TABLE OF CONTENTS

Introduction

Mission Statement of Beverly High School

Beverly High School

The Community

What Makes Beverly High School Special?

General Information

Preparing for the Future

Tech Prep Program

School-to-Career Pathways

Courses of Study

Unique Courses

Career Pathways Electives

English

Fine Arts

History - Social Science

Mathematics

Physical Education

Science

World Languages

• Communicate ideas clearly when speaking and writing.
• Apply analytical thinking skills when solving problems.
• Apply critical thinking skills when solving problems.
• Appreciate aesthetics, culture and diversity.
• Access and communicate information using traditional and electronic methods.
• Identify further education plans leading to career pathways.
• Design a plan for personal fitness and good health.
• Recognize and practice civic obligations.
• Meet the requirements of the Massachusetts Comprehensive Assessment System (MCAS).

• Exhibit respect in all dealings with others.
• Accept responsibility for their own behavior.
• Address conflict through negotiation.
• Demonstrate interpersonal skills needed to work cooperatively.

Enrolling 1,300 students, Beverly High School offers a variety of programs for its diverse student body, eighty percent of whom go on to two-or four-year colleges. Those programs include eight Advanced Placement courses, five foreign languages, six state-of-the-art science laboratories, fine arts courses, and a career pathways program.

Complementing the classroom curriculum are many co-curricular and extra-curricular activities. Beverly is proud of its high school academic and athletic teams, its widely celebrated fine arts program, and its award-winning student publications. It values the various student organizations that foster leadership, service, and social awareness among its student body.

John Updike, one of Beverly's best-known residents, says, "Beverly is a town with something for everyone. If you can't be happy in Beverly, you're not trying." Beverly is a residential and industrial community covering fifteen square miles with a wealth of natural beauty and resources, including nine miles of coastline. Parks and woodlands complement the rural landscape of the city, which is close to Boston and its many cultural and educational resources. Once dominated by the shoe industry, Beverly has developed a more diversified economy including high tech companies located in industrial areas along the Route 128 corridor. The shoe facility has become the site for more than a hundred thriving small businesses, which rent space in that building.

Beverly boasts a four-year private co-educational college, a thriving community college with classroom space adjacent to Beverly High School, and an emerging art college in the heart of downtown Beverly. A year-round theater provides a source of culture renowned throughout New England. The city is also home to a large, progressive hospital.

Over 38,000 residents make Beverly their home. Many newcomers have moved to the community because of its physical beauty and its commitment to the development of its children. There are a wide variety of recreational, social and cultural opportunities for young people.

• Block scheduling
• School-to-career programs
• Wide array of courses including five world languages and eight Advanced Placement courses
• Dual enrollment program with public colleges
• Recognized interdisciplinary math/science courses
• World language exchange programs
• Award-winning music programs
• Nationally recognized art students
• Award-winning student publications
• Many co-curricular activities and a highly successful athletic program
• Courses in solar and wind energy, making use of a federal prototype based on our campus
• In 2000-2001 school year

I. GENERAL INFORMATION

Beverly High School is a four-year comprehensive senior high school. Through its subject-matter offerings and its activity program, it seeks to meet as many of the educational needs of its students as possible. The school is concerned with responsibility for all youth of the city whatever their backgrounds, abilities, interests or ambitions.

Tentative curricular plans are developed by students in the middle schools with the help of their parents and counselors. However, a re-examination of these plans must be made yearly in light of changing needs and their more mature insights into their ambitions.

Following interviews with their counselors, each student makes out a program of studies that lists the subjects he/she will be tentatively studying during the following year. Parents will review the selection. Parents should consult with guidance counselors when necessary.

There are six guidance counselors, an adjustment counselor, a school-to-career teacher, and a student resources/registration secretary. The counselors provide academic planning and college, career, personal, and crisis counseling. The lead counselor is Mr. Stephen Sherriff.

The guidance staff also provides interpretation of tests such as the Scholastic Aptitude Test, Preliminary Scholastic Aptitude Test, the American College Test, the Armed Services Vocational Aptitude Battery, and Harrington-O'Shea Career Decision Making Inventory. A School-to-Career Program has been established. Also, the office regularly posts after-school and summer job opportunities.

Each student is assigned to a counselor for a four-year period of time and is seen individually or in groups. In addition, parents and students are encouraged to access the services of the guidance staff and the career resource room. A school-to-career teacher works closely with counselors on career planning matters (see School-To-Career Pathways).

In planning a program of studies, a student must annually earn 35 credits (the equivalent of 7 of 8 blocks (periods) per semester). Exceptions to this regulation will require special permission from the Principal. Physical Education and Health are required.

No student may elect courses for credit that are above his or her grade level without the approval of a lead teacher. Students in grades 10, 11, and 12 may not elect subjects intended for grade 9 students without similar approval. Permission to initiate such requests should be secured by a student through his or her counselor. Any student failing a required subject should attend summer school in order to meet graduation requirements.

Due to the number of offerings available and desired class size it may be necessary to limit students to courses that earn a total of 35 credits (7 of 8 blocks). Students must still meet the state standard of 990 classroom hours per year by electing an academic lab to fill out their schedule.

Exceptions to this rule are students electing band and chorale because of the ability of these classes to accommodate a large enrollment without the need of additional staff. The other exception is those seniors who need extra credits to graduate. A third exception is students who, through no fault of theirs, could not schedule 35 credits worth of courses this year or last year.

GRADUATION REQUIREMENTS (REVISED AS OF 03/14/01)

*Students may submit and complete an independent study contract to meet the Life 9/10 or Intro to Wellness requirement (see your counselor)

**Only 2.5 credits may be waived for completion of two seasons on school athletic teams. (See the athletic director)

***The computer proficiency test requires students to demonstrate competency in word processing, spread sheets, presentation software, use of the internet.

MINIMUM PROMOTION CRITERIA

Levels represent the different academic standards offered in courses. Teachers use these standards as guidelines or "benchmarks" in setting qualitative and quantitative expectations for each course.

At Beverly High School there are four levels:

Students in these courses must have a very high degree of academic skills, be able to absorb a large amount of information quickly, and be highly self-motivated. Students in this level are very bright or extremely hard working. As independent learners they often take assignments beyond what is asked for by the teacher. Little review will be provided. Students are expected to be reading significantly above grade level.

Students in these courses are expected to have a high degree of communication and thinking skills. Teachers will expect to provide reinforcement and review when the pace of the instruction makes the material confusing. The student is expected to be motivated to accomplish all assignments to the teacher's level of expectation. Students are expected to need the teacher's attention and probing questions to succeed. Students are expected to read at grade level in some courses. A further distinction is made by labeling courses C.P. 1 or C.P. 2. C.P. 1 is the higher level of expectation.

All courses that are not in the above groups.

Some of these courses are designed for students with weaker skills who need a slower pace as they work through curriculum material. It is expected that they will need much individual attention from the teacher.

Reading

Child Psychology

Business/Consumer Math

Basic English as a Second Language

Intermediate English as a Second Language

High English as a Second Language

ESL English

ESL World History

ESL Science

ESL Lab

MCAS Math

MCAS English

These courses are not counted in determining the grade point average.

Engineering and Computer Tech. Art Foundations/3D

Life 9/10 Guitar Class 1

Life 11/12 Intro to Dance and Movement

Independent Study Piano/Keyboard

Fund. Of Banking Lab Rock-The Music of Our Time

Photo

M.J.R.O.T.C. Courses Physical Education 9/10

School-To-Career Internship Physical Education 11/12

Media Production Lab Technical Studies

Food Service Technical Repairs & Maintenance

Intro. to Culinary Arts Solar Energy

Art Foundations 2D Computer Lab 9

Criminal Justice Community Service

Many students are capable of completing college-level studies during secondary school. The Advanced Placement (AP) Program sponsored by the College Board provides the means for secondary schools and colleges to provide such educational experiences.

The AP Program provides descriptions of and examinations in college-level courses to interested schools and the results of those examinations to the colleges of the student's choice. Participating colleges, in turn, grant credit or placement or both to students who have performed at a certain level on the AP Examinations.

The grade point average of students is computed by using the credit-earning grades in courses that have levels. Grades and courses are weighted. See GPA scale. This information is available in the guidance office. The grade point average is calculated at the end of each semester.

Class rank is determined by a student's grade point average. A rank will be computed for all grades at the end of each semester, except for freshman. Freshman receive a grade point average at the end of their first year. The determination of the class valedictorian and salutatorian will be made at the end of the third quarter of the senior year.

There are three levels of courses at the high school that count for GPA: standard, college preparatory, and Honors/AP. There is a difference in quality points of .65 between college prep and standard, and .75 between Honors/AP and college prep. As an example, an A+ in an undefined course gets 4.00 quality points. The same grade in a college preparatory class receives 4.65 quality points, and 5.4 quality points in an Honors class. The table below gives all the values.

Standard College Prep Honors/AP

A+ 4.00 4.65 5.40

A 3.70 4.35 5.10

A- 3.35 4.00 4.75

B+ 3.00 3.65 4.40

B 2.70 3.35 4.10

B- 2.35 3.00 3.75

C+ 2.00 2.65 3.40

C 1.70 2.35 3.10

C- 1.35 2.00 2.75

D+ 1.00 1.65 2.40

D 0.70 1.35 2.10

D- 0.35 1.00 1.75

F 0.00 0.00 0.00

Students may request through the principal that the opportunities of the high school be extended to them for an additional year. Students making this request will be asked to make known their educational objectives. Their requests will be considered in the light of the reasonableness of their objectives and the ability of the school to accommodate them. They must elect at least thirty-two and one-half (32.5) credits of work, be in regular attendance, and show themselves worthy of the extended privilege in every way. A postgraduate who fails to secure, at the close of any quarter of the school year, at least a grade of B in repeated courses or at least a grade of C in courses not previously studied, must withdraw from school. Tuition must be paid.

It is expected that courses are chosen carefully by students with the help of their parents and counselors in terms of their capabilities, objectives, and ability to meet course prerequisites. Course selection should be a collaborative process involving student, parent, and counselor. If there are disagreements about which course should be taken, the counselor will make the final decision. This decision may be appealed to the principal.

While adjustments are sometimes required in June of each year as a result of final marks, there should be a minimum of course changes. Courses that need changing should be done prior to the opening of school.

As requests for changes in courses often result in misunderstanding, a summary of criteria is here provided:

3. Requests for changes of courses after that time will normally be denied unless the counselor discerns that extraordinary circumstances exist. A change in level is not a change of course. Before a change in level is made, there must be communication among the teacher, parent, and guidance counselor, including a written request from the parent.

8. Courses dropped after the fourth full week of the course will carry a final mark of W/F.

This program is designed to help students develop their skills and meet their needs in reading, basic mathematics, spelling and other academic subjects. This assistance is provided in either small group and/or individualized instruction sessions. The program now includes seven full-time teachers as well as instructional aides. Psychologists and social workers are available as needed.

The Beverly Public School Department suggests that we place certain students on a "504" Accommodation Plan. Any student that:

1. has a medical issue that affects the student’s ability to learn (i.e. diabetes, seizure disorder, severe asthma, etc.)
2. has severe allergies requiring the use of an "Epi-Pen"
3. has a medical issue described above, and has not been placed on an Individual Education Plan (IEP).
4. has an IEP in place that does not adequately describe the student’s medical issue will be placed on a plan, provided the parent or guardian is in agreement. In most cases, a conference will be scheduled to discuss your child's plan.

A person may be considered disabled under the definition of Section 504 if the individual has a mental or physical impairment, which substantially limits one or more of such person’s major life activities.

The Extended Education Program provides students with a range of opportunities to extend the regular school program and to develop a stronger sense of responsibility for their unassigned time through participation in and exploration of meaningful educational alternatives.

Within the school, opportunities exist for students to (1) audit classes in which they are not enrolled, (2) receive or give tutorial assistance on an individual basis, (3) carry out independent study projects which involve detailed research, and (4) attend school assemblies which feature resource persons from the community and beyond.

Students may also participate in off-campus learning experiences, which give them inside knowledge of area businesses, institutions, and agencies. Opportunities are also offered to shadow individuals in a variety of occupations.

The Beverly Summer School offers students an opportunity to make up course failures. All courses meet two hours daily, five days per week for six weeks. Courses are offered for credit, review, and enrichment. Courses taken must be approved by the student's counselor and the principal. Students are limited to 25 credits from summer school.

Students, who wish to make up courses through some other program or through private tutoring, must first apply for approval through their counselor.

Students may earn college credits, which also are applicable toward high school graduation for courses taken at accredited colleges with the approval of their guidance counselors and the Principal. It is the responsibility of students who wish to pursue courses for high school credit to complete an application form for each course before enrolling and to arrange to have forwarded to the school both a midterm report and final mark. Dual enrollment is a program pertaining to juniors and seniors only.

The Commonwealth of Massachusetts may pay for courses at state-run community colleges and colleges. See your guidance counselor for application information and forms. Funds are limited. Apply early.

Beverly High School publishes an Honor Roll each quarter to those students who have maintained the following qualifications:

All candidates for membership in the National Honor Society shall have earned an average of 3.7 or higher weighted score at the time of their induction. Sophomores shall not be eligible for membership nor shall transfer students until they have completed two quarters or one semester at Beverly High School. All students who have earned a 4.15 or higher weighted score at the end of their junior year shall be awarded an Honor Plaque.

The guidance department assists students and their parents with plans for the future. Counselors provide information on high school graduation requirements and on general college admission requirements. The counselors will assist the students in formulating a list of colleges to which they will apply, write recommendations for students upon request and receipt of the student data sheet by December 15. Counselors send transcripts upon request and receipt of appropriate fees. In addition, they will provide information on tests such as The Scholastic Assessment Test (SAT) and the American College Test (ACT). The counselors annually host a College Night and a Financial Aid night for parents and students.

It is the responsibility of the students and parents to obtain the particular requirements for admission and applications of specific schools to which they intend to apply. Responsibility for requesting transcripts and recommendations from guidance and responsibility for sending in applications remains with students and their parents.

All members of the school staff and particularly the guidance counselors will do everything possible to help all students. An extensive supply of college catalogs and videos is available as well as a computer service detailing information on hundreds of colleges. Students and their parents are encouraged to make frequent use of the Career Resource Room. Colleges may be classified as Reach, Realistic, and Safety in terms of chances of acceptance. It is highly recommended to have applications in each category.

There are many types of institutions for students and parents to consider. They may be classified as follows: (l) degree-granting institutions offering curricula generally requiring four school years for completion; (2) junior colleges, community colleges and technical institutes offering programs of two years duration; (3) a large class of schools, giving courses from six weeks to several years in length. The latter group of schools is often vocational in nature.

In selecting a school or college, a student and his or her parents should analyze its offerings to be sure there is likelihood that it will fulfill expectations. Students are encouraged to visit schools and to narrow their choices to a reasonable number during school vacations.

The requirements for admissions to colleges vary so greatly in detail that it is impossible to set down guides that may be trusted to qualify a candidate for all colleges. However, generalizations may be made.

Schools and colleges usually require a candidate to be prepared in sixteen units of work. A unit as presented to a college from Beverly High School consists of five credits of work in a subject for which study outside of class is required. For example, five credits of English is one unit. For subjects that meet less frequently throughout the year, a fraction of credit is allowed. The grades required in the sixteen units vary among the schools and colleges.

Schools and colleges usually list the subjects and units, which they require. Engineering colleges require several units in mathematics and in physics. Some colleges require a certain number of units in world languages. The catalogs of institutions carefully list subjects and scholastic requirements for admission, and a prospective student must make sure the program he or she is following in high school will meet these requirements.

Criteria in addition to specific subjects which colleges use in determining a student's preparation for advanced study are as follows:

1. The results of the SAT I Reasoning Test given by the College Entrance Examination Board. Most colleges also accept the American College Test (ACT).

COLLEGE ENTRANCE EXAMINATION BOARD TESTS

The SAT I, SAT II, and ACT tests are regularly given at Beverly High School.

The SAT I is a three-hour examination consisting of verbal and mathematical sections. The time allowed for completion of an SAT II test is one hour, but often three are taken on a single test date. Many colleges that use SAT II results as criteria for admission specify one or more subject-matter areas in which they must be written.

The National Merit Scholarship Qualifying Test and the Preliminary Scholastic Assessment Test form a single multi-purpose test known as the PSAT/NMSQT. This test is used for guidance purposes and screening for Merit Scholarships. It is given in October of each year.

The ACT (American College Test) assessment is a standardized examination designed to measure academic achievement in four major curriculum areas: English, math, reading, and natural sciences. It is an effective tool for evaluating readiness for college work.

The guidance counselor to whom a student has been assigned is his or her best source of information at present. For those who have terminated their formal training at Beverly High School, the services of the guidance staff are available by appointment.

Tech Prep is a program of study which begins in high school, continues at a post-secondary institution and culminates in an associate degree, two-year certificate, apprenticeship or further post-secondary study in a particular field of technology, health or business. Tech Prep in Massachusetts is delivered through a statewide network of eleven consortia; each comprised of secondary schools, post-secondary institutions, employment and training providers and business and industry. Collaboratively, consortium members develop and implement an integrated curriculum in applied academics, occupational education and workplace experiences. Beverly is in the Northeast Consortium. We currently have two articulation agreements with North Shore Community College. The students can receive college credits for courses taken at Beverly High School in Computer Concepts, Keyboard Skills and the CNA (Certified Nurse Assistant Program) if they fulfill the requirements of the program. We hope to add the same arrangement in culinary arts, the health field, and accounting as soon as our application has been finalized.

Our school-to-career program links secondary and post secondary areas of study and integrates real work skills and high academic standards in the classroom.

With a planned course of study beginning in high school, students are able to make a smooth transition into an associate degree program or a bachelor's degree program.

The career guidance program will prepare students to identify a career pathway by the beginning of the 11th grade. A pathway is a broadly defined career area in which a student will begin considering career choices.

The major emphasis of the pathways model is on contextual learning, not training for particular occupations within a career pathway. Although the selection of a career pathway is an early expression of a career interest, it does not represent a career decision, nor should it represent whether a student is or isn't on the road to college.

Beverly High School offers the following pathways:

Following are examples of some possible combinations of high school electives, college courses and internships that will prepare students for a successful transition to the world of work.

Career pathways allow students and parents to develop a coordinated sequence of study including academic and work-based experiences that represent a focus of a student's career interest. The pathways are designed to enhance the college preparatory program in existence.

PATHWAY TO CAREERS

Students going on to four-year colleges should take the recommended 16 Carnegie units necessary for admission. Students going on to two-year colleges, technical school, the Armed Services or directly into the work force should take the most challenging courses that they can handle.

BUSINESS/FINANCE

This pathway is designed to meet the needs of students considering careers in business, marketing, or domestic and international trade. A solid foundation will prepare students for opportunities within the business sector.

Professional Fields

(Examples)

Management Law Travel and Tourism

Finance Government Sales

Advertising Retail Trade Computer Information & Science

Career Opportunities

(Examples)

Business Machine Repairer Sales Associate Bank Teller

Accountant Data Processor Computer Programmer

Purchasing Agent Fashion Model Administrative Assistant

Computer Systems Analyst Lawyer Interpreter/Translator

Hotel/Restaurant Manager Marketing Manager

Courses Grades 9 and 10 Courses Grades 11 and 12 Experiences Beyond Beverly High School

Core Courses Core Courses Courses-Examples from

Keyboarding Skills Business Math Business Math - NSCC

C.P. Accounting 1 Accounting 2 - NSCC

Economics in America Marketing - NSCC

Marketing Internship Examples 96-97

Fundamentals of Banking Lab Beverly National Bank

School-to-Career Internship Casa de Moda

Advanced Marketing Knights of Columbus Insurance

M.J.R.O.T.C.

HEALTH/HUMAN SERVICES

This pathway is designed to meet the needs of students who plan to enter health or human services. Students will consider courses that study health and human services.

Professional Fields

(Examples)

Education Protective Services Psychology

Medicine/Dental Counseling Consumer Science

Nutrition Parks and Recreation Public Policy

Career Opportunities

(Examples)

Registered Nurse Medical Technician Dietician

Interior Designer Child Care Worker Physical Therapist

Athletic Trainer Sports Trainer Recreational Director

Caterer Police/Fire Officer Social Worker

Dental Assistant Outward Bound Counselor Educator

Dentist Drug and Alcohol Counselor Physician

Courses-Grades 9 and 10 Courses-Grades 11 and 12 Experiences Beyond Beverly High School

Core Courses Core Courses Courses-Examples

Keyboard Skills Anatomy and Physiology Basic Communications - NSCC

Interscholastic Debate Biology EMT- Northeastern University

Fine Arts Advanced Placement Biology English - NSCC

Intro. to Culinary Arts Internship Examples

Mass. Rehabilitation Association

Beverly Hospital

YMCA

PERFORMING/VISUAL ARTS

This pathway is designed to meet the needs of students considering careers, which utilize skills from the performing and visual arts. Students will consider topics such as art, studio art, photography, and chorale.

Professional Fields

(Examples)

Communications Social Studies Performing Arts

Philosophy and Religion Visual Arts Library Science

Career Opportunities

(Examples)

Journalist Radio/TV Broadcast Writer

Florist Communications Technician Photographer

Specialized Ministries Technical Writer Librarian

Interpreter/Translator Archeologist Anthropologist

Actor and Director Producer Musician

Core Courses Core Courses Art Courses - Montserrat

Band Studio Art Art Courses - SSC

Chorus Internship Art Courses - NSCC

Men & Women’s' Vocal Ensemble Photography Internship Examples

Concertquire Advanced Photography Mingo Gallery

Rock the Music of our Times Drawing & Painting 1 & 2 Beverly Public Schools

Jazz Rock Ensemble Clay/Sculpture The Learning Tree Store

Modern Music Theory Theatre

Piano/Keyboard

Art Exploration/3D

Art Exploration/Drawing and Painting

Illustration & Design 1 and 2

ENGINEERING/TECHNOLOGY

This pathway is designed to meet the needs of students considering careers in technical, industrial, mathematical, scientific, or engineering fields of study. Students choosing this pathway will learn about such topics as electronics, energy, computer-aided drawing, communications, robotics, and scientific or technical research and development.

Professional Fields

(Examples)

Architecture Engineering Construction

Computer Physical Sciences Transportation

LIfe Science Automotive Mathematics

Career Opportunities

(Examples)

Landscape Architect City Planner Zoologist

Marine Biologist Mechanic Auto Body Technician

Air Craft Mechanic Commercial Driver Welder

Ceramic Engineer Builder/Carpenter Field Service Engineer

Computer Engineer Heating/Air Conditioning Watch/Clock Repair

Air Traffic Control Robotics Engineer Mathematician

Engineering/Technology

Courses-Grades 9 and 10 Courses-Grades 11 and 12 Experiences Beyond Beverly High School

Core Courses Core Courses Advanced Calculus - SSC

Computer Programming Chemistry Computer Assisted Drawing - SSC

Solar Energy Advanced Placement Chemistry Architectural Drawing - Northeastern

Technical Studies Physics Internship Examples

Introduction to Computer Assisted Advanced Placement Physics Yankee Engine & Marine, Inc.

Design Trigonometry Bateman Masonry Construction, Inc.

Technical Repairs Statistics Jaquith Siemasko, Architect

PreCalculus

Advanced Placement Calculus

PATHWAYS, SERVICE

Grade No. Credits

Keyboard Skills 612 2.5

Reading 161 2.5

Computer Lab 9 007 2.5

Interscholastic Debate (Novice)* 218 2.5

Computer Maintenance 480 5

Computer Maintenance Lab 481 2.5

10-12 Food Service 714 2.5

M.J.R.O.T.C. – Leadership I 092 2.5

Interscholastic Debate (Advanced) 219 2.5

11, 12 Business Prep 632 5

Life 11/12 933 2.5

Fundamentals of Banking 601 2.5

Marketing 608 5

M.J.R.O.T.C. – Leadership II 093 5

12 Fundamentals of Banking Lab 603 1.25

School to Career 091 5

School-to-Career Internship 098 10

Advanced Marketing 615 2.5

M.J.R.O.T.C. – Leadership III 094 5

ENGLISH

Credits

9 Honors English 9 100 5

C.P. 1 English 9 101 5

C.P. 2 English 9 102 5

10 Honors English 10 130 5

C.P. 1 English 10 131 5

C.P. 2 English 10 132 5

11 Honors English 11 140 5

C.P. 1 English 11 141 5

C.P. 2 English 11 142 5

12 Advanced Placement English 12 150/156 7.5

C.P. 1 English 12 151 5

C.P. 2 English 12 152 5

9-12 MCAS English 139 2.5

Media Production Lab 103 2.5

Creative Writing Lab 109 2.5

Sports Literature 122 2.5

Women and Literature 126 2.5

10,11 Verbal SAT Prep 10/11 134 2.5

12 Verbal SAT Prep 12 154 2.5

No. Credits

9-12 Art Foundation 642 2.5

10-12 Illustration/Design 663 2.5

Architectural/Building Design 667 2.5

Photography 670 2.5

Advanced Photography 671 2.5

10-12 Drawing, Painting, & Sculpture 643 5

Advanced Drawing & Painting 666 2.5

Advanced Clay/Sculpture 669 2.5

11,12 Studio Art/Portfolio Development 679 2.5

9-12 Intro to Theatre 657 2.5

Advanced Theatre 658 2.5

Public Speaking 644 2.5

Media Production Lab 103 2.5

Creative Writing Lab 109 2.5

Introduction to Dance and Movement 699 2.5

9-12 Band 680 5

Chorale (singers) 681 5

Concertquire 682 2.5

Guitar Class I 685 2.5

Jazz Rock Ensemble 683 2.5

Introduction to Music Theory* 689 2.5

Honors Music Theory 645 2.5

Piano/Keyboard 686 2.5

Rock - The Music of Our Time 688 2.5

String Ensemble 690 2.5

Vocal Ensemble 673 2.5

No. Credits

9 Honors World History 9 215 5

C.P. 1 World History 9 216 5

C.P. 2 World History 9 217 5

10 Honors World History 10* 225 5

C.P. 1 World History 10* 226 5

C.P. 2 World History 10* 227 5

11 Advanced Placement United States History 11 230/235 7.5

C.P. 1 United States History 11 231 5

C.P. 2 United States History 11 232 5

9-12 Interscholastic Debate (Novice)* 218 2.5

10-12 Interscholastic Debate (Advanced) 219 2.5

Child Psychology 237 2.5

Child Psychology Lab 239 2.5

United States Government 222 5

African & Asian History 283 2.5

Greek and Roman Civilizations 284 2.5

11,12 World Issues 246 2.5

Primary Research through History of Beverly 250 5

Legal Systems in America 234 2.5

Sociology 236 2.5

Facing History and Ourselves 282 2.5

12. Honors American Foreign Relations 245 2.5

Advanced Placement European Hist. 280/281 7.5

Psychology 242 2.5

No. Credits

9 Honors Algebra 2 320 5

C.P.1 Algebra 2 321 5

C.P. 1 Algebra 1, Part A 377 5

C.P. 1 Algebra 1, Part B 387 5

C.P. 2 Algebra 1, Part A 380 5

C.P. 2 Algebra 1, Part B 390 5

Math 9 300 5

10 Honors Geometry 310 5

C.P. 1 Geometry 314 5

C.P. 2 Geometry 322 5

C.P.1 Theoretical Algebra 2 326 5

C.P.1 Concrete Algebra 2 327 5

C.P. 2 Concrete Algebra 2 328 5

C.P. 2 Algebra 1 (10) 304 5

Business/Consumer Mathematics 620 5 Mathematics SAT Prep 10/11 334 2.5

Math 10 301 5

11,12 Honors PreCalculus 330 5

C.P. 1 Theoretical PreCalculus 352 5

C.P. 1 Statistics and Probability 345 2.5

C.P. 2 Statistics and Probability 374 2.5

C.P. 1 Projects in Statistics and Physics 365 5

Accounting 1 630 5

C.P. 1 Interactive Mathematics 3 (IMP3) 331 5

12 Advanced Placement Calculus AB 340/346 7.5

C.P. 1 Trigonometry 343 2.5

C.P. 1 Interactive Mathematics 4 (IMP4) 376 5

Mathematics SAT Prep 12 342 2.5

9-12 MCAS Math 375 2.5

Computer Programming 309 2.5

Advanced Computer Programming 359 2.5

C.P. 2 Statistics in Sports 370 2.5

Credits

9 Honors Biology 410 5

C.P. Biology 423 5

C.P.1 Intro. Biology, Chemistry & Physics 477 5

C.P. 2 Intro. Biology, Chemistry & Physics 478 5

10 Honors Chemistry 420 5

CP1 Chemistry

11 A.P. Biology 427/428 7.5

Honors Physics 430 5

A.P. Chemistry 434/460 7.5

C.P. 1 Chemistry 435 5

C.P. 1 Projects in Statistics and Physics 365 5

C.P. 2 Environmental Science 400 5

12 A.P. Physics 451/461 7.5

C.P. 1 Physics 453 5

C.P. 2 Active Physics 407 5

C.P. 1 Projects in Statistics and Physics 365 5

9-12 Honors Engineering Technology 485 5

CP2 Engineering Technology 487 5

Technical Repairs and Maintenance 706 2.5

Introduction to Computer Assisted Design 701 2.5

Computer Maintenance 480 5

Computer Maintenance Lab 481 2.5

10-12 Photonics and Solar Energy 469 2.5

Technical Studies 429 2.5

11,12 Anatomy and Physiology 449 5

Introduction to Wellness 905 2.5

Introduction to Fitness 906 2.5

Cooperative Adventures 907 2.5

Life Issues 908 2.5

Lifetime Sports & Activities 909 2.5

Team Sports 911 2.5

CPR & First Aid 912 2.5

Credits

9 C.P. French 1 510 5

Honors French 1 509 5

Honors French 2 519 5

C.P. French 2 512 5

C.P. German 1 520 5

Honors German 1 560 5

Honors German 2 529 5

C.P. German 2 522 5

C.P. Latin 1 530 5

C.P. Russian 1 535 5

C.P. Spanish 1 540 5

Honors Spanish 1 550 5

Honors Spanish 2 548 5

C.P. Spanish 2 542 5

10 C.P. French 3 514 5

Honors French 3 518 5

C.P. German 3 524 5

Honors German 3 565 5

C.P. Latin 2 531 5

C.P. Russian 2 536 5

C.P. Spanish 3 544 5

Honors Spanish 3 552 5

11 C.P. French 4 500 2.5

Honors French 4 515 5

C.P. German 4 502 2.5

Honors German 4 525 5

C.P. Spanish 4 501 2.5

Honors Spanish 4 545 5

C.P. Latin 3 532 5

C.P. Russian 3 537 5

12 Honors French 5/AP 570/571 7.5

Honors German 5/AP 580/581 7.5

Honors Spanish 5/AP 590/591 7.5

Honors Russian 4 538 5

12. ESL English 569 5

ESL Lab 039 0.5

Unleveled

Students will pose and investigate an interdisciplinary. They will work with a monitor who will offer advice and encouragement to a minimal degree and only when necessary.

All students will pose an interdisciplinary question of appropriate scope for investigation, investigate the question independently with valid and accurate methods, present the results to a review board and as a community exhibition. The presentation would be in written and oral form or other artistic format.

Open to students in grade 12.

Standard

The development of basic decoding skills is emphasized in this course by using reading to meet school, personal, and social needs. Instruction focuses on the development of general comprehension and recall, location and organizational study skills, critical reading, and word recognition and meaning.

This course may be elected by a student upon recommendation of a subject teacher or guidance counselor.

Open to students in grade 9.

Unleveled

This course is designed to build a foundation of knowledge and skills that would fully prepare a student to directly enter the job market at graduation and be competitive. A plan for further education would also be part of a long-range plan.

This course is the beginning of a cluster of business oriented experiences that will allow a student to compete favorably in the service economy. Students will be required to explore career ideas first discussed in grade 9 or 10 in Introduction to Wellness. Student will take multiple field trips to visit a range of career opportunities where they will speak to employers and employees. Students having taken the course will be eligible for a school to career experiences in the junior as well as the senior year. Students in the program will have special career counseling made available to them during their junior and senior year. Emphasis will be given to the direction of the job market to guide students toward a solid decision for a first career.

Students will be trained in advanced computer skills, how to interview well, and how to develop an attitude about success. Along with business etiquette, students will learn how to stay organized and how to communicate in a business environment. Some attention will be given to understanding how various type of companies overall.

Computer skills will include: advanced keyboard, data entry and record keeping, an understanding of e-commerce and the uses of the internet.

Open to students in 11^th and 12^th grade.

Prerequisite: Chosen by a review board made up of business teachers, counselors, administrators and the school-to-career teacher.

Unleveled

This course is designed to give students training in the basic computer skills needed to be more successful at Beverly High School. This course develops skills that teachers will assume all students have mastered by grades 10, 11, and 12. The training includes proficiency in the use of an electronic spreadsheet, a word processing program, a presentation application, and a database program. Proficiency in these skills is required for graduation. Passing this course meets the graduation requirement.

This is not a course that is designed to develop typing or keyboarding skills (see Keyboarding).

Unleveled

This course stresses the development of touch keyboarding skills and techniques at a rate of speed and accuracy that leads to productive use of computers in everyday personal activities such as term papers, reports, personal letters, applications, and data sheets as well as business spreadsheets, data base and formatting. Emphasis will be given to using the number pad of a keyboard with speed and accuracy. Instruction in a word processing program, which can be used in other subject areas, will be part of the course. It is strongly recommended that students elect keyboarding as early as possible in their high school program unless they are already proficient in keyboard skills.

The course is not open after the second week of school.

Open to students in grades 9, 10, 11, and 12.

Students as Technology Leaders (SaTL) is a new technology school to career vocational program combining class work and hands-on computer repair. The curriculum will be based on the "A+ Certification" course – a high tech industry certification program that provides an advanced level of both technical personal computer troubleshooting and repair knowledge as well as customer relations skills. Upon finishing the class work, students are encouraged to take a certification test that will document their ability to be a professional microcomputer service technician. Students passing the test will participate in an internship where they will become an important member of a BHS technology troubleshooting team.

Costs: A+ Certification Exam - $132.00. Test is administered by CompTia. Discount vouchers will probably be available.

A+ Certified students will be able to provide technical support to our school’s two hundred and forty computers as well as developing business and leadership skills. Students will gain valuable computer repair experience working closely with the BHS technology staff at the same time they will be offering an important service to their school. ( Pass A+ Certification Workshop)

Open to students in grades 9, 10, 11, and 12

C.P.

This course is run in conjunction with the Beverly National Bank and the New England Banking Institute. It is a college-level course. Five high school credits will be earned. The student may opt to get 2.5 college credits for a fee of $120 provided they obtain a grade of B- or better for a final grade. Students are not required to take the three college credits.

By use of lecture, text, handouts, videos, and guest speakers, the students will grasp a fundamental knowledge of the American banking system. The students will learn how banks interact with individuals and business. They will acquire a dedicated vocabulary of banking terminology and keep abreast of current trends in the banking/finance world.

Seniors will have first preference for enrollment in the course for first semester so that they may participate in the Banking Lab.

Open to students in grades 11 and 12.

Unleveled

After successful completion of Fundamentals of Banking, the student may work as a teller in the Beverly National Bank high school branch, a full-service branch open to the public. This course provides a hands-on experience in a real world situation. Transactions involving savings, checking, and small loan generation will be handled.

Prerequisite: Fundamentals of Banking.

C.P.

Marketing is a basic introduction to micro and macro marketing with emphasis on terminology, business principles and application. Students become active members of DECA, a national student organization with a focus to develop greater understanding and appreciation of marketing concepts. Students will develop leadership skills, professional attitudes, business competency, citizenship characteristics and social growth. Students will apply economic principles to hypothetical problems.

Open to students in grades 11 and 12.

Unleveled

Internships will be offered to Beverly High School students who have demonstrated good scholarship and citizenship. Students who have been suspended within a year may not be eligible. This is a privilege, not a right. The internships will be offered to all seniors as well as serious-minded juniors. Students may elect this course only once in their high school career. Exceptions must be approved by the principal.

An internship is an opportunity offered to students to enhance the knowledge he or she has learned in the classroom by applying knowledge in the work place. Students will also explore careers. For example students will have the opportunity to take a Web Site design course sponsored by the Beverly Chamber of Commerce and then practice what they have learned at local businesses. This is not work study. Internships must be connected to career goals. Students may earn from 5 to 10 credits directly dependent upon time spent at the internship. A contract will be drawn up to explain all details.

Unleveled

This course is open to all students. Students will develop life skills necessary to survive in today’s changing world. Many basic food preparation skills and techniques, as well as nutrition for good health will be emphasized. Different units covered include baked goods, yeast breads, quick breads, main dishes, vegetables, soups, healthy meals, and snacks. This is the first of three courses that can lead a student to a career pathway in food service/restaurant management for work or college. This course also prepares students for independent living.

Open to all students. Intended for sophomores and juniors.

Unleveled

Learn the many aspects of the restaurant operation through hands-on experience. Students plan, organize, and run "The Panther’s Den", a weekly restaurant for faculty and staff that opens once per week. Experience gained will be useful for future employment in the growing field of the food service industry. Students will get some experience with ethnic foods. The many college and

career opportunities available will be explored. This course can lead a student to explore food service restaurant management for work or a college major.

Prerequisite: Introduction to Culinary Arts.

Child Psychology Lab

Criminal Justice Career Overview

Debate

Unleveled

Internships will be offered to Beverly High School students who have demonstrated good scholarship and citizenship. Students who have been suspended within a year may not be eligible. This is a privilege, not a right. The internships will be offered to all seniors as well as serious-minded juniors. Students may elect this course only once in their high school career. Exceptions must be approved by the principal.

An internship is an opportunity offered to students to enhance the knowledge he or she has learned in the classroom by applying knowledge in the work place. Students will also explore careers. This is not work study. Internships must be connected to career goals. Students may earn from 5 to 10 credits directly dependent upon time spent at the internship. A contract will be drawn up to explain all details.

The program aims at developing informed and responsible citizens. The program helps build character. Cadets learn about ethics, leadership, "followership", fitness and self-discipline as they study military history, first aid, CPR, public speaking, psychology of discipline, group goal setting and problem solving. Cadets learn to respect peers, superiors, and subordinates. JROTC enlightens cadets about possible career and educational choices through the military.

There is no military obligation after taking this course. All uniforms, equipment and textbooks are supplied.

Requirements:

1. Each student must wear a JROTC uniform once a week and look presentable.
2. Each student must participate in physical fitness once a week and take a physical fitness test during the grading period (which consists of sit-ups, pull-ups for made cadets, bent arm hang for female cadets and one(1) mile run.

There are six major goals of MCJROTC:

1. The program aims at developing informed and responsible citizens
2. The program helps build character. Cadets learn about ethics, leadership, followership, desirable traits and self-discipline.
3. The program is designed to teach about the elements and requirements for national security. Cadets will be better equipped to make informed and intelligent decisions.
4. Discipline is stressed. A good leader is one who has self-control and will remain calm and competent in difficult situations. Self-discipline is starting point.
5. The program teaches that respect for authority is of utmost importance in any organization and in life in general. Cadets learn to respect peers, superiors and subordinates.
6. MCJROTC enlightens cadets about possible career and educational choices.

Unleveled

Emphasis is on study techniques, fundamentals of leadership, ethical standards, goal setting, public speaking, health and fitness, stress management, military history and protocol and current events.

Open to students in grades 10,11,12 and grade 9 with permission of the instructor

Unleveled

Emphasis on leadership styles and leadership dynamics, human motivation, problem solving, intermediate public speaking, drill and ceremonies, employment opportunities, military justice system and current events.

Unleveled

Emphasis is on the fundamentals of management, group dynamics, conflict resolution, citizenship, world leaders, organization of Veterans Day ceremony, current events, national security organization.

Unleveled

Students with special education plans will meet the academic objective in this environment.

Unleveled

Students who are chosen for this mission will work with a teacher in a specialized area with a limited number of students who are in need of assistance in a particular area. Students will tutor and instruct at different learning stations during an activity under the direction of the teacher.

Unleveled

School Service is available to BHS students who are in good standing each semester. Students may volunteer as an aide in the wing offices, main office, guidance office, and the library. Qualified students may also volunteer as teachers’ aides, peer tutors, computer technicians, and Patten Elementary School aides.

Unleveled 2.5 credits

This course is an experience in which students offer service to their communities - as peer leaders in a writing lab, as storytellers at an elementary school or library, as hospital volunteers, etc. The possibilities are endless. Students must reflect on the experience in writing.

If a student's service takes place at Beverly High School, it may be scheduled during the assigned time or after school. Underclassmen who are involved in service projects outside of the building may do so outside the school day. With parental permission, seniors may engage in approved service projects outside the building during the school day (if they are in good academic standing and if other conditions apply). This course is offered on a pass/fail basis. Enrollment is limited.

Each year all students are required to take and pass a five-credit course, in which they receive instruction in writing, language, literature, listening, speaking, and media.

The same approaches are used in all grades and at all ability levels. First, the six components of the English curriculum listed above are integrated in such a way that language skills are taught within the context of writing, reading, listening, speaking, and media. All these skills are taught within the larger context of literature, the study of which is structured according to thematic units that are relevant to students' lives. Second, the writing process, with its emphasis on draft stages, is the focus of our composition component. Third, our literature study is based on the Process of Reading, with time devoted to prereading, reading (comprehension, interpretation, critical evaluation, and application) and postreading. These approaches and the same general curriculum objectives are employed in instructing all students, regardless of grade, ability, socio-economic background, or career orientation.

For all levels of required English courses, students must pass the grade 9 course before enrolling in the grade 10 course, pass the grade 10 course before enrolling in the grade 11 course, and pass the grade 11 course before enrolling in the grade 12 course.

The following chart identifies the ability groupings offered during each of the student’s four years at Beverly High School. Students must choose one each year.

Honors English 9 Honors English 10

C.P. 1 English 9 C.P. 1 English 10

C.P. 2 English 9 C.P. 2 English 10

Honors English 11 Adv. Placement English 12

C.P. 1 English 11 C.P. 1 English 12

C.P. 2 English 11 C.P. 2 English 12

Students in our Honors courses need not only to exhibit superior preparation in the language arts but also to read more, write more, and be capable of adjusting to an accelerated pace and a heightened challenge in all aspects of the curriculum.

A grade of A- or better is required for a student to move from CP1 to Honors or Advanced Placement.

A grade of A- or better is required for a student to move from CP2 to CP1.

A grade of C- or better will cause a student to move from CP1 to CP2.

A grade of B+ or better in eighth grade English is required for a student to be placed in Honors 9.

A grade of C or better in eighth grade English is required for a student to be placed in CP1.

A grade of C- or below in eighth grade English will cause a student to be placed in CP2.

When placing students in grade 9 English, primary consideration is given to grades. The following skills are also taken into consideration: reading, composition, study, listening thinking, and speaking.

All required tests and essays for summer reading must be completed on time or student will be placed in CP1.

In order to be placed in Honors or Advanced Placement classes must complete the essay by an announced date usually near August 1^st. Any essay handed after this date will be graded down according to the individual teacher’s standard.

After a second date, near August 15, no essays will be accepted and the student will be placed in a CP1 class.

Beverly High School remains committed to the importance of the summer reading program, however the team concept in grade 9 creates problems for late changes of schedules. Due to the assigning of freshmen to team, grade 9 students cannot be dropped in one subject without effecting others subjects. Failure to complete any tests or essays in grade will not result in a change in placement, but students will receive zeroes for all missed assignments during the first quarter.

All 9^th grade English courses include The Odyssey, Oedipus the King, Romeo and Juliet, Great Expectations, poetry, short stories, composition (including the research paper), and grammar.

Honors English 9 prepares the student for the Advanced Placement course in grade 12.

C.P. 1 English 9 prepares the student for entry into four-year colleges.

C.P. 2 English 9 emphasizes basic skills in preparation for work, post-secondary schools, and two-year colleges.

All 10^th grade English courses include A Separate Peace, Lord of the Flies, and/or Catcher in the Rye, and One Flew over the Cuckoo’s Nest; Julius Caesar and Antigone; poetry; short stories; composition (including the research paper); and grammar.

Accelerated English 10 prepares the student for the Advanced Placement course in grade 12.

C.P. 1 English 10 prepares the student for entry into a four-year college.

C.P. 2 English 10 emphasizes basic skills in preparation for work, post-secondary schools, and two-year colleges.

All 11^th grade English courses emphasize American Literature and include The Scarlet Letter and/or

Huckleberry Finn, The Great Gatsby, Of Mice and Men, The Red Badge of Courage, The Crucible and/or Death of a Salesman, Our Town; poetry; short stories; composition (including the research paper); and grammar.

Honors English 11 prepares the student for the Advanced Placement Course in grade 12.

C.P. 1 English 11 prepares the student for entry into four-year colleges.

C.P. 2 English 11 emphasizes basic skills in preparation for work, post-secondary schools and two-year colleges.

All 12^th grade English courses emphasize British Literature and may include selections from Beowulf and The Canterbury Tales; Hamlet and/or Macbeth; poetry; short stories; composition (including the research paper); and grammar.

C.P. 1 English 12 prepares the student for entry into four-year colleges.

C.P. 12 emphasizes basic skills in preparation for work, post-secondary schools and two-year colleges.

The course description and prerequisites for Honors English (above) apply to Advanced Placement English.

One of the major objectives of this course is to prepare students for the Advanced Placement English Literature and Composition Examination to be administered in May. The mark received on this examination is not, however, reflected in the grade for the course.

Students wishing to take this examination will be expected to pay the registration fee (about $75). Fee reductions are provided by the College Board for qualified students with acute financial need.

Those who pass the exam with an appropriate grade are eligible to receive college credit at many colleges and universities.

Advanced Placement English 12 meets for a double period first semester and for a single period second semester.

Satisfactory completion of all summer reading assignments is a prerequisite for enrollment in Advanced Placement and Honors English courses. Students who do not fulfill this prerequisite are expected to make arrangements, during the week before school starts, to enroll in a College Preparatory 1 or 2 course.

Exemptions:

C.P. 1 and C.P.2 English students who enroll at Beverly High School after August 1 are responsible for reading one (1) book and taking one (1) test at a regularly scheduled testing session.

C.P. 1 and C.P. 2 English students who enroll after August 15 must complete reading and testing one (1) book during the first marking period.

Honors English students who enroll at Beverly High School after August 1 must read two (2) books and write an essay. Students must test one (1) book at a regularly scheduled testing session, and read a second book to complete the required essay.

Honors English students who enroll at Beverly High School after August 15 must read two (2) books and write an essay. These students must test one (1) book at a regularly scheduled testing session, and read a second book to complete the required essay during the first marking period.

Students entering Beverly High School after August 1 who wish to enroll in A.P. English must complete the required reading and essay before the end of the first marking period.

Failure to Complete Requirements: Students failing to read and take the required tests will receive zero (0) for those assignments as part of the first marking period English grade.

Extra Credit: Students may read and test more than the required number of books. Students who do this will receive extra credit toward their first marking period English grade. The exact nature of this extra credit is to be determined by the individual teacher.

At Beverly High School, students are encouraged to supplement the language arts education they receive in required courses by taking English elective courses.

CATEGORY/Title Grade Credits

Media Productions* 9-12 2.5

Creative Writing Lab* 9-12 2.5

Sports Literature 9-12 2.5

Verbal SAT Prep 10/11 10-11 2.5

Verbal SAT Prep 12 12 2.5

Women and Literature 9-12 2.5

MCAS English 9-12 2.5

*Broadcast Lab may be taken to satisfy the Arts graduation requirement.

Broadcast Lab and Community Service may be taken more than once as an English elective.

Unleveled

A study of mass media including digital video recording and editing, a variety of computer technologies, consumer education, media literacy and multimedia presentations. Students use computers to produce and edit digital video; produce a PowerPoint presentation; produce a web page and research a media-related topic of their choosing. This course satisfies the Arts graduation requirement.

C.P.

This course is designed to engage students in various forms of creative writing e.g., poetry, short stories, plays, children’s literature, journals, song lyrics, etc. This course satisfies the arts graduation requirements.

C.P.

Students engage in a variety of activities including reading sports-related fiction and non-fiction; writing about sports; making oral presentations; and engaging in friendly sports-related competitions.

VERBAL SAT PREP 2.5 credits

A course for students who want to maximize their potential on the verbal sections of the SAT or PSAT.

Verbal SAT Prep 12, which is aimed at seniors, is a single-period course offered first semester. Verbal SAT Prep 10/11, which is aimed at sophomores and juniors, is a single-period course offered the second semester.

A focused study of world literature written by women, the historical/political biases implicit in the settings in which female characters appear, and the differences between women's literature and that written by the men whose writings are usually studied in schools and colleges.

Standard

This class is designed to identify a student’s individual needs in order to enhance performance on the English Language Arts portion of the Massachusetts Comprehensive Assessment Exam. Response to open-ended questions and reading skills will be stressed. Weakness of individual student will be identified and addressed in this class

Standard 5 credits

Basic ESL would be for students with little or no English. The students would have just arrived in the United States and would have had little or no exposure to English.

The focus of the class would be on English vocabulary acquisition and basic sentence structure. Daily meetings will re-enforce the students’ language skills and allow for more practice.

Standard

This class would give instruction to students with some English language acquisition. The focus of the instruction would be on the past, present and future tenses, both simple and progressive. There would be instruction in reading and composition. The beginning/low-intermediate section would be a two-semester class and would progress with the needs of the students in mind. Mastery would be measured by tests, quizzes and the students’ abilities to apply what they’ve been taught in short essays and compositions.

Standard

The class would focus on the more complex structures and tenses in English. The perfect tenses, the passive voice, modals, conditionals and other more complex structures would be taught. More emphasis would be placed on composition and more difficult reading skills and vocabulary.

Standard

This course is designed to give Limited English Proficient students who are enrolled the English as a Second Language course an introduction to a high school level English Composition/Literature. This would be used to develop and strengthen students’ skills in English. The purpose of the class is to prepare students for their first high school English course in their non-native language.

Standard

This course is designed to give LEP (Limited English Proficient) students of English as a Second Language an introduction to a high school level History/Social Studies class. They will study World History from 500 AD to 1815 AD. Adapted texts and texts found in a standard History class would be used to develop and strengthen students’ skills in English. The purpose of the class is to prepare students for their first high school History course in their non-native language.

Standard

This course is designed to give LEP (Limited English Proficient) students of English as a Second Language an introduction to high school level Sciences classes. Adapted texts of works found in standard Biology, Chemistry, and Physics classes would be used to develop and strengthen students’ skills in the terms and vocabulary necessary to succeed in the regular curriculum classes. The purpose of the class would be to prepare students for their first high school Science courses in their non-native language.

Unleveled

The ESL Lab is for students who are not proficient in English

Unleveled

This course is an introduction to art. Techniques will include some, if not all of the following: drawing, painting, printmaking, collage, design, assemblage, modeling, carving, casting, hand building, and wheel throwing. A variety of media will be explored with emphasis on visual vocabulary, elements and principles of art, and individual interpretation of assignments. The course will also include research work done in and out of class. Successful completion of this course with a C or better is prerequisite for other art classes.

Open to students in grades 9, 10, 11, and 12.

This is a basic introductory course in black and white photography. The outline for the course includes 35 mm. camera mechanics and functions, choosing appropriate film, shooting, developing and printing black and white photographs, presentation and touch up. The course may also include references to the history of photography as students work to build their style. Enrollment is limited based on lab space.

Open to students in grades 10, 11 and 12.

One marking period will focus on drawing and painting and one marking period will focus on sculpture. One part will deal with drawing and painting in many forms. Projects will include, but are not limited to life drawing, self-portrait, still life, landscape, seascape, and works from the imagination. A variety of media will be employed including some or all of the following: pencil, charcoal, pastel, watercolor, acrylic, ink, print making, etc. This course will also include research on various artists and periods of art history done both in and out of class.

The other part of this course will deal with three-dimensional expression in many forms. Sculpting techniques, as well as the more utilitarian skills of hand building and wheel throwing, will be developed. Works will be created using a variety of materials including clay, plasticine, metal, wood, wire, stone, plastic, found materials, etc. Projects will be developed in abstract and non-abstract formats considering utilitarian and non-utilitarian functions. This course will also include research done both in and out of class.

Prerequisite: C or better in Art Foundations or recommendation of instructor.

Open to students in Grades 10, 11, and 12.

This course will experiment with and investigate many aspects of commercial art. Student projects may include some of the following: children’s book illustration, magazine cover design, comic books, greeting cards, exhibit and display design, product design, fashion design, and other graphic design projects. Students will use a variety of materials to generate design projects from thumbnails, rough sketches, comprehensives to finished products. Outside research will be required.

Prerequisite: C or better in Art Foundations or recommendation of instructor.

Open to students in grades 10, 11, and 12.

This course will build on the techniques learned in Clay/Sculpture with attention being given to a more sustained investigation of personal expression. This course is intended for the student with a high level of interest, technical skills and self-motivation. Works generated should be suitable for use in a student portfolio.

Prerequisite: B or better in Clay/Sculpture or recommendation of instructor.

Open to students in grades 10, 11, and 12.

C.P.

This course will build on the techniques learned in Drawing and Painting with attention given to a more sustained investigation of personal expression. This course is intended for the student with a high level of

interest, technical skills and motivation. Works generated will be suitable for use in a student portfolio.

Prerequisite: B or better in Drawing/Painting or Illustration/Design or recommendation of instructor.

Open to students in grades 10, 11, and 12.

This course will build on the techniques learned in Photography. Students will work on building a personal body of work as they increase their technical understanding and competence. Some advanced techniques will be introduced including solarization, kodalith, and double negative printing. Critical analysis of professional photographic work will be combined with the investigation of various careers in both commercial and creative photography.

Prerequisite: B or better in Photography or recommendation of instructor.

Open to students in grades 10, 11, and 12.

This course will investigate areas of architectural design, urban planning, interior design, landscape design, and technical drawing. Students will work on designing and building scale model structures. Projects will depend on class interest and ability. Outside research will be required.

Prerequisite: B or better in Drawing/Painting, Illustration/Design or Clay/Sculpture or recommendation of instructor.

Open to students in grades 10, 11, and 12.

C.P.

This course is designed for the serious art student. The

course will build directly on the skills learned in the advanced classes. The students will work independently to establish a coherent individual statement and body of work. This course will be enhanced by speakers, research, critiques, and workshops. Students will have an opportunity to create a portfolio for post-secondary education. Students may enroll in additional class sessions.

Prerequisite: Portfolio review by Art faculty.

Open to students in grades 11 and 12.

This participatory course is designed to introduce all students with an interest in theatre to fundamental skills in performance and theatre production. Emphasis will be placed on the creative process theatre artists use to create theatre. Activities will include improvisation, acting, directing, play reading, fundamentals of design, and an overview of theatre history.

Open to students in grades 9, 10, 11, and 12.

A hands-on experience with multi-media presentations, Internet research, and broadcast technologies.

Open to students in grades 9, 10, 11 and 12.

A course in which students are engaged in writing in the creative literary form most appealing to them (e.g., poetry, short plays and stories, children's literature, journals, song lyrics, etc.).

Open to students in grade 9, 10, 11 and 12

This course is designed to introduce students to the basic dance steps and movements needed to perform simple choreographed routines as well as popular social dances. Course content will include tap, ballet, jazz/show, line dancing, swing, and ballroom. Previous dance instruction is not required.

Open to students in grades 9, 10, 11, and 12.

PUBLIC SPEAKING 2.5 credits

Unleveled

A course designed for students to develop public speaking skills. Students will prepare and present a minimum of four varieties of speeches: informative, demonstration, persuasive, and extemporaneous. Students will also participate in choral reading activities and oral interpretation of classic and contemporary literature.

Open to students in grades 9, 10, 11, and 12.

This course will build upon the foundation skills learned in THEATRE with attention being given to performance and directing skills. Students will explore acting and directing styles from several genres of theatre that may include Greek/Roman, Commedia dell’arte, Shakespeare, Comedy, and Experimental theatre.

Prerequisite: C or better in Theatre or recommendation of instructor.

Open to students in grades 10, 11, and 12.

The music program of Beverly High School offers a varied selection of instrumental and vocal music classes, which are open to all students in grades 9, 10, 11, and 12.

C.P.

The band rehearses five periods per week during the entire school year. These rehearsals will be held during the school day. During marching season one additional rehearsal will take place in the evening. Music studied by the band will include marches, symphonic band music, and some popular or light classical selections. There will be opportunities for qualified players to perform solos with band accompaniment. Emphasis will be placed on ensemble playing, the perfection of a coordinated group. All students electing Band automatically agree to participate in all functions at which the Band performs unless they are excused by the instructor or principal. These functions include assemblies, parades, competitions, football games, concerts and an occasional civic affair such as a parade on Memorial Day or other holidays.

Open to students grades 9, 10, 11, and 12.

C.P.

The Chorale comprises one of the largest ongoing full-year activities at B.H.S. The course is designed to develop skills and interests in the performance of vocal music from the classics to pop. All students electing Chorale are expected to participate in all functions and performances scheduled throughout the year unless they are excused by the instructor or principal. Membership is available to all B.H.S. students and no prior experience is necessary. Opportunities are available for members to audition for District, and All-State.

Open to all students in grades 9, 10, 11, and 12 with an interest in vocal music and ensemble singing. Students must earn a B- or better to continue after their first year.

C.P.

This group is smaller in nature, and consists of students who have a desire to perform choreographed vocal selections as well as music of a more challenging nature. Varied music from madrigals to popular styles will comprise the repertoire. Strong emphasis will be placed on jazz, swing, and show choir styles. Students are expected to attend all rehearsals and performances. Quire members may be asked to attend one afternoon rehearsal per week as needed for additional music preparation and choreography.

Open to students in grades 9, 10, 11, and 12.

Unleveled

This class offers all students an opportunity to study guitar in class groups. The semester course is open to beginning level guitarists. Students must provide their own six-string acoustic or electric guitars.

Open to all students in grades 9, 10, 11, and 12.

C.P.

Students in this course will study and perform music of the popular idiom. The repertoire for the class will be chosen from the jazz, swing, Dixieland, rock and current popular music fields. Instrumentation will be limited to trumpet, trombone, saxophone, electric guitar, acoustic and electric bass, keyboard, and percussion. All wind and percussion players must be members of the Band.

Prerequisite: Prior audition by the Jazz Ensemble director.

C.P.

This class will cover notation, intervals, scales and keys, chords, metric organization, and rhythmic patterns.

This course will focus primarily on the systems of major-minor tonality, and will incorporate at least a brief introduction to the church modes, pentatonic and other scales.

It will include a brief overview of Twentieth Century terms and technology, music of the current time period and various world cultures.

Essential is the acquisition of correct notational skills and speed and fluency with basic materials.

Open to students in grades 9, 10, 11, and 12.

This course will progress to include more sophisticated and creative tasks, such as Harmonization of a melody (e.g., composing a bass line implies appropriate chords),

Realization of figured bass, and Analysis of repertoire, including study of motivic treatment, examination of rhythmic and melodic interaction between individual voices of a composition, and harmonic analysis of functional tonal passages.

A brief introduction to 20^th-century scales, chordal structures, and compositional procedures will be incorporated, through analysis or original composition.

This course will emphasize procedures based in common-practice tonality. Functional triadic harmony in traditional four-voice texture (with vocabulary including no harmonic tones and secondary dominants).

Chromatic Harmony, techniques of modulation, more distant key relationships, and larger musical forms will be touched upon.

A large emphasis will be placed on the development of aural skills. Students should be able to listen to musical works attentively and analytically, developing their "musical memory" and their ability to articulate responses to formal, stylistic, and aesthetic qualities of the works.

Performance—using singing, keyboard, and student’s primary performance media—will also be a part of the learning process.

An in depth study of sight singing will be covered and practiced.

Prerequisite: Students must have a B- or better in Music Theory

Unleveled

This course is designed for students in the general student body who are interested in beginning piano or keyboard instruction as well as for students who are already active student musicians in the music program. Classes will be offered in a setting utilizing an electric piano laboratory format. However, the instruction is designed to be easily transferable to acoustic piano and to other types of electronic keyboards. Traditional methods of chording as well as the Schillinger system for popular music notation will be taught.

Open to students in grades 9, 10, 11, and 12.

Unleveled

This course will deal with the development of American Popular Music as an art form and its relationship to American history and pertinent social issues. Students will explore the evolution of music beginning with influences from Europe and Africa and their adaptation in North America. Emphasis will be placed on sociological cause and effect in musical development.

Open to students in grades 9, 10, 11, and 12.

C.P.

The string ensemble rehearsals will include the study of string literature including symphonic and/or chamber works (contingent on the size of the ensemble) and popular selections. More advanced string skills and coordination of ensemble playing will be emphasized.

Attendance at after-school performances is a part of the program and membership in the Beverly Symphony Orchestra is encouraged.

Open to students in grades 9, 10, 11, and 12.

C.P.

This course is designed to develop skill and interest in the performance of vocal music, especially in a capella style. Music from classics to pop and of a challenging nature will comprise the repertoire.

Prerequisite: Prior audition by the ensemble director.

Open to students in grades 10-12. 9^th graders will be accepted after upper classman.

Language courses provided include French, German, Latin, Russian, and Spanish. It is recommended that the language started in the middle school be continued for a minimum of three years in high school and, preferably, four. Students of marked interest and ability in language are encouraged to elect and pursue a second language.

Since the primary function of the modern language courses is to enable the student to communicate effectively, these courses strive to develop, as fully as possible, skill in understanding, speaking, reading, and writing. A student who obtains a grade of D in the first year of a language may repeat the course without credit in order to obtain a grade of C or better for continuation at the next level.

Each class may encounter true-to-life language situations via the Department's extensive audio-visual collection, where everyone can participate in language comprehension as it is actually spoken abroad. The student will be given the opportunity to hear and imitate native voices, get additional practice on basic speech patterns and idioms, and work toward automatic response. Personal audiotapes are also available for home use should extra practice or make-up work be needed.

Department of Foreign Languages

Normal Sequence of Courses

Grade 7 Lang 7

↓

Grade 8 Lang 8 Beg Lang 8

↓ ↓

Grade 9 CP Lang 2 CP Lang 1 CP Lang 1

Hon. Lang 2 Hon. Lang 1 Hon. Lang 2

↓ ↓ ↓

Grade 10 CP Lang 3 CP Lang 3 CP Lang 2

Hon. Lang 3 Hon. Lang 3 Hon Lang 2

↓ ↓ ↓

Grade 11 CP Lang 3 CP Lang 3 CP Lang 3

Hon. Lang 4 Hon Lang 3 Hon. Lang 4

↓ ↓ ↓

Grade 12 AP Lang 5 CP Lang 4 CP Lang 4

Hon. Lang 4 Hon. Lang 4

This course is designed for students who are likely to pursue the study of French beyond the recommended two-year minimum. It likewise assumes that the student already possesses a thorough understanding of English structure and syntax and is prepared to progress through the curriculum at twice the rate of the middle school French 1 course. Greater emphasis is placed on the reading and writing skills, as well as speaking and listening. In addition, the student will explore many aspects of contemporary French life.

This course is designed for the highly motivated, highly skilled foreign language student who has already studied another language successfully at Beverly High and/or who plans to study French into advanced levels. Material is covered at a faster rate than in C.P. French 1 and student performance expectation is higher. Vocabulary will permit discussions of topics beyond the basic survival needs such as personal history and leisure time activities. Greater evidence of grammatical accuracy will be required in all basic oral and written constructions.

Prerequisites: A grade of A in another foreign language course. An A or B average in other academic high school courses. An A or B average in academic courses from another school.

This course is a continuation of C.P. French 1 with more attention now being given to the structural patterns of the language and special emphasis on writing skills. By the end of this level, students should possess the listening, speaking, reading, and writing skills necessary to handle simple, everyday survival tasks in French (e.g. handling routine travel needs or taking care of physical needs). In addition, the student will be trained to express his or her own thoughts in French, initiate a conversation and relate personal information about the past and the future.

Prerequisite: A grade of C or better in C.P. French 1 or teacher recommendation.

This course is designed for the highly motivated, highly skilled Foreign Language student who plans to study French into advanced levels. Material is covered at a faster rate than in C. P. French 2 and student performance expectation is higher. Vocabulary will permit discussions of topics beyond the basic survival needs such as personal history and leisure time activities. Greater evidence of grammatical accuracy will be required in all basic oral and written constructions.

Prerequisites: A grade of A in middle school French 7 and 8, plus teacher recommendation. A grade of B or better in high school Honors French 1. A grade of A in high school C. P. French 1, plus teacher recommendation.

This course necessarily begins with a review of all the fundamental structures of the language as a basis for later study of more advanced structures which emphasize finer points of word meaning and use. Various laboratory exercises on many aspects of French life gives the students a background for appreciation of the French people and their culture. The use of oral and written reports continues, and there is still emphasis on building up listening comprehension and oral use. Free composition is now introduced.

Prerequisite: A grade of C or better in C.P. French 2 or teacher recommendation.

This course is a continuation of the advanced work begun in Honors French 2. There will be a basic review of the fundamental language structures, but with a decided increase in the amount of difficulty of the readings and material covered, compared to the normal C.P. French 3 program. Students will be likewise expected to master more vocabulary and be more responsible for producing a highly correct written language. Readings will embrace representative literary words (novels, plays, and short stories), both classical and modern. Supplementary reading by individuals is required.

Prerequisites: A grade of B or better in Honors French 2. A grade of A in C.P. French 2 and teacher’s recommendation.

This is the culminating course in the C.P. (College Prep) French sequence. Its purpose is to offer a forum whereby interested students can make practical use of the language skills developed in earlier years.

We shall strive to broaden linguistic and cultural knowledge through instruction, which is relevant and meaningful in content. We hope to accomplish this with a curriculum, which will expand the study of isolated facts to include a deeper understanding of values and behavior of the French speaker; by recognizing similarities as well as differences among cultures; by helping students develop critical thinking skills; and by frequent use of the language in class as a means of communication.

Prerequisite: a grade of C or better in C.P. French 3.

This course concentrates on a thorough continuation and strengthening of the skills acquired in previous levels. Grammar is reviewed as needed; greater emphasis is now placed on independent reading and writing. Readings of French literary works form an important segment of the course. Texts include representative authors from the 17th through the 20th centuries. Oral and written reports are required.

Prerequisite: A grade of B or better in Honors French 3 or teacher recommendation.

This course covers both current and classic French writings, with reading of complete literary works in prose, poetry, and drama. Coupled with this is a complete study of relevant cultural and philosophical background material. A continued study of written and spoken French reinforces the language skills attained at earlier levels. There is also a renewed stress placed on relevant research projects.

Prerequisite: A grade of B or better in Honors French 4 or teacher recommendation.