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North Hunterdon-Voorhees Regional High School District |
North Hunterdon High
School A Blue Ribbon School |
Voorhees High School | Search NHVRHSD Web Site |
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COURSE NUMBER |
TITLE | GRADES | CREDITS | WEEKS IN SESSION |
|
AGRISCIENCE |
||||
| 060 | Greenhouse Production - (V) | 9 - 12 | 2.5 | 18 |
| 065 | Horticulture | 9 - 12 | 2.5 | 18 |
| 069 | Small Engines I | 9 - 12 | 2.5 | 18 |
| 070 | Small Engines II - (V) | 9 - 12 | 2.5 | 18 |
| 072 | Landscape Design | 9 - 12 | 2.5 | 18 |
| 073 | Landscape Development - (V) | 9 - 12 | 2.5 | 18 |
| 082 | Animal Science | 9 - 12 | 2.5 | 18 |
|
ART & AP STUDIO ART PORTFOLIOS |
||||
| 103 | Color and Design | 9 - 12 | 2.5 | 18 |
| 112 | Sculpture | 10 - 12 | 2.5 | 18 |
| 113 | Ceramics I | 9 - 12 | 2.5 | 18 |
| 114 | Ceramics II | 9 - 12 | 2.5 | 18 |
| 115 | Ceramics III | 10 - 12 | 2.5 | 18 |
| 116 | Ceramics IV | 10 - 12 | 2.5 | 18 |
| 118 | Drawing I | 9 - 12 | 2.5 | 18 |
| 119 | Drawing II | 10 - 12 | 2.5 | 18 |
| 120 | Drawing III | 11 - 12 | 5 | 36 |
| 121 | Drawing IV - (N) | 11 - 12 | 5 | 36 |
| 124 | Painting | 10 - 12 | 2.5 | 18 |
| 125 | AP History of Art | 11 - 12 | 5 | 36 |
| 126 | AP Drawing Portfolio | 11- 12 | 5 | 36 |
| 127 | AP 2-D Design Portfolio | 11- 12 | 5 | 36 |
| 128 | AP 3-D Design Portfolio | 11- 12 | 5 | 36 |
| 130 | Yearbook Production I | 10 - 12 | 5 | 36 |
| 131 | Yearbook Production II | 11 - 12 | 5 | 36 |
| 139 | Video Production I | 10 - 12 | 2.5 | 18 |
| 140 | Video Production II | 10 - 12 | 2.5 | 18 |
| 142 | Advanced Video Editing | 11 - 12 | 2.5 | 18 |
| 143 | Advanced Television Production | 11 - 12 | 2.5 | 18 |
| 146 | Photography I | 10 - 12 | 2.5 | 18 |
| 147 | Photography II | 10 - 12 | 2.5 | 18 |
| 148 | Photography III | 11 - 12 | 5 | 36 |
| 149 | Photography IV | 11 - 12 | 5 | 36 |
| 150 | Digital Photography | 10 - 12 | 2.5 | 18 |
|
BUSINESS |
||||
| 155 | Fundamentals of Money Management | 11 - 12 | 2.5 | 18 |
| 156 | Business and Sports Management | 9 - 12 | 2.5 | 18 |
| 161 | Speedwriting - (N) | 10 - 12 | 2.5 | 18 |
| 171 | Business Computer Applications I | 9 - 12 | 2.5 | 18 |
| 172 | WordPerfect - (N) | 9 - 12 | 2.5 | 18 |
| 173 | Desktop Publishing - (N) | 10 - 12 | 2.5 | 18 |
| 174 | Business Computer Applications II | 9 - 12 | 2.5 | 18 |
| 175 | Keyboarding I - (N) | 9 - 12 | 5 | 36 |
| 185 | Accounting I | 10 - 12 | 5 | 36 |
| 186 | Accounting II | 11 - 12 | 5 | 36 |
| 191 | Business Law | 10 - 12 | 2.5 | 18 |
|
ENGLISH |
||||
| 211 | English I | 9 | 5 | 36 |
| 212 | English I (CP) | 9 | 5 | 36 |
| 213 | English I (H/Wt.) | 9 | 5 | 36 |
| 228 | English II | 10 | 5 | 36 |
| 229 | English II (CP) | 10 | 5 | 36 |
| 230 | English II (H/Wt.) | 10 | 5 | 36 |
| 231 | Public Speaking (CP) (Required) | 10 - 12 | 2.5 | 18 |
| 232 | Public Speaking (Required) | 10 - 12 | 2.5 | 18 |
| 233 | Journalistic Writing (CP) | 9 - 12 | 2.5 | 18 |
| 234 | Newspaper Production (CP) | 10 - 12 | 5 | 36 |
| 250 | Junior Honors English (H/Wt.) | 11 | 5 | 36 |
| 251 | Discussion and Debate - (V) | 11 - 12 | 2.5 | 18 |
| 253 | Dramatics (CP) | 11 | 2.5 | 18 |
| 256 | Poetic Interpretation (CP) | 11 - 12 | 2.5 | 18 |
| 257 | Creative Writing | 11 | 2.5 | 18 |
| 258 | Creative Writing (CP) | 11 - 12 | 2.5 | 18 |
| 259 | Creative Writing II (CP) - (V) | 11 - 12 | 2.5 | 18 |
| 267 | American Literature Survey - (V) (Required) | 11 | 2.5 | 18 |
| 268 | American Literature Survey (CP) - (V) | 11 | 2.5 | 18 |
| 271 | Concepts in Film - (N) | 11 - 12 | 2.5 | 18 |
| 271 | Concepts in Film - (V) | 12 | 2.5 | 18 |
| 275 | Advanced Exposition (CP) - (N) | 12 | 2.5 | 18 |
| 276 | The Hero/Heroine In American Literature - (V) | 12 | 2.5 | 18 |
| 277 | The Hero/Heroine In American Literature - (CP) - (V) | 12 | 2.5 | 18 |
| 279 | American Renaissance (CP) - (V) | 12 | 2.5 | 18 |
| 283 | British Literature Survey - (V) (Required) | 12 | 2.5 | 18 |
| 284 | British Literature Survey (CP) - (V) | 12 | 2.5 | 18 |
| 285 | British Literature Survey Honors (Req.) | 12 | 2.5 | 18 |
| 286 | Shakespeare Seminar (CP) - (N) | 12 | 2.5 | 18 |
| 286 | Shakespeare Seminar (CP) - (V) | 11 - 12 | 2.5 | 18 |
| 287 | AP English Language and Composition | 11 | 5 | 36 |
| 288 | AP English Composition and Literature | 12 | 5 | 36 |
| 289 | Raritan Valley Concurrent Enrollment English I (H/Wt.) | 12 | 2.5 | 18 |
| 290 | Science Fiction and Fantasy | 11 - 12 | 2.5 | 18 |
| 291 | Science Fiction and Fantasy (CP) - (V) | 11 - 12 | 2.5 | 18 |
| 292 | World Literature Survey | 11 - 12 | 2.5 | 18 |
| 293 | World Literature Survey (CP) | 11 - 12 | 2.5 | 18 |
| 296 | Communications I | 11 - 12 | 2.5 | 18 |
| 297 | Communications II | 12 | 2.5 | 18 |
| 299 | Core Theatre | 9 - 12 | 2.5 | 18 |
|
WORLD LANGUAGES |
||||
| 300 | Core French I | 9 - 12 | 5 | 36 |
| 301 | Core French II | 9 - 12 | 5 | 36 |
| 302 | French I | 9 - 12 | 5 | 36 |
| 303 | French II | 9 - 12 | 5 | 36 |
| 304 | French III | 10 - 12 | 5 | 36 |
| 305 | French IV (H/Wt.) | 11 - 12 | 5 | 36 |
| 306 | French IV AP (V) | 9 - 12 | 5 | 36 |
| 307 | French V AP | 9 - 12 | 5 | 36 |
| 311 | German I | 9 - 12 | 5 | 36 |
| 312 | German II | 10 - 12 | 5 | 36 |
| 313 | German III | 11 - 12 | 5 | 36 |
| 314 | German IV (H/Wt.) | 12 | 5 | 36 |
| 321 | Latin I | 9 - 12 | 5 | 36 |
| 322 | Latin II | 10 - 12 | 5 | 36 |
| 323 | Advanced Latin/AP: Prose (H/Wt.) | 11 - 12 | 5 | 36 |
| 324 | Advanced Latin/AP: Poetry (H/Wt.) | 11 - 12 | 5 | 36 |
| 340 | Core Spanish I | 9 - 12 | 5 | 36 |
| 341 | Core Spanish II | 9 - 12 | 5 | 36 |
| 342 | Spanish I | 9 - 12 | 5 | 36 |
| 343 | Spanish II | 9 - 12 | 5 | 36 |
| 344 | Spanish III | 10 - 12 | 5 | 36 |
| 345 | Spanish IV (H/Wt.) | 11 - 12 | 5 | 36 |
| 346 | AP Spanish Language | 12 | 5 | 36 |
| 347 | Spanish V | 12 | 5 | 36 |
|
HEALTH AND PHYSICAL EDUCATION |
||||
| 356 | Driver Education Theory | 10 | 1.25 | 9 |
| 361 | Health I | 9 | 1.25 | 9 |
| 362 | Health III | 11 | 1.25 | 9 |
| 363 | Health IV | 12 | 1.25 | 9 |
| 370 | Physical Education I | 9 | 3.75 | 27 |
| 375 | Physical Education II | 10 | 3.75 | 27 |
| 380 | Physical Education III | 11 | 3.75 | 27 |
| 385 | Physical Education IV | 12 | 3.75 | 27 |
| 390 | Physical Education Leadership I | 11 - 12 | 2.5 | 18 |
| 391 | Physical Education Leadership II | 11 - 12 | 2.5 | 18 |
| 395 | Adaptive Physical Education - (V) | 9 - 12 | 5 | 36 |
|
FAMILY AND CONSUMER SCIENCE |
||||
| 400 | Food Survey | 9 - 12 | 2.5 | 18 |
| 402 | Cooking for Singles | 10 - 12 | 2.5 | 18 |
| 404 | International Foods | 10 - 12 | 2.5 | 18 |
| 406 | Gourmet Cuisine | 10 - 12 | 2.5 | 18 |
| 408 | Food and Fitness | 9 - 12 | 2.5 | 18 |
| 412 | Fashion Design Merchandising | 9 - 12 | 2.5 | 18 |
| 424 | Interior Design | 9 - 12 | 2.5 | 18 |
| 429 | Child Care Survey - (N) | 9 - 12 | 2.5 | 18 |
| 430 | Child Development and Parenting - (V) | 9 - 12 | 2.5 | 18 |
| 440 | Independent Living | 10 - 12 | 2.5 | 18 |
|
TECHNOLOGY EDUCATION |
||||
| 450 | Drafting and Design | 9 - 12 | 2.5 | 18 |
| 453 | Engineering Drawing/CAD | 9 - 12 | 5 | 36 |
| 454 | Engineering Drawing/CAD II | 9 - 12 | 5 | 36 |
| 455 | Architecture Drafting and Design | 9 - 12 | 5 | 36 |
| 484 | Applied Technology and Design - (N) | 9 - 12 | 2.5 | 18 |
| 490 | Graphic Communication Technology I | 9 - 12 | 2.5 | 18 |
| 491 | Graphic Communication Technology II | 9 - 12 | 2.5 | 18 |
| 492 | Web Page Design/Animation | 9 - 12 | 2.5 | 18 |
|
MATHEMATICS |
||||
| 502 | Core Algebra I | 9 - 12 | 5 | 36 |
| 503 | Core Geometry | 10 - 12 | 5 | 36 |
| 504 | Core Algebra II | 11 - 12 | 5 | 36 |
| 512 | Algebra I (CP) | 9 - 12 | 5 | 36 |
| 516 | Algebra II (CP) | 10 - 12 | 5 | 36 |
| 518A | Algebra II/Trig (H/Wt.) | 10 - 12 | 5 | 36 |
| 518B | Algebra II/Trig Problem Solving Seminars (H/Wt.) | 10 - 12 | 2.5 | 36 |
| 522 | Geometry (CP) | 9 - 12 | 5 | 36 |
| 523 | Geometry (H/Wt.) | 9 - 12 | 5 | 36 |
| 533 | Precalculus I (CP) Functions, Statistics , Trigonometry | 11 - 12 | 5 | 36 |
| 534A | Precalculus (H/Wt.) | 10 - 12 | 5 | 36 |
| 534B | Precalculus Problem Solving Seminars (H/Wt.) | 10 - 12 | 2.5 | 36 |
| 535 | Precalculus II (CP) Analysis and Discrete Mathematics | 12 | 5 | 36 |
| 536 | AP Statistics | 11 - 12 | 5 | 36 |
| 538A | AP Calculus AB | 12 | 5 | 36 |
| 538B | AP Calculus AB (Problem Solving Seminar) | 12 | 2.5 | 36 |
| 540A | AP Calculus BC | 12 | 5 | 36 |
| 540B | AP Calculus BC (Problem Solving Seminar) | 12 | 2.5 | 36 |
| 542 | Computer Applications (CP) - (V) | 9 - 12 | 2.5 | 18 |
| 545 | Introduction to Computer Programming Using Java (CP) | 9 - 12 | 2.5 | 18 |
| 547 | AP Computer Science A in Java | 11 - 12 | 5 | 36 |
|
MUSIC |
||||
| 580 | Music History: The Rock Years | 9 - 12 | 2.5 | 18 |
| 585 | Music Theory | 9 - 12 | 2.5 | 18 |
| 588 | Electronic Music I | 9 - 12 | 2.5 | 18 |
| 589 | Electronic Music II | 9 - 12 | 2.5 | 18 |
| 590 | Band | 10 - 12 | 5 | 36 |
| 591 | Freshman Band | 9 | 5 | 36 |
| 592 | String Ensemble | 9 - 12 | 5 | 36 |
| 599 | Jazz Ensemble | 9 - 12 | 2.5 | 36 |
| 600 | Beginning Instrumental Lessons | 9 - 12 | 1 | 36 |
| 601 | Advanced Instrumental Lessons | 9 - 12 | 1 | 36 |
| 609 | Voice Lessons | 9 - 12 | 1 | 36 |
| 610 | Concert Choir | 10 - 12 | 5 | 36 |
| 611 | Freshman Choir | 9 | 5 | 36 |
| 614 | Composition and Arranging - (N) | 10 - 12 | 2.5 | 18 |
| 615 | Show Choir | 10 - 12 | 2.5 | 36 |
| 616 | Madrigal Singers | 10 - 12 | 2.5 | 36 |
| 617 | AP Music Theory (H/Wt.) | 10 - 12 | 5 | 36 |
| 618 | Beginning Guitar | 9 - 12 | 2.5 | 18 |
| 619 | Guitar II | 9 - 12 | 2.5 | 18 |
|
SCIENCE |
||||
| 620 | Environmental Science (CP) | 11 | 5 | 36 |
| 621 | Biology | 11 | 5 | 36 |
| 622 | Lab Biology (CP) | 11 | 5 | 36 |
| 623A | Honors Lab Biology (H/Wt.) - Lecture Section | 11 | 5 | 36 |
| 623B | Honors Lab Biology (H/Wt.) - Lab Section | 11 | 2.5 | 36 |
| 628 | AP Environmental Science | 11 -12 | 5 | 36 |
| 629 | AP Biology | 11 - 12 | 10 | 36 |
| 631 | Chemistry | 10 | 5 | 36 |
| 632 | Lab Chemistry (CP) | 10 | 5 | 36 |
| 633A | Honors Lab Chemistry (H/Wt.) - Lecture Section | 10 | 5 | 36 |
| 633B | Honors Lab Chemistry (H/Wt.) - Lab Section | 10 | 2.5 | 36 |
| 639 | AP Chemistry (H/Wt.) | 10 - 12 | 10 | 36 |
| 647 | Earth Science (CP) | 10 | 2.5 | 18 |
| 650 | Human Anatomy and Physiology (H/Wt.) | 10 | 5 | 36 |
| 655 | Astronomy (CP) | 10 | 2.5 | 18 |
| 658 | Ecology: Principles and Techniques (CP) - (N) | 10 | 2.5 | 18 |
| 661 | Physics | 9 | 5 | 36 |
| 662 | Lab Physics (CP) | 9 | 5 | 36 |
| 663A | Honors Lab Physics (H/Wt.) - Lecture Section | 9 | 5 | 36 |
| 663B | Honors Lab Physics (H/Wt.) - Lab Section | 9 | 2.5 | 36 |
| 668 | AP Physics B | 9 - 12 | 10 | 36 |
| 669 | AP Physics C | 9 - 12 | 10 | 36 |
|
SOCIAL STUDIES |
||||
| 700 | World History/Cultures | 10 | 5 | 36 |
| 701 | World History/Cultures (CP) | 10 | 5 | 36 |
| 702 | World History/Cultures (H/Wt.) | 10 | 5 | 36 |
| 703 | World History/Cultures | 10 | 5 | 36 |
| 710 | American History I | 9 | 5 | 36 |
| 711 | American History I (CP) | 9 | 5 | 36 |
| 712 | American History I (H/Wt.) | 9 | 5 | 36 |
| 730 | American History II | 11 | 5 | 36 |
| 731 | American History II (CP) | 11 | 5 | 36 |
| 732 | American History II (H/Wt.) | 11 | 5 | 36 |
| 733 | American History II/AP United States Government And Politics | 11 | 5 | 36 |
| 740 | AP American History II | 12 | 5 | 36 |
| 741 | AP Psychology (H/Wt.) | 12 | 5 | 36 |
| 742 | AP Economics (Micro) Human Geography - (N) | 12 | 5 | 36 |
| 744 | Introduction To The Social Sciences (CP) | 12 | 2.5 | 18 |
| 745 | Crime and Justice (CP) | 12 | 2.5 | 18 |
| 747 | Ancient History (CP) | 12 | 2.5 | 18 |
| 748 | Roots of Intolerance (CP) - (V) | 11 - 12 | 2.5 | 18 |
| 749 | Contemporary World Problems (CP) - (V) | 11 - 12 | 2.5 | 18 |
| 750 | International Relations (CP) - (N) | 11 - 12 | 2.5 | 18 |
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SPECIAL EDUCATION |
||||
| 805 | Community Based Instruction - (N) | 9 - 12 | 15 | 36 |
| 811 | English - (N) | 9 - 12 | 15 | 36 |
| 812 | Math - (N) | 9 - 12 | 15 | 36 |
| 813 | Social Studies/Science - (N) | 9 - 12 | 15 | 36 |
| 818 | Career Exploration/Mentoring - (N) | 9 - 12 | 15 | 36 |
| 819 | Career Development - (N) | 10 - 12 | 15 | 36 |
| 870 | Transitional Learning Center - (N) | 9 - 12 | 15 - 30 | 36 |
| 871 | Alternative Learning Center - (N) | 9 - 12 | 15 - 30 | 36 |
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RESOURCE CENTER PROGRAM |
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| 851 | English - Replacement Course | 9 | 5 | 36 |
| 852 | English - Replacement Course | 10 | 5 | 36 |
| 853 | English - Replacement Course | 11 | 5 | 36 |
| 854 | English - Replacement Course | 12 | 5 | 36 |
| 855 | Math - Replacement Course | 9 | 5 | 36 |
| 856 | Math - Replacement Course | 10 | 5 | 36 |
| 857 | Math - Replacement Course | 11 | 5 | 36 |
| 858 | Math - Replacement Course | 12 | 5 | 36 |
| 859 | Science - Replacement Course | 9 | 5 | 36 |
| 860 | Science - Replacement Course | 10 | 5 | 36 |
| 861 | Science - Replacement Course | 11 | 5 | 36 |
| 863 | Social Studies - Replacement Course | 9 | 5 | 36 |
| 864 | Social Studies - Replacement Course | 10 | 5 | 36 |
| 865 | Social Studies - Replacement Course | 11 | 5 | 36 |
| 868 | Study Skills | 9 | ||
| 869 | Study Skills | 10 - 12 | ||
| 951 | English - In-Class Support Course | 9 | 5 | 36 |
| 952 | English - In-Class Support Course | 10 | 5 | 36 |
| 953 | English - In-Class Support Course | 11 | 5 | 36 |
| 954 | English - In-Class Support Course | 12 | 5 | 36 |
| 955 | Math - In-Class Support Course | 9 | 5 | 36 |
| 956 | Math - In-Class Support Course | 10 | 5 | 36 |
| 957 | Math - In-Class Support Course | 11 | 5 | 36 |
| 959 | Science - In-Class Support Course | 9 | 5 | 36 |
| 960 | Science - In-Class Support Course | 10 | 5 | 36 |
| 961 | Science - In-Class Support Course | 11 | 5 | 36 |
| 963 | Social Studies - In-Class Support Course | 9 | 5 | 36 |
| 964 | Social Studies - In-Class Support Course | 10 | 5 | 36 |
| 965 | Social Studies - In-Class Support Course | 11 | 5 | 36 |
| 996 | Supplemental Instruction - (N) | |||
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SUPPLEMENTAL |
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| 891 | Reading/Writing Improvement I | 10 - 12 | 2.5 | 18 |
| 892 | Reading/Writing Improvement II | 11 - 12 | 2.5 | 18 |
| 893 | Math Workshop | 9 - 12 | 2.5 | 18 |
| 897 | ESL - English as a Second Language I | 9 - 12 | 5 | 36 |
| 898 | ESL - English as a Second Language II | 9 - 12 | 5 | 36 |
The faculty and administration of Voorhees and North
Hunterdon High Schools have designed this guide as an aid in planning your
academic program. Our course
offerings provide a wide variety of learning opportunities and require you to
make discriminating selections because decision-making is an important part of
the total learning process. The
offerings should be carefully reviewed by parents and students in consultation
with counselors and teachers in order to create a schedule, which will best meet
the needs and goals of each individual student. In January counselors will begin
meeting with students to discuss course options and the scheduling process.
USING THE GUIDE
In planning your high school program, you must be realistic
about the courses you select in terms of your goals, abilities, interests, and
past performance. You must also
look at this years choices as part of a total four-year sequence.
Since we offer a wide variety of courses in each department,
it is extremely important that you and your parents/guardians consult your
counselor to be sure the courses you select will be the best ones for achieving
your goals. You may arrange parental conferences by calling the
Counseling Centers at Voorhees High School at 638-2130 and at North Hunterdon
High School at 713-4130.
This guide contains a brief
summary of each course with notations about credits, length, co-requisites, and
content. Course selections for the
entire year must be made now.
In deciding upon the level placement, please be reminded that placement is determined by performance. In order to move up a level (CP to Honors or Honors to AP, etc.), a student must have a grade of A, or a B with a teacher's recommendation in current level course. In order to maintain a level, a student must have a grade of C or better in current course level. Placements will be based upon students grades at the midterm, however, students may petition to move up should grades improve by the end of the course.
Low enrollments or budgeting limitations may prevent certain listed
courses from running during a particular year. The master schedule is built on
initial student requests; accommodating scheduling changes requested at a
later time is extremely difficult. Once
scheduling is completed students may request additional classes that have space
available during their scheduled GAIN time or study halls.
CRITERIA FOR CHANGING STUDENT SCHEDULES
Students are expected to honor their commitments by attending
and satisfactorily completing the courses for which they enroll.
Schedule changes will not be
made for reasons of convenience or because of teacher preference. Only changes,
which are educationally beneficial for the student, will be considered.
Schedule changes will be considered only for the following
reasons:
1.
The correction of a clerical error in the schedule. Examples might
include a missing course, a conflict between two or more courses, failure of a
prerequisite course or a serious imbalance in the course load assigned for each
semester.
2.
A recommendation from the Child Study Team.
*3 3. A recommendation from a building administrator for disciplinary, attendance or
instructional reasons.
4.
If a student is repeating a course and is assigned to a teacher with whom
he or she previously received a failing grade.
5.
A student wishing to take additional course(s), which do not entail the
dropping of any other course(s).
6. A teacher
recommends a change based on the fact that the student is misplaced in a
particular course or that a change in level would be beneficial to the student.
Teacher recommendations for changes according to this criterion must be made
prior to the end of the first quarter of all courses, i.e. by the first progress
report for semester courses and by the end of the first marking period for
yearlong courses. This must be done with the approval of the Department
Chairperson and the Guidance Counselor.
*Schedules changed according
to this criterion may result in a grade of WF (Withdrew Failing), which is
computed for grade point average and class rank as a failing grade.
If a course is dropped according to the other criteria (i.e.
#1, 2, 4, 5, or 6), the grade will be a WP (Withdrew Passing).
Schedule changes will not be
considered for any of the following reasons:
1. Course content
or standards differing from student expectation.
2. Dropping a
course because it is not needed for graduation.
3. Inability of a
student to relate well to a given teacher.
4. Preference for
some other subject.
5.
Dropping a course in order to lighten ones load.
GUIDE ABBREVIATIONS
| AP | - Advanced Placement | N/V | - North Hunterdon & Voorhees |
| CP | - College Preparatory | Sug. Pre. | - Suggested Prerequisites |
| Cr. | - Credits | V | - Voorhees only |
| H | - Honors | Wks. | - Weeks |
| HSPA | - High School Proficiency Assessment | Wt. | - Weighted |
| N | - North Hunterdon only |
In attempting to prepare students
for American society and to define the needs of each citizen of our society, the
Board of Education has established the following graduation requirements:
I.
Successful completion of 120
credits including the following:
ENGLISH
20 credits
English 1
American Literature Survey
English 2
British Literature Survey
SPEECH 2.5 credits
PHYSICAL EDUCATION, HEALTH and SAFETY
(As required by New
Jersey Administrative Code)
MATHEMATICS
15 credits
Algebra - 5 credits must be in Algebra.
SOCIAL
STUDIES 15 credits
World History
American History I
American History II
SCIENCE
15 credits, are recommended
Physics
Biology
Chemistry
FINE ARTS & PRACTICAL ARTS - 10 credits total
With a 5.0 credit minimum for each of
the two areas (class of 2008,2009).
II. HSPA – High School Proficiency Assessment
All students must pass the High
School Proficiency Assessment (HSPA) administered by the state of New Jersey.
Passing the HSPA is mandated by the State of New Jersey.
Athletic Eligibility
It is every student athlete's responsibility to check his/her schedule to be
sure that they are passing at least 15 credits each semester to meet school
board athletic eligibility requirements.
PREPARING FOR COLLEGE
ADMISSION TESTS
In addition to academic courses, both schools offer
preparatory sessions for college admissions tests. Students should contact their
counselors for information regarding these programs.
Since entrance requirements vary among colleges, we recommend that college bound
students take the strongest academic program possible, consistent with their
ability to perform at an acceptable level.
PERFORMANCE (THE HIGH SCHOOL RECORD) RATHER THAN POTENTIAL IS
STILL THE SINGLE MOST IMPORTANT INDICATOR USED BY COLLEGES IN THE SELECTION
PROCESS.
At many schools the stated minimum entrance requirements are
often not sufficient for admission because of the competitiveness of the
admissions.
CONSULT THE SPECIFIC COLLEGE CATALOGUES FOR MORE DETAILS
Barrons Profiles of American Colleges, 25th Edition
is the College Admissions selector used below to describe the degree of
admission competitiveness. The
Selector is not a rating of colleges by academic standards or quality of
education; it is rather an attempt to describe, in general terms, the situation
a prospective student will meet when applying for admission.
MOST COMPETITIVE
COLLEGES
Even superior students will encounter a great deal of
competition for admission to colleges requiring high school rank in the top 10%
and grade averages of A to B+. Median
freshman SAT scores at these colleges are generally between 655 and 800 and above 29 on the ACT.
In addition, many of these colleges admit only a small percentage of
those who apply.
HIGHLY COMPETITIVE
COLLEGES
Colleges in this group look for students with grade averages
of B+ to B and accept most of their students from the top 20% to 35% of the high
school class. Median freshman SAT
scores at these colleges range from 620-800 and from 27 to 28 on
the ACT. These schools generally
accept between one-third and one-half of their applicants.
Suggested courses for both
of the above are:
|
Freshman Year |
Sophomore Year |
|
English
I (H/Wt.) |
English
II (H/Wt.) |
|
Honors Lab Physics or AP Physics B (H/Wt.) |
Mathematics:
Algebra II/Trig (H/Wt.) or Algebra II CP |
|
Geometry (H/Wt.) or Geometry (CP) |
Honors Lab Chem. (H/Wt.) or AP Chem. |
|
American
History I (H/Wt.) |
World History/Cultures (H/Wt.) |
|
World Language |
World Language |
|
Health/PE |
Speech |
|
Electives |
Driver Ed/PE |
| Electives |
| Junior Year | Senior Year |
|
AP English Language or Honors English (H/Wt.) |
AP English Literature |
|
Mathematics: |
Mathematics: |
| Honors Lab Biology (H/Wt.) or AP Biology (H/Wt.) |
Science: |
|
AP American Government or AP American History (H/Wt.) or American History II (H/Wt.) |
Social Studies: |
| Social Studies Electives |
World Language |
| World Language | Health/PE |
| Health/PE | Electives |
| Electives |
VERY
COMPETITIVE COLLEGES
The colleges in this category admit
students whose averages are no less than B - and whose rank is in the top 35% to 50%
of their graduating class. They
report median freshman SAT scores from 575-650 and in the 24 to 26
ranges on the ACT. The schools in this category generally accept between
one-half and three-quarters of their applicants.
Suggested courses:
| Freshman Year | Sophomore Year |
|
English 1 (H/Wt. or CP) |
English
II (CP or
H/Wt.)) |
|
Mathematics: |
Mathematics: |
|
Lab Physics CP or
Honors Lab Physics (H/Wt.) |
Lab Chemistry (CP) |
|
American History I (CP) |
W |
|
World Language |
World Language |
|
Health/PE |
Speech |
|
Electives |
Driver Ed./PE |
|
Electives |
| Junior Year | Senior Year |
|
English: |
English: |
|
Mathematics: |
Mathematics: |
|
Science:
|
Science: |
|
Social Studies: |
Social Studies Electives |
|
World Language |
World Language |
|
Health/PE |
Health/PE |
|
Electives |
COMPETITIVE
COLLEGES
This category is
a very broad one, covering colleges that generally have median freshman test
scores between 500 and 580 on the SAT and between 21 to 23 on the
ACT. Some of these colleges require that students have high school averages of
B- or better, although others state a minimum of C+ or C.
Generally, these colleges prefer students in the top 50% to 65% of the
graduating class and accept between 75% and 85% of their applicants.
Suggested courses:
| Freshman Year | Sophomore Year |
|
English
I (CP) |
English
II (CP) |
|
Algebra
I (CP) |
Geometry (CP) |
|
Lab Physics (CP) |
Lab. Chemistry (CP) |
|
American
History I (CP) |
World
History/Cultures (CP) |
|
World Language |
World Language |
|
Health/PE |
Speech |
|
Electives |
Driver Ed./PE |
|
Electives |
| Junior Year | Senior Year |
|
English: |
English: |
|
Algebra
II (CP) |
Pre-calculus
I (CP) |
|
Lab Biology (CP) |
Science: Elective(s) |
|
American History
II (CP) |
Social Studies Electives |
|
World Language |
World Language |
|
Health/PE |
Health/PE |
|
Electives |
Electives |
PREPARING FOR BUSINESS / VOCATIONAL
AND TECHNICAL CAREERS
Career Planning
Guidance counselors and the resources of
the College and Career Resource Center are available to all students and their
parents. Interest inventories and a wide range of career information are
available.
The questions most often asked by
employers wanting to hire students upon graduation concern attendance,
punctuality and reliability. It is essential that students demonstrate excellent
work habits in addition to academic achievement from the beginning of the
freshman year.
Business/Vocational/Technical
Programs
Students who have made a definite
commitment to a vocational/technical career should plan on enrolling in the
program of their choice beginning in their sophomore/junior year.
It is
recommended that vocational technical students complete the most challenging
courses possible in order to keep options open for either post-secondary
educational programs or employment. As the vocational careers have become more
technically advanced, further training beyond high school has become desirable
in many fields. Many post-secondary opportunities exist for degree or technical
training programs. Students should consult their guidance counselors and/or
vocational teachers for assistance with post-secondary educational
options/career needs.
Recommended Course Sequence for Business/Vocational and Technical Students.
| Freshman Year | Sophomore Year |
|
English I |
English II |
|
Mathematics: |
Mathematics: |
|
Physics (CP or Gen.) |
Chemistry (CP or Gen.) |
|
|
World History/Cultures |
|
Health/PE |
Speech |
|
Electives (including Agriscience, Technology, Family & Consumer Science, Business & Fine Arts) |
Driver
ED./PE |
|
Electives |
| Junior Year | Senior Year |
|
English: |
English: |
|
Mathematics: |
Mathematics: |
|
Biology (CP & Gen.) |
Health/PE |
|
American History |
Vocational/Technical Program |
| Health/PE | Electives |
|
Vocational/Technical Program |
Science Electives |
| Social Science Electives | |
|
*Preferred math sequence. Second choice listed is minimal level necessary for entrance to community college. Note: The student should take as
many courses at the CP level as able for best preparation. |
|
OPPORTUNITIES FOR ADVANCED STUDY
AND OTHER OPTIONS
ADVANCED PLACEMENT
Advanced standing in college via awarding of credit and/or
placement may be possible by taking Advanced Placement courses and performing
successfully on the Advanced Placement Examinations administered by the Educational
Testing Service in May.
Advanced Placement courses are
college level courses (not merely college preparatory).
A score of 4 or 5 on a scale of 1 to 5 may result in placement and/or
credit at the college level.
Many colleges and universities
participate in the Sophomore Standing Program, which enables students to bypass
the freshman year if they demonstrate proficiencies on Advanced Placement
Examinations in three different subject areas.
Institutions vary widely in their requirements for the Sophomore Standing
Program. Students interested in the Sophomore Standing Program are urged to
contact colleges or universities in which they are interested.
Inquiries should be made during their junior year in order to determine
which three Advanced Placement courses they should take.
Due to the exceptional academic and
time demands of Advanced Placement courses, no student may ordinarily take more
than three AP courses in a given year. Exceptions will be considered only upon a
written appeal to the Assistant Principal. Students enrolled
in Advanced Placement courses are encouraged to take all the appropriate AP examinations.
Please see the course descriptions under the departmental
headings for more information.
Independent Study and Cooperatively Planned Units
Students may encounter situations in which a desired course
does not meet at a time available in the individuals schedule.
In these situations, an
independent study contract may be written which provides a plan for students to
complete requirements for a particular course.
A sponsoring teacher must agree to supervise the independent study
project and it must be approved by the department chairperson, guidance counselor, parent and Assistant
Principal.
In rare situations, a student may
desire a course not offered in the Curriculum Guide. Cooperatively Planned Units are designed with a specific
vocational objective such as a community service project or an apprenticeship
sponsored by a teacher within the school.
The procedures for developing Cooperatively
Planned Unit contracts are similar to those used for Independent Study.
Independent Study contracts &
CPUs will not be approved for required courses.
No Independent Study course or CPU can be weighted as per
school board policy.
Tech
Prep Program Raritan Valley Community College
TECH PREP is a specific program
with Raritan Valley Community College, which enables students to earn advanced
credit for high school course work. TECH PREP links high school courses to
community college courses and leads to an Associates Degree in the
vocational/technical area. The program allows students to develop entry level
job skills and earn college credits in their high school program. Students earn
dual credit, high school and college, for selected high school courses. Several
of Poly techs programs have agreements with RVCC for advanced credit.
Students must be matriculated at
RVCC within two years of high school graduation. The application for TECH PREP
and a transcript are provided to RVCC; there is a small records fee to RVCC to
convert the TECH PREP high school courses to college credit.
Students interested in the TECH PREP program should see their
guidance counselor for details and an application. Early planning will ensure
appropriate course selection in high school and provide information on grade and
other requirements.
Weighted Courses
All Honors and AP courses are weighted. This means that upon successful completion a student may obtain a grade advantage for purposes of GPA. Expectations for student performance in honors and AP courses are much higher than average.
Early Graduation
It is possible to graduate
after the first half of the senior year, but, in most cases, it is not
advisable. Many colleges question
the benefits of early graduation because it may have a negative effect on the
social growth of the student and the level of academic preparation.
Students must declare their intent
to graduate mid-year during scheduling of courses in the spring of the junior
year. Parent approval is required.
060 |
Greenhouse Production |
2.5 | 450 | Drafting Design | 2.5 |
|
065 |
Horticulture | 2.5 | 453 | Engineering Drawing/CAD | 5.0 |
|
069 |
Small Engines I | 2.5 | 484 | Applied Technology and Design - (N) | 2.5 |
|
070 |
Small Engines II - (V) | 2.5 | 490 | Graphic Communication Technology I | 2.5 |
| 072 |
Landscape Design |
2.5 | 542 | Computer Applications - (V) | 2.5 |
| 082 | Animal Science | 2.5 | 544 | Introduction to Computer Programming | 2.5 |
| 103 |
Color and Design |
2.5 | 580 | Music History; The Rock Years | 2.5 |
| 113 |
Ceramics I |
2.5 | 545 | Intro to JAVA (Pre req: Alg I) | 2.5 |
| 114 |
Ceramics II |
2.5 | 585 | Music Theory | 2.5 |
| 118 |
Drawing I |
2.5 | 586 | Enjoyment of Music | 2.5 |
| 156 |
Business and Sports Management |
2.5 | 588 | Electronic Music I | 2.5 |
| 171 |
Business Computer Applications I |
2.5 | 589 | Electronic Music II | 2.5 |
| 174 |
Business Computer Applications II |
2.5 | 590 | Band | 5.0 |
| 175 |
Keyboarding I - (N) |
5.0 | 591 | Freshman Band | 5.0 |
| 400 | Food Survey | 2.5 | 599 | Jazz Ensemble | 2.5 |
| 408 | Food and Fitness | 2.5 | 600 | Beginning Instrumental Lessons | 1.0 |
| 412 | Fashion Design and Merchandising | 2.5 | 601 | Advanced Instrumental Lessons | 1.0 |
| 424 | Interior Design | 2.5 | 609 | Voice Lessons | 1.0 |
| 429 | Child Care Survey (V) | 2.5 | 611 | Freshman Choir | 5.0 |
| 430 | Child Development and Parenting - (N) | 2.5 | 618 | Beginning Guitar | 2.5 |
COURSE OFFERINGS BY DEPARTMENT
AGRISCIENCE
The equivalent of any successfully completed semester course in this department
can be used to fulfill the graduation requirements for PRACTICAL ARTS.
Agriscience
is a growing,
dynamic, and exciting industry. The opportunities in this career are especially
broad in Hunterdon County.
If you like to explore or experiment, are intrigued by living
organisms, and want to understand the scientific events that permit plants and
animals to grow and develop, you may be interested in an Agriscience course.
All Agriscience courses offer laboratory experiences in addition to the
traditional classroom activities.
No other industry in the United States can compete with
Agriscience in terms of the diversity of career opportunities.
No other industry offers a broader array of challenges associated with
solving crucial problems. Exciting careers await you in conservation, ecology,
horticulture, plant and animal science, business and mechanics.
| 060 | GREENHOUSE PRODUCTION - (V) | 9-12 | 2.5 | 18 |
The course is designed to involve the student in the general
activities, practices, and procedures in operating a greenhouse business.
The skills required to effectively manage a greenhouse will be studied
through group presentations and individual practical activities. Crops to be
studied will be seasonal.
| 065 | HORTICULTURE - (V) | 9-12 | 2.5 | 18 |
If growing things fascinate you,
this course on the care and raising of plants is for you. A student will spend
time in the school greenhouse as well as in the classroom. He/she will study
plant reproduction and identification, fruit and vegetable culture, and basic
greenhouse management. Insects, diseases, soils, and fertilizers will be
discussed.
| 069 | SMALL ENGINES I | 9-12 | 2.5 | 18 |
Each student in this course will inspect, repair, and maintain a small gasoline engine. An understanding of the basic principles in small engine operation and the proper use of tools will be stressed in this laboratory course.
| 070 | SMALL ENGINES II - (V) | 9-12 | 2.5 | 18 |
Sug. Prerequisite: Small Engines I or with permission of
instructor
This course is designed for a
student seeking additional knowledge and proficiency in Small Gasoline Engines.
The two-cycle gasoline engine will be inspected, repaired, and maintained
in this course. A greater depth in
trouble shooting small engines will be stressed.
| 072 | LANDSCAPE DESIGN | 9-12 | 2.5 | 18 |
Landscape Design is a course that
will direct the student in developing an appropriate landscape plan.
The student will also become able to estimate the cost of various
landscapes, from planning to completion.
| 073 | LANDSCAPE DEVELOPMENT - (V) | 9-12 | 2.5 | 18 |
Landscape Development provides the
student with the skills and knowledge necessary for the installation and
maintenance of landscapes. A great
deal of actual hands on experience will be performed in this course.
| 082 | ANIMAL SCIENCE | 9-12 | 2.5 | 18 |
Recreational and production animals
will be studied. It is designed to
add depth and detail to the students understanding of the duties and role of
handling animals. Basics of
nutrition, handling, breeding, evaluation, care and selection of animals will be
covered.
Back
All students are required to complete 5 credits of the Fine Arts to fulfill their Fine/Performing Arts graduation requirement.
The Arts are important to each persons overall education.
Each discipline in the Visual Arts is a distinct and vitally important way in
which students learn about themselves. Participation in the Arts encourages
students to be more curious and to become risk takers, which is essential for
opening avenues of creativity and critical thinking.
| 103 | COLOR AND DESIGN | 9-12 | 2.5 | 18 |
This introductory art course focuses on basic drawing and
design principles through the use of various media.
The media used will include pencil, pen and ink and tempera paint.
Students apply this knowledge to recognize and solve visual problems.
| 112 | SCULPTURE | 10 - 12 | 2.5 | 18 |
This
course will cover the creative use of construction materials as it pertains to
three-dimensional expression. The goal is to develop each students ability to
create three-dimensional art.
| 113 | CERAMICS I | 9-12 | 2.5 | 18 |
Students
in this introductory course will study various construction techniques exploring
clay as a plastic medium. The fundamentals of hand building will be taught.
Students will also learn to work on the pottery wheel, to glaze, and to fire
their finished products.
| 114 | CERAMICS II | 9-12 | 2.5 | 18 |
Prerequisite: Ceramics I
Students will continue to
develop techniques and skills learned in Ceramics I. Although students will continue to improve hand-building
techniques, emphasis will be on developing skill on the pottery wheel. Design
and specialized throwing procedures will be stressed.
| 115 | CERAMICS IIIA | 10 - 12 | 2.5 | 18 |
| 115 | CERAMICS IIIB | 10 - 12 | 2.5 | 18 |
Prerequisite: Students must
complete Ceramics II or be admitted by permission of instructor.
This advanced level course will
continue to develop techniques and skills learned in Ceramics II.
Each student will create their own program that will enable them to
concentrate on a specific area of interest.
| 117 | CERAMICS IV | 10 - 12 | 2.5 | 18 |
Prerequisite: Students must complete
Ceramics III or be admitted by permission of the instructor.
| 130 | YEARBOOK PRODUCTION | 10 - 12 | 5 | 36 |
Yearbook
Production enables the student to gain hands-on experience in the
following areas: Photography, design, layout, advertising and writing copy.
**Note: In
order to take yearbook courses, students must complete an application obtained
from guidance and be interviewed and accepted by the instructor. Spaces
will be awarded on completed application, interview and teacher recommendations.
| 118 | DRAWING I | 9-12 | 2.5 | 18 |
This course is for students who have not had some previous
experience with drawing. Students
will learn techniques and skills of drawing through the use of line, light,
shade and mass.
| 119 | DRAWING II | 10 - 12 | 2.5 | 18 |
Prerequisite: Drawing I
| 120 | DRAWING III | 11 - 12 | 5 | 36 |
Prerequisite: Drawing II and have taken at least one drawing course, or may be
admitted by permission of instructor.
| 121 | DRAWING IV - (N) | 11 - 12 | 5 | 36 |
Prerequisite: Drawing III
Portfolio development and advanced drawing techniques combined with
challenging subject matter will be emphasized.
| 124 | PAINTING | 10 - 12 | 2.5 | 18 |
In this course students will gain
an understanding of brush control, color, perspective, abstract and realistic
composition.
| 125 | AP HISTORY OF ART | 11 - 12 | 5 | 36 |
Prerequisite: Students must carry at least a “B” average in both English and
History classes or may be admitted by permission of instructor. An
application must be submitted for this course.
This course gives students a
broad understanding of past and present cultures through the study of painting,
sculpture, and architecture. Slides,
lectures, and filmstrips will be used to illustrate how specific cultures
developed and how individual artists contributed to that development.
Students will become familiar with the major artists and art movements.
No prior experience in Art History is necessary for those
students taking this course. Students
who have done well in other humanistic studies, such as, history, literature,
foreign language, and art are especially encouraged to enroll.
| 126 | AP DRAWING PORTFOLIO | 11 - 12 | 5 | 36 |
Prerequisite: Students must submit
a portfolio or may be admitted by permission of instructor. An application
must be submitted for this course.
The Drawing
Portfolio is designed to address a broad interpretation of drawing issues.
Students will be required to produce quality pieces that demonstrate advanced
concept, composition, and technical skill. Students will produce pieces
based on realistic, observational drawing as well as abstract and design
concepts. Students will have the option of working in a variety of drawing
and painting media.
| 127 | AP 2-D DESIGN PORTFOLIO | 11 - 12 | 5 | 36 |
Prerequisite: Students must submit a portfolio or may be admitted by
permission of instructor. An application must be submitted for this
course.
This
portfolio is intended to address a very broad interpretation of two dimensional
(2D) design issues. This type of design involves purposeful
decision-making about how to use the elements of design (line, shape, illusion
of space, illusion of motion, pattern, texture, value, and color) and the
principals of design (unity/variety, balance, emphasis, rhythm, and
proportion/scale) to communicate ideas.
For this portfolio, students are asked to demonstrate proficiency in 2-D design
using a variety of forms. These could include, but are not limited to,
graphic design, typography, digital imaging, photography, collage, fabric
design, weaving, illustration, painting, printmaking , etc. A variety of
approaches to representation, abstraction and expression may be part of the
student's portfolio.
Back
| 128 | AP 3-D DESIGN PORTFOLIO | 11 - 12 | 5 | 36 |
Prerequisite: Color and Design, Drawing I and II, or by permission of instructor. An application must be submitted for this course.
This portfolio is intended to address a broad interpretation of sculptural and three-dimensional issues in depth and space. These may include mass, volume, form, plane, light and texture. Such elements and concepts may be articulated through additive, subtractive, and/or fabrication processes.
A variety of approaches to representation, abstraction and expression may be part of the student's portfolio. These might include traditional sculpture, architectural models, apparel, ceramics, three-dimensional fiber arts or metal work, among others.
The final outcome of this course will be a portfolio and set of slides that could be reviewed and rated by the Advanced Placement Examination Committee.
| 130 | YEARBOOK PRODUCTION I | 10 - 12 | 5 | 36 |
Any student interested in becoming a yearbook editor should take Yearbook as a sophomore or junior so they can qualify for an Editor position in Yearbook Production II.
**Note: In order to take yearbook courses, students must complete an application obtained from guidance and be interviewed and accepted by the instructor. Spaces will be awarded on completed application, interview and teacher recommendation.
| 131 | YEARBOOK PRODUCTION II | 11 - 12 | 5 | 36 |
Prerequisite: Yearbook Production I
Students will further develop the desktop publishing skills they acquired in Yearbook Production I including: layout design, copywriting and editing, photography, and digital image editing. Students will play an active role in the organizational aspects involved in planning and producing the yearbook. Students taking this course will develop leadership skills through serving in editor positions. The positions of editor-in-chief, section editors, and photo editors will be awarded to students enrolled in this class.
| 139 | VIDEO PRODUCTION I | 10 - 12 | 2.5 | 18 |
Students familiarize themselves
with the television studio and the video format. Movement, lighting, editing,
and video techniques are emphasized through live action projects.
| 140 | VIDEO PRODUCTION II | 10 - 12 | 2.5 | 18 |
Prerequisite:
Students must complete Video Production I or be admitted by permission of
instructor.
Students will continue to explore
and experiment with the video medium through individual video projects. Special
attention will now be given to the development of more involved live action
video projects.
| 142 | ADVANCED VIDEO EDITING | 11 - 12 | 2.5 | 18 |
Prerequisite:
Students must complete Video Production I and II or be admitted by permission of
the
instructor.
Students will continue to explore and experiment with the video medium through
individual and group projects. It requires the operational mechanics of
storyboarding, planning and filming, but emphasis is placed on non-linear
editing as a vehicle to produce professional quality productions to be presented
on local cable access. Students will acquire skills necessary to the art
of video editing and will become efficient in various non-linear editing
software.
| 143 | ADVANCED TELEVISION PRODUCTION | 11- 12 | 2.5 | 18 |
Prerequisite: Students must complete Video Production I and Video
Production II or be admitted by permission of the instructor.
Students
will continue to explore and experiment with the television medium through
teamwork in a professional setting. Students must work together to conceive,
plan and execute a format for a television program to be broadcast on local
cable access at a regular basis (i.e. daily, weekly, bi-weekly, depending on the
complexity of the student devised format). Special attention will now be given
to the entire process of pre-production, production and post-production.
| 146 | PHOTOGRAPHY I | 10 - 12 | 2.5 | 18 |
Students
will learn to use the 35-millimeter camera to create photographic art.
Composition and design will be stressed. Students will also learn the processes
of developing and enlarging film.
| 147 | PHOTOGRAPHY II | 10 - 12 | 2.5 | 18 |
Prerequisite: Photography I.
Using
the basic elements of photography, the students will experiment with various
creative techniques explored in the darkroom. Special attention will be given to
the printing of photographs. Chemical techniques will be used to design, compose
and alter the photographic image.
| 148 | PHOTOGRAPHY III | 11 - 12 | 5 | 36 |
Prerequisite: Photography II.
This course offers opportunities for the highly motivated individual to work on
an advanced level in photography. The students will experiment with
advanced techniques, in lighting and composition.
| 149 | PHOTOGRAPHY IV | 11 - 12 | 5 | 36 |
Prerequisite: Photography
III.
An advanced level course designed for students who want a vigorous and
challenging experience in photography.
| 150 | DIGITAL PHOTOGRAPHY | 10 - 12 | 2.5 | 18 |
Prerequisite: Photography
I or permission of instructor.
Students use digital cameras, scanners,
imaging software, printers and computers to explore the artistic potential of
new imaging technology and solve visual problems. Students will learn how
to plan and produce digital images that demonstrate an understanding of
composition, light, color, visual impact and art history. Hands-on
projects include digital painting, digital photography, image capture, image
manipulation through photoshop and graphic design problems.
BUSINESS
Independence, pride, money.
You can gain it all through the courses offered in the Business Education
Department.
The main objectives of Business Education are to develop, in
each student, the knowledge and skill needed for college, entry-level employment and for advancement in a business career.
All students should have the opportunity to gain the
knowledge, attitudes, and skills needed to be effective in their personal money
management and in their understanding of our economic system.
Business education has a great deal to offer you
relevant, challenging and exciting classes taught on computers using Microsoft
Office. Business Education-it makes sense.
Any successfully completed course in this department can be
used to fulfill
the graduation requirement for PRACTICAL ARTS.
| 155 | FUNDAMENTALS OF MONEY MANAGEMENT | 11 - 12 | 2.5 | 18 |
Instruction will also include, how to use credit wisely and how to get the most out of ones income. The fundamentals of investing in stocks, bonds, mutual funds, real estate, and collectibles will also be reviewed.
| 156 | BUSINESS AND SPORTS MANAGEMENT | 9 - 12 | 2.5 | 18 |
The course will focus on the importance of management, marketing and development of strategies to market a product. Topics include company analysis; market research, market segmentation, product packaging, pricing and distribution, along with marketing strategies geared to successfully market a product in a business environment. In the Sports unit, students will analyze the nature, structure and impact of professional and amateur sport organizations in a business environment. This includes developing a marketing plan for a professional team such as designing names and logos, segmenting the fan market, pricing tickets, designing a team stadium and implementing a team promotional strategy.
| 161 | SPEEDWRITING - (N) | 10 - 12 | 2.5 | 18 |
Learn to write rapidly using
an abbreviated alphabetic writing system. This is designed for students planning
to major in all phases of business, law,
journalism, medicine, administration, etc., or any profession that requires
speed and accuracy in writing down facts.
With Speedwriting, students become more productive, increase
retention, eliminate the frustration of not being able to write fast enough and
gain the ability to organize and write accurate notes quickly and efficiently.
| 171 | BUSINESS COMPUTER APPLICATIONS I | 9 - 12 | 2.5 | 18 |
Tech Prep credits can be earned for this course at
RVCC
Are you tired of handwriting those research papers and
reports? Do you want to submit to your teacher neat, error-free assignments? Do
you want
to get a part-time job to make or save money? Then enroll in Business Computer
Applications I to learn how to key by touch, format reports and themes so they
look professionally prepared, and to learn keyboarding skills to help increase
your input speed on the microcomputer. Become familiar with spreadsheet,
presentation software and Internet access. It is highly recommended that all
students take this course.
| 173 | DESKTOP PUBLISHING (N) | 10 - 12 | 2.5 | 18 |
Sug. Pre: Business
Computer Applications I
Tech
Prep credits can be earned for this course at RVCC
Offered
Year 2001-2002
| 174 | BUSINESS COMPUTER APPLICATIONS II | 9 - 12 | 2.5 | 18 |
Sug. Pre: Business Computer
Applications I
Tech
Prep credits can be earned for this course at RVCC
This course offers a practical approach to using the
microcomputer. Emphasis is placed on acquiring skills necessary for using the
computer at home, in college, and in business.
| 175 | KEYBOARDING I - (N) | 9 - 12 | 5 | 36 |
Tech
Prep credits can be earned for this course at RVCC
If you want to learn how to key by touch, how to format letters, research
papers, reports and tables, take keyboarding I. This hands-n course will
also increase your ability to communicate more rapidly on the Internet.
The Microsoft Office XP software package is taught in this course.
| 185 | ACCOUNTING I | 10 - 12 | 5 | 36 |
Tech
Prep credits can be earned for this course at RVCC
Business is IN! Accounting is the
language of business. Students
will be taught the basic principles of accounting, sufficient for analyzing and
performing a complete accounting cycle for both a service and merchandising
business. Some microcomputer
applications are covered.
This
hands-on course is highly recommended for any student planning to own a business, seek
employment right after school, or major in accounting or
a related business field in college.
| 186 | ACCOUNTING II | 11 - 12 | 5 | 36 |
Sug. Pre: Accounting I
Tech Prep credits can be
earned for this course at RVCC
This hands-on course reviews Accounting I
principles and introduces new accounting concepts; such as, depreciation, notes,
partnerships, un-collectable accounts, inventory controls and corporation
accounting.
Accounting II is strongly
recommended for students planning to major in any area of business in college
and to the student who plans to gain employment after high school in the
accounting field or a related business field.
Some activities will
be completed on the microcomputer.
| 191 | BUSINESS LAW | 10 - 12 | 2.5 | 18 |
This course deals with legal rights as well as with legal
duties and responsibilities of individuals in their personal and business
transactions. Laws covering
contracts, insurance, renting, property ownership and laws, which affect
teenagers, will be studied. Existing
statutes, case studies, and current events will be discussed regularly.
English I and English II
maintain the same requirements at both high schools.
FRESHMAN
take a full year of English 1 (5 credits) designed to provide each student with
a sound basis in reading, writing, speaking, listening and viewing. Although
course levels may differ in focus and/or depth, they all provide instruction in
English fundamentals that will prepare the student for success in upper-class
programs. Core literature may include Julius
Caesar, Great Expectations, The Odyssey, and King Arthur as well as a
selection of short stories.
SOPHOMORES take a full year of
English 2 (5 credits) designed to develop and enhance their reading, writing,
listening, speaking and viewing skills. Core works include Genesis,
Antigone, The Catcher in the Rye, and
selections from Edith Hamiltons Mythology.
JUNIORS must take 5 credits of English. There are several options by which to achieve this requirement:
| A | AP Language and Composition (287) full year, 5 credits (by recommendation only). |
| B | English III Honors (250) full year, 5 credits (by recommendation only) |
| C | Survey of American Literature (267) - semester 2.5 credits & one semester elective. |
| D |
SENIORS
| A | AP 285 Literature and Composition (288) full year, 5 credits (by recommendation only). |
| B | |
| C | Survey of British Literature CP (284) - semester 2.5 credits & one semester elective. |
| D |
To graduate from the North Hunterdon/Voorhees High School District,
students must successfully complete the above requirements and must earn both 20
credits of English and 2.5 credits of Public Speaking.
| 211 | ENGLISH I | 9 | 5 | 36 |
This
course is designed for students who need to develop competency in basic
listening, speaking, reading, writing, viewing, studying, and critical-thinking
skills. Fundamental vocabulary and reading comprehension skills receive heavy
emphasis, as do grammar, usage, spelling, punctuation, sentence structure, and
library skills. Students learn to write standard English and to understand basic
elements of literary texts.
| 212 | ENGLISH I (CP) | 9 | 5 | 36 |
Students
of average to above-average abilities who want to develop fluency in listening,
speaking, reading, writing, viewing, studying, and critical-thinking skills
should register for this course. The course focuses on vocabulary, grammar,
usage, spelling, punctuation, sentence structure, paragraph logic, library
skills, fundamentals of writing, and major literary genres.
| 213 | ENGLISH I (H/Wt.) | 9 | 5 | 36 |
This course is offered to students of above-average ability
and performance who want to pursue excellence and sophistication in listening,
speaking, reading, writing, viewing, studying, and critical-thinking skills.
Intensive work with vocabulary, grammar, usage, spelling, punctuation,
sentence structure, and paragraphing occurs throughout the year. Library skills
are an integral part of the course. Fundamentals of expository and creative writing
receive careful attention. Major literary genres are introduced, studied,
interpreted, and analyzed.
| 228 | ENGLISH II | 10 | 5 | 36 |
Students who need to continue
developing fluency in listening, speaking, reading, writing, viewing, studying,
and critical-thinking skills should register for English 2. Writing and world
literature are combined to help students develop greater understanding of the
relationship between artists and cultures and of literature as a vehicle for
exploring human experiences and expressing human ideals. Students develop
proficiency in the basic forms of discourse, including description, narration,
argumentation/persuasion, and exposition, as well as experience-based,
expressive writing. Fundamental techniques for clear, focused, structured
writing are developed through literature-based analytical essays. As students
write in a variety of modes, for various purposes and audiences, they practice
all stages of the writing process (prewriting, drafting, revising, editing, post
writing). Proper research procedures are developed through each students
preparation of a research paper.
| 229 | ENGLISH II (CP) | 10 | 5 | 36 |
Students of average to
above-average abilities who want to continue developing fluency in listening,
speaking, reading, writing, viewing, studying, and critical-thinking skills
should register for English 2 (CP). Writing and world literature are combined to
help students develop greater understanding of the relationship between artists
and cultures and of literature as a vehicle for exploring human experiences and
expressing human ideals. Students
develop proficiency in the basic forms of discourse, including description,
narration, argumentation/persuasion, and exposition, as well as
experience-based, expressive writing. Fundamental
techniques for clear, focused, structured writing are developed through
literature-based analytical essays. As students write in a variety of modes, for
various purposes and audiences, they practice all stages of the writing process
(prewriting, drafting, revising, editing, post writing). Proper research
procedures are developed through each students preparation of a formal
research paper.
| 230 | ENGLISH II (H/Wt.) | 10 | 5 | 36 |
This course is offered to students
of above-average ability and performance who want to continue pursuing
excellence and sophistication in listening, speaking, reading, writing, viewing,
studying, and critical-thinking skills. Writing and world literature are
combined to help students develop greater understanding of the relationship
between artists and cultures, and of literature as a vehicle for expressing
human experiences and ideals. Students learn to appreciate literature and other
arts in personal, cultural, social and historical contexts. Students develop
proficiency in the basic forms of discourse, including description, narration,
argumentation/persuasion, and exposition, as well as experience-based,
expressive writing. Fundamental techniques for clear, focused, structured
writing are developed through literature-based analytical essays. As students
write in a variety of modes, for various purposes and audiences, they practice
all stages of the writing process (prewriting, drafting, revising, editing,
post writing). Proper research procedures are developed through each students
preparation of a formal research paper.
| 231 | PUBLIC SPEAKING (CP) (REQUIRED) | 10 - 12 | 2.5 | 18 |
| 232 | PUBLIC SPEAKING (REQUIRED) | 10 - 12 | 2.5 | 18 |
Public Speaking is a district graduation requirement
and must be taken in addition to English graduation requirements.
By
familiarizing students with how to organize and deliver differing types of
conventional public speeches, this course aims to increase student confidence,
build student poise, and teach the student how to be an interesting and
effective public speaker. In
addition to establishing correct standards of good speech, the course focuses on
listening excellence, group speaking situations, principles of interpersonal
communication, appropriate use of body language, and principles of delivery and
critiquing.
The
credits awarded for successful completion of this course are Public Speaking (rather than
English) credits.
| 233 | JOURNALISTIC WRITING (CP) | 9 - 12 | 2.5 | 18 |
Journalistic
Writing is a comprehensive introduction to newspaper work.
Students learn the fundamentals of news, feature and column writing.
The course involves extensive vocabulary, grammar, and spelling work.
Students are required to produce regular written assignments on a strict
deadline basis.
| 234 | NEWSPAPER PRODUCTION (CP) | 10 - 12 | 5 | 36 |
Prerequisite: Approval of instructor.
This course is open to 10th, 11th,
and 12th grade college-preparatory students.
The course focuses on teamwork in producing a newspaper, and on the
skills of journalism: writing, editing, photography, art, sports coverage, and
business management. Students hold
working positions as part of the newspaper staff, assume responsibilities, make
decisions relevant to their staff role, and experience hands-on practice in
design, layout, and production of the newspaper. Producing the school newspaper
often requires after-school responsibilities.
| 250 | JUNIOR HONORS ENGLISH (H/Wt.) | 11 | 5 | 36 |
This course surveys important works
of American literature and selected inter-related works from world literature.
Frequent writing assignments and a term paper are integral parts of the
curriculum. The literature and
supplemental texts are sources of vocabulary enrichment, and speaking skills are
developed through formal speeches and informal discussions.
| 251 | DISCUSSION AND DEBATE - (V) | 11 - 12 | 2.5 | 18 |
Prerequisite: approval
of instructor.
Students in Discussion and Debate
study discussion participants roles and techniques, and engage in independent
research, individual oratory, and team debate.
Peer and adult critiques of individual and group performance are integral
to the course.
| 253 | DRAMATICS (CP) | 11- 12 | 2.5 | 18 |
Students experience the basics of acting and directing. In acting, the student explores body movement, voice, interpretation and characterization. Directing includes interpretation, blocking, and rehearsal technique and production responsibilities.
| 256 | Poetic Interpretation (CP) | 11- 12 | 2.5 | 18 |
Interpretive and analytic
skills in poetry reading, writing and comprehension are emphasized in this course.
Rhythm, rhyme scheme, figurative devices, poetic diction, structure and
tensions, and the relationship among poet, poem, and audience are stressed.
The student also practices techniques for interpretive poetry reading.
| 257 | CREATIVE WRITING | 11 - 12 | 2.5 | 18 |
| 258 | CREATIVE WRITING (CP) | 11 - 12 | 2.5 | 18 |
Creative Writing encourages students to develop individual
artistic expression in a workshop setting. Responding to a variety of writing
exercises and literary models, students create a portfolio that becomes the
basis for their assessment. Students consider audience and purpose, and practice
all stages of the writing process as they create poetry, fiction and drama.
Literature, personal experience, and observation form the basis for varied
assignments that develop fundamental techniques of creative writing.
| 259 | CREATIVE WRITING II (CP) - (V) | 11 | 2.5 | 18 |
This is a one semester course limited to students who have already taken Creative Writing I (CP). Students enrolled will have an opportunity to refine their writing to a higher level. They will also be involved in editing, layout and design, and other elements of production for the school literary magazine. In addition, the class will work on creating an online magazine that will be available on the district web site.
| 267 | AMERICAN LITERATURE SURVEY - REQUIRED | 11 | 2.5 | 18 |
| 268 | AMERICAN LITERATURE SURVEY (CP) | 11 | 2.5 | 18 |
Students who want to continue developing fluency in
listening, speaking, reading, writing, viewing, studying, and critical-thinking
skills should register for American
Literature since 1914. Through the study of American literature, students
will develop a greater understanding of the cultural factors affecting American
life. Core works include A
Raisin in the Sun, Death of a Salesman, and selections from The
Snows of Kilimanjaro. Students will continue to develop their awareness and
knowledge of literary topics, themes, techniques, characteristics and genres
that are uniquely American as they explore modern American literatures
recurrent themes. Emphasis will be on students basic, as well
as critical, reading, writing and thinking skills. Finally, students will expand their vocabulary skills in
literary contexts.
| 271 | CONCEPTS IN FILM - (N) | 11 - 12 | 2.5 | 18 |
| 271 | CONCEPTS IN FILM - (V) | 12 | 2.5 | 18 |
Concepts in Film traces the development of film as genre, and
focuses on how specific motion pictures have shaped or reflected 20th century
attitudes toward laughter, love, heroism, war, and various personal and societal
concerns. The course emphasizes perceptive interpretation and critical analysis
of film.
| 275 | ADVANCED EXPOSITION (CP) - (N) | 12 | 2.5 | 18 |
This course is designed to
refine a students writing skills through an emphasis on correct, clear, and
effective language. Students
construct and develop sentences, paragraphs, and compositions. They learn proper research procedures through the preparation
of two formal research papers.
| 276 | THE HERO/HEROINE IN AMERICAN LITERATURE (V) | 12 | 2.5 | 18 |
| 277 | THE HERO/HEROINE IN AMERICAN LITERATURE (CP) - (V) | 12 | 2.5 | 18 |
This one semester course will focus on literary heroes and heroines as well as biographies and other non-fiction works that explore American values and help define what the term hero means. Critical and analytical writing and reaction papers will be integral to the course.
| 279 | AMERICAN RENAISSANCE (CP) - (V) | 12 | 2.5 | 18 |
American Renaissance is a literary exploration of the chief writers and their major works from America's "golden age" of literature. Among the writers to be covered are: Thoreau, Emerson, Hawthorne, Melville, Whitman, and Dickinson. The course is aimed at students who have an appreciation for serious literature and welcome the challenge of reading major works of the nineteenth century. Critical and analytical writing and reaction papers will be integral to the course.
| 283 | BRITISH LITERATURE SURVEY - REQUIRED | 12 | 2.5 | 18 |
| 284 | BRITISH LITERATURE SURVEY (CP) - REQUIRED | 12 | 2.5 | 18 |
Students who want to continue developing fluency in reading, speaking, writing, viewing, studying and critical thinking skill should register for this survey course. This course will include a broad range of significant British works, ranging from earliest ballads and epics up through modern times. Although a chronological approach may be employed, certain key themes will also be reviewed. Students will be exposed to several literary genres including poetry, drama, short story, and the novel. Among the writers to be covered may include Chaucer, Shakespeare, Milton and more modern writers like George Orwell, Aldous Huxley and D. H. Lawrence. Critical and analytical writing and reaction papers will be integral to the course.
| 285 | BRITISH LITERATURE SURVEY HONORS (Req.) | 12 | 2.5 | 18 |
This course, which is offered first semester, is intended as a companion piece to the RVCC English I writing class, thus allowing students to take two semesters of Honors weighted classes in their senior year. However, this honors course may be selected and paired with another elective.
Students who want to continue to develop fluency in reading, writing, speaking, viewing, and listening as well as critical thinking skills should register for this survey course. The class will include a broad range of significant British works, from earliest ballads up through modern times. Although, a chronological approach may be employed, key literary themes will also be reviewed. Students will be expected to complete an annotated analysis project as part o the course requirements. Various literary genres such as drama, poetry, short fiction and the novel will be studied. Chaucer, Milton, Shakespeare, George Orwell and D.H. Lawrence are among the writers that may be covered.
| 286 | SHAKESPEARE SEMINAR (CP) - (N) | 12 | 2.5 | 18 |
| 286 | SHAKESPEARE SEMINAR (CP) - (V) | 11 - 12 | 2.5 | 18 |
A primary objective of this course
is to present selected works in a manner that will help students appreciate
Shakespeare and enjoy his plays.
| 287 | ADV PLACEMENT ENGLISH LANGUAGE & COMPOSITION | 11 | 5 | 36 |
AP English Language and Composition engages students in becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer's purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing. Students are strongly encouraged to take the AP English Language and Composition Examination administered by The College Board. Admission is limited to students who have demonstrated excellence in English as evidenced by their success in the underclass foundation courses, who are avid readers, and who have demonstrated ability and enthusiasm for English studies. A writing sample and teacher recommendations may be required for the final selection process. Summer reading will be assigned.
AP English Language and Composition fulfills grade 11 Core English requirements.
| 288 | ADV PLACEMENT ENGLISH COMPOSITION & LITERATURE | 12 | 5 | 36 |
AP English Composition and Literature involves analysis of
literature and the study and practice of writing. Students examine individual
works language, characters, action, and themes. They consider each works
structure, meaning, value, and relationship to contemporary and historical
experience, and they scrutinize representative works from several genres and
concentrate on reading and writing about challenging works of recognized
literary merit.
Students are encouraged to take the AP English Composition
and Literature Examination administered by The College Board.
Admission
is limited to students who have demonstrated excellence in English as evidenced
by SAT and HSPT scores, who are avid readers, and who have demonstrated ability
and enthusiasm for English studies. A writing sample and teacher recommendations
may be required for the final selection process. Summer reading will be
assigned.
Students wishing to enroll in either AP English class must complete an application
form available in Guidance. Candidates denied admission may appeal by making an
appointment with the AP English instructor to write a timed essay on a topic of
the instructors choice. This essay will be read by a department committee comprised of the Department
Chair and grades 11 and 12 AP/Honors teachers will read this essay.
The committees decision will be final.
| 289 | RARITAN VALLEY CONCURRENT ENROLLMENT ENGLISH I (H/Wt.) | 12 | 2.5 | 18 |
In conjunction with Raritan Valley Community College, the district is offering this college-level writing course to students who qualify by passing the RVCC screening test or scoring 530 or above on the verbal SATs. The curriculum is designed by the college and will include a series of papers and a research paper based upon reading assignments from the college text. The cost of the course will be comparable to any three-credit course offered at RVCC. Students will also be responsible for a $25.00 application fee. Students who satisfactorily complete the course will receive credits transferable to a number of colleges. Students and parents of students interested in taking this course are strongly encouraged to secure the packet of information from guidance and to attend the orientation session at RVCC.
| 290 | SCIENCE FICTION AND FANTASY | 11 - 12 | 2.5 | 18 |
| 291 | SCIENCE FICTION AND FANTASY (CP) - (V) | 11 - 12 | 2.5 | 18 |
Science Fiction and Fantasy is a one semester course open to juniors and seniors. Students will be exposed to a wide variety of literature from the genre of science fiction including short stories and novels as well as essays and scientific projections on the future. Works from Bradbury, Asimov, Heimlein and others will be among the works included. Critical and analytical writing and reaction papers will be integral to the course.
| 292 | WORLD LITERATURE SURVEY | 11 - 12 | 2.5 | 18 |
| 293 | WORLD LITERATURE SURVEY (CP) | 11 - 12 | 2.5 | 18 |
World Literature is a one-semester course open to juniors and seniors. Readings will include literature that exposes students to various societies and helps students to appreciate the diversity and contributions in cultures other than their own. Works from Europe, Asia, Latin America, South America and Africa will be among the works included. Critical and Analytical writing and reaction papers will be integral to the course.
| 296 | COMMUNICATIONS I | 11 - 12 | 2.5 | 18 |
| 297 | COMMUNICATIONS II | 12 | 2.5 | 18 |
Communications I or II is a one semester course open to juniors and seniors. Students will be exposed to literature that is relevant to workplace readiness with an emphasis on non-fiction reading and expository writing as identified by employers of graduates of our school. Speaking and listening activities, including interviewing techniques and resume writing and letters of application will be integral to this course.
| 299 | CORE THEATRE | 9 - 12 | 2.5 | 18 |
This theatre course uses warm-up activities and theatre games to motivate and prepare students to explore their inner creative spirit. Students will imitate and improvise dialogue to non-verbal movement and pantomime. Students will learn to work with each other as they develop skills in movement, characterization and role-playing. Students will also fundamentally learn about props, costumes, make-up, sets, lighting and theatrical styles. (Performing Arts credits are awarded for this class.)
Courses successfully completed in
the Family and Consumer Sciences Department meet the graduation requirement in
PRACTICAL ARTS. Family and Consumer
Sciences include six major content areas: foods
and nutrition, child development, family relations, clothing and textiles,
housing, and consumer education. These
courses are all useful and necessary in our complex everyday lives.
| 400 | FOOD SURVEY | 9 - 12 | 2.5 | 18 |
This
course deals with an introduction to food selection, meal planning and service,
nutrition, and basic food preparations. Opportunities
for employment in the foods industry are also considered throughout the program.
Students will use the food laboratory for basic food preparation.
| 402 | COOKING FOR SINGLES | 10 - 12 | 2.5 | 18 |
Cooking
for Singles prepares the student for skill in selection, preparation and serving
foods commonly used in everyday meals. Nutrition
and consumer skills are highlighted throughout the course along with experiences
in the foods laboratory.
| 404 | INTERNATIONAL FOODS | 10 - 12 | 2.5 | 18 |
Sug. Pre.: Food Survey, Food & Fitness or Cooking for Singles
Students
will learn about foods from different regions of the world including Italy,
Spain, Mexico, France, and other countries in which students indicate special
interest. This course stresses
specialized equipment, ingredients, preparation techniques and cultural
influences.
Offered 2001-2002 school year at North.
| 406 | GOURMET CUISINE | 10 - 12 | 2.5 | 18 |
Sug. Pre.: Food Survey, Food & Fitness or Cooking for Singles
Beginning with the improvement of basic knowledge and skills, the student progresses to more advanced and sophisticated techniques in food planning, preparation, and service. Emphasis is placed on creativity, presentation and experimentation.
| 408 | FOOD & FITNESS | 9 - 12 | 2.5 | 18 |
Are
you confused about all the talk over food intake, heart disease, cancer, and how
foods can cause and prevent health disorders?
Are you trying to lose or gain weight?
An athlete trying to do better? This course will answer those questions
and more. You will learn about
foods, which are healthy to eat, conditioning for better athletic performance,
maintaining your ideal weight and how to prepare nutritious foods.
Start now to be FIT FOR LIFE!
| 412 | FASHION DESIGN MERCHANDISING | 9 - 12 | 2.5 | 18 |
This
course will deal with basic concepts in the fashion industry and their specific
application. Major units in this course include: fashion trends and design,
fabrics and care, technology, merchandising, and the fashion industry. Projects
will be completed utilizing the sewing techniques covered in class.
| 424 | Interior Design | 9 - 12 | 2.5 | 18 |
This course is an introduction to
techniques of decorating and furnishing a home to meet individual needs.
Students will learn principles and elements of design, use of color
schemes, and drawing and evaluating floor plans.
An examination of types and styles of housing and career opportunities
will be included. Students will produce items applicable for a portfolio.
| 429 | CHILD CARE SURVEY - (V) | 9 - 12 | 2.5 | 18 |
This
course introduces students to the world of children. Child development and jobs
relating to childcare and teaching are explored. Students will have experience
observing and teaching pre-school children.
| 430 | CHILD DEVELOPMENT AND PARENTING - (N) | 9 - 12 | 2.5 | 18 |
In this course students will
explore child growth and development focusing on infants and toddlers. It is
designed to cover all aspects of the family including family roles and
responsibilities and preparation for parenthood. Students will gain experience by interacting with infants and
toddlers.
Offered 2005-2006 School Year at Voorhees.
| 440 | INDEPENDENT LIVING | 10 - 12 | 2.5 | 18 |
This course gives students a jumpstart for living in the real
world, whether it is off to school or work. Practical living skills such as food
preparation, finding a place to live, handling finances, and purchasing
decisions will be included.
The North Hunterdon/Voorhees High
School District offers French, German, Spanish, and Latin.
Students begin by developing basic skills in listening, speaking, reading
and writing. With each level the
degree of fluency and the complexity of the grammar and reading material
increases.
Studies have shown that language
students perform better on SATs and other standardized tests than non-foreign
language students. In Latin,
emphasis is placed on understanding the link between Latin and English.
Modern language classes are
conducted in the language. In all
language courses, the culture, history, geography, and major personalities of
the native country are recurrent themes.
The advantages and benefits of
studying a foreign language include the broadening of the students knowledge
of the world, improving grammar skills in both English and the second language,
enhanced career opportunities in business, the military, medicine, law, the
arts, history, science, social work, and many other fields.
All language courses are taken in
sequence, run for 36 weeks, and are worth 5 credits. All language courses with
the exception of Core Spanish are college preparatory. It is recommended that
only students who maintain a C average in Levels I, II, and III go on to
the next level. Students who maintain a B average in Level III are
encouraged to continue their language studies into an honors Level IV language
course. A research project will be required in Honors Level IV courses.
8th grade students who receive an 80% or better on the
placement exam will be recommended to advance to Level II in their freshman
year.
| 300 | CORE FRENCH I | 9 - 12 |
| 301 | CORE FRENCH II | 9 - 12 |
| 302 | FRENCH I | 9 - 12 |
| 303 | FRENCH II | 9 - 12 |
| 304 | FRENCH III | 10 - 12 |
| 305 | FRENCH IV - (H/WT.) | 11 - 12 |
| 306 | FRENCH IV AP - (V) | 9 - 12 |
| 307 | FRENCH V AP | 9 - 12 |
| 311 | GERMAN I | 9 - 12 |
| 312 | GERMAN II | 10 - 12 |
| 313 | GERMAN III | 11 - 12 |
| 314 | GERMAN IV - (H/WT.) | 12 |
| 321 | LATIN I | 9 - 12 |
| 322 | LATIN II | 10 - 12 |
| 323 | Advanced Latin/AP: Prose (H/Wt.) | 11 - 12 |
| 324 | Advanced Latin/AP: Poetry (H/Wt.) | 11 - 12 |
| 340 | CORE SPANISH I | 9 - 12 |
| 341 | CORE SPANISH II | 9 - 12 |
| 342 | SPANISH I | 9 - 12 |
| 343 | SPANISH II | 9 - 12 |
| 344 | SPANISH III | 10 - 12 |
| 345 | SPANISH IV (H/Wt.) | 11 - 12 |
| 346 | AP SPANISH LANGUAGE | 11 - 12 |
| 347 | SPANISH V | 11 - 12 |
Advanced Latin consolidates the
principles of grammar, syntax, and English derivational skills cultivated in
Latin I, and II. Students read the works of authors such as Cicero and Virgil,
and may choose to take the Advanced Placement Examination for possible college
credit.
Core
language Classes
Core language classes are hands-on,
introductory courses in which students can expect to acclimate themselves to the
study of a world language. Core classes are an alternative to the traditional
Level I Class.
Advanced Placement French, Latin, and Spanish courses cover the equivalent of a second year college
course. The French and Spanish courses stress advanced listening, speaking,
reading, and writing skills. AP Latin stresses literary analysis. All AP
language courses challenge able students while providing the possibility of
obtaining college credit or placement or both. Students interested in enrolling in Advanced Placement Foreign Language
courses must obtain the approval of the instructor.
The Health and Physical Education program contributes to the
total development of the individual emotionally, socially, culturally,
mentally, and physically. Our
curriculum offers carryover leisure time activities as part of the total
program.
According
to N. J. Law, all students must take and pass physical education, health or
driver education requirements. Every
student must take the appropriate courses each year he/she is enrolled in
school.
The
Physical Education Program is designed to develop knowledge and basic skills in
a variety of life time sports and activities.
The physical fitness and well being of our students is addressed in all
of the courses offered.
We
are determined to assess our students own particular needs and to attempt to
meet these needs by our instruction, facilities, and equipment.
Through
the incorporation of a wide variety of selected activities, both of an
individual and team nature, we hope to provide a sound foundation for physical,
social and emotional fulfillment.
We seek to provide critical situations, which enhance and/or
challenge the students judgment, responsibility and overall attitude toward
themselves and the environment.
The
leadership program in physical education is a program designed to gain hands-on
experience. The overall purpose is
to enhance leadership qualities and learn organizational skills.
The
comprehensive Physical Education/Health program is designed to meet the N. J. state mandated program of Family
Life Education and the newly adopted Core Curriculum Standards.
| 361 | HEALTH 09 | 9 | 2.50 | 18 |
Freshman health is designed to help the student deal with the
emotional and physical changes that take place during adolescence.
This course explores the topics of stress, environmental health,
communicable diseases and use and abuse of drugs, tobacco and alcohol.
Sexually transmitted diseases and reproduction are also discussed in
regard to the impact on their personal lives and society as a whole.
Throughout each unit special emphasis is placed on being able to make
responsible decisions and developing and practicing refusal skills.
| 356 | DRIVER EDUCATION THEORY | 10 | 2.50 | 18 |
Classroom Driver Education is a
required course for all sophomores. It
is intended to familiarize the student with the necessary, basic information for
learning how to drive properly and safely.
The course investigates the history of transportation, offers an in-depth
study of New Jersey driving statutes and Division of Motor Vehicles Regulations,
including driver responsibilities. Law enforcement agencies offer input into the
legalities involved in
driving, traffic safety, and accident prevention.
Upon completion of the course, the students will take the New
Jersey State written exam, which, if successfully passed, is valid for two
years.
| 362 | HEALTH 11 | 11 | 2.50 | 18 |
Junior Health is designed to increase self-awareness, improve
self-image, further the decision making process and promote refusal skills.
The students also explore the topics of life-long fitness, personal
safety, CPR and substance use, abuse and intervention.
The physiological aspects of human sexuality are reviewed and expanded.
| 363 | HEALTH 12 | 12 | 2.50 | 18 |
This course will better prepare the
student to assume his or her adult role in society.
Special emphasis is given to understanding each individual and his/her
role in the family. Areas covered are family planning, marriage, courtship and
engagement, finances, society today, and parenting.
| 370 | PHYSICAL EDUCATION 09 | 9 | 2.50 | 18 |
Physical Education
09 is an
introductory program designed to develop students physical abilities through
a wide variety of activities including Introduction to Project Adventure. This
first year introduces students to sports and activities, which generally
continue in sequence, through Physical Education courses in 10th, 11th, and 12th
grade.
| 375 | PHYSICAL EDUCATION 10 | 10 | 2.50 | 18 |
| 380 | PHYSICAL EDUCATION 11 | 11 | 2.50 | 18 |
| 385 | PHYSICAL EDUCATION 12 | 12 | 2.50 | 18 |
Physical Education
10, 11, and 12
provide lifetime carry-over sports activity programs for students.
During the year, the elective program allows students to choose a variety
of these activities in which they demonstrate an interest.
Also, Project Adventure I, which consists of trust activities and low
elements, is a sophomore requirement and Project Adventure II, which consists of
high elements, is elected in either the junior or senior year.
| 390 | PHYSICAL EDUCATION LEADERSHIP I | 11 - 12 | 2.5 | 18 |
Leadership I is designed to enable
the student to successfully organize a class into squads, learn proper
attendance procedure and be able to assist a substitute teacher. The student
will also begin to learn different teaching methods with large and small groups,
be able to lead a teacher-prepared callisthenic routine and to observe
students level of participation.
| 391 | PHYSICAL EDUCATION LEADERSHIP II | 11 - 12 | 2.5 | 18 |
Prerequisite: Leadership I
Leadership II concentrates on preparing and leading
callisthenic routines, assisting the teacher in skills taught for each activity,
developing tools for pupil evaluation and becoming knowledgeable on use, care
and storage of equipment.
| 395 | ADAPTIVE PHYSICAL EDUCATION - (V) | 9 - 12 | 5 | 36 |
What Is Technology Education?
Industrial Arts has evolved to
Technology Education. The Technology curriculum is a dynamic, hands on program
of study that teaches students about the development and applications of
technology and the effects technology has on individuals, society, and the
environment. Its goal is to develop the technological literacy and capabilities
of all students so that they will be better prepared for success in a highly
technological society. The course curriculums are delivered through an
articulated series of design and problem
solving activities in which students apply knowledge to solve practical
real-world problems. It teaches students how
to think, not what to think, how to
learn, not what to learn.
Successful completion of any of
these courses meets the practical arts graduation requirement.
| 450 | DRAFTING AND DESIGN | 9 - 12 | 2.5 | 18 |
This
course introduces students to basic graphic communications techniques that are
broad in scope and exploratory in nature. Students are introduced to basic
drafting and design instruments and related equipment. Career opportunities in
drafting and design, architecture and engineering are discussed.
| 453 | ENGINEERING DRAWING/CAD | 9 - 12 | 5 | 36 |
Through the use of professional drafting equipment, students
acquire the basic skills necessary to discover solutions to design and drafting
problems. Students will complete drawings using a wide range of technical
concepts. Design, aesthetics, and models will be incorporated to supplement
actual assignments. An individual approach will be used to enable students to
express their ideas with creativity, clarity, and precision. This course is for
students interested in design, engineering, and architecture as well as other
related careers.
| 454 | ENGINEERING DRAWING/CAD II | 9 - 12 | 5 | 36 |
Suggested Prerequisite: Engineering Drawing/CAD 453
Two and three-dimensional CAD software will be used to solve engineering design problems. Students will also be required to create new designs or redesign existing products. Prototypes will be developed using solid molding techniques. This course is intended for students who plan a career in engineering or related fields, or who desire to use CAD to design solution to real world problems.
| 455 | ARCHITECTURE DRAFTING AND DESIGN | 9 - 12 | 5 | 36 |
Suggested Prerequisite: Engineering Drawing/CAD 453
The fundamental skills and concepts necessary for architectural planning, designing, and drawing is presented along with the basic instruction in preparing architectural working drawings using traditional as well as computer based methods. Students will work independently using reference materials, supplies, and equipment to solve architectural problems. The student will design and model a structure that is functional, safe and aesthetic.
| 484 | APPLIED TECHNOLOGY AND DESIGN - (N) | 9 - 12 | 2.5 | 18 |
This course is designed to give students the opportunity to
try new ideas and generated creative solutions to technical problems. The design
problem-solving process is used along with the application of basic skills related to
math, science and other related subjects to try new ideas and solve real
world problems. Group and
individual hands-on activities will be used that encourage creative and critical
thinking skills. Modeling and proto-typing will be used to present solutions to
problems.
| 490 | GRAPHIC COMMUNICATION TECHNOLOGY I | 9 - 12 | 2.5 | 18 |
This course provides the student
with the knowledge and techniques that will be used throughout their high school
years and beyond to present ideas to others using various forms of
communications. Upon successful
completion of this course, students will be able to use the many presentation
techniques available. Graphic and electronic communications systems will be used
to bring out ideas. Hands-on activities will be used to encourage creative and
critical thinking skills. Sketching and illustration, computer graphics, desktop
publishing, CAD, slide shows, and various other media will be used to present
ideas.
| 491 | GRAPHIC COMMUNICATION TECHNOLOGY II | 9 - 12 | 2.5 | 18 |
Suggested Prerequisite: Graphic Communication Technology I
This course will allow the student to use advanced presentation techniques to solve practical design problems. The student will present ideas using various forms of communication. Hands-on activities will be used that encourage creative and critical thinking skills.
| 492 | Web Page Design/Animation | 9 - 12 | 2.5 | 18 |
This is an introduction course to the software, techniques, and theory of building a web site for your school, personal use, or for employment opportunities. Students will also learn the different methods used to animate graphics. You will receive hands-on experience using cutting edge software including FrontPage, Flash, Adobe Photoshop, and other products. Web Page Design and Animation are skills that will benefit any student going to college or starting their own business.
The mathematics department
encourages all students to take as many mathematics courses in high school as
possible. Studying mathematics
helps the student to develop problem-solving abilities, abstract reasoning
skills, and computational tools, which are necessary for success in the world of
work. There is a minimum
fifteen-credit mathematics graduation requirement.
It is recommended that a student maintain a C average in order to
progress to the next course at the same level.
College bound students whose career goals may involve a curriculum
requiring calculus, discrete math or statistics should absolutely take four
years of college preparatory mathematics.
All computer
courses offered by the department receive Practical Arts credit. These courses are in Computer Applications,
JAVA, Programming,
and AP Computer Science.
| 502 | CORE ALGEBRA I | 9 - 12 | 5 | 36 |
Core Algebra 1 is designed for students who need more
practice and hands on experiences to grasp concepts. It is designed to help
students develop a strong understanding of algebraic concepts and processes from
consistent experiences in classroom activities where a variety of manipulatives
and technology are used. Major goals in this course are to encourage use of
patterns and properties of numbers to solve and model real-world situations,
explore linear functions and their graphs, and to solve equations and
inequalities using a variety of methods.
This course is the first of
a three-year sequence of Core Algebra 1, Core Geometry, and Core Algebra 2.
Completion of Core Algebra 1 and Core Algebra 2 will qualify, with departmental
approval, a student to enter Geometry (CP).
| 503 | CORE GEOMETRY | 10 - 12 | 5 | 36 |
Suggested Prerequisite: Core Algebra I
Core geometry is designed to help students who have
successfully completed Core Algebra I explore and discover key geometric
properties using a hands-on approach and geometry computer software
applications. It will offer the
student additional time to grasp the concepts through the use of concrete
examples and informal methods of looking at two- and three-dimensional space
such as paper-folding, transformations, tessellations, and projections.
Students will recognize and be aware of the many applications of
geometric thinking in the real world around us.
| 504 | CORE ALGEBRA II | 11 - 12 | 5 | 36 |
Sug. Pre: 503
Core Algebra II is designed
as a continuation of Core Algebra I and Core Geometry giving students more
practice and hands on experiences using technology and manipulatives in
exploring further topics in algebra and coordinate geometry. A major goal in
this course is to expand on previously studied algebraic and geometric concepts
including polynomial and
exponential functions, transformations, second-degree equations, probability,
data analysis, curve fitting, and topics in discrete math.
| 512 | ALGEBRA I (CP) | 9 - 12 | 5 | 36 |
This course includes work with
variables, simple equations, and formulas, signed numbers, operations with
polynomials, fractions and fractional equations, systems of linear equations,
factoring, ratio and proportion, exponents, radicals and quadratic equations.
This course helps the student develop a systematic approach to thinking,
while learning algebraic skills. Students who enroll in this course should have
done well on the Early Warning test administered in grade 8.
| 516 | ALGEBRA II (CP) | 10 - 12 | 5 | 36 |
Sug. Pre: 512 and 522
Algebra II gives the student the
mathematical background needed for continuing his studies in mathematics.
The course increases understanding of facts and principles learned in
Algebra I, including fundamental operations, functions, systems of linear
equations, exponents, radicals, and quadratic equations.
New topics, such as complex numbers, logarithms, and conic sections are
introduced. Word problems are used
throughout, and a systematic approach to problem solving is emphasized.
| 518A | ALGEBRA II / TRIG (H/WT.) | 10 - 12 | 5 | 36 |
Sug. Pre: 523
This is an accelerated course,
which covers the topics of both Algebra II and Trigonometry.
It thus requires that the student be able to solve problems rapidly and
to spend additional time beyond that normally expected in mathematics courses to
complete assignments. As an honors course, it is comprehensive and theoretical.
| 518B | ALGEBRA II / TRIG PROBLEM SOLVING SEMINARS (H/WT.) | 10 - 12 | 2.5 | 36 |
Various strategies for solving
problems related to the study of Algebra II/Trig are explored.
Challenging and complex problems are analyzed and solved. The
applications of the mathematics being studied and its relation to other content
areas are investigated.
Note:
518A and 518B must be taken concurrently.
| 522 | GEOMETRY (CP) | 9 - 12 | 5 | 36 |
Sug. Pre: 512
An introduction to plane geometry
is provided. Students learn the
nature of proof, and develop methods of critical thinking. Definitions and postulates are used as the foundation for the
basic plane geometry theorems concerning parallel and perpendicular lines,
congruent triangles, similar polygons, and arcs, and angles in circles.
Solid geometry is handled informally where applicable.
The basic concepts of coordinate geometry and compass and straight edge
construction are included.
| 523 | GEOMETRY (H/WT.) | 9 - 10 | 5 | 36 |
This is a geometry course for the
accelerated mathematics student. Methods
of critical and logical deductive thinking will be developed and used to
investigate and solve problems. Many complicated geometric proofs will be
presented to the student who will ultimately be able to make presentations on
his own. Both solid and analytical
geometry will be treated on a sophisticated level. Application of geometry to other fields is included.
| 533 | PRECALCULUS I (CP) FUNCTIONS, STATISTICS, TRIGONOMETRY | 11 - 12 | 5 | 36 |
Sug. Pre: 516
Precalculus
1 (CP): Functions, Statistics and Trigonometry expands the students knowledge
of these areas by covering data analysis, mathematical modeling, transformations
of functions and data, the exponential and logarithmic functions, the
trigonometric and circular functions, probability, sequences and series,
polynomial functions, the binomial and normal distributions, and quadratic
relations.
Note: Students will not receive credit for this course if they have
received credit for Course #518A.
| 534A | PRECALCULUS (H/WT.) | 10 - 12 | 5 | 36 |
Sug Pre: 518
Precalculus (H) is designed to continue, maintain, sharpen
and improve mathematical skills attained through Algebra II/Trigonometry (H). It
also extends many of the topics in more depth than covered in previous math
courses and prepares students for a formal course in Calculus.
The course includes topics such as: functions, analytical
geometry, vectors, and matrices, probability, statistics, limits, series, and
introduction to Calculus. Some of
the applications of the above topics will involve computer solutions.
| 534B | PRECALCULUS PROBLEM SOLVING SEMINARS (H/WT.) | 10 - 12 | 2.5 | 36 |
Various strategies for solving
problems related to the study of precalculus are explored.
Challenging and complex problems are analyzed and solved.
The applications of the mathematics being studied and its relation to
other content areas are investigated.
Note: 534A and 534B must be
taken concurrently.
| 535 | PRECALCULUS II (CP) ANALYSIS AND DISCRETE MATHEMATICS | 12 | 5 | 36 |
Note: Students will not receive credit for this course if they have
received credit for Course #534A.
Precalculus 2 (CP) is a follow-up course to Precalculus 1
(CP) and it seeks to prepare students for the study of introductory college
level math courses including calculus. The course includes the following topics:
logic, functional analysis, polynomial and rational functions, trigonometric
identities and equations, recursion and mathematical induction, polar
coordinates and complex numbers, limits, combinatorics, graphs and circuits, and
vectors.
| 536 | ADVANCED PLACEMENT STATISTICS | 11 - 12 | 5 | 36 |
Sug. Pre: 533;
534 (completed or currently enrolled)
The Advanced Placement course in statistics is equivalent to
a one-semester, introductory, non-calculus based, and college course in
statistics. Upon successful completion of the course, students will take the
Advanced Placement Exam for possible college credit.
The purpose of the course is to introduce students to the
major concepts and tools for collecting, analyzing, and drawing conclusions from
data. Students are exposed to four broad conceptual themes: exploratory
analysis, planning a study, probability, and statistical inference.
AP Statistics is a laboratory-like
course, which engages students in explorations and analysis of data.
Note: Students taking this
Advanced Placement course will be encouraged to take the AP examination near the
conclusion of the course. Please
see the explanation of the Advanced Placement Program under General Information
in this Curriculum Guide.
| 538A | ADVANCED PLACEMENT CALCULUS AB | 12 | 5 | 36 |
Sug.
Pre: 534
Calculus AB is primarily concerned with developing the
students understanding of the concepts of calculus and providing experiences
with its methods and applications. The course emphasizes a
multi-representational approach to calculus, with concepts, results, and
problems being represented geometrically, numerically, analytically, and
verbally. Topics covered include functions, limits, derivatives and their
applications, Riemann sums, definite and indefinite integrals and their
applications, the Fundamental Theorems of Calculus, and numerical approximations
to integrals.
| 538B | ADVANCED PLACEMENT CALCULUS AB (PROBLEM SOLVING SEMINAR) | 12 | 2.5 | 36 |
Note: 535A and
535B must be taken concurrently.
Note:
Students taking this Advanced Placement course will be encouraged to take
the AP examination near the conclusion of the course.
Please see the explanation of the Advanced Placement program under the
General Information section of this Curriculum Guide.
| 540A | ADVANCED PLACEMENT CALCULUS BC | 12 | 5 | 36 |
Sug. Pre: 534
| 540B | ADVANCED PLACEMENT CALCULUS BC (PROBLEM SOLVING SEMINAR) | 12 | 2.5 | 36 |
Sug. Pre: 534
Various strategies for solving problems related to the study
of calculus are explored. Challenging
and complex problems similar to those encountered on the Advanced Placement
Calculus BC test are analyzed and solved.
Note: 540A and
540B must be taken concurrently.
Note:
Students taking this Advanced Placement course will be encouraged to take
the AP examination of the Advanced Placement near the conclusion of the course.
Please see the explanation program under the General Information section
of this Curriculum Guide.
| 542 | COMPUTER APPLICATIONS (CP) - V | 9 - 12 | 2.5 | 18 |
The purpose of the course is to teach students how to
accomplish a variety of tasks on a computer.
Students will experience a variety of technical, mathematical, scientific
and work place applications. It is
intended for the college bound student who will need to use computers in his
future educational and work environment. The
course includes data base management, spread sheet analysis, statistical
analysis, simulations, applications of probability, editing, market analysis,
money management, graphics and information retrieval via communications.
A goal of the course is for the student to view the computer as a
powerful, friendly and effective tool for the management and retrieval of
information.
| 545 | INTRODUCTION TO COMPUTER PROGRAMMING USING JAVA (CP) | 9 - 12 | 2.5 | 18 |
Sug. Pre: 512
The course is designed to introduce the student to the
computer approach to solving problems.
The Java language will be taught that will
directly transfer to future course work in computer science. The students will
get hands-on experience with the computer from the earliest stages of the
course. They will work on a wide
variety of problems, many of which will reflect the students backgrounds and
interests, as they cover the topics in the course outline.
| 547 | ADVANCED PLACEMENT COMPUTER SCIENCE A IN JAVA | 11 - 12 | 5 | 36 |
Sug. Pre: 544 or Permission of
Instructor
AP Computer Science A consists of the study of program specification, design,
coding, documentation, and those aspects of program correctness that do not
include invariants or proofs of correctness; procedures and functions, parameter
passing, and recursion; the features of programming languages Java
files, arrays, records and other data structures; searching and sorting
algorithms; basic elements of computer systems, and applications.
Note: Students taking this
Advanced Placement course will be encouraged to take the AP examination near the
conclusion of the course. Please
see the explanation of the Advanced Placement Program under General Information
in this Curriculum Guide.
North Hunterdon and Voorhees High
Schools offer a varied and comprehensive program for all students who have an
interest in music. Many of our
ensembles have a statewide reputation for musical excellence, and have won a
variety of awards and citations. Your
enrollment in the Music Program will offer you an exciting and stimulating high
school career.
Courses
in music will complete the Fine/Performing Arts requirement needed for
graduation.
| 580 | MUSIC HISTORY: THE ROCK YEARS | 9 - 12 | 2.5 | 18 |
This course fulfills the 2.5 credit Fine Arts requirement.
Learn about popular and rock music.
You will explore modern instruments, the recording industry, the
evolution of popular and rock music, music and the media, and the role music
plays in our society.
| 585 | MUSIC THEORY | 9 - 12 | 2.5 | 18 |
Get involved in the language of
music! Students interested in
pop/rock performance as well as serious musicians interested in improving their
knowledge of music and their musical skills should take this course.
Sight-reading, ear training, listening, and analysis will help you to
better understand the complex language of music.
| 588 | ELECTRONIC MUSIC I | 9 - 12 | 2.5 | 18 |
Learn to create music like the professionals!
Synthesizers have been attached to computers.
You will learn to use the software programs and be able to compose your
own music. Entrance in this course
requires a desire to create music.
| 589 | ELECTRONIC MUSIC II | 9 - 12 | 2.5 | 18 |
Prerequisite to this course is
Electronic Music I or interview with instructor.
| 590 | BAND | 10 - 12 | 5 | 36 |
Band is a large performing ensemble
open to all students who play a woodwind, brass, or percussion instrument.
The band performs at football games, parades, festivals, and
competitions. Formal concerts are held at various times throughout the
year. Band students will learn
basic and advanced concepts in musicianship, instrumental techniques, theory,
and performance practice. The band
performs both traditional and contemporary music.
| 591 | FRESHMAN BAND | 9 | 5 | 36 |
Freshman band is a large performing ensemble open to all
students who play a woodwind, brass, or percussion instrument.
The freshman band performs at football games, parades, festivals, and
competitions. Formal concerts are
held at various times throughout the year. Freshman band students will learn
basic and advanced concepts in musicianship, instrumental techniques, theory,
and performance practice. The
freshman band performs both traditional and contemporary music.
| 592 | STRING ENSEMBLE | 9 - 12 | 5 | 36 |
A performing ensemble, String Ensemble will provide an opportunity for experienced string players to hone their skills while preparing challenging literature. Not intended for beginners, the course will provide instruction in warm-up materials, scales, sight-reading and ensemble playing. The course is limited to students who perform on violin, viola, cello or upright bass. Students must provide their own instruments. The ensemble will be featured in performances throughout the year.
| 599 | JAZZ ENSEMBLE | 9 - 12 | 2.5 | 36 |
Sug. Pre.: Audition
Students pursue the jazz idiom by rehearsing and performing
in this ensemble. The Jazz Ensemble
is open to students who play trumpet, trombone, saxophone, drums, keyboard,
guitar and bass.
| 600 | BEGINNING INSTRUMENTAL LESSONS | 9 - 12 | 1 | 36 |
| 601 | ADVANCED INSTRUMENTAL LESSONS | 9 - 12 | 1 | 36 |
Sug. Pre.: Enrollment in Instrumental Ensemble
Individualized instruction is available in brass, woodwind,
percussion, and stringed instruments. Lessons
are scheduled individually at the convenience of both student and teachers.
| 609 | VOICE LESSONS | 9 - 12 | 1 | 36 |
Sug. Pre.: Enrollment
in vocal ensemble
Students will learn the physiology
of the vocal mechanism and study proper vocal techniques.
Additionally, students will sing classical, jazz, and/or popular solo
literature.
| 610 | CONCERT CHOIR | 10 - 12 | 5 | 36 |
Sug. Pre.: Teacher Approval
| 611 | FRESHMAN CHOIR | 9 | 5 | 36 |
Freshman Choir is a large
performing ensemble for all freshmen that enjoy singing.
Students receive instruction in the basic elements of music.
Musicianship, choral and performance skills are covered.
Students explore vocal music from light classical to modern.
An introduction will be given to proper diction in English and other
languages.
| 614 | COMPOSITION AND ARRANGING - (N) | 9 - 12 | 2.5 | 18 |
Prereq. - 585/617 and/or 588
This course, through the use of computers and available music technology, will provide students with the opportunity to utilize their understanding of music theory in the creative process of music composition and arranging.
| 615 | SHOW CHOIR | 10 - 12 | 2.5 | 36 |
Sug. Pre.: Audition
Show choir is a small singing
ensemble for serious music students. The
repertoire will include advanced rhythms, music from musicals, and jazz/pop
idiom.
| 616 | MADRIGALS SINGERS | 10 - 12 | 2.5 | 36 |
Sug. Pre.: Audition
A specialized course, Madrigals
recreates the music of the European Renaissance and choral chamber music.
The singing includes madrigals and motets in many languages.
The Madrigals perform frequently.
| 617 | ADVANCED PLACEMENT MUSIC THEORY (H/WT.) | 10 - 12 | 5 | 36 |
This is a college level course in
music theory. Students will learn
to read, notate, compose, sight-read, and hear music. Vocal, instrumental, and
rock musicians will benefit from this course. This course will train students to
increase their knowledge of the language of music, their ability to understand
what they hear in music, and their ability to perform music at an increased
skill level. Students must receive the recommendation of a music teacher to be
placed in AP. Music Theory.
Upon
completion of the course, students will be encouraged to take the AP Music
Theory Exam for possible waiver of the first year college music requirement for
both music and non-music majors. Please
see the explanation of the Advanced Placement program under the General
Information section of this Curriculum Guide.
| 618 | BEGINNING GUITAR | 9 - 12 | 2.5 | 18 |
This
course focuses on the guitar as an accompaniment for singing.
Students will learn how chords are structured and how to play the guitar.
Tuning, strumming, and finger picking patterns, note-reading and melodic playing
will be addressed.
*Students are required to participate in all
performances.
| 619 | GUITAR II | 9 - 12 | 2.5 | 18 |
Prerequisite: Teacher approval.
This course is designed for the serious guitar student. Students will continue to develop their guitar skills with a more in-depth study of chords, tuning, note reading, finger picking, and solo performance. Students in this course will be given the opportunity to work both on guitar solos as well as working as part of a guitar ensemble. Classical, jazz, and rock music will be performed in addition to original student compositions. Students must provide their own acoustic guitar.
The Science Departments at both North Hunterdon and Voorhees believe that to be a responsible member of todays technical society, a comprehensive knowledge of science is required. To accomplish this end, students are required, by Board of Education policy, to successfully complete the three-year sequence, in grades 9-11, in the basic sciences.
| 620 | ENVIRONMENTAL SCIENCE (CP) | 9 - 12 | 5 | 36 |
The
Environmental Awareness/Issues and Choices course will provide the student with
a general background in the variety of issues and choices society faces as it
interacts with the environment. Students
will be asked to identify the positive and negative aspects of this interaction.
Specific topics will include: ecology, land and water resources, energy
production, air and water pollution, and human health.
Laboratory and field experiences reinforce the interrelationships between
living organisms and their surroundings.
| 621 | BIOLOGY | 9 - 12 | 5 | 36 |
Fundamental
biological concepts are fully examined in this course.
This basic life science course is designed for those students not
planning further studies in science related courses.
Through a variety of exercises, demonstrations, and laboratory
experiences the student will discover new concepts and interests in the
biological sciences.
| 622 | LAB BIOLOGY (CP) | 9 - 12 | 5 | 36 |
This course provides students with
the fundamentals of the life sciences and insight into the nature of scientific
research, its achievements and applications.
Lab Biology is intended for college bound students who may or may not
major in science.
| 623A | HONORS LAB BIOLOGY (H/WT.) LECTURE SECTION | 9 - 12 | 5 | 36 |
| 623B | HONORS LAB BIOLOGY (H/WT.) LAB SECTION | 9 - 12 | 2.5 | 36 |
This
course is intended to lead to further study in biology or a related field.
The course provides a conceptual understanding of the biological
sciences. It aims itself towards an
understanding of all sciences as a process of inquiry.
Some consideration will be given to species development through an
in-depth study of a variety of laboratory specimens.
Active participation by each student is required.
Independent study of related materials will be encouraged to further
enhance course content.
Note:
623A and 623B must be taken concurrently.
| 628 | AP ENVIRONMENTAL SCIENCE | 9 - 12 | 5 | 36 |
Sug. Pre.: 512, 622, 632, 664
The AP Environmental Science course
is designed to be the equivalent of a one semester, introductory college course
in Environmental Science. It is a rigorous science course that stresses
scientific principles and analysis. It is intended to enable students to take,
as first year undergraduate students a more advanced study of topics in
Environmental Science, or alternatively to fulfill a basic requirement for a
laboratory science and thus free time for taking other courses. Students will
study the principles, concepts and methods necessary to understand the
interrelationships in the natural world. They will identify and analyze
problems; the risks associated with these problems and examine solutions to
these problems.
| 629 | ADVANCED PLACEMENT BIOLOGY | 9 - 12 | 10 | 36 |
Sug. Pre.: 516, 633
This rigorous college level course,
taught from a college text book, is the equivalent of an introductory Biology
course required of science majors at most universities.
Those students who have demonstrated high achievement in previous science
courses should consider this course. Applicants
will be screened using criteria of prior science grades and PSAT results.
Note:
All students taking this course will be encouraged to take the Advanced
Placement Examination which is administered in the first two weeks of May.
Please see the explanation of the Advanced Placement Program under the
General Information section of the Curriculum Guide.
| 631 | CHEMISTRY | 9 - 12 | 5 | 36 |
This
fundamental chemistry course will develop a conceptual knowledge of
chemistry principles. The course is
designed for students not planning further studies in science-related courses.
Through a variety of exercises, classroom demonstrations and laboratory
experiments, students will discover an interesting and useful knowledge base in
chemistry.
| 632 | LAB CHEMISTRY (CP) | 9 - 12 | 5 | 36 |
Important
concepts in chemistry needed for future courses in chemistry or related fields
will be presented. Study habits and
problem solving techniques acquired during the course should benefit the student
in future study. Lab work is an
important part of the course. The
student will be expected to learn basic lab skills and to become familiar with
lab equipment and its proper use.
| 633A | HONORS LAB CHEMISTRY (H/WT.) LECTURE SECTION | 9 - 12 | 5 | 36 |
| 633B | HONORS LAB CHEMISTRY (H/WT.) LAB SECTION | 9 - 12 | 2.5 | 36 |
Sug. Pre.: 622-623, 512
The
development of the scientific method is present along with the basic
relationships of chemistry. Qualitative
and quantitative analytical thinking will be developed based on laboratory
experiences. This course is
intended for students who plan a career in chemistry or related fields, or who
desire an academically challenging course.
Note:
633A and 633B must be taken concurrently.
| 639 | ADVANCED PLACEMENT CHEMISTRY (H/WT.) | 9 - 12 | 10 | 36 |
Sug. Pre.: 522 and 663
&
(grade of B or higher)
This rigorous college level course,
taught from a college textbook is the equivalent of the general chemistry course
required of science majors at most universities.
Those students who have demonstrated high achievement and ability in
science courses should consider this course.
Applicants will be screened using a criteria of prior science grades and
PSAT results.
| 647 | EARTH SCIENCE (CP) | 9 - 12 | 2.5 | 18 |
Three
important areas of earth sciences are examined. These areas include geology, meteorology, and oceanography.
Geological concepts to be examined include earthquake analysis,
continental drift and plate tectonics, mineral identification, and earth
changes. Meteorology investigates
the earths atmosphere and examines the nature of violent storms such as
tornadoes and hurricanes. The student will record and predict weather changes in order
to understand atmospheric conditions. Oceanography
examines ocean currents, marine life, eaves, tides and related topics.
Independent research and library work are required to supplement
class-work activities.
| 650 | HUMAN ANATOMY AND PHYSIOLOGY - (H/Wt.) | 9 - 12 | 5 | 36 |
Prerequisite: C or higher grade in
622-623, and 632-633.
This is a laboratory-oriented course. It is a systematic study of the human body and related areas
of health and disease. Laboratory
work is a significant part of the course and students will perform various
physiological experiments and dissections of representative animals.
The student will need to devote more time in study than is provided by
the regular classroom meetings.
| 655 | ASTRONOMY (CP) | 9 - 12 | 2.5 | 18 |
This is a laboratory course that
will develop both the historical and scientific aspects of Astronomy.
Students will discover their place in the cosmos that surrounds them
while learning about other planets, stars, galaxies and constellations.
| 658 | ECOLOGY: PRINCIPLES AND TECHNIQUES (CP) - (N) | 9 - 12 | 2.5 | 18 |
Ecology is the science that deals
with the interaction between organisms and their living and non-living
environment. This course offers a
broad overview of ecological principles that govern these interactions.
Laboratory and field experiences are used to demonstrate and investigate
these principles.
| 661 | PHYSICS | 9 | 5 | 36 |
A fundamental, activity-based physics course covering the topics of
kinematics, dynamics, energy, power, heat, light, electricity and magnetism.
This physics course, which meets the requirements for a laboratory
science course, will seek to improve students math skills and introduce
students to higher order thinking as well as provide a foundation for chemistry
and biology. This course is not designed for students considering careers in
science related areas.
| 662 | LAB PHYSICS (CP) | 9 | 5 | 36 |
A
laboratory based physics course covering the topics of kinematics, dynamics,
energy, power, heat, light, electricity and magnetism.
This physics course is designed to provide students with a knowledge base
in physics for careers in the biological sciences, nursing, architecture and
related areas of applied technology. This course will introduce students to
higher order thinking as well as provide a foundation for chemistry and biology.
| 663A | HONORS LAB PHYSICS (H/WT.) LECTURE SECTION | 9 | 5 | 36 |
| 663B | HONORS LAB PHYSICS (H/WT.) LAB SECTION | 9 | 2.5 | 36 |
A
comprehensive, laboratory-based physics course covering the topics of
kinematics, dynamics, energy, power, heat, light, electricity, and magnetism.
This physics course is designed to prepare students for careers in
engineering, research or the physical sciences.
Emphasis
is on laboratory work from which the theory is developed and mathematical
concepts applied. This course will introduce students to higher order thinking
as well as provide a foundation for chemistry and biology. These students are
strongly recommended to elect AP Physics in senior year.
Note: 663A and 663B must be taken concurrently.
| 668 | ADVANCED PLACEMENT PHYSICS B | 9 - 12 | 10 | 36 |
Co-requisite: 523
This AP Physics course includes
topics in mechanics, electricity and magnetism, waves, optics, heat and thermodynamics
and modern physics, and provides a systematic introduction to the main
principles of physics. Basic ideas
of calculus may be introduced in connection with physical concepts such as
acceleration and work. Understanding
and applying principles to solve problems is a major goal of the course.
This course provides an excellent foundation for students whose college
major will be in the life sciences or allied health fields. Applicants will be
screened using criteria of prior science grades and PSAT results.
| 669 | ADVANCED PLACEMENT PHYSICS C | 9 - 12 | 1 | 36 |
Sug.
Pre.: 663 or 668 Co-requisite: 538 or 540
Strong
emphasis will be placed on solving a variety of challenging problems in
mechanics and electricity and magnetism, and on analysis in the laboratory and
classroom. Methods of calculus will
be used extensively.
Note:
All students taking this course will be encouraged to take the Advanced
Placement Examination which is administered in the first two weeks of May.
Please see the explanation of the Advanced Placement Program under the
General Information section of the Curriculum Guide.
The Social Studies program consists
of a required three-year core, which emphasizes both American History and World
History/Cultures. The outline of
the program consists of the following:
| GRADE 9 | MODERN AMERICAN HISTORY |
| GRADE 10 | AMERICAN HISTORY I |
| GRADE 11 | AMERICAN HISTORY II |
| GRADE 12 | SOCIAL STUDIES ELECTIVES |
Students who are college bound and
are interested in a concentration in history or the social sciences are strongly
recommended to take 4 years (20 credits) of social studies, with an emphasis on
honors and/or AP programs.
Students who are college bound but
not interested in a concentration in the above areas should consider taking at
least 3 1/2 years of social studies.
Students not attending college should also consider expanding
their social studies understanding by taking more than the required 3 years.
FRESHMAN LEVEL
| 710 | AMERICAN HISTORY I | 9 | 5 | 36 |
This full year required course is a study of 20th Century
American History
beginning in 1877 at the end of the Reconstruction Era. Special emphasis is
placed on Americas emergence as a world power through its involvement in
the World Wars and later the Cold War and beyond. Social, cultural, geographic
and economic themes and conflicts are stressed as the student surveys both
domestic and foreign policy issues of the past century.
The subject matter of this required
course, although similar to college prep and honors level courses, will not be
as demanding in terms of workload.
By the end of the course, the students will be able to
comprehend basic concepts and themes of modern American History and a strong
emphasis will be placed on improving students basic social studies skills in
order to pass the anticipated HSPA in Social Studies.
| 711 | AMERICAN HISTORY I (CP) | 9 | 5 | 36 |
The subject matter for Modern American History is similar to
the general level course description. The
workload and expectation level, however, will be different as students will be
expected to read and comprehend primary historical documents, engage in
individual and group research projects, write clear and historically accurate
essays, deliver oral reports using technology and engage in other critical
thinking skills and activities. Students will work to improve their social
studies skills so that thy can pass the anticipated HSPA in Social Studies.
| 712 | AMERICAN HISTORY I (H/WT.) | 9 | 5 | 36 |
The
subject matter remains the same as the above listed courses however the workload
will be extremely demanding and challenging. Numerous essays, extensive note
taking, frequent tests and quizzes, as well as long reading lists will be the
norm. Students should possess a strong foundation in reading, writing, and
critical thinking skills before accepting the challenge of this course!
SOPHOMORE LEVEL
| 700 | WORLD HISTORY/CULTURES | 10 | 5 | 36 |
This comprehensive full year required course focuses on both Western and Non-Western History and cultures of the world. From the Greeks and the Romans, through the Renaissance and the Age of European domination, and into Modern Times, the emphasis is placed on historical themes, cultural influences, and geographic concepts.
The subject matter of this required course, although similar to the college prep and Honors/AP courses, will not be as demanding in terms of workload. By the end of the course, the students will be able to comprehend the basic concepts of World History, and a strong emphasis will be placed on improving the student's basic social studies skills.
| 701 | WORLD HISTORY/CULTURES (CP) | 10 | 5 | 36 |
The subject matter is similar to the initial World History course description. Although students will face a rigorous learning experience, this required course will not be as demanding as the Honors. Students will be expected to read with comprehension, and to complete projects, written and oral reports, and essays which reinforce the concepts and the historical and cultural themes taught in the course.
| 702 | WORLD HISTORY/CULTURES (H/Wt.) | 10 | 5 | 36 |
The subject matter is similar to the initial World History/Cultures description. Students should possess a strong foundation in reading, writing, and critical analysis skills since the workload will be very extensive and demanding in this Honors-level course.
| 703 | AP WORLD HISTORY/CULTURES | 10 | 5 | 36 |
This AP World History course offers motivated students and their teacher the opportunity to immerse themselves in the processes that, over time, have resulted in the knitting of the world into a tightly integrated whole. AP World History offers an approach that lets students "do history" by guiding them through the steps a historian would take in analyzing historical events and evidence worldwide over a millennium. The course offers truly balanced coverage with Asia, Africa, the Americas, and Europe each represented. AP Students will be encouraged to take the Advanced Placement World History Test in May.
Students who elect to take this course should possess a strong foundation in reading, writing, and critical thinking skills since the workload will be very extensive and demanding in this AP course. Students should be mature enough to handle voluminous notes, long reading lists, and frequent papers and tests.
JUNIOR
LEVEL
| 730 | AMERICAN HISTORY II | 11 | 5 | 36 |
This full year required course surveys 20th Century American
History. Special emphasis is placed on Americas emergence as a world leader
and her involvement in armed conflicts and the Cold War, as well as the social,
economic, and cultural themes of the century. Stress will be placed on
critical analysis of primary source documents as well as specific content
understanding.
The
subject matter of this required course, although similar to the college prep and
Honors/AP courses, will not be as demanding in terms of workload. By the end of
the course, the students will be able to comprehend the basic concepts of 20th
Century American History, and a strong emphasis will be placed on improving the
students basic social studies skills.
| 731 | AMERICAN HISTORY II (CP) | 11 | 5 | 36 |
The
subject matter is similar to the initial American History 2 course description.
Although students will face a rigorous learning experience, this required course
would not be as demanding as the Honors/AP level. Students will be expected to
read with comprehension, and to complete projects, written and oral reports, and
essays, which reinforce the concepts and the historical and cultural themes,
taught in the course.
| 732 | AMERICAN HISTORY II (H/WT.) | 11 | 5 | 36 |
A vigorous examination of the historical development of American government and citizenship will be undertaken in this Honors course. Although the subject matter is factual, emphasis will be placed on the critical evaluation of issues, and on the analysis of primary source documents. The students should possess a strong foundation in reading, writing, and critical thinking skills since the workload will be very extensive and demanding in this Honors level course. Students should be mature enough to handle voluminous notes, long reading lists, and frequent papers and tests. In addition to the above, all students will be required to complete a historical research project during the second semester of the course.
| 733 | AMERICAN HISTORY 11/AP UNITED STATES GOVERNMENT AND POLITICS | 11 | 5 | 36 |
This course, although called AP Government and Politics, will cover the requirements for American History II. The course presents an analytical perspective on the historical development of American government, politics, and citizenship. Students will study the general concepts used to interpret American politics, and will analyze case studies. Extensive preparation is required, and the students will be encouraged to take the Advanced Placement Test offered in the spring for possible college credit. In addition to the above, all students will be required to complete a historical research project during the second semester of the course. Students who are seniors may also elect this course as an elective.
SENIOR LEVEL (Electives)
| 740 | AP AMERICAN HISTORY | 12 | 5 | 36 |
Prerequisites listed at end
of this section.
A vigorous examination of American History will be undertaken in this AP
course. Although the subject matter is factual, emphasis will be placed on
the critical evaluation of issues and on the analysis of primary source
documents. The students should possess a strong foundation in reading,
writing, and critical thinking skills since the workload will be very extensive
and demanding. Students should be mature enough to handle voluminous
notes, long reading lists, and frequent papers and tests. Students will
also be encouraged to take the Advanced Placement Test offered in the spring for
possible college credit.
| 741 | ADVANCED PLACEMENT PSYCHOLOGY (H/WT.) | 12 | 5 | 36 |
Prerequisites listed at end
of this section.
This
full year course traces the development of psychological theory and practice.
Scientific and social science methods will be emphasized and the student
is expected to prepare extensively for this advanced course.
All students are encouraged to take the Advanced Placement Test in this
area in the spring for possible college credit.
| 742 | AP ECONOMICS (MICRO) HUMAN GEOGRAPHY - (N) | 12 | 5 | 36 |
Prerequisites listed at end
of this section.
Microeconomics is a thorough
study of the principles of economics that apply to the functions of individual
decision makers within a larger economic system. This course places
primary emphasis on the nature and functions of product markets, factor markets,
and the role of government in promoting greater efficiency and equity in the
economy. The Human Geography segment of the course will infuse a spiraling
approach with the microeconomics aspect of the curriculum. Human geography
is the systematic study of geographic patterns and process that have shaped
human understanding, use, and alterations of the earth's surface.
Landscape analysis and spatial concepts are used to evaluate human social
organizations. Economic development and its environmental consequences
will also be evaluated. The student should possess a strong foundation in
reading, writing and critical thinking skills since the workload will be very
extensive and demanding. Students will also be encouraged to take the
Advanced Placement Tests offered in the spring for possible college credit.
Students have the opportunity to take one or both of the AP exams offered by the
College Board.
Prerequisites for Honors/AP courses and honor courses
will include the following minimums:
1.
At least a B average in previous social studies courses.
2.
Completion of an application form, which shall include the following:
a. Recommendation
of social studies teacher. An English teachers recommendation may also be required
for some courses.
b.
Approval signature of department chair.
c.
Signature of student and parent.
3.
A copy of this application form, which will also include a sample of the
students writing, must be filed with Guidance and the Social Studies
department chair before the end of the school year.
4. Other
requirements, such as formal interviews with members of the social studies
staff, may be required for specific Honors/AP courses. Students are to check
with Guidance for any additional requirements.
| 744 | INTRODUCTION TO THE SOCIAL SCIENCES (CP) | 12 | 2.5 | 36 |
With an emphasis on disciplines such as Sociology and Psychology, this introductory course will provide students with a general background of important social science areas. Emphasis will be on both the theoretical and practical considerations in each area, as students will understand important concepts and skills in key social science disciplines. The course will also focus on current problems as they apply to specific areas of the social sciences.
| 745 | CRIME AND JUSTICE (CP) | 12 | 2.5 | 18 |
This course examines all aspects of
crime and justice in America. It
surveys the causes of crime, crime statistics, and controversial areas such as
the death penalty. Special emphasis
is placed on the Constitutional amendments that relate to criminal law and the
student has the opportunity to participate in mock trials to gain a better
understanding of the legal process. The student also has an opportunity to
participate in a field trip to a prison.
| 747 | ANCIENT HISTORY (CP) | 12 | 2.5 | 18 |
This course is a study of
the ancient civilizations of Egypt, Mesopotamia, and the classical periods of
Greece, and Rome, including the findings of archaeological expeditions.
| 748 | ROOTS OF INTOLERANCE (CP) - (V) | 11 - 12 | 2.5 | 18 |
This half-year course, Roots of Intolerance, will explore the historical,
psychological, socio-economic, and political forces that have bred intolerance
towards groups of people based on their race, religion, and ethnicity.
Particular emphasis will be placed on outcomes of such intolerance that led to
genocide. Case studies will include, but not limited to: Native
Americans, the Holocaust, Khmer Rouge in Cambodia, Communist purges, and
Rwanda.
A variety of teaching methods will be employed. Students will be expected to analyze primary sources, including first hand accounts, photographs, documents, and artifacts. Students will utilize research and presentation skills in this interactive course. Highlights of the course will include guest speakers, an assessment of Hollywood treatments of genocide, and class trips to sites such as the Holocaust Museum in Washington, DC.
| 749 | Contemporary World Problems (CP) - (V) | 11 - 12 | 2.5 | 18 |
This half year course is designed to have students analyze and assess international issues and events that are up to date and are of significance to the world in which we live. To an extent course materials and content will be drawn from the front page of daily papers, from weekly news magazines, and network news programming. Thematic units will include a variety of topics such as: environment and human ecology, the global economy, political shifts in the post Cold War era, terrorism, AIDS, human rights, international institutions, world cultures and geography, conflict and conflict resolution.
Students who take this course should have a keen interest in currents events and world affairs. The course will provide students with an opportunity to become more aware of the challenges that the worked community faces in an ever changing, global environment.
| 750 | International Relations (CP) - (N) | 11 - 12 | 2.5 | 18 |
This course will provide students with specific instruction regarding the
complexities of the post 9/11 world and American diplomacy with international
institutions, organizations, and nations. Consideration will be given to
the international political system's major actors, the nature of conflict and
war, and how countries cooperate and why. Students will learn that the
20th century conflict of ideologies has been replaced today by the conflict
between competitive civilizations. Topics of study include conflicts
between the Western and non-Western world, terrorism, the proliferation of
weapons of mass destruction, globalization of the international economy and
the management of international conflict.
The Special Education Program is
designed to address the goals and objectives in each students Individualized
Educational Plan. The classes are
geared to meet the needs and abilities of a diverse group of adolescents.
The variety of programs offered to
special needs pupils include self-contained classes along with a Community Based
Instruction Class, a Career Exploration Class and a Career Development Program.
A Resource Center Program is another option available to the student.
Within this program the offerings include English, math, social studies,
science, and study skills. Both
replacement and in-class support classes are offered.
In all cases, the least restrictive
environment is sought for the student.
| LEARNING AND/OR LANGUAGE DISABILITIES PROGRAM | 9 - 12 | |||
| 811 | ENGLISH - (N) | 9 - 12 | 15 | 36 |
| 812 | MATH - (N) | 9 - 12 | 15 | 36 |
| 813 | SOCIAL STUDIES & SCIENCE | 9 - 12 | 15 | 36 |
Pre-referral by Child Study Team.
English,
math, science, and social studies are offered within the classroom.
This program is designed to meet the needs of each individual student
based on his/her ability. Instruction is varied to include both individual and group
teaching. The structured learning
environment encourages success while promoting student responsibility and
self-discipline.
| 805 | COMMUNITY BASED INSTRUCTION - (N) | 9 - 12 | 15 | 36 |
Pre-referral by Child Study Team.
The Community Based Instruction Class is designed to provide
naturally occurring life experiences for students with special needs. This
program will consist of small group or individual instruction in community
settings with the classroom instructional component paralleling the community
learning experience of each student. This class is designed to help students
function as independently as possible within the community.
Student schedules may include
additional elective subjects.
Pre-referral by Child Study Team.
| 818 | CAREER EXPLORATION/MENTORING - (N) | 9 - 12 | 15 | 36 |
Pre-referral by Child Study Team.
The career exploration program is a
community based vocational training program. This employment preparation course
affords students the opportunity to be mentored at approximately eight different
community businesses. The job sampling component helps students transfer job
related skills across work settings, learn to perform job tasks to employers
standards and make an informed decision regarding their future vocation.
| 819 | CAREER DEVELOPMENT - (N) | 10 - 12 | 15 | 36 |
Pre-referral by Career Exploration or Child Study Team.
The Career Development program has
been designed for students enrolled in the North Hunterdon Career Exploration
program for a second year. Students will refine their skills and concentrate on
specific facets of a business track that they have demonstrated an interest in
exploring further.
| 870 | TRANSITIONAL LEARNING CENTER - (N) | 9 - 12 | 15 - 30 | 36 |
Pre-referral
by Child Study Team.
| 871 | ALTERNATIVE LEARNING CENTER - (N) | 9 - 12 | 15 - 30 | 36 |
Pre-referral by Child Study Team.
The Alternative Learning Center and the Transitional Learning
Center are programs for students whose primary concern is the resolution of
emotionally related issues. The
purpose of the program is to provide students who demonstrate the potential for
successful integration into the regular school environment with the opportunity
to develop the behavioral and academic skills necessary to succeed.
Student schedules may include
additional elective subjects.
Pre-referral by Child Study Team.
| 851 - 854 | ENGLISH REPLACEMENT COURSES | 9 - 12 | 5 | 36 |
| 855 - 858 | MATH REPLACEMENT COURSES | 9 - 12 | 5 | 36 |
| 859 - 861 | SCIENCE REPLACEMENT COURSES | 9 - 11 | 5 | 36 |
| 863- 865 | SOCIAL STUDIES REPLACEMENT COURSES | 9 - 11 | 5 | 36 |
English, math, science and social
studies are offered to students who require a highly individualized learning
program commensurate with their specific needs and abilities. The focus is on remediation, developing, and improving skills in the core curricular areas.
868 Study Skills 9
869 Study Skills 10 - 12
868 The study skills program is
designed to improve the students general study skills and develop the
functional skill areas needed to enhance academic performance.
| 951 - 954 | ENGLISH IN-CLASS SUPPORT COURSES | 9 - 12 | 5 | 36 |
| 955 - 957 | MATH IN-CLASS SUPPORT COURSES | 9 - 11 | 5 | 36 |
| 959 - 961 | SCIENCE IN-CLASS SUPPORT COURSES | 9 - 11 | 5 | 36 |
| 963 - 965 | SOCIAL STUDIES IN-CLASS SUPPORT COURSES | 9 - 11 | 5 | 36 |
An in-class support program is offered at both the general
level and the college preparatory level. This program offers the student the
support of a special education teacher within the regular classroom. The subject
area teacher along with the support teacher work together to maximize student
success.
| 996 | SUPPLEMENTAL INSTRUCTION (N) - REFERRED BY CHILD STUDY TEAM |
This structured small group study hall allows students the assistance of a special education teacher to them stay on task.
| 891 | READING/WRITING WORKSHOP | 9 - 12 | 2.5 | 18 |
| 893 | MATH WORKSHOP | 9 - 12 | 2.5 | 18 |
Students who do not pass the High
School Proficiency Test are mandated to be in one or both of these courses.
Students may also be placed in these courses if district test scores and/or
Grade Eight Proficiency Assessment scores reflect deficiencies. Teacher
recommendations are also considered.
| 897 | ENGLISH AS A SECOND LANGUAGE (ESL) I | 9 - 12 | 5 | 36 |
The purpose of the English
as a Second Language program is to provide developmental English Language
instruction in the five basic skill areas, listening, speaking, reading,
writing, and culture, in order to prepare Limited English Proficient (LEP)
students to function successfully in the mainstream program and in society.
| 898 | ENGLISH AS A SECOND LANGUAGE (ESL) II | 9 - 12 | 5 | 36 |
Prerequisite: English as a Second Language (ESL) I (#897).
In English as a Second Language (ESL) II, Limited English
Proficient (LEP) students will continue to develop their proficiency in the five
basic skill areas: listening, speaking, reading, writing, and culture.
Our shared time programs provide an opportunity for students to enroll in a Polytech course while attending their home high school. Our classes are scheduled by the student’s home school counselor and the transportation to all campuses is provided by the home school. These classes consist of one or two years of study in which the student learns skills that will qualify them for entry level jobs in their chosen technical area, or prepare them for continued education. A PLUS is that classes are small and students work with state-of-the-art equipment. In addition, the students will learn job seeking skills and be assisted by our staff in job placement. For additional information, please call the Admissions Coordinator at 908.735.6774 x 14. For additional information please go our website at www.hcpolytech.org
Location Key: N: North Hunterdon V: Voorhees B: Bartles Corner C: Hunterdon Central
WA: West Amwell
| 935 | PRE-VETERINARY SCIENCE | 11 - 12 (C) | 15 | 36 |
For the student exploring career opportunities in the field of veterinary medicine. This course provides the opportunity to obtain hands-on training in wildlife rehabilitation, companion, laboratory, exotic, and large animals. Topics covered include: introduction to veterinary medicine, communication skills, basic office procedures, animal identification, clinic safety, animal care and breeding, and clinical procedures. Upon completion of this course, the student will receive a 'Certificate of Achievement' acknowledging them as achieving the competencies for an Animal Care Assistant.
| 914 | EARLY CHILDHOOD EDUCATION I | 11-12 (V) | 15 | 36 |
Tech Prep Option
The need for childcare continues to grow with the increase of dual career families.. Students in this course will study the physical, intellectual, social, and emotional development of the young child. The importance of daily routines, creating a healthy, safe environment, socialization skills, and the teaching of early literacy skills is a major part of the course. Students who have been enrolled in a full year Child Development course at their home school and have received a grade of B or better may enroll in Early Childhood Education II.
| 915 | EARLY CHILDHOOD EDUCATION II | 11-12 (V) | 15 | 36 |
Students learn to establish a supportive day care environment as they actively participate in the operation of the WeeVikes preschool program. Students will learn how to plan and direct individual and group activities based on the developmental needs of preschool children. Students will facilitate a hands-on instructional experience by working with preschoolers.
| 924 | GRAPHIC ARTS/VISUAL COMMUNICATION | 11-12 (WA) | 15 | 36 |
This program covers the graphic arts industry from design to print while developing career readiness, management skills, and an understanding of the needs of entrepreneurship. Projects include design and production of Web Pages, Business Cards, Logos, Ads, Brochures, Product Packaging and Labels, Promotional T-shirts, and Vinyl Signs/Stickers. Technical focus includes: industry standard Mac-based programs; pre-press, offset and screen printing; and finishing and bindery. The students will use the industry standard programs; Quark, Illustrator and PhotoShop in preparation for employment. PrintED Certification.
| 901 | COMMERCIAL ART I | 11-12 (B) | 15 | 36 |
Students may submit their portfolio for enrollment in Commercial Art II
Feel as if you have taken every art class imaginable, looking for something more, Commercial Art is your answer! Prepare a strong portfolio filled with drawings/paintings while gaining amazing computer skills using Photoshop QuarkXpress and Illustrator. Be employable in this field by creating artwork for magazine ads, posters, greeting cards, package designs, children’s books and T-shirts. Have fun incorporating culture into your work by celebrating international holidays, going on exciting field trips and participating in Teen Arts
| 902 | COMMERCIAL ART II | 11-12 (B) | 15 | 36 |
Pre-requisite: Commercial Art I
Explore this field in-depth through job shadowing with art studios, ad agencies or marketing companies. Develop an employment packet with your personal logo, business cards, resume and portfolio. Be informed of current freelance jobs, pay rates and salaries for your dream job. Prepare an enhanced portfolio including traditional studio media as well as the newest digital technology.
| 907 | ANIMATION & FEATURE FILMS | 11-12 (B) | 15 | 36 |
Have you drawn cartoons since you were a kid? Did you love watching ‘Monsters Inc.’ and dream of doing that yourself? If so, this class is for you! This is an introductory level art class where you can develop an animated film from beginning to end. Learn how to sketch storyboards, create and develop characters, animate actions by drawing from love models and animals, paint background art, ink cells and illustrate special effects. This course will give you a solid base in color and design, the history of animation and computer technology used for drawing and animating, including illustrator, Photoshop, and Maya.
| 945 | DIGITAL MULTIMEDIA DESIGN/VIDEO GAMING | 11-12 (B) | 15 | 36 |
Students will be instructed in the use of a variety of computer applications to create projects which include areas such as; scanning, digital photography and photo enhancement, streaming video, digital video and video editing, audio editing, 2-D and 3D animation software--- INCLUDING AN INTRODUCTION TO VIDEO GAMING, and interactive multimedia projects. Multimedia refers to the presentation of information including; text, audio, images, animation and full-motion video. Each student will complete the program with an extensive portfolio, which may be used to seek employment or for entrance into a technical or four college.
| 956 | WEB DESIGN & E-COMMERCE | 11-12 (B) | 15 | 36 |
EXCITING opportunities await students that wish to use their communication and computer skills to work for themselves or in a ‘Fortune 500 company’s’ web development department. Using cutting edge software and hardware, this course covers the design, implementation, and maintenance of a web site with an emphasis on e-commerce. Course content includes exposure to basic and advanced Web design using Dreamweaver and FrontPage web graphics, Photoshop, Illustrator, and ImageReady, Web animations using Flash, and the dynamics of Web hosting and Web design in e-commerce. Also included is; HTML, Java, servlets, a hint of animation, digital photography and much more.
| 920 | MARKETING | 11-12 (B) | 15 | 36 |
GOAL ORIENTED TO BECOMING ONE OF DONALD TRUMP’S APPRENTICES? This course will begin your preparation for your future in the FORTUNE 500 BUSINESS WORLD OF MARKETING. Statistics show that 1/3 of all jobs are marketing related. With this in mind, students will study marketing concepts such as; economics, global marketing, management, sales, advertising, promotion, distribution, product and service management, marketing research, business ownership, finance, and career and college interests. Hands-on activities include managing, marketing and operating entrepreneurial businesses: the Polytech student store and the custom embroidery business allow students to gain experience in retail, service and internet businesses. The student's lab time will involve developing a career and college portfolio and specialization in one of the following marketing areas of:
Fashion; Sports & Entertainment; Entrepreneurship; Hospitality; Lodging/Travel & Tourism
| 972 | RETAIL MARKETING & MANAGEMENT MARKETING CO-OP | 12 (B) | 15 | 36 |
The cooperative marketing education course will allow students to make the transition from school to work a successful one. Students will study marketing and retail business topics and apply those concepts to on-the-job training while getting paid and earning credits. Students will work with the marketing coordinator to discuss employment opportunities related to the student’s particular marketing interest. Students are required to work 15 hours per week and attend a 200 minute related class each week and provide their own transportation to school and work.
| 912 | CONSTRUCTION TECHNOLOGY | 11-12 (C) | 15 | 36 |
Tech Prep Option
Forget baseball caps and bandanas. Hard hats are the headgear of choice around New Jersey these days. Future job opportunities in this industry are promising, as the demand for construction services is expected to grow. Students will be instructed in residential framing, masonry, drywall, roofing and siding applications, as well as safety in the use of tools and equipment. You will learn practical skills through hands-on classroom projects. Problem solving and critical thinking skills will be a continual focus for the students
| 957 | CONSTRUCTION MANAGEMENT & SITE SUPERVISION | 11-12 (C) | 15 | 36 |
Jobs in the construction area fall into three primary career paths; the labor/skilled trade path includes such jobs as carpenters, electricians, plumbers, masons, steel and iron workers and laborers. The Analytical path includes cost estimators, while the Management/Supervision path includes construction managers and first-line supervisors. New Jersey employers hope to see several qualities in their construction workers, including math skills, occupational safety skills and the ability to work as a team to complete a complex construction job. As with most industries, construction work is kicking it up a notch technologically, which requires that construction workers continually adapt and upgrade their skills.
| 908 | COSMETOLOGY I | 11-12 (N) | 15 | 36 |
The cosmetology field offers opportunities for a variety of employment avenues, travel, personal satisfaction, financial independence and an exciting future. Students will develop skills in color, hair design and cutting, nail and skin care, personal appearance, communication and business acumen. These skills will be learned through demonstrations on mannequins and by working with fellow students.
| 909 | COSMETOLOGY II | 11-12 (N) | 15 | 36 |
Computer skills, salon management, customer relations and career orientation will be included in the second year of the course. The students practical skills will be enhanced by working on clients in the in-class, professional salon which duplicates the services offered in community salons and spas. Preparation for the New Jersey State Cosmetology Licensing Examination will begin in this course.
| 910 | COSMETOLOGY COMPLETER | 11-12 (N) | 15 | 36 |
Through participation in conferences and seminars, practical skills and knowledge is improved in preparation for future employment. Students may obtain a student permit when reaching 600 hours, allowing them to find employment in a salon or spa. Students will complete the required 1000 hours needed to take the New Jersey State Licensing Examination.
| 952 | NAIL TECHNOLOGY | 12 (N) | 15 | 36 |
Students will become a licensed nail technician with training in specialized manicures, paraffin treatments, waxing, artificial tips, wraps, acrylics and nail art. Students may obtain a student permit when reaching 150 hours, allowing them to find employment in a salon or spa. Upon completion of the state required 300 hours, the students will be prepared to take the NJ State Licensing Examination.
| 906 | COMPUTER TECHNOLOGY & PC REPAIR | 11-12 (B) | 15 | 36 |
You have one message—the demand for Information Technology workers is growing in New Jersey. Employers in all fields, from private industry to government and the non-profit sector, require IT professionals to meet their information needs—90% of the jobs in the IT realm involve providing support work to non-IT employers. Students will gain hands-on experience in installing, maintaining and troubleshooting microcomputer hardware and operating system software. TOPICS include; installing/upgrading operating systems/applications, memory optimization, printer configuration, CPU, storage devices, add-on boards, video displays, communication devices, virus detection and removal, security issues and setting up Local Area Networks (LAN). This course may lead to an opportunity to obtain certifications in: COMPTIA A+ and Network+.
| 930 | CULINARY ARTS I | 11-12 (V) | 15 | 36 |
Tech Prep Option
Culinary Arts offer employment opportunities worldwide. There are always numerous avenues of employment available for the enthusiastic, hard-working individual who enjoys working with people and food preparation. Beginning with basics such as knife skills and workspace organization, students learn safety, sanitation and care of professional equipment and materials. Students operate 'The Cove', an on-site restaurant where they cook, bake, serve and learn related areas of purchasing and managing. Students may be required to take an aptitude test and be interviewed due to high enrollments.
| 931 | CULINARY ARTS II | 11-12 (V) | 15 | 36 |
In the second year, students refine their skills. Catering and banquet experience is an important aspect of the program. Many students continue their education at professional culinary schools or colleges and employment opportunities are excellent for the program completer.
Tech prep option
| 929 | BAKING AND PASTRY | 11-12 (V) | 15 | 36 |
Tech Prep Option
The baking and pastry profession represents a large part of the rapidly growing Hospitality/ Food Service Industry. Students will develop a solid knowledge base in the areas of baking methods, cake decorating techniques and working with formulas for pastry, cakes and pies. Also covered are sanitation, cost control, food marketing and catering. Special projects will be an integral part of the student's hands-on training. The program will operate in conjunction with the Culinary Arts program. With the successful completion of Baking & Pastry, students may choose to continue their training at professional culinary schools, colleges or go directly into the work force.
| 974 | LAW ENFORCEMENT/HOMELAND SECURITY | 11-12 (B) | 15 | 36 |
Crime scene investigator, popularized by the hit TV series “CSI,” is just one of the many careers open to students. This program gives students a broad-based educational experience in all five criminal justice specialties: Legal services, law enforcement services, security and protective services, emergency and fire management services, and correction services. In addition to classroom study, students also will job shadow professionals in representative occupations, getting a first-hand sense of what it might be like to work in a particular job. This course will enable students to make informed career choices for their future employment in the criminal justice field. In addition to crime scene investigator, other career options include paralegal, legal assistant, special agent, federal marshal, detective, dispatcher, police officer, park ranger, security director, private investigator, emergency planning manager, EMT, hazardous materials responder, warden, correctional trainer, case manager, and youth services.
| 949 | PRE-MEDICAL SCIENCE | 11-12 (B) | 15 | 36 |
Tech Prep Option
Polish those stethoscopes. Few industries are as robust as health care today and in the future. This program will provide students the opportunity to explore the medical, public safety and emergency management fields. While learning the basics, students will obtain certifications in American Heart Association Cardiopulmonary Resuscitation and National Safety Commission First Aid, in addition to training in defibrillator equipment. This course may also lead to certification in the field of Emergency Services Training. Students will explore the health field through informed clinical/work-based learning experiences that will be coordinated with local emergency medical sites and hospitals. Experiences will include areas such as; emergency room, radiology, emergency management, fire and rescue and more. The final component of the program will be for the student to develop a career plan that will include an internship in their chosen emergency or medical service field.
| 940 | AUTO BODY COLLISION REPAIR I | 11 (C) | 15 | 36 |
NATEF/ASE Certified
This ASE certified program will prepare the student for a career in the Automotive Collision Repair or Restoration industry. All classroom theory is applied directly to the repairing of vehicles in our state-of-the-art facility. Major units of study include safety, standard and custom paint services, the use of power and hand tools, masking techniques, dent removal, application of plastic fillers, oxy-acetylene and MIG welding, aftermarket electronics installations, automotive maintenance and estimating repair costs.
| 941 | AUTO BODY COLLISION REPAIR II | 12 (C) | 15 | 36 |
Students will enhance their hands-on skills and diagnostic techniques learned in the Automotive Collision Repair I program. They will specialize in areas of their choice in order to accomplish a higher skill level of development. Qualified students will be eligible for the School-to-Careers program in the third and fourth marking periods. This program allows students to attend class each week for 200 minutes and go to work the remainder of the week.
| 904 | AUTOMOTIVE TECHNOLOGY I | 11-12 (N) (C) | 15 | 36 |
Automotive technicians today are smart professionals who work in a technical environment, care for customers' vehicles and help keep our transportation system running smoothly. This ASE certified program emphasizes safe, professional work on client's vehicles. Students receive instruction and practice in all aspects of automotive technology. Skill areas studied include tire changing and vehicle maintenance, brakes, steering and suspension, engine performance/repair, basic manual and automatic transmissions/axles, electrical system, basic air conditioning and heating. Students may be required to take an aptitude test and be interviewed due to high enrollments. NATEF/ASE & AYES Certified.
| 904 | AUTOMOTIVE TECHNOLOGY II | 11-12 (N) (C) | 15 | 36 |
Students in the advanced program have the opportunity to complete job shadowing and mentoring experiences in local businesses. In addition, the North Campus program offers a dealership sponsored program (AYES) which allows qualified students to receive training, be employed by an automotive dealership and purchase tools at a substantial savings. Diagnosis and repairs of vehicles is stressed in this second year program. NATEF/ASE & AYES Certified.
| 950 | ADVANCED RECREATIONAL VEHICLE
TECHNOLOGY AND OUTDOOR POWER EQUIPMENT |
11-12 (C) | 15 | 36 |
Students will learn two and four cycle engine repair and maintenance of motorcycles, ATV’s, mini-bikes, go-karts, lawn mowers and equipment used to maintain sports fields and golf courses. Shop safety and safe use of basic and advanced hand tools will be covered. With two of the largest dealerships in Hunterdon County, ‘Harley Davidson and Honda’, and with plenty of sports fields, golf courses, residential and business lawns that need maintenance and with the wide-open spaces for use of recreational vehicles, this course may lead to many exciting career opportunities.
| 970 | COOPERATIVE EDUCATION (CE) | 12 (N) (V) | 15 | 36 |
Cooperative Education offers seniors the opportunity to develop work skills through a full year employment experience. To be eligible for CE, seniors must have their own transportation to school and to work, they may seek and secure their own employment within the guidelines of the program and they must complete a CE contract that outlines the requirements of the program. Students must work at least fifteen but not more than thirty-three hours per week and are required to submit documentation of the hours worked and wages received. Students are required to participate in a 40 minute per day related class that supports the work experience.
| 975 | SUPERVISED SCHOOL-TO-CAREERS | 12 (N) (V) (C) | 15 | 36 |
Hunterdon County Polytech provides students who wish to enroll in a third year of a program, an opportunity to develop their skills and knowledge through an in-depth field experience. This full year program is job specific. Paid work experience is supervised by the program instructor and follows the guidelines established for Cooperative Education. In addition to work experience, a 200 minute related class is required each week and students must provide their own transportation to school and work.
Courses offered at the North Hunterdon High School Campus may be subject to a change of location.