Course Catalog

English 6

In accordance with the Virginia Standards of Learning for sixth graders, students will refine and apply the skills needed to become independent readers and proficient writers. This course will focus on the reading of a variety of fiction, narrative nonfiction, informational texts, and poetry to understand the structures and characteristics of stories, informational selections, and poems. Students will plan, draft, revise, and edit narratives, descriptions, and explanations as they improve the skills of sentence formation, grammar usage, and the mechanics of writing. The development of vocabulary will be emphasized through the use of word analysis and study as well as within the context of literature. Students will also develop their ability to communicate orally as they present their original writing.

Advanced English 6
Prerequisites: B or higher in a 5^th grade Reading course; 5^th grade SOL Reading score of at least 475

This course is comprised of an advanced study of narrative nonfiction and an intensive introduction to literary analysis. Students will assimilate writing techniques and grammar knowledge in a demanding writing curriculum that encourages critical thinking. In accordance with the Virginia Standards of Learning for 6th graders, students will refine and apply the skills needed to become independent readers and proficient writers. This course will focus on the reading of a variety of fiction, narrative nonfiction, informational texts, and poetry to understand the structures and characteristics of stories, informational selections, and poems. Students will plan, draft, revise, and edit narratives, descriptions, and explanations as they improve their skills of sentence formation, grammar usage, and the mechanics of writing. The development of vocabulary will be emphasized through the use of word analysis and study as well as within the context of literature. Students will develop their ability to communicate orally as they present their original writing.

SMART English
Prerequisite: School placement criteria

SMART English provides targeted support in reading, writing, and comprehension skills. The course is designed to strengthen foundational literacy and help students improve success in core English classes.

US History 6: 1865 – Present

The objectives throughout this course will allow 6th grade students to explore the geographical and historical development of people, places, and patterns of life from 1865 to the present. The standards for this course relate to the history of the United States from the Reconstruction era to the present. Students should continue to learn fundamental concepts in civics, economics, and geography within the context of United States history. Political, economic, and social challenges facing the nation reunited after civil war will be examined chronologically as students develop an understanding of how the American experience shaped the world’s political and economic landscape of today.

Math 6

This course is designed to provide a transition from the emphasis placed on whole number arithmetic in the elementary grades to foundations of algebra. The standards include a focus on rational numbers and operations involving rational numbers. Students will use ratios to compare data sets; recognize decimals, fractions, and percents as ratios; solve single-step and multi-step problems, using positive rational numbers; and gain a foundation in the understanding of and operations with integers. Students will solve problems involving area and perimeter, and begin to graph in a coordinate place. In addition, students will build on the concept of graphical representation of data developed in the elementary grades and develop concepts regarding measures of center. Students will solve linear equations and inequalities in one variable, and use algebraic terminology. Students will represent proportional relationships using two variables as a precursor to the development of the concept of linear functions. Students in Math 6 will take the Math 6 SOL test at the end of the year.

Advanced Math 6
Prerequisite: Division placement criteria

The Advanced Math 6 curriculum includes the prescribed Virginia Standards of Learning (SOL) as a minimum. The sixth grade curriculum places emphasis on the study of rational numbers to include integers, decimals, fractions and percents. Students will use ratios to compare data sets; identify and represent integers and their absolute value, use all four operations with rational numbers and integers; explore proportional relationships; focus on problem solving with area, perimeter, volume, and surface area; determine probability and use statistics; and investigate and solve practical problems involving equations and inequalities. The seventh grade curriculum places empahsis on algebraic foundations and proportional reasoning. Half of the seventh grade curriculum will be included in this advanced course. Students enrolled in this class will take the Math 6 SOL.

SMART Math
Prerequisite: School placement criteria

SMART Math offers focused instruction to reinforce essential math skills and support readiness for grade-level math content. Students receive guided practice and skill-building to boost confidence and achievement.

Earth Science 6

This course will increase 6th grade students' scientific knowledge through exploration of topics within the following units: our solar system, matter, energy and energy transformations, the role of the sun in Earth's processes, weather, and protection of our environment. Concepts covered will include the components of our solar system through comparison and contrast, basic atomic structure, reading of the periodic table of elements, basic understanding of compounds and equations, the role of the sun in heating the Earth and its effect on weather, applying weather concepts in order to understand weather patterns, and the role of humans in protecting the Earth's environment. Students will also utilize basic scientific skills including measurement, inferring, lab safety, exploring the nature of science, and conducting simple experiments using the scientific method. While 6th grade students will not take an SOL test at the conclusion of this course, many of the standards covered in Earth Science 6 will be assessed cumulatively through the Science 8 SOL test. This test is administered upon completion of Physical Science 8 and will include material from all middle school science courses. The IB subject group of design is integrated into the science curriculum to support the progression of scientific investigation. Design grows student skills through inquiring and analyzing, developing ideas, creating solutions and evaluating work. The design cycle — knowing and understanding, inquiring and
designing, processing and evaluating, and reflecting on the impacts of science — will be used to assess and report student progress on the design objectives in addition to the standard science objectives.

Health/PE
REQUIRED

The intent of health education is to help students understand how to achieve and maintaingood health for a lifetime. The three learning goals — Knowledge and Skills, Information Access and Use, and Community Health and Wellness — focus on key health concepts and skills needed to facilitate the formation of healthy behaviors and practices. Participation in cooperative and competitive games allows students opportunities to develop skills as well as tactical understanding. Students assess their health-related fitness status and set reasonable and
appropriate goals for development, maintenance, and improvement. Students explore the connection between energy balance and nutrition guidelines, meal planning, and heart rate. Students may wear their own school-appropriate shorts and/or athletic pants (e.g., sweatpants)
for Health/PE classes. However, a WGMS t-shirt and shorts can be purchased for $15.

Career Investigations
REQUIRED

This course allows students to explore career options and begin investigating career opportunities. Students assess their roles in society, identify their roles as workers, analyze their personal assets, complete a basic exploration of career clusters, select career pathways or occupations for further study, and create an Academic and Career Plan based on the their academic and career interests. This course also helps students identify and demonstrate the workplace skills that employers desire in their future employees.

Health & Medical Sciences Exploratory

Students explore health and medical sciences careers and related clusters, participate in interactive activities, and receive an overview of the healthcare industry. Course content includes the criteria for entering various healthcare careers. Students gain communication, problem solving, and critical thinking skills. Contextual instruction and student participation in co-curricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.

Digital Technology Foundations

This foundation course introduces the use of relevant and emerging technologies, tools, and applications to prepare students for current workplace practices and everyday life. Students will demonstrate information processing using a variety of hardware and software and Internet-based tools to produce and integrate data in various formats. This course is designed for students wishing to progress through more advanced business and information technology coursework. Contextual instruction and student participation in co-curricular career and  technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.

Gifted Education Seminar
Prerequisite: Must be identified Gifted Intellectual

This seminar course is designed to address the unique needs and challenges of gifted learners in the middle school setting. Participants will explore advanced instructional strategies, differentiation techniques, and socio-emotional support methods tailored to the gifted population. The course will provide a comprehensive overview of gifted education theories, research, and best practices, with a specific focus on middle school students.

Art I

The objectives for Art I emphasize an exploration of the elements of art and the principles of design as a framework. Students investigate a variety of experiences and concepts. Students will explore various two-dimensional and three-dimensional art media using a variety of expressive and technical approaches created by the instructor. Students are brought to understand the factors that distinguish artistic styles that clarify the role of art of various cultures. Through critical examination, students will determine how artists convey meaning through the use of forms, media, and symbols. Students will test and develop their own ideas regarding the nature of art and will encounter philosophical and ethical questions. Upon the successful completion of the visual arts standards for grade six, students will possess the skills
that will allow them to evaluate the effects of various influences and disciplines of the visual arts.

Gifted Visual Arts
Prerequisite: Must be identified Gifted Visual Arts

This is a gifted education course. The objectives for the sixth, seventh and eighth grade gifted visual arts programs provide each student with more independent opportunities to execute previously learned concepts while building new skills that will enhance their abilities for more advanced levels of artistic expression. Using traditional and emerging technologies, students are able to apply more complex technical skills in a more “studio based” class setting as they manipulate the elements of art and the principles of design, art media and ideas. Students
acquire art skills that enable them to make conscious choices of media and techniques for expressive purposes to create beyond basic concepts and ideas. Students produce works of art that are developed from preliminary ideas and sketches to more intricate art prepared for
public exhibitions and displays. They will critique and observe art from different world cultures and investigate how context can influence meaning. Students debate the purposes of art, formulate reasoned responses to meaningful art questions, develop their own criteria for
making art judgments, and develop a personal aesthetic. The acquisition of these skills will enable the students to develop a world view, place the discipline or art within a broader context, as well as relate it to other fields of knowledge. Students will also explore various careers as an artist for future goal setting.

Band I
Prerequisite: Requires rental or purchase of instrument, accessories, and method book; Special concert attire is required

This course offers instruction to beginning band students in instruments with a focus on fundamental skills vital to future success in an instrumental ensemble such as proper posture, development of characteristic tone quality and music literacy. This class is ideal for those
students who do not have any experience with instrumental music, or those with some experience who may wish to review and reinforcement of musical literacy or performance skills. Students in this class will be expected to rent a musical instrument, attend various after school concert performances, and come prepared with their instrument each day to class. If a student is unable to rent an instrument, one may be borrowed from the school. No audition is required to participate in this class. Students are not expected to come to the first class day with an instrument.

Chorus 6

This course offers instruction to beginning band students in instruments with a focus on fundamental skills vital to future success in an instrumental ensemble such as proper posture, development of characteristic tone quality and music literacy. This class is ideal for those
students who do not have any experience with instrumental music, or those with some experience who may wish to review and reinforcement of musical literacy or performance skills. Students in this class will be expected to rent a musical instrument, attend various after school concert performances, and come prepared with their instrument each day to class. If a student is unable to rent an instrument, one may be borrowed from the school. No audition is required to participate in this class. Students are not expected to come to the first class day with an instrument.

Orchestra I
Prerequisite: Some instruments are available at WGMS — if an instrument is not available, it can be rented or purchased locally

This course is designed for students interested in performing in a beginner string ensemble on the violin, viola, cello, or bass. Technical and music theory skills are developed through the use of method books, scales, and other materials and exercises deemed appropriate by the
instructor. The students will also continue to foster their ensemble performance skills through a vigorous concert schedule. Grading for this course is based on playing/written tests/quizzes, class participation and behavior, concert dress rehearsals, concert performances, practice logs, self-assessments, and other assignments designated by the instructor that will help enhance the students’ knowledge of music and/or their instrument and/or their performance skills. Students are required to participate in ALL concert dress rehearsals and concert performances and any other performances designated by the instructor.

Gifted Performing Arts

Prerequisite: Must be identified Gifted Performing Arts

This course for identified gifted students is designed for those students who demonstrate a large degree of ability as it relates to the performing arts. Emphasis will be placed on each student’s creative passion and skills in singing, dancing, and acting and will include performing as well as the creation of original material.

English 7

In accordance with the Virginia Standards of Learning for seventh graders, students will refine and apply the skills needed to become independent readers and proficient writers. This course will focus on the reading of a variety of fiction, narrative nonfiction, informational texts, and poetry to understand the structures and characteristics of stories, informational selections, and poems. Students will plan, draft, revise, and edit narrative, expository, and persuasive writing as they improve grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. They will utilize software to plan, draft, revise, edit, and publish selected writings. Students will take the 7th grade SOL Reading Test at the end of the course.

Advanced English 7

Preequisite: B or higher in a 6^th grade Reading course and a 6^th grade SOL Reading score of at least 475

This course is comprised of an advanced genre study of classic literature and an intensive introduction to literary analysis. In addition, students will assimilate writing techniques and grammar knowledge in a demanding writing curriculum that encourages critical thinking. Further, intensive vocabulary work, affixes, spelling, and grammar usage will be integrated into the overall curriculum. At the conclusion of Advanced English 7 students will take the 7^th Grade Reading SOL. In accordance with the Virginia Standards of Learning for 7th graders, students will refine and apply the skills needed to become independent readers and proficient writers. This course will focus on the reading of a variety of fiction, narrative nonfiction, informational texts, and poetry to understand the structures and characteristics of stories, informational selections, and poems. Students will plan, draft, revise, and edit narrative, expository, and persuasive writing as they improve grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. They will use word processors to plan, draft, revise, edit, and publish selected writings.

SMART English

Prerequisite: School placement criteria

SMART English provides targeted support in reading, writing, and comprehension skills. The course is designed to strengthen foundational literacy and help students improve success in core English classes.

Civics 7

This course is designed to give 7th grade students an understanding of the United States Constitution and American Government in action. The students will begin the course with an examination of what it really means to be a United States citizen and what rights and responsibilities are associated with that title. Civics students will learn the traits of good citizenship and what rights are guaranteed to citizens by the U.S. Bill of Rights. Students will also learn about the history and philosophies that played major roles in developing our form of
government at the Constitutional Convention. The theories of active citizenship, limited government, separation of powers, checks and balances, and federalism will also be examined. The functions of the branches of government, the role of political parties, elections, interest groups and the media will be analyzed. Civil liberties and civil rights will be reviewed through an extensive analysis of the Bill of Rights and the 14th amendment. There will be a special emphasis placed on making government relevant and applicable to students’ everyday
lives through the use of challenging and engaging lessons in which students will present solutions to real world political problems. During the last quarter of the course, students will examine the study of economics, to include the United States free market system, other types of markets, use of resources, how businesses organize to earn profits, and how the U.S. government regulates foreign trade, protects the consumer, and promotes fair business practices. At the conclusion of this course, students will take the Civics End-of-Course SOL Test.

Math 7

This course is designed to emphasize the foundations of algebra. Students will build on the concept of ratios to solve problems involving proportional reasoning. Students will solve problems involving volume and surface area and focus on the relationships among the properties of quadrilaterals. Probability is investigated through comparing experimental results to theoretical expectations. Students continue to
develop their understanding of solving linear equations and inequalities in one variable by applying the properties of real numbers. Students discern between proportional and non-proportional relationships and begin to develop a concept of slope as rate of change. Students in Math 7 will take the Math 7 SOL test at the end of the year.

Pre-Algebra

Prerequisite: Division placement criteria

In the Pre-Algebra course, students build on concepts and skills developed in previous mathematics courses while preparing for the rigor of Algebra I and Geometry. The course incorporates the remaining Grade 7 Virginia Mathematics Standards of Learning (SOL) not addressed in Advanced Math 6, along with all Grade 8 mathematics standards. The curriculum emphasizes linear relationships, proportional reasoning, and the application of mathematical concepts to real-world situations. Students develop fluency with rational numbers and integers, solve proportions, equations, and inequalities, and represent functional relationships using tables, graphs, equations, and verbal descriptions. Connections of mathematical concepts to other disciplines and realworld applications allow students to develop and explore concepts related to variable expressions, equations and inequalities, geometry, rational numbers, probability, formulas, and percent. Students are exposed to tasks requiring higher order thinking skills and the ability to reason and communicate mathematically. Students enrolled in this class will take the Math 8 SOL.

Algebra I
1 UNIT HIGH SCHOOL CREDIT
Prerequisite: Division placement criteria

Algebra I is the study of the real number system and its properties. This course provides the foundation for future mathematics courses by transferring mathematical knowledge to more abstract algebraic generalizations. Students will study the solution of linear and quadratic equations, linear inequalities, systems of equations, polynomials, graphing, and data analysis. Tables and graphs will be used to interpret algebraic expressions, equations, and inequalities, and to analyze functions. In order to develop critical thinking, this course will be learned by integrating engaging activities using an online graphing calculator (DESMOS) and verify many mathematical and algebraic concepts throughout the year. Students in Algebra I will take the Algebra I End of Course SOL test at the end of the year. In order to receive a verified high school credit, students enrolled in this class must successfully pass the course and End of Course SOL test.

SMART Math
Prerequisite: School placement criteria

SMART Math offers focused instruction to reinforce essential math skills and support readiness for grade-level math content. Students receive guided practice and skill-building to boost confidence and achievement.

Life Science 7

In this course, basic scientific skills are developed within the following topic areas: life processes, cells, cellular organization, genetics, including genetic engineering, adaptations and changes over time, classification, characteristics of the four kingdoms, and ecology. Students will apply their knowledge through exercises involving measurement, problem solving, application of the scientific method, determining cause/effect relationships, reading graphs and tables, and following directions, especially as this relates to lab safety. Major emphasis is placed on the ability to analyze any given situation in a scientific manner. In addition to the standard science curriculum, this course will build upon students’ knowledge of design aspects including inquiring and analyzing, developing ideas, creating solutions, and evaluating through
interdisciplinary, project-based learning. While 7th grade students will not take a Science SOL test at the conclusion of this course, many of the standards covered in Life Science 7 will be assessed cumulatively through the Science 8 SOL test. The Science 8 SOL test is administered upon completion of Physical Science 8 and will include material from all middle school science courses. The IB subject group of design is integrated into the science curriculum to support the progression of scientific investigation. Design grows student skills through inquiring and analyzing, developing ideas, creating solutions and evaluating work. The design cycle — knowing and understanding, inquiring and designing, processing and evaluating, and reflecting on the impacts of science — will be used to assess and report student progress on the design objectives in addition to the standard science objectives.

Health/PE 7

The intent of health education is to help students understand how to achieve and maintain good health for a lifetime. The three learning goals — Knowledge and Skills, Information Access and Use, and Community Health and Wellness — focus on key health concepts and skills needed to facilitate the formation of healthy behaviors and practices. Participation in cooperative and competitive games allows students opportunities to develop skills as well as tactical understanding. Students assess their health related fitness status and set reasonable and
appropriate goals for development, maintenance, and improvement. Students explore the connection between energy balance and nutrition guidelines, meal planning, and heart rate. Students may wear their own school-appropriate shorts and/or athletic pants (e.g., sweatpants)
for Health/PE classes. However, a WGMS t-shirt and shorts can be purchased for $15.

Computer Solutions

Students are introduced to the world of business using the computer as a problem-solving tool. Emphasis is placed on using basic keyboarding skills to complete a variety of projects incorporating word processing, database, presentation, and spreadsheet software. Basic Internet safety and computer maintenance issues are important components of this course.

Family & Consumer Sciences Exploratory II

Family and Consumer Sciences Exploratory II helps students develop essential knowledge and skills to lead better lives, be career-ready, build strong families, and make meaningful contributions to their communities. Contextual instruction and student participation in co-curricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.

Inventions & Innovations

Students apply the engineering design process to plan, build, and communicate inventions or innovations that address contemporary technological problems facing them, their community, and the world. This hands-on course allows students to apply creativity and innovation that emphasizes working in teams and the safe use of technological and engineering tools and equipment. Contextual instruction and student participation in co-curricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.

Health & Medical Sciences Exploratory

Students explore health and medical sciences careers and related clusters, participate in interactive activities, and receive an overview of the healthcare industry. Course content includes the criteria for entering various healthcare careers. Students gain communication, problem solving, and critical thinking skills. Contextual instruction and student participation in co-curricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.

Digital Technology Foundations

This foundation course introduces the use of relevant and emerging technologies, tools, and applications to prepare students for current workplace practices and everyday life. Students will demonstrate information processing using a variety of hardware and software and Internet-based tools to produce and integrate data in various formats. This course is designed for students wishing to progress through more
advanced business and information technology coursework. Contextual instruction and student participation in co-curricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.

Building for the Future

This new unit, reimagined from the Green Architecture unit explores everything from architecture and civil engineering to carpentry, plumbing, and HVAC systems. Students in Building for the Future (BFF) will explore the world of construction by designing and building real-world solutions using the tools and transferable skills that help industry professionals succeed in their careers. This dynamic unit introduces
learners to high-demand skilled trades and empowers them to design sustainable, functional spaces for tomorrow’s communities. Whether they are creating or analyzing blueprints, or constructing prototypes, students will gain practical experience, technical skills, career insights, and the confidence to build their own futures — literally.

Design & Modeling

Students discover the design process and develop an understanding of the influence of creativity and innovation in their lives. They are then challenged and empowered to use and apply what they’ve learned throughout the unity to design a therapeutic toy for a child who has cerebral palsy.

Gifted Education Seminar

Prerequisite: Must be identified as Gifted Intellectual

This seminar course is designed to address the unique needs and challenges of gifted learners in the middle school setting. Participants will explore advanced instructional strategies, differentiation techniques, and socio-emotional support methods tailored to the gifted population. The course will provide a comprehensive overview of gifted education theories, research, and best practices, with a specific focus on middle school students.

French I

Prerequisite: B or higher in a 6^th grade Reading course; Special consideration will be given to native speakers of the language; This course will take two elective class times and be offered every day

Students are introduced to written and spoken French. Students will learn basic grammar and vocabulary. They will develop listening and speaking skills through class participation. Students will explore various aspects of the French culture.

Spanish I
Prerequisite: B or higher in a 6^th grade Reading course; Special consideration will be given to native speakers of the language; This course will take two elective class times and be offered every day

Students will develop beginning communication competencies in listening, reading, writing and speaking Spanish and study Hispanic culture and history. Students will demonstrate skills necessary to carry out basic survival needs, deliver oral and written presentations, and read
simple narration and comprehend messages. Students will acquire a working vocabulary for everyday use, understand basic elements of language structure (to include present and past tenses) and pronunciation. This course will present a balance of grammar and communication proficiency through the classroom use of audiovisual technology and interactive tasks.

Latin I
Prerequisite: 

B or higher in a 6^th grade Reading course; Special consideration will be given to native speakers of the language; This course will take two elective class times and be offered every day

In this course, students will be introduced to the language of the ancient Romans. Emphasis is placed on translating from Latin to English and writ ing English sentences in Latin along with the study of various aspects of Roman life and history.

Art I

The objectives for Art I emphasize an exploration of the elements of art and the principles of design as a framework. Students investigate a variety of experiences and concepts. Students will explore various two-dimensional and three-dimensional art media using a variety of expressive and technical approaches created by the instructor. Students are brought to understand the factors that distinguish artistic styles that clarify the role of art of various cultures. Through critical examination, students will determine how artists convey meaning through the use of forms, media, and symbols. Students will test and develop their own ideas regarding the nature of art and will encounter philosophical and ethical questions. Upon the successful completion of the visual arts standards for grade six, students will possess the skills that will allow them to evaluate the effects of various influences and disciplines of the visual arts.

Art II
Prerequisite: Successful completion of Art I or permission from the instructor

The objectives for Art II are a continuation of the exploration of art with an emphasis on analyzing and investigating the creative process. Students will develop technical skills that empower them to communicate ideas visually, with the focus on realistic representations of
their environment. Students will also acquire knowledge that engages them to look at works of art from a personal perspective as they identify art styles and the periods to which they belong. In addition, they will become aware of a variety of art careers that they may consider. They will develop inquiry skills and vocabulary as they explore the meaning of works of art through analysis of subject matter, themes, and symbols. Students develop an increased awareness of the nature of art and of their relationship to it as they explore the meaning and value of works of art.

Digital Art II
Prerequisite: Successful completion of Digital Art I or permission from the instructor

In this course, students will use technical and conceptual tools to build upon their understanding of the fundamentals of digital media. Emphasis is placed on learning to use the computer as a means of producing print graphics and integrating design knowledge with
software tools. Students will continue to use computers as a tool for self-expression as they continue to learn to critically interpret the world in which we live today. Emphasis is placed on making interdisciplinary connections based on the standards of learning for all disciplines. Through the use of technology, students explore themes based on artists and the elements of art. Software applications include Adobe Photoshop and other available software. Ethical issues concerning computer generated imagery are addressed.

Gifted Visual Art

Prerequisite: Must be identified as Gifted Visual Arts

This is a gifted education course. The objectives for the sixth, seventh and eighth grade gifted visual arts programs provide each student with more independent opportunities to execute previously learned concepts while building new skills that will enhance their abilities for more
advanced levels of artistic expression. Using traditional and emerging technologies, students are able to apply more complex technical skills in a more “studio based” class setting as they manipulate the elements of art and the principles of design, art media and ideas. Students
acquire art skills that enable them to make conscious choices of media and techniques for expressive purposes to create beyond basic concepts and ideas. Students produce works of art that are developed from preliminary ideas and sketches to more intricate art prepared for
public exhibitions and displays. They will critique and observe art from different world cultures and investigate how context can influence meaning. Students debate the purposes of art, formulate reasoned responses to meaningful art questions, develop their own criteria for
making art judgments, and develop a personal aesthetic. The acquisition of these skills will enable the students to develop a world view, place the discipline or art within a broader context, as well as relate it to other fields of knowledge. Students will also explore various careers as an artist for future goal setting.

Band I
Prerequisite: Requires rental of instrument, accessories, and method book; Special concert attire is required

This course offers instruction to beginning band students in instruments with a focus on fundamental skills vital to future success in an instrumental ensemble such as proper posture, development of characteristic tone quality and music literacy. This class is ideal for those
students who do not have any experience with instrumental music, or those with some experience who may wish to review and reinforcement of musical literacy or performance skills. Students in this class will be expected to rent a musical instrument, attend various after school concert performances, and come prepared with their instrument each day to class. If a student is unable to rent an instrument, one may be borrowed from the school. No audition is required to participate in this class. Students are not expected to come to the first class day with an instrument.

Band II
Prerequisite: Band I or 1 year experience playing a related instrument or permission of the instructor following an audition

This intermediate Band class is designed for students who already posses an understanding of basic music reading, correct playing position and tone production. Instruction offers a continued focus on music literacy, tone production, playing technique and aural skills. Students in this class will be expected to rent or purchase a musical instrument, attend various after school concert performances, and come prepared with their instrument each day to class. If a student is unable to rent an instrument, one may borrowed from the school.

Chorus 7

This class is for students who like to sing and want to learn to sing better. The course is open to students who have previously taken Chorus I. Students will rehearse music in 2-3 parts with an emphasis on singing in a traditional Soprano, Alto, Baritone (SAB) ensemble. The application of music theory will expand upon that learned in Chorus I choir class to include more difficult rhythmic and melodic notation as well as sight-seeing. Students will sing music representing a variety of cultures, styles and time periods in music history. They may also play classroom instruments at time allows. Students will be graded on daily class participation, individual progress, journal work, projects and at least one concert per quarter. Additionally, students will study time periods in music history. This is a performance-based class; singing is expected on a daily basis. Special concert attire is required.

Orchestra I
Prerequisite: Some instruments are available at WGMS; If an instrument is not available, it can be rented or puchased locally

This course is designed for students interested in performing in a beginner string ensemble on the violin, viola, cello, or bass. Technical and music theory skills are developed through the use of method books, scales, and other materials and exercises deemed appropriate by the
instructor. The students will also continue to foster their ensemble performance skills through a vigorous concert schedule. Grading for this course is based on playing/written tests/quizzes, class participation and behavior, concert dress rehearsals, concert performances, practice logs, self-assessments, and other assignments designated by the instructor that will help enhance the students’ knowledge of music and/or their instrument and/or their performance skills. Students are required to participate in ALL concert dress rehearsals and concert performances and any other performances designated by the instructor.

Orchestra II
Prerequisite: Orchestra I or 1 year experience playing an instrument in the violin family or permission of the instructor following an audition

This course is designed to continue to develop fundamental skills of performing on the violin, viola, cello, or double bass. Technical skills will continue to be developed based on the material that the instructor presents in class which includes but is not limited to performance pieces,
scales, and method materials. Students will also continue to foster their ensemble performance skills through a vigorous concert schedule. Grading for this course is based on playing/written tests/quizzes, class participation and behavior, concert dress rehearsals, concert performances, practice logs, self-assessments, and other assignments that will help enhance the students’ knowledge of music, their instrument and their performance skills. Students are required to participate in ALL concert dress rehearsals and concert performances as well as any other performances designated by the instructor.

Gifted Performing Arts
Prerequisite: Must be identified as Gifted Performing Arts

This course for identified gifted students is designed for those students who demonstrate a large degree of ability as it relates to the performing arts. Emphasis will be placed on each student’s creative passion and skills in singing, dancing and acting and will include performing as well as the creation of original material.

English 8

Students in English 8 will examine both fictional and non-fictional forms of writing, accompanying literary terms and devices, and vocabulary. They will explore the writing process using expository, informational, narrative, and persuasive writing, to include editing for correct grammar, capitalization, punctuation, spelling, sentence structure, paragraphing, and the use of oral and written language skills. The goals for the year are to build the skills necessary to produce good writing, to encourage an appreciation of good literature, and to prepare for the challenges of high school. Additionally, students will prepare for the 8th grade SOL Writing test in March and the 8th grade SOL Reading Test.

Advanced English 8
Prerequisite: B or higher in a 7^th grade Reading course and a 7^th grade SOL Reading score of at least 475 or higher

This course is comprised of an advanced study of classic literature and an intensive introduction to literary analysis. Students will assimilate writing techniques and grammar knowledge in a demanding writing curriculum that encourages critical thinking. Intensive vocabulary work, roots, spelling, and grammar usage will be integrated into the curriculum. Students will examine both fictional and nonfictional forms of writing, accompanying literary terms and devices, and vocabulary. They will explore the writing process using expository, informational, narrative, and persuasive writing, to include editing for correct grammar, capitalization, punctuation, spelling, sentence structure, paragraphing, and the use of oral and written language skills. The goals for the year are to build the skills necessary to produce good writing, to encourage an appreciation of good literature, and to prepare for the challenges of high school. Additionally, students will prepare for the 8th Grade SOL Writing Test in March and SOL Reading Test in May.

SMART English
Prerequisite: School placement criteria

SMART English provides targeted support in reading, writing, and comprehension skills. The course is designed to strengthen foundational literacy and help students improve success in core English classes.

World Geography

This course explores the world’s people, places, and environments. This course concentrates on the study of the world’s countries and regions, land forms, climates and natural resources, cultures, and political/economic systems. You will be required to maintain an organized notebook in this class. This material will be reviewed for all tests and quizzes throughout the year, so neat and completed notebooks are a must. In order to receive a verified high school credit, students must successfully pass the course and the End of Course SOL test.

Math 8
1 UNIT HIGH SCHOOL CREDIT
Prerequisite: Division placement criteria

Algebra I is the study of the real number system and its properties. This course provides the foundation for future mathematics courses by transferring mathematical knowledge to more abstract algebraic generalizations. Students will study the solution of linear and quadratic equations, linear inequalities, systems of equations, polynomials, graphing, and data analysis. Tables and graphs will be used to interpret algebraic expressions, equations, and inequalities, and to analyze functions. In order to develop critical thinking, this course will be learned by integrating engaging activities using an online graphing calculator (DESMOS) and verify many mathematical and algebraic concepts throughout the year. Students in Algebra I will take the Algebra I End of Course SOL test at the end of the year. In order to receive a verified high school credit, students enrolled in this class must successfully pass the course and End of Course SOL test.

Geometry
1 UNIT HIGH SCHOOL CREDIT
Prerequisite: Algebra I

Geometry is designed for students who have successfully completed the standards for Algebra I. In this course, students will study transformational geometry and measurement, theorems and properties, formal definitions of geometric terms, trigonometric relationships, and reasoning to justify conclusions. Also, angle relationships, parallel lines, polygons, symmetry, circles, and constructions. Formulas for surface area and volume will be used to solve practical problems. Proofs will be approached intuitively and then formally as the student is
prepared to analyze, synthesize, and reach conclusions. The online graphing calculator (DESMOS), computers, graphing utilities, and other appropriate technology tools will be used to assist in teaching and learning. Students in Geometry will take the Geometry End of Course SOL test at the end of the year. In order to receive a high school credit, students must successfully pass the course and End of Course SOL test.

SMART Math
Prerequisite: School placement criteria

SMART Math offers focused instruction to reinforce essential math skills and support readiness for grade-level math content. Students receive guided practice and skill-building to boost confidence and achievement.

Physical Science 8

In this course, students will increase their scientific knowledge through the exploration of motion, forces, energy, waves, light, electricity, magnetism, heat, matter, atomic structure and theory, chemical and physical changes, the periodic table, elements, chemical bonds and
reactions. Students will expand their skills of taking and reading proper measurements, problem solving, applications of the scientific method, and reading graphs and tables. At the conclusion of this course, students will take the Science 8 SOL test which includes material from Earth Science 6, Life Science 7, and Physical Science 8.

Health/PE 8

In this course, students will further develop their competence in more complex dynamic game/sport situations and in a variety of recreational activities. Eighth grade students will apply their knowledge of major body structures to explain how body systems interact with and respond to physical activity and how structures help the body create movement. Students will explain the relationship between nutrition, activity, and body composition to deepen their understanding of energy balance. Students will set goals, track progress, and participate in physical activities to improve health-related fitness. They will build a repertoire of abilities across a variety of game/sport, dance, and recreational pursuits and begin to develop competence in specialized versions of lifelong game/sport activities. Students may wear their own school-appropriate shorts and/or athletic pants (e.g. sweatpants) for Health/PE classes. However, a WGMS t-shirt and shorts can be purchases for $15.

Introduction to Technology & Engineering

Students use the engineering design process to guide them through various hands-on activities and projects, utilizing safe use of tools, materials, and techniques to solve problems. Students explore their relationship to technology and engineering, and how technology affects
the world around them, as well as careers in the fields of technology and engineering. Contextual instruction and student participation in co-curricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.

Computer Solutions

Students are introduced to the world of business using the computer as a problem-solving tool. Emphasis is placed on using basic keyboarding skills to complete a variety of projects incorporating word processing, database, presentation, and spreadsheet software. Basic Internet safety and computer maintenance issues are important components of this course.

Family & Consumer Sciences Exploratory III

Family and Consumer Sciences Exploratory III students continue to build on knowledge and skills acquired in Family and Community Sciences Exploratory I and II to lead better lives, be career-ready, build strong families, and make meaningful contributions to their communities. Contextual instruction and student participation in co-curricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. Highquality work- based learning (HQWBL) will provide experiential learning opportunities related to students’ career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.

Technological Systems

Students will experience the problems and opportunities of our increasingly technological society. The class will provide hands-on learning to explore technologies and the systems of which they are composed. They also explore technology-oriented careers and project-based
learning to explore technological systems. Contextual instruction and student participation in co-curricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.

Medical Detectives

In this unit, students play the role of real-life medical detectives as they analyze genetic testing results to diagnose disease and study DNA evidence found at a “crime scene.” They solve medical mysteries through hands-on projects andlabs, investigate how to measure and interpret vital signs, and learn how the systems of the human body work together to maintain health. Contextual instruction and student participation in co-curricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.

Digital Technology Foundations

This foundation course introduces the use of relevant and emerging technologies, tools, and applications to prepare students for current workplace practices and everyday life. Students will demonstrate information processing using a variety of hardware and software and Internet-based tools to produce and integrate data in various formats. This course is designed for students wishing to progress through more advanced business and information technology coursework. Contextual instruction and student participation in co-curricular career and
technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and
performed in partnership with local businesses and organizations.

Building for the Future

This new unit, reimagined from the Green Architecture unit explores everything from architecture and civil engineering to carpentry, plumbing, and HVAC systems. Students in Building for the Future (BFF) will explore the world of construction by designing and building real-world solutions using the tools and transferable skills that help industry professionals succeed in their careers. This dynamic unit introduces
learners to high-demand skilled trades and empowers them to design sustainable, functional spaces for tomorrow’s communities. Whether they are creating or analyzing blueprints, or constructing prototypes, students will gain practical experience, technical skills, career insights, and the confidence to build their own futures— literally.

Design & Modeling

Students discover the design process and develop an understanding of the influence of creativity and innovation in their lives. They are then challenged and empowered to use and apply what they’ve learned throughout the unity to design a therapeutic toy for a child who has cerebral palsy.

Gifted Education Seminar
Prerequisite: Must be identified as Gifted Intellectual

This seminar course is designed to address the unique needs and challenges of gifted learners in the middle school setting. Participants will explore advanced instructional strategies, differentiation techniques, and socio-emotional support methods tailored to the gifted population. The course will provide a comprehensive overview of gifted education theories, research, and best practices, with a specific focus on middle school students.

French I
Prerequisite: B or higher in a 6^th grade Reading course; Special consideration will be given to native speakers of the language; This course will take 2 elective class times and be offered every day.

Students are introduced to written and spoken French. Students will learn basic grammar and vocabulary. They will develop listening and speaking skills through class participation. Students will explore various aspects of the French culture.

French II
Prerequisite: C or higher in French I; This course will take 2 elective class times and be offered every day.

Students will continue to develop the skills of listening, speaking, reading, and writing. They review basic vocabulary while learning more advanced grammatical concepts. Additional vocabulary is acquired through listening and reading to improve basic conversational skills. This course includes the study of Francophone cultures.

Spanish I
Prerequisite: B or higher in a 6^th grade Reading course; Special consideration will be given to native speakers of the language; This course will take 2 elective class times and be offered every day.

Students will develop beginning communication competencies in listening, reading, writing and speaking Spanish and study Hispanic culture and history. Students will demonstrate skills necessary to carry out basic survival needs, deliver oral and written presentations, and read simple narration and comprehend messages. Students will acquire a working vocabulary for everyday use, understand basic elements of language structure (to include present and past tenses) and pronunciation. This course will present a balance of grammar and communication proficiency through the classroom use of audiovisual technology and interactive tasks.

Spanish II
Prerequisite: C or high in Spanish I; This course will take 2 elective class times and be offered every day.

Students will continue their study of the Spanish language and culture of the Spanish speaking countries. Students will understand more complex grammar topics and learn to talk about events in the present, past, and future. Topics are presented in the contexts of everyday situations — travel, food, recreation, telecommunications — that provide real meaning and purpose to the acquisition of language skills.

Latin I
Prerequisite: B or higher in a 6^th grade Reading course; Special consideration will be given to native speakers of the language; This course will take 2 elective class times and be offered every day.

In this course, students will be introduced to the language of the ancient Romans. Emphasis is placed on translating from Latin to English and writ ing English sentences in Latin along with the study of various aspects of Roman life and history.

Latin II
Prerequisite: Successful completion of Latin I (Phase 1); This course will take 2 elective class times and be offered every day.

Thorough review of grammatical forms and vocabulary will serve as the introduction to Latin II. Attention will be given to development in vocabulary and the presentation of more complex grammatical constructions: dependent verbs, participles, infinitives, indirect discourse, and the subjunctive mood.

Art I

The objectives for Art I emphasize an exploration of the elements of art and the principles of design as a framework. Students investigate a variety of experiences and concepts. Students will explore various two-dimensional and three-dimensional art media using a variety of expressive and technical approaches created by the instructor. Students are brought to understand the factors that distinguish artistic styles that clarify the role of art of various cultures. Through critical examination, students will determine how artists convey meaning through the use of forms, media, and symbols. Students will test and develop their own ideas regarding the nature of art and will encounter philosophical and ethical questions. Upon the successful completion of the visual arts standards for grade six, students will possess the skills that will allow them to evaluate the effects of various influences and disciplines of the visual arts.

Art II
Prerequisite: Successful completion of Art I or permission from the instructor.

The objectives for Art II are a continuation of the exploration of art with an emphasis on analyzing and investigating the creative process. Students will develop technical skills that empower them to communicate ideas visually, with the focus on realistic representations of their environment. Students will also acquire knowledge that engages them to look at works of art from a personal perspective as they identify art styles and the periods to which they belong. In addition, they will become aware of a variety of art careers that they may consider. They will
develop inquiry skills and vocabulary as they explore the meaning of works of art through analysis of subject matter, themes, and symbols. Students develop an increased awareness of the nature of art and of their relationship to it as they explore the meaning and value of works of art.

Art III
Prerequisite: Successful completion of Art II or permission from the instructor.

The objectives for Art III focus on the synthesis and application of previously learned concepts. Using traditional and emerging technologies, students are able to apply more complex technical skills as they manipulate the elements of art and the principles of design, art media, and ideas. Students acquire art skills that enable them to make conscious choices of media and techniques for expressive purposes. Students produce works of art that are developed from preliminary ideas and sketches. They compare and contrast art from different world cultures and investigate how context can influence meaning. Students debate the purposes of art, formulate late reasoned responses to meaningful art questions, develop their own criteria for making art judgments, and develop a personal aesthetic. The acquisition of these skills enables students to develop a world view, placing the discipline of art within a broader context, and relating it to other of knowledge.

Digital Art II
Prerequisite: Successful completion of Digital Art I or permission from the instructor.

In this course, students will use technical and conceptual tools to build upon theirunderstanding of the fundamentals of digital media. Emphasis is placed on learning to use the computer as a means of producing print graphics and integrating design knowledge withsoftware tools. Students will continue to use computers as a tool for self-expression as they continue to learn to critically interpret the world in which we live today. Emphasis is placed on making interdisciplinary connections based on the standards of learning for all disciplines. Through the use of technology, students explore themes based on artists and the elements of art. Software applications include Adobe Photoshop and other available software. Ethical issues concerning computer generated imagery are addressed.

Digital Art III
Prerequisite: Successful completion of Digital Art II or permission from the instructor.

In this course, students will use technical and conceptual tools to build upon their understanding of the fundamentals of digital media. Emphasis is placed on learning to use the computer as a means of producing print graphics and integrating your design knowledge with software tools. Students will continue to use computers as a tool for self-expression as theycontinue to learn to critically interpret the world in which we live today. Emphasis is placed on making interdisciplinary connections based on the standards of learning for all disciplines. Through the use of technology, students explore themes based on artists and the elements of art. Software applications include Adobe Photoshop and other available software. Ethical issues concerning computer generated imagery are addressed.

Gifted Visual Art
Prerequisite: Must be identified as Gifted Visual Arts

This is a gifted education course. The objectives for the sixth, seventh and eighth grade gifted visual arts programs provide each student with more independent opportunities to execute previously learned concepts while building new skills that will enhance their abilities for more
advanced levels of artistic expression. Using traditional and emerging technologies, students are able to apply more complex technical skills in a more “studio based” class setting as they manipulate the elements of art and the principles of design, art media and ideas. Students acquire art skills that enable them to make conscious choices of media and techniques for expressive purposes to create beyond basic concepts and ideas. Students produce works of art that are developed from preliminary ideas and sketches to more intricate art prepared for public exhibitions and displays. They will critique and observe art from different world cultures and investigate how context can influence meaning. Students debate the purposes of art, formulate reasoned responses to meaningful art questions, develop their own criteria for making art judgments, and develop a personal aesthetic. The acquisition of these skills will enable the students to develop a world view, place the discipline or art within a broader context, as well as relate it to other fields of knowledge. Students will also explore various careers as an artist for future goal setting.

Band I

This course offers instruction to beginning band students in instruments with a focus on fundamental skills vital to future success in an instrumental ensemble such as proper posture, development of characteristic tone quality and music literacy. This class is ideal for those students who do not have any experience with instrumental music, or those with some experience who may wish to review and reinforcement of musical literacy or performance skills. Students in this class will be expected to rent or purchase a musical instrument, attend variousafter school concert performances, and come prepared with their instrument each day to class. If a student is unable to rent an instrument, one may borrowed from the school. No audition is required to participate in this class. Students are not expected to come to the first class day with an instrument.

Band II
Prerequisite: Band I or 1 year experience playing a related instrument or permission of the instructor following an audition.

This intermediate band class is designed for students who already posses an understanding of basic music reading, correct playing position and tone production. Instruction offers a continued focus on music literacy, tone production, playing technique and aural skills. Studentsin this class will be expected to rent or purchase a musical instrument, attend various after school concert performances, and come prepared with their instrument each day to class. If a student is unable to rent or purchase an instrument, one may be borrowed from the school.

Band III
Prerequisite: Band II or 2 years experience playing a related instrument and permission of the instructor following an audition.

This advanced course is designed for students who already possess a strong background in music reading, correct playing position and tone production. Instruction offers a continued focus on music literacy, tone production, playing technique and aural skills. This class will perform advanced concert literature in an ensemble-focused setting. Students in this class will be expected to rent or purchase a musical instrument, attend various after school concert performances, and come prepared with their instrument each day to class. If a student is unable to rent or purchase an instrument, one may borrowed from the school.

Chorus 8

This is a choir class for students who really enjoy singing and want to learn more serious and advanced singing skills. It is designed to offer the eighth grade student a continuing education in choral singing which will prepare them for high school choir classes. The students will rehearse music in 3-4 parts with an emphasis on singing in a traditional Soprano, Alto, Tenor, Bass (SATB) ensemble. The application of music theory will expand upon previous years' knowledge and will be designed to prepare students for more advanced study and singing at the high school level. Students will be expected to learn rhythmic and melodic notation as well as sight singing principals. Students will sing music representing a variety of cultures, styles and time periods in music history. They will be graded on daily class participation, individual
progress, journal work, projects and at least one concert per quarter. This is a performance based class; all students are expected to sing daily.

Orchestra I

This course is designed for students interested in performing in a beginner string ensemble on the violin, viola, cello, or bass. Technical and music theory skills are developed through the use of method books, scales, and other materials and exercises deemed appropriate by the instructor. The students will also continue to foster their ensemble performance skills through a vigorous concert schedule. Grading for this course is based on playing/written tests/quizzes, class participation and behavior, concert dress rehearsals, concert performances, practice logs, self-assessments, and other assignments designated by the instructor that will help enhance the students’ knowledge of music and/or their instrument and/or their performance skills. Students are required to participate in all concert dress rehearsals and concert performances and any other performances designated by the instructor. Special concert attire is required. Some instruments are available at WGMS. If an instrument is not available, it can be rented or puchased locally.

Orchestra II
Prerequisite: Orchestra I or 1 year experience playing an instrument in the violin family or permission of the instructor following an audition.

This course is designed to continue to develop fundamental skills of performing on the violin, viola, cello, or double bass. Technical skills will continue to be developed based on the material that the instructor presents in class which includes but is not limited to performance pieces, scales, and method materials. Students will also continue to foster their ensemble performance skills through a vigorous concert schedule. Grading for this course is based on playing/written tests/quizzes, class participation and behavior, concert dress rehearsals, concert performance, practice logs, self-assessments, and other assignments that will help enhance the students’ knowledge of music, their instrument and their performance skills. Students are required to participate in all concert dress rehearsals and concert performances as well as any other performances designated by the instructor. Some instruments are available at WGMS. If an instrument is not available, it can be rented or purchased locally.

Orchestra III
Prerequisite: Orchestra II or 2 years experience playing an instrument in the violin family or permission of the instructor folowing an audition.

This course is designed to continue to develop fundamental skills of performing on the violin, viola, cello, or double bass. Technical skills will continue to be developed based on the material that the instructor presents in class which includes but is not limited to performance pieces, scales, and method materials. Students will also continue to foster their ensemble performance skills through a vigorous concert schedule. Grading for this course is based on playing/written tests/quizzes, class participation and behavior, concert dress rehearsals, concert performances, practice logs, self-assessments, and other assignments that will help enhance the students’ knowledge of music, their instrument and their performance skills. Students are required to participate in ALL concert dress rehearsals and concert performances as well as any other performances designated by the instructor.

Gifted Performing Arts
Prerequisite: Must be identified as Gifted Performing Arts.

This course for identified gifted students is designed for those students who demonstrate a large degree of ability as it relates to the performing arts. Emphasis will be placed on each student’s creative passion and skills in singing, dancing and acting and will include performing as well as the creation of original material.