Biology state exam

M/J Science 1 and 2 Lower Cambridge  

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007 

Principal Approved

Canvas Course

Coding Fundamentals 1, provides an introduction to Physical Computing that guides students to explore fundamental CS concepts by programming with the micro:bit, a simple programmable computer device. Each unit of the course guides students through the learning process with three practices: analyzing computer applications, prototyping a project that reflects the result of their analysis, and communicating about their projects. Projects are based on teaching students to think computationally: to decompose problems, abstract and modularize, reuse and remix existing solutions, and to test fully to arrive at a working solution. Students that complete Coding Fundamentals 1 will be prepared to take the Programming and Logic Essentials Digital Tool Certification.

Principal Approved

Coding Fundamentals 1

Canvas Course

Students enrolled on Coding Fundamentals 2 should have complete Coding Fundamentals 1. Students should have the basics of the Microsoft Make Code editor and the sensors on a Micro:bit. Students will apply concepts learned in Coding Fundamentals to the Makecode Arcade platform. This is the main game programming platform, which simplifies the complex internal logic into the form of building blocks, making it easy to understand. As long as students can understand the meaning of each block, they can easily get started with the game programming platform. The platform contains simulators. By building blocks in one step, the real-time effects will be displayed on the simulator on the left side of the interface, making debugging less difficult. The platform supports building block to code, other supported languages ​​are Javascript and static python. On the Arcade platform, students create advanced games with maturity of programming skills through step-by-step programming. Students will be prepared to earn the Gaming Essentials Digital Tool at the completion of this course.

This course provides 1 of the 3 math credits needed for middle school promotion. 

6th Grade Math F.A.S.T Assessment

5th grade Mathematics

Savvas enVision 

In grade 6 accelerated, instructional time will emphasize five areas: (1) performing all four operations with rational numbers with procedural fluency; (2) exploring and applying concepts of ratios, rates, percentages and proportions to solve problems; (3) creating, interpreting and using expressions, equations and inequalities; (4) extending geometric reasoning to plotting points on the coordinate plane, area and volume of geometric figures and (5) extending understanding of statistical thinking to represent and compare categorical and numerical data.

Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

This course provides 1 of the 3 math credits needed for middle school promotion. 

8th Grade Pre-Algebra F.A.S.T Assessment

6th grade Accelerated Mathematics

Savvas enVision 

In grade 7, instructional time will emphasize five areas: (1) recognizing that fractions, decimals and percentages are different representations of rational numbers and performing all four operations with rational numbers with procedural fluency; (2) creating equivalent expressions and solving equations and inequalities; (3) developing understanding of and applying proportional relationships in two variables; (4) extending analysis of two- and three-dimensional figures to include circles and cylinders and (5) representing and comparing categorical and numerical data and developing understanding of probability.

Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

None

Principal Approved Final

None

None

Stage Agent 

Basic Drama Projects

Through simple scripted scenes, performance projects, and/or practical application, students learn to identify what makes performances believeable and explore the tools used to create, articulate, and execute them.  Public performances may serve as a culmination of specific instructional goals.  Students may be required to attend and/or participate in rehearsals and performances outside of the school day to support, extend, and assess learning in the classroom.

This course counts as 1 elective credit after earning a passing grade as established in the student progression plan.

District Final

Please, refer to the course progression.

None

Please, refer to the course progression.

It is each school's responsibility to evaluate and assign high school world language credit equivalency for those students who complete M/J American Sign Language sequences in middle school.

Florida Virtual M/J American Sign Language course content

M/J American Sign Language Beginning introduces students to the target language and its culture. Students will learn beginning receptive and expressive signing skills and be introduced to culture, connections, comparisons, and communities during this one-year course.

This course shall integrate the Goal 3 Student Performance Standards of the Florida System of School Improvement and Accountability as appropriate to the content and processes of the subject matter. It also must reflect appropriate Next Generation Sunshine State Standards benchmarks and Florida Standards for English language arts and mathematics.

None

District Final

None

None

Students explore art from around the world through project-based activities. Based on directed investigation, students reinterpret selected forms to promote understanding of themes, purposes, symbolism, and traditional formal characteristics. Students compare various cultural responses in art to universal themes, gaining respect for diverse perspectives and the rich heritage shared by cultures from around the world. Supporting geographic, cultural and societal studies, and historical context help students refine their understandings of time and place in global cultures. Students consider the value of preserving these works in today's museums and other public buildings, private collections, and in digital format for sharing and study via the Internet. This course incorporates hands-on activities and consumption of art materials.

None

District Final

None

None

Students with little or no instrumental experience develop foundational instrumental technique, foundational music literacy, and aesthetic musical awareness through rehearsal, performance, and study of high-quality band literature. Instrumentalists work on the fundamentals of music notation, sound production, instrument care and maintenance, and personal and group rehearsal strategies. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

None

District Final

Should have playing experience or taken M/J Band 1

M/J Band 1 or equivalent 

Students with previous band experience build on instrumental technique, music literacy, and aesthetic response through rehearsal, performance, and study of a variety of high-quality band literature. Instrumentalists expand their knowledge of music notation, music theory, sound production, and personal and group rehearsal strategies. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

None

District Final

Playing experience required

M/J Band 1 & 2 or equivalent

Students with previous band experience expand on their instrumental technique, music literacy, and aesthetic response through rehearsal, performance, and study of a variety of intermediate-level, high-quality band literature. Instrumentalists extend their knowledge of music notation and theory, sound production, and personal and group rehearsal strategies. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

None

District Final

Must have playing experience

Must have taken M/J Band 1, M/J Band 2, and M/J Band 3 or Equivalent

Students with considerable band experience strengthen their instrumental technique, music literacy, and aesthetic response through rehearsal, performance, and study of a variety of advanced, high-quality band literature. Instrumentalists refine their knowledge of music notation and theory, sound production, and personal and group rehearsal strategies. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

None

Principal Approved Final

None

None

Stage Agent (digital)

Basic Drama Projects

Students learn the basics of theatre arts by exploring a character through such activities as pantomime, improvisation and effective speaking using articulation, projection and breathing.  Students also explore elements of technical theatre by exploring the use of such elements as costumes, props and scenery.  Students practice writing for the theatre and explore various theatre roles and functions.  Public performances may serve as a culmination of specific instructional goals.  Students may be required to attend and/or participate in rehearsals and performances outside of the school day to support, extend and assess learning in the classroom.

This course will meet an academic elective requirement.

Principal Approved Assessment

Elective- may be taken at any grade level.

No prerequisite required.

N/A

N/A

The purpose of this course is to enable students to explore careers/career clusters and make informed career choices. Activities enable students to increase self-awareness and develop the skills needed to successfully plan for postsecondary education and the workplace. Career assessment should include interests, aptitudes, and basic skills. Work-based learning strategies appropriate for this course include job shadowing, field trips, and mentors. Work-based activities allow students to evaluate their career choices as they relate to actual careers at the worksite. 

None

District Final

None

None

Students with little or no choral experience develop beginning vocal technique and skills, critical and creative thinking skills, and an appreciation of music from around the world and through time. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

None

District Final

Should have M/J Chorus 1 or equivalent

M/J Chorus 2 or equivalent

Students build on previous choral experience to expand vocal, technical, musical, and ensemble skills through rehearsal, performance, and study of high-quality choral literature. Singers focus on increasing knowledge of music theory, music literacy, and aesthetic response. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

None

Principal Approved Final

Should have M/J Chorus 1 & 2 or equivalent

M/J Chorus 1 & 2 or equivalent

Students with previous choral experience build intermediate-level knowledge of vocal technique, musical literacy, ensemble skills, and related musical knowledge through rehearsal, performance, and study of a variety of high-quality 2-, 3-, and 4-part choral literature. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

This course is required for middle school promotion.

State developed EOC assessment.

Based on previous academic history. 

M/J U.S. History or M/J U.S. History Advanced

M/J World History or M/J World History Advanced

McGraw Hill - Civics Florida Edition

The primary content for the course pertains to the principles, functions, and organization of government; the origins of the American political system; the roles, rights, responsibilities of United States citizens; and methods of active participation in our political system. The course is embedded with strong geographic and economic components to support civic education instruction.

This course is required to meet middle school promotion.

State developed EOC assessment.

Based on previous academic history.

M/J U.S. History or M/J U.S. History Advanced

M/J World History or M/J World History Advanced

McGraw Hill -Civics- Florida Edition

The primary content for the course pertains to the principles, functions, and organization of government; the origins of the American political system; the roles, rights, responsibilities of United States citizens; and methods of active participation in our political system. The course is embedded with strong geographic and economic components to support civic education instruction.

None

District EOC

None

This course is designed for 6th and 7th-grade students and intended to be 18 weeks in length. The purpose of this course is to provide a foundation of knowledge, skills, and values necessary for the development of a physically active lifestyle. The course content provides exposure to a variety of movement opportunities and experiences which includes, but is not limited to Fitness Activities, Educational Gymnastics and Dance, and Team Sports. The integration of fitness concepts throughout the content is critical to student success in this course and in the development of a healthy and physically active lifestyle.

None

District EOC

None

None

This course is designed for 6th and 7th-grade students and intended to be 18 weeks in length. The purpose of this course is to provide a foundation of knowledge, skills, and values necessary for the development of a physically active lifestyle. The course content provides exposure to a variety of movement opportunities and experiences which includes, but is not limited to Fitness Activities, Educational Gymnastics and Dance, and Team Sports. The integration of fitness concepts throughout the content is critical to student success in this course and in the development of a healthy and physically active lifestyle.

None

District EOC

None. 

None

This course is designed for 7th and 8th-grade students and is intended to be 18 weeks in length. The purpose of this course is to build on previously acquired knowledge, skills, and values necessary for the implementation and maintenance of a physically active lifestyle. The course content provides exposure to a variety of movement opportunities and experiences which include, but is not limited to Outdoor Pursuits/Aquatics, Individual/Dual Sports, and Alternative/Extreme Sports. The integration of fitness concepts throughout the content is critical to student success in this course and in the development of a healthy and physically active lifestyle.

In order for a student to be promoted to high school from the middle grades, they must successfully complete the following courses:

• Three middle grades or higher* courses in English language arts.
• Three middle grades or higher* courses in mathematics.
• Three middle grades or higher* courses in science.
• Three middle grades or higher* courses in social studies.
  • One of these social studies courses must be Civics. There is a statewide, standardized end-of-course exam for Civics that must be taken and factored in as 30% of a student’s course grade.

*May include high school courses for high school credit.

The statutory requirements for middle grades promotion are found in section 1003.4156, Florida Statutes.

End of Year District Final - Counts for 10% of Final Course Grade

This is the entry level course for middle school science.  All grade 6 students are eligible.

None

Access the Instructional Materials page to see approved instructional resources for this course.

M/J Comprehensive Science 1 is a basic intermediate course intended to expose students to the designs and patterns in the physical universe. This course provides a broad survey of the major areas of science. Some of the areas covered in M/J Comp Science include the study of plant systems, weather, plant and animal characteristics, the earth, electricity and magnetism, and the different forms of energy.

The curriculum seeks to develop the students' ability to understand and participate in scientific inquiry. The units contain experiments and projects to capitalize on the students' natural curiosity. The students will explore, observe and manipulate everyday objects and materials in their environment. Students at this level should begin to understand interrelationships of systems in an organism, how organisms respond to the environment, recognize how energy is vital to life. Collectively, this should help students develop and build on their subject-matter knowledge base

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the middle school level, all students should have multiple opportunities every week to explore science laboratory investigations (labs). School laboratory investigations are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the middle school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error and have the skills to aggregate, interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007).

In order for a student to be promoted to high school from the middle grades, they must successfully complete the following courses:

• Three middle grades or higher* courses in English language arts.
• Three middle grades or higher* courses in mathematics.
• Three middle grades or higher* courses in science.
• Three middle grades or higher* courses in social studies.
  • One of these social studies courses must be Civics. There is a statewide, standardized end-of-course exam for Civics that must be taken and factored in as 30% of a student’s course grade.

*May include high school courses for high school credit.

The statutory requirements for middle grades promotion are found in section 1003.4156, Florida Statutes.

Principal Approved End of Year District Final - Counts for 10% of Final Course Grade

This course, like the M/J Comp Sci 1 Adv course, contains high school standards.  However, in addition to the 6th grade standards, also includes approximately half of the 8th grade, M/J Comp Sci 3 Adv course standards.  Due to the extreme pace of this course, placement should be based on teacher input, student interest, and demonstration by the student of independent motivation, organizational skills, and recognition of the study requirements of this course.  In addition, parents should be made clearly aware of the pacing and curricular expectations of this accelerated course.

Successful completetion of Gr 5.

Students & parents should be made clearly aware of the pacing and curricular expectations of this accelerated course.

Accelerated science courses include additional Next Generation Sunshine State High School Science Standards (NGSSS).

Accelerated science courses will include the requirement for students to complete a scientific research project.

Access the Instructional Materials page to see approved instructional resources for this course.

The purpose of this accelerated course is to provide opportunity for the student to study all 6th grade Advanced Science topics and half of the 8th grade Advanced Standards. Students will study concepts of life, earth/space and environmental science, and Chemistry standards from grade 8. The course moves at an accelerated rate. This course, like the M/J Comp Sci 1 Adv course, contains high school standards. 

Accelerated science courses include additional Next Generation Sunshine State High School Science Standards (NGSSS).

Accelerated science courses will include the requirement for students to complete a scientific research project.

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the middle school level, all students should have multiple opportunities every week to explore science laboratory investigations (labs). School laboratory investigations are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the middle school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007).

In order for a student to be promoted to high school from the middle grades, they must successfully complete the following courses:

• Three middle grades or higher* courses in English language arts.
• Three middle grades or higher* courses in mathematics.
• Three middle grades or higher* courses in science.
• Three middle grades or higher* courses in social studies.
  • One of these social studies courses must be Civics. There is a statewide, standardized end-of-course exam for Civics that must be taken and factored in as 30% of a student’s course grade.

*May include high school courses for high school credit.

The statutory requirements for middle grades promotion are found in section 1003.4156, Florida Statutes.

End of Year District Final - Counts for 10% of Final Course Grade

This is the entry level course for middle school science.  All grade 6 students are eligible. Teacher input and student interest should be considered.

Successful completetion of Gr 5.

Advanced science courses include additional Next Generation Sunshine State High School Science Standards (NGSSS).

Advanced science courses will include the requirement for students to complete a scientific research project.

Access the Instructional Materials page to see approved instructional resources for this course.

Advanced science courses include additional Next Generation Sunshine State High School Science Standards (NGSSS).

Advanced science courses will include the requirement for students to complete a scientific research project.

M/J Comprehensive Science 1 Adv is a basic intermediate course intended to expose students to the designs and patterns in the physical universe. This course provides a broad survey of the major areas of science. Some of the areas covered in M/J Comp Science include the study of plant systems, weather, plant and animal characteristics, the earth, electricity and magnetism, and the different forms of energy.

The curriculum seeks to develop the students' ability to understand and participate in scientific inquiry. The units contain experiments and projects to capitalize on the students' natural curiosity. The students will explore, observe and manipulate everyday objects and materials in their environment. Students at this level should begin to understand interrelationships of systems in an organism, how organisms respond to the environment, recognize how energy is vital to life. Collectively, this should help students develop and build on their subject-matter knowledge base

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the middle school level, all students should have multiple opportunities every week to explore science laboratory investigations (labs). School laboratory investigations are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the middle school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007).

In order for a student to be promoted to high school from the middle grades, they must successfully complete the following courses:

• Three middle grades or higher* courses in English language arts.
• Three middle grades or higher* courses in mathematics.
• Three middle grades or higher* courses in science.
• Three middle grades or higher* courses in social studies.
  • One of these social studies courses must be Civics. There is a statewide, standardized end-of-course exam for Civics that must be taken and factored in as 30% of a student’s course grade.

*May include high school courses for high school credit.

The statutory requirements for middle grades promotion are found in section 1003.4156, Florida Statutes.

End of Year District Final - Counts for 10% of Final Course Grade

This is the standard grade 7 science course.  All grade 7 students who have successfully completed a grade 6 science course (M/J Comp Sci 1 or M/J Comp Sci 1 Adv) are eligible.

Successful completetion of a grade 6 science course (M/J Comp Sci 1 or M/J Comp Sci 1 Adv)

Access the Instructional Materials page to see approved instructional resources for this course.

M/J Comprehensive Science 2 is a basic intermediate course intended to expose students to the designs and patterns in the physical universe. This course expands on the Gr 6 course, providing a set of basic scientific skills and a broad survey of the major areas of science. Some of the areas covered in this course include the scientific method, overview of the four major areas of science, mathematics in science, astronomy, the atmosphere, natural cycles, weather and climate, human anatomy and physiology, and careers in science.

The curriculum seeks to develop the students' ability to be aware of and participate in scientific inquiry. The units contain experiments and projects to capitalize on the students' natural curiosity. The students will explore, observe and manipulate everyday objects and materials in their environment. Students at this level should show understanding of interrelationships between organisms, recognize patterns in systems, and expand their knowledge of cellular dimensions of living systems. Collectively, this should help students develop and build on their subject-matter knowledge base.

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the middle school level, all students should have multiple opportunities every week to explore science laboratory investigations (labs). School laboratory investigations are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the middle school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error and have the skills to aggregate, interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007).

In order for a student to be promoted to high school from the middle grades, they must successfully complete the following courses:

• Three middle grades or higher* courses in English language arts.
• Three middle grades or higher* courses in mathematics.
• Three middle grades or higher* courses in science.
• Three middle grades or higher* courses in social studies.
  • One of these social studies courses must be Civics. There is a statewide, standardized end-of-course exam for Civics that must be taken and factored in as 30% of a student’s course grade.

*May include high school courses for high school credit.

The statutory requirements for middle grades promotion are found in section 1003.4156, Florida Statutes.

Students enrolled in this course will take the Gr 8 State FSSA (Science FCAT)

This course, like the M/J Comp Sci 2 Adv course, contains high school standards.  However, in addition to the 7th grade standards, also includes approximately half of the 8th grade, M/J Comp Sci 3 Adv course standards.  Due to the extreme pace of this course, placement should be based on teacher input, student interest, and demonstration by the student of independent motivation, organizational skills, and recognition of the study requirements of this course.  In addition, parents should be made clearly aware of the pacing and curricular expectations of this accelerated course.

Students placed in this course should have successfully completed the M/J Comp Sci 1 Accelerated Honors course.  If a student is placed in this course from M/J Comp Sci 1 or M/J Comp Sci 1 Adv, they will have missed apporximately 1/2 of the 8th grade standards normally covered in the M/J Comp Sci 1 Accelerated Honors course.

Successful completion of the M/J Comp Sci 1 Accelerated Honors course

Students placed in this course should have successfully completed the M/J Comp Sci 1 Accelerated Honors course.  If a student is placed in this course from M/J Comp Sci 1 or M/J Comp Sci 1 Adv, they will have missed apporximately 1/2 of the 8th grade standards normally covered in the M/J Comp Sci 1 Accelerated Honors course.

Students & parents should be made clearly aware of the pacing and curricular expectations of this accelerated course.

Accelerated science courses include additional Next Generation Sunshine State High School Science Standards (NGSSS).

Accelerated science courses will include the requirement for students to complete a scientific research project.

Access the Instructional Materials page to see approved instructional resources for this course.

The purpose of this accelerated course is to provide opportunity for the student to study all 7th grade Advanced Science topics and half of the 8th grade Advanced Standards. The course moves at an accelerated rate. This course, like the M/J Comp Sci 1 Adv course, contains high school standards.  

Accelerated science courses include additional Next Generation Sunshine State High School Science Standards (NGSSS).

Accelerated science courses will include the requirement for students to complete a scientific research project.

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the middle school level, all students should have multiple opportunities every week to explore science laboratory investigations (labs). School laboratory investigations are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the middle school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007).

In order for a student to be promoted to high school from the middle grades, they must successfully complete the following courses:

• Three middle grades or higher* courses in English language arts.
• Three middle grades or higher* courses in mathematics.
• Three middle grades or higher* courses in science.
• Three middle grades or higher* courses in social studies.
  • One of these social studies courses must be Civics. There is a statewide, standardized end-of-course exam for Civics that must be taken and factored in as 30% of a student’s course grade.

End of Year District Final - Counts for 10% of Final Course Grade

This is the standard grade 7 science course.  All grade 7 students who have successfully completed a grade 6 science course (M/J Comp Sci 1 or M/J Comp Sci 1 Adv) are eligible. Teacher input and student interest should be considered.

Successful completetion of a grade 6 science course (M/J Comp Sci 1 or M/J Comp Sci 1 Adv)

Advanced science courses include additional Next Generation Sunshine State High School Science Standards (NGSSS).

Advanced science courses will include the requirement for students to complete a scientific research project.

Access the Instructional Materials page to see approved instructional resources for this course.

Advanced science courses include additional Next Generation Sunshine State High School Science Standards (NGSSS).

Advanced science courses will include the requirement for students to complete a scientific research project.

M/J Comprehensive Science 2 is a basic intermediate course intended to expose students to the designs and patterns in the physical universe. This course expands on the Gr 6 course, providing a set of basic scientific skills and a broad survey of the major areas of science. Some of the areas covered in this course include the scientific method, overview of the four major areas of science, mathematics in science, astronomy, the atmosphere, natural cycles, weather and climate, human anatomy and physiology, and careers in science.

The curriculum seeks to develop the students' ability to be aware of and participate in scientific inquiry. The units contain experiments and projects to capitalize on the students' natural curiosity. The students will explore, observe and manipulate everyday objects and materials in their environment. Students at this level should show understanding of interrelationships between organisms, recognize patterns in systems, and expand their knowledge of cellular dimensions of living systems. Collectively, this should help students develop and build on their subject-matter knowledge base.

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the middle school level, all students should have multiple opportunities every week to explore science laboratory investigations (labs). School laboratory investigations are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the middle school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error and have the skills to aggregate, interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007).

In order for a student to be promoted to high school from the middle grades, they must successfully complete the following courses:

• Three middle grades or higher* courses in English language arts.
• Three middle grades or higher* courses in mathematics.
• Three middle grades or higher* courses in science.
• Three middle grades or higher* courses in social studies.
  • One of these social studies courses must be Civics. There is a statewide, standardized end-of-course exam for Civics that must be taken and factored in as 30% of a student’s course grade.

*May include high school courses for high school credit.

The statutory requirements for middle grades promotion are found in section 1003.4156, Florida Statutes.

End of Year District Final - Counts for 10% of Final Course Grade

This is the third course inthe MS science course porgression.  All students who have successfully completed Gr 7 M/J Comp Sci 2 or M/J Comp Sci 2 Adv are elgible.

Successful completion of Gr 7 M/J Comp Sci 2 or M/J Comp Sci 2 Adv

Access the Instructional Materials page to see approved instructional resources for this course.

Comprehensive Science 3 is the last class of the M/J Comprehensive Series. The course introduces new information and reviews some basics of science to prepare students for high school science coursework. Topics covered in this course include: The Nature of Science, Earth and Space Science, Properties of Matter, Changes in Matter, Matter and Energy, and Energy flow in the living world.

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the middle school level, all students should have multiple opportunities every week to explore science laboratory investigations (labs). School laboratory investigations are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the middle school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007).

In order for a student to be promoted to high school from the middle grades, they must successfully complete the following courses:

• Three middle grades or higher* courses in English language arts.
• Three middle grades or higher* courses in mathematics.
• Three middle grades or higher* courses in science.
• Three middle grades or higher* courses in social studies.
  • One of these social studies courses must be Civics. There is a statewide, standardized end-of-course exam for Civics that must be taken and factored in as 30% of a student’s course grade.

Students enrolled in this course will take the Gr 8 State FSSA (Science FCAT)

This is the third course in the MS science course porgression.  All students who have successfully completed Gr 7 M/J Comp Sci 2 or M/J Comp Sci 2 Adv are elgible. Teacher input and student interest should be considered.

Successful completion of Gr 7 M/J Comp Sci 2 or M/J Comp Sci 2 Adv

Advanced science courses include additional Next Generation Sunshine State High School Science Standards (NGSSS).

Advanced science courses will include the requirement for students to complete a scientific research project.

Access the Instructional Materials page to see approved instructional resources for this course.

Advanced science courses include additional Next Generation Sunshine State High School Science Standards (NGSSS).

Advanced science courses will include the requirement for students to complete a scientific research project.

Comprehensive Science 3 is the last class of the M/J Comprehensive Series. The course introduces new information and reviews some basics of science to prepare students for high school science coursework. Topics covered in this course include: The Nature of Science, Earth and Space Science, Properties of Matter, Changes in Matter, Matter and Energy, and Energy flow in the living world. 

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the middle school level, all students should have multiple opportunities every week to explore science laboratory investigations (labs). School laboratory investigations are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the middle school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007).

Principal Approved

Canvas Course

Computer Science Discoveries 1 introduces students to computer science as a vehicle for problem solving, communication, and creative computing.  The course focuses on the visual programming/coding, game creation, CAD design and 3D printing and physical computing.  This course encourages students to see where computer science exists around them and how they can engage with it as a tool for exploration and expression. Many young people with access to computers participate as consumers, rather than designers or creators. Creative computing emphasizes the knowledge, practices, and fundamental literacies that young people need to create the types of dynamic and interactive computational media that they enjoy in their daily lives. Engaging in the creation of computational artifacts prepares students for more than careers as computer scientists or programmers. It supports their development as computational thinkers – individuals who can draw on computational concepts, practices, and perspectives in all aspects of their lives, across disciplines and contexts.

Principal Approved

Canvas Course

Computer Science Discoveries 2 introduces students to computer science as a vehicle for problem solving, communication, and creative computing.  The course focuses on Computing Essentials, Cyber Security, Artificial Intelligence and Physical Computing with micro:bit.  This course encourages students to see where computer science exists around them and how they can engage with it as a tool for exploration and expression. Many young people with access to computers participate as consumers, rather than designers or creators. Creative computing emphasizes the knowledge, practices, and fundamental literacies that young people need to create the types of dynamic and interactive computational media that they enjoy in their daily lives. Engaging in the creation of computational artifacts prepares students for more than careers as computer scientists or programmers. It supports their development as computational thinkers – individuals who can draw on computational concepts, practices, and perspectives in all aspects of their lives, across disciplines and contexts. Students will gain knowledge to take ICT Essentials Digital Tools Certification for Cyber Security Essentials.

None

Principal Approved Final

None

None

Students explore the aesthetic foundations of art using beginning photography techniques.  This course may include, but is not limited to, color and/or black and white photography via digital media and/or traditional photography. Processes and techniques for image capture and printing may include, but are not limited to, handcrafted pinhole cameras, hand tinting photographs, mixed media, photo collage, cross-processing, emerging technologies and new media. Content covers the basic mechanics of a camera, including lens and shutter operation, compositional foundations, printing an image for display, and evaluating a successful print.  Craftsmanship and quality are reflected in the surface of the print, care of the materials, attention to compositional conventions, and expression of personal ideas and feelings. Student photographers use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.

None

Principal Approved Final

Should take M/J Creative Photography 1 before Level 2

M/J Creative Photography 1 is recommended

Students advance their technical and aesthetic foundations in photographic techniques. This course may include, but is not limited to, color and/or black and white photography, researching the history of photography, making connections to contemporary and community photographers, critiquing using varied techniques, and experimenting with a variety of photographic media which may include, but is not limited to, handcrafted pinhole cameras, hand tinting photographs, mixed media, cyanotypes, medium format, photo collage, color photography, cross-processing, creative filters, macro, panoramic, digital output on a variety of media, emerging technologies and new media. Craftsmanship and quality are reflected in the surface of the print, care of the materials, attention to compositional conventions, and expression of personal ideas and feelings. Student photographers use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.

This course will meet an academic elective requirement.

Principal Approved Assessment

Elective- may be taken at any grade level.

No prerequisite required.

N/A

N/A

The purpose of this course is to enable students to learn and use writing and language skills for creative expression in a variety of literary forms. Emphasis will be on development of a personal writing style. Students will begin to develop critical editorial skills with regard to their own work and that of their peers. Students will read a variety of published stories, essays, and poems and learn how to apply the techniques of other writers to their writing while developing their own voice. 

This course will meet an academic elective requirement.

Principal Approved Assessment

Elective- may be taken at any grade level after taking the prerequisite. 

M/J Creative Writing 1

N/A

N/A

The purpose of this course is to enable students to develop and use writing and language skills for creative expression in a variety of literary forms. Studying and modeling a variety of genres will be emphasized at this level of creative writing.

This course will meet an academic elective requirement.

Principal Approved Assessment

Elective- may be taken at any grade level after taking the prerequisite. 

M/J Creative Writing 2

N/A

N/A

The purpose of this course is to enable students to develop and use writing and language skills for creative expression in a variety of literary forms. Emphasis will be on development of a personal writing style.

This course will meet an academic elective requirement.

Principal Approved Assessment

Elective- may be taken at any grade level.

No prerequisite required.

N/A

N/A

The purpose of this course is to enable students to develop learning strategies, critical-thinking skills, and problem-solving skills to enhance their performance in academic and nonacademic endeavors.

None

Principal Approved Final

None

None

Students develop dance technique and movement vocabulary in two or more dance forms. In the process, dancers demonstrate use of class and performance etiquette, analytical and problem-solving skills, and studio practices in a safe dance environment. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Students in this class may need to obtain (e.g., borrow, purchase) appropriate footwear and/or dance attire from an outside source.

This course satisfies one semester of the required physical education needed toward middle grades promotion.

None

Principal Approved Final

Should Take M/J Dance 1 before Level 2

M/J Dance 1 is recommended

Students attend to alignment, acquisition of complex technical skills, collaborative problem solving, dance conditioning, and safe studio practices. They learn about dance in its cultural and historical contexts through research and physical experiences, explore exemplary modern works, employ dance as a healthy life skill, and use dance terminology appropriately to describe the expressive and aesthetic qualities of performance. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Students in this class may need to obtain (e.g., borrow, purchase) appropriate footwear and/or dance attire from an outside source.

This course satisfies one semester of the required physical education needed toward middle grades promotion.

None

Principal Approved Final

Should take M/J Dance 1 & 2 before Level 3

M/J Dance 1 & 2 is recommended

Students build technical and creative skills relative to choreographic structure, performance, dance science, and somatic movement practices; and attend to alignment, collaborative problem solving, dance conditioning, and safe studio practices. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Students in this class may need to obtain (e.g., borrow, purchase) appropriate footwear and/or dance attire from an outside source.

This course satisfies one semester of the required physical education needed toward middle grades promotion.

None

Principal Approved Final

None

None

Students explore the fundamental concepts, terminology, techniques, and applications of digital imaging to create original work. Students produce digital still and/or animated images through the single or combined use of computers, digital cameras, digital video cameras, scanners, photo editing software, drawing and painting software, graphic tablets, printers, new media, and emerging technologies. Through the critique process, students evaluate and respond to their own work and that of their peers to measure artistic growth. This course incorporates hands-on activities, the use of technology, and consumption of art materials.

None

Principal Approved Final

Should take M/J Digital Art & Design 1 before Level 2

M/J Digital Art & Design 1 is recommended

Students develop and refine concepts, terminology, techniques, and applications of digital imaging to create original work. Students produce digital still and/or animated images through the single or combined use of computers, digital cameras, digital video cameras, scanners, photo editing software, drawing and painting software, graphic tablets, printers, new media, and emerging technologies. Through the critique process, students evaluate and respond to their own work and that of their peers to measure artistic growth. This course incorporates hands-on activities, the use of technology, and consumption of art materials.

This course provides 1 of the 3 English Language Arts credits for middle school promotion.

Florida’s Assessment for Student Thinking (F.A.S.T.)

See placement considerations here.

5th Grade Language Arts

McGraw Hills StudySync

The purpose of this course is to provide grade 6 students, using texts of high complexity, advanced integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.

Honors and Advanced Level Course Note: Academic rigor is more than simply assigning to students a greater quantity of work. Through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted, students are challenged to think and collaborate critically on the content they are learning.

This course provides 1 of the 3 English Language Arts credits for middle school promotion

Florida’s Assessment for Student Thinking (F.A.S.T.)

M/J Language Arts 1 or M/J Language Arts 1 Advanced or M/J English 1 Cambridge Lower Secondary

McGraw Hill StudySync

The purpose of this course is to provide grade 7 students, using texts of high complexity, advanced integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.

Honors and Advanced Level Course Note: Academic rigor is more than simply assigning to students a greater quantity of work. Through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted, students are challenged to think and collaborate critically on the content they are learning.

This course provides 1 of the 3 English Language Arts credits for middle school promotion.

Florida’s Assessment for Student Thinking (F.A.S.T.)

M/J Language Arts 2 or M/J Language Arts 2 Advanced or M/J English 2 Cambridge Lower Secondary

McGraw Hill StudySync

The purpose of this course is to provide grade 8 students, using texts of high complexity, advanced integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.

Honors and Advanced Level Course Note: Academic rigor is more than simply assigning to students a greater quantity of work. Through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted, students are challenged to think and collaborate critically on the content they are learning.

This course counts as .5 elective credit after earning a passing grade as established in the student progression plan.

District Final

Please, refer to the course progression.

None

This is a semester course.

Teacher created resources, following district curriculum guide

The purpose of this course is to provide opportunities for improvement in student self-development through the study of Spanish language and culture. The content includes, but is not limited to, the following:

• exploration of basic principles of Spanish language;
• cultural concepts related to the Spanish-speaking world, and
• comparisons between the students' own language and culture and that of Spanish-speaking countries.

None

None

None

None

Students explore the essential elements of 20th- and 21st-century music in America (e.g., jazz, rock, soul, blues) and global cultures (e.g., Latin, Bollywood, European, Asian, world drumming). Students reflect on the significance of social influences and historical events on the development of music. Participants focus on the creation, use, and performance of music; and the modes of listening, distributing, and gaining access to music. Public performances may serve as a resource for specific instructional goals.Students may be expected to attend one or more performances outside the school day to support, extend, and assess learning in the classroom.

None

Principal Approved Final

Should have M/J Exploring Music 1 or equivalent

Should have M/J Exploring Music 1 or equivalent

Students survey the growth of American music from its early years to 21st-century consumers, focusing on the settling of the nation and the effects of emigration. Learners explore the historical connections, cultural influences, and innovations of music development from the perspective of Native American music and that which was brought to American shores from other nations. Public performances may serve as a resource for specific instructional goals. Students may be expected to attend one or more performances outside the school day to support, extend, and assess learning in the classroom.

None

Principal Approved Final

Should have M/J Exploring Music 1 & 2 or equivalent

M/J Exploring Music 1 & 2 or equivalent

Students engage in a study of global music traditions through history examining genres, significant composers, and compositions over time. As they review the expressive elements of music and compositional tools, students create music, develop structural mapping skills, self-assess, and connect music to its origins. Public performances may serve as a resource for specific instructional goals. Students may be expected to attend one or more performances outside the school day to support, extend, and assess learning in the classroom.

None

None

None

None

Students with little or no vocal or instrumental experience develop basic foundational skills and knowledge, including music theory, technique, musicianship and ensemble skills.  Students also explore different genres of music and learn about the benefits of music study.  Students may be required to attend one or more performances outside of the school day to support, extend, and assess learning in the classroom.  This course may require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

none

District Final

None

None

Students learn to translate their two-dimensional skills into three-dimensional forms through the exploration of natural, abstract, and synthetic sculptural forms using materials that may include, but are not limited to, clay, plaster, and mixed media for creative expression. These student artists develop perceptual, creative, technical, and problem-solving skills in a sculptural context as they design and produce works of art with personal expression. Students in M/J Exploring Three-Dimensional Art focus on use of safety procedures for process, media, and techniques. This course incorporates hands-on activities and consumption of art materials.

None

Principal Approved

None

None

Davis Art

Students investigate a wide range of media and techniques, from both an historical and contemporary perspective, as they engage in the art-making processes of creating two-dimensional works, which may include drawing, painting, printmaking, and/or collage. Student artists reflect on their own artwork and that of others through critical analysis to achieve artistic goals related to craftsmanship, technique, and application of 21st-century skills. Opportunities are provided for creative decision-making in the context of the structural elements of art and the organizational principles of design. This course incorporates hands-on activities and consumption of art materials.

None

District EOC

None

None

This fitness course is designed for 6th-grade students and intended to be 18 weeks in length. The purpose of this course is to provide students with the knowledge, skills, and values they need to become healthy and physically active for a lifetime. This course addresses both the health and skill-related components of physical fitness which are critical for students' success.

6th, 7th, or 8th grade F.A.S.T.

Students in grades 6-8 that score below a level 3 on FSA Mathematics

Elective course for students needing additional support in mathematics.

DreamBox

This course supports students who need additional instruction in foundational mathematics skills as it relates to core instruction. Instruction will use explicit, systematic, and sequential approaches to mathematics instruction addressing all strands including number sense & operations, algebraic reasoning, functions, geometric reasoning and data analysis & probability. Teachers will use the listed benchmarks that correspond to each students’ needs. 

Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted for this course is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.

This course provides 1 of the 3 math credits needed for middle school promotion. 

6th Grade Math F.A.S.T Assessment

5th grade Mathematics

Savvas enVision 

In grade 6, instructional time will emphasize five areas: (1) performing all four operations with integers, positive decimals and positive fractions with procedural fluency; (2) exploring and applying concepts of ratios, rates and percent to solve problems; (3) creating, interpreting and using expressions and equations; (4) extending geometric reasoning to plotting points on the coordinate plane, area and volume of geometric figures and (5) extending understanding of statistical thinking.

Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

This course provides 1 of the 3 math credits needed for middle school promotion. 

7th Grade Math F.A.S.T Assessment

6th grade Mathematics

Savvas enVision 

In grade 7, instructional time will emphasize five areas: (1) recognizing that fractions, decimals and percentages are different representations of rational numbers and performing all four operations with rational numbers with procedural fluency; (2) creating equivalent expressions and solving equations and inequalities; (3) developing understanding of and applying proportional relationships in two variables; (4) extending analysis of two- and three-dimensional figures to include circles and cylinders and (5) representing and comparing categorical and numerical data and developing understanding of probability.

Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

This course provides 1 of the 3 math credits needed for middle school promotion. 

8th Grade Pre-Algebra F.A.S.T Assessment

7th grade Mathematics

Savvas enVision 

In grade 8, instructional time will emphasize six areas: (1) representing numbers in scientific notation and extending the set of numbers to the system of real numbers, which includes irrational numbers; (2) generate equivalent numeric and algebraic expressions including using the Laws of Exponents; (3) creating and reasoning about linear relationships including modeling an association in bivariate data with a linear equation; (4) solving linear equations, inequalities and systems of linear equations; (5) developing an understanding of the concept of a function and (6) analyzing two-dimensional figures, particularly triangles, using distance, angle and applying the Pythagorean Theorem.

Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

None

District Final

None

None

Students with little or no experience develop basic guitar skills and knowledge, including simple and full-strum chords, strumming patterns, playing/singing simple melodies, foundational music theory, parts of the guitar, and ensemble skills. Beginning guitarists explore the careers and music of significant performers in pop/rock, jazz, blues, classical, country, bluegrass, and hard rock/metal genres. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

None

Principal Approved Final

Should have M/J Guitar 1 or equivalent. May require the student to have their own guitar.

M/J Guitar 1 or equivalent. May require the student to have their own guitar.

Students with previous experience expand on basic guitar skills and knowledge, adding simple and full-strum chords, barre and power chords, and strumming patterns; adding more complex lead sheets and 1st-position chromatics; and building ensemble skills. Guitarists transfer between tablature and standard notation, study the work of significant musicians, and explore electric guitars, basses, and amplifiers. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

Required Health course for all 6th-grade students in Pasco County, per the board-approved SPP (Student Progression Plan). 

District EOC

None

None

HealthSmart

The purpose of this course is to provide students with the opportunity to gain the knowledge and skills necessary to become health literate and practice responsible behaviors to promote a healthy lifestyle and healthy living. This course focuses on the comprehensive health issues core to the optimal development of adolescents.

The content should include, but is not limited to, the following:

• Mental and emotional health (personal health care, screenings, counseling, negotiation skills, bullying, grief, loss, and depression)
• Prevention and control of disease (non-communicable, sexually transmitted diseases, STDs, and HIV/AIDS)
• Consumer health (risk reduction behaviors, policies/laws, medical resources, and conflict resolution)
• Family life (risk reduction behaviors, cultures, daily routines, and rules)
• Personal health (adolescence, communication skills, wellness, coping skills, social relationships, and reproductive health)
• Nutrition (weight management, fitness plan, eating disorders, and BMI)
• Internet safety (security, threats, media, cyber-bullying parental controls, and monitoring)
• Injury prevention and safety (rules, bullying, water safety, weapons safety, and first aid/CPR/AED)
• Substance use and abuse (harmful effects of alcohol, tobacco, other drugs, and over-the-counter drugs)
• Community health (local health organizations, technology, resources, and services)
• Environmental health (adverse health effects, chemicals toxins, and pollutants)
• Consumer health (advertising, media influence, products, and services)
• Teen dating violence (dating, abuse, and violence)

Career and Education Planning portion - Course Standards – Students will: 

• 1.0 Describe the influences that societal, economic, and technological changes have on employment trends and future training. 

• 2.0 Develop skills to locate, evaluate, and interpret career information. 

• 3.0 Identify and demonstrate processes for making short and long-term goals. 

• 4.0 Demonstrate employability skills such as working in a group, problem-solving and organizational skills, and the importance of entrepreneurship. 

• 5.0 Understand the relationship between educational achievement and career choices/postsecondary options. 

• 6.0 Identify a career cluster and related pathways through an interest assessment that matches career and education goals. 

• 7.0 Develop a career and education plan that includes short and long-term goals, a high school program of study, and postsecondary/career goals. 

• 8.0 Demonstrate knowledge of technology and its application in career fields/clusters. 

Approved resources: Naviance for career planning 

None

Teacher Created Final

None

None

Health Smart

The purpose of this course is to provide students with the opportunity to gain the knowledge and skills necessary to become health literate and practice responsible behaviors to promote healthy living. This comprehensive course focuses on making wise personal decisions and respecting and promoting the health of others.

• The content should include, but is not limited to, the following:
• Mental and emotional health (personal health care, screenings, counseling, negotiation skills, bullying, coping skills, and depression)
• Prevention and control of disease (non-communicable, sexually transmitted diseases, STDs, and HIV/AIDS) 
• Consumer health (risk reduction behaviors, policies/laws, medical resources, and conflict resolution)
• Family life (cultures, daily routines, and rules)
• Personal health (risk reduction behaviors, communication skills, social relationships, wellness, and reproductive health)
• Nutrition (weight management, fitness plan, eating disorders, and BMI)
• Internet safety (security, threats, media, cyber-bullying parental controls, and monitoring)
• Injury prevention and safety (rules, bullying, water safety, weapons safety, and first aid/CPR/AED)
• Substance use and abuse (harmful effects of alcohol, tobacco, other drugs, and over-the-counter drugs)
• Community health (local health organizations, technology, resources, and services)
• Environmental health (adverse health effects, chemicals toxins, and pollutants)
• Consumer health (advertising, media influence, products, and services)
• Teen dating violence (dating, media, abuse, and violence)

None

District EOC

None

None

This course is designed for 8th-grade students and is intended to be 18 weeks in length. The purpose of this course is to develop the physical skills necessary to be competent in many forms of movement, knowledge of individual (non-team) sports concepts such as offensive and defensive strategies and tactics, and appropriate social behaviors within a competition or tournament setting. The integration of fitness concepts throughout the content is critical to the success of this course.

None

Principal Approved Final

None

None

Students with little or no instrumental ensemble experience develop musicianship and performance skills as they study, rehearse, and perform high-quality ensemble literature in diverse styles. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

None

Principal Approved Final

Should have playing experience

M/J Instrumental Ensemble 1 or equivalent

Students with previous instrumental ensemble experience continue to build musicianship and performance skills through the study, rehearsal, and performance of high-quality ensemble literature in a variety of styles. Student musicians learn to self-assess and collaborate as they study relevant musical styles and time periods. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

None

Principal Approved Final

None

None

Students with little or no instrumental experience develop musicianship, technical proficiency, and performance skills. Beginning musicians focus on development of skills and techniques through scales, etudes, and solo literature. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

None

Principal Approved Final

Should have playing experience

M/J Instrumental Techniques 1 or equivalent

Students build on previous instruction to strengthen their musicianship, technique, and performance skills through preparation of scales, etudes, and solo literature. Through problem-solving, critical thinking, and reflection, students develop the physical and cognitive skills necessary to be more disciplined performers. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

This course will meet an academic elective requirement.

Florida’s Assessment for Student Thinking (F.A.S.T.)

Students in grades 6-8 that score below a level 3 on FAST ELA. 

N/A

N/A

Students will be provided precisely differentiated content using materials from Lexia Power-Up and scaffolds give ALL students access to the same standards-aligned information and ideas so EVERY reader, struggling or advanced, can progress toward college and career success.

The purpose of this course is to provide instruction that enables students to accelerate the development of reading and writing skills and to strengthen those skills so they are able to successfully read and write middle grade-level text independently.  Instruction emphasizes reading comprehension, writing, phonemic awareness, fluency, and vocabulary study through the use of a variety of literary and informational texts encompassing a broad range of text structures, genres, and levels of complexity.  Texts used for instruction focus on a wide range of topics, including content-area information, in order to support students in meeting the knowledge and demands of increasingly complex text.  Students enrolled in the course will engage in interactive text-based discussion, question generation, and research opportunities.  They will write in response to reading and cite evidence when answering text-dependent questions orally and in writing.  The course provides extensive opportunities for students to collaborate with their peers. 

This course will meet an academic elective requirement.

Florida’s Assessment for Student Thinking (F.A.S.T.)

Students in grade 7 that have scored below a level 3 on FAST ELA.

N/A

Students will be provided precisely differentiated content using materials from Lexia Power-Up and scaffolds that give ALL students access to the same standards-aligned information and ideas so EVERY reader, struggling or advanced, can progress toward college and career success.

The purpose of this course is to provide instruction that enables students to accelerate the development of reading and writing skills and to strengthen those skills so they are able to successfully read and write middle grade-level text independently.  Instruction emphasizes reading comprehension, writing, phonemic awareness, fluency, and vocabulary study through the use of a variety of literary and informational texts encompassing a broad range of text structures, genres, and levels of complexity.  Texts used for instruction focus on a wide range of topics, including content-area information, in order to support students in meeting the knowledge and demands of increasingly complex text.  Students enrolled in the course will engage in interactive text-based discussion, question generation, and research opportunities.  They will write in response to reading and cite evidence when answering text-dependent questions orally and in writing.  The course provides extensive opportunities for students to collaborate with their peers. 

This course will meet an academic elective requirement.

Florida’s Assessment for Student Thinking (F.A.S.T.)

Students in grade 8 that have scored below a level 3 on FAST ELA.

N/A

Students will be provided precisely differentiated content using materials from Lexia Power-Up and scaffolds that give ALL students access to the same standards-aligned information and ideas so EVERY reader, struggling or advanced, can progress toward college and career success.

The purpose of this course is to provide instruction that enables students to accelerate the development of reading and writing skills and to strengthen those skills so they are able to successfully read and write middle grade-level text independently.  Instruction emphasizes reading comprehension, writing, phonemic awareness, fluency, and vocabulary study through the use of a variety of literary and informational texts encompassing a broad range of text structures, genres, and levels of complexity.  Texts used for instruction focus on a wide range of topics, including content-area information, in order to support students in meeting the knowledge and demands of increasingly complex text.  Students enrolled in the course will engage in interactive text-based discussion, question generation, and research opportunities.  They will write in response to reading and cite evidence when answering text-dependent questions orally and in writing.  The course provides extensive opportunities for students to collaborate with their peers. 

None

Principal Approved Final

None

None

Students develop dance technique and movement vocabulary in one or more dance forms. In the process, dancers demonstrate use of class and performance etiquette, analytical and problem-solving skills, and studio practices in a safe dance environment. Students may be required to attend and/or participate in rehearsals and performances outside of the school day to support, extend, and assess learning in the classroom. Students in this class may need to obtain (e.g., borrow, purchase) appropriate footwear and/or dance attire from an outside source.

This course satisfies one semester of the required physical education needed toward middle grades promotion.

This course will meet an academic elective requirement.

Principal Approved Assessment

Elective- may be taken at any grade level.

No prerequisite required.

N/A

N/A

The purpose of this course is to enable students to develop fundamental skills in the production of journalism across print, multimedia, web, and broadcast/radio platforms and to become aware of journalism history, careers, ethics use, and management techniques related to the production of journalistic media. 

This course will meet an academic elective requirement.

Principal Approved Assessment

Elective- may be taken at any grade level after taking the prerequisite. 

M/J Journalism 1

N/A

N/A

The purpose of this course is to enable students to continue to develop fundamental skills in the production of journalism across print, multimedia, web, and broadcast/radio platforms and to become aware of journalism history, careers, ethics use, and management techniques related to the production of journalistic media.

None

Principal Approved Final

None

None

Students with little or no prior experience develop fundamental piano techniques, learn to read music, apply basic music theory, and explore the role of keyboard music in history and culture. Beginning pianists explore musical creativity in the form of basic arranging and improvisation, and develop analytical listening and problem-solving skills. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

None

Principal Approved Final

Should have M/J Keyboard 1 or equivalent

M/J Keyboard 1 or equivalent

Students build on prior piano experience to develop intermediate piano techniques and skills, and learn music repertoire from various styles and time periods. They explore musical creativity through improvisation and composition, and cultivate analytical listening and critical thinking skills associated with making informed musical decisions. Intermediate-level pianists also learn about the basic tools of music technology through such components as MIDI keyboards. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

This course provides 1 of the 3 English Language Arts credits needed for middle school promotion.

Florida’s Assessment for Student Thinking (F.A.S.T.)

See placement considerations here.

5th grade Language Arts

McGraw Hill StudySync

The purpose of this course is to provide grade 6 students, using texts of appropriate complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.

This course provides 1 of the 3 English Language Arts credits for middle school promotion.

Florida’s Assessment for Student Thinking (F.A.S.T.)

See placement considerations here.

5th Grade Language Arts

McGraw Hills StudySync

The purpose of this course is to provide grade 6 students, using texts of high complexity, advanced integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.

Honors and Advanced Level Course Note: Academic rigor is more than simply assigning to students a greater quantity of work. Through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted, students are challenged to think and collaborate critically on the content they are learning.

This course provides 1 of the 3 English Language Arts credits for middle school promotion.

Florida’s Assessment for Student Thinking (F.A.S.T.)

See placement considerations here.

M/J Language Arts 1

McGraw Hill StudySync

The purpose of this course is to provide grade 7 students, using texts of high complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.

This course provides 1 of the 3 English Language Arts credits for middle school promotion

Florida’s Assessment for Student Thinking (F.A.S.T.)

See placement considerations here.

M/J Language Arts 1 or M/J Language Arts 1 Advanced

McGraw Hill StudySync

The purpose of this course is to provide grade 7 students, using texts of high complexity, advanced integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.

Honors and Advanced Level Course Note: Academic rigor is more than simply assigning to students a greater quantity of work. Through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted, students are challenged to think and collaborate critically on the content they are learning.

This course provides 1 of the 3 English Language Arts credits for middle school promotion.

Florida’s Assessment for Student Thinking (F.A.S.T.)

See placement considerations here.

M/J Language Arts 7

McGraw Hill StudySync

The purpose of this course is to provide grade 8 students, using texts of high complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.

This course provides 1 of the 3 English Language Arts credits for middle school promotion.

Florida’s Assessment for Student Thinking (F.A.S.T.)

See placement considerations here.

M/J Language Arts 2 or M/J Language Arts 2 Advanced

McGraw Hill StudySync

The purpose of this course is to provide grade 8 students, using texts of high complexity, advanced integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.

Honors and Advanced Level Course Note: Academic rigor is more than simply assigning to students a greater quantity of work. Through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted, students are challenged to think and collaborate critically on the content they are learning.

This course counts as one elective credit.  

It is each school's responsibility to evaluate and assign high school world language credit equivalency for those students who complete M/J Latin sequences in middle school.  Please, refer to the course progression.

Principal approved exam

Course content requirements for the three-course sequence that includes M/J Latin Beginning (0706000), Intermediate (0706010), and Advanced (0706020) may be equivalent to the two-course sequence Latin 1 (0706300) and Latin 2 (0706310).

It is each school's responsibility to evaluate and assign high school world language credit equivalency for those students who complete M/J Spanish sequences in middle school.  Please, refer to the course progression.

M/J Latin Beginning (0706000) & M/J Latin Intermediate (0706010)

Please, refer to the course progression.

It is each school's responsibility to evaluate and assign high school world language credit equivalency for those students who complete M/J Latin sequences in middle school.

Teacher develop resources

M/J Latin Advanced introduces students to the target language and its culture. Students will learn beginning skills in listening and speaking and an introduction to basic skills in reading and writing. Also, culture, connections, comparisons, and communities are included in this one-year course.

This course shall integrate the Goal 3 Student Performance Standards of the Florida System of School Improvement and Accountability as appropriate to the content and processes of the subject matter. It also must reflect appropriate Next Generation Sunshine State Standards benchmarks and Florida Standards for English language arts and mathematics.

This course counts as 1 elective credit after earning a passing grade as established in the student progression plan.

Principal approved exam

Please, refer to the course progression.

None

Please, refer to the course progression.  It is each school's responsibility to evaluate and assign high school world language credit equivalency for those students who complete M/J Latin sequences in middle school.

Teacher created resources

M/J Latin Beginning introduces students to the target language and its culture. Students will learn beginning skills in listening and speaking and an introduction to basic skills in reading and writing. Also, culture, connections, comparisons, and communities are included in this one-year course.

This course shall integrate the Goal 3 Student Performance Standards of the Florida System of School Improvement and Accountability as appropriate to the content and processes of the subject matter. It also must reflect appropriate Next Generation Sunshine State Standards benchmarks and Florida Standards for English language arts and mathematics.

This course counts as 1 elective credit after earning a passing grade as established in the student progression plan.

It is each school's responsibility to evaluate and assign high school world language credit equivalency for those students who complete M/J Latin sequences in middle school.  Please, refer to the course progression.

Principal approved exam.

Please, refer to the course progression plan.

M/J Latin Beginning (0706000) 

Please, refer to the course progression.  It is each school's responsibility to evaluate and assign high school world language credit equivalency for those students who complete M/J Latin sequences in middle school.

Teacher created resources

M/J Latin Intermediate introduces students to the target language and its culture. Students will learn beginning skills in listening and speaking and an introduction to basic skills in reading and writing. Also, culture, connections, comparisons, and communities are included in this one-year course.

This course shall integrate the Goal 3 Student Performance Standards of the Florida System of School Improvement and Accountability as appropriate to the content and processes of the subject matter. It also must reflect appropriate Next Generation Sunshine State Standards benchmarks for English language arts and mathematics.

This course provides 1 of the 3 math credits needed for middle school promotion. 

6th Grade Math F.A.S.T Assessment

5th grade Mathematics or 4th grade Accelerated Mathematics

Savvas enVision

Instructional time will emphasize five areas: (1) performing all four operations with rational numbers with procedural fluency; (2) exploring and applying concepts of ratios, rates, percentages and proportions to solve problems; (3) creating, interpreting and using expressions, equations and inequalities; (4) extending geometric reasoning to plotting points on the coordinate plane, area and volume of geometric figures and (5) extending understanding of statistical thinking to represent and compare categorical and numerical data.

Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

This course provides 1 of the 3 math credits needed for middle school promotion.

Grade 8 Pre-Algebra F.A.S.T Assessment

M/J Mathematics 1 Cambridge Lower Secondary

or

6th grade Accelerated Mathematics

Savvas enVision

Instructional time will emphasize five areas: (1) recognizing that fractions, decimals and percentages are different representations of rational numbers and performing all four operations with rational numbers with procedural fluency; (2) creating equivalent expressions and solving equations and inequalities; (3) developing understanding of and applying proportional relationships in two variables; (4) extending analysis of two- and three-dimensional figures to include circles and cylinders and (5) representing and comparing categorical and numerical data and developing understanding of probability.

Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

None

Principal Approved Final

None

None

Stage Agent (digital)

Student's coursework focuses on, but is not limited to, basic acting, basic vocal performance, basic dance/movement, non-dance movement, and staging, which transfer readily to musical theatre literature.  Students will survey the current trends in musical theatre by studying representative literature.  Students will explore the unique staging and technical demands of musicals in contrast to non-musical plays.  Public performances may serve as a culmination of specific instructional goals.  Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

None

Principal Approved Final

Students should take M/J Musical Theatre 1 before Level 2

M/J Musical Theatre 1 is recommended

Stage Agent

Student's coursework focuses on, but is not limited to, acting, vocal performance, dance/movement, and staging, which transfer readily to musical theatre literature.  Students will survey the evolution of music in theatre from ancient Greece to modern Broadway through a humanities approach and with representative, age appropriate literature.  They will learn to analyze the structures, stories and settings of musical theatre exemplars to understand how those components serve the story.  Public performances may serve as a culmination of specific instructional goals.  Students may be required to attend and/or participate in rehearsals and performances outside of the school day to support, extend, and assess learning in the classroom. 

None

Principal Approved Final

Students should take M/J Musical Theatre 1 & 2 prior to this course

M/J Musical Theatre 1 & 2 is recommended

Stage Agent

Student's coursework focuses on, but is not limited to, intermediate acting, intermediate vocal performance, intermediate dance/movement, and staging, which transfer readily to music theatre literature.  Students will learn from studying styles and techniques used by well-known singer-actor-dancers and choreographers and they will begin to build a performance portfolio.  Students will begin to use their prior knowledge to develop scenes on their own and incorporate blocking, choreography and settings.  Public performances may serve as a culmination of specific instructional goals.  Students may be required to attend and/or participate in rehearsals and performances outside of the school day to support, extend, and assess learning in the classroom. 

None

Principal Approved Final

None

None

Students who have little or no experience on violin, viola, cello, bass, or harp explore high-quality music literature written or transcribed for string orchestra. Study includes the development of foundational instrumental ensemble techniques, performance skills, music literacy, and aesthetic awareness. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

None

Principal Approved Final

Should have string experience

M/J Orchestra 1 or equivalent is recommended

Students who have some previous orchestral experience focus on the development of instrumental technique, musical literacy, performance skills, and increasing aesthetic awareness through study, rehearsal, and performance of a variety of high-quality orchestra literature. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

None

Principal Approved Final

Should have string experience

M/J Orchestra 1 & 2 or equivalent

Students with previous orchestral experience demonstrate intermediate-level knowledge of instrumental techniques, musical literacy, ensemble performance skills, and related musical knowledge through study, rehearsal, and performance of a variety of high-quality orchestral literature. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

General Notes

The purpose of this course is to enable students to develop awareness of self and others. Emphasis will be on acquisition of basic skills for thoughtful planning, peer facilitation, effective communication and making healthy choices.

The content should include, but not be limited to, the following:

• Peer Facilitating
• Human Needs
• Self Awareness and Expression
• Peer Pressure
• Peer and Family Relationships
• Conflict Resolution
• Goal Setting
• Social Skills
• Active Listening
• Personal Choices
• Healthy Lifestyles
• Effects of Stress

Special Notes:

Instructional Practices
Teaching from a well-written, grade-level textbook enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:

1. Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
2. Making close reading and rereading of texts central to lessons.
3. Asking high-level, text-specific questions and requiring high- level, complex tasks and assignments.
4. Requiring students to support answers with evidence from the text.
5. Providing extensive text-based research and writing opportunities (claims and evidence).

Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf

General Notes

The purpose of this course is to enable students to further develop awareness of self and others. Emphasis will be on acquisition of intermediate level skills for thoughtful planning, peer facilitation, effective communication and making healthy choices.

The content should include, but not be limited to, the following:

• Peer Facilitating
• Behavioral Dynamics
• Human Needs
• Group Dynamics
• Leadership Skills
• Intra/Interpersonal Skills
• Peer and Family Relationships
• Conflict Resolution
• School/Community Resources
• Mediation
• Effective Communication
• Problem Solving

Special Notes:

Instructional Practices
Teaching from a well-written, grade-level textbook enhances students' content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:

1. Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
2. Making close reading and rereading of texts central to lessons.
3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
4. Requiring students to support answers with evidence from the text.
5. Providing extensive text-based research and writing opportunities (claims and evidence).

Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf

This course is designed to provide reciprocal academic and social benefits to students with disabilities and their peers without disabilities.  Students enrolled in the course will learn and apply knowledge and skilled practices in the areas of academic engagement, communication, social barriers, leadership, problem solving, and other disability-related topics such as historical perspectives, inclusion, Universal Design for Learning, person-first language, presumed competence, equitable services for students with disabilities, and media representation of diverse people.

The content and concepts should include, but not be limited to, the following:

• Know and understand the legal and human rights of people with disabilities and their families.
• Understand and apply the concepts of confidentiality and self-determination.
• Understand historical events and aspects of disability and their influence on current attitudes, beliefs, and practices.
• Build awareness and understanding, through research and communication, of disability rights issues in the local community and beyond.
• Apply methods for problem-solving and advocacy (including self-advocacy for students with disabilities).
• Apply knowledge and strategies to promote learning for people with disabilities, in inclusive settings, through academic, communication, physical and social supports.
• Facilitate meaningful peer relationships in and out of school.
• Understand and facilitate team and cooperative learning skills among all students.
• Contribute to the concept of civic responsibility by researching and communicating information about equitable services in a democratic society.
• Design and implement one or more projects to demonstrate knowledge, understanding, and application of course content and concepts.
• Assess and evaluate the impact of course efforts on self and others.

This course should be taught using the appropriate standards/benchmarks for the grade.

This course will meet an academic elective requirement.

Principal Approved Assessment

Elective- may be taken at any grade level.

No prerequisite required.

N/A

N/A

The purpose of this course is to enable students to develop basic knowledge and skills in the research process with emphasis on determining and refining research questions.

In order for a student to be promoted to high school from the middle grades, they must successfully complete the following courses:

• Three middle grades or higher* courses in English language arts.
• Three middle grades or higher* courses in mathematics.
• Three middle grades or higher* courses in science.
• Three middle grades or higher* courses in social studies.
  • One of these social studies courses must be Civics. There is a statewide, standardized end-of-course exam for Civics that must be taken and factored in as 30% of a student’s course grade.

*May include high school courses for high school credit.

The statutory requirements for middle grades promotion are found in section 1003.4156, Florida Statutes.

District EOC

Students will think scientifically and develop practical skills alongside knowledge and understanding, which is vital for explaining the world around us. Improving learners’ awareness of science in the world around them develops their sense that ‘science is for me’, helping to connect themselves to the subject. 

This approach provides them with the knowledge and skills they require to excel at science in later stages of education and to make informed choices, including considering sustainability issues and meeting the challenges facing our environment. 

District EOC

M/J Science 1 Cambridge Lower Secondary 

Students will think scientifically and develop practical skills alongside knowledge and understanding, which is vital for explaining the world around us. Improving learners’ awareness of science in the world around them develops their sense that ‘science is for me’, helping to connect themselves to the subject. 

This approach provides them with the knowledge and skills they require to excel at science in later stages of education and to make informed choices, including considering sustainability issues and meeting the challenges facing our environment 

Please, refer to the course progression plan.

Principal's approved assessment

Please, refer to the course progression.

None

Please, refer to the course progression.  It is each school's responsibility to evaluate and assign high school world language credit equivalency for those students who complete M/J Spanish sequences in middle school.

Avancemos Level 1

M/J Spanish Beginning introduces students to the target language and its culture. Students will learn beginning skills in listening and speaking and an introduction to basic skills in reading and writing. Also, culture, connections, comparisons, and communities are included in this one-year course.

This course shall integrate the Goal 3 Student Performance Standards of the Florida System of School Improvement and Accountability as appropriate to the content and processes of the subject matter. It also must reflect appropriate Next Generation Sunshine State Standards benchmarks and Florida Standards for English language arts and mathematics.

This course counts as 1 elective credit after earning a passing grade as established in the student progression plan.

Principal approved exam

Course content requirements for the two-course sequence M/J Spanish, Beginning (0708000), and Intermediate (0708010) can be equivalent to Spanish 1 (0708340). 

M/J Spanish Beginning (0708000)

Course content requirements for the two-course sequence M/J Spanish, Beginning (0708000), and Intermediate (0708010) can be equivalent to Spanish 1 (0708340).  It is each school's responsibility to evaluate and assign high school world language credit equivalency for those students who complete the M/J Spanish sequences in middle school.

It is each school's responsibility to evaluate and assign high school world language credit equivalency for those students who complete M/J Spanish sequences in middle school.

Please, refer to the course progression.

Avancemos Level 1

M/J Spanish Intermediate is a continuation of M/J Beginning Spanish. Students will expand their knowledge of the language and its culture. Students will be able to engage in basic listening and speaking activities. Basic skills in reading and writing, and culture, connections, comparisons, and communities are included in this one-year course.

This course shall integrate the Goal 3 Student Performance Standards of the Florida System of School Improvement and Accountability as appropriate to the content and processes of the subject matter. It also must reflect appropriate Next Generation Sunshine State Standards benchmarks and Florida Standards for English language arts and mathematics.

This course will meet an academic elective requirement.

Principal Approved Assessment

Elective- may be taken at any grade level.

No prerequisite required.

N/A

N/A

This course is focused on developing the use of correct and effective language and organizational skills in preparing, delivering, and evaluating different types of oral presentations and debate. Students will critique speeches, paying attention to content, organization, language, and delivery style, and produce and present well-structured, developed speeches.

This course will meet an academic elective requirement.

Principal Approved Assessment

Elective- may be taken at any grade level after taking the prerequisite. 

M/J Speech and Debate

N/A

N/A

The purpose of this course is to develop grade 7 students' awareness, understanding, and application of language arts as it applies to oral communication concepts and strategies in a variety of given settings.

None

District EOC

None

None

This course is designed for 7th-grade students and is intended to be 18 weeks in length. The purpose of this course is to develop the physical skills necessary to be competent in many forms of movement, knowledge of team sports concepts such as offensive and defensive strategies and tactics, and appropriate social behaviors within a team or group setting. The integration of fitness concepts throughout the content is critical to the success of this course.

None

Principal Approved Final

Having a theatre background or at least one theatre course is recommended

None

Students' work focuses on learning the elements of technical theatre, which includes costumes, lighting, makeup, properties (props), publicity, scenery, and sound. Also important is students' technical knowledge of safety procedures and demonstrated safe operation of theatre equipment, tools, and raw materials. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend or participate in technical work, rehearsals, and/or performances beyond the school day to support, extend, and assess learning in the classroom.

None

District Final

None

None

Students develop dance technique and movement vocabulary in one or more dance forms. In the process, dancers demonstrate use of class and performance etiquette, analytical and problem-solving skills, and studio practices in a safe dance environment. Students may be required to attend and/or participate in rehearsals and performances outside of the school day to support, extend, and assess learning in the classroom. Students in this class may need to obtain (e.g., borrow, purchase) appropriate footwear and/o

Stage Agent (digital)

Basic Drama Projects (Perfection Lerning)

Students learn the basics of building a character through such activities as pantomime, improvisation, and effective speaking using articulation, projection, and breathing. Students also learn the importance of technical theatre and explore the use of such elements as costumes, props, and scenery. Students practice writing for the theatre and explore various theatre roles and functions. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

None

District Final

Should take M/J Theatre 1 before Level 2

M/J Theatre 1 is recommended

Stage Agent (digital)

Drama for Reading and Performance, book 1 (Perfection Learning)

Students with previous theatre experience and instruction continue to study acting, design, and dramatic literature to increase the enjoyment and understanding of what is required to prepare plays for the public. Students explore theatre history, study the great American playwrights, examine the cultural and historical contributions to theatre, and begin to use the information to inform and improve their theatre knowledge and skills. Students begin to use the basic elements of theatre design through practical application and projects. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

None

Principal Approved Final

Should take M/J Theatre 1 & 2 before level 3

M/J Theatre 1 & 2 is recommended

Stage Agent (digital)

Drama for Reading and Performance, book 2 (Perfection Learning

Students continue to build skills and knowledge as they explore aspects of theatre. Students explore theatre history, study the great American playwrights, examine the cultural and historical contributions to theatre, and improve their theatre knowledge and skills. Students learn about and begin to use the basic elements of theatre design through practical application and projects. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

None

Principal Approved Final

Should take M/J Theatre 1, 2, & 3 before level 4

Should take M/J Theatre 1, 2, & 3 before level 4

Stage Agent (digital)

Drama for Reading and Performance (Perfection Learning)

Students study advanced acting, theatre history, and dramatic literature and read and write scenes and plays. Students' work brings together all facets of a theatre production, combining performance and technical theatre skills through collaboration on a variety of classroom and/or school productions. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

None

Principal Approved Final

None

None

Students begin an exploration of the structural elements of art used when creating 3-D forms. Additive and subtractive processes are used to manipulate and construct sculptural or ceramic forms in media that may include, but are not limited to clay, wood, plaster, found objects, and paper maché, with consideration of the workability, durability, cost, and toxicity of the media used. Student artists examine the effects of attention to detail, size, position, overlapping, visual pattern, and texture, and these considerations will be reflected in the surface and structural qualities of completed art forms. Students in the 3-D art studio focus on use of safety procedures for process, media, and techniques. Student artists use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.

None

Principal Approved Final

Should take M/J Three-Dimensional Studio Art 1 before level 2

M/J Three-Dimensional Studio Art 1 is recommended

Students explore spatial relationships to create utilitarian forms or aesthetic structures. This course may include, but is not limited to, content in green or environmental design, sculpture, or ceramics. Students will examine subordinate and dominant components and implied line, and the processes and techniques for substitution may include draped, molded, or soft forms. Craftsmanship and quality are reflected in the surface and structural qualities of the completed art forms. Students in the 3-D art studio focus on use of safety procedures for process, media, and techniques. Students use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.

None

Principal Approved Final

Should take M/J Three-Dimensional Studio Art 1 & 2 before level 3

M/J Three Dimensional Studio Art 1 & 2 is recommended

Students make creative use of a set of combined relationships with innovative treatment of space to produce utilitarian forms or aesthetic structures. Student artists may work in, but are not confined to, content in green or environmental design, sculpture, ceramics, or installation art, creating maquettes, casting, and carving. Students explore abstraction and the relationship of scale (i.e., hand-held, human, or monumental) and disproportionate or exaggerated scale, as well as tension, grouping, proximity, and containment. Craftsmanship and quality are reflected in the surface and structural qualities of the completed art forms. Students in the 3-D art studio focus on use of safety procedures for process, media, and techniques. Student artists use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.

N/A

District Final

N/A

None

Davis Art

Students explore media and techniques used to create a variety of 2-D artworks through developing skills in drawing, painting, printmaking, and collage. Students practice, sketch, and manipulate the structural elements of art. Investigation of artworks from Western and non-Western cultures provide a means for students to expand their understanding and appreciation of the role of art in global culture. Student artists use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.

N/A

District Final

N/A

M/J Two-Dimensional Studio Art 1 is recommended

Davis Art

Students refine techniques used to create a variety of two-dimensional (2-D) artworks through developing skills in drawing, painting, printmaking, and collage. Students manipulate the structural elements of art to promote creative risk-taking in 2-D artwork. Investigation of artworks from Western and non-Western cultures provides a means for students to expand their understanding and appreciation of the role of art in global culture. Student artists use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.

N/A

Principal Approved Final

Should have completed Studio Art Level 1 & 2 

Two-Dimensional Studio Art 1 and 2 is recommended

Davis Art

Students extend to an advanced level techniques used to create a variety of 2-D artworks through developing skills in drawing, painting, printmaking, and collage. Students proficiently manipulate the structural elements of art with increasing independence to promote creative risk-taking in 2-D artwork. Investigation of artworks from Western and non-Western cultures provide a means for students to expand their understanding and appreciation of the role of art in global culture. Student artists use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.

This course is required for middle school promotion.

District developed assessment.

In Pasco County course progression, this course is placed at the 6th grade level. 

Based on previous academic history.

M/J Civics or M/J Civics Advanced

M/J U.S. History or M/J U.S. History Advanced.

M/J World History or M/J World History Advanced

TCI: History Alive! The United States Through Industrialism

Primary content emphasis for this course pertains to the study of American history from the Exploration and Colonization period to the Reconstruction Period following the Civil War. Students will be exposed to the historical, geographic, political, economic, and sociological events which influenced the development of the United States and the resulting impact on world history. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to explore those fundamental ideas and events which occurred after Reconstruction.

This course is required for middle school promotion.

District developed assessment.

In Pasco County course progression, this course is placed at the 6th grade level.  

Based on previous academic history.

M/J Civics or M/J Civics Advanced

M/J U.S. History or M/J U.S. History Advanced.

M/J World History or M/J World History Advanced

TCI: History Alive! The United States through Industrialism.

Primary content emphasis for this course pertains to the study of American history from the Exploration and Colonization period to the Reconstruction Period following the Civil War. Students will be exposed to the historical, geographic, political, economic, and sociological events which influenced the development of the United States and the resulting impact on world history. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to explore those fundamental ideas and events which occurred after Reconstruction.

Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research-based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects).

None

Principal Approved Final

None

None

Students are introduced to the rigor and routine of the art production process including:  planning, producing, and reflecting on art.  With an emphasis on studio arts, students explore a wide range of 2D and 3D media, skills and techniques, as related to contemporary and historical art perspectives.  Projects may include but not be limited to:  drawing, painting, printmaking, collage, mixed media, pottery, and sculpture.  Students develop technical skills, foster their expressive abilities and employ the use of the elements of art throughout the production process.

Course is required for middle school promotion.

District developed assessment.

Based on previous academic history.

M/J Civics or M/J Civics Advanced

M/J U.S. History or M/J U.S. History Advanced.

In Pasco County Schools course progression, this is an 8th grade level Social Studies course.

Cengage: National Geographic World History: Great Civilizations

The primary content for this course pertains to the world's earliest civilizations to the ancient and classical civilizations of Africa, Asia, and Europe. Students will be exposed to the multiple dynamics of world history including economics, geography, politics, and religion/philosophy. Students will study methods of historical inquiry and primary and secondary historical documents.

Yes, required course for middle school promotion.

District developed assessment.

Based on previous academic history

M/J Civics - M/J Civics Advanced

M/J U.S. History - M/J U.S. History Adavanced

In Pasco County schools course progression, this course is an 8th grade social studies course.

Cengage; National Geographic World History Great Civilizations

The primary content for this course pertains to the world's earliest civilizations to the ancient and classical civilizations of Africa, Asia, and Europe. Students will be exposed to the multiple dynamics of world history including economics, geography, politics, and religion/philosophy. Students will study methods of historical inquiry and primary and secondary historical documents.

Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions,emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research-based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects).

Yes - this course will meet one of the three required Social Studies credits for middle school promotion, and will also earn honors credit for the high school World History course.

District developed final assessment.

Student willingness to participate in an enriched and rigorous course at the middle school level.

Based on previous academic history.

M/J Civics or M/J Civics Advanced

M/J US History or M/J US History Advanced

M/J World History or M/J World History Advanced

College Board Pre-AP Curriculum

Focusing on concepts and skills with maximum value for high school, college, careers, and civic life, Pre-AP World History and Geography is built around three enduring ideas:

1. History is an interrelated story of the world.
   This course explores the structures and forces that reflect and shape the regions, communities, governments, economies, and cultures of humanity—helping students develop an organized, meaningful understanding of time and space.
2. History and geography are inherently dynamic.
   As historians and geographers uncover new evidence, current assumptions are challenged, and previous arguments gain nuance and context. This course teaches students how to examine sources and data, establish inferences, and ultimately build and critique arguments.
3. Historians and geographers are investigators.
   Pre-AP World History and Geography is designed as a disciplinary apprenticeship in which students learn through the process of discovery by applying the tools of historians and geographers.

• Pathway 2 focuses on developments in world history from c. 1450 CE through the present.