High School Curriculum II

High school students have the opportunity to engage in a wide variety of outstanding courses. The core curriculum for high school students is closely aligned with state standards and includes math, science, social studies, and English-Language Arts.  Students also have the opportunity to choose classes from a variety of elective areas beyond the core content areas, which are also aligned to state and national standards. All curriculum is reviewed regularly through a district-wide curricular review process.  We are committed to preparing future citizens who have infinite possibilities to thrive!

Business

We believe that business education develops economically literate citizens who are ready for domestic and international venues.  Students build the interpersonal, teamwork and leadership skills needed to function in diverse business settings, including the global marketplace.  Business education shows students that the various functions of business are not separate but interrelated, and that each one impacts the others.  Through the study of business, students learn to apply the critical thinking skills needed to function in their multiple roles as citizens, consumers, workers, managers and business owners.

Business and Marketing Beliefs and Goals

Standards

 

Career Development

The Career Development and Enrichment Opportunities Program offers a variety of courses designed to expose students to possibilities available in today’s and tomorrow’s workforce. These courses help students understand their interests and talents, select potential career fields for the future, and decide upon appropriate post-secondary learning and training opportunities. They incorporate unique field trip opportunities and partnerships within the community, and strong academic preparation.

Computer Science

The high school computer science curriculum also includes app development and AP computer science. Course descriptions and recommended course sequences are available on each high school website. Please visit your high school website for information specific to your child’s school and courses.

Science Curriculum Belief Statements and Goals

Standards

English-Language Arts

We believe that literacy is thinking, and we strive to support the growth of our students as lifelong learners and critical thinkers. We are committed to building strong foundations in literacy for all of our learners through responsive instruction and early intervention while providing opportunities for choice, voice, and inquiry.

An effective language arts program supports learners in developing strategic actions in order to make meaning while engaging with a wide variety of texts, multiple perspectives and cultures, and collaborative learning experiences.

Our instructional units are grounded in the Minnesota K-12 Academic Standards in English Language Arts concentrating on literature, informational text, writing, speaking, viewing, listening, media literacy and language.

We believe language arts instructional practices should foster the joy of literacy while being responsive to the cultures, language, and experiences that learners bring to the classroom community.

Language Arts Curriculum Beliefs and Goals

Graduation Requirements

Four years of ELA courses (twelve credits) are required for graduation.

Standards

Minnesota K-12 Academic Standards in English Language Arts

Family and Consumer Science

We believe that FACS education builds students’ twenty-first century skills, including problem-solving and decision-making.  The needs of learners are met through experiential learning opportunities that have real-life applications and align with core instruction and science, technology, engineering and math (STEM) initiatives.  FACS education supports college and career readiness skills by exploring career possibilities and emphasizing positive work ethics.  FACS education strengthens relationship and communications skills enabling students to be productive members of family and society.

Family and Consumer Science (FACS) Beliefs and Goals

Standards

Math

Connecting mathematical experiences to the world around them, children are challenged to become increasingly sophisticated in dealing with mathematical concepts. The mathematics curriculum builds on students’ math understanding, skills, and proficiency at each grade level, as appropriate, by integrating concepts such as number and operations, algebra, geometry, measurement, and data analysis and probability. Students also engage in problem solving, reasoning, and communicating ideas while making connections to the world around them.

Mathematics Curriculum Beliefs and Goals

Graduation Requirements
  • 3 credits of mathematics, including algebra, geometry, statistics and probability sufficient to satisfy the standards. Students in the graduating class of 2015 and beyond must complete an algebra II credit or its equivalent as part of the 3-credit requirement. In addition to the high school credits, students in the graduating class of 2015 and beyond must also complete an algebra I credit by the end of eighth grade.

 

Standards

Performing Arts - Dance

Our dance curriculum is a critical component of our performing arts program that contributes to the lifelong development of the whole student – intellectual, physical, social, and emotional.  Dance provides sequential experiences in creating, analyzing, and performing that are an integral component of a quality, comprehensive education.  Dance gives students the opportunity to develop their own creative potential while exploring world cultures and one another’s diverse backgrounds.  Dance serves as an important form of communication that reflects and affects society, culture, and history.

Performing Arts Curriculum (Music, Dance and Theater) Beliefs and Goals

Standards

Performing Arts - Instrumental Music

Our instrumental music curriculum is a critical component of our performing arts program that contributes to the lifelong development of the whole student – intellectual, physical, social, and emotional.  Instrumental music provides sequential experiences in creating, analyzing, and performing that are an integral component of a quality, comprehensive education.  Instrumental music gives students the opportunity to develop their own creative potential while exploring world cultures and one another’s diverse backgrounds.  Instrumental music serves as an important form of communication that reflects and affects society, culture, and history.  

Performing Arts Curriculum (Music, Dance and Theater) Beliefs and Goals

Standards

Performing Arts - Theater

Our theater curriculum is a critical component of our performing arts program that contributes to the lifelong development of the whole student – intellectual, physical, social, and emotional.  Theater provides sequential experiences in creating, analyzing, and performing that are an integral component of a quality, comprehensive education.  Theater gives students the opportunity to develop their own creative potential while exploring world cultures and one another’s diverse backgrounds.  Theater serves as an important form of communication that reflects and affects society, culture, and history.

Performing Arts Curriculum (Music, Dance and Theater) Beliefs and Goals

Standards

Performing Arts - Vocal Music

Our vocal music curriculum is a critical component of our performing arts program that contributes to the lifelong development of the whole student – intellectual, physical, social, and emotional.  Vocal music provides sequential experiences in creating, analyzing, and performing that are an integral component of a quality, comprehensive education.  Vocal music gives students the opportunity to develop their own creative potential while exploring world cultures and one another’s diverse backgrounds.  Vocal music serves as an important form of communication that reflects and affects society, culture, and history.

Performing Arts Curriculum (Music, Dance and Theater) Beliefs and Goals

Standards

Physical Education

We believe that physical education is an integral component of a student’s education.  Our physical education curriculum is designed to contribute to the lifelong development of the student by providing opportunities that positively impact and increase the intellectual, social, emotional and physical fitness of the student.  It enhances social development by emphasizing personal achievement, character, and integrity through individual and team activities and sports.  Physical education promotes respect for the uniqueness and dignity of self and others through physical activities.

Physical Education Curriculum Beliefs and Goals

Graduation Requirements

Four physical education courses (four credits) are required for graduation.

Standards

Science

Science is the active study of the natural and man-made world, including processes, structures, designs, and systems.  Scientifically literate young people can understand basic science concepts, use skills for doing scientific investigations, solve technical problems, and design technologies for today’s world. – Minnesota Department of Education

Science Curriculum Belief Statements and Goals

Graduation Requirements
  • 3 credits of science, including a biology credit. In addition, students in the graduating class of 2015 and beyond must complete a chemistry, physics, or Career and Technical Education (CTE) credit as part of the 3-credit requirement. (The CTE credit must meet the standards underlying the chemistry or physics credit.)
Standards

Social Studies

We are committed to developing  future citizens who are informed and able to contribute to our democratic system.  The social studies curriculum provides the opportunity for each student to acquire knowledge; gain a deeper appreciation of the commonalities and the diversity which makes our national and world societies culturally unique, and develop skills necessary for responsible social, political and economic participation in a diverse, interdependent and changing world.  A variety of integrated experiences drawing on such disciplines as history, geography, economics, political science, sociology, psychology and anthropology enables students to function effectively and contribute constructively within society.

K-12 Social Studies Beliefs and Goals

Graduation Requirements

Four years of social studies courses (encompassing U.S. history, geography, world history, economics and government/citizenship) (twelve credits) are required for graduation.

Standards

Technology, Engineering and Manufacturing

We believe technology, engineering, and manufacturing are essential life skills for all students so they may confidently use, manage, assess, and understand technology.  Technology, engineering, and manufacturing education provides the fundamental knowledge and technical skills students will need to participate in society.  It enhances the opportunities for students to develop college and career readiness skills with direct and significant employment opportunities.  Technology, engineering, and manufacturing education develops an understanding of how technology is changing the human-made world and the natural environment and develops students’ pride in accomplishments that benefit personal, community, and global quality of life.

Technology, Engineering and Manufacturing Beliefs and Goals

Standards

Visual Arts

Our visual arts curriculum makes valuable connections to the individual, to society, and to culture.  The growing complexity of our contemporary culture requires of every individual a capacity for visual analysis and critique.  In the production and in the contemplation of artworks, we are helped to understand ourselves and the world around us.  Learning through the visual arts develops creative problem-solving skills as students face problems which often have multiple solutions.  Art brings individuals together to share feelings, beliefs and values and develop a sense of community.

Arts (Visual) Curriculum Beliefs and Goals

Graduation Requirements

One art course (one credit) is required for graduation.

Standards

World Languages

We believe the study of world languages provides students is an important part of a comprehensive education and provides students with the worldwide perspective necessary to become global citizens.  High-quality language learning uses of a variety of technologies that expose students to resources aimed at developing their listening, speaking, reading, writing and cultural awareness skills.  Language learning is interdisciplinary by nature and supports success in other academic areas.  Learning another language increases awareness of other cultures, promotes creativity and critical thinking skills, and fosters the learner’s overall development and growth.  The study of world languages enhances personal enrichment and increases opportunities in education and employment.

World Languages Curriculum Beliefs and Goals

Bilingual and Multilingual Seals and Certificates 

Standards