary level. Artifacts will be created for inclusion in a portfolio, which will continue throughout the full sequence

• Grade 10 or 11
• One credit/One year
• Prerequisite(s): Culinary Arts I

Culinary Arts II is an applied-knowledge course to prepare students for careers in the culinary field as a prep cook, line cook, catering assistant, and many other entry-level food and beverage industry career paths. Upon completion of this course, proficient students will have a working knowledge of commercial kitchen safety and sanitation, menu planning, food presentation, purchasing and inventory, cooking principles, and food preparation. Students will gain experience in commercial food production and service operations, while preparing for further training in the culinary arts program of study at the secondary and postsecondary levels. Artifacts will be created for inclusion in a portfolio, which will continue throughout the full sequence of courses. In addition to implementing the following standards, the course should include a suggested 30 hours spent in a commercial kitchen laboratory.

• Grade 9 and 10
• One credit/One year
• Prerequisite(s): None

Culinary Arts I equips students with the foundational knowledge and skills to pursue careers in the culinary field as competent entry-level quick service and fast food employees. Upon completion of this course, proficient students will have knowledge in the components of commercial kitchen safety and sanitation, history of the foodservice industry, hospitality careers, nutritional concepts, recipe basics, proper kitchen tools and equipment, and kitchen staples. Throughout the course students will gain experience in commercial food production and service operations, while preparing for further training in the culinary arts program of study at the secondary and postsecondary levels. Artifacts will be created for inclusion in a portfolio, which will continue throughout the full sequence of courses. In addition to implementing the following standards, the course should include a suggested 30 hours spent in a commercial kitchen laboratory.

• Grade 12
• One credit/One year
• Prerequisite(s): A/V I, II, III 

The Applied Arts Practicum is a capstone course intended to provide students with the opportunity to apply the skills and knowledge learned in previous Arts, A/V Technology, & Communications courses within a professional, working environment. In addition to developing an understanding of the professional and ethical issues encountered by professionals in these careers, students learn to refine their skills in problem solving, research, communication, teamwork, and project management through the completion of a course-long project. The course is highly customizable to meet local system needs. Instruction may be delivered through school laboratory training or through work-based learning arrangements such as internships, service learning, and job shadowing. Upon completion of the practicum, proficient students will be prepared to pursue postsecondary study in arts, A/V technology, or communications programs; or seek additional training or employment with the aid of the portfolio, which documents the student’s work completed throughout the program of study.

• Grades 11-12
• One to two credits/One year
• Prerequisite(s): A/V Production II. 

A/V Production III is an applied-knowledge course intended to prepare students to pursue careers and postsecondary learning in audio/visual production. Students in this course will apply knowledge and skills from previous courses in the program of study to create productions both independently and in teams, with the option of participating in a work-based learning experience for additional credit. Students will use industry equipment and technology to complete all phases of the production process, including planning, coordinating, capturing, editing, and distributing productions. Standards in this course include policies and regulations, independent and collaborative productions, distribution of media, and the production of live events. Students will continue compiling artifacts for inclusion in their portfolios, which they will carry with them throughout the full sequence of courses in this program of study. Upon completion of this course, proficient students will be prepared for a career in audio/visual production or to transition to a postsecondary program for further study.

• Grade 10
• One credit/One year
• Prerequisite(s): A/V Production I

A/V Production II is the second course in the A/V Production program of study intended to prepare students for a careers in audio/visual production. Building on knowledge acquired in A/V Production I, this course advances technical skill in utilizing industry equipment related to lighting and audio, and it places special emphasis on the research and technical writing involved in planning productions. Upon completion of this course, proficient students will be able to plan, capture, and edit research-based productions of increasing complexity, individually and through collaboration in teams. In addition to more robust career preparation, standards in this course include an investigation of concerns affecting A/V production 110 businesses, such as ethical and legal issues, technology, funding, and the organization of professional roles in various industries. Students will continue compiling artifacts for inclusion in their portfolios, which they will carry with them throughout the full sequence of courses in this program of study. 

• Grade 9
• One credit/One year
• Prerequisite(s): None

A/V Production I is a foundational course in the Arts, A/V Technology, & Communications cluster for students interested in A/V (audio/visual) production occupations. Upon completion of this course, proficient students will be able to explain and complete the phases of the production process including pre-production, production, and post-production. Students will establish basic skills in operating cameras, basic audio equipment, and other production equipment. Standards in this course include career exploration, an overview of the history and evolution of A/V production, and legal issues affecting A/V production. In addition, students will begin compiling artifacts for inclusion in a portfolio, which they will carry with them throughout the full sequence of courses in this program of study.

• Grade 9
• One credit/One year
• Prerequisite(s): None.

English I is designed to help students continue the mastery of essential literacy skills. Emphasis is placed on developing strategies for effective speaking and listening, language and writing, and reading comprehension by listening to, reading, and analyzing a variety of complex texts. Essential to this is the deep analysis and unpacking of appropriately complex text. Instruction includes authentic performance tasks that lend themselves to meeting the expectations of the literacy instructional shifts: Regular practice with complex texts and their academic language; Reading, writing, and speaking grounded in evidence from the text (literary and informational); and building knowledge through content rich nonfiction. Text sets are chosen to provide grade-level reading that builds student knowledge around important topics and essential questions. Students enrolled in English I (including Intellectually Gifted and Talented, English I) are required to take the English I TN Ready / End-of-Course test, which counts as the designated percent of the semester grade in the semester in which the test is administered.

• Grade 9
• One credit/One year
• Prerequisite(s): Certified Intellectually Gifted. 

The Intellectually Gifted and Talented English I program is designed to provide high achieving students the opportunity to further develop skills in higher-level thinking, traditional and creative research, group discussion, public speaking, creativity, and independent study. Students are expected to grasp quickly the principles of grammar, composition, and vocabulary appropriate for this grade level, thereby providing time for an expanded course of study in which their creative and analytical thinking and writing skills are enhanced. Teaching strategies for the gifted are incorporated into the language arts curriculum and are implemented through the in-depth study of traditional and contemporary literature, current events, and selected mini-studies that are coordinated by the teaching staff.

• Grade 10 (required)
• One credit/One year
• Prerequisite(s): English I (Grade 9) 

English II is a course designed to continue the study and refinement of the essential literacy skills started in grade 9. The TN Academic Standards are the same for grades 9 and 10, thus leading to a deeper focus on the literacy instructional shifts and on the strategies for effective speaking and listening, language and writing, and reading comprehension by listening to, reading, and analyzing a variety of complex texts. Text sets are chosen to provide grade-level reading that builds student knowledge around important topics and essential questions Students enrolled in English II are required to take the English II TN Ready/End- of-Course test, which counts as the designated percent of the semester grade in the semester in which the test is administered.

• Grade 11 (required)
• One credit/One year
• Prerequisite(s): English II (Grade 10) 

English III is designed to help students continue to refine and advance their knowledge and skills in literacy as expected by the TN Academic Standards for English Language Arts. The course focuses on strengthening skills needed to unpack and understand texts at higher complexities and demonstrate their understanding through increasingly complex tasks that meet the expectations of the literacy instructional shifts. Text sets are chosen to provide grade-level reading that builds student knowledge around important topics and essential questions.

• Grade 11
• One credit/One year
• Prerequisite(s): Honors English II (Grade 10)

The AP English Language and Composition course engages students in becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer s purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing. Students choosing AP Language and Composition should be interested in studying and writing various kinds of analytical or persuasive essays on literary topics. The course allows students to write in a variety of forms (narrative, exploratory, expository, argumentative) and on a variety of subjects from personal experiences to public policies, from imaginative literature to popular culture. But the overarching purpose in most first-year writing courses is to enable students to write effectively and confidently in their college courses across the curriculum and in their professional and personal lives. Therefore, most composition courses emphasize the expository, analytical, and argumentative writing that forms the basis of academic and professional communication as well as the personal and reflective writing that fosters the development of writing facility in any context. The AP English Language and Composition course follows this emphasis. As in the college course, its purpose is to enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers. This course may be taken in lieu of English III for graduation. All students enrolled in an AP course are required to take the course’s AP exam.

•  Grade 12 (required)
• One credit/One year
• Prerequisite(s) English III (Grade 11) 

English IV is designed to prepare students to complete their formal secondary education with the skills needed to communicate effectively with others in the workplace or to gain admission to and succeed in college or professional school. The TN Academic Standards are the same for grades 11 and 12, thus providing the opportunity for students to continue to develop and refine the literacy skills needed for post-secondary education. Text sets are chosen to provide grade-level reading that builds student knowledge around important topics and essential questions.

• Grade 12
• One credit/One year 
• Prerequisite(s): AP English Language and Composition or Honors English III (Grade 11) 

The AP English Literature and Composition course engage students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected text, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work’s structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone. Writing assignments focus on the critical analysis of literature and include expository, analytical and argumentative essays. Students choosing AP Literature and Composition should be interested in studying literature of various periods and genres and using this wide reading knowledge in discussions of literary topics. All students enrolled in an AP course are required to take the course’s AP exam.

• Grade 12
• Three college credit hours
• One high school credit
• Prerequisite(s): College admission criteria 

Dual Enrollment English Composition I is a one semester college-level course that offers students practice in expository writing with emphasis on content, organization, and style (levels of usage and sentence structure) for different purposes and audiences. Dual Enrollment English Composition I and English Composition II may be taken to satisfy English IV for graduation requirement or as English elective(s). Completion of both college courses is required for English IV substitution.

• Grade 12
• Three college credit hours
• One high school credit
• Prerequisite(s): College admission criteria

Dual Enrollment English Composition II is a one semester college-level course that provides students with practice in expository writing that synthesizes ideas from various readings, includes library work, and production of documented papers.

• Grade 11
• One credit/One year
• Prerequisite(s): Honors English II or Pre-AP English II.

AP Seminar is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives. Using an inquiry framework, students practice reading and analyzing articles, research studies, and foundational, literary, and philosophical texts; listening to and viewing speeches, broadcasts, and personal accounts; and experiencing artistic works and performances. Students learn to synthesize information from multiple sources, develop their own perspectives in written essays, and design and deliver oral and visual presentations, both individually and as part of a team. Ultimately, the course aims to equip students with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence-based arguments. Students are assessed with two through-course performance tasks and one end-of-course exam. All three assessments are summative and will be used to calculate a final AP score (using the 1–5 scale) for AP Seminar. All students enrolled in an AP course are required to take the course’s AP exam.

• Grade 12
• One credit/One year
• Prerequisite(s): AP Seminar 

AP Research, the second course in the AP Capstone experience, allows students to deeply explore an academic topic, problem, issue, or idea of individual interest. Students design, plan, and implement a yearlong investigation to address a research question. Through this inquiry, they further the skills they acquired in the AP Seminar course by learning research methodology, employing ethical research practices, and accessing, analyzing, and synthesizing information. Students reflect on their skill development, document their processes, and curate the artifacts of their scholarly work through a process and reflection portfolio. The course culminates in an academic paper of 4,000–5,000 words (accompanied by a performance, exhibit, or product where applicable) and a presentation with an oral defense. Students are assessed with one through-course performance task consisting of two distinct components. Both components will be included in the calculation of students’ final AP scores. All students enrolled in an AP course are required to take the course’s AP exam.

• Grades 10-12
• One credit/One year
• Prerequisite(s): Visual Art II and portfolio review

This course places emphasis on specialization in the area choices of the senior portfolio – drawing, 2-D design or 3-D sculpture. Students may specialize in drawing, painting, photography; a combination of selected 2-D art forms; and/or visual communication relating to environmental design/digital design, 3-D design or a combination of both. Drawing and 2-D design involves work from direct observation (i.e., still life arrangements, figures, and landscapes). Environmental design encompasses areas such as interior design, fashion design, calligraphy, illustration, layout, and/or a variety of innovative multimedia techniques (i.e., video production, computer graphics, etc.). 

• Grades 10-12
• One credit/One year
• Prerequisite(s): Visual Art I and portfolio review.

This course is a continuation of Visual Art I in greater depth and detail emphasizing strong foundations in theory and skill. Emphasis is placed on design as it relates to two-dimensional or three- dimensional art forms. Art production is integrated with art history, art criticism, and aesthetics to build individual skills in observing, analyzing, and interpreting artworks. These skills are necessary for consumers as well as producers of art.

• Grades 9-12
• One credit/One year
• Prerequisite(s): None

This is an introductory course in art. Basic elements and principals of art are learned through experiences in drawing, painting, visual communications, three-dimensional design, and environmental design. Art production is integrated with art history, art criticism, and aesthetics within each unit of study.

• Grades 10-12
• One credit/One year
• Prerequisite(s): Two semesters of theatre and pre-enrollment approval by theatre instructor after audition.

Theatre Arts IV Play, Production, and Stagecraft is an advanced level course for student who want a deeper knowledge of theatre. The first semester focuses on the fundamentals of playwriting, as students work on teams to write an original play. The second semester concentrates on producing an original play, which is a collaborative effort with other fine art groups at the school.

• Grades 10-12
• One credit/One year
• Prerequisite(s): None required bot preferred Introduction to Theatre or Introduction to Performing Arts.

Theatre Arts 3 (Technical Theatre) introduces students to the technical aspects of the theatre. Students are involved in activities such as directing, staging, set design, costume design, sound technology, digital editing and lighting. The course can be taught in conjunction with the Play Production class to encourage a team effort.

• Grades 10-12
• One credit/One year
• Prerequisite(s): None required but preferred Introduction to Theatre or Introduction to Performing Arts

Acting for The Stage is a course designed to teach students through performances the various techniques used in the creation and presentation of a character for the stage. Proper use of voice, the body, and other elements (costume, make-up, etc.) are explored. Students will learn the principles of writing scripts, acting, movement, and practical stage terminology during the first semester and will concentrate on performance quality during the second semester. Second semester students will also be required to assemble a portfolio (photo and/or video) for acting roles. First semester students are engaged in individual and group projects leading to a greater understanding of essential components of television, video, and film production. Second semester students work in teams to produce high level, multimedia productions, such as documentaries, television episodes/shows, informational videos, etc. These students are also responsible for designing marketing strategies.

• Grades 9-12
• One-half credit/One semester
• Prerequisite(s): None

Introduction to Performing Arts introduces the student to other theatre courses. This course acquaints the student with all aspects of the theatre: imagination, acting, interpretation, competition, use of the voice, and career orientation.

• Grade 12
• One credit/One year
• Prerequisite(s): Dance III and instructor permission.

Students are expected to perform with expression and technical accuracy a large and varied repertoire in a variety of styles, use choreographic principles, processes, and structures as a way to communicate meaning. Public performances and participation in activities with a level of difficulty of 5 or 6, on a scale of 1 to 6, will be used as part of assessment.

• Grades 11-12
• One credit/One year
• Prerequisite(s): Dance II and instructor permission. 

Dance III is an introduction to modern dance techniques. This course focuses on proper skeletal alignment, body-part articulation, strength, flexibility, agility, and coordination in locomotor and nonlocomotory axial movements. Previous dance study is required. Public performances and participation in local activities will be used as part of assessment.

• Grades 10-12
• One credit/One year
• Prerequisite(s): Dance I and instructor permission.

This course will provide additional instruction in ballet technique. Students examine the role and meaning of dance forms while developing analytical, creative, and critical thinking skills. Public performances and participation in local activities will be used as part of assessment.

• Grades 9-12
• One credit/One year
• Prerequisite(s): Instructor permission and audition

Students will work to develop higher order thinking skills through perceiving, analyzing, and making discriminating judgments about dance as they develop movement skills. Emphasis is placed on barre and center floor work. Public performances and participation in local activities will be used as part of assessment.

•  Levels 2-3
• Grades 9-12
• One credit/One year
• Prerequisite(s): Instructor permission

This course will provide instruction in creating, performing, listening to, and analyzing music, in addition to focusing on vocal production, using music literature with a level of difficulty of 2 to 3 on a scale of 1 to 6. Public performances and participation in local festival activities will be used as part of assessment.

• Levels 5-6
• Grade 12
• One credit/One year
• Prerequisite(s): Orchestra III and instructor permission.

Student are expected to perform with expression and technical accuracy a large and varied repertoire, diverse chamber and solo literature in a variety of styles; compose music demonstrating imagination and technical skill in applying the principles of composition; and conduct an ensemble demonstrating knowledge and skills of music. Public performances and participation in local festival activities using music literature with a level of difficulty of 5 to 6, on a scale of 1 to 6, will be used as part of assessment.

• Levels 4-5
• Grades 11-12
• One credit/One year
• Prerequisite(s): Orchestra II and instructor permission

This course is a continuance of Orchestra II with higher expectations in all performance standards in the state curricular framework. Expanded performance repertoire including advanced solo and ensemble literature will be emphasized.

• Levels 3-4
• Grades 10-12
• One credit/One year
• Prerequisite(s): Orchestra I and instructor permission.

This course will provide additional instruction in creating, performing, listening to, and analyzing music. Additionally, emphasis is placed upon technical development and authentic stylistic interpretation of string literature while developing analytical and critical skills. Public performances and participation in local festival activities with a level of difficulty of 3 to 4, on a scale of 1 to 6, will be used as part of assessment.

• Grades 10-12
• One credit with EOC examination/One year
• Prerequisite(s): Algebra I

Algebra II emphasizes polynomial, rational and exponential expressions, equations, and functions. This course also introduces students to the complex number system, basic trigonometric functions, and foundational statistics skills such as interpretation of data and making statistical inferences. Students build upon previous knowledge of equations and inequalities to reason, solve, and represent equations and inequalities algebraically, numerically and graphically. This course centers on the use of real-world problems to demonstrate how other disciplines use algebra to model real phenomena. Students enrolled in Algebra II are required to take the Algebra II End-of-Course exam, which may count as a percentage of the students’ grade in the course. The use of the graphing calculator is an essential tool to the teaching and learning of Algebra II, however, the exam includes both calculator and non-calculator sections.

• Grade 8-12
• One credit/One year
• Prerequisite(s): 8th grade mathematics; See Criteria for Algebra I 8th Grade Criteria for Algebra I – 8th Grade Students who meet Shelby County Schools prerequisite requirements, including but not limited to academics, entrance test score(s), and teacher & principal recommendation, may take Algebra as eight (8th) graders and, if successful, earn the Algebra I credit required for high school graduation. Students must still be enrolled in a mathematics course each year in high school. Therefore, eighth (8th) grade students, if successful, will have five (5) credits in mathematics upon graduation after four years in high school. One Algebra I credit will be awarded upon successful completion of both semesters within the same school year.

Algebra I is the foundation course for all higher mathematics courses and is valuable and necessary for all students. A credit in Algebra I is required for obtaining a Regular or Honors high school diploma. Most college and university admission requirements include Algebra I. This course emphasizes linear and quadratic expressions, equations, and functions. This course also introduces students to polynomial, rational, and exponential functions. Students explore the structure of and interpret functions and other mathematical models. Students build upon previous knowledge of equations and inequalities to reason, solve, and represent equations and inequalities algebraically, numerically and graphically. Students enrolled in Algebra I are required to take the Algebra I End-of-Course exam, which may count as a percentage of the students’ grade in the course. The use of the graphing calculator is an essential tool to the teaching and learning of Algebra I. However, the End-of-Course has both a calculator component and a non-calculator component.

• Grades 9-12
• One credit/One year
• Prerequisite(s): Algebra I

Geometry is the branch of mathematics that emphasizes similarity, right triangle trigonometry, congruence, and modeling geometry concepts in real life situations. Students build upon previous knowledge of similarity, congruence, and triangles to prove theorems and reason mathematically. This course also introduces students to geometric constructions and circles. Students show a progression of mastery and understanding of the use and application of surface area and volume. Graphing calculators, computers with Cabri software, or other technology should be used in this course to give students dynamic visualizations of geometric relationships.

• Grades 11-12
• One credit/One year
• Prerequisite(s): Algebra I, Algebra II, and Geometry

Pre-Calculus is designed to prepare students for college level STEM focused courses. Students extend their knowledge of the Pre-Calculus is designed to prepare students for college level STEM focused courses. Students extend their knowledge of the complex number system to use complex numbers in polynomial identities and equations. Topics include vectors and matrix quantities, sequences and series, parametric equations, and conic sections. Students use previous knowledge to continue progressing in their understanding of trigonometric functions and using regression equations to model quantitative data. Pre-Calculus should provide engaging and challenging opportunities for student collaboration to investigate and model real-world problems and to become prepared for calculus and other college- level courses.

• Grade 12
• One credit/One year
• Prerequisite(s): Algebra I, Algebra II, Geometry, Honors Advanced and/or Honors Pre-Calculus

AP Calculus AB is a full year of academic work that is comparable to differential equations, limits, approximations, slope fields, applications, and modeling. Calculus concepts and problems are represented graphically, numerically, analytically, and verbally and students make connections among these representations. Technology is used to help solve problems, experiment, interpret results, and support conclusions. Graphing calculators are required for parts of the AP Examination and, consequently, are used frequently 45 by students and teachers. All students enrolled in an AP course are required to take the course’s AP exam.

• Grade 12
• One credit/One year
• Prerequisite(s): Algebra I, Algebra II, Geometry, and/or Honors Pre-Calculus

AP Calculus BC is comparable to both first and second semester college and university calculus courses and extends the content learned in AB to different types of equations and introduces the topic of sequences and series. This course covers topics in differential and integral calculus, including concepts and skills of limits, derivatives, definite integrals, the Fundamental Theorem of Calculus, and series. Students learn how to approach calculus concepts and problems when they are represented graphically, numerically, analytically, and verbally, and to make connections among these representations. Graphing calculators are required for parts of the AP Examination and, consequently, are used frequently by students and teachers. All students enrolled in an AP course are required to take the course’s AP exam.

• Grades 11-12
• Three college credit hours
• One high school credit
• Prerequisite(s):Algebra I, Geometry, Algebra II, and College admission criteria.

Dual enrollment College Algebra is a full year college-level course that allows students to analyze functions (Linear quadratic, polynomial, root, rational, exponential, logarithmic). Topics covered in this course include partial fractions, conic sections, theory of equations, inequalities, and applications.

• Grades 11-12
• One credit/One year
• Prerequisite(s): Algebra I, Algebra II, and Geometry.

AP Statistics is an introductory, non-calculus based college course in statistics. The purpose of the AP Statistics course is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students develop analytical and critical thinking skills as they learn to describe data patterns and departures from patterns, plan and conduct studies, use probability and simulation to explore random phenomena, estimate population parameters, test hypotheses, and make statistical inferences. This course should involve the integration of technology and real-world problem solving and application. All students enrolled in an AP course are required to take the course’s AP exam.

• Grades 11-12
• Three college credit hours
• One high school credit
• Prerequisite(s): Algebra I, Geometry, Algebra II, and College admission criteria

DE Elementary Calculus of one real variable related to rational, exponential, and logarithmic functions. Topics include the limits of functions, derivatives of algebraic, exponential, and logarithmic functions and their inverses and the definite integral and its economic applications: Consumer Surplus, Producer Surplus; and applications of integrating growth and decay models. Also included are applications of the derivative including maximum and minimum problems in business and economics.

• Grade 9-12
• There is no military service obligation. 

The AJROTC program prepares high school students for responsible leadership roles while making them aware of their rights, responsibilities, and privileges as American citizens. The program is a stimulus for promoting graduation from high school, and provides instruction and rewarding opportunities that benefit the student, community, and nation. Each AJROTC unit is structured along the lines of an Army unit to develop student leadership at each grade level under the direct supervision of the instructors. The scope, focus, and content of the instruction is sequential; it reflects and builds on the previous year’s curriculum. In addition to the emphasis placed on citizenship and leadership, the development of communication skills, the incorporation of historical perspectives, the requirement for competitiveness in physical fitness and military skills; the significance of service learning are emphasized. Students are guided by experienced leaders who help them develop self-awareness, confidence, the necessary skills to be good leaders and understand their potential. All enrolled students are required to wear the Army JROTC uniform at least once a week as specified by the Senior Army Instructor. While wearing the uniform students must meet the Army’s appearance and grooming standards. Any student who dislikes wearing the JROTC uniform and meeting the appearance/ grooming standards should not enroll in the program. All students will be screened at the end of each school year and will only be readmitted to the program with the approval of the Senior Army Instructor. Students completing three years of AJROTC may enter the active service at advanced pay grades, may receive advanced credit in Senior (college) ROTC and may enhance opportunities for scholarship or acceptance at one of the U.S. Service Academies. Students who have completed three years of AJROTC will receive credit for Lifetime Wellness, Physical Education, the one-half unit in U.S. Government, and Personal Finance required for graduation. The AJROTC program’s highly structured organization and chain-of-command is composed and operated by student cadet leaders. These student leaders are the focus group for the requested honors courses. Honors courses provide a greater challenge and cover more material at a faster pace than do standard courses.

• Grades 9-12
• One-half credit/One semester
• Prerequisite(s): None

This course provides daily activities in fitness and conditioning, individual and lifetime sports, including track and field, golf, tennis, dance, aerobics, bowling, table tennis, and team sports (basketball, softball, flag football, and volleyball)

• Grades 9-12
• One credit/One year
• Prerequisite(s): None

Lifetime Wellness is a new approach to the traditional physical education and health courses. This standards-based course focuses on the principles of lifetime wellness – a lifelong process of positive lifestyle management that seeks to integrate the emotional, social, intellectual and physical dimensions of self for a longer, more productive, and higher quality of life. Using the HPELW content standards, students will apply knowledge of the human body to make decisions-related to nutrition, substance use and abuse, sexuality and family life, safety and first aid, CPR/AED Hands Only compression training, disease prevention and control, mental health, and personal fitness and related skills. In addition, students will develop a plan to maintain personal health and fitness and demonstrate individual development in fitness and psychomotor skills to promote lifelong physical activity. Students will be involved in physical activity for at least fifty percent of the time in this class.

•  Grades 9-12
• One credit/One year
• Prerequisite(s): None 

Biology I is a course during which students continue their study of living things. Through a balance of classroom and laboratory work, students will explore the following:  Basic life processes at the molecular, cellular, systemic, organismal, and ecological levels of organization within the biosphere, Interdependence and interactions within the environment to include relationships, behavior, and population dynamics, Cultural and historical scientific contributions of men and women, Evidence that supports biological evolution, and Current and future technologies. During their coursework students will experience the content of Biology I through inquiry. Using available technology, students will investigate the world around them. Biology I will provide the student with knowledge, prerequisite skills, and habits of mind needed for daily living and ethical decision making on issues including biotechnology and the environment, as well as provide a background for advanced biological studies and personal career choices. Students enrolled in Biology I are required to take the Biology I End- of-Course test, which counts for a percentage of the semester grade in the semester in which the test is administered.

• Grades 11-12
• One credit/One year
• Prerequisite(s): Honors Biology I, Honors Chemistry I, and Honors Algebra II 

Advanced Placement Biology provides students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology. It is designed to be taken by students after the successful completion of a first course in high school biology and one in high school chemistry as well. All students enrolled in an AP course are required to take the course’s AP exam.

• Grades 11-12
• One credit/One year
• Prerequisite(s): Biology

Environmental Science is a course that provides students with an opportunity to develop an understanding of interrelationships in the natural world. In addition, it allows them to identify natural and man-made environmental problems and design and evaluate possible solutions for these problems. Students will investigate the following disciplinary core ideas (DCIs): • From Molecules to Organisms: Structures and Process • Biological Change: Unity and Diversity • Earth Systems • Earth and Human Activity • Links Among Engineering, Technology, Science, and Society • Applications of Science It is the expectation that students will explore the content of Environmental Science through inquiry. This science course will utilize group lab and field experiences to meet these expectations. Particular emphasis will be placed on local environments. Students will develop a basic understanding of ecology as a basis for making ethical decisions and career choices.

•  Grades 10-12
• One credit/One year
• Prerequisite(s): Algebra I 

Chemistry I is a course during which students explore the properties of substances and the changes that such substances undergo. Through a balance of classroom and laboratory work, students will investigate the following disciplinary core ideas (DCI’s): • Matter and its interactions • Motion and stability: Forces and interaction • Entergy • Waves and their Applications in Technologies for Information Transfer Students will explore chemistry through inquiry, hands-on laboratory investigations, individual studies and group activities. The students’ experiences in chemistry will enable them to understand the role of chemistry in their lives by investigating substances that occur in nature, in living organisms and those that are created by humans. Their study will include both qualitative and quantitative descriptions of matter and the changes that matter undergoes. Students will practice the necessary precautions for performing safe inquiries and activities and appreciate the risks and benefits of producing and using chemical substances.

• Grades 11-12
• One credit/One year
• Prerequisite(s): Honors Biology I, Honors Chemistry I, Algebra I, and Honors Algebra II

Advanced Placement Chemistry provides students with the knowledge and skills included in an introductory college-level chemistry course. Advanced Placement Chemistry is designed to be taken after the successful completion of a first course in high school chemistry. The mathematics prerequisite for an AP Chemistry course is the successful completion of a second-year Algebra I course. All students enrolled in an AP course are required to take the course’s AP exam.

• Grades 11-12
• One credit/One year
• Prerequisite(s): Algebra II

Physics is a course during which students study matter and the relationship between matter and its interactions, motion, and stability through forces and its interactions, energy & waves, and their applications in technologies for information transfer. Through a balance of classroom and laboratory work, students will investigate the following disciplinary core ideas (DCI’s): Matter and its interactions, Motion and stability: Forces and interactions, Energy, Waves and their applications in technologies, and information transfer. During this course, students will experience Physics through a balance of classroom work and laboratory experiences including available technology. A goal of this course is that students will gain conceptual understanding of physical phenomena while using measurements and calculations to support concept development. This course provides a background for advanced Physics studies and personal career choices.

• Grade 11-12
• One credit/One year
• Prerequisite(s): AP Physics B., Algebra I, Algebra II, and concurrent enrollment in Honors or AP Calculus

(AP) Physics C: Mechanics provides instruction in each of the following six content areas: kinematics; Newton’s laws of motion, work, energy and power; systems of particles and linear momentum; circular motion and rotation; and oscillations and gravitation. Physics C: Electricity and Magnetism provides instruction in each of the following five content areas: electrostatics; conductors; capacitators and dielectrics; electric circuits; magnetic fields; and electromagnetism. All students enrolled in an AP course are required to take the course’s AP exam

• Grade 12
• One-half credit/One semester
• Prerequisite(s): None. 

Students will study the purposes, principles, and practices of American government as established by the United States Constitution. Students will learn the structure and processes of the government of the state of Tennessee and local governments. Students will recognize their rights and responsibilities as citizens as well as how to exercise these rights and responsibilities at the local, state, and national levels. This course can be used for compliance with T.C.A. § 49-6-1028, in which all districts must ensure that a project-based civics assessment is given at least once in grades 4–8 and once in grades 9–12.

• Grades 9-10
• One credit/One year
• Prerequisite(s): None

Students will study the rise of the nation-state in Europe, the origins and consequences of the Industrial Revolution, political reform in Western Europe, imperialism across the world, and the economic and political roots of the modern world. Students will explain the causes and consequences of the great military and economic events of the past century, including the World Wars, Great Depression, Cold War, and Russian and Chinese Revolutions. Students will study the rise of nationalism and the continuing persistence of political, ethnic, and religious conflict in many parts of the world. Students will explore geographic influences on history, with attention to political boundaries that developed with the evolution of nations from 1750 to the present and the subsequent human geographic issues that dominate the global community. Additionally, students will examine aspects of technical geography and how these innovations continuously impact geopolitics in the contemporary world. This course is a continuation of the 6th and 7th grade survey courses of world history and geography and is designed to help students think like historians, focusing on historical concepts in order to build a foundational understanding of the world. Appropriate primary sources have been embedded in the standards in order to deepen the understanding of world history and geography. Special emphasis will be placed on the contemporary world and its impact on students today.

• Grades 9-10
• Once credit/One year
• Prerequisite(s): None

Pre-AP World History & Geography focuses on the concepts and skills that have maximum value for high school, college, careers, and civic life. The course builds students’ essential skills and confidence and helps to prepare them for a range of AP history and social science coursework during high school, including AP Human Geography and AP World History. The learning model is that of a disciplinary apprenticeship, with students using the tools of the historian and geographer as sources, data, and analytical reading and writing take center stage in the classroom. In this course, students learn that historians and geographers are investigators intent on using the tools of their disciplines to uncover new evidence about the world and its inhabitants.

• Grades 9-12
• One credit/One year
• Prerequisite(s): Honors-level coursework or Pre-AP coursework in English or Social Studies Advanced Placement 

AP Human Geography is designed to introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and altercation of Earth’s surface. Students will employ spatial concepts and landscape 52 analysis to examine human social organization and its environmental consequences. They will also learn about the methods and tools geographers use in their science and practice. Concepts to be introduced and studies are maps and spatial data, the implications of associations among phenomena in places, relationships among patterns and processes, the regionalization process, and interconnections among places. All students enrolled in an AP course are required to take the course’s AP exam.

• Grade 11
• One credit/One year
• Prerequisite(s): None

In United States History & Geography, students will examine the causes and consequences of the Industrial Revolution and America’s growing role in the world diplomatic relations, including the Spanish-American War and World War I. Students will study the progressive movement, the New Deal and learn about the various factors that led to WWII, the cold War and trends shaping Modern day America. The Civil Rights movement will also be covered. The reading of primary source documents is a key feature of U.S. History from Slavery to Reconstruction to present times. The six social studies standards of essential content knowledge and four process skills are integrated for instructional purposes. Students will utilize different methods that historians use to interpret the past, including points of view and historical context. Students enrolled in Unites States History & Geography are required to take the United States History & Geography End- of-Course test, which counts for a percentage of the semester grade in the semester in which the test is administered.

• Grades 11-12
• One credit/One year
• Prerequisite(s): Honors-level coursework in English and Social Studies.

Advanced Placement (AP) United States (U. S.) History is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with the problems and materials in U.S. history. Students will learn to assess historical materials and to weigh the evidence and interpretations presented in historical scholarship. Students will also learn how to draw conclusions and present reasons and evidence clearly and persuasively in essay format. All students enrolled in an AP course are expected to take the course’s AP exam. Advanced Placement United States History can be substituted for the one unit in United States History to meet graduation requirements.

• Grades 10-12
• One credit/One year
• Prerequisite(s): Pre-AP World History & Geography Advanced Placement

AP U.S. Government and Politics is a one-year, college preparatory course offered at the high school level online through AP Access for All. Its purpose is to provide the student with a learning experience equivalent to that obtained in most college introductory U. S. government and political courses. The course will require the understanding of facts, concepts, and theories pertaining to U.S. government and politics. The student will also be required to understand and justify patterns, structures, procedures, and behaviors and their consequences in government and politics. This understanding and justification will come from the analysis and interpretation of data relevant to U. S. government and politics. All students enrolled in an AP course are required to take the course’s AP exam. For more information about AP Access for All and to see this course’s syllabus, visit: College Board

• Grade 12
• One-half credit/One semester
• Prerequisite(s): None

Students will examine the allocation of scarce resources and the economic reasoning used by government agencies and by people as consumers, producers, savers, investors, workers, and voters. Key elements of the course include the study of scarcity, supply and demand, market structures, the role of government, national income determination, money and the role of financial institutions, economic stabilization and trade. Students will examine the key economic philosophies and economists who have influenced economics around the world in the past and present. Informational texts and primary sources will play an instrumental part of the study of economics.

• Grades 9-12
• One-half credit/One semester
• Prerequisite(s): None 

Personal Finance is a course designed to inform students how individual choices directly influence occupational goals and future earnings potential. Real world topics covered include income, money management, spending and credit, as well as saving and investing. Students will design personal and household budgets; simulate use of checking and saving accounts; demonstrate knowledge of finance, debt, and credit management; and evaluate and understand insurance and taxes. This course will provide a foundational understanding for making informed personal financial decisions.