In grades 9-12, the MPCS curriculum makes connections to God, Biblical truths, and a larger Christian worldview.
Students are empowered to think critically and creatively and to act with courage and compassion. Courses are carefully aligned vertically and horizontally to ensure a robust and well-rounded education.
| ADVANCED PLACEMENT (AP) COURSES OFFERED |
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Because all AP students take a year-end exam in May, there are specific content and skill benchmarks that the course must achieve throughout the year. All students should begin these courses with a clear understanding that the class is rigorous and maintains a fast pace. AP courses are the academic equivalent of undergraduate college-level classes and therefore require a high level of student organization, motivation, and flexibility. The most successful students in this course end the year with an understanding of university-style pacing and learning.
| 9TH GRADE ENGLISH |
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| English 101 serves as a general introduction to Upper School English and is designed to develop basic skills as students mature as readers and writers. Students engage with works from genres including novels, essays, plays, and poetry. Grammar and vocabulary acquisition will be integrated with close reading textual analysis. By examining the purposes of writing, students will develop their written expression and improve their language awareness while discovering the depth and richness of literary studies. |
| 9TH GRADE HONORS ENGLISH |
| Students will learn techniques of literary criticism and be introduced to major components of literary theory. The class will engage with works from genres including novels, essays, plays, and poetry. Grammar and vocabulary acquisition will be integrated with close reading textual analysis. In the first semester, students will enhance their understanding of critical thinking principles and apply their knowledge in writing, analysis, and oral presentations. In the second semester, they will apply higher-order thinking, in-depth research, and advanced writing techniques to refine written assessments. |
| 10TH GRADE WORLD LITERATURE |
| This class is divided into four main focus areas: literature, grammar, composition/creative writing, and vocabulary. The course continues to build on the grammar curriculum taught in 9th-grade English. Students will demonstrate mastery of important grammatical concepts by elevating knowledge and usage of this skill set. Classical novels, from a range of nationalities, periods, cultures, and genres, are read. Each week, students complete short, creative writing assignments using the vocabulary words for the week. |
| 10TH GRADE HONORS WORLD LITERATURE |
| This course builds on the grammar curriculum taught in 9th-grade English. Honors students will demonstrate mastery of important grammatical and literary concepts with greater depth and originality. They will read classical novels from different genres, periods, nationalities, and cultures. Honors students are required to submit a research project. To complete this project, students are provided with a supplemental reading list. |
| 11TH GRADE AMERICAN LITERATURE |
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Through the study of American literature, students not only become aware of the great, controversial, and beautiful ideas contained in America’s literary history but also examine the interactions among the writer’s purpose, subjects, and audience expectations. Assignments include expository, personal, and persuasive writing, oral expression, vocabulary development, and research and analysis. |
| AP LANGUAGE AND COMPOSITION |
| The AP English Language and Composition course cultivates reading and writing skills that students need for college success and intellectually responsible civic engagement. The course guides students in becoming curious, critical, and responsive readers of diverse texts and becoming flexible, reflective writers of texts addressed to diverse audiences for diverse purposes. The reading and writing students do in the course should deepen and expand their understanding of how written language functions rhetorically: to communicate writers' intentions and elicit readers' responses in particular situations" (CollegeBoard). Class discussion is in-depth and analytical. Formal and informal writing assignments are numerous. Additionally, because the College Board recognizes this class, and the syllabus reflects collegiate standards, students enrolled in this class are held to a higher standard of maturity regarding their commitment and behavior. |
| 12TH GRADE BRITISH LITERATURE |
| Students develop an understanding of chronological context, exploring the ways in which a work is (or isn’t) shaped by the world around it. Instruction in language conventions generally occurs within the context of reading, writing and speaking, rather than in isolation. The class involves oral presentations, seminar-style discussions, research papers, timed writing, and other formal and informal assessments. |
| AP LITERATURE AND COMPOSITION |
| The AP English Literature and Composition course focuses on reading, analyzing, and writing about imaginative literature (fiction, poetry, drama) from various periods. Students engage in close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work’s structure, style, and themes, as well as its use of figurative language, imagery, and symbolism. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works” (CollegeBoard). In addition, since this is a college-level class, a greater maturity is expected of the students in terms of commitment to the class. |
| AP BIOLOGY |
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This course is designed to be the equivalent of a college introductory-level biology course. The curriculum is based on four big ideas:
Extensive laboratory work will be an important part of the course with reports done in great detail. Lab work includes 10 AP labs, along with multiple abbreviated lab-learning opportunities, focusing on lab technique and core curriculum topics. Extensive, inquiry-based, laboratory experiences are designed to develop scientific reasoning, data collection, technological skills, and partner communication. The curriculum follows the AP Curriculum Framework for Biology. Students are required to take the AP Examination for Biology. An AP Lab Course is required in addition to the class period. |
| AP CHEMISTRY |
| This course is comparable to general chemistry taken during the first college year. Students learn to apply the basic principles, concepts, and operations of college chemistry. Topics include atomic theory, bonding, periodicity, acid-base chemistry, oxidation-reduction, equilibrium, and thermodynamics. Students maintain a laboratory notebook and use scientific calculators to solve problems. This course requires extensive nightly home preparation. Students are required to take the Advanced Placement examination in May. Prerequisite: Honors Chemistry. A lab period is required in addition to the class period. |
| AP ENVIRONMENTAL SCIENCE |
| The AP Environmental Science course is designed to engage students with the scientific principles, concepts, and methodologies required to understand interrelationships within the natural world. The course requires that students identify and analyze natural and human-made environmental problems, evaluate the relative risks associated with these problems, and examine alternative solutions for resolving or preventing them. Environmental science is interdisciplinary, embracing topics from geology, biology, environmental studies, environmental science, chemistry, and geography. |
| AP PHYSICS I |
| This course is an algebra-based, introductory college-level course that explores topics such as Newtonian mechanics (including rotational motion); work, energy, and power; mechanical waves and sound; and introductory simple circuits. Through inquiry-based learning, students will develop scientific critical thinking and reasoning skills. Prerequisite: Honors Pre-Calculus. Seniors only. |
| BIOLOGY |
| This course gives students an understanding of some of the major concepts of cellular biology and ecological concepts. Topics such as cell structure and function, heredity, evolution, interdependence of organisms, biochemistry, energy, and organization in living systems are taught using a variety of learning strategies. The course also addresses how science is related to career decisions, personal welfare and responsibilities as citizens, the quality of life, and the economic status of our country. Students gain knowledge and engage in the processes that enable them to solve problems and make sound decisions, establishing patterns of lifelong curiosity and learning. |
| CHEMISTRY |
| Chemistry uses experimentation, observation, and problem-solving to reinforce a study of atomic theory, bonding, periodicity, reactions, measurement, and primary states of matter. The student utilizes mathematical skills to analyze and synthesize quantitative data. Additional emphasis is placed on problem-solving, disciplined studying, and writing lab reports. The latter employs the process of critical thinking and analytical reasoning required by the scientific method. The course also emphasizes laboratory skills, safety in handling chemicals and equipment, and the ability to work in collaborative groups. |
| ENVIRONMENTAL SCIENCE |
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This course explores some of the major concepts of environmental science. Topics such as human population growth and cultural revolutions, the advent of environmental concerns, fossil fuels, nuclear and alternative energies, air pollution and conservation, soil erosion and conservation, waste disposal and management, the cycling of Earth’s resources, interactions in biosystems are introduced through a variety of learning strategies. The course also addresses how science is related to career decisions, personal welfare and citizen responsibility, quality of life, and the economic status of our country. Students have the opportunity to gain knowledge about and engage in the processes that enable them to solve problems and make sound decisions, establishing patterns of lifelong curiosity and learning. |
| HONORS BIOLOGY |
| This course gives students an understanding of some of the major concepts of cellular biology and ecological concepts. Topics such as cell structure and function, heredity, evolution, interdependence of organisms, biochemistry, energy and organization in living systems are taught using a variety of learning strategies. Honors students will be required to complete extension activities and additional projects. The course will also address how science is related to career decisions, personal welfare and responsibilities as citizens, the quality of life and the economic status of our country. Students will have the opportunity to gain knowledge and engage in the processes that will enable them to solve problems and make sound decisions, as well as establish patterns of lifelong curiosity and learning to help students be prepared for college and ready for life. |
| HONORS CHEMISTRY |
| Honors Chemistry is an advanced, comprehensive upper school chemistry course. The Honors Chemistry class will focus more on the depth of foundational concepts and explore more advanced topics. The topics to be studied this year include the atomic structure, the design of atoms, the periodic table, bonding, nomenclature, reactions, solutions, acids, bases and two specialized branches of chemistry (organic and biochemistry). The experiments in the laboratory exercises will incorporate problem-solving, planning and designing, performance, analysis, and application. The course strives to emphasize critical thinking and analysis skills, laboratory skills, safety in handling chemicals and equipment, connectivity to algebra and the ability to work in collaborative groups. |
| HUMAN ANATOMY |
| This course provides a basic understanding of the structure and functions of the human body, with an emphasis on homeostasis. Study includes anatomical orientation, protection, support and movement, integration and regulation, transportation, absorption and excretion, reproduction, growth and development. This course also emphasizes laboratory skills and the ability to work in collaborative groups. |
| PHYSICS |
| Physics provides students with a conceptual understanding of physical concepts as it helps develop problem-solving skills using mathematics. Students gain a better understanding of how the world around us operates and are prepared for further college study of physics. |
| 9TH GRADE - OVERVIEW OF THE BIBLE |
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| Overview of the Bible is an introductory course for all incoming freshmen, which will present important themes throughout the entirety of scripture, threading the Old and New Testaments into one holistic story. While this course will cover the main characters, events, and information presented throughout scripture, students will aim to see the Bible not simply as a disjointed collection of ancient history, but as a beautiful story communicating to us God's relationship to both the ancient world and today. Focus will be placed on where the Bible came from, the history of Israel, the beginnings of the Church, and how to apply biblical principles and teachings in our modern world. |
| 10th grade - life of christ |
| This semester course will work through a comparison and contrast of the four gospels as we unpack the life of Jesus and his miracles. We will also cover parts of Acts as we see the fulfillment of Jesus’ purpose on Earth. |
| 11th grade - practical theology |
| Students will be introduced to the life and theology of the apostle Paul as they study the book of Romans. The class includes a brief biographical look into Paul’s life through the eyes of his close friend Luke in the book of Acts. As the focus of the class moves to the book of Romans, students will gain insight into the theology of Paul. Students will study the first eight chapters of the book in order to understand the essence of the gospel through Paul’s writing. |
| 12TH GRADE - WORLD RELIGIONS |
| This course surveys the foundational beliefs and practices of the world’s leading religions. Students explore and analyze what other cultures believe and why. Additionally, students view such beliefs and practices through the prism of Christianity. |
| ADVANCED ALGEBRA AND TRIGONOMETRY |
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| Advanced Algebra and Trigonometry topics are presented in multiple ways, such as concrete/pictorial, verbal/written, numerical/data-based, graphical and symbolic. Concepts are introduced and used, where appropriate, in the context of realistic situations and accompanied by appropriate use of technology. Topics studied include: linear relationships and functions, systems of linear equations and inequalities, polynomial and rational functions and their graphs, trigonometric functions and their graphs and trigonometric identities and equations. |
| ALGEBRA I |
| This course begins with a review of basic concrete skills, using the four fundamental math operations, variables, simple equations and the number system. Later concepts include topics such as real numbers, fractions, linear functions, polynomials, systems of linear equations, equalities and inequalities, rational and irrational numbers and expressions and quadratic functions. Problem-solving techniques, with emphasis on accurate calculation skills, are incorporated throughout the year as related concepts are taught. Students master basic algebraic skills and their practical applications in preparation for subsequent required course work such as Geometry and Algebra II. |
| ALGEBRA II |
| Principle course skills in Algebra II include simplifying algebraic expressions, solving linear and quadratic equations and inequalities, factoring polynomials, applications of factoring, operations with rational expressions, complex and irrational numbers, graphing equations and inequalities, the study of functions, exponents, and logarithms. Included in the course work and derived from previous skills are many applications using basic and advanced word-problem strategies. The use of a scientific/graphing calculator is required. |
| AP CALCULUS |
| This course is designed for those students who have shown significant mastery of algebraic and trigonometric skills. Students are exposed to studies in many rigorous topics, including limits, continuity, differentiation and definition of integral, fundamental theorem of calculus, exponential, logarithmic, and trigonometric functions, techniques of integration and various applications. The use of a scientific/graphing calculator is required. Prerequisite: Honors Pre-calculus. |
| AP STATISTICS |
| Advanced Placement Statistics is the upper school equivalent of a one-semester, introductory college statistics course. In this course, students develop strategies for collecting, organizing, analyzing, and drawing conclusions from data. Students design, administer, and tabulate results from surveys and experiments. Probability and simulations aid students in constructing models for chance behavior. Sampling distributions provide the logical structure for confidence intervals and hypothesis tests. Students use a TI -83/84 or TI-Nspire graphing calculator, various statistical software, and Web-based Java applets to investigate statistical concepts. To develop effective statistical communication skills, students are required to prepare frequent written and oral analyses of real data. |
| CALCULUS |
| This advanced math course is ideally suited for students interested in business and economics, life sciences, and social sciences, but are not ready for AP calculus. This course begins with an extensive development of a library of elementary functions, including their properties and uses. Both differential and integral calculus are studied with an emphasis on application. Students are also introduced to multivariable calculus, as well as a brief discussion of differentiation and integration of trigonometric functions. Students are encouraged to investigate mathematical ideas and processes graphically, numerically, algebraically, and verbally. Graphing calculator technology will be extensively used in this course and students will continue their study of mathematical modeling. |
| GEOMETRY |
| Geometry reinforces algebraic skills as well as incorporates the study of measurement, properties, and relationships of points, lines, angles, surfaces, and solids. Students continue growth in problem solving and reasoning learned in Algebra I through the study of the relationships of different shapes. The course includes techniques of inductive and deductive reasoning, as written in two-column, paragraph, flow and indirect proofs. Right triangle trigonometry is learned and applied to real-world situations. |
| HONORS ALGEBRA II |
| Principle course skills in Honors Algebra II include simplifying algebraic expressions, solving linear and quadratic equations and inequalities, factoring polynomials, applications of factoring, operations with rational expressions, complex and irrational numbers, solving polynomial equations, graphing conic sections, the study of functions, exponents, and logarithms. Included in the course work and derived from previous skills are many applications using basic and advanced word-problem strategies. The use of a scientific/graphing calculator is required. Students in Honors will be expected to extend their understanding of Algebra II through critical thinking, independent work, and more challenging problems. |
| HONORS GEOMETRY |
| Honors Geometry reinforces algebraic skills and introduces new subject areas. Students continue to grow in problem-solving and reasoning learned in Algebra I through the study of the relationships of different shapes. The course includes techniques of inductive and deductive reasoning, as written in two columns, paragraph, flow, and indirect proofs. Right triangle trigonometry is learned and applied to real-world situations. Students in Honors will be expected to extend their understanding of Geometry through critical thinking, independent work, and more challenging problems. |
| HONORS PRE-CALCULUS |
| Honors Pre-Calculus prepares students for the rigors of Calculus. Topics are presented in multiple ways, such as concrete/pictorial, verbal/written, numerical/data-based, graphical, and symbolic. Concepts are introduced and used, where appropriate, in the context of realistic situations and accompanied by appropriate use of technology. Topics studied include linear functions, polynomial functions, power functions, rational functions, exponential functions, logistic functions, logarithmic functions, trigonometric functions, trigonometric identities, matrices, conic sections, limits, and derivatives. Students will be held to a higher standard across all aspects of the course as compared to on-level Advanced Algebra and Trigonometry. |
| STATISTICS |
| Statistics is the science of collecting, organizing, analyzing, and interpreting data to make decisions. This course examines descriptive statistics, probability and probability distributions, and statistical inference. It gives students a deep understanding of these topics, allowing them to use statistics to make informed decisions. |
| ANCIENT WORLD HISTORY AND GEOGRAPHY |
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| This interdisciplinary course focuses on building and enhancing students’ analytical skills. The scope of the course focuses on civilizations, as well as political and physical geography, prior to 1200 CE. Current events are interspersed with historical analysis to help students connect their study of the ancient world with modern social, economic, and political contexts and trends. Students will engage in learning activities that stimulate thought and curiosity as they explore human global connections that drive the past, present, and future. Students will demonstrate the ability to analyze primary and secondary sources, compare and contrast historical and modern globalization trends, and explain their views through essay writing and oral presentations. |
| HONORS ANCIENT WORLD HISTORY AND GEOGRAPHY |
| The Honors level Ancient World History and Geography course replaces the regular course, with more rigorous instruction and a higher expectation in regard to student academic performance. This interdisciplinary course focuses on building and enhancing students’ analytical and evaluative skills. The scope of the course focuses on civilizations, as well as political and physical geography, prior to 1200 CE. Current events are interspersed with historical analysis to help students connect their study of the ancient world with modern social, economic, and political contexts. Students will formulate well-informed hypotheses, develop argumentative essays, and present their work. Student work will focus on evaluating continuity and change over time, contextualization, comparison, and causation. |
| WORLD HISTORY: MODERN |
| This course builds on Ancient World History and Geography, analyzing global political, economic, and social trends and connections since 1200 CE. Students will continue to engage in learning activities that stimulate thought and curiosity as they explore human global connections that drive the past, present, and future. Students will critically analyze primary and secondary sources and write document-based, argumentative essays based on thorough research and analysis. The course loosely adheres to the AP curriculum, engaging the six major AP World History themes: humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation. |
| AP WORLD HISTORY: MODERN |
| This course replaces World History: Modern with a College Board-approved course in which students are expected to write, analyze, and assess at a higher level. “In AP World History: Modern, students investigate significant events, individuals, developments, and processes from 1200 to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change over time. The course provides six themes that students explore throughout the course in order to make connections among historical developments in different times and places: humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation” (2019-2020 Course and Exam Description, p. 7). |
| AP US HISTORY |
| This course replaces United States History with a College Board-approved course in which students are expected to write, analyze, and assess at a higher level. “In AP U.S. History, students investigate significant events, individuals, developments, and processes in nine historical periods from approximately 1491 to the present. Students develop and use the same skills and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change. The course also provides eight themes that students explore throughout the course in order to make connections among historical developments in different times and places: American and national identity; work, exchange, and technology; geography and the environment; migration and settlement; politics and power; America in the world; American and regional culture; and social structures” (2019-2020 Course and Exam Description, p. 7). Students are required to take the College Board AP U.S. History examination in May. Students work toward preparation for the May AP Exam by practicing test-taking strategies, extensive readings, extensive writing, and copious note-taking. |
| UNITED STATES HISTORY |
| This course instills in students an appreciation and critical understanding of the American experience. To achieve this goal, students read, write, articulate, and think critically about the scope of American history. Students learn the pivotal events, key personalities, great movements, and important developments in American history from Pre-Columbian civilizations to the present. Classroom activities include, but are not limited to: discussion, lecture, cooperative learning groups, role-play, essays, creative writing, study guides, vocabulary, oral presentations, and debate. |
| ECONOMICS |
| This is a required, one-semester course offered at the senior level. Economics is the study of choice and how individuals, governments, and institutions impact the marketplace and overall economy. Students understand and analyze organizing principles including micro-economics, macro-economics, and personal finance and investing. By the end of the semester students are able to see all choices through the lens of economic theory. Classroom activities include, but are not limited to: discussion, Socratic lecture, cooperative learning groups, role-play, essays, and debate. |
| AP MICROECONOMICS |
| AP Microeconomics is a college-level course that introduces students to the principles of economics that apply to the functions of individual economic decision-makers. The course also develops students’ familiarity with the operation of product and factor markets, distributions of income, market failure, and the role of government in promoting greater efficiency and equity in the economy. Students learn to use graphs, charts, and data to analyze, describe, and explain economic concepts. |
| GOVERNMENT |
| This is a one-semester required course offered at the senior level. The government course instills an appreciation and understanding of the history, structure, and functions of government at the local, state, and national levels. Students examine the philosophical foundations, structure, and functions of the American government and its relationship to the states and citizens. Students also compare the American system with other systems of government. Students are challenged to develop their own interpretation of American political life and are prepared for the rights and responsibilities of citizenship. |
| AP U.S. GOVERNMENT AND POLITICS |
| AP U.S. Government and Politics provides a college-level, nonpartisan introduction to key political concepts, ideas, institutions, policies, interactions, roles, and behaviors that characterize the constitutional system and political culture of the United States. Students will study U.S. foundational documents, Supreme Court decisions, and other texts and visuals to gain an understanding of the relationships and interactions among political institutions, processes, and behaviors. They will also engage in disciplinary practices that require them to read and interpret data, make comparisons and applications, and develop evidence-based arguments. In addition, they will complete a political science research or applied civics project. |
| LATIN I |
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| The first year of Latin begins the process of comprehending the Latin language through practice and reading it. Through these readings, students develop an understanding of the social and political history of the Romans, especially during the first century A.D. |
| LATIN II |
| During this second year of Latin, students refine Latin reading skills and continue to strengthen English reading and vocabulary skills through vocabulary building and structure analysis. Through the reading selections and class discussions, students acquire more in-depth knowledge of the daily lives and history of the Romans and continue to make comparisons relevant to today’s society. Furthermore, the students also compare the effects of the geography of the ancient Roman world and that of the United States on aspects of culture, such as food, dwellings, clothing, and the arts. Intermediate and advanced writing tasks also build a bridge to understanding the written word. |
| LATIN III |
| All skills developed in Latin I and Latin II are applied in this course. Major emphasis is placed upon continuing and advancing communication in the four skill areas of speaking, listening, reading, and writing. Students enhance their writing skills; review and master previously acquired grammatical skills, and increase the quantity and application of vocabulary. A main focus of this course will be the construction and usage of the subjective mood. Readings will include cultural topics designed to reinforce important unit themes, as well as excerpts from Latin literature. |
| LATIN IV |
| Our Latin 4 class seeks to accomplish two goals. For the students who will be going on to AP Latin the following year, this class provides another year of scaffolding, wherein students are presented with a comprehensive grammar review while they read Latin from original sources. Vergil’s Aeneid and Caesar’s De bello Gallico will be highlighted. For non-AP students, Latin 4 is a great survey of Roman literature. Works will include Ovid, Catullus, and Plautus, in addition to Vergil and Caesar. Throughout the year, students will encounter Roman art and architecture that augment their understanding of the written word. |
| AP LATIN |
| The AP Latin course is designed to give students the training and experiences needed to be successful on the College Board AP Latin exam. Our course goals are to develop the students’ abilities to translate the required passages from Vergil’s Aeneid and Caesar’s De bello Gallico into English as literally as possible, to help them understand the context of the written passages (including the political, historical, literary, and cultural background of each author and text), and to help them understand the reasons behind particular styles of writing and the rhetorical devices employed. With these considerations in mind, students will learn to analyze the text and draw their own logical conclusions. Students will have the opportunity to review a variety of annotated texts of the Aeneid and the De bello Gallico which provide copious AP practice questions. This course encourages students to read Latin prose and poetry aloud and at sight with accurate comprehension and appreciation. For the Vergil text, students will learn dactylic hexameter and how it is used to enhance the text and create effect and students will scan the poetry regularly. Assessments will include homework, exams, sight translations, presentations, vocabulary quizzes, research projects, recitations, and analytical and interpretative essays. |
| SPANISH I |
| This course is a comprehensive introduction to the Spanish language. Students will develop basic language skills in listening, reading, speaking, and writing. Basic grammatical structures will be presented including sentence constructions, present tense of regular and irregular verbs, direct and indirect object complements as well as additional verb tenses and a deeper investigation into basic verb usage. The curriculum is based upon the five Standards in World Language Education which are communication, cultures, connections, comparisons, and communities. |
| SPANISH II |
| This course is an intermediate-level Spanish language course. Students will expand their language skills in listening, reading, speaking, and writing. Basic grammatical structures will be reviewed as complex grammatical structures will be introduced including past tense conjugations of regular and irregular verbs, the imperative tense, and the use of reflexive and reciprocal constructs. The curriculum is based upon the five Standards in World Language Education which are communication, cultures, connections, comparisons, and communities. |
| SPANISH II HONORS |
| This course is an intermediate-level Spanish language course. Students will expand their language skills in listening, reading, speaking, and writing. Basic grammatical structures will be reviewed as complex grammatical structures will be introduced including past tense conjugations of regular and irregular verbs, the imperative tense, and the use of reflexive and reciprocal constructs. The curriculum is based upon the five Standards in World Language Education which are communication, cultures, connections, comparisons, and communities. *The honors level course includes a Pre-AP curriculum to further build language skills in listening, reading, speaking, and writing in a format similar to the AP Spanish Language exam. Prerequisite: 90% or above in Spanish I. |
| SPANISH III |
| This course is an intermediate-advanced level Spanish language course. Students will expand their language skills in listening, reading, speaking, and writing. Complex grammatical structures will be reviewed and expanded upon, including the use of the subjunctive mood in a variety of situations, the use of future and conditional verb tenses, expansion on the imperative tense, and an introduction to the passive voice. The curriculum is based upon the five Standards in World Language Education which are communication, cultures, connections, comparisons, and communities. |
| SPANISH III HONORS |
| This course is an intermediate-advanced level Spanish language course. Students will expand their language skills in listening, reading, speaking, and writing. Complex grammatical structures will be reviewed and expanded upon, including the use of the subjunctive mood in a variety of situations, the use of future and conditional verb tenses, expansion on the imperative tense, and an introduction to the passive voice. The curriculum is based upon the five Standards in World Language Education which are communication, cultures, connections, comparisons, and communities. |
| SPANISH IV HONORS |
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This course is an advanced-level Spanish language course. Students will grow their language skills in listening, reading, speaking, and writing. All concepts presented in previous levels will be reviewed and examined at a higher level of detail focusing on the minute details of the Spanish language. Students will explore smaller grammatical structures such as the use and omission of definite and indefinite articles, and the use of the passive voice in a variety of situations and examine further the use of the subjunctive mood. This course is preparatory for the AP Spanish Language exam as it introduces students to interpretive, interpersonal, and presentational communication styles for all themes present on the AP Spanish Language exam. The curriculum is based upon the five Standards in World Language Education which are communication, cultures, connections, comparisons, and communities. *The honors level course includes a Pre-AP curriculum to further build language skills in listening, reading, speaking, and writing in a format similar to the AP Spanish Language exam. |
| AP SPANISH |
| This AP Spanish Language and Culture course has been designed specifically around the AP Spanish Language exam and is meant to maximize the student’s preparedness for the exam. This course will focus on improving the student’s proficiency across the three modes of communication presented on the exam: interpretive, interpersonal, and presentational by using a variety of authentic Spanish-language resources from various authentic Spanish-language media including online print, audio, and audiovisual, as well as from more traditional sources that include literature, essays, magazine and newspaper articles and charts, tables and graphs. |