PROGRAM OF STUDIES

Branford High School does not discriminate on the basis of race, color, national origin, sexual orientation, disability, or age in its programs and activities. Please contact the following personnel with any inquiries:

Regarding Section 504: BHS School Counselors 203-488-7291
Regarding Title IX: BHS Assistant Principal Joseph Briganti 203-488-7291
All other inquiries: BPS Assistant Superintendent Allison Moran 203-488-7276

This school is authorized under federal law to enroll non-immigrant students.

Discrimination: Grievance Procedure
The Branford Board of Education agrees to comply with Title IX of the Education Amendments of 1972 and the regulations promulgated pursuant thereto. Title IX prohibits discrimination in education.

Individuals who believe there is discrimination in Branford High School may share their concerns with any administrator, or Ms. Diane Queen at 203-315-7827. These staff members will explain the appeal procedure and the individual’s rights under Title IX.

Allegations of discrimination may also be referred to Allison Moran at the BPS Board of Education office, 203-488-7276, or BHS Assistant Principal Joseph Briganti, 203-488-7291, who are the designated Title IX Coordinators.

Any concerns about section 504 may be referred to the School Counselors at Branford High School.

This Program of Studies has been prepared to help you make wise course selections for the next school year. To help you in your course selection process, this Program of Studies contains valuable information, including:

• Branford Public Schools’ graduation requirements

   

• Course descriptions, which include the skill and content learner outcomes that are assessed in each course

• Descriptions of special programs that open up learning opportunities beyond the traditional classroom.

You should be familiar with all of these items so you can plan a program of studies that will help you achieve your goal of graduation and success after high school.

School and learning are the top priorities for every high school student. Therefore, you should take a course of studies that will challenge you to stretch your mind, to explore new areas of interest and learning while, at the same time, allowing you to fulfill your out-of-school responsibilities. The entire staff, teachers, department leaders, school counselors, and administrators are ready to answer your questions and guide you toward a program that will meet your individual needs.

Please select your courses with care. The schedule that you develop during this time will be treated like a contract -- you will be expected to take all the courses on your schedule.

2024-2025 H.S. Registration Timeline

Class of 2026 (Current Juniors, Rising Seniors) Counselor Advisory Registration Information Registration Meetings Begin	February 2025
Class of 2027 (Current Sophomores, Rising Juniors) Counselor Advisory Registration Information Registration Meetings Begin	February 2025
Class of 2028 (Current Freshmen, Rising Sophomores) Counselor Advisory Registration Information Registration Meetings Begin	March 2025
Class of 2029 (Current 8th Grade, Incoming Freshmen) Counselor Advisory Registration Information Registration Meetings Begin	March 2025

Dedicated to each student developing a deep commitment to learning today and leading tomorrow

Global Learning Competencies

Branford Public Schools prepares students to demonstrate the following essential skills and dispositions:

• Communication and Active Listening

• Collaboration

• Questioning, Reasoning, and Problem

   

  Solving

• Adaptability and Interest in New Learning

• Empathy and Kindness

• Citizenship and Civic Responsibility

Branford High School is accredited by the New England Association of Schools and Colleges, Inc., a non-governmental, nationally recognized organization whose affiliated institutions include elementary schools through collegiate institutions offering post-graduate instruction.

Accreditation of an institution by the New England Association indicates that it meets or exceeds criteria for the assessment of institutional quality periodically applied through a peer group review process. An accredited school or college is one which has available the necessary resources to achieve its stated purposes through appropriate educational programs, is substantially doing so, and gives reasonable evidence that it will continue to do so in the foreseeable future. Institutional integrity is also addressed through accreditation.

Accreditation by the New England Association is not partial but applies to the institution as a whole. As such, it is not a guarantee of the quality of every course or program offered, or competence of individual graduates. Rather, it provides reasonable assurance about the quality of opportunities available to students who attend the institution.

Inquiries regarding the status of an institution's accreditation by the New England Association should be directed to the administrative staff of the school or college. Individuals may also contact:

NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES
209 BURLINGTON ROAD
BEDFORD, MASSACHUSETTS 01890
(781) 271-0022, FAX (781) 271-0950.

Branford High School is accredited by the Connecticut State Department of Education and is a member of the New England Association of Colleges and Secondary Schools.

The mission of Branford High School is to prepare students to be independent and collaborative learners who are responsible, informed, and contributing members of society. In partnership with the community, we strive to provide a learning environment that supports all students in embracing diversity, acting with integrity, and achieving their personal and academic potential.

HUMANITIES -- 9 credits
English	4.00 credits
Social Studies (Civics Required)	3.00
Fine Arts	1.00
Elective	1.00
STEM -- 9 credits
Math	3.00
Science	3.00
Electives	3.00
OTHER -- 7 credits
World Language	1.00
Mastery-Based Diploma	1.00
PE & Wellness	1.00
Health & Safety	1.00
Electives	3.00 (including 0.5 in Financial Literacy beginning with class of 2027)
TOTAL CREDITS	25 credits
Community Service	40 hours, journal of activities, reflective essay
S.P.I.R.I.T. Competencies	Successful completion of Post-Secondary Plan

Public Act No.17-42; Sec. 1(c)(6)

New Graduation Requirements: “(c)Commencing with classes graduating in 2023, and for each graduating class thereafter, no local or regional board of education shall permit any student to graduate from high school or grant a diploma to any student who has not satisfactorily completed a minimum of twenty-five credits, including [...] (6) a one credit mastery-based diploma assessment.”

To complete a one credit mastery-based diploma assessment at Branford High School, a student must demonstrate proficiency in the areas of

• Communication and Active Listening

• Collaboration

• Questioning, Reasoning, and Problem Solving

• Adaptability and Interest in New Learning

• Empathy and Kindness

• Citizenship and Civic Responsibility

Students have the ability to demonstrate these skills and attributes through curriculum that is aligned to state and national standards in multiple course offerings and the BHS SPIRIT program.  BHS students must also complete the BHS Senior Exit Interview.

To demonstrate that one is a contributing member of the community, a student must complete at least 40 hours of community service, maintain a journal of that service, and write a reflective essay about what was learned through the service experiences.

All Students must carry a minimum of six courses/credits PLUS Health/Physical Education (.5 credit) for a total of 6.5 credits. Exceptions to these requirements will be made only in rare instances.

In place of reporting class rank to post-secondary institutions, a graphic representation of an individual’s overall level of performance in relation to his/her/their class will be sent. Data from a variety of sources and a variety of organizations clearly demonstrate that colleges do not need Rank in Class and the lack of such a rank would not hurt a student application. In fact, the lack of a rank in class has been shown to help the vast majority of students who do apply to college without hurting the applications of the top students.

The reason for this policy is simple – students with very similar Academic Grade Point Averages –almost the same number going out to 3 or more decimal places – end up with a disproportionate difference in their respective class ranks. For example, there can be a difference of 80 places in rank between a student with a B+ average and another student with a B- average. Rank in Class would put the student with a B-average in the bottom half of the class and thus at an extreme disadvantage when applying to college.

Branford High School offers classes on three levels: 1) STANDARD; 2) HONORS; and 3) ADVANCED PLACEMENT. Enrollment in Honors/AP courses is open to students interested in meeting the challenge of a "college-like" course. While students are encouraged to rise to these challenges, it should be recognized that students enrolling in three or more Advanced Placement courses at the same time will require a significant readjustment of out-of-school priorities.

Standard	Honors	AP
Grade -- GPA	Grade -- GPA	Grade -- GPA
A+ -- 4.3	A+ -- 4.7	A+ -- 4.8
A -- 4.0	A -- 4.4	A -- 4.5
A- -- 3.7	A- -- 4.0	A- -- 4.2
B+ -- 3.3	B+ -- 3.7	B+ -- 3.8
B -- 3.0	B -- 3.3	B -- 3.5
B- -- 2.7	B- -- 3.0	B- -- 3.2
C+ -- 2.3	C+ -- 2.3	C+ -- 2.8
C -- 2.0	C -- 2.0	C -- 2.0
C- -- 1.7	C- -- 1.7	C- -- 1.7
D+ -- 1.3	D+ -- 1.3	D+ -- 1.3
D -- 1.0	D -- 1.0	D -- 1.0
D- -- 0.7	D- -- 0.7	D- -- 0.7
F -- 0.0	F -- 0.0	F --

A = Excellent	X = Loss of credit due to excessive absences
B = Good	WP = Withdrew from course (Passing at the time)
C = Fair	WF = Withdrew from course (Failing at the time)
D = Poor	P+ = Honors for a Pass/Fail course
F = Failure	P = Passing for credit
I = Incomplete	Au = Audit (no credit)

Note:
WP, P, P+ do not affect grade point average.

WF is a “0” in determining Grade Point Average and will affect grade point average, rank-in-class, and honor roll.

Incompletes are required to be made up within 7 school days after the end of the quarter.

Any student receiving benefits from programs under ADC, Veterans’ Administration, Social Security, etc. must be classified as a full-time student and therefore must carry the minimum course load.

A student’s Official Grade Point Average is determined at the end of the seventh semester. Only grades earned in Branford High School will be used in calculating GPA. To receive a BHS GPA, a student must be enrolled in Branford High School for at least three semesters including the student's junior year and must have earned 7.5 credits in “core academic courses."

While admission to "HONORS" and/or "AP" COURSES may be open to any interested student, the student must earn at least a C+ or above in the given course to receive the extra grade weight given to these particular courses.

In place of reporting class rank to post-secondary institutions, a graphic representation of an individual’s overall level of performance in relation to his/her/their class will be sent.

The purpose of the BHS Honor Roll is: "To honor those students who have achieved an above average or superior level in their chosen course of studies for a given marking period." There are three types of distinction included on the Honor Roll: HIGH HONORS, HONORS, and SPECIAL RECOGNITION.

In general, all Honor Roll students must:

• carry the minimum required course load;

• earn no grade lower than a "C" in any/all courses;

• earn a "P+" or "P" in any Honors/Pass/Fail course;

• make up any "I" within 7 school days of the end of the quarter;

• not have received a "WF"

Note: Only grades earned in Branford High School will be used in calculating honor roll.

High Honors students must earn an "A-" or better average for the marking period.
Honors students must earn a "B" or better average grade for the marking period.
Special Recognition students must increase their average grades from one marking period to the next by one-half letter grade or more.

To earn BHS annual High Honor Student or annual Honor Student recognition, the student must earn Honor Roll recognition for a sequence of four (4) marking periods in a row. The student receives a certificate acknowledging this significant achievement at the annual fall Honors/Perfect Attendance Recognition Breakfast. The maximum number of Honor Student certificates that can be earned by one student is four (4).

Students may elect to take a course on a pass/fail basis if the course is taken above the minimum course load (not including physical education). An "F" in a pass/fail course will affect grade-point average and rank-in-class. A Pass/Fail will be recorded on the student's transcript.

Students wishing to be evaluated on a pass/fail basis in a particular course must receive permission from their counselor during the first month of matriculation in that course. Specific dates for this purpose will be printed in the Student Handbook.

A student may audit a class if the course load requirement is fulfilled and the permission of an administrator and class instructor is granted. An audited course is taken for no credit and on a “seats available” basis.

During the course registration process, students select courses for the following year. It is imperative that options are reviewed carefully with the student's school counselor, teachers, and parents because requests for schedule changes after the close of the school year will be seriously considered only under the following conditions:

• to add a course that is available during his/her/their assigned study.

• to change a course/level to meet prerequisite requirements.

• to correct a clerical/technical error.

• to add a necessary course to meet graduation requirements.

Requests for a change in teacher will not be honored unless there is documentation that the particular student and teacher have had prior difficulties.

All requests for course/level changes must be submitted in writing within one week of the start of school by completing a Schedule Change-Student Request Form available from the Counseling Career Center. The completed and signed request form is to be turned into the student's school counselor, who will notify the student and all teachers involved if the change will be made and the effective date of the course change.

In order to receive permission to withdraw from a course, the student must, after the Withdrawal, still be carrying the minimum required course load. If a student receives permission to withdraw within the fifth (5th) week, no record will be kept that the student was enrolled in the course. However, if a student receives permission to withdraw after the deadline, it will be noted on the student's transcript, depending on the teacher's evaluation of the student's performance, as a Withdrawal Pass or a Withdrawal Fail.

Students shall continue with their schedule of classes until the effective date of the course change or withdrawal.

Students may make up lost credits in courses due to failure or lack of attendance by:

• taking the course in Summer School;

• taking the course again during the following school year;

• a student may take the next course in the next English sequence (e.g. English 10) ONLY if the student has passed or is taking the preceding course (e.g. English 9)

Except for courses labeled “Advanced,” credit toward graduation will not be awarded twice for the same course.

Independent Study gives the student the opportunity to study a subject above and beyond what is available within the present curriculum. The student will design a plan, timeline, and identify an advisor with his/her/their school counselor. The completed proposal will be approved by the principal. Independent Study will be assessed on the basis of honors, pass, or no credit. Contracts will be available in the School Counseling Office.

Independent study:

• can only be above the minimum course requirements

• cannot be in place of a course that is being taught by BHS

• cannot be in place of a course required for graduation, except if it is being used to make up the course’s grade and/or credit

• grades are only: Honors, Pass, No Credit (NC = independent study will not appear on student’s transcript)

• does not count towards athletic eligibility

65 hours of study = ½ credit
130 hours of study = 1 credit

The format for placing these kinds of learning activities on the transcript will be in categories, i.e.:

• BHS Independent Study - Science

• Yale Independent Study - Cultures

• Online Independent Study - Math

• Correspondence Independent Study - World Languages

No matter what grade is received, only "Pass" or "Fail" will appear on the BHS transcript -- except for BHS Independent Study, where Honors may be given for "A" level work.

If the course giver sends a separate transcript for a student, that transcript will be attached to the BHS transcript.

If the course giver sends a list of students who participated with their grades, no transcript will be attached to the BHS transcript. Credits [never grades] earned via online and/or correspondence courses will only be accepted towards meeting graduation requirements if:

• The organization/institution is accredited by one of the six, federally recognized, regional accreditation agencies

• The course/program taken is above the minimum course requirements

• The course/program taken is not in place of a course that is being taught by BHS

• The course/program taken cannot be in place of a course required for graduation except if it is being used to make up the course's grade and/or credit

• While BHS will accept the credit earned by the successful completion of such courses/programs, the grades will not be included in the BHS grade point average

• The course/program does not count towards athletic eligibility

Credits [never grades] earned via an on-line and/or correspondence course will only be accepted towards meeting graduation requirements if:

• The organization/institution is accredited by one of the six, federally recognized, regional accreditation agencies

• The course/program taken is above the minimum course requirements

• The course/program taken is not in place of a course that is being taught by BHS

• The course/program taken cannot be in place of a course required for graduation, except if it is being used to make up the course’s grade and/or credit

• While BHS will accept the credit earned by the successful completion of the such a course/program, the grades will not be included in the BHS grade point average

• The course/program does not count towards athletic eligibility

Students may audit a class if their course load requirement is fulfilled and the permission of an administrator and class instructor is granted. An audited course is taken for no credit and on a “seats available” basis.

A physical condition may limit a student’s involvement in the Physical Education Program. To make such a request the student must:

• obtain a Physical Education Medical Excuse Form from the school nurse;

• have his/her doctor specify the nature of the student's physical/health condition and what specific types of physical activities the student should avoid because of that condition;

• return the completed form to the school nurse

• obtain an alternative assignment from the teacher

Seniors who will have met all of the Branford High School graduation requirements by the end of the Fall Semester, AND who have an alternative educational plan for the Spring Semester, may apply for Early Graduation. A student must apply for Early Graduation during the Spring Semester of their Junior Year.

Career exploration is vital for all students no matter their individual interests, aspirations, and capabilities. The Senior Internship Program is an extension of the BHS College and Career Center’s community outreach program and allows students another opportunity to demonstrate their ability to be contributing members of their community. See Special Programs in SECTION SIX below.

All students meet individually with their counselor to select courses for the following year. Parents of juniors are invited to these course selection meetings.  During these meetings, courses are chosen based on requirements, student goals, student interests, and recommendations from teachers.  

Prior to these conferences, students should have:

• Reviewed the course offerings in this PROGRAM OF STUDIES.

• Talked to their teachers and/or Department Chairs to review available courses and recommendations for next year.

• Discussed choices and options with parents/guardians.

• Reviewed all course selection materials and given careful consideration to choices, keeping in mind that once schedules are released, changes are limited.

Students will be notified as soon as possible if a course is canceled. In order to facilitate the selection process, students will be requested to provide second choices for their electives at their scheduling conference. If scheduling conflicts prohibit placement in a first choice, the second choice will automatically be utilized in an attempt to complete the student’s schedule of classes.

Students will be notified if there is a course conflict with their core academic choices. A conference will take place with their counselor to resolve the conflict.

The arts teach children to make good judgments about qualitative relationships.
Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it is judgment rather than rules that prevail.

The arts teach children that problems can have more than one solution and that questions can have more than one answer.

The arts celebrate multiple perspectives.
One of their large lessons is that there are many ways to see and interpret the world.

The arts teach children that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds.

The arts make vivid the fact that neither words in their literal form nor number exhaust what we can know.
The limits of our language do not define the limits of our cognition.

The arts teach students that small differences can have large effects.
The arts traffic in subtleties.

The arts teach students to think through and within a material.
All art forms employ some means through which images become real.

The arts help children learn to say what cannot be said.
When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job.

The arts enable us to have experience we can have from no other source
and through such experience to discover the range and variety of what we are capable of feeling.

The arts’ position in the school curriculum symbolizes to the young what adults believe is important.

SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind, In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press.

Art

The high school art program is integral to the education of all of our students. Art is one of the core academic subject areas and is important for every student. There is a basic level of literacy that all students should attain in the arts. Studies have shown that students who participate in arts education courses score higher on SATs. Arts Education fosters self-expression, creative thinking, craftsmanship, problem-solving, and self-esteem. Through art instruction and skill development, students learn about themselves and the world around them. Course offerings in the arts are rich, varied, and include a large variety of fine and commercial art subjects. The advanced level of courses can be taken repeatedly for an in-depth study of an art form.

Admission to the next standard level course in a sequence is based on passing the prior course in the sequence.

Admission to Advanced Placement Studio Art is based on a student achieving a B or better in an advanced level course. Students seeking admission who do not achieve the B are required to successfully complete an independent study/assessment provided by the department by the last day of classes.

9531 ADV. PLACEMENT STUDIO ART

11,12 1 cr.

Recommendation: Any student completing an independent study/assessment provided by the art department should complete work prior to Quarter 4. (See Art Recommendation)
AP Art & Design is designed as an intensive course and requires more time than traditional offerings of the art department. AP Art & Design does not require a written exam be taken. This Advanced Placement Program is a performance-based visual portfolio review. Each student develops and submits a portfolio that serves as a direct demonstration of achievement. At the end of the first quarter, students will choose to concentrate their AP Art & Design portfolio in either 2-D Design, 3-D Design, or Drawing. To assist students in the development of their portfolio, students will be expected to attend a meeting in the spring to prepare for summer art project assignments.

9740 CERAMICS/3D DESIGN

9-12 .5 cr.

Ceramics provides the opportunity to create 3D works of art, sculptural containers, tall vases, mugs, and a variety of projects using earthenware clay. Clay is naturally fun to build, construct and create with, and students should be prepared to get their hands dirty. They will learn the various techniques used in hand-building with clay along with terms and conditions best for producing ceramics. Teamwork is required within the classroom to keep the ceramic studio in top shape. Basics in glazing will be covered as well along with the elements and principles of 3D design.

9744 ADVANCED CERAMICS/3D DESIGN

9-12 .5 cr.

Recommendation: Ceramics. (See Art Recommendation)
This course emphasizes creative design and advanced skills. Students are presented a variety of projects to create and construct using the Ceramic building techniques they learned in Ceramics I. Students will learn how to “throw” on the potter’s wheel to create utilitarian pieces: bowls, vases, mugs, plates, and possibly a set of those designs. A portfolio review process will monitor students’ progress and assessments. Students will develop an Advanced Ceramic projects portfolio. Students may repeat Advanced Ceramics for credit and for more in-depth study of ceramics and the properties of Earth clay.

9646 FIBER ARTS - FASHION DESIGN

9-12        .5 cr.

This course introduces students to the creative designing and working with the following fibers; yarn, fabric, thread, floss, and an assortment of fibers. Students will learn how to hand sew and design their own patterns to fabricate, crochet their own hats, tops, tunics, blankets & adorable amigurumi & needlepoint. Students will learn the properties of fibers and how to use them to create a textural work of art. Students will develop a Fiber Arts Portfolio.

9647 ADVANCED FIBER ARTS-FASHION DESIGN

9-12 .5 cr.

Recommendation: Fiber Arts. (See Art Recommendation)
This course is a continuation of Fiber Arts, with an emphasis on personal creativity and fashion design. Students will design and fabricate their own clothing and accessories. Students will sketch their fashion designs and then fabricate them using hand stitching and or a sewing machine or creating them with crochet or knit stitches. Students may repeat Advanced Fiber Art-Fashion Design for credit and for more in-depth study of designing their clothing and accessories.

9746 DRAWING/PAINTING

9-12 .5 cr.

This course introduces students to concepts and techniques of drawing and painting. Students will utilize pencil, charcoal, pastel, ink, watercolor, and acrylic paints in traditional and explorative ways. This course provides an excellent foundation for all other art courses. Original works of art created in this class will assist in building a diverse portfolio.

9748 STUDIO ART

9-12 .5 cr.

Recommendation: Drawing/Painting. (See Art Recommendation)
This course is designed to reinforce skills acquired in Drawing/Painting while introducing more advanced techniques. Students will study periods and styles of art not only to help them with their technique but for inspiration as they find their creative voices. Students will become better acquainted with the Elements and Principles of Art & Design as they create each work of art. Students will have the opportunity to work with the drawing or painting media of their choice as the semester progresses.

9750 COMPUTER ANIMATION

9-12 .5 cr.

Computer Animation offers students training in the principles and techniques used to create animated imagery. This course will give students a foundation of fine art aesthetics that includes drawing, design, some sculpture, and a brief history of animation. The programs used will include mostly Adobe Animate, along with some Adobe Photoshop and Illustrator. Stop-motion applications may also be explored. Skills will focus on applying the principles of animation to students’ original artwork and ideas as well as developing storyboards to plan and execute expressive movement among visual elements.

9944 GRAPHIC DESIGN

9-12 .5 cr.

This course covers the basic elements and principles of design to create designs and artwork for advertising and publications such as logos and poster designs. Students will use Adobe Photoshop, In Design, Illustrator programs and traditional graphic materials to create a variety of projects. ART CREDIT OR TECHNOLOGY EDUCATION CREDIT IS OPTIONAL.

9946 ADV. GRAPHIC DESIGN

9-12 .5 cr.

Recommendation: Graphic Design. (See Art Recommendation)
This course is a continuation of Graphic Design with an emphasis on individual design projects and creating a personal portfolio for use in college admissions or freelance opportunities.  Students will gain a deeper understanding of branding and commercial graphic design and will be encouraged to submit their work to competitions and other art opportunities as those become available. This course may be taken more than once for credit.

9940 JEWELRY DESIGN & WIRE MANIPULATION

9-12 .5 cr.

Learn how to Design your own Jewelry from sketching and creating projects using semi precious metals. Students will be introduced to tools and techniques to manipulate copper, brass, nu-gold, and nickel. Jewelry techniques will cover hand sawing, drilling, filing, engraving, wire wrapping, beading and finishing techniques. Students will learn how to hand saw out Charms, Rings, Bracelets, Earrings and Necklaces,. After learning each basic technique, students can choose their favorite and design their own jewelry. A fee is charged for sterling silver and precious stones.

 

9942 ADV. JEWELRY SMITHING

9-12 .5 cr.

Recommendation: Jewelry Design & Wire Manipulation. (See Art Recommendation)
This course is a continuation of Jewelry Design with an emphasis on individual creativity through advanced smithing techniques. Students will be soldering bezels for Rings with stone settings. Students' choices include stone settings with straight or crown bezel and/or prongs, nature inspired fabrication, granulation, woven wire,and continued use of wire jewelry.

Students may repeat Advanced Jewelry Smithing for credit and for more in-depth study of designing their own custom Jewelry.

.

9840 PHOTOGRAPHY

9-12 .5 cr.

This course offers an introduction to digital photography. Students will learn how to manually operate a DSLR camera, upload and edit their images. Students will gain an understanding of Rules of Composition, such as Symmetry, Framing and Rule of Thirds to produce images that are aesthetically engaging and reflect the broad range of students’ abilities and interests. The course prepares students for Advanced Photography (.5 c) and uses Adobe Photoshop extensively to give students the opportunity to work with industry-standard software. Class problems and individual projects encourage the beginning of personal vision in photography.

9842 ADV. PHOTO. AND PHOTOSHOP

9-12 .5 cr.

Recommendation: Photography. (See Art Recommendation)

Building on the foundations of Photography , students will gain a more detailed overview of the history of the camera, as well as the impact Photography has had on the modern world. Students will explore more advanced digital editing techniques in Photoshop, as well as have opportunities to express their unique identity and points of view in creative assignments evolving around community, identity and personal voice. Students will be required to organize their work in a portfolio. Discussions, collaboration and reflections are all vital parts of the course’s curriculum. This course may be taken more than once for credit.

9640 SCULPTURE

9-12 .5 cr.

This course will introduce the concepts of sculptural form and space. Students will explore various three-dimensional media selected particularly for the potential to help students discover modes of personal expression. Media may include found or recycled objects, cardboard, metals, soapstone, carving foam, or other media. Students will learn to use special tools, techniques, and methods of the sculptural process while exploring different types of sculpture including carving, assembling, modeling, and/or casting.

9641 ADVANCED SCULPTURE

9-12 .5 cr.

Recommendation: Sculpture. (See Art Recommendation)
This course is a continuation of Sculpture with an emphasis on personal creativity. A portfolio review process will monitor students’ assessments. Students will continue learning about and using special tools, techniques, and methods of the sculptural process. Students may have the opportunity to work with the method and media of their choice as the semester progresses. This course may be taken more than once for credit.

Music

The purpose of the BHS Music Program is to have all participating students learn to express themselves, their ideas, and their emotions through music. The students should learn to appreciate the importance of music in expressing and explaining the human experiences as well as increasing their understanding that personal beliefs and societal values influence art forms and styles. Students should be able to identify significant works and recognize the aesthetic qualities of a variety of forms of music from different historical periods and cultures. Courses in Music generally fall into three areas: Understanding the components of music, Choral participation, and Instrumental participation. All music ensemble classes may be scheduled as often as the student desires additional credit.

10643 MUSIC THEORY

9-12 .5 cr.

This class is specifically for students who already read music and have some understanding of how music functions. Using real examples from the musical repertoire, we will investigate the development of harmony, voice leading, part writing, and formal structures. This class is very important for anyone interested in studying music beyond high school.

10644 MUSIC APPRECIATION

9-12 .5 cr.

Students will be immersed in a wide variety of musical topics and address how they exist in everyday life. Students will leave this course with a basic musical vocabulary and knowledge of some of the great musicians of past and present eras, from Baroque, to Classical, to Modern. They will be able to identify and enjoy a wide range of musical styles and genres. A variety of materials will be used throughout the course including recordings, DVDs, as well as possible live performances (based on availability). No prior musical experience or skills are required.

 Major course topics include instrument families, the evolution of music from ancient times to the present, and using music terminology to discuss all types of music.

 

10950 MUSIC TECHNOLOGY AND PRODUCTION

9-12 .5 cr.

Students will use a digital audio workstation to create projects that will explore musical and technical concepts. Topics may include but are not limited to composing and arranging music, remixing, podcasting, and film scoring. Students will be required to work independently and have time management skills with each project. No prior musical experience or skills required.

10742 GUITAR

9-12 .5 cr.

Students will progress through a series of computer-guided lessons to learn the basics of guitar technique using both classical and popular music. Both beginning and advanced students will learn fundamental music theory so they can play chords and melodies. Students will learn to read and perform notes and chords from chord symbols and standard music notation and, as time allows, will learn to read and perform from tablature (TAB). Students do not need to own a guitar but are invited to bring their own to class. No prior musical experience or skills are required.

10840 CHOIR BASICS

9-12 1 cr.

This class will perform a dual function. Students will be taught proper vocal technique while learning the basics of choral singing. An emphasis will be placed on learning to read music. The group will perform at a minimum of two concerts. At the completion, students will be eligible to audition for all other vocal groups.

10842 CONCERT CHOIR

10-12 1 cr.

Successful completion of Choir Basics or transferring from another high school choir program is needed.
This is a more advanced choir and will study music of all styles and time periods. This performing group's reputation is well known, and all members are required to perform at a minimum of five concerts. A serious interest in music and a love of singing are essential.

10845 MUSIC MAKERS

10-12 1 cr.

Audition needed.
This course is highly selective for a small group of serious singers seeking a high challenge in our most advanced performing vocal group. Many performances are required with special emphasis on December and May. Nightly practice at home is a must for the music that is performed. There is special emphasis on vocal techniques.

10940 CONCERT BAND

9-12 1 cr.

Participation in all performances and rehearsals is mandatory.
Experience playing a band instrument or director’s approval is needed.
Concert Band is a performing ensemble for students who play woodwind, brass, and percussion instruments. Students will rehearse and perform concert band music. Performances include, but are not limited to, concerts and BHS graduation. Concert band students will have the option to participate in the BHS pep band, which includes band camp in August, one evening rehearsal per week in the fall, performances at parades and sporting events, and several field trips.

10640 JAZZ ENSEMBLE

9-12 1 cr.

Participation in all performances and rehearsals is mandatory.
Wind and percussion players must be concurrently enrolled in Concert Band or Marching Band; bass players must be concurrently enrolled in Orchestra; other instruments need director approval and additional (documented) music instruction.
Jazz Ensemble is a high-level performing group that rehearses and performs a wide variety of jazz music. Additional focus will be given to jazz listening, jazz-based music theory, and improvisation. Performances include, but are not limited to, formal evening concerts, performances at other Branford schools, community events, and other special/invitational performances. Participation in all performances and rehearsals is mandatory.

10946 ORCHESTRA

9-12 1 cr.

Participation in all performances and rehearsals is mandatory.
Experience playing an Orchestra string instrument/director approval is needed.
Orchestra is the performing group for string instrumentalists. This group rehearses and performs various styles of music with a focus on pieces written specifically for string ensembles. Performances include, but are not limited to, formal evening concerts, performances at other Branford schools, community events, and other special/invitational performances. Participation in all performances and rehearsals is mandatory.

Business and Finance Technology, Family and Consumer Science, and Technology Education courses are Branford High School's CTE courses.

What is Career and Technical Education (CTE)?
CTE provides students with the opportunity to learn valuable college and career skills in an engaging way. CTE links what students learn in the classroom with what they need to succeed in the real world.

Does CTE prepare students for college or career?
Both. CTE programs include career skills training that helps students become ready for college or work. CTE curriculum focuses on academic, employability, and technical skills used in many occupations.

Who are CTE students?
CTE students are lifelong learners. They seek opportunities to connect their classroom work with their career goals.

What types of careers does CTE cover?
The list is long and diverse. CTE prepares students for many of the jobs forecasted to experience the fastest growth in the coming years. CTE programs train students in fields such as business management, accounting, design and construction, audio and video technology and film, restaurant and food/beverage services, early childhood development, and transportation systems and operations.

Source: National Association of State Directors of Career Technical Education Consortium

Course descriptions can be found in the Fine and Practical Arts Department and Special Programs listings.

COURSE	CREDIT	COURSE	CREDIT
Business and Finance Technology		Technology Education -- Carpentry
Foundations of Business -- Research	0.5	Introduction to Woodworking	0.5
Accounting/Computerized Accounting I	1.0	Advanced Woodworking	0.5
Accounting/Computerized Accounting II	1.0	Automotive Technology
Business Law	0.5	Introduction to Power Technology	0.5
Financial Literacy	0.5	Advanced Power Technology	0.5
Entrepreneurship	0.5	Auto Mechanics Technology I	1.0
Family & Consumer Science -- Culinary		Auto Mechanics Technology II	1.0
Culinary Arts	0.5	Technology Education -- Engineering
Advanced Culinary Arts	0.5	Hands-On Engineering Workshop	0.5
Introduction to Baking	0.5	Advanced Hands-On Engineering Workshop	0.5
Advanced Baking	0.5	Technology Education -- Computer Aided Drafting & Design (CAD)
Principles of Food Preparation I	1.0	Introduction to Drafting CAD	0.5
Principles of Food Preparation II	1.0	Advanced Drafting CAD	0.5
Principles of Food Preparation III	1.0	Video Broadcasting
Family & Consumer Science -- Early Childhood		Introduction Video Broadcasting & Performance: Media Arts Mastery	0.5
Child Development	0.5	Advanced Video Broadcasting & Performance: Media Arts Mastery	0.5
Advanced Child Development	0.5

 

Admission to the next standard level course in a sequence is based on passing the prior course in the sequence.

6720 FOUNDATIONS OF BUSINESS – RESEARCH

9-12 .5 cr.

This course will focus on researching and analyzing current business models. Through this process, students will deepen their understanding of current uses of technology in business and refine effective communications skills that can both be applied to the organization and development of authentic, real-world solutions.

6240 ACCOUNTING/COMPUTERIZED ACCOUNTING I

10-12 1 cr.

Accounting is a financial information system and is the language of business. Accounting I is designed to introduce the principles of bookkeeping/accounting and the computer applications of accounting. Recording the financial records of sole proprietorships, partnerships, and corporations is taught. The students will work with journals, ledgers, worksheets, and financial statements. A practice set that simulates business conditions and uses business forms is utilized to apply the basic concepts learned in this course. An introduction to automated data processing is provided.

6342 ACCOUNTING/COMPUTERIZED ACCOUNTING II

11,12 1 cr.

Recommendation: Accounting I. (See BFT Recommendation)
This course is designed to equip business-oriented students and college-bound students with the knowledge and skill of specialized accounting procedures covering accounts receivable, accounts payable, inventory control, payroll, and financial analysis. The unique transactions of a corporation and the three elements of cost accounting for a manufacturing business will be covered. An automated practice set that simulates business conditions and uses business forms is utilized to apply the concepts in this course.

6742 BUSINESS LAW

10-12 .5 cr.

There is a need in our complex society for all people to have some knowledge of the law in relation to business to function effectively as consumers, citizens, employers, and employees. This course is designed to acquaint students with the general principles of law that are observed in business and as consumers. Emphasis is placed in the following areas: contracts, Constitutional rights, employer-employee relationships, and sales. Topics covered include the Uniform Commercial Code, the American legal system, civil law, and the rights and responsibilities of businesses and consumers.

9741 FINANCIAL LITERACY

10-12 .5 cr.

Financial Literacy is designed to develop the knowledge and skills necessary for students to make informed and effective decisions about their financial resources.  Financial literacy is crucial for individuals to navigate the complex world of personal finance successfully and empowers people to set and achieve financial goals, make informed choices about spending and saving, and plan for their long-term financial well-being. A financially literate individual is better equipped to handle financial challenges, avoid common pitfalls, and make strategic decisions that contribute to their overall financial health. This is a graduation requirement.

6722 ENTREPRENEURSHIP

11,12 .5 cr.

Recommendation: Foundations of Business. (See BFT Recommendation)
This course will provide the opportunity for applied practice of business technology and communication skills, with a focus on the organization and development of authentic, real-world solutions. Through this process, students will develop an entrepreneurial business.

Admission to the next standard level course in a sequence is based on passing the prior course in the sequence. Some courses also have additional recommendations, such as completion of the ServSafe Food Handlers Certification.

Culinary Arts

8740 CULINARY ARTS

9-12 .5 cr.

This semester-long, introductory course is for anyone interested in learning the basic principles of cooking and baking. Students are introduced to a variety of skills involved in food handling and preparation and gain experience using a wide variety of culinary tools and equipment. Additional topics include knife skills, accurate measuring, safety and sanitation, and culinary math

8742 ADVANCED CULINARY ARTS

9-12 .5 cr.

Recommendation: Successful completion of Culinary Arts or Principles of Food I. (See FCS Recommendation)

This semester-long course is for those students who have taken Culinary Arts and wish to continue to advance their culinary skills. This course builds upon the basics and moves students toward preparation of full course meals and advanced desserts. Students tour the world one dish at a time, studying the cultural heritage, local foods, and preparation techniques native to the different regions of the world. This course helps prepare students to develop a global perspective, understand and appreciate diversity, and demonstrate empathy and kindness for diverse perspectives and worldviews. Class can only be taken once for credit.

8733 INTRODUCTION TO BAKING & PASTRY

9-12 .5 cr.

This semester-long course covers the basic theory and techniques used in baking and pastry. Topics covered include the use of hand tools and equipment, as well as the exploration of baking and pastry ingredients and their functions. Students gain a working knowledge of the major production methods and techniques such as the creaming method, bread production, egg foam batters, and the biscuit method. Students will also taste and evaluate products they create in class to enhance their understanding of the course material.

8734 ADVANCED BAKING & PASTRY (Formerly Principles of Baking)

11,12 .5 cr.

Recommendation: Successful completion of Introduction to Baking. (See FCS Recommendation)
This course is the equivalent of Gateway Community College’s HSP 103: Principles of Baking I and may be taken for three college credits.
This course offers an intensive study of the fundamentals of baking and pastry arts and provides students with a hands-on understanding of the ingredients and methods used in creating yeast breads, quick breads, laminated doughs, pastries, pies, cakes, tarts, cookies, and plated desserts. Students gain a deeper understanding of baking equipment, costs, terminology, decorating skills, formula conversions, and functions of ingredients. The focus is on the large-scale production and quality control of baked goods used in hotels, restaurants, resorts, and other production environments.

8730 PRINCIPLES OF FOOD PREPARATION I

10-12 1 cr.

This full-year, hands-on course is designed to provide students with the opportunity to explore the restaurant industry as a future career possibility. Students will cater various school and community-related functions as well as plan, prepare, and serve meals in Class Act, our in-school restaurant. Cuisines from all over the world will be explored. Students are required to take and pass the National Restaurant Association’s ServSafe exam after spending the first two weeks of class learning about basic food safety, personal hygiene, cross-contamination, preventing foodborne illness, and proper cleaning and sanitation.

8731 PRINCIPLES OF FOOD PREPARATION II

11,12 1 cr.

Recommendation: Successful completion of Principles of Food Preparation I and ServSafe Food Handler Certification. (See FCS Recommendation)
This course is the equivalent of Gateway Community College’s HSP 101: Principles of Food Preparation and may be taken for three college credits.
Principles of Food Preparation II is a full-year, hands-on course designed to provide students with the opportunity to continue to explore the restaurant industry as a future career pathway. Students use commercial restaurant equipment to prepare meals and baked goods served in our in-school restaurant and catering business, “Class Act.” In the fourth quarter, students take turns as “Chef of the Week” where they design a three-course menu to sell to staff. Students have the opportunity to elect to take the course for three college credits through Gateway College Career Pathways (CCP). This is a concurrent enrollment program that allows junior and senior high school students to experience college-level coursework, save time and money, and enhance their education and workforce readiness skills.

8732 PRINCIPLES OF FOOD PREPARATION III

11,12 1 cr.

Recommendation: Successful completion of Principles of Food Preparation II and ServSafe Food Handler Certification. (See FCS Recommendation)
In this full-year course, students assist in the management aspects of the food service business. They are responsible for helping to manage the equipment and supplies needed to do business. This includes food and beverage inventory, point of sales systems, kitchen equipment, and cleaning supplies. Staying on top of restaurant trends and exploring the use of social media in modern-day restaurants are key components of this course.

Child Development

8840 CHILD DEVELOPMENT

9-12 .5 cr.

This course is designed for students interested in childcare and growth. Students explore various career options and gain an understanding of child development from the prenatal stage through preschool age. Current theories in the field of child development and the physical, social, emotional, and intellectual needs of children at different ages are covered. Students gain real-world experience by working collaboratively with the Parent-Child Center and observing and interacting with preschool students. Students have the opportunity to demonstrate their knowledge and understanding of infant care by taking an electronic baby home for the weekend.

8842 ADVANCED CHILD DEVELOPMENT

9-12 .5 cr.

Recommendation: Child Development (See FCS Recommendation)
This course is the continuation of Child Development and is designed for students who wish to continue their study of childcare and growth. The course begins with a study of preschool-age children and concludes with adolescence. Current theories in the field of child development and the physical, social, emotional, and intellectual needs of children at different ages are covered. Students build on the skills they gained in Child Development by structuring and delivering a lesson to the preschool students.

Admission to the next standard level course in a sequence is based on passing the prior course in the sequence.

Wood Technology

7744 INTRODUCTORY WOODWORKING

9-12 .5 cr.

Students will be introduced to basic carpentry/woodworking concepts and techniques. This will include, but is not limited to, shop and power tool safety, joinery techniques, and project planning. Projects include boxes, picture frames, and hand-held CNC projects.

7746 ADVANCED WOODWORKING

9-12 .5 cr.

Recommendation: Introductory Woodworking. (See TE Recommendation)
This course develops further the fundamental skills and concepts that will enable students to work more independently on cutting, shaping, finishing, and assembling quality wood projects. Framing and millwork techniques will be explored, as well as entrepreneurial opportunities for their skill set. Students apply the concepts of design and layout through hands-on building activities involved in the production of their own personal projects. (No knowledge of drafting or AutoCAD is required for this course). This course may be taken more than once for credit.

Power Technology

7840 INTRODUCTORY POWER TECHNOLOGY

9-12 .5 cr.

Introduction to Power Technology covers the theory, components, and operation of combustion engines and related systems. Students will spend time in the Power Tech lab learning the safe and appropriate use of hand tools, power tools, and shop equipment, and will develop understanding of fasteners and their applications, precision measuring, and retrieving and decoding repair information. Alternative energy sources and emerging technologies will be explored throughout the semester. This course is a foundation for continued study of Power Technology in the high school and beyond and will introduce the basics of engine maintenance and repair for the home mechanic.

7842 ADVANCED POWER TECHNOLOGY

9-12 .5 cr.

Recommendation: "C" or better in Introductory Power Technology. (See TE Recommendation)
This course is the equivalent of Gateway Community College’s AUT 132: Automotive Systems & Shop Practices and may be taken for three college credits.

This course is a continuation of Introduction to Power Technology. Students will learn the systems that support traditional combustion engines, as well as the basics of electric circuits and motors found in all types of power systems, including hybrid and alternative energy vehicles. Upon completion of the course, students will understand and be able to maintain motorized equipment of all types, as well as make common diagnoses and repairs. Advanced Power Technology provides the foundation for more specialized automotive, power, energy, and transportation coursework at the high school level and beyond.

7844 AUTOMOTIVE MECHANICS TECHNOLOGY I

10-12 1 cr.

Recommendation: Introductory to Power Technology (See TE Recommendation)
This course is the equivalent of Gateway Community College’s AUT 132: Automotive Systems & Shop Practices and may be taken for three college credits.

Automotive Mechanics Technology I is designed to provide an understanding of basic automotive systems with direct application of scientific and mathematical principles. Emphasis is placed on design and operational diagnostic problem-solving procedures and on service and maintenance of a vehicle. Included in this course will be job market and safety procedures relative to the industry. Instruction will be through lectures, demonstrations, and practical hands-on experiences under close supervision.

7846 AUTOMOTIVE MECHANICS TECHNOLOGY II [Advanced]

11,12 1 cr.

Recommendation: Successful completion of Auto Mech. Tech. I. (See TE Recommendation)
Automotive Mechanics Technology II provides students with an understanding of operating automotive systems. Development of alternate propulsion systems and their fuels will be investigated relative to the environmental impact of transportation technology. The students will be encouraged to participate in independent study and practical activities with the positive application and refinement of previous knowledge and skills.

Engineering/Design Technology

7044 HANDS-ON ENGINEERING WORKSHOP

9-12 .5 cr.

A hands-on experience designed to immerse students in the exciting world of engineering and technology. Through a series of collaborative projects, students will utilize various materials, software, and tools to simulate real-world engineering challenges. This comprehensive approach aims to spark curiosity, foster creativity, and equip students with the practical skills essential for success in the ever-evolving field of engineering technology. Students will also enhance their problem-solving and critical thinking skills and explore potential career paths through industry insights.

7045 ADVANCED HANDS-ON ENGINEERING WORKSHOP

9-12 .5 cr.

Recommendation: Hands-On Engineering Workshop (See TE Recommendation)

Drafting Technology

7740 INTRODUCTORY DRAFTING

9-12 .5 cr.

This course will introduce the students to the field of drafting as a possible college/career choice. Students will learn the methods and techniques to interpret pictorial, 3-view, and orthographic drawings using AutoCAD (a computer-aided drawing program) and Inventor (a 3D design program). This course is recommended for all upper-level drafting courses.

7742 ADVANCED DRAFTING

9-12 .5 cr.

Prerequisite: Introductory Drafting. (See TE Recommendation)
This course is designed to prepare students who have chosen to go into college or a career path in any of the fields of engineering, architecture, design, drafting, blueprint reading, or layout work. All coursework is performed on AutoCAD and Inventor, two Computer Aided Drafting programs used in all colleges and industries nationwide. This course may be taken more than once for credit.

Graphic Technology

7848 WEB DESIGN AND COMPUTER APPLICATIONS

9-12 .5 cr.

An introductory course designed for students interested in learning about visual communications, web design, and desktop publishing in the 21st Century. Students will create, prepare and optimize computer graphics for the Web. Students will explore contemporary options for creating websites, blogs, and alternative publishing formats.
FINE ART CREDIT OR TECHNOLOGY CREDIT IS OPTIONAL

7849 ADVANCED WEB DESIGN AND COMPUTER APPLICATIONS

9 -12 .5 cr.

Recommendation: Web Design and Computer Applications. (See TE Recommendation)
This course provides students with the opportunity to add skills to their existing knowledge and previous experience with web-publishing tools. Students will create complex computer graphics and animations to be utilized in various internet publishing formats. Students will further learn how to organize, maintain, and manage an interactive website at a more advanced level.
FINE ART CREDIT OR TECHNOLOGY CREDIT IS OPTIONAL

7243 VIDEO BROADCASTING & PERFORMANCE: MEDIA ARTS MASTERY

9-12 .5 cr.

The course will emphasize news-gathering, writing, video recording, editing, performing on camera, and the study of mass media. Students will learn the basic elements of news value and vocabulary specific to broadcast writing. They will also identify various news sources and use interview skills to create stories using video and editing software. This course also explores the world of digital video and television production. Students learn on professional equipment in a modern digital TV studio. Students work in collaborative teams to produce projects using cameras, while learning the basics of studio and field production, lighting and sound. Students will also have opportunities to produce short films, while also exploring live video and audio recording techniques.

FINE ART CREDIT OR TECHNOLOGY CREDIT IS OPTIONAL

7241 ADVANCED VIDEO BROADCASTING & PERFORMANCE: MEDIA ARTS MASTERY

9-12 .5 cr.

Recommendation: Video Production and Broadcasting (See TE Recommendation)
Advanced camera, lighting, sound, and on screen performance techniques are the primary focus of the course. Students will learn the mechanics of operating an educational media stream and the production techniques to manage internal video broadcasts. Students will also create and produce video and audio works that will create a portfolio which can be used as reference material for opportunities beyond high school.

FINE ART CREDIT OR TECHNOLOGY CREDIT IS OPTIONAL

Grade	Course Selection
Grade 9 Options	English 9 Literature and Civilizations (2 credits: 1 English, 1 Social Studies)
Grade 10 Options	English 10 English 10 Honors
Grade 11 Options	American Literature Honors American Literature AP Language & Composition
Grade 12 Options	AP English Literature and Composition/Early College Experience (ECE) OR World Lit Honors OR Two of the following electives: Acting Workshop Creative Writing Digital Journalism Expository Writing   Film as Literature Leave, Linger, Long For Public Speaking World Literature Semester 21st Century Communication

Electives for Further Enrichment:

Grade	Course Selection
Grade 9	Yearbook Advanced Yearbook Boundless Theater
Grades 10-12	Yearbook Advanced Yearbook Acting Workshop Boundless Theater Creative Writing Digital Journalism Expository Writing Film as Literature Leave, Linger, Long For Public Speaking 21st Century Communication

Grade Nine

1120 ENGLISH 9

9 1 cr.

As students transitioning into high school, our 9th graders spend their first semester engaging with texts and performance tasks designed to promote self-reflection. By analyzing complex characters and themes, students will grow as readers while looking inward to examine their own identities. During the second semester, students broaden their thinking by considering how they fit into society and how they can use their own voices to call attention to the issues that matter to them.

1129 CIVILIZATION AND LITERATURE

9 2 cr. (1 cr. English + 1 cr. Social Studies)

This two-credit, double-period humanities course integrates ninth-grade English and Civilizations into a fusion experience. The course invites students to relate literature, history, philosophy, and the arts to their own lives and to the world around them as they make thematic and conceptual connections between literature and history. Students will engage with texts and performance tasks designed to promote self-reflection and historical understandings. By analyzing complex fictional and historical characters as well as literary and societal themes, students will grow as readers and citizens while looking inward to examine their own identities and what matters to them as they become greater participants in a multi-faceted, changing world. Student choice and ownership is an integral part of the learning experiences. Successful completion of this program fulfills both the English and Social Studies Requirements for Grade 9.

Grade Ten

1220 ENGLISH 10

10 1 cr.

Ranging from whole class reads of texts such as Fahrenheit 451 to student choice book clubs around themes like coming of age and alienation, units are designed to help students better understand the world around them and their place in it. Through carefully designed performance tasks, students will demonstrate their ability to analyze an author’s craft, create a compelling narrative, craft an effective argument, and engage in research around a topic of personal interest.

1221 ENGLISH 10 HONORS

10 1 cr.

With an emphasis on deep inquiry, meaningful discourse, and the cultivation of critical reading, thinking, and writing skills, English 10 Honors invites students to engage with challenging classic and contemporary texts that concern thematic topics such as: coming of age and the loss of innocence; alienation, isolation and loneliness; dystopian fiction (particularly as it pertains to privacy and technology), and the use of comedy as literary device. Highlighting the ways in which their appreciation of literature enhances their understanding of themselves, their lives, and the world around them, students will demonstrate their ability to analyze author’s craft, create a compelling narrative, craft an effective argument, and engage in research around a topic of personal interest, among other carefully designed performance tasks.

Grade Eleven
All juniors must register for a yearlong course on American Literature or AP Language.

1555 AP ENGLISH LANGUAGE & COMPOSITION

11 1 cr.

The AP English Language and Composition course cultivates the reading and writing skills that students need for college success and for intellectually responsible civic engagement. The course guides students in becoming curious, critical, and responsive readers of diverse texts and becoming flexible, reflective writers of texts addressed to diverse audiences for diverse purposes. The reading and writing students do in the course should deepen and expand their understanding of how written language functions rhetorically: to communicate writers’ intentions and elicit readers’ responses in particular situations. Students cultivate their understanding of writing and rhetorical arguments through reading, analyzing, and writing texts as they explore topics like rhetorical situation, claims and evidence, reasoning and organization, and style.

1310 AMERICAN LITERATURE HONORS

11 1 cr.

This course explores the central themes and literary influences across more than 200 years of American Literature through the close reading and examination of a mix of classic, modern and contemporary authors from culturally diverse backgrounds. Emphasis is placed on the critical reading of literary texts and the composition of increasingly elaborate essays. Class participation and a variety of oral presentations are required. Class discussions are frequent and are aimed at encouraging students to uncover insight and explore original ideas related to the authors and texts studied. Students in this course should plan to spend significant out-of-school time completing class reading, writing, and assignments. A required summer reading assignment includes extensive notes based on the reading of a classic American text along with several other selections of poetry and nonfiction.

1326 AMERICAN LITERATURE

11 1 cr.

This course explores the rich diversity of American Literature. Through the close reading and examination of a mix of classic, modern, and contemporary authors from culturally diverse backgrounds, students will develop their thinking about both the beauty and flaws of the nation, always returning to the essential question of “What does it mean to be an American?” Writing and discussions not only foster literary understanding but also invite students to relate the material to their own lives and to the world around them. SAT preparation, independent reading opportunities, research, and college essay writing are included in the American Literature curriculum.

Grade Twelve
Seniors must take either a full year of World Literature (AP, English Honors 12) or two electives that fulfill the English graduation requirement (see Language Arts Course Options By Grade above).

1511 AP ENGLISH LITERATURE AND COMPOSITION

12 1 cr.

This class focuses on the development of the reading and writing skills essential to university work as well as preparation for the AP exam in English Literature and Composition. This is a college first-year writing seminar characterized by collaborative, student-driven inquiry. Students will use writing to contribute to active academic conversations. The instructor offers contexts with assigned texts, central questions, and directed discussion for the development of this ongoing work. Through cycles of reading, discussion, writing, feedback, and reflection, students work on projects in which they develop understandings and questions with which to advance the class conversation.

UConn ECE English

Students enrolled in AP/ECE English Literature and Composition for 2023-24 have the option of participating in a UConn Early College Experience (UConn’s ENGL 1011: Seminar in Academic Writing) for college credit. During the year, students must produce four to six major assignments (30+ pages total) of revised, edited, and proofread formal prose, as well as a variety of shorter assignments, reflective writing, and multimodal composition, while meeting the standards of college-level expectations. Class sizes are capped at 20 students.

ECE registration and fee details will be provided by the BHS Counseling Department. If you are interested in ECE English, please see your school counselor.

1410 WORLD LITERATURE HONORS

12 1 cr.

This challenging curriculum in world classics from antiquity through the twentieth century includes works by Sophocles, Shakespeare, Dickens, Camus, and Hesse. The ongoing development of writing skills, student-led discussions, and creative projects are central components of the course, which culminates in a major author paper and presentation by each student. Extensive summer reading, which includes Siddhartha and The Woman Warrior along with notes, is required.

Electives Which Fulfill English Requirements

1421 WORLD LITERATURE SEMESTER: Exploring Literary Landscapes

12 .5 cr.

Through an exploration of short stories, plays, and poetry, students will traverse the globe. They will make stops in Africa, South America, the Far East, Europe, and North America, studying diverse cultural perspectives while also paying close attention to the experiences that connect all human beings. Students are also expected to engage in discussion, conduct independent research in an effort to develop their understanding, and produce critical as well as personal essays.

1334 ACTING WORKSHOP: The Art of Acting

10-12 .5 cr.

What role do you want to play in the world? Focusing on the exciting and ever-evolving business of acting, students will explore the world of acting, stardom, and the creation of genuine emotion to communicate meaning. Through participating in improv exercises, character studies, and performances, as well as viewing and critiquing others, students will hone their craft as actors.

1842 FILM AS LITERATURE

10-12 .5 cr.

Grab your popcorn, pull up a chair, and get ready to analyze films. In this course, students will explore film as a mode of visual literacy and its impact/influence on the world we live in. Students will learn the vocabulary of film, focusing on how screenwriters, cinematographers, and directors use camera techniques just as authors use literary devices to create mood, establish tone, and communicate themes. Students will engage in discussion, write essays analyzing the use of camera techniques, and create a culminating video essay on a film of their choice.

1125 PUBLIC SPEAKING: How to Develop Self-Confidence and Influence Others

10-12 .5 cr.

The ability to speak clearly and effectively is critical to your future success. It is the most important skill you can learn and master. In this course, students develop skills needed to be interesting and effective speakers in a variety of contexts, informal as well as formal. Assignments range from explanations, personal reminiscences, tributes, and entertaining sales pitches to argumentation, debates, and impromptu speeches. As part of preparation for class, writing and research skills are reinforced. Because this course is intended to help students develop into more confident and effective communicators, it will prepare them for their senior exit interviews as well as life after graduation.

1325 READ ON

10-12 .5 cr.

As consumers of text, we know when we like something. But do we know why? In addition to examining the content and craft of a text, students in this course will take an in-depth look at what they, as readers, bring to the table. Do the selected texts satisfy a desperate need for information? Do they enable them to feel connected to other human beings? Or do they provide a welcome escape from reality? Armed with self-knowledge of who they are as readers, students will have the opportunity to explore different genres and authors before selecting texts that speak to them.

1744 DIGITAL JOURNALISM: Building the Skills, Honing the Craft

10-12 .5 cr.

Today’s digital world has turned journalism and news reporting upside down. The focus of the class is on reading, writing, and publishing in today’s ever-changing, internet news environment and how to be savvy consumers and producers of information. This course will touch on the traditional journalism methods of researching, writing, and publishing but will also move into the more contemporary internet-based news world using photography and video storytelling tools. The impact of social media on the writing and publishing process will be examined, including the examination of different news sources and stories.

1336 EXPOSITORY WRITING: Tools and Rules for Essay Success

10-12 .5 cr.

In this course students learn how to write more effective descriptive, personal, and persuasive essays. The curriculum includes techniques for generating and organizing ideas, understanding the writing process, strengthening argumentation, constructing effective introductions and conclusions, and revising drafts. During class, students engage in pre-writing activities, confer with the teacher, do style-building activities, write impromptus to develop fluency, examine professional models, and engage in self and peer assessment.

1740 CREATIVE WRITING: How to Unleash Your Creative Self and Improve Your Writing Skills

10-12 .5 cr.

Do you find yourself constantly writing down your ideas and wanting to develop these in an intensive writing experience? In this course, students will draft and polish genre pieces such as short stories, poems, memoirs, and plays. The coursework will include learning techniques for generating ideas, constructing plots, revealing character, invigorating dialogue, and polishing poetry. In class, students engage in a variety of individual and group activities, work on drafts, confer with the teacher, discuss models, brainstorm ideas, and share their work with their peers.

1751 21st Century Communication

10-12 .5cr.

Why do some books become best sellers and some lay dusty on the shelves? Why do some movies become blockbusters while others only earn rotten tomatoes? Why do some tweets get countlessly retweeted while others die a quiet death in the nest? By analyzing history-making successes and epic failures, students will understand what it takes to have their voices heard. In addition to the content and craft of the material, students will also study the time period, working to discern why each piece spoke to a large part of the population. The still-evolving field of media literacy and mass marketing advertising will be analyzed.

Electives for Further Enrichment
While these courses count toward graduation credit, they do not satisfy the specific graduation requirements in English and may not be used to make up for failing a required English course.

1319 BOUNDLESS THEATER

9-12 .5 cr.

This course will explore dramatic works of art from various cultures across the ages. Modeled after “Unified Sports,” this interactive and inclusive course offers all students an opportunity to research, direct, perform, design, and write, culminating in an actual performance. In this collaborative and supportive environment, students will have a chance to rotate through all areas of drama.

9948 PUBLICATIONS/YEARBOOK

9-12 .5 cr.

9949 ADVANCED PUBLICATIONS/YEARBOOK (see Art Recommendation)

9-12 .5 cr.

Students learn all aspects of yearbook production, including fundraising, publication law, editing, and computerized layout design. Students will learn aspects of journalistic photography skills using Photoshop. In this class, the student becomes the reporter and the designer. Cooperative group work, time management, and school spirit are expressed in this course. The end product is THE MILESTONE, the Branford High School yearbook. Students are strongly encouraged to sign up for both semesters of the class. Advanced Publications may be taken more than once for credit.

1644 ESL LITERACY SKILLS

9-12 1 cr.

This course is designed to enhance the reading, writing, speaking, and listening skills of the new English Learner through readings and activities designed to promote progress in basic English skills. Students will experience a variety of scaffolded methods to assist them as they continue to acquire English as a second language.

1646 ESL ADVANCED LITERACY SKILLS

9-12 1 cr.

This course is designed to enhance the reading, writing, speaking, and listening skills of the English Learner through the readings of novels, short stories, and nonfiction texts. Academic writing is a major focus. Students will experience a variety of scaffolded methods to assist them as they continue to strengthen their English proficiency.

The Mathematics Department has minimum grade recommendations (approved by the Board of Education) for entry into some mathematics courses/levels. The reasons for having minimum grade recommendations are for students to enroll in a course or level commensurate with their needs and past achievement and to maintain the integrity of the sequential courses. The minimum grade recommendations decrease the number of students who are inappropriately placed in courses. Students who wish to enroll in an honors or AP course need to demonstrate that they are self-motivated, independent learners.

For STANDARD level courses in math, it is recommended that students achieve a C- to take the next standard level course in a sequence. For students who do not achieve the C- and would like the opportunity to improve their math skills, they can enroll in the BHS Summer Studies program. Students and parents can discuss this further with their teacher and school counselor.

For admission to HONORS-level courses in math, it is recommended that students achieve a B- in the preceding honors course in the sequence or an A- in the preceding standard-level course. For students in a standard-level course who did not achieve an A- or for students who did not achieve that B- in an honors-level course but wish to take the challenge of the honors-level course, a review of the student’s program of studies, testing scores, math history, and summer work, combined with current teacher recommendation that the student is capable of meeting increased expectations of Honors-level course requirements, will all be considered in placing the student in the most appropriate next course in the sequence. This will enable the students to have the best chance of having success in reaching their mathematics potential while enabling them to advance to an honors-level course if appropriate.

For students who do not achieve the B- in an honors course or the A- in a standard course but wish to continue with an honors course, it is recommended that they complete the following:

• Attend a meeting in the spring in order to receive summer work

• Complete the summer work and turn it in according to department specifications

For admission to ADVANCED PLACEMENT courses in math, it is recommended that students achieve a B in the preceding honors course in the sequence. For students who wish to take the challenge of an AP-level course, current teacher recommendation that the student is capable of meeting increased expectations of AP-level course requirements will be necessary for placement in AP Statistics or AP Calculus. This will enable the students to have the best chance of having success in reaching their mathematics potential while enabling them to advance to an AP-level course if appropriate.

A note to parents: We take an interest in your child and suggest that you closely follow his/her/their progress. If your child begins having difficulty in a course so that earning the minimum grade for entry into the next course in sequence appears questionable, we strongly urge you to contact his/her/their teacher to discuss the problem and alternative solutions. Your child's effort and your active concern, combined with our professional staff and facilities, can result in the achievement of a sound mathematics education.

Three credits in Mathematics are required for graduation, though the math department strongly suggests taking four credits. For students wishing to take Calculus during their senior year, it is recommended that students complete Precalculus by the end of their junior year.

Grade	Sequence A	Sequence B	Sequence C
8			Algebra I
9	Foundations of Math	Algebra I	Geometry Honors
10	Algebra I	Geometry or Geometry Honors	Algebra II Honors
11	Geometry	Algebra II or Algebra II Honors	Precalculus or Precalculus Honors
12	Algebra II or ELECTIVES from below	Precalculus or Precalculus Honors or ELECTIVES from below	AP Calculus or Calculus Honors

PREREQUISITE	ELECTIVES
None	Cybersecurity Expoloration of Computer Science
Algebra I	AP Computer Science
Geometry	Concepts of Math
Algebra II	AP Stats Discrete Math

3122 ALGEBRA I

9-12 1 cr.

The major objective of this course is to lay a firm foundation for the sequential courses that follow. Students should build upon the skills and competencies learned and should apply them to the representation, analysis, and solution of problems in this course and future math courses. Topics include solving equations and inequalities, linear equations, linear functions, systems of linear equations and inequalities, piecewise functions, exponents and exponential functions, polynomials and factoring, quadratic functions, solving quadratic equations, and statistics.
The next sequential course is Geometry or Geometry Honors.

3220 GEOMETRY

9-12 1 cr.

Recommendation: C- in Algebra. (See Math Recommendation)
A study of geometry develops spatial visualization and ability in using the deductive method. Technology is used to aid the development of some concepts. Topics include inductive and deductive reasoning, angles, triangles, proofs, quadrilaterals, polygons, transformations, parallel and perpendicular lines, congruence and similarity, right triangle trigonometry, circles and spheres, area and volume, and coordinate geometry. This course is recommended for college-bound students.
The next sequential course is Algebra II or Algebra II Honors.

3213 GEOMETRY HONORS

9-12 1 cr.

Recommendation: A minimum grade of A- in Algebra I, combined with teacher recommendation that student is capable of meeting increased expectations of Honors-level course requirements. (See Math Recommendation)
This course demands a more challenging approach to the students’ study of geometric concepts. Students will rely primarily on deductive methods in their study of two- and three-dimensional figures. The curriculum will include the course content from Geometry (inductive and deductive reasoning, angles, triangles, proofs, quadrilaterals, polygons, transformations, parallel and perpendicular lines, congruence and similarity, right triangle trigonometry, area and volume, and coordinate geometry), as well as extended topics. Students will have opportunities to take greater responsibility for their learning. Reasoning skills will be emphasized, and students will broaden their use of the coordinate plane. Technology is used to aid the development of some concepts. This course is recommended for students who want to be challenged, are looking for a rigorous curriculum, and aspire to advanced levels of learning.
The next sequential course is Algebra II Honors.

3320 ALGEBRA II

10-12 1.5 cr.

Recommendation: C- in Algebra I.
Topics include linear functions and systems, quadratic functions and equations, polynomial functions, rational functions, rational exponents and radical functions, exponential and logarithmic functions, trigonometric functions, trigonometric equations and identities, data analysis and statistics, and probability. The use of algebra in problem-solving is also studied. A school-issued TI-84 Plus CE Graphing Calculator may be provided to students, but it is highly recommended that students purchase their own if possible.
The next sequential course is Precalculus, Precalculus Honors, or Discrete Mathematics.

3310 ALGEBRA II HONORS

10-12 1 cr.

Recommendation: A- in Algebra I, combined with teacher recommendation that the student is capable of meeting increased expectations of Honors-level course requirements. (See Math Recommendation)
The major objective of this course is to prepare students for Precalculus and Calculus. Topics include linear functions and systems, quadratic functions and equations, polynomial functions, rational functions, rational exponents and radical functions, exponential and logarithmic functions, trigonometric functions, trigonometric equations and identities, conic sections, matrices, data analysis and statistics, and probability. The approach is rigorous, the pace is fast, and the material is challenging. The emphasis is on the development of abstract concepts, critical analysis, and independent learning. A school-issued TI-84 Plus CE Graphing Calculator may be provided to students, but it is highly recommended that students purchase their own if possible.
The next sequential course is Precalculus Honors.

3425 DISCRETE MATHEMATICS

11,12 1 cr.

Recommendation: C- in Algebra II.
This course is a sampler of college-level mathematics. Topics include, but are not limited to, set and proof techniques, logic and logic circuits, relations on sets, combinatorics, graph theory, advanced probability, matrix operations, and linear algebra. Students completing this course will be well-prepared for college math courses such as College Algebra, Statistics, Computer Science, and Linear Algebra. They will be equipped with tools and strategies with which to reason deductively and inductively. There will be a heavy emphasis on critical thinking.  A school-issued TI-84 Plus CE Graphing Calculator may be provided to students, but it is highly recommended that students purchase their own if possible.

3430 PRECALCULUS

11,12 1 cr.

Recommendation: C- in Algebra II. (See Math Recommendation)
This course is for students who wish to prepare for calculus or college-level mathematics. Topics include circular functions (with emphasis on trigonometric functions and graphs); inverses; trigonometric equations and identities; polynomial, rational, exponential, and logarithmic functions; the conic sections; and analytic geometry. A school-issued TI-84 Plus CE Graphing Calculator may be provided to students, but it is highly recommended that students purchase their own if possible.
The next sequential course will depend upon the student’s expectations for post-high school (see ELECTIVES at beginning of math section).

3410 PRECALCULUS HONORS

11,12 1 cr.

Recommendation: B- in Algebra II Honors or A- in Algebra II, combined with teacher recommendation that the student is capable of meeting increased expectations of Honors-level course requirements. (See Math Recommendation)
This course is for accelerated mathematics students who wish to prepare for calculus. The topics covered in this course include all those covered in Precalculus plus several additional topics (including, but not limited to, parametric and polar functions, vectors, and matrices). The approach is rigorous, the pace is fast, and the material is challenging. The emphasis is on the development of abstract concepts, critical analysis, and independent learning.  A school-issued TI-84 Plus CE Graphing Calculator may be provided to students, but it is highly recommended that students purchase their own if possible.
The next sequential course is AP Calculus or Calculus Honors.

3412 CALCULUS HONORS

11,12 1 cr.

Recommendation: C- in Precalculus Honors or B- in Precalculus, combined with teacher recommendation that the student is capable of meeting increased expectations of Honors-level course requirements. (See Math Recommendation)
This course is for students who intend to take calculus in college but do not wish to prepare for the Advanced Placement Calculus exam. Topics are similar to those in AP Calculus but with more of a focus on applications in the social sciences. Time will be spent on the review of Precalculus topics, an extension of work with sequences and series, and the additional topics of parametric and polar graphs.  A school-issued TI-84 Plus CE Graphing Calculator may be provided to students, but it is highly recommended that students purchase their own if possible.

3510 ADVANCED PLACEMENT CALCULUS AB

11,12 1 cr.

Recommendation: B in Precalculus Honors or A- in Precalculus, combined with teacher recommendation that the student is capable of meeting increased expectations of Honors-level course requirements. (See Math Recommendation)
Advanced Placement (AP) Calculus is a college-level mathematics course for which colleges may grant advanced placement/credit. The course is aimed toward the successful completion of the AP exam in AB Calculus. The course consists of work in calculus, elementary functions, and analytic geometry. An exceptional amount of time is needed to master the material. A school-issued TI-84 Plus CE Graphing Calculator may be provided to students, but it is highly recommended that students purchase their own if possible.  The graphing calculator enhances understanding of concepts from a numerical, analytical, and graphical perspective. A graphing calculator is required for the AP examination.

3332 CONCEPTS OF MATHEMATICS I

12 .5 cr.

3333 CONCEPTS OF MATHEMATICS II

12 .5 cr.

Recommendation: Passing grade in Geometry. (See Math Recommendation)
These independent semester courses are designed for juniors/seniors who are interested in using technology (graphing calculators and computers) to solve authentic algebraic and geometric problems. Using technology and problem-solving techniques, students will be expected to work out solutions to problems that are confronted in the real world. Logic problems and various other topics in mathematics are included in the content of these courses.

3327 STATISTICS & PROBABILITY

10-12 1 cr.

Recommendation: C- in Algebra 1 (See Math Recommendation)

Statistics and Probability is an elective math course that would benefit students interested in any one of the career paths recognized by the National Career Clusters Framework.  The course includes four broad conceptual themes: Organizing Data, Producing Data, Probability, and Inference.  A school-issued TI-84 Plus CE Graphing Calculator may be provided to students, but it is highly recommended that students purchase their own, if possible, as a graphing calculator is required to most effectively access the content. This full-year course can be taken concurrently with any other math course after completion of Algebra 1.

3513 ADVANCED PLACEMENT STATISTICS

11,12 1 cr.

Recommendation: B in Algebra II Honors or A- in Algebra II, combined with teacher recommendation that the student is capable of meeting increased expectations of Advanced Placement (AP)-level course requirements. (See Math Recommendation)
Advanced Placement Statistics is a college-level math course for which colleges may award advanced placement/credit. The course is aimed at the successful completion of the AP Statistics Exam given in May. The course includes four broad conceptual themes: 1) Exploratory analysis of data that makes use of graphical and numerical techniques to study patterns and departures from patterns. 2) Planning a study: Deciding what and how to measure. 3) Producing models using probability and simulation. 4) Statistical Inference: Level of confidence in selected models.  A school-issued TI-84 Plus CE Graphing Calculator may be provided to students, but it is highly recommended that students purchase their own, if possible, as a graphing calculator is required for the AP examination.

20100 EXPLORATION OF COMPUTER SCIENCE

9-12 1 cr.

This is an exploration of computer science for 9-12th grade students. Mapped to CTSA standards, the course takes a wide lens on computer science by covering topics such as problem-solving, programming, physical computing, user-centered design, and data, while inspiring students as they build their own websites, apps, animations, games, and physical computing systems. Students will engage in rich activities requiring creativity, computing, critical thinking, collaboration, and communication.
Students with previous experience will find many new topics to explore, and they will revisit familiar topics in novel and more challenging contexts.

20101 FUNDAMENTALS OF CYBERSECURITY

9-12 1 cr.

This comprehensive cybersecurity course is designed for students with an interest in the cybersecurity field. Students should have some exposure to computer science, but there are no specific course prerequisites. Students will learn cybersecurity topics including digital citizenship and cyber hygiene, software security, network fundamentals, system administration, and the basics of cryptography and programming.

20102 AP COMPUTER SCIENCE PRINCIPLES

10-12 1 cr.

Recommendation: Strong background in Algebra highly recommended.
Computer science experience has become imperative for students’ success in the workforce of tomorrow. AP Computer Science Principles introduces students to the foundational concepts of the field and challenges them to explore how computing and technology can impact the world. Whether it is 3-D animation, engineering, music, app development, medicine, visual design, robotics, or political analysis, computer science is the engine that powers the innovation that drives the world. AP Computer Science Principles is designed with the goal of creating leaders in the computer science field through the application of essential computing skills in multidisciplinary opportunities.  AP Computer Science Principles is a rigorous, college-level class that requires students to work independently and collaboratively to apply mathematics to develop algorithms, problem-solve, code, and analyze. To earn AP credit students must submit a Performance Task Portfolio and the AP exam.

3161 FOUNDATIONS OF MATHEMATICS I

9-12 1 cr.

Recommendation: Placement by Mathematics teacher and Department Liaison. (See Math Recommendation)
This course covers an integrated curriculum blending topics from fundamental arithmetic, geometry, and some elementary probability and statistics. The course moves at a deliberate pace and individual help is available to the students.

3162 FOUNDATIONS OF MATHEMATICS II

9-12 1 cr.

Recommendation: Placement by Mathematics teacher and Department Liaison. (See Math Recommendation)
This course is a full-year math course. In this course, students will be introduced to algebraic concepts through theory application and modeling. The goal of this course is to prepare students for success in Algebra I. Topics for this course include variables, expressions, arithmetic review, solving equations, problem-solving with equations and inequalities, exponents, rational numbers, application data analysis and statistics, probability, square roots, and relations and functions.

Students in grades 9 and 10 will have a quarter year of health education and a quarter year of physical education. The physical education/health program for students in grades 11 and 12 will include two semesters of health and physical education.

Course #	Course Name	Grade Levels	Credits
15143	Physical Education 9	9	.25 cr.
15145	Physical Education 10	10	.25 cr.
15142	Health 9	9	.25 cr.
15144	Health 10	10	.25 cr.
15141	Physical Education/Health 11/12	11/12	.5 cr.
15250	Lifetime Fitness and Wellness	11/12	.5 cr.
15249	Personal Fitness	11/12	.5 cr.
15193	Unified PE and Health	11/12	.5 cr.

15250 LIFETIME FITNESS AND WELLNESS

11-12 .5 cr.

This fitness and wellness class is designed to acquaint students with the benefits of physical activity in their lives and introduce them to a wide variety of personal fitness activities. They will evaluate their own personal fitness levels, set individual goals, and develop lifelong fitness habits. This course also has a nutrition component. Through strength and flexibility exercises, Pilates, plyometrics, and cardiovascular activities, students will gain an understanding of how all parts of the body and mind contribute to overall health and wellness. This course is open to all students in grades 11 and 12. This is a one-semester course.

15249 PERSONAL FITNESS

11-12 .5 cr.

This Personal Fitness course is designed to help students reach their full fitness potential. The course will build confidence and leadership through the process of setting and achieving fitness goals. This course will also promote team-building, allowing students opportunities to push, assist, and encourage each other to work a little harder. Proper lifting and spotting techniques will be emphasized. Students will build strength, responsibility, confidence, and leadership as well. The framework of this course will allow for constant improvement and measurable results.

15193 UNIFIED PE AND HEALTH

10-12 .5 cr.

Unified PE and Health is a unique opportunity for students of varying ability levels and backgrounds to come together on equal terms through ongoing fitness, sports, leadership, and wellness activities. Unified PE focuses on the physical, intellectual, and social growth of all participants.

General guidance for students interested in pursuing Science beyond high school.

Health Science: Bio Med, e.g. Nursing, Pre Med, Biotech	Forensics & Investigating Sciences	Engineering: Aerospace, Civil, etc	Environmental Science	Physical Science: Chemistry, Physics, etc
Biology	Biology	Biology	Biology	Biology
Chemistry H	Chemistry (H)	Chemistry (H)	Chemistry (H)	Chemistry H
Physics (H)	Physics (H)	Physics H	Physics (H)	Physics H
Electives: AP/ECE Biology AP Chemistry Anatomy/Physiology	Electives: AP/ECE Biology AP Chemistry Anatomy/Physiology Forensics	Electives: AP Chemistry AP Physics Natural Disasters Investigating Life Beyond Earth	Electives: Natural Disasters Marine Biology Environmental A/B AP Environmental Science AP Biology	Electives: AP Chemistry AP Physics Investigating Life Beyond Earth Natural Disasters
AP Statistics	Computer Science	Computer Science (AP) Calculus	Computer Science	(AP) Calculus

Grade Nine

4220 BIOLOGY 9

9 1 cr.

Freshman Biology provides students extensive opportunities to continue growing their science skills and biology knowledge. This year-long course is composed of three phenomenon-based units in which students work together to explain how populations change over time (evolution), how science can help make our lives better (genetics & heredity), and how trees might  reduce climate change (photosynthesis and matter cycling). During these units, students will ask and investigate questions and use the science and engineering practices as well as concepts that cut across all science domains to figure out the Disciplinary Core Ideas (DCI) and explain the phenomena.

Grades Ten-Twelve

4320 CHEMISTRY I

10-12 1 cr.

Required: Credit in Algebra I.

Recommended: Minimum grade of C+ in Algebra I.

Chemistry provides students extensive opportunities to continue growing their science skills and chemistry knowledge. This course is designed for college-bound students and stresses the development of problem solving skills and laboratory techniques. This year-long course is composed of three phenomenon-based units in which students work together to explain molecular processes in earth systems, chemical reactions, and energy from chemical & nuclear reactions. These units include topics such as Nuclear Chemistry, Chemical Formulas and Equation Writing, Stoichiometry, Quantum Theory, Kinetics, Thermodynamics, Equilibrium, Acids/Bases, and Electrochemistry. Algebra will be used throughout the year, and, therefore, it is necessary that students be able to independently manipulate algebraic equations.

 

4312 CHEMISTRY I HONORS

10-12 1 cr. Science + .5 cr. Elective

Required: Credit in Algebra I.
Recommended: Minimum grade of B in Algebra I.
This is a more rigorous chemistry course that covers topics in more depth and is specifically designed for students with strong backgrounds in both science and algebra. This course is designed for college-bound students and serves as the foundation for Advanced Placement Chemistry. This course stresses the development of problem-solving skills and laboratory techniques. Algebra will be used throughout the year, and, therefore, it is necessary that students are able to independently manipulate algebraic equations. The topics include nuclear chemistry, chemical formulas and equation writing, stoichiometry, quantum theory, kinetics, thermodynamics, equilibrium, acids/bases, and electrochemistry.

4324 PHYSICS 1

11,12 1 cr.

Recommended: Minimum grade of C+ in previous mathematics courses. 

Required: Algebra I Credit

This course emphasizes the fundamental concepts in physics and on building problem solving skills. This year-long course is composed of three phenomenon-based units in which students work together to explain electromagnetic radiation; collisions & momentum; meteors, orbits, & gravity; stars & the Big Bang theory. This is done using conceptual questions, projects, and technology-assisted data collection and analysis and practical applications, with less emphasis on mathematics and formal lab write-ups. Algebra will be used throughout the year, and, therefore, it is necessary that students be able to independently manipulate algebraic equations.

 

4314 HONORS PHYSICS 1

10-12 1 cr. Science + .5 cr. Elective

Required: Credit in Algebra I.
Recommended: Algebra II or Algebra II Honors taken concurrently or completed and minimum grade of B- in previous science and mathematics courses.
This course is aligned with the AP Physics 1 curriculum but is not taught at the same difficulty level. Students will be given the option at the end of this course to take the AP Physics 1 test; however, students will need to do additional prep work outside of class. The course is taught using conceptual questions, some rigorous mathematics, projects, technology-assisted data collection and analysis, and practical applications. Problem-solving and numerical analysis of laboratory data are stressed. This intensive course covers Newtonian mechanics; work, energy, momentum, and power; mechanical waves and sound; optics; thermophysics; and introductory electricity.

Advanced Placement (AP) Courses

Recommendations for all Advanced Placement Science Courses:
Advanced Placement (AP) Science courses are designed to be the equivalent of college-level introductory courses. Instruction and learning in these courses go well beyond what students experience in their Level I courses. Students planning to register for AP courses who did not achieve a B or higher in the associated Level I course (Biology, the Level I Honors course for Chemistry and Physics, or take the Honors level course for Chemistry I or Physics 1) should, in the spring, complete independent work, which will be provided by the AP teacher. The additional learning opportunity will ensure students have the necessary foundational knowledge and skills to begin the course in the fall. The work should be completed and given to the appropriate AP teacher by the last day of the spring semester.  

4510 ADVANCED PLACEMENT BIOLOGY/EARLY COLLEGE EXPERIENCE

11,12 1 cr. Science + .5 cr. Elective
(8 UCONN credits)

Required: Credit in Biology.
Recommended: See above.
This course is designed to be the equivalent of a college introductory biology course taken by biology majors during their first year. Therefore, the course requirements, specifically in the area of reading and writing, go well beyond those involved in a standard biology course. Topics include cells, cellular energetics, heredity and evolution, molecular genetics, evolutionary biology, diversity of organisms, structure and function of plants and animals, and ecology. Completion of independent projects and presentations, writing lab reports, and six to ten hours of homework a week are absolutely required. Students who are enrolled in this course should plan to take the Advanced Placement Biology Exam in May. Those who score a passing grade of 3, 4, or 5 on this exam may earn credit for courses at many colleges. Only students who are registered in the UCONN/ECE program for this course and earn a grade of C+ or better will receive UCONN/ECE credit. Early College Experience Registration and Fee details will be provided by the School Counseling Department.

4512 ADVANCED PLACEMENT CHEMISTRY II

11,12 1 cr. Science + .5 cr. Elective

Required: Credit in Chemistry I.
Recommended: See above.
The AP Chemistry course is designed to be the equivalent of a university-level general chemistry course. This course prepares students to take the Advanced Placement exam administered in May by the College Board. The topics that will be covered include chemical equations, molecular geometry, bonding, and intermolecular forces, kinetics, equilibrium, thermodynamics, acids/bases/buffers, and oxidation-reduction chemistry.

4514 ADVANCED PLACEMENT PHYSICS 2/EARLY COLLEGE EXPERIENCE

11,12 1 cr. Science + .5 cr. Elective
(8 UCONN credits)

Required: Physics 1 credit.
Recommended: See above.
This course combines the AP Physics 2 curriculum with a UCONN course in algebra-based physics. The course covers Newtonian mechanics, fluid mechanics, thermodynamics, electricity and magnetism, optics, and atomic and nuclear physics. Assignments deal with abstract physical concepts and the mathematical application of those concepts in laboratory and problem-solving situations. Students will be given the option at the end of this course to take the AP Physics 2 test. Only students who are registered in the UCONN/ECE program for this course and earn a grade of C+ or better will receive UCONN/ECE credit. Early College Experience Registration and Fee details will be provided by the School Counseling Department.

4516 ADVANCED PLACEMENT ENVIRONMENTAL SCIENCE
11,12 1 cr. Science + .5 cr. Elective

Required: Credit in Biology and in Chemistry I

Recommended: See above

The rigorous curriculum focuses on the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, identify and analyze environmental problems both natural and human-made, evaluate the relative risks associated with these problems, and examine alternative solutions for resolving and/or preventing them. Independent research, note-taking, and study skills are required for successful completion of this course. This course prepares students for the Environmental Science Advanced Placement Exam in May.

Science Electives

4420 ANATOMY & PHYSIOLOGY

10-12 1 cr.

Recommended: Successful completion of Biology or equivalent.
Anatomy and Physiology is a laboratory-oriented course designed to familiarize students with the structure and functions of the human body from the cellular to the organ-system level. Extensive dissection is required for the purpose of comparative anatomy. No alternatives will be offered in place of the dissection. This course will require intense memorization and application of the content through various projects and presentations.

4327 FORENSIC SCIENCE

10-12 1 cr.

Recommended: Successful completion of Biology.
The forensic science course will incorporate key scientific concepts and lab experiments into creative, forensic-based problem-solving. This program will engage and teach students about the expanding and fascinating world of forensic science. The curriculum will serve as a bridge between classroom science and the real-life application related to forensic investigations. As a result, students will understand how biology, basic chemistry, and the interaction of energy and matter help to solve crimes. Students must gather data, think critically and logically about relationships between evidence and explanations, construct and analyze alternative explanations, and communicate scientific arguments.

4722 MARINE BIOLOGY

10-12 1 cr.

Recommended: Successful completion of Biology.
Marine Biology is the study of living things in the ocean. Students will gain an understanding of how important the ocean is to all life on Earth. Topics covered in the course include the physical and chemical characteristics of the ocean, pollution, and how these affect the living things in various marine ecosystems. Selected groups of marine organisms are used to develop an understanding of biological principles and processes that are basic to all forms of life in the ocean. Students will learn how the ocean makes the planet habitable for all living things and how humans affect the oceans.

4730 DEALING WITH NATURAL DISASTERS

10-12 .5 cr.

Recommended: Successful completion of Biology or equivalent.
In 2022 alone, hundreds of thousands of people were injured, killed, and displaced by natural disasters. In this course, students will work in teams to research, design, test, revise, and evaluate solutions to save lives and property while exploring the causes and effects of natural disasters. Students will take the role of an engineer to predict when disasters might hit, design structures to withstand disasters, and help rebuild communities in the aftermath. Topics might include earthquakes, volcanic eruptions, tsunamis, hurricanes, mudslides, and forest fires. This course integrates standards from the Earth and Space Science, Physical Science, and Engineering strands of NGSS.

4729 INVESTIGATING LIFE BEYOND EARTH

10-12 .5 cr.

Recommended: Successful completion of Biology or equivalent.
Are we alone? This course investigates the possibilities of life on other planets. Students will explore topics including the life cycle of stars, Earth’s formation, planetary requirements for life, and the potential for colonizing other planets to better understand our place in the universe. This course integrates standards from the Earth and Space Science, Physical Science, and Engineering strands of NGSS.

4725 ENVIRONMENTAL SCIENCE A: UNDERSTANDING ECOLOGY

10-12 .5 cr.

Recommended: Two years of science, including Biology or equivalent.
This course is designed for students to look at the Earth as a whole and develop an appreciation for the living and nonliving factors that sustain life on this planet. Students will leave the course with a greater sense of the complexities of the natural world and why it needs to be protected. Main topics of study will include ecosystems, populations, food webs, biodiversity, species extinction, and atmosphere and climate.

4726 ENVIRONMENTAL SCIENCE B: HUMAN IMPACTS ON EARTH’S SYSTEMS

10-12 .5 cr.

This course is designed to use journal reading, text, and laboratory analyses to understand the implications of limited natural resources and the need for conservation. Through the study of ecology, students will understand the implications of existing and emerging technologies on our society and our quality of life. Students will be able to recognize the potential and limitations of science and technology in environmental problems. Main topics of study will include the atmosphere and climate, land use, agricultural production and hunger, biodiversity, alternative energy sources, and recycling.

20100 EXPLORATION OF COMPUTER SCIENCE

9-12 1 cr.

This is an exploration of computer science for 9- 12th grade students. Mapped to CTSA standards, the course takes a wide lens on computer science by covering topics such as problem solving, programming, physical computing, user centered design, and data, while inspiring students as they build their own websites, apps, animations, games, and physical computing systems. Students will engage in rich activities requiring creativity, computing, critical thinking, collaboration, and communication.
Students with previous experience will find many new topics to explore, and they will revisit familiar topics in novel and more challenging contexts.

20101 FUNDAMENTALS OF CYBERSECURITY

9-12 1 cr.

This comprehensive cybersecurity course is designed for students with an interest in the cybersecurity field. Students should have some exposure to computer science, but there are no specific course recommendations. Students will learn cybersecurity topics including digital citizenship and cyber hygiene, software security, network fundamentals, system administration, and the basics of cryptography and programming.

20102 AP COMPUTER SCIENCE PRINCIPLES

10-12 1 cr.

Recommendation: Strong background in Algebra highly recommended.
Computer science experience has become imperative for students’ success in the workforce of tomorrow. AP Computer Science Principles introduces students to the foundational concepts of the field and challenges them to explore how computing and technology can impact the world. Whether it is 3-D animation, engineering, music, app development, medicine, visual design, robotics, or political analysis, computer science is the engine that powers the innovation that drives the world. AP Computer Science Principles is designed with the goal of creating leaders in the computer science field through the application of essential computing skills in multidisciplinary opportunities.

Students are required to earn NINE (9) Humanities (English, Social Studies, Fine Arts) credits for graduation, 3 of which must be Social Studies course credits. Students must take and PASS the freshman and sophomore history courses and per state law, students must take, PASS, AND RECEIVE CREDIT in one of the Current Issues courses in the junior year. Any remaining required credits must come from one other Social Studies course. Students can take additional courses at any time for elective credit and are encouraged to do so.

For admissions to Advanced Placement/ECE courses, it is recommended that students achieve at least a ‘B’ in their preceding Social Studies course or B- in preceding AP or Honors Social Studies course. Students seeking admissions to AP courses who did not meet the prerequisite grade, are recommended to successfully complete an independent study/assessment provided by the department. Pre-Registration projects must be turned in before the first day of final exams; otherwise, students may not take the class the following Fall.

Required Courses:

Grade Level	Course	Credits
9	Civilizations OR Civilizations & Literature	1 cr. 1 cr.
10	United States History OR AP United States History	1 cr. 1 cr.
11	Current Issues OR Current Issues Honors	1 cr. 1 cr.

Other Social Studies Courses:

Grade Levels	Course
9-12	Criminal Justice Psychology Sociology
11-12	Ancient/Medieval History ECE Modern Western History ECE AP Psychology AP Human Geography (10-12) Honors World Views Honors Economics African-American/Black Studies and Puerto Rican and Latino Studies Human Rights: Empathy and Advocacy in a Changing World (10-12)

Grade Nine
The Civilizations Throughout History program is designed to provide freshmen with an overview of world cultures and their development within the global community. Major concepts drawn from the disciplines of history and the social sciences - anthropology, economics, geography, law and government, philosophy, political science, psychology, and sociology will be applied. Significant emphasis will be placed upon the development of lifelong attitudes, goal setting, personal responsibility, and interpersonal relations through the implementation of exercises in the enabling skills of reading, writing, speaking, listening, and viewing. Four major themes -- Democracy, Humanism, Myth and Religion, and Art -- are stressed throughout each course.

 Select one of the two following courses:

2116 CIVILIZATIONS

9 1 cr.

This course is designed to provide students with the opportunity to investigate the political, economic, social, and cultural themes in the history of civilization. Man's struggle for political power and economic security, the role of religion and religious institutions in government and daily life, and the continuing changes in the ways men and women think of themselves and their world as expressed in philosophy, literature, and the arts are themes that will be explored. The characteristics and significance of historical eras will become evident as a result of studying the evocative details of history.

2129 CIVILIZATIONS AND LITERATURE

9 1 cr. English + 1 cr. Social Studies

This two-credit, double-period humanities course integrates ninth-grade English and Civilizations into a fusion experience. The course invites students to relate literature, history, philosophy, and the arts to their own lives and to the world around them as they make thematic and conceptual connections between literature and history. Students will engage with texts and performance tasks designed to promote self-reflection and historical understandings. By analyzing complex fictional and historical characters as well as literary and societal themes, students will grow as readers and citizens while looking inward to examine their own identities and what matters to them as they become greater participants in a multi-faceted, changing world. Student choice and ownership are an integral part of the learning experiences.
Successful completion of this program fulfills both the English and Social Studies requirements for Grade 9.

Grade Ten
All students in the tenth grade are required to take one credit of American History by either 1.) Electing to take History I and II or 2.) Taking Advanced Placement American History (prerequisites must be met). These courses allow students to acquire knowledge of the major trends, themes, and events in American History.

2225 UNITED STATES HISTORY

10 1 cr.

In the high school United States history course, students study both change and continuity as they investigate diverse perspectives and enduring issues in the United States over time. Students will explore United States history from Reconstruction to the Digital Age using disciplinary tools and resources that support the planning and development of inquiries, evaluation of a broad range of historical sources, and communication of knowledge and ideas about the nation’s history. (From CT Social Studies Standards)

2510 AP UNITED STATES HISTORY

10-12 1 cr.

Recommendation: Refer to the paragraph explaining AP enrollment under the Departmental Recommendations section.
The Advanced Placement Program in American History provides the highly motivated student with an opportunity to achieve excellence. Students who are enrolled in this course should plan to take the American History AP Exam in May. Students will analyze, evaluate, and organize historical evidence from a variety of primary and secondary sources. They will work at developing reading and reasoning skills that are necessary for the formulation of informed judgments. They will also work to become proficient in those skills that will allow them to become clear and persuasive essayists, essential for success on the exam and in college. This is equivalent to a college-level course and thus, the requirements for reading and writing are well beyond a regular history course.
Juniors who elect to take AP U.S. after the completed U.S. I and II MUST complete another 1/2 credit of social studies to complete their graduation requirements.

Grade Eleven

2318 CURRENT ISSUES HONORS: THE COLLEGE EXPERIENCE

11 1 cr.

This course is designed to give upperclassmen a college-like experience. This course is designed to be taught in a lecture hall style, with smaller breakout sessions once a week. The content will be divided into two areas of focus. The first will focus on the American political system and its development. Students will become familiarized with political philosophy, the political spectrum, and how politics influence our relationships abroad. The second area will focus on different regions of the World and their more pressing current and historical concerns. All content will be connected to current events and will satisfy the Connecticut State Law for Civics education. Per State law, students must pass one of the current issues courses to graduate.

2328 CURRENT ISSUES

11 1 cr.

This course will be taught in a regular classroom environment. The content will be divided into two areas of focus. The first will focus on the American political system and its development. Students will become familiarized with political philosophy, the political spectrum, and how politics influence our relationships abroad. The second area will focus on different regions of the World and their more pressing current and historical concerns. All content will be connected to current events and will satisfy the Connecticut State Law for Civics education. Per State law, students must pass one of the current issues courses to graduate.

Other Social Studies Courses
Students must take at least one of the remaining courses to complete their final ½ credit of Social Studies.
In addition, students are encouraged to take any of these courses for additional elective credits.

2743 CRIMINAL JUSTICE

9-12 .5 cr.

Criminal Justice is designed to familiarize students with the functions, structure, and organization of the agencies that are responsible for the administration of justice in America. Specifically, the course deals with the police and issues related to law enforcement, prosecution of offenders, the judicial system, and corrections. Major units will include criminal procedure process; the Constitution; searches/seizures and the Fourth Amendment; seizures of persons/arrests, case reviews; and the court process.

2744 SOCIOLOGY

9-12 .5 cr.

This course is a study of human society and social behavior. Sociology gives students a broad and useful vocabulary allowing them to make connections and view the world through other's eyes, while exploring the hidden meanings behind human actions.

2746 PSYCHOLOGY

9-12 .5 cr.

This is a course designed to present principles of psychology, which enhance the understanding of self and others. Areas to be covered include the brain, memory, perception, social psychology, disorders, and therapy.

2513 ADVANCED PLACEMENT (AP) PSYCHOLOGY

11,12 1 cr.

Recommendation: Refer to the paragraph explaining AP enrollment under the Departmental Recommendations section.
This course is intended to introduce students to the systematic and scientific study of behavior and mental processes and students will increase their understanding of psychology, its methods, theory, and research.
AP psychology is a survey course, so students will focus on bits of information from many different areas in psychology. Primarily, the course will explore the psychological facts, principles, and phenomena associated with each of the major subfields of psychology (consciousness, learning, personality, cognition, etc.). Students will develop reading, writing, and analytical skills, which will serve them for the rest of their lives, while working a variety of primary and secondary sources. The material covered is the equivalent to that of a college-level course and thus, the Recommendations for reading, writing, and application of concepts are well beyond a regular social studies course.

2411 - HONORS WORLD VIEWS, WISDOM, AND RELIGION

11,12 1 cr.

This full-year course is a stepping stone to a lifetime search for understanding self, others, and the world we live in. The course will explore humankind’s search for Truth, wisdom, meaning, goodness, beauty, love, freedom, equality, and justice. Eternal questions such as “Why are we here?” “What is the meaning of life?” “What is a meaningful life?” “Who am I, really?” “What do I want to become?” “Is there a God?” “Why is there suffering, evil?” “After death, then what?” These questions and more will be examined from a variety of religious and secular worldviews, notably Judaism, Christianity, Islam, Taoism, Buddhism, Hinduism, Sikhism, Scientology, Atheism, Humanism, etc. Guest speakers from each of these traditions will visit our class and/or we will visit them in their sacred space. There will be a major self-reflection essay in September that will count as half the student’s first quarter grade. Other activities and assessments will include a variety of unforgettable biographical and thought-provoking articles and videos, followed by discussions, debates, and written reflections focusing on self and family, friends and foes, beliefs, and ethics. Ideally, this course hopes to inspire a greater understanding and appreciation for one’s own and other’s beliefs and values and provide resources that will support our students in their lifelong pursuit of truth, justice, fulfillment, faith, hope, love, and happiness.

2415 - HONORS ECONOMICS

11,12 .5 cr.

Economics is an honors course characterized by the development of abstract concepts, critical analysis, independent learning, and practical application. The course will provide a challenge for students who desire to develop a strong background in economics. Students will study economic theory and contemporary economic problems and will develop skills in gathering and interpreting economic data.

2517 ANCIENT/MEDIEVAL WESTERN HIST: UCONN EARLY COLLEGE EXPERIENCE

11,12 .5 cr.

Recommendation: Refer to the paragraph explaining ECE enrollment under the Departmental Recommendations section.
Students who successfully complete this course with a C or higher in each semester will receive 3 UConn credits for History 1300, as well as have their grade weighted at BHS as if they took an A.P. course. "The study of Western History since antiquity to the present introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live." Students will analyze and evaluate a variety of historical information and trends from Western History until 1500. Students will develop reading, writing, and analytical skills, which will serve them for the rest of their lives while working with a variety of primary and secondary sources. The material covered is equivalent to that of a college-level course and thus, the Recommendations for reading and writing are well beyond a regular history course.

2518 MODERN WESTERN HISTORY: UCONN EARLY COLLEGE EXPERIENCE

11,12 .5 cr.

Recommendation: Refer to the paragraph explaining ECE enrollment under the Departmental Recommendations section.
Students who successfully complete this course with a C or higher in each semester will receive 3 UConn credits for History 1400, as well as have their graded weighted at BHS as if they took an A.P. course. "The study of Western History since antiquity to the present introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live." Students will analyze and evaluate a variety of historical information and trends from Western History from 1500. Students will develop reading, writing, and analytical skills, which will serve them for the rest of their lives while working with a variety of primary and secondary sources. The material covered is equivalent to that of a college-level course and thus, the requirements for reading and writing are well beyond a regular history course.

2516 ADVANCED PLACEMENT (AP) HUMAN GEOGRAPHY

10-12 1 cr.

Recommendation: Refer to the paragraph explaining AP enrollment under the Departmental Requirements section.
The purpose of the AP course in Human Geography is to introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth's surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice. Students will need to develop reading, writing, and analytical skills that are equivalent to those needed in a college-level course.

2416 AFRICAN AMERICAN/BLACK AND PUERTO RICAN/LATINO STUDIES

11-12 1 cr.

The African American/Black and Puerto Rican/Latino Course of Studies is a one-credit, year-long elective in which students will consider the scope of African American/Black Puerto Rican/Latino contributions to U.S. history, society, economy, and culture. It utilizes Connecticut’s Social Studies Framework themes and inquiry-based approach already familiar to social studies teachers to deliver a content-rich and personalized learning experience. The course is an opportunity for students to explore accomplishments, struggles, intersections, perspectives, and collaborations of African American/Black Puerto Rican/Latino people in the U.S. Students will examine how historical movements, legislation, and wars affected the citizenship rights of these groups and how they, both separately and together, worked to build U.S. cultural and economic wealth and create more just societies in local, national, and international contexts. Coursework will provide students with tools to identify historic and contemporary tensions around race and difference; map economic and racial disparities over time; strengthen their own identity development; and address bias in their communities. This course will contribute to the critical consciousness and civic-mindedness competencies of a twenty-first-century graduate, and ultimately facilitate students’ interest in pursuing further ethnic, anthropology, or human rights studies in the future.

2748 HUMAN RIGHTS - EMPATHY & ADVOCACY IN A CHANGING WORLD

10-12 .5 cr.

This course will study the upholding and suppression of human rights across various points in history and across borders. The course will establish a core understanding of the human rights we all share how the violation of human rights begins with prejudice and bias, and can escalate to with genocide. We will examine the role of governments, the people and media in their unique roles in promoting human rights or spreading messages of hate and misinformation. Units of study will be driven by student interest, but are likely to include foundations of human rights in the global and local community, freedom of expression and speech, women’s and gender rights, rights for people with disabilities, LGBTQ+ rights, and access to clean food and water.

Students who take a World Language will be eligible to earn the Seal of Biliteracy on their diplomas based on achieving the designated level of language proficiency on an approved language proficiency assessment during their Junior and/or Senior years.

The world language department has minimum grade recommendations for entry into some courses. This is to assure that students entering a course have the necessary knowledge, skills, and proficiency level to succeed in the next sequential course.

For admission to honors-level courses: It is recommended that students achieve a final grade of B in the preceding honors course in the sequence.  For students in a standard level course, it is recommended that a minimum final grade of B+ be achieved or a teacher recommendation given. It is recommended that students who did not achieve that B+ but wish to take the challenge of the honors level course,  complete supplemental work that reinforces advanced proficiency skills.  See World Language department liaison.  There are summer assignments required for Honors French IV and V, UCONN ECE Topics in Advanced Latin, Honors Spanish IV and V, UCONN ECE French 3268 Grammar and Composition, and UCONN ECE Spanish/Latin American Studies.

French

5121 FRENCH I

1 cr.

Students will begin to listen, speak, read and write French in a culturally authentic context at the novice level. They will practice speaking and incorporating basic vocabulary and grammatical structures. This course is highly interactive. French I is designed for students who have had no prior experience studying French.

5221 FRENCH II

1 cr.

Recommendation: See World Language departmental recommendations.
Students will apply and further develop listening, speaking, reading, and writing skills at the novice and intermediate low levels. Students will be able to express themselves in both the present and past and incorporate a broader range of vocabulary and grammatical structures. Students will read short stories and novels in French to increase their proficiency with the language. Collaborative activities further reinforce speaking, writing, and listening skills.

5311 HONORS FRENCH III

1 cr.

Recommendation: See World Language departmental recommendations.
Students will use speaking and writing skills requiring application of all basic language structures with a rigorous progression toward expansion of grammatical skills and an increased proficiency level moving along the intermediate proficiency level. More complex readings expand vocabulary and overall comprehension of the language. Students speak, read and write with a wider range of vocabulary and tenses. 

5321 FRENCH III

1 cr.

Recommendation: See World Language departmental recommendations.
Students will use speaking and writing skills requiring application of all basic language structures with a progression toward an increased proficiency within the intermediate level which will include more complex sentences and tenses. Students will expand their reading skills with high interest and culturally significant novels and short stories. 

5411 HONORS FRENCH IV

1 cr.

Recommendation: See World Language departmental recommendations.
Students will develop a greater level of proficiency and a more extensive vocabulary by participating in classroom discussions, reading authentic materials, and writing on a variety of topics. Students will read more advanced novels and engage in more advanced writing. The rigorous pace will emphasize development in the three communication modes of interpretive, interpersonal, and presentational which will help students advance to a higher intermediate proficiency level.
Students must complete summer assignments for this course in order to maintain and further fortify their language proficiency and skills.

5421 FRENCH IV

1 cr.

Recommendation: See World Language departmental recommendations.
Students will develop a greater level of proficiency and a more extensive vocabulary by participating in classroom discussions, reading authentic materials, and writing on a variety of topics. Students will read more advanced novels. There will be emphasis on development in the three communication modes of interpretive, interpersonal, and presentational which will help students advance to a higher intermediate proficiency level.

5534 ECE FRENCH GRAMMAR & COMPOSITION

1 cr.

Recommendation: See World Language departmental recommendations.
This course is an advanced study of French texts and extensive written practice in a variety of forms ranging from compositions, essays, summaries, and film reviews. Students are exposed to authentic content such as documentary videos, informational articles, cultural and literature readings, and audio, inspiring them to understand target cultures and communicate in French through the perspectives of native speakers while building their own point of view.

By the end of this course, students will develop the ability to communicate at an intermediate level of French. Students will achieve intermediate proficiency in reading and writing in the language. They will acquire the ability to exchange opinions and compare products, practices, and perspectives in their own and other cultures. Students will recognize and respect the different cultural norms and traditions that exist among other cultures. They will develop the ability to interpret and discuss literature and film at an intermediate level. 

This course is aligned with the principles of the ACTFL 21st-century classroom and the BPS World Language Vision. It makes meaningful connections with diverse cultural practices, products, and perspectives while fostering the intercultural understanding indispensable to our interconnected world.

UConn ECE requires successful completion of three full years of high school French, or instructor consent for admission in this class. Students must complete summer assignments for this course in order to maintain and further fortify their language proficiency and skills. 

Only students who are registered in the UCONN/ECE program for this course and earn a grade of D- or better will receive UCONN/ECE credit. Early College Experience Registration and Fee details will be provided by the School Counseling Department.

 

5521 FRENCH V

1 cr.

Recommendation: See World Language departmental recommendations.
Students will refine and expand acquired skills in listening, speaking, reading and writing. They will display an increased ability to understand and express meaning in a variety of contexts. They will read and respond to more complex reading selections and authentic literature. The advanced structure of this course will encourage development in the three communication modes of interpretive, interpersonal, and presentational which will help students advance to intermediate-high and advanced-low proficiency levels.

Spanish

5122 SPANISH I

1 cr.

Students will begin to listen, speak, read, and write Spanish in a culturally authentic context at the novice level. They will practice speaking and incorporating basic high frequency vocabulary and grammatical structures. This course is highly interactive. Students will engage with the language through interpretation of short novels and authentic texts. Spanish I is designed for students who have had no prior experience studying Spanish or did not meet the proficiency target in Grade 8 Spanish.

5222 SPANISH II

1 cr.

Recommendation: See World Language departmental recommendations.
Students will apply and further develop listening, speaking, reading, and writing skills at the novice and intermediate low levels. Students will be able to express themselves in both the present and past and incorporate a broader range of vocabulary and grammatical structures. Students will read short stories and novels in Spanish to increase their proficiency with the language. Collaborative activities further reinforce speaking, writing, and listening skills.

5312 HONORS SPANISH III

1 cr.

Recommendation: See World Language departmental recommendations.
Students use speaking and writing skills requiring application of all basic language structures with a rigorous progression toward expansion of grammatical skills and an increased proficiency level moving along the intermediate proficiency level. More complex readings expand vocabulary and overall comprehension of the language. Students speak, read and write with a wider range of vocabulary and tenses. 

5322 SPANISH III

1 cr.

Recommendation: See World Language departmental recommendations.
Students will use speaking and writing skills requiring application of all basic language structures with a progression toward an increased proficiency within the intermediate level which will include more complex sentences and tenses. Students will expand their reading skills with high interest and culturally significant novels and short stories covering a variety of topics, such as myths and legends. 

5412 HONORS SPANISH IV

1 cr.

Recommendation: See World Language departmental recommendations.
Students will reinforce and further develop acquired skills in listening, understanding, speaking, reading, and writing. Vocabulary and cultural awareness will be expanded by exploring current events in the Spanish-speaking world, Spanish culture and history, myths and legends of Spain and Latin America, Indigenous peoples of the Americas past and present, Indigenous and Europeans in contact, and enduring traditions in the Spanish-speaking world. The rigorous pace will emphasize development in the three communication modes of interpretive, interpersonal, and presentational which will help students advance to a higher intermediate proficiency level.
Students must complete summer assignments for this course in order to maintain and further fortify their language proficiency and skills.

5422 SPANISH IV

1 cr.

Recommendation: See World Language departmental recommendations.
Students will develop a greater level of proficiency and a more extensive vocabulary by participating in classroom discussions, interpreting authentic texts, and writing on a variety of topics within a cultural context. Students will read more advanced novels. There will be emphasis on development in the three modes of communication, interpretive, interpersonal, and presentational, in order to advance students to a higher proficiency in the target language.

5512 HONORS SPANISH V

1 cr.

Recommendation: See World Language departmental recommendations.
Students will refine and expand acquired skills in listening, speaking, reading, and writing using the three modes of communication: interpretive, interpersonal, and presentational. They will display increasing abilities to understand and express meaning in a variety of contexts and culturally accurate topics. Students will explore concepts of broader cultural significance regarding Spain and Latin America from an interdisciplinary perspective. They will read and respond to more complex situations, current events, and authentic literature.
Students must complete summer assignments for this course in order to maintain and further fortify their language proficiency and skills.

5532 ECE SPANISH/LATIN AMERICAN STUDIES

1 cr.

Recommendation: Students should achieve a year grade of B+ in the preceding honors course in the sequence. For students in a standard level course, a minimum final grade of A- is recommended and the completion of supplemental work in addition to the assigned summer assignments for the course.
This course is a University of Connecticut Early College Experience course dedicated to examining the arts, film, history, human geography, language, literature, music and politics of Latin America, and of Latino populations. Students will use primary and secondary sources to explore and analyze themes such as geographic and cultural diversity, dictatorships, the human condition, revolutions and upheavals, the push-pull factors for immigration, and U.S. Latin American relations. All three modes of communication, interpretive, interpersonal, and presentational, will be practiced and refined in the target language to develop proficiency in culturally rich contexts. The course will be taught in Spanish. Students must complete summer assignments for this course in order to maintain and further fortify their language proficiency and skills.
Only students who are registered in the UCONN/ECE program for this course and earn a grade of D- or better will receive UCONN/ECE credit. Early College Experience Registration and Fee details will be provided by the School Counseling Department.

5522 SPANISH V

1 cr.

Recommendation: See World Language departmental recommendations.
Students will concentrate on the study of authentic cultural themes emanating from news, readings, music, legends, film, and other selected sources. Emphasis is placed on interpretation and voicing personal opinions on current and historic materials. The structure of this course will encourage development in the three communication modes of interpretive, interpersonal, and presentational which will help students advance to intermediate-high and advanced-low proficiency levels. They will read more complex selections and focus on relevant and current issues of different Spanish-speaking countries while simultaneously exploring and demonstrating an understanding of cultural differences.

Latin

5123 LATIN I

1 cr.

The student is introduced to the world of the poet Horace, who lived to see a Roman republic torn apart by civil war emerge as the settled empire of Augustus. Horace’s own education allows an opportunity to learn some of the more famous myths of the Greeks and Romans, and background material on contemporary history complements the narrative. Extended Latin passages tracing this story are used to explore the structure of simple Latin. By the end of the year students meet the three most important noun declensions, as well as the basic syntax of the six noun cases; they also learn the present tense of all conjugations. This grammar, along with basic vocabulary, is reinforced with regular composition exercises.

5223 LATIN II

1 cr.

Recommendation: See World Language departmental recommendations.
Latin II introduces the student to further aspects of grammar and vocabulary, including the last two noun declensions, all the tenses of the indicative, and the passive voice. These are incorporated in a text describing the decision by Horace’s father to take his son from rustic Venusia to Rome for a formal education. The Rome of Horace’s adolescence was dominated by the First Triumvirate of Crassus, Pompey, and Julius Cæsar, whose assassination prompted Horace to abandon Italy for Athens where he would complete his education.

5313 LATIN III HONORS

1 cr.

Recommendation: See World Language departmental recommendations.
By the end of the third volume of the Oxford Latin course, students meet all the major grammar and syntax (e.g., the subjunctive mood and constructions, gerunds and gerundives, conditional clauses, and the ablative absolute) necessary to read Latin literature with some fluency. In this volume Horace returns from Greece, is introduced to the literary patron Mæcenas, and gradually comes to know both Augustus and the challenges which face his rule, from rebuilding the state to quelling Cleopatra; thus, Horace is placed in his true literary and historical context. Interspersed with the grammatical exercises and prose narrative are several of Horace’s original poems, which embrace the perennial questions of love and war, the monumental and the commonplace in our lives, jealousy, and contentment. This course moves at a faster pace than Latin III and aims at a greater variety of readings including close analysis of original poetry.

5323 LATIN III

1 cr.

Recommendation: See World Language departmental recommendations.
By the end of the third volume of the Oxford Latin course, students meet all the major grammar and syntax (e.g., the subjunctive mood and constructions, gerunds and gerundives, conditional clauses, and the ablative absolute) necessary to read Latin literature with some fluency. In this volume Horace returns from Greece, is introduced to the literary patron Mæcenas, and gradually comes to know both Augustus and the challenges which face his rule, from rebuilding the state to quelling Cleopatra; thus, Horace is placed in his true literary and historical context. Interspersed with the grammatical exercises and prose narrative are several of Horace’s original poems, which embrace the perennial questions of love and war, the monumental and the commonplace in our lives, jealousy, and contentment. Latin III moves at a more moderate pace than Latin III Honors.

5414 LATIN IV HONORS

1 cr.

Recommendation: See World Language departmental recommendations.
Students in this course sample both poetry and prose of the highest order from two near contemporaries living through the tumultuous 1st Century B.C. Students will explore the AP selections of Virgil’s epic tale the Aeneid and Julius Caesar’s military campaigns in France documented in de bello Gallico. The course includes significant amounts of translation as well as close readings of the text and its themes and historical contexts. Students refine their mastery of Latin grammar as well as their critical thinking skills and essay writing. While the syllabus is the same as the Advanced Placement level, there will be fewer lines to translate, less sight reading, and more grammar review and reading comprehension.

5544 ECE TOPICS IN ADVANCED LATIN

1 cr.

Recommendation: See World Language departmental recommendations.
Latin IV explores selections from Vergil’s epic poem The Aeneid. We will consider the poem within its historical context, as well as its relationship to earlier mythology, particularly that of Homer’s Iliad and Odyssey. Students will continue their study of Latin metrics and rhetoric, and practice interpreting Latin poetry through close readings of the text, class discussion, and written analyses. The course includes significant amounts of translation as well as close readings of the text and its themes and historical contexts. Students refine their mastery of Latin grammar as well as their critical thinking skills and essay writing. Students will develop the ability to translate with accuracy and speed both seen and sight passages, to analyze Latin texts in coherent and persuasive essays and to gain a deeper understanding of Roman history and literature, particularly of the late-Republican and early-Imperial period.
Students must complete summer assignments for this course in order to maintain and further fortify their language skills.
Only students who are registered in the UCONN/ECE program for this course and earn a grade of D- or better will receive UCONN/ECE credit. Early College Experience Registration and Fee details will be provided by the Guidance Department.

The Vision for a BHS graduate includes developing students' abilities to make informed decisions and succeed in a rapidly evolving interdependent society.  In support of the BHS Program of Studies course offerings, the Branford High School Career Pathways Program is committed to providing students with resources and real-life career exploration throughout their 4 years that will inform and expand their post-secondary planning choices.  BHS’s Career Pathways Program strives to support all students in the development and implementation of their Student Success Plan (SSP).

Career Pathways Course Descriptions:

JOB SHADOWING PROGRAM

9–12 (no credit)

This program is offered to all students and provides an opportunity for all students to explore careers and investigate professions and trades. A job shadow is a one-day observation at a local business or community agency. The student shadows an adult at the workplace. Students are responsible for transportation to and from the shadowing workplace.

12762 - SENIOR INTERNSHIP PROGRAM

12 (no credit)

The Senior Internship is a culminating opportunity within the BHS Career Pathways Program that gives students the opportunity to participate in a daily, on-site, supervised authentic learning experience of their choosing.  Each internship begins in May and encompasses a minimum of 140-hours at an approved job site over a 4-week period (plus 1 additional week for make-ups if needed). Students are supported by our Career Pathways Coordinator, subject to regular on site visits, and evaluated by their sponsor.  As part of the experience, students are required to submit a daily reflective journal at the end of each week. BHS seniors will be able to participate in this program by abiding by the following guidelines:

Recommendation: Seniors with the following qualifications may participate in the SIP:

• A minimum of an average grade of C- (i.e., 1.7 GPA).

• Satisfactory attendance record.

• Administrator’s, School Counselor’s, and parent’s endorsements.

• Successfully meeting June graduation requirements.

Internship Guidelines:

• It must be an educational experience (not busy work or “gophering”).

• It must be unpaid.

• It must require a minimum of 35 hours per week. A standard four-week internship consists of a minimum of 140-hour commitment--four 35-hour workweeks--and may well exceed that total. Reductions in the minimum time requirement are allotted at the rate of one hour per weekday for a varsity sport, one hour per class day for an A.P. course, until the day of the A.P. exam for that course. A.P. exams will be allotted one three-hour reduction per exam if those exams are taken during the regular A.P. exam period.

   

• It must consist of the senior’s own idea, effort, and growth opportunity, not in support of or in cooperation with another senior’s internship. Multi-senior internships are prohibited.

   

• It must be sponsored and directly supervised by a responsible adult who possesses expertise in the student’s area of interest and a willingness to work with the student. A sponsor may not be the senior’s parent, guardian, or relative or a Branford High School faculty member. Independent/unsupervised projects will not be approved.

   

• It must be realistic in terms of location, expense, and your personal safety, and must be approved by the senior’s parent or guardian, administration, and guidance counselor.

• Students are evaluated by their sponsor and must submit a daily journal to receive credit.

   

21010 SENIOR INTERNSHIP PROGRAM SEMINAR

12 (no credit)

The senior internship program seminar is to be taken simultaneously with the senior internship program. Students will meet with the career pathways coordinator during their homeroom to prepare them for their internship.  Preparation for the internship includes, but is not limited to, assisting students with preparing required internship documents, providing answers to questions regarding appropriate attire, phone etiquette, and other life skills needed to have a successful, meaningful, and educational internship experience.

12765 - INTERNAL INTERNSHIP PROGRAM                                                 11,12 (.25 cr)

The Internal Internship is a culminating opportunity within the BHS Career Pathways Program that gives students the opportunity to participate in daily, supervised authentic learning experiences in Technology Support, Athletics Management, Hospitality, and Education.  The duration of this internship program spans one quarter and students earn .25 elective credits. The internship is designed to accommodate the student's open period or after-school hours, depending on the responsibilities of the internship.  Students are supported by our Career Pathways Coordinator and evaluated by their sponsor.  As part of the experience, students are required to create a portfolio that demonstrates their learning.  

Guidelines:

Juniors and Seniors who are in good academic and behavioral standing may participate in the BHS Internal Internship. 

Interns will participate in the internship for a minimum of 3 hours per week.  A standard quarter long internship consists of a minimum of 33 hours per quarter.  The workload may exceed these minimums based on project demands and other factors.

It must be sponsored and directly supervised by a BHS staff member who possesses expertise in the student’s area of interest and a willingness to work with the student. 

Parental/guardian approval is required for the internal internship, and a signed permission slip is necessary for participation.

Students are evaluated by their sponsor and must submit an end of quarter portfolio to receive credit.

PORTER & CHESTER INSTITUTE
The following class is held in partnership with the Porter & Chester Institute.  The class takes place on Tuesday & Thursday during the 8th-period time slot.

21425 CAREER EXPLORATION CLASS -- Fall & Spring

11,12 .5 cr.

Students will spend five to eight weeks (depending on session) in each of the four different career programs offered at Porter & Chester Institute (Automotive, Computers, Trades, and Healthcare).  The Career Exploration course will provide students a foundation from which to choose a potential career area of focus.  Instructors from Porter & Chester Institute will teach this course at their facility in Hamden.  Each student is awarded a certificate of completion (non-credit) and becomes eligible for the $500 High School Partnership Grant.

19001 CLASSROOM AIDE

11,12 .5-1 cr.

Prerequisite: A minimum course load, a schedule of classes that permits placement in a course/class, acceptance by the Department Chair of the department in which the student wishes to be a classroom aide.
This option is for interested seniors and juniors who would like to be a teacher's aide in a 9th and possibly a 10th grade course. Participants in this program are expected to attend the assigned class on a daily basis and help the teacher of that class with a variety of tasks including, checking of homework and tutoring. Students interested in this program should speak to the Chairperson of the department in which they would like to be a Classroom Aide. Grading is P or P+.

ACES EDUCATIONAL CENTER FOR THE ARTS (ACES ECA)

9-12 2 cr.

ACES Educational Center for the Arts (ACES ECA) is a magnet high school for students to attend in the afternoon to study creative writing, dance, music, theatre, and visual arts with professional artists. It is located in the Audubon Arts District in New Haven. ACES ECA seeks students from a diversity of cultural backgrounds, experiences, and interests in the arts from New Haven and participating area towns. Students attend Branford High School in the morning for their academic curriculum. Transportation must then be provided by the students and their families in order to attend ACES ECA in the afternoon, from 1:00 PM to 4:00 PM, for their elective classes. ACES ECA provides training in technical and creative skills-challenging each student to create works of their own design, to perform those works and the works of others, and to evaluate this work. In addition, students receive career and college information and guidance. This course offering is on a Pass/Fail grading system worth 2 credits and is offered to all grades.

The Advanced Placement courses/program, sponsored by the College Board, is designed for students who have demonstrated outstanding achievement to pursue work in demanding, "college-level" courses and potentially earn college credit while still in high school. Branford High School offers Advanced Placement courses in English, United States History, Calculus, Statistics, Biology, Chemistry II, Physics, Environmental Science, Psychology, Computer Science Principles, Human Geography, and Studio Art. 

The College Board offers AP Exams, at the students’ expense, in May of each year to students who either have the academic background or who have taken AP courses. Students who successfully complete the AP Program and score well on the May exams usually receive advanced placement and/or credit for the freshman year of college.

 For students who do not have the resources to pay the exam fee, the Connecticut Department of Education holds a federal grant to have the fee covered. Students must qualify for the Free and Reduced Lunch Program to be eligible. The following website contains detailed information about the test-free reduction program:

https://apcentral.collegeboard.org/exam-administration-ordering-scores/ordering-fees/exam-fees/reductions

ATLAS Mission Statement

(Alternative Teaching, Learning, and Supports )

ATLAS Vision: 

Within ATLAS, we empower students to become confident and resilient students who value their own as well as others’ place in the world, are self-efficacious, and are driven by a desire to make positive changes within themselves and in a global society.  

ATLAS Mission: 

The mission of the ATLAS program is to provide alternative and flexible educational opportunities and pathways to meet the needs of all learners through positive and individualized learning experiences, strong social-emotional supports, and partnerships with families that support the district’s vision of global learning competencies.  

In ATLAS, we acknowledge where students currently are and create individualized plans to help them progress.  Each student is assigned a mentor to work with and has access to the program’s social worker for individual and group sessions.

Students may enter the ATLAS program any time throughout the school year and will take their four core classes and a fifth ATLAS class in one hallway.  The goal of this fifth credit (Seminar, Career Readiness, Vocational Experiences, and/or Civics) is to develop a post-graduation plan and give students skills to be productive citizens.  All courses offer a flexible learning environment that mirror the same curricular expectations as traditional courses at BHS.

If students are interested in applying for the program, they should speak with their school counselor. 

Enrollment in special education classes occurs through the Planning and Placement Team (PPT) process.  Self-contained courses in the content areas of Reading/Language Arts, English, Social Studies, and Life Skills are generally offered each year. These are 1.0 credit classes that meet on a daily basis. The following classes are offered dependent on student need:

COLLEGE AND CAREER READINESS

9-12 1 cr.

This course is designed to teach students the skills they need to be successful in life after high school. Small group instruction will be used to help students make progress on IEP goals and objectives aligned to this area. Topics covered will include self-advocacy skills, career research, job, and post-secondary education application and interview skills as well as basic instruction around independent living. This is a full-year course.

18123 COMMUNITY-BASED TRANSITION PROGRAM

This is a community-based program for students with disabilities ages 18-21 years old, designed for students who have completed graduation requirements. Students spend a portion of the program developing independent living, social, and employment skills. Students also participate in community-based work experiences (see course description for 18021) based on their strengths, interests, and preferences. Each student’s program will be individualized based on their needs as determined in their IEP.

18020, 18021 OFF-SITE VOCATIONAL PROGRAM

12 1 cr.

This experience is designed for students who require structured instruction on job sites and supervision from a job coach in order to meet their transition goals and objectives. Job site experiences are planned by the vocational teacher who regularly observes students and job coaches. Students are supervised by a job coach at all times. Students are graded on a Pass/Fail basis.

18021 18-21 VOCATIONAL/TRANSITIONAL PROGRAM

This experience is designed for students ages 18-21 participating in the Branford Transition Program, who require job site instruction and supervision from a job coach in order to meet their transition goals and objectives. Job site experiences are matched to student interests and are planned by the vocational teacher who regularly observes students and job coaches. Students are supervised by a job coach at the appropriate level of support determined through their IEP. Students are graded on a P/F basis.

Love languages, culture, and learning? Explore the world through language study at Yale University’s World Culture and Language After School Studies (CLASS) Program.

The World CLASS program offers students the opportunity to study a less commonly taught language and dive into a new world of experiences and knowledge. World CLASS offers an entirely unique set of classes you can take part in, earn credit, and stand out from the crowd.

The World CLASS program is available to all high school students in the New Haven area. Languages offered vary each year. For more information please visit:

https://worldclass.macmillan.yale.edu/

The BHS PTA sponsors a special SAT Prep course that is offered twice during the year in the Fall and Spring. Students who have enrolled in this program have increased their scores. The cost of this program is significantly cheaper than the commercial operation. Contact the BHS Guidance Department for more information. 

Booklets that discuss test-taking strategies are available for student use in the School Counseling Department. 

The best preparation for SATs is lifelong reading, a demanding academic course load, and a supportive home environment that emphasizes the importance of school and studying.

Program Overview
In addition to providing effective and innovative educational practices, the schools are designed to foster student enrollment patterns that reflect racial, ethnic and economic diversity.  Families must apply to New Haven Public School of Choice. Students are placed in schools through a lottery.

Who Can Apply
Interdistrict Magnet schools are open to all Connecticut residents. There are no admission Recommendations, tests, or prerequisites for students. Interdistrict Magnet schools serve special education students, English Language learners, talented and gifted students, and everyone else who comes through the lottery to the schools. No student may be denied enrollment because of race, ethnicity, or disability.

Admission Preference
All schools give preference to siblings of students currently enrolled. Siblings are defined as brothers and sisters living in the same household with the same parent(s).

Transportation is provided and is free. The High Schools are:

• Cooperative Arts & Humanities Interdistrict Magnet High School

• Engineering & Science University Interdistrict Magnet High School

• High School in the Community Academy for Law and Social Justice Interdistrict Magnet High School

• Hill Regional Career High School Interdistrict Magnet High School

• Hyde School of Health Sciences & Sport Medicine Interdistrict Magnet High School

• Metropolitan Business Academy Interdistrict Magnet High School

• New Haven Academy Interdistrict Magnet High School

For information, please contact:

New Haven Public Schools
Magnet Office
54 Meadow Street, First Floor
New Haven, CT 06519

Main Office: 203-946-7415
Registration Questions: 203-946-8501