Scituate School Department: Mr. George Tracy, Guidance Department Chairperson

SCITUATE SCHOOL DEPARTMENT
197 Danielson Pike, North Scituate, RI 02857

647-4100
Dr. Paul R. Lescault

Superintendent of Schools
Dr. Kristen Stringfellow

Assistant Superintendent
for Instruction and Curriculum
SCITUATE HIGH SCHOOL

94 Trimtown Road, North Scituate, RI 02857
647-4120
647-4126 (FAX)
Mr. Michael Sollitto, Principal
Mr. David Sweet, Assistant Principal
GUIDANCE DEPARTMENT
Mr. George Tracy, Guidance Department Chairperson
647-4108
www.scituatehighschool.com
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It is the policy of the SCITUATE PUBLIC SCHOOL DEPARTMENT not
to discriminate on the basis of age, sex, sexual orientation, race, religion,
national origin, color or handicap in its educational programs, activities
and employment practices in accordance with applicable laws and
regulations. If you require an accommodation in order to attend a
meeting or program at a school, call the Affirmative Action Office at 647-
4100 at least two business days in advance of the meeting or
program.
Inquiries regarding compliance with laws related to sex discrimination

and handicapped accessibility are to be directed to Dr. Kristen
Stringfellow, Assistant Superintendent, 197 Danielson Pike, North
Scituate, Rhode Island 02857, Telephone 401-647-4100. The Scituate
School Department names Dr. Kristen Stringfellow as the Equal
Employment Opportunity/Affirmative Action Officer. Inquiries may also
be directed to Mr. Robert L. Bailey IV, Coordinator, Office of Civil Rights
in Education, 22 Hayes Street, Providence, Rhode Island 02908,
Telephone 401-277-2648 and Regional Director, Office of Civil Rights,
U.S. Department of Education, J.W. McCormack Building, Boston, MA
02109, Telephone 617-223-9687.
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DEPARTMENT CHAIRPERSONS
Art Miss Wendy Feldman
English Mrs. Ruth Trainor
Family and Consumer Science Mrs. Jill Morton
Foreign Language Mrs. Otilia Nobrega
Health/Physical Education Miss Jean Angell
Industrial Technology Mr. Russell Furlong
Mathematics Mrs. Jean Esposito
Music Mrs. Stefanie Marsland
Science Mr. Carlo Catucci
Social Studies Ms. Amy Grundt
Special Education Ms. Christine Connell
This booklet contains information regarding academic policies and course

offerings at the Scituate High School. Parents and students will find that the
careful reading of this booklet is a necessary step in the important task of
selecting courses that are appropriate for students. Please contact the
student’s guidance counselor for any additional information that may be
required.
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SCITUATE SCHOOL SYSTEM
The mission of the Scituate School System is to provide all students with
the knowledge and skills necessary to become responsible, successful and
contributing citizens in a continually changing world.
SCITUATE HIGH SCHOOL

Mission Statement
Scituate High School enables all students to reach high academic, civic and
social standards by focusing on the whole person and developing all students
into responsible citizens, effective problem solvers and communicators, and
life long learners.
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STUDENT ACADEMIC EXPECTATIONS AND LEARNING OUTCOMES
The curriculum, program of studies, and course specific assessments assure that Scituate
High School graduates demonstrate competency in a wide body of knowledge, achieve
the school’s academic expectations, and exhibit personal habits that enhance their
physical and emotional growth. The faculty embraces and incorporates the following
student academic expectations in coursework throughout the school. Graduates of
Scituate High School will:
1. Communicate effectively through speaking, writing, listening and reading.

1.01 Students effectively communicate orally in front of an audience
1.02 Students effectively communicate during class discussions
1.03 Students communicate effectively through the use of writing for a variety
of purposes and audiences
1.04 Students listen actively, critically, and responsibly
1.05 Students demonstrate the ability to comprehend, process, evaluate
and utilize print and visual material from a variety of genres
2. Be effective critical thinkers and problem solvers.
2.01 Students use higher order thinking skills to research, analyze, and evaluate
information from a variety of sources
2.02 Students use critical thinking skills to make informed decisions and solve
problems
3. Demonstrate active involvement in his / her own education.
3.01 Students participate in self-evaluation, class critiques, and class discussion
3.02 Students demonstrate initiative, responsibility, and self-discipline in
achieving success in all content areas
3.03 Students participate through assignments, projects, performances, and
research as required by curriculum
3.04 Students work cooperatively to achieve a shared goal
4. Utilize technology effectively and responsibly to enhance learning in the
content areas.
4.01 Students use appropriate technology in content areas
5. Explore and express their creativity.
5.1 Students demonstrate originality and creativity in their work
5.02 Students demonstrate proficiency in one of the fine arts (music, visual arts,
drama or dance)
6. Demonstrate proficiency in one of the Fine Arts (music, visual arts, dance or
theatre).
6.1 Students demonstrate the ability to evaluate and react to relevant art forms
6.2 Students demonstrate the ability to create and/or perform in the medium of
one of the art forms
6.03 Students understand the significance of the arts’ relationship to human
expression and culture
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THE GUIDANCE DEPARTMENT
The primary goal of the Guidance Program is to assist each student in achieving
self-understanding by helping each student understand and accept his/her personality and
abilities.
Guidance services involve counseling students using both individual and group
approaches, consulting with parents and teachers, administering tests, providing
applications and testing information, offering vocational, career, and education
information, and assisting with selection and scheduling of courses. Specific activities, by
grade, include:
Grade 9
High School Awareness, Individual Learning Plans, Self Awareness, Career Awareness,
Individual Counseling and Scheduling, Course Selection, Rhode Island Health
Assessment (every other year), Stanford Achievement Test 9 (mathematics and reading),
and Goal Setting
Grade 10
Interest Inventory, Individual Learning Plans, Individual Counseling and Scheduling,
Preliminary Scholastic Aptitude Test (PSAT), Course Selection, and Stanford
Achievement Test 9 (mathematics and reading)
Grade 11
NECAP English Language Arts / Mathematics / Science Assessments, Individual
Learning Plans, Preliminary Scholastic Aptitude Test / National Merit Scholarship
Qualifying Test (PSAT / NMSQT), Scholastic Aptitude Test (SAT), Armed Services
Vocational Test Battery (ASVAB), Individual Counseling and Scheduling, Information
On Military Academics, Course Selection, Counseling for Vocational and Educational
Planning, and Individual Scheduling
Grade 12
College Testing, Individual Learning Plans, Scholastic Aptitude Test (SAT),
American College Testing (ACT), Achievement Testing, College Counseling, College
Admission Counselors Meeting, Financial Aid Information, Reserve Officers' Training
(ROTC), Military Academics, Meetings With Military Recruiters, Course Selection,
Career and Educational Counseling, and Review of Permanent Record Folders
STATE TESTING
Every year during the fall and spring, students in Grades 11 are administered
required NECAP state tests. Actual testing dates are established by the state. Juniors are
required by the state to take these tests. There are no exemptions.
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SELECTION OF COURSES
The selection of courses is an important responsibility that is shared by the school

staff, parents and students. The achievements, interests, abilities and future goals of the
student should be considered in selecting courses. The courses offered at Scituate High
School are diversified to meet the broad range of needs and talents among students.
Elective courses will be offered if a minimum of ten students enroll and sufficient
certified staff are available.
Scituate High School provides guidance services to help students select programs
that will meet their individual needs. Individual Learning Plans (ILP) are created for
each student in consultation with guidance counselors, teachers, and the approval of
parents. Each year a student will complete a Course Selection Sheet that details courses
for the coming year. The Course Selection Sheet requires a parent’s signature.
In order to ensure a positive, successful experience for all students, certain classes
have prerequisites. Honors, Early Enrollment, and Advanced Placement courses are
rigorous offerings and should be elected by students who possess the skills, motivation,
and desire to perform to the highest of standards, and the required prerequisites.
Failure of a course may affect the final student schedule for the new school year.
Students must be aware of course prerequisites that might include a minimum grade in a
course. Students not meeting prerequisites may have their final schedules changed.
Student enrollment in all courses may be adjusted according to student selection and
eligibility. Determination for all course enrollments is based on students’ final course
grades.
POLICY FOR DROPPING SUBJECTS AND CHANGING SCHEDULES
Students, with the assistance of parents and guidance counselors, are to give
serious consideration in the spring to the election of subjects which best fit the students’
needs and abilities. The Selection of Studies Sheet states: No change in this curriculum
in September. After the thirteenth day, no changes are to be made in student schedules.
Exceptions to this policy will be made only after consultation between the principal, the
respective guidance counselor, parent, department chairperson and all teachers who are
involved. Any change that is made will be made in the best interest of the student. No
credit will be granted to students who withdraw before the completion of a course.
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GRADUATION REQUIREMENTS
Each student graduating from Scituate High School must meet the following
graduation requirements:
Completion of 21 Credits
Participation in Grade 11 State Testing
Successful Completion of a Graduation Portfolio
Successful Completion of a Senior Project
The Board of Regents requires all students to demonstrate proficiency in six (6)
core areas: English, Mathematics, Science, Social Studies, the Fine Arts, and Technology.
These proficiencies must be demonstrated in the Graduation Portfolio.
GRADUATION CREDITS
For the Class of 2009, students must earn twenty-one (21) credits to receive a high school
diploma. Of the twenty-one credits, seventeen (17) credits are required coursework:
English (4 credits); Mathematics (4 credits); Science (3 credits); U. S. History I Honors
or U. S. History I (1 credit); Social Studies (2 credits); Physical Education (2 credits); and
Health (1 credit).
For the Class of 2010 and 2011, students must earn twenty-one (21) credits to receive a
high school diploma. Of the twenty-one credits, eighteen (18) credits are required
coursework: English (4 credits); Mathematics (4 credits); Science (3 credits);
U. S. History I Honors or U. S. History I (1 credit); Social Studies (2 credits); Fine Arts
(1 credit); Physical Education (2 credits); and Health (1 credit).
For the Class of 2012, Class of 2013, and subsequent classes, all requirements as stated
for the class of 2010 and 2011 remain in effect. Additionally, all graduates must obtain a
minimum score (as determined by the Rhode Island Department of Education) on the
state assessment NECAP exam, taken during grade 11.
Any student who has not fulfilled the graduation requirements of Scituate High School
will not be allowed to participate in graduation exercises unless granted special
exception by the Scituate School Committee under extenuating circumstances.
All students must carry a full schedule of 5.75 credits a year. A credit is earned by
successfully completing any subject meeting four times a week for one year.
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RECOMMENDATIONS FOR COLLEGE BOUND STUDENTS
Many colleges, including Rhode Island College and the University of Rhode
Island, are requiring a minimum of seventeen (17) CORE CREDITS in the areas of
English, Mathematics, Science, Social Studies and Foreign Language. Additional credits
may be desired in other areas. All colleges have their respective requirements for
admission. Therefore, early research into potential colleges is necessary to ensure course
requirements are completed.
CLASS MEMBERSHIP
A student must have earned 4.25 credits to be a member of the Sophomore Class;
9.25 credits to be a member of the Junior Class; and 14.25 credits to be a member of the
Senior Class.
REPORTING SYSTEM
Report cards are issued for students in grade nine through twelve four times
yearly in November, January, April and June. Interim reports are issued several weeks
before the quarterly report cards to inform parents that the student’s work is not up to
standard or that the student is working below his/her capacity. Students, parents, and
counselors may request bi-monthly progress reports. These reports are mailed from the
guidance office between report card dates and interim dates. Student achievement is
indicated on the report cards for grades 9-12 in the following manner:
A+ = 100-97 C+ = 79-77 E = 64-60

A = 96-93 C = 76-73 F = Below 60
A- = 92-90 C- = 72-70 INC = Incomplete
B+ = 89-87 D = 69-65
B = 86-83
B- = 82-80
There are two grades of failure: E and F. Students receiving a failure grade of E
are eligible to attend summer school or be tutored; students receiving a failure grade of F
are not eligible for credit from summer school or tutoring.
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RANK-IN CLASS PROCEDURES
Rank-In-Class is calculated at the end of a student's Freshman, Sophomore, and

Junior years. Rank-In-Class is calculated for Seniors at the end of the First Semester,
which determines class Valedictorian and Salutatorian, and for the purpose of college
admission. The method of calculating rank is as follows:
1. Include all students.
2. Include grades for all courses taken in grade 9-12.
3. Assume a letter scale with a numerical quality point value given to each letter:
1 Credit ½ Credit ¼ Credit
A+ 4.3000 2.1500 1.0750

A 4.0000 2.0000 1.0000
Α A- 3.7000 1.8500 .9250
B+ 3.3000 1.6500 .8250
B 3.0000 1.5000 .7500
B- 2.7000 1.3500 .6750
Β C+ 2.3000 1.1500 .5750
C 2.0000 1.0000 .5000
C- 1.7000 .8500 .4250
D 1.0000 .5000 .2500
E 0.0000 0.0000 0.0000
F 0.0000 0.0000 0.0000
4. All Honors and Early Enrollment courses will be assigned an additional weight
factor of 1.0000 for full year courses and .5000 for semester courses. Grades of E
and/or F will not receive an additional weight factor.
5. Rank-in-Class is determined by adding quality points earned (#3) divided by the

total credits attempted.
POLICY FOR INDEPENDENT STUDY
Independent Study is designed to provide students with the opportunity to

undertake an advanced study not offered in the program of studies or to take a course
independently because of schedule conflicts. Independent Study may only be taken as a
sixth subject.
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In applying for independent study, the student must obtain recommendations from
his/her Guidance Counselor, Department Chairperson, and Principal. The student must
present a well-developed, clear, logical outline of the proposed subject he or she wishes
to study. This outline should include: description of the problem or project; methods and
resources to be used; time line for completion of projects; and ways in which the
independent study would be evaluated.
A specific, well-defined end product is expected from the student’s investigation.

The student must secure the services of a voluntary teacher who has the approval of the
Department Chairperson involved to supervise the independent study. The grading
system for independent study will be Pass/Fail and appropriate credit will be earned.
Applications will be made through the student’s guidance counselor.
HIGH SCHOOL HONOR ROLL
To achieve HIGH HONORS WITH DISTINCTION, a student must attain a

Grade Point Average of 4.0000 with no grades below a B- in any subject. To achieve
HIGH HONORS, a student must attain a minimum GPA of 3.7000 with no grades below
C- in any subject. To achieve HONORS, a student must attain a minimum GPA of
3.0000 with no grades below C- in any subject. Weight factor will be applied to Honors’
courses only for GPA purposes.
DIRECTED LITERACY PERIOD (DLP)
Effective with the Class of 2008 and subsequent classes, each student is required to
receive 330 minutes of instruction each day.
Effective in the 2005 school year the term Study Hall was no longer used. Periods
in which students are not in scheduled core / content classes will be called a Directed
Literacy Period (DLP). These periods, as well as the Advisory Program, will count as
instructional time. When in a DLP, students are to have all the necessary books and
materials needed to spend the entire period reading and studying.
To avoid any distraction, the following regulations will be enforced:
• There will be no locker permissions and no permission to go to a teacher or to other

rooms (including the computer room and Guidance) without previously having
obtained a signed pass from the teacher or other person involved;
• Lavatory permission shall be granted only in emergencies;
• There is to be no talking, creation of other distractions, no card playing, no use of CD
players with headphones, et cetera.
Students in Grades 9 through 12 are required to attend Direct Literacy Periods,

Advisory (Period 8), and Period 9. Late arrival to school and early dismissal from
school is prohibited.
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ADVISORY PROGRAM
Students in Grades 9 through 11 are required to participate in an Advisory

Program that will be conducted during Period 8. Seniors will participate in Senior
Seminar during Period 8. The mission of the Advisory Program is to facilitate
achievement of graduation requirements, and high academic, civic, and social standards
through cooperative relationships in a small, diverse group guided by the same adult over
four years. An established Advisory plan of activities will be followed. Senior Seminar is
a class that helps seniors to prepare for the Senior Project. The time spent in Advisory, in
Senior Seminar, or when attending the other activities will count toward the required 330
minutes of instruction
PERIODS 8 AND 9
The primary purposes of having Periods 8 and 9 are to integrate an Advisory

Program and Senior Seminar (Period 8) and to afford students the opportunity to be
involved in co-curricular activities and literacy activities (Period 9). Students who elect to
be involved in co-curricular activities such as FFA, Philosophy Club, Student Council,
and Chess Club may do so during Period 9. Students who do not participate in a co-
curricular activity following will remain in their room and will participate in Directed
Literacy activities, including research, homework completion, personal reading and any
other educationally-related activity.
The above changes to Periods 8 and 9 are the result of the mandated state
requirements that students receive 330 minutes of instruction each day and that each
student’s learning experience be more personalized.
SUMMER SCHOOL OR SUMMER TUTORING GUIDELINES FOR THE

MAKEUP OF FAILED HIGH SCHOOL COURSES
Students who elect to attend summer school or be tutored in the summer will be
allowed to makeup only two (2) courses in which they receive a final grade of E.
Students who received a final grade of D in certain Mathematics courses and Foreign
Language courses can attend summer school to improve their Final Grade to meet the
prerequisite of the next course in the sequence of courses. Please refer to the Program of
Studies for additional information about prerequisites.
Students who intend to be tutored must have advanced approval of the Principal.
The tutor must possess a valid Rhode Island teaching certificate and must provide a
minimum of thirty (30) hours of instruction for the area in which the student is being
tutored.
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Successful completion of a course in summer school or by summer tutoring will
raise the final grade earned during the school year by one letter grade. The maximum
letter grade that can be earned is C. Summer school courses can also be taken for
personal academic growth and development. The course(s) and grade(s) will not be
substituted for corresponding school courses.
Since four years of high school English are required for graduation, English 9 is a
prerequisite for English 10, English 10 is a prerequisite for English 11, and so on.
Students will have to make up failures in the required high school English courses by (1)
attending summer school during the next summer semester; (2) receiving tutoring in the
next summer semester; (3) as a senior, by taking a course at an institution of higher
education; (4) as a senior, by taking double English; or (5) requesting a variance from the
School Committee.
ELIGIBILITY REQUIREMENTS FOR PARTICIPATION IN

ATHLETICS AND EXTRA-CURRICULAR ACTIVITIES
Participation in athletics and extra-curricular activities is a privilege and

educational opportunity.
To be eligible to participate in athletics and extra-curricular activities at Scituate
High School, students are expected to maintain appropriate behavior, citizenship, and
acceptable academic standards.
Eligibility to participate in athletics and/or extra-curricular activities in any given

marking quarter will be determined by grades received in the preceding marking
quarter. A student will be allowed to fail one course and must maintain a minimum
grade point average of 1.7000 (C-). Any student who fails any two courses will be
ineligible to participate in athletics (including practice) and extra-curricular activities.
Summer school grades do not count for eligibility.
Interscholastic athletics shall be governed by the Rhode Island Interscholastic

League Rules and Regulations and/or Scituate School Committee. In cases where the
standards set by one agency exceed those by the other, then the highest standard will be
in effect.
Situations that are not addressed by the above guidelines may arise. Such
situations may be appealed to a review committee that includes the superintendent,
principal, assistant principal, respective Guidance counselor, and respective advisor or
coach. The appeal must be made within one week of the student receiving his/her report
card.
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NATIONAL HONOR SOCIETY
High School juniors and seniors are eligible for induction into the National Honor
Society. Selection and continued membership are based on scholarship, service,
leadership and character. Students do not apply for membership. Selection is an honor
bestowed on the student. Non-selected students will be informed of the areas where the
Faculty Selection Committee felt they did not meet the standards. The Scholarship
standard is based on a student's cumulative grade point average (GPA) beginning in grade
nine and continuing until the end of the first semester of their current grade. To be
eligible for consideration for the Society, a student must have a GPA of 3.600 or higher.
The service standard is fifty (50) hours of documented service for grade eleven
induction, eighty (80) hours for grade twelve, and a total of ninety (90) hours by March
of the senior year. Service hours accumulate beginning in grade nine. The following
pace is recommended: 10 hours in grade nine, 20 hours in grade ten, and 30 hours in both
eleventh and twelfth grades. Verification forms are available from the Honor Society
advisors and in the Media Center. Students are expected to find their own projects.
Suggestions and information are available from the NHS advisor.
Classroom, school, and peer leadership are considered for the leadership
qualification. Classroom leadership is defined as positively influencing others to do their
best; taking challenging academic courses; and going beyond what is expected. School
leadership is based on participation in extra curricular activities.
Character is evaluated on the following definition: The student of character

demonstrates the highest standards of honesty and reliability. He/she shows courtesy and
concern for others; upholds school regulations; and observes instructions and rules both
in and outside the classroom.
Finally, the Faculty Selection Committee considers it to be the responsibility of

the individual student to be aware of National Honor Society induction standards and
his/her GPA, to perform service on a regular basis, and to maintain the highest standards
of leadership and character.
NATIONAL HONOR SOCIETY DISCIPLINE / DISMISSAL POLICY
Members of the National Honor Society are expected to maintain their selection
standards. NHS membership is a commitment to the standards of Scholarship, Service,
Leadership, and Character. If a student falls below his/her induction standards in any
area, he/she will:
First: Receive a written explanation from the NHS advisor.

Second: Be given the opportunity for a hearing before the Faculty Selection
Committee.
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Third: Be given a limited amount of time to correct the deficiency or face
dismissal.
Discipline may include but is not limited to the following: probation, loss of
privileges or participation for a limited time, additional community service, and dismissal
from the NHS.
According to the NHS Constitution, dismissal is permanent. Once dismissed, a

student cannot be considered for re-admission. He/she must return the membership pin
and certificate. Violations of school policies in the areas of substance abuse, weapons,
and test taking, or repeated problems in the same selection criteria, may result in an
immediate recommendation for dismissal.
NHS discipline and dismissal decisions are subject to the same right of appeal as
any other school discipline policy.
RHODE ISLAND HONOR SOCIETY
Rhode Island Honor Society is for seniors only. Prospective members are
considered on the basis of character and scholarship. The academic standard is a GPA of
3.3000. Character is defined under the National Honor Society.
NCAA CLEARINGHOUSE
Student athletes entering a Division II institution in fall 2008 must complete a

minimum of 14 core-course units, which is an increase in one core course. The additional
core course may be taken in English, mathematics, natural/physical science, social
science and foreign language. In Division I only, student-athletes entering a collegiate
institution in fall 2008 must complete a minimum of 16 core-course units. One of the
additional units must be in the area of mathematics, bringing the total number of required
mathematics units to three. This will require students to complete three years of
mathematics at the level of Algebra I or higher. The other course may be in any core area,
as described previously. To read more about the changes, visit the NCAA Clearinghouse
web site at www.ncaaclearinghouse.net.
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ART
Through the art program students will gain a unique understanding of the world
around them. Students will learn to solve problems and think creativity. As a result of
their visual education, students will:
1. Perceive and understand visual and aesthetic relationships in the environment.

2. Be able to produce expressive works of art and discover the specific qualities of
different art materials and how to use them.
3. Learn to express feelings, experiences and ideas that they find meaningful.
4. Acquire knowledge of the history of art and design.
5. Evaluate works of art and make intelligent visual aesthetic judgments.
Introductory and advanced studio art courses are offered. Students will work in both
two and three-dimensional media. Students will also have the opportunity to show
their artwork in local and statewide exhibits. On occasion, students will visit
museums, and local artists will be guests in the classroom, including periodic artists-
in-residence.
Students are required to complete three (3) Proficiency Tasks for all courses. Four (4)
Proficiency Tasks must be completed for the Honors courses.
INTRODUCTORY ART STUDIO (0010)

This is a half-year art course and is a prerequisite for Computer Imaging and Fine Arts
(0021) and all other art studio courses. Using two-dimensional art processes, the student
will be introduced to the basic visual concepts of line, shape, design, color and form.
Various drawing, painting and design problems will prepare the student to work on
computer/multimedia generated images the following semester. This course will fulfill
the half-year of the arts requirements for college bound students, and offers .5 credit.
INTRODUCTORY COMPUTER IMAGING AND FINE ARTS (0011)

Introductory Computer Imaging and Fine Arts is a half-year elective that provides a
comprehensive introduction to the creation of original computer/multimedia generated art
and design images. Students will have hands-on experience using the Apple Macintosh
computer as a creative tool in drawing, painting, and multimedia art-making processes.
This course will fulfill the half-year requirement of computer literacy for college bound
students, and offers .5 credit. Prerequisite: Introductory Art Studio (0010).
CERAMICS (0000)
This is a full year course and offers 1. credit. Prerequisites: Introductory Art Studio
(0010) and Introductory to Computer Imaging and Fine Arts (0011)
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The ceramics course provides students with a formal introduction to traditional and
contemporary ceramic forms and processes, using a variety of hand-building techniques
including: pinch, coil and slab. Students will refine skills and learn advanced modeling
techniques (such as throwing) second semester. Students develop aesthetic ideas through
intermediate and advanced ceramic practices. They will also be introduced to clay
bodies, mold and stamp making, glazing and firing processes. Discussions and critiques
are held to discuss design/creation, aesthetics, history and art criticism as related to
ceramics.
SCULPTURE (0000)
Prerequisite: Introductory Art Studio (0010) and Introductory to Computer Imaging and
Fine Arts (0011). This is a half-year course offering .5 credit.
The course is a survey of basic sculptural materials and techniques. This course will
allow students to further explore the manipulation of mixed media materials, wood,
ceramics, and wire and to develop a comprehensive range of skills, knowledge and
competencies, three dimensionally. Students will learn to apply the Elements and
Principles of Design and investigate the process of additive and subtractive sculpture
through the manipulation of materials. The fundamentals of design, modeling, casting,
carving, and various methods of three-dimensional construction will be emphasized.
Students will study three-dimensional art and examine different media in which to work.
They will learn the skills, philosophies, and traditions of sculptural art forms. In this
class, students will develop technical hands-on skills, increase knowledge, and develop
appreciation for contemporary sculpture while integrating aesthetic, cognitive, and
affective skills.
ADVANCED COMPUTER IMAGING AND FINE ARTS (0015)

This course is a follow-up course to Introductory Computer Imaging and Fine Arts
(0011). Students will use the Apple Macintosh computer, various forms of multimedia
and professional graphics programs to produce computer-generated art and design
images. Assignments will incorporate drawing, painting, design and mixed media
processes. This is a half-year elective and offers .5 credit. Prerequisite: Computer
Imaging and Fine Arts (0011).
ADVANCED ART STUDIO (0017)

Prerequisite: Introductory Art Studio (0010) and Introductory to Computer Imaging and
Fine Arts (0011).
This course provides the student with a more in-depth and intensified study of the visual
arts and encourages a problem-solving approach to assignments. The curriculum
emphasizes working with and knowledge of three-dimensional media (clay, sculpture,
and construction) and also various two-dimensional media (drawing, painting, airbrush
and printmaking). This is a full-year course and offers 1 credit. Students will be allowed
to add this course in the second semester for .5 credit with the instructor’s permission and
with a portfolio review.
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ADVANCED PORTFOLIO STUDIO HONORS (0027)
Prerequisite: Introductory Art Studio (0010), Introductory to Computer Imaging (0011)
Weighted Honors Course
This is a full year course offering 1 credit. Students will be allowed to add this course
second semester, with permission of the instructor, and receive .5 credit. In lieu of
prerequisites, serious students, who have not taken any previous Art courses, may elect
this course with the permission of the instructor and a portfolio review.
The Advanced Portfolio Studio Art Program is for highly motivated Junior and Senior
students who are interested in and committed to an intensified study of the arts. The
scope of work for this course is equivalent to that on an introductory college level course
in studio art. Because of this, the workload in this class involves significantly more time
and effort than that of a typical high school art class. Students must work outside the
classroom a minimum of four (4) hours per week. Therefore, this course is not for the
casually interested art student, but is designed for the intrinsically motivated art student.
This class provides a special opportunity for advanced art students to create, compile and
professionally prepare a hardcopy and/or digital portfolio for admission to art school or
college upon graduation. Topics will include building a strong portfolio and careers in
the arts. Students will regularly have the opportunity to have their work
reviewed/evaluated by college representatives who visit the class throughout the year.
Historically, Portfolio students have been accepted and offered scholarships to a variety
of competitive art schools and universities throughout RI and the United States.
Individual students may elect to submit a portfolio of work for evaluation by the
Advanced Placement program of the College Board, and may receive college credit and
/or advanced placement standing in college or art school.
VISUAL ARTS IN SOCIETY – RHODE ISLAND COLLEGE EARLY

ENROLLMENT PROGRAM HONORS (0028)
This is a half-year college level Early Enrollment Program (EEP) course in art. Students
may choose to receive three college credits in the Humanities from R.I.C. after paying
tuition costs to R.I.C. This course is open to college bound juniors and seniors. No prior
art course is required.
Although the course is academic in nature, studio projects are incorporated into
every topic studied. Students are introduced to the visual arts through readings in college
level reference books. Class activities include discussions, films, slides, museum and
field trips, demonstrations by visiting artists, and studio projects in a variety of materials
– painting, architecture, graphic design, photography and sculpture.
Grading is based on studio projects, papers, reports, blue book hour exams, and
class discussions. Students are required to do an independent project set up like a college
thesis whereby each student chooses to study a topic in a logical manner and presents a
completed studio project and formal paper on his or her experience.
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Students receiving a grade of B or better may transfer the 3 college credits from R.I.C. to
many other colleges. VAS (0028) is a weighted Honors course.
ENGLISH
It is the mission of the English Language Arts Department of Scituate High
School to provide students with a firm foundation in literacy that focuses on a
development of oral and written communication skills, problem solving abilities, and
higher order critical thinking skills. It is our goal to provide students with a learning base
that carries beyond the high school setting and enables students to apply the knowledge
attained in high school to college endeavors and future employment.
In order to ensure that students have acquired the skills necessary to succeed in
the world beyond high school, Scituate High School’s ELA Department has grounded its
curriculum in the state’s Grade Span Expectations and in the learner outcomes defined by
Scituate High School. We have created Course Proficiency Tasks (CPTs) to measure
each student’s progress towards proficiency. These Course Proficiency Tasks are
measured by departmental and school-wide learner outcome rubrics. The CPTs are
collected in the ELA folder of Scituate High School’s Graduation Portfolio.
In addition to the ELA folder on the Graduation Portfolio, students will collect
writing in a separate folder entitled “Writing Portfolio.” It is here that students will
showcase the process of writing and will post multiple genres of writing including works
from other subject areas.
Students must achieve the standard the Course Proficiency tasks require for each
grade. If a student does not successfully meet standard on any one of the CPTs, the
student cannot move to the next grade. Departmental supports such as Department Night
and in-class differentiated instruction ensure all students an opportunity to meet
proficiency on all tasks. Students who are still unable to achieve proficiency will attend
summer school and have the opportunity to complete the CPT there.
Scituate High School has three levels of English: Honors, Level 1 and Level 2. All
levels provide instruction that aligns with the standards set forth in the curriculum.
Students will be able to: understand and respond to a wide variety of texts, compose clear
text in a variety of forms for a variety of purposes, think critically and creatively through
the writing process, present text in the major forms of rhetoric, speak as to persuade
others and express an understanding of ideas, have an understanding of the English
language as a means to representing themselves appropriately, and critique the writings of
others to better understand themes. Students will also use technology to research topics,
communicate with other students, locally and globally, and to present researched topics in
a professional manner.
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HONORS: Students placed in Honors have met and exceeded the expectations of all
standards. Students in honors will be challenged to expand and further refine their skills
in the areas of reading, writing, speaking, listening, grammatical conventions, and
literature. The honors class will be taught in a seminar style with the teacher serving in
the role of facilitator. Tasks assigned to the students in honors will be completed in an
independent manner using the classroom to further delve into the issues or ideas of a
particular text or piece of writing. Students will be expected to review past work to
further develop audience and depth.
Students enrolled in any Honors English class will be expected to perform at a high level
of academic skill, demonstrating mastery in writing and reading. To be eligible for Grade
9 Honors English, a student must have attained a Final Grade of A in Grade 8 English.
To remain in an Honors English class, a student must have attained a final grade of B or
better in the previous year’s Honors English class. In order for a student to move from
Level 1 into Honors, the student must have attained a Final Grade of A or better.
LEVEL 1: Students placed in Level 1 are working at the standards level, but may need
further assistance in developing certain skills. Students at this level will be expected to
examine several pieces of literature in class throughout the year. They will be expected
to read and show comprehension of several texts read on their own. Writing projects at
this level will involve conferencing and revision. Students will be instructed as necessary
on the conventions of grammar. Level 1 students will be expected to achieve the
standards in writing, reading, speaking, listening, grammar, and literature, both
independent of in-class instruction, and with the assistance of a teacher.
LEVEL 2: Students placed in Level 2 English are working to attain several of the
standards. These students will receive consistent support from the teacher, and will be
given more time to examine their work. Students will be given periodic review of former
skill sets. Students’ writing will be examined in several conferences. The students will be
given multiple revision opportunities in order to master the rhetoric style being taught.
Reading will be done both in class and independently with specific guidance and support
in both areas.
ENGLISH 9
Ninth Grade English is a required course that emphasizes exposure to various genres
using a general theme as a context for this exposure. The thematic premise for this year
is “journeys.” Writing, speaking and listening skills acquired in the seventh and eighth
grade will be reinforced and expanded upon. Including the final exam, there are several
Course Proficiency Tasks. Students must place two (2) of these successfully completed
tasks in his / her Graduation Portfolio.
ENGLISH 9 HONORS (0900)

LEVEL ONE (0901)
LEVEL TWO (0902)
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FUNDAMENTALS OF WRITING (0909)
This class is a required class for all freshmen. The class meets twice a week for one
semester. Each student will have the opportunity to earn .25 credit. The class will include
a back-to-basics approach for writing. Students will review the fundamentals of sentence
structure and sentence variation. Students will be working on the basics of paragraph and
essay development with an emphasis on the components of a solid essay. The class will
be a rigorous and focused re-teaching of basic writing skills.
FUNDAMENTALS OF WRITING II (0000)

Fundamentals of Writing II will run opposite Health class in a student’s sophomore year.
The class will meet two days per week for one semester. The class is part two of the
Fundamentals of Writing class taken in the students’ freshmen year. The class will focus
on the research paper, approaches towards gathering, organizing and presenting
information from several sources, and documentation. The class will act as a support for
Grade Ten English in which students are required to complete a major research paper.
This class is designed to build on the principles of writing taught in the Fundamentals of
Writing Class. This class is a required class for all sophomores.
ENGLISH 10
The curriculum for Tenth Grade English, while driven by the theme of “identity,” will
spend the first half of the year on application of this theme to various texts, and will
spend the second half of the year applying this theme to the Colonial period of American
History. Students will also spend a significant amount of time on further development of
their skills in writing, speaking and listening. Including the final exam, there are several
Course Proficiency Tasks. Students must place two (2) of these successfully completed
tasks in his / her Graduation Portfolio.

LEVEL ONE (1001)
LEVEL TWO (1002)
ENGLISH 11
Eleventh Grade English focuses on the study of American culture from the Revolutionary
Period to Present Day. This course investigates the American Dream: its promise, its
fulfillment or failure. Writing, speaking and listening skills will be honed as students
prepare for state tests and the SAT. Including the final exam, there are several Course
Proficiency Tasks. Students must place two (2) of these successfully completed tasks in
his / her Graduation Portfolio.

LEVEL ONE (1101)
LEVEL TWO (1102)
ENGLISH 12
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Twelfth Grade English focuses on a global theme. Students will be polishing and refining
their skills in writing and speaking and listening.
ENGLISH 12 AP ENGLISH HONORS (1210)

ENGLISH 12 EARLY ENROLLMENT HONORS (1200)
LEVEL ONE (1201)
LEVEL TWO (1202)
AP ENGLISH HONORS (1210)

Advanced Placement English (AP) is a course available to qualified seniors who wish the
option of receiving college credit for work accomplished during the senior year of high
school. The AP Potential Guide will be used to help determine each student’s potential
for success on the AP Exam. The course is taken in place of senior English, and credit is
given for one year of high school Honors English. College credit may be obtained
through successful performance on an AP examination administered in May by the
College Board. Course content emphasizes extensive reading coupled with student
development of prose style through considerable writing, editing, and revision. The
course is academic in nature; students selecting the course should expect to make a
commitment of time and effort to their studies. Students enrolling in AP English do so
with the understanding that they are required to take the AP Exam in May. In addition
to taking the AP Exam in May, students are required to complete the course
requirements in order to receive the AP credit on their transcripts.
ENGLISH 12 EARLY ENROLLMENT HONORS (1200)

Early Enrollment is an option available to qualified seniors who wish to receive college
credit for work accomplished during the senior year of high school. A variety of
approaches may be utilized, for example: Chronological – focus on the development of
English literature from the Anglo-Saxon period to the present; and Thematic – focus on
treatment of themes such as justice and the law, love and hate, hero vs. anti-hero, search
for identity, fate vs. free will. This course has been approved as an inclusion in Rhode
Island College’s Early Enrollment Program. Those students who receive a grade of C or
better will, after paying tuition costs, receive six college credits in English at Rhode
Island College. These credits may be transferred to many other institutions.
CREATIVE WRITING I (1500)

By emphasizing imaginative and subjective writing, rather than expository writing, this
course will offer the student an opportunity to concentrate on a style of expression only
dealt with occasionally in the required English courses. Personal essays, description,
poetry and narration will form the basis of the writing. Attention will be concentrated on
the techniques of expression, which are to be found in creative writing. To learn these
techniques, students will analyze examples of their own works and of some of the best
writers from the past and present. A requirement for this course is that a student has
control over English grammar and punctuation, and has an understanding of paragraph
development. This half-year course is open to students in grades ten through twelve with
preference given to upperclassmen.
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CREATIVE WRITING II (1501)
This half-year course is an extenuation of Creative Writing I with a major writing project.
This course is designed as a workshop for students to get individual direction in the
practical application of the writing process and different styles. Prerequisite: Creative
Writing I and/or recommendation of the Department Chair.
JOURNALISM I (1600)
Journalism I is a ½ year elective course designed for students in grades 9-12. The course
will emphasize the background of the newspaper industry as well as techniques of
gathering the news and the rudiments of reporting techniques. The school newspaper will
not be published as a class project, but students can contribute articles to the school
newspaper as it currently exists.
JOURNALISM II (1601)
Journalism II is a ½ year course designed for students in grades 9-12. The course will
continue reporting techniques initiated in Journalism I as well as news story organization,
including editing, revising and rewriting. Successful completion of Journalism I will be a
prerequisite. The school newspaper will not be published as a class project, but students
can contribute articles to the school newspaper as it currently exists.
READING (0998)
Students in grades 9, 10, and 11 identified as having literacy skills two years or more
below grade level, are required to take a literacy class. Students are identified through
the use of standardized reading testing. In September a reading specialist will further
screen students who score two years or more below grade level on these assessments. The
reading specialist will use a modified DRA to accurately diagnosis the student’s reading
level.
If a student is identified as needing reading services following the September screening,

that student will be placed in a reading class. The reading class runs fours days per week.
It is for full course credit and a grade is assigned each quarter. A Personal Literacy Plan
will be devised for each student. The goal of the reading class is to concentrate on the
skills set forth in the student’s Personal Literacy Plan. The course concentrates on
building skills that will allow a student to become an active reader with analytical and
interpretive abilities applicable across the content areas.
A student cannot be exited from the program until that student is reading on grade level.
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FAMILY AND CONSUMER SCIENCE
The major goal of the Family and Consumer Science Program is to prepare young
adults for the roles and responsibilities associated with independent living. Students will
have the opportunity to participate in job shadowing experiences that will assist in career
awareness. The course offerings also include programs that help individuals in decision
making for career choices.
At the senior high level provision is made for experiences in developing life skills and
a deeper understanding of the role of family and society. Service to community is an
integral part of the high school curriculum. The curriculum integrates community
interaction into each course and addresses the present and emerging needs of the students,
the workforce, and the community. Career and workplace skills are emphasized and
applied through service. In the area of consumer education, it is hoped that the student
will learn to think critically in the marketplace. Scientific principles are applied in a
practical way to problem solve in the areas of food purchase, preparation, child growth
and development, selection of consumer goods, career awareness and management skills.
Students are required to complete two (2) Proficiency Tasks for each course.
CHILD DEVELOPMENT AND WORKING WITH CHILDREN (0052)

Child care in today’s society demands quality attention because of changing attitudes,
roles of parents, role models, working parents, and the growth of child care centers. This
full year course will provide students the opportunity to become aware of the
development of children physically, intellectually, socially, and emotionally, prenatal
through age three. The Baby Think-It-Over Program is included in this class.
This course will help students develop skills needed for a career in childcare or a human
service related occupation. Students will engage in planning curriculum and effective
activities for guiding the development of
young children. Actual classroom and day care teaching are incorporated into the class.
Students are encouraged to take Child Development and Parenting before enrolling in
Working with Children. Any student interested in a career in teaching should consider
taking this course. Internships in elementary schools and pre-schools can be arranged
through the teacher.
CULINARY ARTS (0055)

This half-year, .5 credit course will allow students to acquire an understanding of the
relationship of food and nutrition to good health. Students will learn how to utilize
cooking skills in planning and preparing attractive healthy meals. Learning the proper
use of convenience foods will assist students to develop wise consumer skills. Improving
family nutrition and expanding variety in meal planning will be emphasized. This class is
open to grades 9-12; Students are encouraged to take this course in conjunction with
International and Regional Foods.
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INTERNATIONAL AND REGIONAL FOODS (0000)
This course will study many areas of regional foods as well as foreign foods including
meal planning, traditions, lifestyles, and cooking techniques. This course will offer
numerous opportunities to learn about other countries and cultures as well as our own.
This .5 credit, half-year course is open to students in grades 9-12. Students are
encouraged to take this course in conjunction with Culinary Arts.
CREATIVE DESIGN AND DECORATING (0058), 9-12

This full year course is designed for students interested in the field of fashion design and
interior design. It is also for students interested in developing skills in the various areas of
fiber arts. Construction techniques, wardrobe selection, study of fashion, fabrics, and
fibers, as well as homecrafts such as embroidery, knitting, crocheting, quilting, trapunto
and applique are the main emphasis of this course. Other units include home furnishings,
housing, consumer education, and career exploration.
FAMILY AND RELATIONSHIPS (0059), 11-12

This half-year, .5 credit course prepares juniors and seniors to meet life’s challenges
through the study of living skills as they relate to relationships. Self-awareness and value
clarification will assist students in examining topics such as dating, engagement, and
marital practices. Time will be spent on topics such as the changing role of the American
family, responsible parenthood, coping with the aging process, family economics, and
budgeting.
CAREER EXPLORATION AND LIFE SKILLS FOR THE 21st CENTURY (0000)
This half-year, .5 credit course is open to students in grades 9-12. Basic practical skills
are covered in this class. Topics include career exploration, finding a job, budgeting,
shopping skills, meal planning, buying a car, and finding a place to live.
The course will include units in, food preparation skills, nutrition with a focus on the life
cycle, consumer issues related to living independently, the study of the individual and
personality, family issues, and the constructive use of leisure time. Career and work
skills are strongly emphasized.
FOREIGN LANGUAGE
Because man is a communicative being, language is paramount to his
interrelationships. To understand those of different linguistic and cultural backgrounds, a
study of foreign language and culture is essential. It is therefore recommended that
students elect a four-year sequential course of study of at least one major foreign
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language in order to achieve a minimum of fluency in the language. This is especially
recommended to those students who are planning to go on to a four-year college.
Students must earn a grade of C- or better in all prerequisite foreign language courses.
Today, more than ever, and according to the most recent studies of the state of
American Education, an emerging consensus places the study of foreign languages and
cultures alongside the five basics of English, mathematics, computer science, social
studies and the natural sciences as fundamental components of a sound education. The
study of a foreign language is an integral part of the educated, well-informed citizen.
FRENCH I (2001)
French I emphasizes listening and speaking with limited reading and writing activities.
Elemental grammar patterns and culture are included as a means of acquainting students
with the people whose language they are studying.
FRENCH II (2002)
French II continues instruction in listening, speaking, reading and writing. Emphasis on
grammatical structure and culture are again included with an introduction to some
literature. Prerequisite: A grade of C- in French I.
FRENCH III (2003)

French III extends listening, speaking and advanced grammatical structures. Emphasis is
given to reading in a variety of printed materials and to written composition. The
subjunctive will also be included and thoroughly treated. Prerequisite: A grade of C- in
French II.
FRENCH IV EARLY ENROLLMENT HONORS (2004)

French IV Early Enrollment offers the opportunity to receive college credit for work
accomplished during the 4th year of French. It offers a thorough review of basic
grammatical concepts that include the subjunctive. This course also emphasizes in-depth
discussion based on a survey of French Literature in its historical context. Present day
topics are also used for discussion and written composition. This course has been
approved as an inclusion in Rhode Island College's Early Enrollment program. Those
students who receive a grade of C or better will, after paying tuition costs, receive three
college credits in French at R.I.C. which may be transferred to many other institutions.
Prerequisite: Completion of French III with a grade of B- or better.
SPANISH I (2111)
This course is designed to acquaint the student with the four basic skills of listening,
speaking, reading and writing. It will enable the student to ease into the study of Spanish
as well as acquaint him or her with a consistent lesson format he or she will follow
throughout the year. Also included will be general cultural content about the Spanish-
speaking people of the world.
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SPANISH II (2112)
This sequel reviews, strengthens and extends the first year study while including more
reading. All four communicative skills will be reinforced (listening, speaking, reading
and writing) as well as a review of material in Spanish I. The study of Hispanic culture is
continued. Prerequisite: A grade of C- in Spanish I.
SPANISH III (2113)

In Spanish III, vocabulary, composition, conversation, and reading are addressed. A
grammatical review as well as the introduction of new grammatical materials is also a
part of this course. The subjunctive mood, a prerequisite to all phases of Spanish usage,
will be thoroughly treated. A deeper study of Hispanic culture remains a vital part of the
course. Prerequisite: A grade of C- in Spanish II.
SPANISH IV (2115)
Spanish IV is a continuation of Spanish III. Reading for pleasure will be introduced. A
deeper treatment of composition and conversation will be emphasized. A review of basic
grammar including the subjunctive is included. Hispanic culture is also a part of this
course. This will be done through literature of an appropriate level. Prerequisite: A grade
of C- or better in Spanish III.
SPANISH IV EARLY ENROLLMENT HONORS (2114)

Spanish IV Early Enrollment offers students the opportunity to receive college credit for
work accomplished during the 4th year. Spanish IV is a continuation of Spanish III.
Reading for pleasure will be introduced, and a variety of reading materials will be
assigned. A deeper treatment of composition and conversation will be emphasized. A
review of basic grammar including the subjunctive is included. Hispanic culture is also
part of this course and is especially evident in the literature that will be studied. This
course has been approved as an inclusion in Rhode Island College's Early Enrollment
Program. Those students who receive a grade of C or better will, after paying tuition
costs, receive three college credits in Spanish at R.I.C. which may be transferred to many
other institutions. Prerequisite: Completion of Spanish III with a grade of B- or better.
Although Scituate High School offers the study of only French and Spanish, a course of
Italian and/or Portuguese will be made available upon the request of at least twenty
students.
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HEALTH and PHYSICAL EDUCATION
HEALTH
Health education is a comprehensive program offered to students in grades nine,
ten, eleven, and twelve. This course is designed to teach students the skills necessary to
weigh options, to make responsible decisions, and to develop behaviors that promote
healthy lifestyles. Students are instructed in the areas of physical, social, mental, and
emotional well being with the goal of enabling them to gain the knowledge and skills
essential for developing a healthy lifestyle. Students are encouraged to assess their
attitudes and behavior patterns and to understand the impact their lifestyle choices have
on their communities and on their own well-being. Health education is a four-year course
that meets twice a week for a semester each year. It is worth .25 credit per year, and 1
full credit in health is required for graduation.
Students are required to complete one (1) Proficiency Task for each Health
course.
HEALTH EDUCATION: GRADE 9 (0061)

The 9th grade health course meets twice a week for a semester for .25 credit. The
curriculum expands upon concepts relating to physical, mental, emotional and social
aspects of health. Heavy concentration is placed on human anatomy and physiology as it
relates to the growth and development of adolescents. Relationships between students
and the social problems caused by alcohol, drugs, and tobacco are emphasized.
Instruction of human sexuality, sexually transmitted diseases, and contraceptive methods
are integrated into the curriculum.
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curriculum increases the students’ knowledge and understanding of their dental health,
eyes, ears, and skin; cancer, cardiovascular disease, infectious diseases, sexually
transmitted diseases, aids, eating disorders, and first aid. The curriculum also addresses
the issue of suicide, as well as the social and emotional problems caused by alcohol,
drugs, and tobacco.

curriculum emphasizes mental health issues and the impact of alcohol, drugs, and family
relationships on ones’ mental health. Community health, health careers, and infectious
diseases are integrated into the curriculum.

curriculum includes a comprehensive study of health and hereditary. Emphasis is also
placed on the effects of substance abuse, family relationships, human sexuality and
contraceptives. Child abuse, violence, aids, dysfunctional family issues and the aging
process are also discussed. Instruction in CPR with the opportunity for certification is
provided.
PHYSICAL EDUCATION
Rhode Island State law mandates that all students in public schools be enrolled in
a physical education program. In addition, the Scituate School Department policy
requires that each student must receive a total of two credits in physical education (one-
half credit each year) in order to graduate from Scituate High School.
Physical education strives to promote the health and general welfare of all
students. As an integral part of education, physical education has unlimited opportunities
to guide the student in gaining appreciation and satisfaction from wholesome activity and
working together. All physical education classes are assigned on a co-educational basis
and are taught by a co-educational team of instructors.
Students are required to complete two (2) Proficiency Tasks for each P. E. class.
MINIMUM COURSE REQUIREMENTS FOR ALL GRADES
1. Students are expected to attend and fully participate to the best of their ability in all
scheduled classes. Missed classes due to an unexcused absence from school must be
made up at department night within two weeks of the absence. Students electing not
to participate in a scheduled class will receive a zero and cannot make up the missed
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class. Athletes having physical education on the day of a game must participate in the
physical education class in order to play in the game.
2. Students must provide and change into appropriate attire for physical education class.
3. School locks and lockers are provided to secure personal belongings.
PHYSICAL EDUCATION: GRADES 9 AND 10 (0060)

This course is required for graduation. Students will become involved in a variety of
activities requiring complex rules and strategies. A demonstration of greater skill level
and a concern for the health and safety of others are expected. Continued testing
involving strength, speed, cardio-vascular endurance, and quickness is administered.
This course meets two times a week and offers .50 credit.
PHYSICAL EDUCATION: GRADES 11 AND 12 (0065)

This course is required for graduation. Mastery of skills based on the capabilities of each
student is expected. Knowledge of rules and full understanding of teamwork and
planning strategies should also be accomplished. Students should appreciate and enjoy
benefits of participation and recognize the different types of activities available for
recreational and leisure time use. Physical fitness testing continues, with seniors
receiving Presidential Fitness awards at graduation. Overall, the students should have
gained an appreciation for the importance of physical activity and fitness. This course
meets two times a week and offers .50 credit.
INDUSTRIAL TECHNOLOGY
The Scituate Industrial Technology program teaches students about the
components, processes and products that relate to manufacturing and constructing
systems. An emphasis is placed on production systems and their impact on the national
and global economy, society and the environment. Many of the activities and projects are
designed to develop creative technical talents in students, by using a variety of materials
and tools. The process is to help students make educational and occupational choices,
and as consumers, expand their knowledge, appreciation and use of industrial products.
WOODWORKING TECHNOLOGY I (0070), 9-12

Woodworking Technology is a full year course for the student who is interested in
operating woodworking hand and power tools, along with related machinery. The course
is designed to introduce the student to design concepts, safety of tool and machine
operation, aspects of fine woodworking, problem solving, decision making, team work
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and time management skills. All the projects are fabricated from working drawings
and/or specifications set by the instructor.
WOODWORKING TECHNOLOGY II (0071), 9-12

This is a full year course designed to advance a student’s technical skills and knowledge
level in the field of fine woodworking, cabinet making and house building. In one unit,
students design and construct their own project. The instructor will place limits on the
size and difficulty of the project so at the end of the course, a student has a completed
project. The construction unit will emphasize residential framing, masonry and other
trades related to residential construction.
METAL TECHNOLOGY (0072), 9-12

Metal Technology is a full year course for the student who is interested in the
introductory skills in the fabrication of sheet metal, pattern making and welding. The
students learn to safely operate the following machinery: spot, MIG, arc welders,
acetylene torch, and sheet metal tools. The emphasis is hands-on projects that are first
designed on AutoCAD and then fabricated using steel metal and cold rolled steel. The
instructional activities, materials, and exploration of related careers are varied to meet the
needs of the class.
INTRODUCTION TO ROBOTICS/ENGINEERING (0073)

Students interested in how things work mechanically, the fields of engineering,
electronics, computer programming, and robotics will benefit from this course. This full
year course is broken into quarters: principles of simple machines, electronics,
manufacturing, and transportation. All areas focus on the design, fabrication and/or
programming of a device to function in a specific way. Students work individually or in
teams to prompt creative and critical thinking, problem solving and team work. The class
uses LEGO Mind Storm, Chaney electronics, CO2 dragsters, mouse trap cars and bottle
rockets as projects for the course.
AUTOCAD – COMPUTER AIDED DESIGN AND DRAFTING (0074) 9-12

Through the use of the AutoCAD software, this half-year course introduces the student to
the fundamental skills and knowledge required for today’s industrial world. The major
emphasis is given to the creation and reading of working drawings, computer skills and
problem solving. The course is ideal for students wishing to enter the fields of
architectural and mechanical design, engineering, interior design and landscape design.
Students are encouraged to take this course in conjunction with Architectural Design.
ARCHITECTURAL DESIGN (0075) 9-12

This half-year course will emphasize the design and drafting of residential housing using
AutoCAD software. Students will develop working drawing of floor plans, wall sections
and elevations of a one family structure. Upon completion of the course, students will
have acquired skills in fundamental architectural design, blueprint reading, estimating
and the use of a CAD software program, along with the basic knowledge of building
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codes and related job opportunities. Students are encouraged to take this course in
conjunction with Computer Aided Design and Drafting.
HOME AND AUTO MAINTENANCE (0076) 10-12

Home and Auto Maintenance (half-year, .5 credit) focuses on the skills that students will
need to keep up their homes and autos when they are living on their own. In the home
maintenance section, students will study the majors systems of a house and the different
trades in the construction industry. Students will build a small wall section complete with
studs, drywall and tape. Students will wire a light and switch into their wall section.
They will also work with the installation of plumbing fixtures. In the auto maintenance
section of the course, students will study the major systems of a car. Students will
perform basic upkeep maintenance such as changing the oil, spark plugs, and wires.
Students will change tires, inspect brakes and check different systems of the automobile.
Students will be able to list what to look for when buying a used or new car.
MATHEMATICS
The Mathematics Department at Scituate High School provides a broad range of
course offerings. These courses offer students at all abilities, the opportunity to develop,
as well as nurture, their problem solving abilities. Through appropriate course selections,
students can explore the traditional concepts, techniques and applications of mathematics
that will help them solve problems. We encourage our students to gain a firm foundation
in mathematics and computer science.
Students are provided opportunities to venture into advanced topics of

mathematics and the high technology field of programming. In these courses, students
will be able to apply their acquired knowledge of mathematics to other areas of study.
Prerequisites in course descriptions are minimal course entry requirements. All students
must have four credits in Mathematics and demonstrate proficiency in Mathematics.
In the event that a student needs to take mathematics courses concurrently,

Department Chair approval must be obtained in writing prior to course selection. This is
an ambitious endeavor and often not recommended. The Department Chair will review
the petition for concurrent enrollment and recommend appropriate course combinations.
Mathematics Proficiency Requirements will be given to all students at the

beginning of each school year. Students must complete the minimum required number of
course proficiency tasks and maintain a proficiency folder. The minimum number of tasks
for each course follows each course description. Students may add other departmental
proficiency tasks upon approval of the mathematics department.
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ALGEBRA I HONORS (3100)
This course presents to the students who have demonstrated high academic performance
in previous math courses, the concept of algebraic manipulation. Topics covered are sets,
number systems, operations with polynomials, equation solving, graphing, factoring, use
of fractional exponents, irrational numbers and quadratic equations. Assignments in
Algebra 1 Honors will be of greater difficulty than the Algebra 1 course and more
homework may be required. This course will provide a foundation for all further study in
the honor courses in mathematics. Prerequisite: a grade of B or better in Grade 8
Mathematics or a Final Grade of C or better in Grade 8 Algebra.
Required Course Proficiency Tasks: 2
ALGEBRA I (3101)
Algebra 1 is a comprehensive study of patterns, relations, and functions. Topics covered
include traditional algebraic manipulations such as arithmetic operations with integers,
polynomials, and relational operations with numeric variable expressions. Algebraic
concepts involving modeling and problem solving are explored through student-centered
activities. Connections with geometry are made as students are introduced to linear
equations and graphing. Problem solving activities involving open-ended situations are
integral part of instructional strategies for this course. Students are asked to explore
algebraic situations using an appropriate technological tool such as a graphing calculator.
INTRODUCTION TO ALGEBRA I (3008)

Algebra 1 is a study of patterns, relations, and functions. Topics covered include
algebraic manipulations with integers, variables and polynomials. Algebraic problem
solving are explored through student-centered activities. Students are introduced to linear
equations and graphing. Problem solving activities involving open-ended situations that
are an integral part of instructional strategies for this course. Students are asked to
explore algebraic situations using an appropriate technological tool.
FOUNDATIONS OF ALGEBRA ( 0000)

This course is the first course in the study of algebraic concepts necessary for graduation.
Students work on the foundational underpinnings of Algebra that will make them
successful in future algebraic studies. Concepts range from computational fluency with
real numbers to linear equation solving and graphing. This full year course is open to 9th
grade students as identified by standardized mathematics testing completed during the
previous school year. The course is paired with an additional Algebra class to provide
support needed for student success.
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GEOMETRY HONORS (3200)
Honors Geometry is designed as an alternative for students who have demonstrated
exceptional achievement in previous mathematics courses. Students develop a
mathematical system through the study of patterns, relations, and connections involving
two and three-dimensional shapes. Students are required to demonstrate their knowledge
of inductive and deductive reasoning through written and verbal communication.
Fundamental ideas in logical arguments are investigated with regard to the nature of the
proof. Instructional activities include hands-on Geometry laboratories, which allow
students to investigate real-life geometric figures. Assignments will be of greater
difficulty than those in Geometry, and may require more homework. Prerequisite: Final
Grade of B – or better in Algebra I Honors or Final Grade of A – or better in Algebra I or
a Final Grade of A- or better in Grade 8 Algebra.
GEOMETRY (3201)
This course in Euclidean Geometry incorporates the concepts and methods in axiomatic
thought. Students develop a mathematical system through the study of patterns, relations,
and connections involving two and three-dimensional shapes. Students are required to
demonstrate their knowledge of inductive and deductive reasoning through written and
verbal communication. Fundamental ideas in logical arguments are investigated with
regard to the nature of a proof. Instructional activities include hands-on Geometry
laboratories, which allow students to investigate real-life geometric figures. Prerequisite:
A Final Grade of C- or better in Algebra 1 or a Final Grade of C- in Grade 8 Algebra or a
Final Grade of B- in Introduction To Algebra I.
INTRODUCTION TO GEOMETRY (3009)

This course is an introduction to Euclidean Geometry that incorporates the concepts and
methods in reasoning. Students study patterns, relations, and connections involving two
and three-dimensional shapes. Students demonstrate their knowledge of inductive and
deductive reasoning through written and verbal communication. Instructional activities
include hands-on Geometry laboratories, which allow students to investigate real-life
geometric figures. Prerequisite: Passing grade in Introduction To Algebra I.
ALGEBRA II HONORS (3300)

The Algebra II Honors course includes all of the studies described in Algebra II plus a
study of polynomial functions over complex numbers and a study of trigonometry.
Prerequisite: Final Grade of B – or better in Geometry Honors or Final Grade of A - or
better in Geometry.
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ALGEBRA II (3301)
This course presents a sequence of topics necessary to complete the structured study of
Algebra. These include set theory, solutions of equations in one variable, systems of
linear equations, rational numbers and expressions, irrationals, systems of quadratic
expression, relations and functions complex numbers and sequences and series.
Prerequisite: Final Grade of C- or better in Geometry.
INTERMEDIATE ALGEBRA II (0000)

This course is a continuation of Introduction to Algebra. Students in this course study a
sequence of topics necessary to complete the structured study of Algebra 2. These topics
include solutions of equations in one variable, systems of linear equations, rational
numbers and expressions, irrational numbers, relations and functions, and complex
numbers. Prerequisite: Passing Grade in Introduction to Geometry.
PROBABILITY AND STATISTICS (0000)

This course is a mathematical study of concepts in probability and statistics. Students
study the Mathematics of theoretical and experimental probability through explorations
and experimentation. Basic statistical concepts are defined and applied to real world
situations. Graphing and calculator techniques are used to solve problems. This is a
semester course open to juniors and seniors. Prerequisite: Passing grade in Algebra II.
ANALYTIC GEOMETRY AND TRIGONOMETRY (0000)

Students continue their study in Algebra as they learn about non-linear functions and
relations and their application in the real world. Analytic and geometric connections are
made as students model graphically non-linear relations and functions. A full course in
Trigonometry is completed using the wrapping functions and right triangle trigonometry
as its basis. This is a semester course open to juniors and seniors. Prerequisite: Passing
grade in Algebra II.
THE MATHEMATICS OF FINANCE (3004)

This course is a full year study where students can put their mathematical power to work
by applying their knowledge to real world situations. Strategies for critical thinking and
problem solving are developed through activities in the classroom that look at the
personal, local and global financial, economic, statistical, business, and industrial aspects
of mathematics. Students in this class are required to complete two course proficiency
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tasks. These tasks are culminating projects for course concepts. Prerequisite: Passing
grade in Intermediate Algebra II.
PRE-CALCULUS HONORS (3500)

Pre-Calculus is a comprehensive one-year study in advanced topics in mathematics. This
course is designed for the advanced junior or the college bound senior who plans to
pursue college level courses in business, science, computer science or mathematics. A full
complement of discrete topics in Trigonometry, Probability, Statistics, Analytic
Geometry, and Analysis will be presented. This course is highly recommend for the
college bound senior who desires a fourth year of study in mathematics. Prerequisite:
Final Grade B – or better in Algebra II Honors or Final Grade of A – or better in Algebra
II.
PRE-CALCULUS (3501)
Pre-Calculus is a one-year study in advanced topics in mathematics. This course is
designed for a junior or senior who plans to pursue college or technical career. A full
complement of discrete topics in Trigonometry, Probability, Statistics, Analytic
Geometry, and Advanced Algebra will be presented. This course is recommend for the
college bound senior who desires a fourth year of study in mathematics. Prerequisite:
Final Grade of C- or better in Algebra II Honors or a Final Grade of B- or better in
Algebra II.
INTRODUCTION TO CALCULUS (3600)

This full year course in Calculus is for the student of both differential and integral
calculus. The course includes an in depth student of the derivative polynomial, rational,
trigonometric and transcendental functions. Applications of the derivative are explored,
investigated and formalized. Connections with the sciences are readily made. Integral
Calculus explores the formal definition of the definite and indefinite integrals. Various
techniques of integration are development including integration by parts and integration
by partial fractions. The graphing calculator is a necessity for this course since most
investigations are done through this technological medium. Prerequisite: A final grade of
B in Pre-Calculus or C in Pre-Calculus Honors.
AP CALCULUS HONORS (3610)

Advanced Placement Calculus is a full year study in Calculus comparable to those in
colleges and universities. The course is intended for students who have thorough
knowledge of college preparatory mathematics including algebra, axiomatic geometry,
trigonometry, and analytical geometry (Pre-Calculus). The AP Potential Guide will be
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used to determine their potential for success on the AP Exam. The course is a
challenging and demanding with respect to its conceptual content and providing
opportunities of gaining experience with applications and methods. The course
emphasizes a multi-representation approach to concept results and problems being
expressed geometrically, numerically, analytically, and verbally. Topics covered include a
study of elementary functions, differentiation, integration, the Fundamental Theorem of
Calculus, limits, and continuity. All students are required to have their own graphing
calculator (TI83, TI85, TI86, T89 or equivalent). Students enrolling in AP Calculus do
so with the understanding that they are required to take the AP Exam in May. In
addition to taking the AP Exam in May, students are required to complete the course
requirements in order to receive the AP credit on their transcripts.
Early Enrollment credit for Rhode Island College is granted for this course. Prerequisite:
a Final Grade of B or better in Pre-Calculus Honors.
SAT MATHEMATICS (3005)

This Mathematics SAT preparation course gives students a thorough grounding in
standardized test-taking strategies that help them succeed on the SAT specifically. It also
serves as a review of the basic mathematical skills that the SAT is designed to test.
Instruction followed by guided practice is the foundation of the course. An essential key
to success on standardized math tests is the ability to read and interpret word problems.
Math strategies help students develop techniques for recognizing key words and phrases
that lead to successful problem solving. Student activities focus on strategies that
facilitate understanding, interpreting, and solving math word problems. All students
benefit and develop greater self-confidence for taking standardized assessments for their
mathematics skills. Grade 11 and 12. (Fall Semester for Seniors, Spring Semester for
Juniors). Prerequisite: Passing Grade in Algebra II or taken concurrently with Algebra II.
USING TECHNOLOGY TO SOLVE MATHEMATICS PROBLEMS (3006)

In this course students will investigate and use historic and modern calculating devices to
solve real world problems. Students explore ancient counting procedures and calculating
devices like the abacus and the slide rule to appreciate our present technological
capabilities. Students learn how to create programs for the calculator and to design
simple Visual Basic programs the parallel the solutions that they have create on paper.
The students learn the power of technology to number crunch and turn their problem
solution into an immediate answer. This course counts as a fourth mathematics credit.
Grade 11 and 12. The prerequisite for this course is C or better in Algebra 1 or B in
Introduction to Algebra.
COMPUTER PROGRAMMING I (3701)

Computer Programming I is a half year elective which provides a comprehensive
introduction to the basic language, programming and utilization of microcomputers.
Students will have hands-on experience in formulation, writing and running computer
programs. This course offers one-half credit. Prerequisite: A passing grade in Algebra
I.
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COMPUTER PROGRAMMING II (3702)
This course is a half-year continuation of Computer Programming I. In Computer
Programming II, the student will explore the more advanced concepts in structured
programming and the extended capabilities of the personal computer. The student will
work with arrays, files and graphics. Prerequisite: Passing grade in CP I.
MUSIC
The Mission of the Music Department is to enable all students, regardless of their
degree of musical skills or expertise, to achieve excellence in the Fine Arts Standards of
Creation/Performance, Perception, Context, Tools and Integration while constantly
reinforcing the Rhode Island Common Core of Learning. Students will experience the
importance of music and how it relates to their own humanity. Students will develop life
long skills in problem solving, analysis, goal setting, creativity and peer cooperation. A
wide variety of literature is studied from classical to contemporary. Performing ensemble
students will undergo a constant search for "artistic perfection". Students will be
prepared for various career opportunities in music, will experience a variety of public
performances for personal enrichment and will participate in community service and
competition.
Students must complete six (6) Proficiency Tasks for each course. Eight (8)
Proficiency Tasks must be completed for Symphonic Band 9-12
BAND 9-12 (0080)

Concert and Symphonic
Band is a full-credit course open to students in grades 9-12. It is designed to give those
students, who perform on a standard band instrument, a comprehensive musical
experience. Technical skills for instruments are covered and drilled. The primary focus
of Band is to study, analyze, rehearse and perform musical selections from the major
periods of world history and cultures. Basic techniques of original compositions will
also be studied. Due to the nature of the Band Curriculum, students are allowed to enroll
in Band for credit for multiple years. Individual student performance standards are
based on the student’s number of years in the course. When High School Band
enrollment is over 110, then the group will be divided by grade and performance level
into two concert ensembles. Students enrolled are expected to participate in rehearsals
and performances that are scheduled beyond the regular school day and include home
practice on a regular basis. Performances are considered major exams and assessment
tools. Prerequisite: Successful completion of 8th Grade Band or permission of the
instructor. (Students must exhibit a certain level of proficiency on a standard band
instrument to be successful.)
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BAND HONORS (0081)
This course is open to students in their 3rd or 4th year in Band. Students must attend
class, rehearse and perform with the High School Band, and are required to meet the
following criteria in addition to all regular Band 0080 requirements: 1. Study privately on
their major instrument (at least 6 lessons per marking period); 2. Audition for Rhode
Island All-State groups; 3. Perform a solo in the RI Solo/Ensemble Festival; 4. Become a
member in good standing of another formal performing ensemble, either in school or
outside of school (Jazz Ensemble, RIPYO, GBYSO, RIC Wind Ensemble, etc.) and have
a regular rehearsal and concert schedule; 5. Attend and report on one non-Scituate concert
per marking period; 6. Perform a solo recital once each semester at school for evaluation;
and 7. Honors Band students may opt to replace requirements 4 or 6 with an independent
project in Music Theory/Composition using the computer MIDI stations available in the
Music Suite. Students wishing to enroll in this course will receive permission of the Band
Director after filling out and signing a contract agreement to the above requirements. The
Band Director will monitor each student’s adherence to these requirements.
CHORUS 9-12 (0082)

Chorus is a full-credit course open to students in grades 9-12. It is designed to give those
students interested in vocal performance a comprehensive musical experience. Unison,
two-part, three-part, four-part and some original compositions, from various periods of
world history and cultures will be developed, studied and performed. Proper vocal
performance techniques such as solfege, ear training, posture and sound formation are
studied and emphasized. Some rudimentary piano keyboard skills will also be covered.
Students are expected to participate in the rehearsals and performances of the Chorus that
are scheduled beyond the regular school day. Performances are considered major exams.
Due to the nature of the Chorus curriculum, students are allowed to enroll in Chorus for
credit for multiple years. Individual student performance standards are based on the
student’s number of years in the course. Prerequisite: successful completion of 8th
Grade Chorus, or permission of the instructor.
CHORUS HONORS (0085)

This course is open to students in their 3rd or 4th year in Chorus 0082. Students must
attend class, rehearse and perform with the High School Chorus, but are required to meet
the following criteria in addition to all regular Chorus 0082 requirements: 1. Study
privately on their major instrument (at least 6 lessons per marking period); 2. Audition for
Rhode Island All-State groups; 3. Perform a solo in the RI Solo/Ensemble Festival; 4.
Become a member in good standing of another formal performing ensemble either in
school or outside of school (Select Choir, Providence Singers, Community Choirs, etc.) -
the group must have a regular rehearsal and concert schedule; 5. Attend and report on one
non-Scituate concert per marking period; 6. Perform a solo recital once each semester at
school for evaluation; 7. Honors Chorus students may opt to replace requirements 4 or 6
with an independent project in Music Theory/Composition using the computer MIDI
stations available in the Music Suite. Students wishing to enroll in this course will receive
permission of the Chorus Director after filling out and signing a contract agreement to the
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above requirements. The Chorus director will monitor each student’s adherence to these
requirements.
MUSIC THEORY (0083)

Music Theory is a full credit course open to students in grades 9-12 with previous music
performance experience who desire to learn the fundamentals of music and composing.
Students will utilize basic theory, notation and ear training to create original music
compositions. The majority of class work will be done utilizing MIDI computer
technology and the latest in music theory and composition software. This project-
oriented course will result in public performances of student compositions. The course
content will help prepare students for college music courses and professional
performance. This course is highly recommended for students wishing to pursue music
studies at the college level.
THE MUSICAL EXPERIENCE (0084)

This half-year course includes study of musical forms present in today’s culture and
society with an emphasis on how a non-performer can best utilize music to enrich and
enhance leisure and lifetime experiences. Course objectives include
fostering an appreciation of the wide variety of music in the world; creating an awareness
of musical activities accessible to students; thinking of music as a consumable item;
developing listening skills as well as analytical and critical thinking skills; and
developing an understanding of the roles of music in society.
SCIENCE
Recognizing that we live in a highly technical society, it becomes necessary for
students to have a good grasp of science and technology to understand our world. In
order to achieve that aim, the courses offered in the Science Curriculum are varied to
meet the needs of students. When selecting courses, students and parents should pay
particular attention to course pre-requisites.
PHYSICAL/EARTH SCIENCE HONORS (4110)

GRADE 9
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Pre-requisites: a Final Grade of A- or better in Grade 7 & 8 Science and a Final Grade of
A- or better in Grade 8 Algebra.
This is a course for students who are considering careers in the fields of science and
mathematics. This course is a rigorous treatment of concepts in Physical Science and
Earth Science. Students taking this course will gain insight into the means by which
scientific knowledge is acquired and how scientists work and think. The method
employed is one of inductive reasoning, student experimentation, and guided analysis of
the results of such experimentation. Students will be required to complete an
independent science fair research project by the second week in January for a mid-term
grade.
PHYSICAL/EARTH SCIENCE (4111)

GRADE 9
The successful completion of Physical/Earth Science gives students one credit toward
graduation. This course explores the fundamentals of the science and technology of
Physics and Chemistry, and their relationship to every day experiences. It includes, but is
not limited to, the study of matter, its structure and composition, and the various forms of
energy (mechanical, heat, sound, and light). Students are placed in appropriate levels
based on their past achievements.
BIOLOGY HONORS (4200)

GRADE 10
Pre-requisites: a Final Grade of B or better in Physical Science 9 Honors or a Final Grade
of A or better in Physical Science.
This college preparatory course begins with the study of living conditions and the
properties of living organisms, molecular and cellular biology, which include
reproduction and genetics leading to a systematic study of classification. Units include,
but are not limited to, cell structure, multi-cellular plants, invertebrate and vertebrate
animal life in logical sequence. Students will be required to dissect an animal organism.
Students will be required to complete an independent science fair research project by the
second week in January for a mid-term grade.
BIOLOGY (4201)
GRADE 10
This is a college preparatory course, which begins with the study of the living conditions
and the properties of living organisms. Units include, but are not limited to, molecular
and cellular biology, genetics, invertebrates and vertebrates organisms leading to a
systematic study of classification.
ENVIRONMENTAL SCIENCE (4304)

GRADE 10, 11
“Think Globally, Act Locally.” This phrase is used over and over again by
environmentalists, but what does it mean? Does it work? Do our current practices of
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agriculture, forestry, energy use, and waste management leave the planet in better shape
for future generations? If not, what can we change to ensure that future generations will
have what they need to survive? How has technology influenced the development of our
culture? How will technology share our future? Students will conduct laboratory and field
investigations as they consider both global and local perspectives related to these issues.
Pre-Requisites: Successful completion or concurrent enrollment in Biology. Students
registered for this course are eligible to join FFA.
CHEMISTRY HONORS (4300)

GRADE 11
Pre-requisites: a Final Grade of B or better in Biology Honors or a Final Grade of A or
better in Biology.
Students electing this course should have a competent grasp of Algebra I and be taking
Algebra II. This chemistry course is geared toward students who are seriously
considering careers in an area of science and/or mathematics. It is a rigorous treatment of
chemistry topics from a theoretical and mathematical perspective. Topics will include, but
are not limited to: Quantitative Problem Solving, Properties of Matter, Atomic Theory,
Mole Concept, Nomenclature, Formulas, Equations, and Reactions, Stoichiometry,
Solutions and Solubility. Students will be required to complete an independent science
fair research project by the second week in January for a mid-term grade.
CHEMISTRY (4301)
GRADE 11
Pre-requisites: a Final Grade of C- or higher in Biology.
This course is geared more toward students who will be taking a liberal arts track in
college. Topics will include, but are not limited to, Analysis and Problem Solving,
Components of Matter, Properties of Mixtures, Atomic Structure, Chemical Bonding,
Ionization, Solutions & Solubility, Nomenclature, Formula & Equation Writing,
Periodicity, Energy Relationships, Acids, Bases, & PH.
APPLIED SCIENCE (4303)

GRADE 11, 12
This course is intended as a third year science course for students. This course will
investigate through lab experiments the everyday chemistry and applied science of events
and processes. This will span from the practical and applied meaning of matter and
energy to nutrition, the environment and the necessary skills for useful analyses. Pre-
Requisites: Successful completion of Physical Science and Biology.
HUMAN ANATOMY (4305)

GRADE 11,12
The aim of this course is to provide students with an opportunity to study the human body
in a depth beyond that studied in biology and health classes. The course will include a
study of all systems in the human body and basic physiology. While open to any student
with the appropriate prerequisites, students intending to enter a career requiring a basic
42
working knowledge of the human body are encouraged to take this course. Students
entering medical fields such as those of doctors, nurses, dentists and emergency medical
technicians would all benefit from this field of study. Run as a full year course, studies
will include dissection of a similar organism such as the domestic cat or rat, with the
option of virtual dissection being offered to conscientious objectors. Pre-requisites:
Successful completion of Chemistry or concurrent enrollment in Chemistry.
AP BIOLOGY HONORS (4400)

GRADE 12
This course is intended to be the equivalent of an introductory college biology course
usually taken by biology majors during their first year. Laboratory experience is an
important component of the course emphasizing application of the concepts studied.
Pre-requisites: A final grade of B or better in Chemistry Honors or a final grade of A or
better in Chemistry. Students enrolling in AP Biology do so with the understanding that
they are required to take the AP Exam in May. In addition to taking the AP Exam in
May, students are required to complete the course requirements in order to receive the
AP credit on their transcripts.
PHYSICS HONORS (4500)

GRADE 12
Pre-requisites: a Final Grade of B or better in Chemistry Honors or a Final Grade of A or
better in Chemistry, and concurrent enrollment in Pre-Calculus or a higher-level
mathematics course.
Physics is essentially the study of matter and energy. Students enrolling in this course will
be expected to have a strong command of mathematical skills based in Algebra and
Geometry. From Galileo to Einstein and up to Hawking, students will follow the
evolution of Physics with a strong emphasis on the role that mathematics has played. In
addition to the applications of Physics in the world we live, students will engage in a
continuous discussion related to science and society. Students will be required to
complete an independent science fair research project by the second week in January for
a mid-term grade.
PHYSICS (4501)
GRADE 12
Pre-requisites: a Final Grade of C- or better in Chemistry, and concurrent enrollment in
Algebra II or a higher-level mathematics course.
Almost 3000 years in the making, Physics is the study of the Material Universe. This
course will assume a basic knowledge and command of Algebra and Geometry while
focusing on developing key concepts and ideas that have shaped present day Physics.
Some of the key concepts and ideas will be the applications of vectors, force, work, heat,
electricity and magnetism.
INTRODUCTION TO BIOTECHNOLOGY (0000)
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Pre-requisites: Successful completion of Physical Science and Biology.
How do you clone an animal or plant? What are generally modified foods? In this hands-
on, semester course, basic principles of molecular biology and recombinant DNA
technology will be explored. Students will develop proper laboratory practices as they
learn techniques and applications of biotechnology as applied in agriculture and
medicine. The course will emphasize lab skills as students conduct laboratory exercises
with restriction enzymes, bacterial transformation, tissue culture, and PCR. Students will
debate some of the new social and economic concerns that have arisen since the
emergence of these technologies. Students interested in pursuing careers in agriculture,
health, medicine, and bio-or chemical engineering are strongly encouraged to participate
in this exploratory course. This semester course is open to 11th and 12th grade students.
Students registered for this course are eligible to join FFA.
INTRODUCTION TO PLANT PROPOGATION AND HORTICULTURE (0000)

Pre-requisites: Successful completion of Physical Science and Biology.
How do plants provide us with food, medicine and cosmetics? How do we make more of
these useful and valuable plants? In this course, students will develop the skills needed to
successfully propagate several types of plant species. Students will learn about soil
chemistry relevant to optimal plant growth. Students will learn techniques in greenhouse
management and insect population management. Students will design and carry out an
independent inquiry project concerning plant systems and greenhouse management. The
course will culminate with a spring plant sale. This semester course is open to 11th and
12th grade students. Students registered for this course are eligible to join FFA.
SOCIAL STUDIES
The Social Studies Department offers a variety of courses designed to provide all
students with a firm understanding of history with exposure to current, national, and
world affairs. Students begin with an understanding of the global traditions and values of
other people of the world and then move on to a study of American history and the
United States’ role on the world stage. Our elective courses emphasize the study of
human behavior, and an analysis of the interrelationships of individuals as members of
society. Through our course offerings, all students are actively engaged and developing
skills in critical thinking, persuasive writing and informed citizenship.
Students are required to complete two (2) Proficiency Tasks for each 1-credit
course.
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MODERN WORLD HISTORY HONORS (5200)
GRADE 9
This course is a survey of topics in Modern World History ranging from the history of the
Middle East, to the development of the Far East, to the Rise and Fall of the Soviet Union.
The goals of this course are to engage students in historical inquiry while analyzing the
events that have created the world issues of today. Students will be held to the highest of
standards in terms of positive classroom contributions, writing, reading, and critical
thinking. Prerequisite: A Final Grade of A in Grade 8 Social Studies and a Final Grade of
A in English 8.
MODERN WORLD HISTORY (5201)

GRADE 9
This course is intended for ninth grade students. It is a survey of topics in Modern World
History ranging from the history of the Middle East, to the development of the Far East,
to the Rise and Fall of the Soviet Union. The goals of this course are to engage students
in historical inquiry while analyzing the events that have created the world issues of
today. Reading, writing and critical thinking will be emphasized.
U. S. HISTORY I HONORS (5300)

GRADE 10, 11
This course is intended for 10th and 11th grade students and it fulfills the requirements set
up in the Grade Span Expectations for civics and government and Rhode Island History.
This course surveys the development of the United States from the Age of Exploration
through the Era of Reconstruction. Goals of this course are to engage students in
historical inquiry, encourage them to effectively communicate through writing and
speaking, and to provide them with the tools for active civic participation. There will be
an added emphasis on independent projects and on assessing the role of the citizen in our
representative democracy. Students will be held to the highest of standards in terms of
positive classroom contributions, writing, reading, and critical thinking. This course
meets the required 1 credit in United States History for graduation. Prerequisite: a Final
Grade of B or better in Modern World History Honors, or a Final Grade of A or better in
Modern World History.
U.S. HISTORY I (5303)

GRADE 10, 11
This course is intended for 10th and 11th grade students and it fulfills the requirements set
up in the Grade Span Expectations for civics and government and Rhode Island History.
This course surveys the development of the United States from the Age of Exploration
through the Era of Reconstruction. Goals of this course are to engage students in
historical inquiry, encourage them to effectively communicate through writing and
speaking, and to provide them with the tools for active civic participation. There will be
an added emphasis on independent projects and on assessing the role of the citizen in our
representative democracy. This course meets the required 1 credit in United States
History for graduation.
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U.S. HISTORY II (5304)
GRADE 11, 12
Students in United States History II will be actively developing their understanding of
historical and current world issues. This course will address topics from the Progressive
Era until the present day. While examining these topics students will further their
abilities to analyze history, comprehend historical text, write historical narratives, work
cooperatively with others, present ideas effectively, use technology efficiently, and
analyze current events. The knowledge and skills gained by students in this course will
ultimately lead them to become educated, self-directed, life-long learners. Pre-requisites:
Passing grade in U. S. History Honors or U. S. History I.
U.S. HISTORY II – HONORS (0000)

GRADE 11, 12
This course surveys the development of the United States from the beginnings of the 20th
Century until the Present. Goals of the course are to engage students in historical inquiry,
to analyze historical documents, to emphasize morality and history, and to enlighten all
students as to more recent developments in American History. Students will be expected
to cover a great deal of reading material on their own. Students are required to complete
2 course proficiency tasks. At the conclusion of U.S. History I Honors and U.S. History
II Honors, students will have the option of taking the Advanced Placement United States
History Exam. Early Enrollment Credit may be offered for this course. Pre-requisites:
Successful completion of U.S. History I Honors with a B or better or successful
completion of U.S. History I with an A.
ADVANCED PLACEMENT U.S. GOVERNMENT AND POLITICS (0000)

GRADE 12
AP U.S. Government and Politics is an intensive study of the formal and ancillary
institutions of American government. Topics and themes of study include:
political ideology and foundations; studies in contemporary and historical political
culture including political beliefs and behaviors; influences on political institutions,
policy makers and policies including the media, public opinion and interest groups; the
institutions that make up our national government and shape our lives such as the
branches of government and bureaucracy; public policies in the United States and how
they affect our lives and the lives of different social, cultural, economic and gender
groups living in the United States. In addition, the course will include a study of civil
liberties and how they have been limited and expanded throughout history. This college
level seminar is designed to prepare students for the AP exam in May. Pre-requisites:
Successful completion of U.S. History II Honors with a B or better or successful
completion of U.S. History II with an A.
SOCIOLOGY (5600)
GRADE 11, 12
Students in this half-year course will explore and understand human relationships.
Sociology is concerned chiefly with the way people conduct themselves toward one
another in their varied associations: family, church, school, and community. Students will
study these institutions and investigate their nature, principles, functions, and problems.
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This course is offered to juniors (concurrently enrolled in United States History I) and
seniors.
PSYCHOLOGY (5700)
GRADE 11,12
The aim of this half-year course is to provide students with a learning experience similar
to that obtained in most college introductory psychology courses. This course will
explore the nature of psychology, methodology, the biological basis of behavior, theories
of personality, emotions, and the abnormal. Through the study of scientific psychology,
students gain an understanding of the complexities of human thought and behavior, as
well as the factors related to the differences between people. This course is offered to
juniors (concurrently enrolled in United States History I) and seniors.
INTRODUCTION TO EAST ASIAN CIVILIZATION (5800)

GRADE 11, 12
This course is a general survey of both the traditional and modern history of countries in
East Asia, with emphasis on China and Japan. The course examines major events and
developments in traditions, culture, philosophical thoughts, political organizations, social
structures, economic institutions, religious practices, the western impact, as well as the
foreign relations of these new nations. Through examination of Asian traditions and
ideologies, we not only see how the East viewed the West but also vice versa. The study
of East Asian history provides students with necessary information to understand, with a
new perspective and enhanced worldview, a region with a more and more important role
in international politics, as well as economic developments, today. Prerequisite: a Final
Grade of B or better in U. S. History.
SPECIAL EDUCATION SERVICES

The Special Education Program at Scituate High School provides instruction for
students who experience varying degrees of academic difficulty with the standard school
curricula. Students receiving special education services have individual educational
plans (IEPS) which specify specific skill instruction predicated on long-term goals and
short-term objectives. Students receive special education services as a result of a referral
process initiated by staff and/or parents. The referral is evaluated by the Multi-
Disciplinary Team (MTD) which makes recommendations regarding services to be
provided or not provided.
Three service programs presently are in place to meet special needs: resource,
intensive resource and self-contained.
The recourse program provides academic support to special education students to

enable them to succeed in their mainstream classes. Resource staff assists regular
classroom teachers in providing instruction that addresses areas of weakness. Students
are provided resource during study periods.
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The intensive resource program meets the needs of students who cannot succeed in the
mainstream classes and require more intensive instruction. Although the content of the
coursework parallels that of the mainstream classes, the material is presented at a slower
pace, modified texts are used and the emphasis is on basic concepts. Students may be
placed in Intensive Resource English, Social Studies, Mathematics and Science. Credit
toward graduation will be awarded for successful completion of each course at the high
school level.
The self-contained program is for students who require greater than half-time
placement in special education. The program allows for a repetitive and thematic
approach as well as a consistent approach to social development. This is the most
restrictive public school level of service.
Special Education service providers include, but are not limited to the following:
Adaptive Physical Education Teacher; Resource/Intensive Recourse Teacher; Self-
contained Program Teacher; Speech/Language Pathologist; School Psychologist; and
School Social Worker.
TRANSITION TO THE ADULT WORLD (9000)

11-12. This elective course is divided into four critical transition components.
INDEPENDENT LIVING teaches the student how to manage his personal finances,
personal safety, health care and to advocate for himself. COMMUNITY
PARTICIPATION address transportation needs, the responsibilities of being a good
citizen and the planning of leisure activities. COLLEGE/CONTINUING EDUCATION
shows the student how to select a career and how to research programs that will lead to
further training. EMPLOYMENT addresses career options and employment skills.
INTENSIVE RESOURCE ENGLISH 9 (1900)

Intensive Resource English provides academic support to special education students
performing below the standards. Ninth Grade English is a required course that
emphasizes exposure to various genres using a general theme as a context for this
exposure. The thematic premise for this year is “journeys.” Writing, reading, speaking,
and listening skills acquired will be reinforced and expanded upon. Students will be
required to perform six tasks of varying degrees of difficulty to achieve the standards.
These task consist of weekly vocabulary and spelling test, a collection of reflective
reading journals, a reading log, participation in a literature circle, a narrative essay, and
an oral presentation. Placement: Is determined by the educational team based on student
need. Proficiency Tasks: 6

performing below the standards. Tenth Grade English is a required course that
exposure. The thematic premise for this year is “identity.” Writing, reading, speaking,
and listening skills acquired will be reinforced and expanded upon. Students will be
48
required to perform seven tasks of varying degrees of difficulty to achieve the standards.
These task consist of weekly vocabulary and spelling test, a collection of reflective
reading journals, a reading log, participation in a literature circle, a persuasive essay,
poetry, and an oral presentation. Placement: Is determined by the educational team based
on student need.
Proficiency Tasks: 7

performing below the standards. Eleventh Grade English is a required course that
exposure. The thematic premise for this year is American culture. Writing, reading,
speaking, and listening skills acquired will be reinforced and expanded upon. Students
will be required to perform five tasks of varying degrees of difficulty to achieve the
standards. These tasks consist of a collection of reflective reading journals, a reading log,
participation in a literature circle, a research paper, and an oral presentation. Placement:
Is determined by the educational team based on student need.

performing below the standards. Twelfth Grade English is a required course that
exposure. The thematic premise for this year is “world of work.” The focus will be
expanding upon writing, reading, speaking, and listening skills in preparation for post
secondary options. Placement is determined by the educational team based on student
need.
Successful completion of two (2) Course Proficiency Tasks is required for the following
courses:
INTENSIVE RESOURCE MODERN WORLD HISTORY (5900)

Intensive Resource World History provides academic support to special education
students performing below the standards. This course is a survey approach from the
beginnings of man through the Reformation. It is designed for those who have not yet
attained mastery of the basic social studies skills expected to be gained by students by the
end of the eighth grade. Students will be required to perform two tasks of varying
degrees of difficulty to achieve the standards. These tasks consist of creating a
historically accurate timeline, and a research presentation. Placement is determined by
the educational team based on student need.
49
INTENSIVE RESOURCE UNITED STATES HISTORY I (5901)
Intensive Resource United States History I provides academic support to special
education students performing below the standards. United States History I is a survey
course that covers the history of the United States from the age of exploration through the
era of Reconstruction. Students will be required to perform two tasks of varying degrees
of difficulty to achieve the standards. These tasks consist creating and presenting a flow
chart of the branches of U.S. Government, a research presentation. Placement is
determined by the educational team based on student need.
INTENSIVE RESOURCE UNITED STATES HISTORY II (5902)

Intensive Resource United States History II provides academic support to special
education students performing below the standards. United States History II is a survey
course that covers the history of the United States from the Progressive Era to the present
day. Students will be required to perform two tasks of varying degrees of difficulty to
achieve the standards. Placement is determined by the educational team based on student
need.
INTENSIVE RESOURCE MATHEMATICS (3900)

Intensive Resource Math provides academic support to special education students
performing below the standards This course will provide the students an opportunity to
discover, learn and reinforce the connections of skills and concepts in Mathematics.
Students will review the basic computational skills as they relate to applications and
problem solving activities. Each year the students will be responsible for two tasks.
Ninth grade student tasks focus on data collection with a focus on percent and
probability, and graphing. Tenth grade tasks focus on geometry as they relate to surface
area, perimeter, geometric shapes, and angles. Eleventh grade tasks focus on budgeting,
and banking skills. In the twelfth grade the focus is on real life math skills. Placement is
INTENSIVE RESOURCE BIOLOGY (4900)

Intensive Resource Biology provides academic support to special education students
performing below the standards. This course will provide the students an opportunity to
study life science with emphasis placed on the relationship between organisms and their
environment. Students are responsible for two tasks. The first demonstrates their
awareness as consumers of health and home products. The second demonstrates their
awareness of how organism directly relate to the school environment. Placement is
INTENSIVE RESOURCE PHYSICAL SCIENCE (4901)

Intensive Resource Physical Science provides academic support to special education
students performing below the standards. This course explores the fundamentals of
science and technology of Physics and Chemistry and their relationship to everyday
experiences. Students study matter, and various forms of energy (mechanical, heat,
sound, and light). Task requirements include writing formal lab reports, a completed
project and a class presentation. Placement is determined by the educational team based
on student need.
50
INTENSIVE RESOURCE APPLIED SCIENCE (4902)
This course provides academic support to special education students performing below
the standards or fulfilling the alternate grade span expectations. This course will
investigate the everyday chemistry and applied science events and processes. The course
will span the practical and applied meaning of matter and energy to nutrition. Tasks’
requirements include writing formal lab reports, a completed project, and a class
presentation. Placement is determined by the educational team based on student need.
STUDY SKILLS (1903)

The Study Skills program (Grades 9-12) provides academic support to special education
students performing below the standards. Staff assists regular education teachers in
providing instruction that addresses areas of weakness as well as providing strategies for
the student to utilize. The student will receive half a credit for meeting twice a week and
a full credit for meeting four times per week. Recommendations for participation in the
study skills course are made by the Special Education Department Chair. Course
STUDY SKILLS (1904)

Same description as in (1903) but two times a week. Course Proficiency Tasks: 1
COMMUNITY SERVICE FOR CREDIT

Scituate High School’s mission statement includes the phrase "develop all
students into responsible citizens." Two of the school’s expectations for student learning
are for students to "exhibit the responsibilities of citizenship" and "demonstrate active
involvement in their own education." In addition to helping its students achieve high
academic standards, a school has the responsibility to encourage student development as
"a whole person" by fostering civic responsibility. One of the responsibilities of
citizenship is to be an active member of the community. Community service is critical to
becoming a responsible citizen. For high school students, community service helps them
realize they can contribute and that their contributions can have a positive impact on the
lives of others. Students will also make use of their individual skills, talents, and
creativity. Community service is a way to make connections between the school and
community. It also provides the opportunity for students to demonstrate and practice
leadership skills, which in turn promote responsibility and caring for others. Community
service builds character, makes students more active learners, and improves social
behavior.
Guidelines / Protocols
Any student in grades 9 - 12 is eligible to receive credit for community service. Although
class time is not required, candidates will periodically need to meet with the advisor
during Period 8 and /or 9.
51
Students will receive .25 credit for 36 hours of service or .50 credit for 72 hours of
community service.
Students will not receive a grade, nor will the credits be used to generate the Grade Point
Average.
Community service will be noted on a student's transcript.
Community service for which credit will be awarded must be completed between
September 1 and June 31 of the school year.
Students may be involved in more than one community service activity.
The community service activity must be approved in advance by the advisor and / or
principal.
Students must maintain a portfolio documenting their community service activities. This
portfolio will contain the following: a description of the community service being
performed and a signature approving it for credit; validated signature or signatures by
that person or persons supervising the community service; a written journal; a log of the
dates and hours the service was performed; any materials such as photographs,
PowerPoint/video presentations, or other examples that are products of the service.
Students performing community service to qualify for and / or maintain membership in
the National Honor Society; students performing court-ordered community service; and
students performing community service as a requirement for membership in other
organizations (i.e. Eagle Scouts) will not be allowed to apply those service hours toward
credit.
Students may perform community service each year.
52

Scituate School Department: Mr. George Tracy, Guidance Department Chairperson

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SCITUATE SCHOOL DEPARTMENT

197 Danielson Pike, North Scituate, RI 02857

Dr. Paul R. Lescault

Dr. Kristen Stringfellow

SCITUATE HIGH SCHOOL

Mr. Michael Sollitto, Principal

Mr. David Sweet, Assistant Principal

Inquiries regarding compliance with laws related to sex discrimination

Art Miss Wendy Feldman

English Mrs. Ruth Trainor

Family and Consumer Science Mrs. Jill Morton

Foreign Language Mrs. Otilia Nobrega

Health/Physical Education Miss Jean Angell

Industrial Technology Mr. Russell Furlong

Mathematics Mrs. Jean Esposito

Music Mrs. Stefanie Marsland

Science Mr. Carlo Catucci

Social Studies Ms. Amy Grundt

Special Education Ms. Christine Connell

This booklet contains information regarding academic policies and course

SCITUATE HIGH SCHOOL

1. Communicate effectively through speaking, writing, listening and reading.

The selection of courses is an important responsibility that is shared by the school

POLICY FOR DROPPING SUBJECTS AND CHANGING SCHEDULES

A+ = 100-97 C+ = 79-77 E = 64-60

Rank-In-Class is calculated at the end of a student's Freshman, Sophomore, and

1. Include all students.

2. Include grades for all courses taken in grade 9-12.

1 Credit ½ Credit ¼ Credit

A+ 4.3000 2.1500 1.0750

5. Rank-in-Class is determined by adding quality points earned (#3) divided by the

POLICY FOR INDEPENDENT STUDY

Independent Study is designed to provide students with the opportunity to

A specific, well-defined end product is expected from the student’s investigation.

HIGH SCHOOL HONOR ROLL

To achieve HIGH HONORS WITH DISTINCTION, a student must attain a

DIRECTED LITERACY PERIOD (DLP)

To avoid any distraction, the following regulations will be enforced:

• There will be no locker permissions and no permission to go to a teacher or to other

Students in Grades 9 through 12 are required to attend Direct Literacy Periods,

Students in Grades 9 through 11 are required to participate in an Advisory

The primary purposes of having Periods 8 and 9 are to integrate an Advisory

SUMMER SCHOOL OR SUMMER TUTORING GUIDELINES FOR THE

ELIGIBILITY REQUIREMENTS FOR PARTICIPATION IN

Participation in athletics and extra-curricular activities is a privilege and

Eligibility to participate in athletics and/or extra-curricular activities in any given

Interscholastic athletics shall be governed by the Rhode Island Interscholastic

Character is evaluated on the following definition: The student of character

Finally, the Faculty Selection Committee considers it to be the responsibility of

NATIONAL HONOR SOCIETY DISCIPLINE / DISMISSAL POLICY

First: Receive a written explanation from the NHS advisor.

According to the NHS Constitution, dismissal is permanent. Once dismissed, a

RHODE ISLAND HONOR SOCIETY

Student athletes entering a Division II institution in fall 2008 must complete a

1. Perceive and understand visual and aesthetic relationships in the environment.

INTRODUCTORY ART STUDIO (0010)

INTRODUCTORY COMPUTER IMAGING AND FINE ARTS (0011)

ADVANCED COMPUTER IMAGING AND FINE ARTS (0015)

ADVANCED ART STUDIO (0017)